高中英语语法《强调句》专题教案
新人教版学高中语法专题强调教案必修英语 解析版
１强调句句型的种类及句型⒈陈述句的强调句型：It is/ was + 被强调部分（通常是主语、宾语或状语）+ that/ who（当强调主语且主语指人）+ 其他部分。
如：It was yesterday that he met Li Ping.⒉一般疑问句的强调句型：同上，只是把is/ was提到it前面。
如：Was it yesterday that he met Li Ping？⒊特殊疑问句的强调句型：被强调部分（通常是疑问代词或疑问副词）+ is/ was + it + that/ who + 其他部分？如：When and where was it that you were born？⒋强调句例句：针对I met Li Ming at the railway station yesterday.句子进行强调。
１强调主语：It was I that （who）met Li Ming at the railway station yesterday.２强调宾语：It was Li Ming that I met at the railway station yesterday.３强调地点状语：It was at the railway station that I met Li Ming yesterday.４强调时间状语：It was yesterday that I met Li Ming at the railway station.５注意：构成强调句的it本身没有词义；强调句中的连接词一般只用that、who，即使在强调时间状语和地点状语时也如此，that，who不可省略；强调句中的时态只用两种，一般现在时和一般过去时。
原句谓语动词是一般过去时、过去完成时和过去进行时，用It was…，其余的时态用It is…２not …until …句型的强调句⒈句型为：It is/ was not until + 被强调部分+ that + 其他部分如：普通句：He didn't go to bed until/ till his wife came back.如：强调句：It was not until his wife came back that he went to beＤ．⒉注意：此句型只用until，不用till。
《强调句》 学历案
《强调句》学历案一、学习目标1、理解强调句的结构和用法。
2、能够正确识别和运用强调句来强调句子中的不同成分。
3、通过练习和实践，提高在语言表达中运用强调句的准确性和灵活性。
二、学习重难点1、重点（1）掌握强调句的基本结构：It is/was ＋被强调部分＋ that/who ＋句子其余部分。
（2）明确被强调部分可以是主语、宾语、状语等成分。
2、难点（1）准确判断在具体语境中需要强调的成分。
（2）区分强调句和其他相似句型，避免混淆。
三、知识讲解1、强调句的定义强调句是一种通过特定的结构来突出句子中某一成分，以加强语气、表达重点的句型。
2、强调句的结构It is/was ＋被强调部分＋ that/who ＋句子其余部分（1）It is/was ：根据句子的时态来选择 is 或 was 。
一般现在时用 is，一般过去时用 was 。
（2）被强调部分：可以是主语、宾语、状语等。
（3）that/who ：当被强调部分是人时，可用 who ，其他情况用that 。
3、强调句的用法（1）强调主语It is Mary who/that often helps me with my English （强调主语 Mary ）（2）强调宾语It was the book that I bought yesterday （强调宾语 the book ）（3）强调状语It was in the park that we met yesterday （强调地点状语 in the park ）It was at six o'clock that he got up this morning （强调时间状语 at sixo'clock ）4、强调句与其他相似句型的区别（1）It is/was that 强调句与定语从句的区别在强调句中，去掉 It is/was that 后，句子仍然完整；而定语从句去掉关系词后，句子不完整。
高考英语语法专题强调句教案
English Teaching PlanTime: Apr.. 7th , 2010 Place:The Multi-media HallClass: Class 11 , Senior 3Teacher: Zheng GuoxingPeriod:The first period Content:The emphasis sentences Teaching aims:1. Revise the usages of the Emphasis sentences.2. Get the students to know how to use the Emphasis sentences.3. Teach the students how to the Emphasis sentences in theircomposition and daily communication.Important points:Master the usages of the emphasis structures:1.It is(was)+被强调部分+that(who)+其余部分2. …do/does/did +动词原形+…Difficult point:1.How to contrast the Emphasis sentences and theAttributive Clause.2.How to use the Emphasis sentences in differentsituation .Teaching methods:1. The English Four-in-one Teaching Method.2. Question-and-answer activity .Teaching aids:1. The Multi-media.2. A computer and a courseware.Teaching content:高考英语语法专题--强调句强调是一种修辞效果，为了对一定语境中的部分信息内容进行突出强调而采用的一种手段。
强调句教案“强调句”教案
