Learning about Language教学实录与评析

高三一轮复习

Grammar: The Use of “it”教学设计

英语三组

李惠英

【课标分析】

《普通高中英语课程标准》语言知识目标语法方面是要“进一步理解语法形式的表意功能，并能有效地运用；逐步接触和了解较为复杂的语言现象，对较复杂的语言现象具有一定的归纳、分析和解释的能力。”并明确要求掌握宾语从句、主语从句和强调句型，其中主语从句和宾语从句在it作形式主语和形式宾语句型中最难掌握。而且其用法是中学阶段英语学习的主要语法项目之一。纵观历届高考题，无论是语法填空，改错,还是完行填空，it用法始终是反复考查的重、热点之一。

【教材分析】

这节课的内容是高三第一轮复习中关于it的用法的综合讲解。It是一个比较灵活的知识点，用法多样复杂，尤其是it作为形式主语和形式宾语的用法，如果掌握不好会影响句意的理解，以及一些高级句式的表达。

【学情分析】

语法的教学是既要讲透规律，更要帮助学生通过多种途径，加深对于规律的感性认识，从而帮助学生将规律内化为语言使用的范式，进而成为自觉的语言综合运用的能力。我的学生基础参差不齐、差异较大，所以在教学过程中应以夯实基础、培养语法的运用能力为主，以此来促进学生读写能力的提高。因此本节语法课我要从学生已有认知开始，带领学生温故知新，体验新的学习，并通过多种途径推动学生对语法规律的感性认识。

【教学目标】

依据课标要求和学生的认知特点，设定如下目标：

1、知识目标：学习it的各种用法，正确分辨出含it的常用句型，提高解题速度。

2、能力目标：能正确的使用包含it的各种句型，使学生形成良好的语言习惯。

3、情感目标：通过课上师生互动和生生互动，增强师生之间的感情。使学生能够体会到学习英语的目的在于交流和应用。

【教学重难点】

1.“it作为形式宾语和形式主语的用法”是本课的重点。

2.“归纳出it语法句型的规律”是本课的难点。

【具体教学步骤】

StepⅠ

Lead-in [课前导入]

Show some proverbs about it to draw students’ attention. 1. Just do it!

尽管去做吧！

2. It is never too old to learn.

活到老, 学到老。

3. Time is what you make of it.

天长地久

4. It rains cats and dogs.

大雨滂沱

5. It never rains but it pours.

不鸣则已, 一鸣惊人。

Get students to go through these sentences quickly and try to understand the meaning of each sentence. Then come to the new content of this class.

.

[教师引导学生理解以上句子后，告知学生本节课的主题便是复习it 的用法。然后自然过渡到it最基本的

用法。幻灯片飞入下面的句子，并做简单的解释]

Step 2 Presentation

The first way “it” is used After the leading in, show students some sentences on the screen.

1.It’s a lovely baby. Is it a boy or a girl? 2. My pen is missing. I can't find it anywhere.

3. Is this your dog？Yes, it is. 4. It is a beautiful day. 5. It is 10 kilometers from home to school. 6. It was time to quit smoking. Summary one: basic usage of it 1.做人称代词(personal pronoun)，可用来代替人、物或事。

2.作指示代词(demonstrative pronoun) 可用来代替this ,that.

3.作非人称代词(impersonal pronoun )，表示时间、天气、季节、距离、环境等。

【设计说明】从学生已有认知开始，带领学生温故知新。

Exercise 1:

1. It was very cold yesterday.

2. It is about 15:00 now. 3. It is about 5km from my

home to the park. 4. It’s quite noisy here.

5. Her baby’s due next month. She hopes it will be a boy. The second way “it” is used

formal subject

Show the following sentences on the screen and help students to analyze them.

1.It is amazing that at my age I'm still fit. 2. It is difficult to get up early. 3. It is no good crying over spilt milk. After explanation, the teacher ask the students to conclude and then shows the common structure of “it” on the screen. Summary two: formal subject

It takes sb. some time to do sth.

