Unit 4 Global warming grammar 强调句教案-高中英语人教新课标选修六

EmphaticSentenceTheEarthisBecomingWarmer–butDoesItMatter?授课人：授课班级：授课时长：45min授课课型：语法课授课内容：强调句（选修6TheEarthisBecomingWarmer-butDoesItMatter?）教学目标学生能够在阅读、听力过程中理解作者、说话者用强调句表达的意思，10%的学生能够很快地辨别出说话者使用了强调句。80%的学生能够有意识地在写作和日常会话中运用下列句型。陈述形式：Itis/was+强调部分+that+...Ifthepartyouwanttoemphasizeisaperson,canuse“who”toreplace“that”.疑问形式：Was/Is+it+强调部分+that/who+…?（一般疑问句）Wh-(interrogative)+was/is+that/who+...?（特殊疑问句）加情态动词的强调句：Itmightbe+强调部分+that/who+...Itmusthavebeen+强调部分+that/who+...50%的学生能够了解强调句和时间状语从句的区别。通过阅读课文能够知道全球变暖的严重性，提高绿色生活的意识。教学重难点 [重点]通过对课文文本的阅读发现总结出强调句的基本句型。通过对比强调句与一般陈述句，了解强调句的作用。通过练习能够理解和运用强调句。[难点]能够区分强调句和时间状语从句。教学过程1.Warmingup(1)全班齐读课文paragraph1,paragraph3andparagraph4。(这三个段落中分别包含一句强调句)2.Presentation(1)让同学们比较一对句子Itishumanactivitythathascausedthisglobalwarming. Humanactivityhascausedthisglobalwarming.然后让同学们找到刚刚读的课文部分的另外两个有着相同句式的句子，并让他们试着将强调句式的原句改为普通的陈述句。最后让同学们翻译这三组句子并且比较在这两组句子所表达的含义有什么不一样的地方。ItwasascientistcalledCharlesKeeling,whomadeaccuratemeasurementsoftheamountofcarbondioxideintheatmospherefrom1957to1997.AscientistcalledCharlesKeelingmadeaccuratemeasurementsoftheamountofcarbondioxideintheatmospherefrom1957to1997.Itistheburningofmoreandmorefossilfuelsthathasresultedinthisincreaseincarbondioxide.Theburningofmoreandmorefossilfuelshasresultedinthisincreaseincarbondioxide.(2)讲解陈述形式的强调句句型：Itis/was+强调部分+that+...3.Practice(1)Pairwork–两人一组进行句子改写活动，将下列句子改写成两句不同的强调句分别强调不同的内容。AscientistcalledCharlesKeelingmadeaccuratemeasurementsoftheamountofcarbondioxideintheatmospherefrom1957to1997.Emphasize“theamountofcarbondioxide”Emphasize“from1957to1997”Theburningofmoreandmorefossilfuelshasresultedinthisincreaseincarbondioxide.Emphasize“thisincreaseincarbondioxide”Emphasize“carbondioxide”(2)Individualwork–改写下列句子，用强调句型强调原句中的划线部分。完成后请同学回答，邀请基础较为薄弱的同学进行尝试。Scientistswarnedthatgreenhousegaseswouldwarmtheearthbytrappingheatenergyintheatmosphere.Thegreenhouseeffectgivestheearth’ssurfacetheaveragetemperatureof15℃.Muchoftheenergyusedtolightandheatourhomescomesfromfossilfuels.Thedevelopedcountriesconsumethenmostenergyintheworld.Carbondioxidehasthetendencytostayintheatmosphereforcenturieswhileothergreenhousegasesstayintheatmosphereonlyforadayorless.Low-lyingcountriesfeeltheirveryexistenceisindangerfromrisingsealevels.Environmentalistshavetriedtostoptheearth’stemperaturerising.Scientistswanttofindoutaboutfutureclimatechangesandtheireffectsonoutenvironment.Intheyearahead,theleveloftheseacouldrisebyseveralmetersbecauseofglobalwarming.Inthefutureouterspacemightprovideuswithnewenergysources.4.Production(1)Groupwork–Workingroupoffour.Student1writesdownonesentenceinfollowingsentencestructure,whichrelatestoownlife;thenstudent2changesitintoemphaticsentenceandemphasizingthesubject;student3emphasizestheobject;student4emphasizethetime.Thenstudent2writesdownonesentence,student3emphasizesthesubject;student4emphasizestheobject,student1emphasizesthetime,etc.分组时，在每组安排一位较为优秀的学生，带领其他学生进行活动。Example:S1:Iboughtthiscarlastmonth.S2:ItwasIwhoboughtthiscarlastmonth.S3:ItwasthiscarthatIboughtlastmonth.S4:ItwaslastmonththatIboughtthiscar.(2)Pairwork–向学生展示强调句的疑问句形式，并让同学们将商议活动中的问题改写成问句形式，两人一组进行疑问一大的对话。Example:S1:Whowasitthatboughtthiscarlastmonth?S2:ItwasIwhoboughtthiscarlastmonth.S1:Whatwasitthatyouboughtlastmonth?S2:ItwasthiscarthatIboughtlastmonth.S1:Whenwasitthatyouboughtthiscar?ItislastmonththatIboughtthiscar.(3)通过5个单项选择题帮助学生们对比强调句和状语从句的区别，从而让他们了解到如何区分两种句型。挑选理解能力较强的学生回答问题。Itwasthreeo’clock_____helefthere.A.that B.when C.since D.beforeAdverbialclauseItisthreehours_____helefthere.A.that B.when C.since D.beforeAdverbialclauseItwasthreehoursago_____helefthere.A.that B.when C.since D.beforeEmphaticsentenceItwillbethreehours_____heleaveshere.A.that B.when C.since D.beforeAdverbialclauseItwasn’tlong_____helefthere.A.that B.when C.since D.beforeAdverbialclause5.HomeworkChooseatopicyoulike(egglobalwarming,wildlifeprotection,music,film,etc)forthisactivity.Writeashortarticleabout100wordsusingtheemphatic“it”atleasttwice.Shareyourworkwithyourgroupmembersandchooseonebestarticle.Getreadytoshareitwithyourclassmatesinnextclass.(Groupwork)Showthemtheemphaticsentencewithmodelverbsandletthemaddmodelverbstothesentenceinactivity5.(Individualwork)反思