Warming up、Pre-reading、Reading、Comprehending教学设计案例

Wildlife protection Teaching aim: to teach students knowledge about some kinds of rare animals and how to protect them. Teaching tools: blackboard and computer

教学

目标

（一）知识目标

To grasp some useful words and expressions and learn some useful sentence patterns （二）能力目标

1. Get students to use some useful words and expressions correctly . 2. Enable students to make sentences after the useful sentence patterns （三）情感目标

1. Stimulate students’ interest in learning English.

2. Develop students’ ability of teamwork 教学

方法

1. task-based teaching and learning 2. cooperative learning 教学

手段

Some slides and a blackboard .

That was really a splendid evening．It's years ______ I enjoyed myself so much．

A．when B．that C. before D．since 答案应选D。It is…since…是常规句型，但

选项中有迷惑项出at，就把考生注意力引向了强调句型，使得题目有了难度。仔细研究近年的高考题不难发现，it所涉及的考查范围是比较宽泛的，而且句子大多较为复杂。it的常用句型主要有以下这些：

I. 形式主语型

1. It is clear (obvious，true，possible，certain…) that…

2. It is important (necessary，right，strange，natural…)that…

掌握本句型，应该记住所列举的形容词，并且记住that后的从句应用虚拟语气 (should+动词原形)，should可以省去。

3. It is no good (use) doing sth．

4. It is a pity (a shame …) that…

本句型中，that后的从句一般用虚拟语气 (should十动词原形)，should可以省去。表示出乎意料，常译为“竟然”。没有这种意义时，则不用虚拟语气。

5. It is time (about time，high time) that…

本句型中that后的从句应该用虚拟语气。

6. It is the first (second…)time that…

7. It is said (reported，learned…．)that…

8. It is suggested (ordered…) that…

本句型中的过去分词应该是表示请求、建议、命令等的词，that后的从句要用虚拟语气

(should十动词原形)，should可以省略。常译为“据建议；有命令……”。

9. It happens (seems，appears) that…

10. It takes sb…to do sth．

11. It doesn’t

matter whether…

12. It is kind (of sb) to do sth．

本句型中的不定式如果需要逻辑主语，则须要前置介词of，而句型中的形容词必须是能表示逻辑主语特征的形容词，常见的有bad，brave，careless，clever，cruel，foolish，honest，horrible，kind，lazy，modest，naughty, polite，rude，silly, stupid，wise，wrong等。

13. It is necessary ( for sb) to do sth．

14. It is (just) like sb to do sth．

本句型为“某人(恰恰)是……样子”。用来表示赞扬或不满，若用否定式，则表示怀疑。

例：It's like him to leave the work to others．

他就是这样的一个人，把工作推给别人。

15. It is up to sb to do sth．

本句型表示“谊由某人做……”。

II．强调句型

It is+ 被强调部分+that/who…

本句型中被强调部分可以是主语、宾语或状语。强调的主语如果是人，that可以由who换用。

III．其他句型 1. It is…since…

本句型主句中用时间作表语，一般用现在时或完成时，since引导的从句常用瞬间动词的一般过去时态。主句如用一般过去时，则从句用过去完成时。

2. It is…when…

本句型中的when引导的是一个时间状语从句，主句中的it指时间，表语由具体的时间充当。

3. It looks (seems) as if．．．

本句型中的as if引导一个状语从句，常译为“看起来好像……”。如果与事实不相符合，则用虚拟语气．

例1 It looks as if he is ill (真的病了) . 例2 It looks as if he were ill (没有生病) . Learn the uses of it carefully Step 3 Practice 练习

1. ________ from Beijing to London! A. How long way it is B. What a long way is it C. How long way is it D. What a long way it is 2. — We haven't been to the Great Wall for ages. — No, I don't remember how many years ago _______ I last visited it. A. it was that B. was it that C. it was when D. was it when 3. It was not until the beginning of the meeting _____ he realized _____ I told him was the only possible way to deal with the problem. A. that; what B. what; that

C. when; what D. when; that 4. Was it in 1969 _______ the American astronauts succeeded ______ landing on the moon? A when; on B. that; on C. when; in D. that; in keys: DAAD Step 4homework Finish off the homework in workbook. Reflection After Teaching(教学反思) 教学

课题

Period 4 Using language 课程

类型

An extensive reading 课时

一课时

教材

分析

This is the fourth teaching period of the unit .In this period will learn a passage about how to prevent global warming .This is a extensive passage ,which will train students’ extensive ability.

学情

分析

Students are familiar with

the topic . They may have great interest in the passage .After a year’s English learning ,most of them have formed some basic reading skills ,which contribute to the development of the class. 教学

重点

3. Improve the students’ extensive reading ability.

4. Master the useful words and expressions. 教学

难点

1 How to help the students master the usage of the useful words and phrases in the passage . 2 How to improve the students’ extensive reading ability .

教学

目标

（一）

知识目标

1. Get students to learn some useful words and expressions in this part . 2. let students know how to stop global warming . （二）

能力目标

1. Develop students’ reading skills by extensive reading and enable them to learn how to use different reading skills to read different reading materials. 2. let students know how to stop global warming .

（三）情感目标

1. Ware students to protect the earth . 2. Develop students’ sense of group cooperation and teamwork.

教学

方法

1. Task –based teaching and learning 2. Discussion 教学

手段

A tape recorder 教学过程设计

教学步骤

教师活动

学生活动

Step 1Revision Check students’ homework

Step 2Lead- in Ask some students to retell the story in last passage Try to retell the story in last passage Step 3Fast reading Ask students’ to read the text quickly and try to find :

1. What is the main idea of the passage ? 2. What project is Ouyang Guang doing at school ? Read the text quickly and try to find the answer to the questions Step 4 Careful reading Ask students’ to read the text carefully and try to find :

1. What can we do with pollution ? 2. What will the earth be like if we do our best to protect it? 3. How to reduce the amount of carbon dioxide in the air Read the text carefully and try to find the answer to the questions Step 5 Presentation Ask students to write a short passage to tell others how to solve the problem of global warming and make a Presentation to the class Discuss the suggestions, try to write a short passage to tell others how to solve the problem of global warming make a Presentation to class. Step 6 Homework Finish off the exercises in workbook. Reflection After Teaching(教学反思)