It be+adj.+to do sth/that…

It be+n.+to do sth/that…

It be+adj./n.+doing sth It be +过去分词+that…

【设计说明】通过展示it作为形式主语的各种句型，来让学生分析总结和概括，培养学生小组合作意识及归纳总结的思维能力。

After analysis, ask students to do exercises to consolidate the usage of it as formal subject. 【设计说明】这是语法教学上升到生活中语句的运用,也是把枯燥的语法知识运用到实际生活中，通过完成看图造句，再次复习本节课所授知识。

1. I think it best that you should do more exercise. 2. We made it a rule to read English everyday. formal object

Show the following sentences on the screen and help students to analyze them. 1. I think it best that you should do more exercise. 2. We made it a rule to read English everyday.

StepⅣ

the other usage of it

Show the following sentences on the screen.

1. He feels it his duty to help others.

2. He made it clear that he didn’t want to talk about it.

3. It was in 1996 that I graduated from middle school.

Ask students to read the sentences and talk about the use of

“it”.

Ss: “it” is used as formal subject in the first and second sentence. And the third sentence is the sentence structure of

emphasis.

T: Quite good. All of you did a good job.

[学生回答后，用幻灯片飞入下面的句子，并做简单的解释。然后让学生做出分析和归纳。]

不定式、动名词或从句在句中做宾语时，由于该宾语成分过长，为保持句子平衡，常使用it做形式宾语，

将真正宾语置于句后。这时，it也无实际意义。这种情况通常只用于能带以名词或形容词作宾语补语的动词后面，比如think，make，find，consider，feel，suppose等。为了强调句子的某一成分，把引导词“it”用在句首，这种强调句的结构是“It is （was）＋所强调的成分（主语、宾语、状语）＋that…”，表达的意思为“是…，正是…，就是…”。“it”在这种句型中本身没什么实际意义。

T: please conclude the sentence structure of “it” as formal object in group of four. When you finish it, you can put

up

your hands. I’d like to see who is the first one to do it.

Students draw the conclusion as follows:

一、it作形式宾语(formal object)

主

+

V

+

it +

adj /n

+ to do /that-clause

二、构成强调句型(used for emphasis)。

It +is /was+ 被强调部分+ that+…

T: since you know the sentence structure, I would like someone

to translate the following sentences.

1. We make it a rule to get up at 6 o’clock

.I feel it lucky to make friends with you.

3. The boy likes it when he’s praised before guests.

S1: 我让六点钟起床成为一种规律。

S2: 和你交朋友我感到非常幸运。

S3：这个男孩喜欢在宾客面前被表扬。

T: Ok. All of you got it. Now please pay more attention to the third sentence.

[Then show the following.]

注意：谓语动词appreciate, dislike, hate, like, love等后接由if或when等引导的从句时，往往在从句前加形式宾语it。

T: we have grasped the sentence structure of emphasis. let’s do the following exercise to practice the sentence structure of emphasis.

I saw Mary in the street yesterday.(分别就划线部分进行强调)

S1: It was I that/ who saw Mary in the street yesterday.

S2: It was Mary that / whom I saw in the street yesterday.

S3：It was in the street that I saw Mary yesterday.

S4: It was yesterday that I saw Mary in the street.

【设计说明】从it作形式主语转入到it作为形式宾语的用法，来推动学生对语法规律的认识，另外补充一个重要的语法内容——强调句型。

StepⅤ

Doing some exercises and doing some exercises revision of the usage of it

一、分析高考题，感悟命题趋向

1. (2006) I’d appreciate ____if you would like to teach me how to use the computer.

A. that

B. it

C. this

D. you

2．（2007）

_____worries me the way he keeps changing his mind.

A．This

B．That

C．What

D．It

3. (2006)If I can help____, I don’t liking working late into

the night.

A. so

B. that

C. it

D. them

Ask students to do questions above. then check the answers: B D C

二、归纳小结it的用法

★热点一：⑴.代替文中说提的同一事物

1.（2005全国卷I）The doctor advised Vera strongly that she should take a holiday, but _______ didn’t help.