强调句教案“强调句”教案教案I. 教学内容: 强调句II. 教学目标:1. 理解强调句型的作用: 用来对句中的某一部分(除谓语动词外)进行强调,以突出该部分在句中的意义.2. 记忆强调句型的结构: It is / was + 被强调的部分+ that + 原句中其它没有被强调的部分.3. 会运用强调句型对一个句子中的相关部分进行强调. III. 教学重/难点:1. 强调句中is / was 的运用.2. 强调句中that / who 的运用.3. 强调句与主语从句的区别.4. 对until引出的时间状语(从句)进行强调时的用法.IV. 教学分析:由于该语法项目教学中运用不多,学生比较陌生, 但历届高考中有的年份考到该项目, 所以复习中要对该项目进行必要的复习.在该项目中, 中等偏下的学生较难确定是用is还是用was; 几乎所有的学生区别不了哪是强调句, 哪是主语从句. 因为, 由it作形式主语来取代that引出的主语从句的句子在形式上与强调句型几乎完全一样, 学生很难区别开来. 这些项目都是需要在教学中重点关注的. 特别是对于强调由until引出的时间状语(从句), 原句中的否定词在强调句中放在什么位置需要加强训练, 原因是强调句中否定词的位置与原句中的位置不同,容易造成学生在使用时的混乱.另外, 强调主语时，如果主语是人，既可以用who，也可以用that．如果强调的主语是人称代词时，既可以用人称代词的主格，也可以用人称代词的宾格．这些在教学中都需要加以说明.V. 教学设计:根据职校生在学英语知识时不善于整体观察, 前后照应, 只顾眼前, 不及其余的弱点, 在解决重难点中的第一个项目时, 需要引导学生学会观察和联系: 如果是句型变换, 用强调句型去强调原句中除谓语以外的某一成份, 则需要根据原句中的时态来决定是用is还是用was. 如,1. I goIt is on foot that I go to school at half past six every morning.2. I went It was on foot that I went to school yesterday.题1中, 原句的动词时态是一般现在时, 所以在强调句中用is; 题2中, 原句的动词时态是一般过去时, 所以在强调句中用was.如果是客观题中的选择题或主观题中的翻译或根据汉语意思完成句子, 当涉及到项强调句型是用is还是用was时, 就需要联系到句中未被强调的部分中的时态来确定.如,1. It ______ Jack who broke the window .A. beB. isC. would beD. was2. 是Jack打破了窗户.It __________ who broke the window .题1中, 句中未被强调的部分中的时态是过去时broke, 所以选D答案; 题2中, “打破了”是表示已发生的事, 句中未被强调的部分中的时态是过去时broke, 所以, 需要用was Jack来完成句子.在解决重难点中的第三个项目时, 需要用演绎法引导学生从分析句子的语法功能入手去判断哪是强调句, 哪是由it作形式主语来取代that引出的主语从句. 还可以用一个更简捷的方法来判断: 把句中的“ It is / was…that”去掉, 看剩下的部分是否能重新组成一个完整的句子, 如果能再组成一个句子, 原句就是强调句型, 反之, 就不是强调句型. 如:It was on the street that I met an old friend yesterday. 去掉句中的“It was…that”这一结构后, 剩下的部分还可再组成“I met an old friend on the street yesterday.”这一个完整的句子, 所以原句是强调句型结构. 再如:It was a fact that he won the first prize in the game. 去掉句中的“It was…that”这一结构后, 剩下的部分不能再组成一个完整的句子, 所以, 原句不是强调句型, 而是由it作形式主语来取代that he won the first prize in the game这个主语从句的句型, 原句的另一形式是: That he won the first prize in the game was a fact(他在比赛中获得第一名是事实.).重难点中的第四个项目需要要求学生记住not 在强调句中的位置来解决. 在由until引出的时间状语(从句)的(复合)句中, 当(主)句中的谓语动词是短暂性动词时, (主)句子用否定式. 如果强调由until引出的时间状语(从句), 则not要放在until的前面. 如: Jordan didJordan 四十多岁才停止打篮球) 强调则句型是:It was that Jordan stopped playing basketball.I did →It was that I went to bed.在解决重难点中的第二个项目时,次开发只需要加以说明就可以了, 即: 当强调的句子的主语是人称代词时, 句型中既可用that, 也可用who. 该人称代词既可用主格, 也可用宾格. 如:He goes to school by bike every day. →It is to school by bike every day.VI. 教学步骤(One teaching period)Step 1: Presentation: What is emphasis sentence?on ( It is / was + 被强调部分+ that…) Step 2: Practice: Change the following into emphasis sentences. Stress each underlined part of thesentence.T: It was who that threw a stone at the dog on the way home yesterday?S:___________________________________________________ __.T: It was what that T om threw at the dog on the way homeyesterday?S:___________________________________________________ __.T: It was where that T om threw a stone on the way home yesterday?S:___________________________________________________ _.T: