4.高中英语教师面试：语法课《it 语法教学》全英文教案及试讲逐字稿

4.高中英语教师面试：语法课《it语法教学》全英文教案及试讲逐字稿4.HighSchoolEnglishTeacherInterview:GrammarLessonPlan&DemoScript–"it"**LessonPlan:UnlockingtheVersatilityof"it"**I.TeachingObjectivesBytheendofthislesson,studentswillbeableto:1.Identifytheprimaryfunctionsof"it"inEnglishsentences(referential,anticipatory,emphatic,andenvironmental).2.Differentiatebetweenthevarioususesof"it"incontext.3.Constructgrammaticallycorrectsentencesusing"it"appropriatelyforclarityandemphasis.II.KeyandDifficultPoints*KeyPoints:*"It"asapronounreferringtoapreviouslymentionednoun(singular,non-human).*"It"asaformalsubject(anticipatory"it")forinfinitivephrases,gerundphrases,orclauses.*"It"incleftsentencesforemphasis(Itis/was+[focus]+that/who...).*DifficultPoints:*Distinguishingbetweenanticipatory"it"and"it"usedforweather/distance/time(environmental"it").*Correctlyformingcleftsentencestoemphasizedifferentsentenceelements.IV.TeachingProcedures(1)Warming-up&Lead-in(5mins)*Activity:"MysteryObject"*Teacherholdsupabook,keepingitpartiallyhidden.*T:"Class,Ihavesomethinginmyhand.It’ssomethingweuseeveryday.Ithaspages.Itcantellusstories.Whatisit?"(Elicit"abook.")*T:"Yes!Itisabook.*It*isinteresting."(Underline"it"ontheboard.)*T:"Today,wearegoingtoexplorethemanyjobsofthissmallbutveryimportantword:*it*."(2)Presentation(15mins)*Stage1:"It"asaReferringPronoun*Example2(PictureonPPT):Showapictureofacutedog."Lookatthisdog.*It*isveryplayful.*It*likestochasecats."*ConceptCheck:"Whatdoes'it'refertointhesesentences?"(Thebook,thedog.)*Conclusion(onboard):*It*=replacesasingularnoun(thing,animal,sometimesababywhengenderisunknown).*Stage2:"It"forWeather,Time,Distance*Examples:*"Itissunnytoday."(Weather)*"Itis3o'clock."(Time)*"Itis5kilometersfrommyhometoschool."(Distance)*Stage3:"It"asFormalSubject(Anticipatory"It")*ProblemPosing:Writeonboard:"TolearnEnglishwellisimportant."*T:"Thissentenceiscorrect,butitsoundsabitheavyatthebeginning.Howcanwemakeitsmoother?"*IntroduceStructure:"It+beverb+adjective/noun+(forsb.)+todosth./thatclause."*Examples:*"ItisimportanttolearnEnglishwell."(It=tolearnEnglishwell)*Practice:Studentsrewritegivensentencesusinganticipatory"it."*Stage4:"It"inCleftSentences(Emphasis)*Context:T:"ImetmybestfriendinParislastsummer."(Writeonboard.)*T:"Iwanttoemphasize*where*Imether.How?"*IntroduceStructure:"Itis/was+[informationtoemphasize]+that/who+[therestofthesentence]."*Transformation:"ItwasinParisthatImetmybestfriendlastsummer."*AnotherExample:"ItwaslastsummerthatImetmybestfriendinParis."*Highlight:Use"who"ifemphasizingaperson:"Itwasmymotherwhocookedthisdeliciousmeal."(3)Practice(15mins)*Exercise1:Fillintheblankswith"it"whereappropriate.(Individualwork,thencheckanswersasaclass)*"_____takesmeanhourtogettoschool."*"Iboughtanewphone._____isveryexpensive."*"IsawTomattheparty."→"ItwasTomthatIsawattheparty."*Exercise3:ErrorCorrection.(Groupwork,identifyandcorrectmistakesinsentencesusing"it")(4)Production/Consolidation(7mins)*Activity:"EmphasizeIt!"*Studentsworkingroupsof3-4.Eachgroupisgivenasimplesentence(e.g.,"Sheboughtadressyesterday.").*Theyneedtocreateasmanycleftsentencesaspossiblebyemphasizingdifferentparts(subject,object,time,place).*Groupssharetheirsentenceswiththeclass.(5)SummaryandHomework(3mins)*Homework:*Write3sentencesaboutyourweekendusing"it"inthreedifferentways(referential,anticipatory,cleft).V.BlackboardDesign**Usesof"it"****Examples**1.Referringtoathing/animalThisisacat.*It*isblack.2.Weather/Time/Distance*It*iscold.*It*is5pm.*It*isfar.3.FormalSubject(Anticipatory)*It*iseasy**tolearn**.*It*istrue**thathecame**.4.Emphasis(CleftSentence)*ItwasMarywho*called.*Itisherethat*wemet.**KeyStructures:***It*+be+adj.+*todo*/*thatclause**Itis/was*+[focus]+*that/who*...**SampleTeachingDemoScript(Excerpt:FocusonPresentationofCleftSentences)**(Setting:Classroom,studentsseated,teacheratthefrontafterintroducingreferential,weather/time,andanticipatory"it")T:(Withawarmsmile,lookingaroundtheclass)Alright,everyone,we'veseenhow"it"canstandinforthings,talkabouttheweather,andmakeoursentencesflowbetterbytakingtheplaceoflongsubjects.Now,let'smoveontoaverypowerfuluseof"it"–makingsomething*reallystandout*inasentence.Hasanyoneeverwantedtosaysomethingandmakesureyourlistenerpaysextraattentiontoaparticularpart?Like,notjust"Iatepizza,"but"Iate*pizza*,nothamburgers!"?(Elicitsnodsormurmursofagreement)T:Perfect!Well,"it"canhelpusdothattoo.Wecallthese"cleftsentences.""Cleft"meansdivided.So,we'redividingthesentencetohighlightonepart.Letmeshowyou.(Teacherwritesonthewhiteboard:"ImetmybestfriendinParislastsummer.")T:Here'sasimplesentence:"ImetmybestfriendinParislastsummer."Now,supposeIwanttoreallyemphasize*where*Imether.MaybesomeonethoughtImetherinLondon.Iwanttocorrectthat.HowcanIsayit?(Teacherpauses,looksexpectantly,maybepromptswith"ImetherWHERE?")S(volunteers):InParis?T:Yes!InParis.Tomakethatthestarofthesentence,wecanuse"it."Watch.(Teacherwritesbesidetheoriginalsentence:"ItwasinParisthatImetmybestfriendlastsummer.")T:So,westartwith"Itwas..."thenthepartwewanttoemphasize–"inParis"–then"that,"andthentherestoftheinformation."ItwasinParisthatImetmybestfriendlastsummer."(Teacherreadsaloud,stressing"inParis.")Doesthatmakethelocationclearerandmoreimportant?Ss:Yes!T:Great.WhatifIwanttoemphasize*when*Imether?Theoriginalsentenceis"ImetmybestfriendinParislastsummer."When?S:Lastsummer!T:Exactly!Sowecansay...?(Encouragesstudentstotry)S1:ItwaslastsummerthatImetmybestfrie