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視頻標(biāo)簽：Global Warmi,湖北好課堂
所屬欄目：高中英語優(yōu)質(zhì)課視頻
視頻課題：湖北好課堂高中英語Module6 Unit4 Global Warming（Grammar）華中附中
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湖北好課堂高中英語Module6 Unit4 Global Warming（Grammar）華中科技大學(xué)附屬中學(xué)彭茂
| Module6 Unit4 Global Warming Grammar |
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Analysis of the teaching material: The teaching material is the grammar part of module6, unit4. The topic of this unit is global warming. The grammar is about the usage of “it-cleft sentence”. It’s the first time for the students to learn this grammar in high school period. |
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Analysis of the learning condition: The students have studied in high school for two years. They have achieved certain English level. They have the ability to analyze some language structures and they can express themselves in English. After the previous learning, they are familiar with the topic--global warming. With some background knowledge and language, it will be easier for them to learn. |
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Teaching objectives: 1. Language and skills:
The students will be able to learn how to analyze a language structure by themselves. 3. Attitude and value The students will become more concerned about the environmental problems and have a desire to protect our environment. |
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Important and difficult teaching points: 1. The students should analyze the usages and rules of “It-Cleft Sentence” by themselves. 2. The students should try to use this structure properly and correctly. |
| Teaching Procedures |
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Step1: Lead-in By asking some questions about global warming, the teacher will present some it-cleft sentences. Thus, the language structure is led in naturally.
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Step2: Observing and Analyzing 1. The students will work in pairs and observe the four sentences. They will put the five items into the right places to get the structure. It + is/was + the emphasized part + that/ who + the rest part of the sentence ① ② ③ ④ ⑤ 2. The teacher will show how this structure works by an animation. 3. The teacher will explain the two rules of “it-cleft sentence”. Rule1: is or was? Rule2: that or who? 4. The students will read the four sentences together. The teacher will remind them that when reading it-cleft sentences, the emphasized part should be read with stress. |
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Step3:Exercise1 Practicing and Thinking 1. The students will do some exercises. They will emphasize the underlined parts in the sentences. For sentence one, they will write down the sentences. For sentence two, they will change it orally. 2. The teacher will ask the students to observe the sentences. The notice is given: We can’t emphasize “predicate” with “it-cleft sentence”. Except that, we can emphasize almost all the parts in a sentence including the adverbial clause. 3. The students will emphasize the adverbial clause in three sentences orally. |
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Step4: Exercise2 Listening and Judging In this part, the exercises will be a little more difficult than the previous one. The students will listen to a program about Earth Day. According to what they hear, they will first judge the sentence. If it is false, they should correct it by using it-cleft sentences. |
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Step5: Exercise3 Creating and Speaking In this part, the students are required to create their own it-cleft sentences in real situations. They will work in group of four. Each group will take charge of one situation. They will complete the short passage with it-cleft sentences. Then, they should choose the best to read the passage vividly.
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Step6: Writing In module6, unit2, the students have learned different forms of poems. One of them is formed by repeated phrases. This time, the students will write a poem with the repetition of some it-cleft sentences. The topic is environmental protection. |
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Conclusion By comparing the language to rice, water and spice, the teacher will instruct the students to use “it-cleft sentence” properly. Then let the students read a passage together to understand it again. |
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Homework 1. Share your writing with your desk mate and give some comments to each other. 2. Consult some reference books to find out how we can emphasize the predicate in a sentence. |
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