it教学设计.doc

You may relay on it that he will come here on time.你要相信他会准时到的。?Ill see to it that all is ready.我要负责把一切都准备好。?Dont take it for granted that he is wrong. 不要想当然地认为他是错的。高三复习Grammar: The Usage of “It”教学设计 一、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，无论是单项选择，还是完行填空，it用法始终是反复考查的重、热点之一。 二、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。 三、教学建议分析 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。 四、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。 五、教学重点和难点： 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。 六、学习方法及教学策略分析： 主要使用了归纳法，讲练结合以及师生合作和生生的相互协作,采用多媒体教学的辅助功能(主要展示例句)。 七、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。本课设计了五个环节： 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作为形式主语的各种句型，来让学生分析和总结概括。 2.练讲结合：通过练习对it作为形式主语的各种句型进一步的了解和巩固。然后引入it作为形式宾语和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 Grammar: The Usage of “It”Teaching Aims:Knowledge goals: Grasp different usage of “it”, especially used as formal subject and object. Ability goals: Enable students to use “it” correctly and form the good habit of using it.Emotional goals: Help students understand the purpose of learning English is to use it or communicate with others by cooperating between the teacher and students.Teaching Important Points: Review the usage of it used as pronoun and tries to master other usage of “it” such as formal subject and formal object better.Teaching Difficult Points:How to help students master the differences between formal subject and formal object better.Teaching methods: 1. ask-and-answer activities2. Individual work or pair work to make every student work in class. Teaching aids: A projector and some sliders.Teaching procedures:Step Revision 课前探究 Review something about the basic uses of “it” as pronoun. T: Our topic today is to talk about the usage of “it”. As we know, “it” has different usage and we have learned “it” used as pronoun. Now look at the sentences on the screen to tell us what “it” refers to in different sentences.1. Ive lost my pen; Im looking for it.2. There is a knock on the door. It must be the postman. 3. Whats this? Its a book.4. Whats the date today? Its Dec 12.Get students to go through these sentences quickly and tell the usage of “it” in each sentence. Then come to a conclusion .Ss: It 作代词(used as a pronoun ) 学生做出分析归纳后，用幻灯片飞入下面的句子，并做简单的解释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Step Leading-in & Presentation 新课导入和呈现After the leading in, show students some sentences on the screen.1. It is no use waiting here.2. It is important that we should learn from each other .3. It is a pity that such a thing happened in your class.4. It happened that he met his teacher in the street. 5. It is said that he has come to Beijing. T: Since you know “it” as pronoun, Do you want to know moreabout “it”?S: Yes.T: Today we shall go on to learn other usage of “it”. Look at the sentences on the screen. Who can tell us the usage of the underlined part and translate them. Now you can discuss with your partner to get the connection between “it” and the underlined part.After students discuss the usage of it in the sentences above, choose some students in different groups to sum up the similarities and the differences.S1: “It” in all of sentences is used as subject.T: Excellent! Something else?S2: The real subject in the first sentence is “waiting here”.T: Very good! What about other sentences?S3: The real subject in the second sentence is “that clause”, but the predicative is adjective.S4: The real subject in the third sentence is “that clause”, but the predicative is adjective.S5: The real subject in the fourth sentence is “that clause”, but the predicative is noun.S6: The real subject in the fifth sentence is “that clause”, but the predicate is intransitive verb. 学生回答后，用幻灯片飞入上面的句子，并做简单的解释 英语中不定式、动名词、主语从句在做主语时主语往往显得很长，使整个句子看上去有点头重脚轻，这样就借助“it”来做形式上的主语，而把真正的主语移到句子后边去，使全句结构上前后平衡。 “it”并无实际意义。It之后的谓语部分，可以是be+形容词，be+名词(词组)，或be+过去分词等。 Then ask students to conclude the sentence structure of “it” in group of four.Show the sentence structure of it as formal subject on the screen. It + be + adj (for/of sb) + to do It + be + n-phrase + doingIt + be + pp + that-clauset + vi + that-clauseT: Please pay more attention to the special examples below.Its a waste of time / no use/ no good doingIt is said (reported /announced /thought/believed ) that据说/据报道/ 已宣布/ 大家认为/ 大家相信It is well known that 众所周知It is suggested /required/ ordered that (should + do )据提议/有要求/命令.【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。Step doing exercises to consolidate the usage of it as formal subjectComplete the following sentences, using it as a guide word:1 对于我们来说早起是非常重要的._ to get up early in the morning.2.学英语而不说英语是没有好处的._ without speaking English.3据说他已去过美国两次了._ he has been to the USA twice.4碰巧我当时没带钱._ I had no money with me .Ask students to complete the sentences above and then check the answers.S1: it is important for usS2: it is no good learning English S3: it is said thatS4: it happened that【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，通过完成对话，再次复习本节课所授知识。Step the other usage of itShow the following sentences on the screen.1. He feels it his duty to help others.2. He made it clear that he didnt 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. Id 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 oclock.I feel it lucky to make friends with you. 3. The boy likes it when hes 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. lets 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。Step 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) Id appreciate _if you would like to teach me how to use the computer.A. that B. it C. this D. you2（2007） _worries me the way he keeps changing his mind. AThis BThat CWhat DIt3. (2006)If I can help_, I dont liking working late into the night. A. so B. that C. it D. themAsk students to do questions above. then check the answers: B D C二、归纳小结it的用法热点一：.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 _ didnt help. Ait Bshe Cwhich Dhe 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 it也指人Do you know who is in the picture? _It is my brother.Who is knocking at the door? Its me.（3）用在答语中代替提示代词this, that。Whats this? Its a knife.Whose watch is that? Its 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? Its eight oclock.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 didnt make_clear when and where the meeting would be held.A. this B. that C. it D. these5、（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. itD. he8.( 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 dont mind her criticizing me, but is howshe does it that I object to.A. it B. that C. this D. whichReview the usage of “it” together with studentsI 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。Step HomeworkAsk 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. then2. 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 dont think _ possible to master a foreign language without much memory work.A. this B. that C. its D. it5. She heard of a terrible noise, _ brought her heart into her mouth.A. it B. which C. this D. that 6. Alicereceived an invitation from her boss,_ came as a surprise.A. it B. that C. which D. he7. Does _ matter if he cant finish the job on time?A. this B. that C. he D. it8. Toms mother kept telling him that he should work harder, but _ didnt help.A. he B. which C. she D. it9. The weather turned out to be very good, _ was more than we could expect.A. what B. which C. that D. it10. _is a fact that English is being accepted as an international language.A. There B. This C. That D. It11.I hope there are enough glasses for each guest to have _.A. it B. those C. them D. one12. 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. when13.I hate _ when people talk with their mouths full.A. it B. that C. these D. them14. It was only when I reread his poems recently_ I began to appreciate their beauty.A. until B. that C. then D so15. 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. it16. It _ you that _ to blame.A. is; is B. is; are C. are; are D. are; is17. 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