人教版高二英语选六Unit 4 Global warming grammar强调句型导学案（无答案）

课题：Unit 4 Global warming Lesson 5 (grammar) 【三维目标】 1.Kownlege objective:Enable students to know about the structure:it is/was…+that/who+… 2.Process and method:Group work,Task-based teachng. 3.Emotion attitude and value:To develop students’ sense of cooperation with the help of group work. 【课前预习】 翻译下列的句子。 1.It is high time that we should study hard. 2.It is the second time that they have watched the film. 3.It has been ten years since we lived in Xin Jiang. 4.It was three years before they went to university. 5.It was in the 1939 that the Second World War broke out. 6.It is in our village that the factory is set up. 总结：强调句的基本结构为: It is/was+_____+that/who+其他部分 【课堂演练】一、it引导强调句的用法 设计意图：通过了练习，合作学习it引导强调句的用法 We held the party in this house yesterday. （2） (3) (4) (5) 分析句子结构并写出其分别作句子的什么成分。 根据句子提示，改写上面的句子使之变成相应的强调句。 强调（1）_____ 强调（3）_____ 强调（4） _____ 强调（5）_____ 总结：强调句型只能强调除 以外的部分；强调句型去掉it is....that 句意仍然 。 翻译 ①这就是我们反对的建议。 ②这就是我们应该坚持的好习惯。 ③就是昨天我在街角偶然遇见他。 二、强调句型在疑问句中的应用(翻译下列句子) (1)强调句型的一般疑问句是：Is/Was it +被强调部分+that/who+其他部分? Eg: Was it Mary that you met yesterday?_____ (2)强调句型的特殊疑问句是：特殊疑问词+is/was it that...? Eg:When was it that you met Mary?_____ not until 的强调句式为：It is /was not until + 被强调部分+ that+其他成分。 People didn’t realize the importance of protecting environment until they had run out of water. (翻译） （改成强调句型） Many students didn’t realize the importance of studying hard until they failed in the exam. （翻译） （改成强调句型） 【达标检测】翻译下列句子. 设计意图：培养学生自主翻译的能力。 是时候该去种树了由于这糟糕的天气. 这是我第一次去长江. 自从我来温宿二中上学已经两年了. 【课后延伸】 (单句改错) 1. I found it easy to working out the problem. 2. It’s working in teams where has freed me of trouble. 3. I got some informations about foreigners learning Chinese. 4. It is with great regret which I am writing this letter of apology to you. 5. It’s the same purse which I lost yesterday. 6. It is for three hour that they have worked. 7. To my disappointed, he has left. 课前三分钟 二次备课 课后反思 Teaching key and difficult points: 1. Teaching key points: Enable students to master the structure:it is/was…+that/who+… 2. Teaching difficult points: Help students to use the grammar structure flexibly.