It was where that T om threw a stone at the dog yesterday?S:___________________________________________________ _.T: It was when that T om threw a stone at the dog on the way home?S:___________________________________________________ _.Sum up: An emphasis sentence can be used to stress ____________________ but_______.S:___________________________________________________ ______.Attention to the tense here.3) Regular radio broadcasts didn’T: It was when that regular radio broadcasts began?S: _____________________________________________. Attention to the word “not”.I didn’T: It was when that I recognized she was a famous star?S:___________________________________________________ _________.Sum up: (the position of the word “not” in the emphasis sentence.)Step 3: T ell which are emphasis sentences.1) It was a museum that we visited on Sunday.2) It was a fact that we visited a museum on Sunday.3) It was because of his illness that he didn’t go to school.4) It is certain that we want to win the game.Sum up: How to tell an emphasis sentence?If we cut off “ It is / was…that” from the sentence and the left parts canconsist of a correct sentence, it is an emphasis sentence. Otherwise, it is not.Step 4: More practice.According to the underlined parts of the following sentences, change them into emphasis sentences. 2) We won’Step 5: Homework: 根据句中的划线部分把下列句子改为强调句型.VII. 教学反思:___________“强调句” 教案___________________________________________________ _________________百度搜索“就爱阅读”,专业资料,生活学习,尽在就爱阅读网,您的在线图书馆。
强调句教学设计
强调句教学设计一、教学目标1、知识与技能目标学生能够理解强调句的结构和用法。
学生能够正确运用强调句来强调句子中的不同成分。
2、过程与方法目标通过例句分析和练习，培养学生的观察、分析和归纳能力。
引导学生在实际交流中运用强调句，提高语言表达的准确性和生动性。
3、情感态度与价值观目标激发学生学习英语语法的兴趣，增强学习的自信心。
培养学生严谨的语言思维和准确的表达习惯。
二、教学重难点1、教学重点强调句的基本结构：It is/was ＋被强调部分＋ that/who ＋其他部分。
被强调部分可以是主语、宾语、状语等。
2、教学难点区分强调句与其他相似结构的句子，如定语从句。
灵活运用强调句进行书面和口头表达。
三、教学方法1、讲授法讲解强调句的概念、结构和用法，使学生对强调句有初步的了解。
2、例句分析法展示大量的例句，引导学生观察、分析和总结强调句的特点和规律。
3、练习法通过填空、改写、翻译等练习，让学生巩固所学知识，提高运用能力。
4、小组讨论法组织学生小组讨论，解决在学习过程中遇到的问题，培养合作学习能力。
四、教学过程1、导入（5 分钟）展示一组句子，如：“I met Tom in the park yesterday”和“It was Tom that I met in the park yesterday” 引导学生观察这两个句子的差异，激发学生的好奇心，从而引出强调句的概念。
2、知识讲解（15 分钟）讲解强调句的基本结构“It is/was ＋被强调部分＋ that/who ＋其他部分”，并解释“it”在强调句中没有实际意义，只是一个引导词。
举例说明被强调部分可以是主语、宾语、状语等，如：“It was Iwho/that met Tom in the park yesterday”（强调主语）；“It was Tom that I met in the park yesterday”（强调宾语）；“It was in the park that I metTom yesterday”（强调地点状语）；“It was yesterday that I met Tom inthe park”（强调时间状语）3、例句分析（10 分钟）展示更多的例句，让学生分析每个句子中被强调的部分，并指出强调句的结构特点。
强调句教案(教师版)
一、教学目标1. 让学生理解强调句的概念和作用。
2. 让学生掌握强调句的基本结构和用法。
3. 培养学生运用强调句表达观点和情感的能力。
二、教学内容1. 强调句的定义和作用2. 强调句的基本结构3. 强调句的用法和注意事项4. 强调句的练习和应用三、教学重点与难点1. 重点：强调句的概念、结构和用法。
2. 难点：如何正确运用强调句表达观点和情感。
四、教学方法1. 实例分析法：通过举例让学生理解强调句的概念和作用。
2. 结构分析法：讲解强调句的基本结构，让学生掌握其用法。
3. 练习法：设计不同类型的练习，让学生在实践中运用强调句。
4. 互动法：鼓励学生积极参与课堂讨论，提高运用强调句的能力。
