高中英语人教版必修第一册强调句教案.docx
强调句教学设计Teaching Aims (教学目标)1. Knowledge aims: Students can understand the meaning and structure of Emphasis SentenceGet the students to know to use the Emphasis sentence. (学生能理解强调句型的意义及其基本结构)2. Ability aims:Enable students to memorize emphatic sentences structures through the exercises.(学生可以在学习中归纳总结记忆强调句型的基本结构)Teaching important and difficult points.(重难点) The structure of the Emphasis Sentence The structure of the Emphasis Sentence with “not until”(含not until 的强调句) How to judge a sentence is an Emphasis Sentence or not.Teaching methods(教学方法)1. Task-based teaching method2. 演示法Teaching aids:(教学用具)Multi-media PPT Teaching procedures:(教学过程)Step1 展示本节课的学习内容Step2 演示法学习强调句的基本结构及其注意要点 It is/was +被强调部分+that/who+其他要点提示：强调句型的时态要依原句的时态而定，即原句为现在或将来的某种时态，强调句中就用is；原句为过去的某种时态，强调句中就用was; 被强调部分是句子中除了谓语外的其他成分，如：主语，宾语，状语。被强调部分是物时，用that; 被强调部分是人时，也可以用whoStep3 普通句变强调句的steps:把我们要强调的部分提出来放在It is /was.that/ who 的中间 把剩下的放在that /who 的后面 Step4 用具体的例子学习并巩固强调句的结构Step5 学习含有not.until 的强调句 It is/was not until+被强调部分+that+ 其他部分注：not until 不可分开；由于not已经前移，that 后的部分只能用肯定形式Eg: 普通句: He didn't go to bed until his father came back.强调句: It was not until his father came back that he went to bed.普通句：He didn't realize his mistakes until he graduated from high school.It was not until he graduated from high school that he realized his mistakes.Step6 强调句型的判断 技巧： 把 “It，be, that/who”去掉，剩余部分若结构仍然完整，句意明确，则为强调句型，否则不是。请判断以下句子是否是强调句It is he that/who often helps with my math.It is in the book that I read the story.It is happy that we played basketball yesterday.注意：被强调的主语要和that/who后面的谓语动词在数上保持一致。It is the teacher as well as his students_ a football fan.A. is B.was C. are D. wereStep7 Exercise 1. It is in this street_ I bought the cup. A . where B. that C.which D. from which2. It was him_I happened to meet. A. which B. whom C. who D. what3. It was not until yesterday_I finished the book. A. that B.where C. which D. from which Step8 Summary1. 强调句的基本结构It is/ was+被强调部分+that/who+其他2. not. until. 句型的强调It is /was not until +被强调部分+that +其他部分3.强调句型的判断把“It, be,that/who ”去掉,结构完整,句意明确就是强调句教学反思：本节微课在脑海中构思了很久，所以，整个过程的安排环环相扣，联系密切，所选例句也是精选，常见的典型例句，能有效辅助微课教学目标的实现。本节微课的教学目标也非常明确，学练结合，学生能清晰地感知到自己是否已经掌握了这一重点语法句型。不足之处：心中设想的微课课件一定要生动，动感，符合学生的年龄特征，实际效果依然达不到心中预想的样子。但是，也比最初设计的进步了不少，我也会不断努力，争取更大的进步。 学科网（北京）股份有限公司
