Learning about Language名师教学设计

Emphatic Sentences 一、教学课型：

grammar

二、学情分析：

教学对象为高三的学生。经过高中三年的英语学习，他们已经储备了一定的词汇和英语基础知识，但部分差生甚至于上英语课在听天书。所以为了保证差生能够听懂，中等生有所收获，尖子生有所启发，利用高中学生乐于表现的特质，本堂课用微课引出强调句的用法，加强他们学英语的信心，让他们体验到学英语其实是一件非常快乐的事情。

三、教学目标：

（1）知识目标：通过深层次的理解讲解，使学生了解强调句的用法，并完成有关的练习。 （2）能力目标：利用多媒体课件创设情境，为学生提供大量的输出机会，提高学生的听说读写能力及培养他们的发散思维与创新能力。 （3）情感目标：体验使用多媒体手段辅助学习的乐趣和成就感，打消学生对英语语法学习的抵触心理，提高他们的文化素质，进而增强学好英语的意识。

四、教学重点难点：

（1）

如何培养学生的发散思维与创新能力。 （2）

创设情境，激活学生思维，培养学生发现问题的、思考问题和解决问题的能力。

五、教学方法：

新课程标准贯彻了“以人为本”，“以学生为中心”的教学思想，结合材料与学生的情况，主要采取情景教学法和任务型教学法。

1. 情景教学法：以微课的形式让学生轻松体验强调句的改写规律，这样既增加了课堂教学趣味，又激起了学生学习的好奇心，调动起了学生的学习热情。

2. 任务型教学法：一起完成教学任务，从而提高教学效果。

六、教学手段：电脑多媒体

七、教学步骤：

Step 1

Enjoy the micro lesson and learn the grammar by themselves. Step 2

Summarize the usage of grammar.

基本结构为:

It is／was + 被强调部分

+ that (若被强调部分为人可用who)

+ 其余部分

Practice:

My brother and I watched the cartoon at home yesterday. →It was my brother and I that watched the cartoon at home yesterday. →It was the cartoon that my brother and I watched at home yesterday.

→It was at home that my brother and I watched the cartoon yesterday.

→It was yesterday that my brother and I watched the cartoon at home.

Step 3

Extension 一、强调句的特殊句式

1、一般疑问句的强调结构

It is Polly Parrot that copies everything they said.

→Is it Polly Parrot that copies everything they said?

It was in 2015 that the cartoon started to be broadcast in China. →Was it in 2015 that the cartoon started to be broadcast in China? 结论：Is/Was +it+被强调部分+that/who+句子剩余成分

2、特殊疑问句的强调结构

It is Peppa that is teaching George how to catch a ball.

→Who is it that is teaching George how to catch a ball?

It was Peppa Pig that I watched at home last night.

→What was it that you watched at home last night? It was last night that I watched the cartoon at home.

→When was it that you watched the cartoon at home ? It was at home that I watched the cartoon last night. →Where was it that you watched the cartoon last night?

It was because of the cartoon that I didn’t go out to play with you last night.

→Why was it that you didn’t go out to play with me last night?

结论：特殊疑问词(who/what/when/where/why)+ is ( was) +句子剩余部分（陈述语序）

3、特殊句式的强调句:not…until…

They didn’t sing the song until 4:00 o’clock .

→It was not until 4:00 o’clock . that they sang the song.

结论：It is (was) not until +被强调部分+that+其他成分

二、强调句型的判断

1.

It was in the evening that the Peppa’s family went out to enjoy the twinkling star.

2.

It was evening when the Peppa’s family went out to enjoy the twinkling star.

3.

It was at 6 o'clock that they came back.

4.

It was 6 o'clock when they came back.

结论：去掉

it,be,that 之后，剩余的句子仍然是一个完整的句子。

Step 4 Practice 1.Listen to a song and find out all the emphatic sentences

It’s the fight you head when you didn’t make up

It’s the past that you’re dying to change

It’s all the money that you’re saving

While the good life passes by

It’s all the dreams that never came true Cause you’re too damn scared to try

2.competition

Step 5 Homework 请按以下内容要点写

一篇英语短文, 尽可能多地使用强调句型

1.不仅是你们的热情,而且是你们的团队合作和良好的精神给我们留下了深刻的印象。

2.正是由于这些原因我坚信这将提高我们的学习氛围和团队精神。

3.是你们给了我们无条件的帮助，这确实值得我感激和报答。

教学反思：

1、课堂导入比较轻松，我认为要想激发学生的兴趣，就应该选择他们所喜爱的素材(歌曲、图片、游戏或者视频)。[来源:学&科&网]

2、本节课的讲授遵循了新课标的要求，课堂设计合理，结构流畅。强调教师不是作为教学的组织者，是学生学习的合作者，学生的主动学习是重中之重，因此必须充分调动学生的积极性。在这堂课中，教师为学生创设各种语言学习环境，提供丰富的教学资源，可以拓宽学生的学习渠道和学习方式。

3、以任务型为教学原则，本节课的每一个任务都是围绕学习者“学”的角度设计的。

总之，本节课以学生为主体，任务型教学为主线，让学生由表及里、由浅入

深地进行表层理解、深层理解、评价性理解，以达到培养学生熟练运用语法知识的能力