高中英语新课标(人教版)选修六-优秀教案-{Unit4-Global-warming-Period-3.doc

Period 3　Grammar—the Use of “It”(2)

教学内容分析　　　
This teaching period mainly deals with the grammar：the use of “it”．“It” has many usages in the English language.“It” can be used as a pronoun and the form of subject and object，and be used to express emphasis.From Unit 3 we know that “it” can be used as a pronoun and the form of subject and object.In this unit we will learn that “it” can be used to express emphasis.This kind of sentence is called emphasized sentences.Its main form is “It is/was...that/who...”，which is a very useful sentence pattern.
三维目标设计　　　
Knowledge and skills
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．To enable the students to use the emphasized sentences correctly and properly.
Process and methods
1．To ask the students to read the reading passage again，pick out the emphasized sentences from the reading passage and translate them into Chinese.
2．To ask the students to discover the structure and usages of the emphasized sentences by comparing a lot of example sentences.
3．To ask the students to do the exercises in Discovering useful structures on Page 29 to master the emphasized sentences.
4．To ask the students to summarize the usages of the emphasized sentences.
5．To ask the students to do the exercises in Using Structures on Page 64 and some other additional exercises for consolidation.
Emotion，attitude and value
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.
2．To enable the students to learn how to use the emphasized sentences.

Step 1　Revision
1．Check the homework exercises.
2．Dictate some new words and expressions.
Step 2　Warming up
Ask the students to compare the two sentences below.The second sentence is from the reading passage.Translate them into Chinese and then discuss any difference in meaning and form.Ask the students to explain why it” is used in the second sentence.
Human activity has caused this global warming.
It_is human activity_that has caused this global warming.
Tell the students there are two more sentences in the text in which “it” is used for emphasis.Find them and then write them down.
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Suggested answers：
1．It_was a scientist called Charles Keeling，who made accurate measurements of the amount of carbon dioxide in the atmosphere from 1957 to 1997.
2．...it_is the burning of more and more fossil fuels that has resulted in this increase in carbon dioxide.
Step 3　Grammar learning
Ask the students to study the following sentences and try to summarize the structure of the emphasized sentences.

Step 4　Summing up
Try to help the students draw the following conclusions.
1．The main structure of the emphasized sentences is “It is/was...that/who...”．
2．The emphasized sentences can be used to emphasize the subject，object and adverbial(including adverbial of time and adverbial of place)．
3．When we want to emphasize the subject，object and adverbial，we only need to put these parts between “it is/was” and “that/who”，the rest part shouldn't be changed.
4．When the emphasized part is a person we can use both the structure “It is/was...that...” and the structure “It is/was...who...”．When the emphasized part is not a person we can only use the structure “It is/was...that...”．
Step 5　Grammar practice
Ask students to do the following exercises：
1．Change the following sentences into emphasized sentences.(To emphasize the underlined parts.)
(1)Peter lent us the money.
(2)They want money.
(3)All this happened on_Monday.
(4)I didn't hear from her until_last_summer.
(5)Why does everyone think I am narrow－minded?
Suggested answers：
(1)It was Peter who lent us the money.
(2)It is money that they want.
(3)It was on Monday that all this happened.
(4)It was not until last summer that I heard from her.
(5)Why is it that everyone thinks I am narrow－minded?
The last two may be a little difficult for the students.Help them to get the correct answer.
2．Do Exercise 2 in Discovering useful structures on Page 29.
3．Do the exercises in Using Structures on Page 64.
First ask students to do the exercises individually，and then let them discuss and check their answers with their partners，and finally give them correct answers and deal with any problems they might meet.
Step 6　Getting more about the grammar
Show the following sentences to the students and ask them to find what the similarity of these sentences is.

Suggested answers：
In these three sentences，the underlined parts are all clauses—a subject clause and two adverbial clauses.That is to say，the emphasized sentence can not only be used to emphasize subject，object and adverbial，but also be used to emphasize subject clauses and adverbial clauses.Pay special attention to the third sentence，in which “not” and “until” must be put together.
Then show the following two sentences to students and ask them to translate them into Chinese.Pay attention to the sentence pattern.

Suggested answers：(1)美国宇航员是于1969年成功登陆月球的吗？
(2)究竟是谁在路上放了这么多大石头？
The general question sentences and the wh－question sentences of the emphasized sentences should follow the following formulas：
Is/Was it＋被强调部分＋that＋其他部分
Wh－疑问词＋is/was it that＋其他部分
Step 7　Task－based learning
Ask students to choose a topic they like(eg.global warming，wildlife，protection，music，film，etc)．Work in groups and try to tell the information they know about the topic using emphatic “it”．
EXAMPLES：
It was during the 20th century that the temperature of the earth went up about one degree Fahrenheit.
It was Charles Keeling who made accurate measurements of the amount of carbon dioxide in the atmosphere.
Step 8　Closing down by a quiz
Show students the following on the screen or give out test papers to them and then ask them to finish these exercises in 10 minutes.
1．Was it in this place ______ they once built a tall building?
A．that B．in which
C．before D．which
2．It is ______ he often breaks the school rules ______ makes his head teacher unsatisfied with him.
A．what；that B．that；what
C．that；that D．because；that
3．It is because English is being widely used at present ______.
A．why we learn it hard B．that we learn it hard
C．which we must learn D．when we should learn
4．—Was it what he said or something that he did ______ made you cry so sadly，Sarah?
—No，not really.
A．which B．that
C．when D．what
5．______ the people have become masters of their country ______ science can really serve the people.
A．It is only then；that B．It was that；when
C．It is only when；that D．It was when；then
6．—I think we have met the word before.
—Yes.It is in the reading material ______ we ______ reading yesterday.
A．that；did B．that；were
C．when；were D．when；did
7．It was there，the police believe，______ she was able to activate the recorder she kept in her bag.
A．until B．which
C．that D．when
8．It was this sense of failure ______ made him determined to succeed in his new life.
A．who B．which
C．that D．why
9．______ that so many people think that being perfect is the way to go?
A．It is why B．Why is it
C．Why it is D．Is why it
10．When asked to explain ______ he does to make his students so enthusiastic about school，he pauses and thinks deeply.
A．what it is that B．that what it is
C．what is it that D．that what is it
11．—Wasn't it Dr Wang who spoke to you just now?
—______.
A．I didn't know who was B．Yes，it was
C．No，he wasn't D．Yes，he did
12．It was ______ he said at the meeting last night ______ made me angry.
A．what；that B．that；that
C．what；what D．that；what
13．Was ______ that I saw last night at the concert?
A．it you B．not you
C．you D．that yourself
14．It was the nervousness in the interview ______ probably lost him the job.
A．which B．since
C．that D．what
15．It was ______I reached there ______ I began to know something about the matter.
A．until；when B．until；that
C．not until；that D．not when；that
16．It was ______ my father worked ______ I worked now.
A．where；that B．where；when
C．that；where D．that；that
17．What a silly mistake it is ______ you've make!
A．it　 B．that
C．this D．which
Suggested answers：1～5 ACBBC　6～10 BCCBA　11～15 BAACC　16～17 AB
Step 9　Homework
1．Finish off the Workbook exercises.
2．Preview the new words and expressions left in Unit 5 and the passage on Page 30.Mark any part they can't understand well.
Step 10　Reflection after teaching
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