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

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

Period 3Grammar—the Use of “It”(2)

整体设计

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.

教学过程

Step 1Revision

1.Check the homework exercises.

2.Dictate some new words and expressions.

Step 2Warming 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.

________________________________________________________________________ ________________________________________________________________________ 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.

St ep 3Grammar learning

Ask the students to study the following sentences and try to summarize the structure of the emphasized sentences.

Tom found my pen in the classroom yesterday.

It was Tom who/that found my pen in the classroom yesterday.

It was my pen that Tom found in the classroom yesterday.

It was in the classroom that Tom found my pen yesterday.

It was yesterday that Tom found my pen in the classroom.

Step 4Summing 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 5Grammar 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 6Getting 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.

(1)Was it in 1969 that the American astronauts succeeded in landing on the moon?

(2)Who was it that put so many large stones on the road?

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 7T ask-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 8Closing 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.

—Y es.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.Y es,it was

C.No,he wasn't D.Y es,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 ACBBC6~10 BCCBA11~15 BAACC16~17 AB

Step 9Homework

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 10Reflection after teaching

________________________________________________________________________ ________________________________________________________________________

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Reading 1 THE EARTH IS BECOMING WARMER —BUT DOES IT MATTER?www.2abc8.co During the 20th century the temperature of the earth rose about one degree Fahrenheit. That probably does not seem much to you or me, but it is a rapid increase when compared to other natural changes. So how has this come about and does it matter? Earth Care's Sophie Armstrong explores these questions. There is no doubt that the earth is becoming warmer (see Graph 1) and that it is human activity that has caused this global warming rather than a random but natural phenomenon. All scientists subscribe to the view that the increase in the earth's temperature is due to the burning of fossil fuels like coal, natural gas and oil to produce energy. Some byproducts of this process are called "greenhouse" gases, the most important one of which is carbon dioxide. Dr Janice Foster explains: "There is a natural phenomenon that scientists call the 'greenhouse effect'. This is when small amounts of gases in the atmosphere, like carbon dioxide, methane and water vapour, trap heat from the sun and therefore warm the earth. Without the "greenhouse effect', the earth would be about thirty-three degrees Celsius cooler than it is. So, we need those gases. The problem begins when we add huge quantities of extra carbon dioxide into the atmosphere. It means that more heat energy tends to be trapped in the atmosphere causing the global temperature to go up."www.2abc8.co We know that the levels of carbon dioxide have increased greatly over the last 100 to 150 years. It was a scientist called Charles Keeling, who made accurate measurements of the amount of carbon dioxide in the atmosphere from 1957 to 1997. He found that between these years the carbon dioxide in the atmosphere went up from around 315 parts to around 370 parts per million (see Graph 2). All scientists accept this data. They also agree that it is the burning of more and more fossil fuels that has resulted in this increase in carbon dioxide. So how high will the temperature increase go? Dr Janice Foster says that over the next 100 years the amount of warming could be as low as 1 to 1,5 degrees Celsius, but it could be as high as 5 degrees. However, the attitude of scientists towards this rise is completely different. On the one hand, Dr Foster thinks that the trend which increases the temperature by 5 degrees would be a catastrophe. She says, "We can't predict the climate well enough to know what to expect, but it could be very serious." Others who agree with her think there may be a rise of several metres in the sea level, or predict severe storms, floods, droughts, famines, the spread of diseases and the disappearance of species. On the other hand, there are those, like George Hambley, who are opposed to this view, believe that we should not worry about high levels of carbon dioxide in the air. They predict that any warming will be mild with few bad environmental consequences. In fact, Hambley states, "More carbon dioxide is actually a positive thing. It will make plants grow quicker; crops will produce more; it will encourage a greater range of animals — all of which will

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