EmphaticSentenceTheEarthisBecomingWarmer–butDoesItMatter?授課人：授課班級(jí)：授課時(shí)長(zhǎng)：45min授課課型：語(yǔ)法課授課內(nèi)容：強(qiáng)調(diào)句（選修6TheEarthisBecomingWarmer-butDoesItMatter?）教學(xué)目標(biāo)學(xué)生能夠在閱讀、聽(tīng)力過(guò)程中理解作者、說(shuō)話者用強(qiáng)調(diào)句表達(dá)的意思，10%的學(xué)生能夠很快地辨別出說(shuō)話者使用了強(qiáng)調(diào)句。80%的學(xué)生能夠有意識(shí)地在寫(xiě)作和日常會(huì)話中運(yùn)用下列句型。陳述形式：Itis/was+強(qiáng)調(diào)部分+that+...Ifthepartyouwanttoemphasizeisaperson,canuse“who”toreplace“that”.疑問(wèn)形式：Was/Is+it+強(qiáng)調(diào)部分+that/who+…?（一般疑問(wèn)句）Wh-(interrogative)+was/is+that/who+...?（特殊疑問(wèn)句）加情態(tài)動(dòng)詞的強(qiáng)調(diào)句：Itmightbe+強(qiáng)調(diào)部分+that/who+...Itmusthavebeen+強(qiáng)調(diào)部分+that/who+...50%的學(xué)生能夠了解強(qiáng)調(diào)句和時(shí)間狀語(yǔ)從句的區(qū)別。通過(guò)閱讀課文能夠知道全球變暖的嚴(yán)重性，提高綠色生活的意識(shí)。教學(xué)重難點(diǎn) [重點(diǎn)]通過(guò)對(duì)課文文本的閱讀發(fā)現(xiàn)總結(jié)出強(qiáng)調(diào)句的基本句型。通過(guò)對(duì)比強(qiáng)調(diào)句與一般陳述句，了解強(qiáng)調(diào)句的作用。通過(guò)練習(xí)能夠理解和運(yùn)用強(qiáng)調(diào)句。[難點(diǎn)]能夠區(qū)分強(qiáng)調(diào)句和時(shí)間狀語(yǔ)從句。教學(xué)過(guò)程1.Warmingup(1)全班齊讀課文paragraph1,paragraph3andparagraph4。(這三個(gè)段落中分別包含一句強(qiáng)調(diào)句)2.Presentation(1)讓同學(xué)們比較一對(duì)句子Itishumanactivitythathascausedthisglobalwarming. Humanactivityhascausedthisglobalwarming.然后讓同學(xué)們找到剛剛讀的課文部分的另外兩個(gè)有著相同句式的句子，并讓他們?cè)囍鴮?qiáng)調(diào)句式的原句改為普通的陳述句。最后讓同學(xué)們翻譯這三組句子并且比較在這兩組句子所表達(dá)的含義有什么不一樣的地方。ItwasascientistcalledCharlesKeeling,whomadeaccuratemeasurementsoftheamountofcarbondioxideintheatmospherefrom1957to1997.AscientistcalledCharlesKeelingmadeaccuratemeasurementsoftheamountofcarbondioxideintheatmospherefrom1957to1997.Itistheburningofmoreandmorefossilfuelsthathasresultedinthisincreaseincarbondioxide.Theburningofmoreandmorefossilfuelshasresultedinthisincreaseincarbondioxide.(2)講解陳述形式的強(qiáng)調(diào)句句型：Itis/was+強(qiáng)調(diào)部分+that+...3.Practice(1)Pairwork–兩人一組進(jìn)行句子改寫(xiě)活動(dòng)，將下列句子改寫(xiě)成兩句不同的強(qiáng)調(diào)句分別強(qiáng)調(diào)不同的內(nèi)容。AscientistcalledCharlesKeelingmadeaccuratemeasurementsoftheamountofcarbondioxideintheatmospherefrom1957to1997.Emphasize“theamountofcarbondioxide”Emphasize“from1957to1997”Theburningofmoreandmorefossilfuelshasresultedinthisincreaseincarbondioxide.Emphasize“thisincreaseincarbondioxide”Emphasize“carbondioxide”(2)Individualwork–改寫(xiě)下列句子，用強(qiáng)調(diào)句型強(qiáng)調(diào)原句中的劃線部分。完成后請(qǐng)同學(xué)回答，邀請(qǐng)基礎(chǔ)較為薄弱的同學(xué)進(jìn)行嘗試。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.分組時(shí)，在每組安排一位較為優(yōu)秀的學(xué)生，帶領(lǐng)其他學(xué)生進(jìn)行活動(dòng)。Example:S1:Iboughtthiscarlastmonth.S2:ItwasIwhoboughtthiscarlastmonth.S3:ItwasthiscarthatIboughtlastmonth.S4:ItwaslastmonththatIboughtthiscar.(2)Pairwork–向?qū)W生展示強(qiáng)調(diào)句的疑問(wèn)句形式，并讓同學(xué)們將商議活動(dòng)中的問(wèn)題改寫(xiě)成問(wèn)句形式，兩人一組進(jìn)行疑問(wèn)一大的對(duì)話。Example:S1:Whowasitthatboughtthiscarlastmonth?S2:ItwasIwhoboughtthiscarlastmonth.S1:Whatwasitthatyouboughtlastmonth?S2:ItwasthiscarthatIboughtlastmonth.S1:Whenwasitthatyouboughtthiscar?ItislastmonththatIboughtthiscar.(3)通過(guò)5個(gè)單項(xiàng)選擇題幫助學(xué)生們對(duì)比強(qiáng)調(diào)句和狀語(yǔ)從句的區(qū)別，從而讓他們了解到如何區(qū)分兩種句型。挑選理解能力較強(qiáng)的學(xué)生回答問(wèn)題。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