五、教学过程1. 导入：通过一个有趣的例子引入强调句的概念，激发学生的兴趣。
2. 讲解：讲解强调句的定义、作用和基本结构。
3. 练习：设计一些练习题，让学生运用强调句进行表达。
4. 讨论：分组讨论，让学生分享彼此的练习成果，互相借鉴。
5. 总结：对本节课的内容进行总结，强调重点和注意事项。
6. 作业：布置一些课后练习，巩固所学内容。
六、教学评估1. 课后作业：检查学生对强调句的理解和运用情况。
2. 课堂练习：观察学生在练习中的表现，了解他们的掌握程度。
3. 小组讨论：评估学生在讨论中的参与程度和协作能力。
4. 口语表达：通过口语表达练习，检验学生运用强调句的能力。
七、教学拓展1. 强调句与其他句式的结合：引导学生学会在不同句式中运用强调句。
2. 强调句在实际语境中的应用：举例说明强调句在日常生活和工作中的运用。
3. 强调句的语用功能：讲解强调句在交际中的作用和表达效果。
八、教学资源1. 教案、PPT等教学资料：提供清晰、易懂的教学资料，帮助学生更好地理解强调句。
2. 练习题库：准备一定量的练习题，满足不同学生的学习需求。
3. 语料库：收集一些含有强调句的例句和文章，供学生参考和模仿。
九、教学反馈1. 学生反馈：了解学生对强调句教学的满意度和建议，以便改进教学方法。
《高中英语强调句》教学设计
《高中英语强调句》教学设计教学目标：1.学会高中英语强调句的定义和用法。
2.能够辨别英语句子中的强调成分。
3.能够正确运用强调句进行口头交流和写作。
教学准备：1.PPT课件和习题。
2.黑板、白板或投影仪。
3.教科书和相关练习材料。
教学过程：Step 1：引入新知识1.创设情境：教师向学生介绍一个有意思的故事或例子；2.提出问题：引导学生思考，如果要强调这个故事或例子中的一些要素，该怎么表达？Step 2：解释强调句的定义和用法1.在黑板或PPT上呈现强调句的定义和用法；2. 解释强调句的构成，如It is/was… that…3.通过例句让学生理解强调句的使用方法。
Step 3：辨别强调成分1.展示一些句子，并让学生找出其中的强调成分；2. 强调词的形式多样，如副词（only, just, even, etc.），形容词（real, very, etc.），动词（do, did, does, etc.）等；3.解释强调成分在句子中的位置和用法。
Step 4：示范和练习1.给出一些实例，让学生根据要求改写成强调句；2.给学生一些练习题，让他们辨别、改写和使用强调句。
Step 5：巩固和拓展1.分组讨论：学生分成小组，每组选择一个话题，在小组内讨论并使用强调句进行口头交流；2.书面练习：要求学生撰写一篇文章，要求使用强调句表达自己的观点。
Step 6：总结和评价1.教师总结强调句的用法和特点；2.评估学生对强调句的掌握程度，可以通过期末考试或小测验进行评估。
Step 7：反思与扩展1.教师和学生共同回顾本节课的学习内容，总结遇到的难点和问题，并讨论解决方法；2.鼓励学生积极运用强调句，并拓展其他相关知识。
强调句教案(教师版)
强调句教案(教师版)第一章：强调句的基本概念1.1 强调句的定义强调句是用来强调句子中的某个成分或整个句子的结构。
强调句通常通过使用强调词、强调结构或强调语气来实现。
1.2 强调句的功能强调句能够使句子更加生动有趣，引起听者或读者的注意。
强调句可以帮助强调重要的信息或观点，增强表达的效果。
第二章：强调词的使用2.1 强调词的定义强调词是用来强调句子中的某个成分的词语，如“真的”、“only”、“just”等。
2.2 强调词的分类形容词强调词：如“非常”、“极其”、“非常”等。
副词强调词：如“仅仅”、“只有”、“刚刚”等。
感叹词强调词：如“真是”、“多么”、“极了”等。
2.3 强调词的用法在句子中加入强调词，可以用来强调形容词、副词或动词等成分。
强调词通常放在被强调的成分之前，以突出其重要性。
第三章：强调结构的使用3.1 强调结构的定义强调结构是一种特殊的句子结构，用来强调句子中的某个成分或整个句子。
强调结构通常由“是”、“变成”、“属于”等动词构成。
3.2 强调结构的分类成分强调结构：强调句子中的某个成分，如“这本书是我的”。
句子强调结构：强调整个句子，如“真的是这样”。
3.3 强调结构的用法使用强调结构可以突出句子中的重要信息或观点。
强调结构通常用来强调事实、真相或说话者的观点。
第四章：强调语气的作用4.1 强调语气的定义强调语气是一种通过语调、重音或语气词等方式来强调句子中的某个成分或整个句子的语气。
4.2 强调语气的分类语调强调：通过改变语调的升、降或平稳来强调句子中的某个成分。
重音强调：通过加重音来强调句子中的某个成分。
语气词强调：通过使用语气词来强调句子中的某个成分。
4.3 强调语气的用法使用强调语气可以增加句子的表达力度和效果。
强调语气通常用来强调重要的信息、观点或情感。
第五章：强调句的练习与应用5.1 强调句的练习通过例句和练习，巩固强调句的基本概念和用法。
练习使用强调词、强调结构和强调语气来构建强调句。
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高中英语语法《强调句》专题教案1.可强调的句子成分:不能强调谓语。
针对I met Li Ming at the railway station yesterday.句子进行强调。
强调主语:It was______that(whomet Li Ming at the railway station yesterday.强调宾语:It was______that I met at the railway station yesterday.强调地点状语:It was_____________that I met Li Ming yesterday.强调时间状语:It was___that I met Li Ming at the railway station.2.强调句的各种形式:1“It is/was+被强调部分+that/who+句子的其他部分”。
如果强调的是人,可以用who,whom代替that。
2It is not until+被强调部分+that...用于强凋时间状语,“直到……才……”。
普通句:He didn't go to bed until/till his wife came back.强调句:It was not until his wife came back that he went to bed.注意:此句型只用until,不用till.如果不是强调句型,till,until可通用;因为句型中It is/was no t…已经是否定句了,that后面的从句用肯定句,不用否定句。
