unit4Grammar教案

A.beforeB. afterC. whenD. not until
4. It ______ on the telephone that I spoke to my wife inNew Zealand.
A. isB. wasC. areD. were
5. It might have been John ______ bought a new ring for Lily yesterday afternoon.
能力目标:
To enable the students to use the emphasized sentences correctly and properly.
情感目标：
1.To get the students to become interested in grammar learning.
2.To develop the students’ability of comparing and summarizing..
教学重难点：
1.To get the students to master the structure and usages of the emphasized sentences.
How do we go to school every day?
Step3Discovering useful structures:
Emphatic pattern(强调句型):
It is /was+被强调部分+that /who+其他成分…
如何判断是个强调句？
把句型中固定的成份：it is/was…that/who….去掉，如果剩余的部分结构仍然完整，句意仍然明确，说明是个强调句，如果不完整，则是其他的从句。
Step7Grammar practice
Ⅰ.多项选择
1. ____ she first heard of the man referred to as an actor.
A That was from Stephen B It was Stephen whom
C It was from John thatD.It was Stephen that
2.To enable the students to learn how to use the emphasized sentences.
教学过程
Step1Revision
Revise what we have learned in the last period by asking some students to retell the reading passage.
A. thereforeB. whoC. whichD. so that
6.It was yesterday__ whenB.whichC. on whichD. that
Ⅱ.句型转换
1．He didn't attend the meeting because he was ill.
→It washe was illhe didn't attend the meeting.
2．When did you call me yesterday?
→Whenyou called me yesterday?
3．Did the Second World War break out in 1939?
2.It was __ the city was liberated__his father was born.
A.when; that B.that ; when
C.that; that D.when; when
3. It was ______ the next morning that I began to think about where I was going.
It wasyesterdaythat John bought an old bike in a marketplace.
It wasin a marketplacethat John bought an old bike yesterday.
Step5 Summing up
Try to help the students draw the following conclusions.
2．直到临近信的末尾，她才提到了她自己的计划。(it)
It wasshe mentioned her own plan.
3．是全球变暖而不是其他因素导致了极端天气。(that)
It ishas led to the extreme weather.
4. It is your efforts, not your intelligenceyour success. (contribute)
→It wasthe sunsetit was too late to go home
6．What he said disappointed me.
→It washe saiddisappointed me.
Ⅲ.完成句子
1．我不知道到底是什么使她与众不同。(what)
I don't knowmakes her different from others.
Step2Leading in
Ask some questions to arouse their interestin the sentence structure.
Where do we study?
When was our school founded?
Who teaches you Maths?
④Not···until···句型的强调句：
It is/was not until +被强调部分+that +其他部分
Step6 Getting more about the grammar
Play a guessing game toget the students more familiar with the structure.
Johnboughtan old bikeyesterdayin a marketplace.
It wasJohnthat/who bought an old bike yesterday in a marketplace.
It wasan old bikethat John bought yesterday in a marketplace.
Unit4Global Warming教案
Grammar: Emphatic pattern
三维目标：
知识目标：
1.To get the students to know the structure of the emphasized sentences.
2.To let the students learn the usages of the emphasized sentences..
(3)无论被强调的是人还是物，单数还是复数，强调句型中一律用it is或者it was
强调句型的特殊句式：
①强调句型的一般疑问句：
Is/Was+it+被强调部分+that（who）+原句其他部分？
②特殊疑问句：特殊疑问词+is/was+it+that+原句其他部分？
③宾语从句中对引导词强调：
引导词+it+is/was+that+其他部分（陈述句序）
请看：1.It is true that he will leave.
2.It was in the street that I lost the book.
哪一句是强调句?
Step4 Grammar learning
Ask the students to study the following sentences and try to summarize the structure of the emphasized sentences.
是你的努力而不是聪明促成了你的成功。
Step8Homework
1. Review theemphatic pattern.
2. Finish the exercises on the exercises book(新坐标）
Step9 Reflection after teaching
强调句型是高考的的一个重点，同时也是学生学习的一个难点问题，尤其是在完成句子中的运用，学生只有把基本结构和特殊句型烂熟于心，方能熟练运用。
→the Second World War broke out?
4．I don't know why you want to change your mind.
→I don't knowyou want to change you.
5．She didn't realize it was too late to go home until the sunset.
⑴当强调部分是人时，引导词可以用that,或者who.
Itis Mr. Chen that/who teaches you Maths.
当指过去的事情，用it was...
⑵被强调的部分是主语时，要注意句子的谓语动词和被强调部分的主语保持一致
It was he who was late.
It was they who were late.