A．it

B．she

C．which

D．he

2.（2007辽宁卷）---Have you heard the latest news? ---No, What ________?

A. is it

B. is there

C. are they

D. are those

⑵

it也指人

—Do you know who is in the picture?

—_It is my brother.

—Who is knocking at the door?

—It’s me.

（3）用在答语中代替提示代词this, that。

—What’s this?

—It’s a knife.

—Whose watch is that?

—It’s mine.

（4）指(A)环境情况、(B)时间、(C)距离、(D)天气及自然现象。

It was very noisy (quiet) at the very moment. —What time is it?

—It’s eight o’clock.

It often rains in summer here. It is a long way to the school. 3.(2004全国卷II)--Do you like ______ here?

-- Oh, yes. The air, the weather, the way of life. Everything

is so fine.

A. this

B. these

C. that

D. it

★热点二：

it用作形式宾语

4.（2007天津）He didn’t make____clear when and where the meeting

would be held.

A. this

B. that

C. it

D. these

5、（1998全国卷）I hate _______ when people talk with their mouths full.

A. it B. that C. these D. them

6.(2004全国卷I)I like ______ in the autumn when the weather is clear and bright.

A. this B. that C. it D. one

常用句型：主语+谓语动词+ it +宾语从句

主语+谓语动词+ it +宾语补足语+动词不定式/V-ing形式/从句

★热点三：

it用作形式主语

7. (89 年).Is ____ necessary to complete the design before

National Day?

A. this

B. that

C. it

D. he

8.( 2007全国卷）____ felt funny watching myself on TV.

A. One

B. This

C. It

D. That

★热点四：用于强调结构。

9.（2005山东卷）

---- ______ that he managed to get the

information?

---- Oh, a friend of his helped him.

A. Where was it B. What was it C. How was it D. Why was it

10. (2007年江西卷) I don’t mind her criticizing me, but

is howshe does it that I object to.

A. it

B. that

C. this

D. which

Review the usage of “it” together with students

I 作代词(used as a pronoun )

1.作人称代词(personal pronoun)可用来代替人、物、事。

2.作指示代词(demonstrative pronoun)

3.作非人称代词(impersonal pronoun )，表示时间、天气、季节、距离、环境等。

II作引导词(used as a guide word)

1.作形式主语(formal subject)。( to do/ doing/ clause)

2.作形式宾语(formal object)。( to do/ doing/ clause)

3.构成强调句型(used for emphasis)。

It +is (was)+ 被强调部分(主/宾/状语…) + that+…

【设计说明】通过讲解和高考题的训练，补充完善it用法的考点，做到讲练结合并且对本课所学知识加以复习和巩固。

StepⅥ

Homework

Ask students to look for more information about usage of it from grammatical books or on the internet after class , especially in some adverbial clauses. and do the following exercises printed on the paper.

It 的用法练习

1. Was it during the Second World War _____he died?

A. that

B. while

C. in which

D. then

2. Is ____ necessary to take off our shoes when we enter the

lab?

A. everyone

B. this

C. her

D. it

3. Is ____ possible to fly to the moon in a spaceship?

A. now

B. that

C. it

D. man

4. I don’t think ___ possible to master a foreign language without much memory work.

A. this

B. that

C. its

D. it

5. She heard of a terrible noise, ___ brought her heart into her mouth.

A. it

B. which

C. this

D. that

6. Alice

received an invitation from her boss,____ came as a surprise.

A. it

B. that

C. which

D. he

7. Does ____ matter if he can’t finish the job on time?

A. this

B. that

C. he

D. it

8. Tom’s mother kept telling him that he should work harder,

but ____ didn’t help.

A. he

B. which

C. she

D. it

9. The weather turned out to be very good, ___ was more than

we could expect.

A. what

B. which

C. that

D. it

10. ____is a fact that English is being accepted as an international language.