3强调句的一般疑问句句型:Is/Was+it+所强调的部分+that/who/whom+其余部分?4强调句的特殊疑问句句型:特殊疑问词+所强调的部分+that/who+其余部分?"It is(was...that"去掉,该句应该意思完整,不缺任何句子成分:3.谓语动词的强调如果需要强调谓语,用助动词do/does或did.e.g.Do sit down.He did write to you last week.Do be careful when you cross the street.练习题:1.Is it_____who wants to see you?A.himB.heC.hisD.himself2.It was_____who respected all their teachers.A.themB.theirC.theyD.themselves3.It____Mike and Mary who helped the old man several days ago.A.wasB.areC.wereD.had been4._____electricity plays an important part in our daily lifeA.Why was it thatB.Why is it thatC.Why is itD.Why it is that5.Who was it_____wanted to see me just nowA.thatB.whoC.whenD.when6._____you met the foreigner from CanadaA.Where it was thatB.Who it was thatC.Where was it thatD.Where was that7.It was not until late in the evening_____her husband arrived home.A.whichB.whenC.thatD.how8.It was not until 1920_____regular radio broadcasts began.A.whichB.whenC.thatD.since 9.It was not_____she took off her dark glasses_____I realized she was a famou s film star.A.when;thatB.until;thatC.until;whenD.when;then注意"not...until"句型的变化.比较下列三个句子:She didn't remember her appointment with the doctor until she had arrived home.It was not until she had arrived home that she remembered her appointment with the d octor.Not until she had arrived home did she remember her appointment with the doctor.主从句中的强调句型:10.I can't quite remember__you started doing the work.A.that it was whenB.when it was thatC.when was it thatD.that was it when11.She wants to know if it is 600 miles an hour_____the newest plane can go.A.whichB.thatC.whenD.on which12.Was it_____he was seriously ill that he didn't come to school yesterday?A.althoughB.thatC.becauseD.since13.It was only when I reread his poems recently____I began to appreciate their beauty.A.untilB.thatC.thenD.so14._____he came back home that we knew what had happened.A.When it wasB.It was whenC.Was it whenD.When was it15.It was the training_____he had as a young man_____made him such a good enginee r.A.what;thatB.that;whatC.that;whichD.which:that16.It was___he said___disappointed me at that time.A.what;thatB.that;thatC.what;whatD.that;what17.It was when she was about to go to bed_________the telephone rang.A.sinceB.asC.thatD.then强调部分为介词短语:18.It was through Jack_____Mary got to know Bob.A.whoB.whomC.howD.that19.It was_____great care that they did the job.A.forB.aboutC.withD.in20.It was on October 1st 1949_____new China was founded.A.whichB.whenC.asD.that21.Was it in this palace_____the last emperor diedA.thatB.in whichC.in whereD.which22.It was the school gate______I met an old friend of mine after class.A.thatB.whichC.whereD.why经典例题讲解1.___that caused him to serve dinner an hourlater than usual.A.It was we being lateB.It was our being lateC.It was we were too lateD.It was because we were late2.