unit4Grammar教案

Unit 4 Global Warming教案Grammar: Emphatic pattern三维目标：知识目标：To get the students to know the structure

Unit4GlobalWarming 教案 Grammar:Emphaticpattern 三维目标： 知识目标： 1. Togetthestudentstoknowthestructureoftheemphasizedsentences. 2. Toletthestudentslearntheusagesoftheemphasizedsentences.. : 能力目标 Toenablethestudentstousetheemphasizedsentencescorrectlyandproperly. 情感目标： 1. Togetthestudentstobecomeinterestedingrammarlearning. 2. Todevelopthestudents’abilityofcomparingandsummarizing.. 教学重难点： 1. Togetthestudentstomasterthestructureandusagesoftheemphasizedsentences. 2. Toenablethestudentstolearnhowtousetheemphasizedsentences. 教学过程 Step1Revision Revisewhatwehavelearnedinthelastperiodbyaskingsomestudentstoretellthe readingpassage. Step2Leadingin Asksomequestionstoarousetheirinterestinthesentencestructure. Wheredowestudy? Whenwasourschoolfounded? WhoteachesyouMaths? Howdowegotoschooleveryday? Step3Discoveringusefulstructures: Emphaticpattern(): 强调句型 Itis/was++that/who+… 被强调部分其他成分 如何判断是个强调句？ itis/was…that/who…. 把句型中固定的成份：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。 1.Itistruethathewillleave. 请看： 2.ItwasinthestreetthatIlostthebook. ? 哪一句是强调句 Step4Grammarlearning Askthestudentstostudythefollowingsentencesandtrytosummarizethe structureoftheemphasizedsentences. Johnboughtanoldbikeyesterdayinamarketplace. John Itwasthat/whoboughtanoldbikeyesterdayinamarketplace. anoldbike ItwasthatJohnboughtyesterdayinamarketplace. yesterday ItwasthatJohnboughtanoldbikeinamarketplace. inamarketplace ItwasthatJohnboughtanoldbikeyesterday. Step5Summingup Trytohelpthestudentsdrawthefollowingconclusions. ⑴that,who. 当强调部分是人时，引导词可以用或者