A. There

B. This

C. That

D. It

11.I hope there are enough glasses for each guest to have

_____.

A. it

B. those

C. them

D. one

12. It was about 600 years ago___the first clock with a face

and an hour hand was made.

A. that

B. until

C. before

D. when

13.I hate ____ when people talk with their mouths full.

A. it

B. that

C. these

D. them

14. It was only when I reread his poems recently____ I began

to appreciate their beauty.

A. until

B. that

C. then

D so

15. It is the ability to do the job ____ matters not where you come from or what you are.

A. one

B. that

C. what

D. it

16. It ____ you that ____ to blame.

A. is; is

B. is; are

C. are; are

D. are; is

17. Was_____that I saw last night at the concert?

A. it you

B. not you

C. you

D. that you

18.____ electricity plays such an important part in our

life?

A. Why is it that

B. Why is it

C. Why it is that

D.

Why is that

19. It was ____ he said _____ disappointed me.

A. what; what

B. that; that

C. what; that

D that; what

20. It was in the lab ___ was taken charge of by Professor

Harris ___ they did the experiment.

A. which; that

B. that; what

C. whom; that D. which; where

【设计说明】通过书后练习，巩固本课学习内容，通过预习为下一课时做准备。

StepⅦ

The design of the writing on the blackboard.

一、The sentence structure of it as formal subject

It +

be

+

adj

(for/of sb)

+ to do

It +

be

+

n-phrase

+ doing

It +

be

+

pp

+

that-clause

It +

vi

+

that-clause

It’s a waste of time / no use/ no good doing

It is said (reported /announced /thought/believed …) that…

二、it作形式宾语(formal object)

主

+ V

+

it +

adj /n

+ to do /that-clause

谓语动词appreciate, dislike, hate, like, love等后接由if或when等引导的从句时，往往在从句前加形式宾语it。

例如：

The boy likes it when he’s praised before guests.

三、强调句型练习

I saw Mary in the street yesterday.(分别就划线部分进行强调)

It was I that/ who saw Mary in the street yesterday.

It was Mary that / whom I saw in the street yesterday.

It was in the street that I saw Mary yesterday.

It was yesterday that I saw Mary in the street.

八、教学后记:

本节课我通过不同的任务布置，让学生在小组活动通过合作和探究完成各个任务，学生基本掌握了it的各种用法，尤其是it作为形式主语和形式宾语的用法。而且不同的任务设置激发了学生的学习兴趣和用英语表达的愿望。

因为是多媒体教学，内容设置的稍微有点多，后面的高考题分析的稍显紧凑。由于学生的语言基础不扎实，在回答问题时多是夹杂着汉语。我应该在学生回答前尽量帮助学生解决一些语言困难，当学生在合作学习中不能抓住要点进行有效合作时，我未能进行提示性讲解，以使合作有效、深入。

教学过程:

本节课为了让学生通过自主学习和合作学习获得知识，用不分散学生注意力的多媒体教学手段加上黑板的使用来突破本课的重难点。

本课设计运用了本校的“四步七环”教学模式：

1.热身和导入环节：

通过it作为代词的最基本的用法引入各种it的其他用法及各种句型，来让学生分析和总结概括。

2.练讲结合：通过练习对it的最基本用法进一步的了解和巩固。然后引入it作为形式主语、宾语和it引导的强调句型，进行讲解。

3.归纳和巩固练习：通过展示的各种不同的句子，先概括it的作为形式宾语和强调句型的句法结构，让后通过做翻译来加强练习。

4综合练习：在讲完it的以上用法之后，进行练习来巩固所学知识及其句法结构。

5.布置作业：让学生下课自己动手从语法书或电脑上去找其他的it用和句型，并布置一些练习来进一步巩固所学知识

You may relay on it that he will come here on time. 你要相信他会准时到的。

?I’ll see to it that all is ready.

我要负责把一切都准备好。

?Don’t take it for granted that he is wrong.

不要想当然地认为他是错的。