“H ow was___they discovered the entrance to the underground palace?”“Totally by chan ce.”A.it thatB.he thatC.it whenD.he which强调句的特殊疑问句形式:(1Who was it___saved the drowning girl?B.asC.thatD.he(2What is it____his daughter needs most?A.whatB.whichC.thatD.if3.__was very__that little Jim wrote the letter.A.It,carefulB.It,carefullyC.He,carefulD.He,carefully(1It was when she was about to go to bed___the telephone rang.A.sinceB.asC.thatD.then(2It may have been at Christmas___John gave Marya handbag.A.beforeB.whoC.thatD.when4.“Where did you find the professor who made the speech yesterday?”“It was in the hall ______the students often have a meeting.”B.whichC.thatD.when5.It was what he meant rather than what he said___annoyed me.A.whichB.asC.whatD.that(1It was his nervousness in the interview___probably lost him the job.A.whichB.sinceC.thatD.what(2It is the ability to do the job____matters not where you come from or what y ou are.A.oneB.thatC.whatD.it6.It was in the small house____was built with stones by his father____he spent his chil dhood.A.which,that B.that,whichC.which,whichD.that,where(1It was the boy____had been in prison____stole the money.A.who,whereB.that,howD.that,which(2It was just in the room_he was born_he died.A.where,which B.that,thatC.where,thatD.which,that7.Was it five o’clock____the fire broke out?A.whenB.thatC.whichD.in whichWas it at five o’clock____the fire broke out?A.whenB.thatC.whichD.in which8.“Was it under th e tree____you were away talking to a friend?”“Sure.But when I got b ack there,the bike was gone.A.thatB.whereC.whichD.while9.It’s more than half a century_____my grandfather joined the Party and became a serva nt to the people.A.whenB.thatC.sinceD.while10.It was lack of money,not of effort,____defeated their plan.A.whichB.asC.thatD.what11.—Who are making so much noise in the garden?—______the children.A.It isB.They areC.That isD.There are12.It is_____he often fails in exams______makes his parents worried about him.A.what;thatB.that;whatC.that;thatD./;that13.It is the protection for the trees____really matters,rather than how many trees are pla nted.A.whatB.thatC.不填D.which 14.It is__my father worked___I work now.A.where,thatB.where,whenC.that,whereD.that,that15.Was___that I saw last night at the concert?B.not youC.youD.that you16.It was ten o’clock____he came back home.A.whenB.thatC.sinceD.after17.It was not until he came back_____he knew the police were looking for him.A.whichB.sinceC.thatD.before18.David said that it was because of his strong interest in literature_________he chose t he course.A.thatB.whatC.whyD.how19.I guess it was his eyes_________attracted me first.A.thatB.whereC.whichD.while20.It was after he got what he had desired_________he realized it was not so importan t.B.whenC.sinceD.as。