文本内容:
GrammarEmphaticSentenceITeachingAimsKnowledgeaimsStudentswillrecognizetheit-cleftpatterns---Itis/was...that/who...Studentswillknowthegrammarmeaningforemphasis.AbilityaimsStudentscanuseit-cleftpatternstogiveinformationintheirowndailyspeaking.Studentscanadoptedthetargetedgrammarintotheirwritings.EmotionalaimStudentswillhaveapositiveattitudetowardsdifferentlanguagerulesandwilltrytocomplywiththemintheirdailypractice.IITeachingKeyDifficultPointsKeypoint:Thekeypointformystudentsistomastertheusageofthetargetedgrammarsuchastheywillknowatwhatkindofcircumstancesthatinthisstructurecanbeomitted.Difficultpoint:Thedifficultpointistoapplytheit-cleftsentencesmorefrequentlyintheirownspeechesandwritings.IllTeachingprocedures:Step1:WarmingupDesignamentalgameandaskthemtoidentitywhosecargotbrokeninto.Playtherollingpicturesof7differentpeopleintheirdifferentcarsatthesametimetheirnameswillbepresentedonthepictures.Givethem50secondstoobserveandshowthemtheblackbrokencarandtheyneedtoidentitythecar.Aftercheckingtheiranswersuncoverthetruthontheblackboard.MItwasMichael*scarthatgotbrokeninto!”Justification:Themindgameisalittlebitchallenginganditwillquicklyattractthestudentsattention.Step2:PresentationTakingthesentenceontheblackboardasanexampleunderlinethestructuremodelandexplainthegrammarmeaningtotheclass:theinformationthatcomesafteritisemphasizedforthelistener.Theclausewhichfollowstheit-clauseisconnectedusingthatanditcontainsinformationthatisalreadyunderstood.AndinvitethemtotellusfromtheabovesentencewhatkindinformationisalreadyknewAndwhatkindinformationisnewandemphasizedFocusnewinformation:itwasMichael*scarUnderstoodalreadyoldinformation:acargotbrokenintoAndthenboxthatinthesentenceandtellthemweoftenomitthatininformalsituationswhenitistheobjectoftheverb.AftertheygettheinformationItellyouthemthatitissaidthatamanbrokenthecar.Andaskthemtousethestructuretogivethenewinformation.Itwasamanwhoorthatbrokeintothecar.AftertheygivetheanswerandIwillteachthemthatWhenapersonalsubjectisthefocuswecanusewhoinsteadofthat.ThenItellthemthatthevideoshowstwoteenagerbrokeintothecar.AndIwillinvitethemtogivethenewinformationusingtheit-cleftmodel.Itwasthetwoteenagerswhobrokeintothecar.NextIwilltellthemwhenapluralsubjectisthefocusweuseapluralverbbutItberemainssingular.(Justification:Embeddingthegrammarpointsintoamindgamewillmaketheclassmoreinterestingwhentheycanpickupthenewknowledgewhilesortingoutofadetectivecase.)Step3:PracticeAskthemtofinishtheexerciseIhavepreparedforthem..(陕西)Itisnothowmuchwedobuthowmuchloveweputintowhatwedobenefitsourworkmost..(湖南)Itsnotwhatwedoonceinawhileshapesourlivesbutwhatwedoconsistently..(湖南)Itsnotdoingthethingswelikebutlikingthethingswehavetodomakeslifehappy..(福建)Itwasthecultureratherthanthelanguagemadeithardforhimtoadapttothenewenvironmentabroad..(四川)Wasitonalonelyislandhewassavedonemonthaftertheboatwentdown.(重庆)-HaveyouseenthefilmUndertheHawthornTree-OfcourseIhave.Itwasinourvillageitwasmade..(上海)-Wasitbycuttingdownstaffshesavedthefirm-Noitwasbyimprovingworkefficiency..(重庆)Itwaswiththehelpofthelocalguidethemountainclimberwasrescued..(天津)Itwasnotuntilneartheendofthelettershementionedherownplan..(四川)WasitbecauseJackcamelateforschoolgotangryIL(重庆)Bachdiedin1750butitwasnotuntiltheearly19thcenturyhismusicgiftwasfullyrecognized..(湖南)ItwaswhenwewerereturninghomeIrealizedwhatagoodfeelingitwastohavehelpedsomeoneintrouble..(天津)Youarewaitingatawrongplace.Itisatthehotelthecoachpicksuptourists..(天津)ItwaswhenIgotbacktomyapartmentIfirstcameacrossmynewneighbors.ThenIwillshowthemasentence:Imettwooldfriendsintheschoolparklastweek.Andaskthemtofocusondifferentinformationinthissentenceandrewritethemdown.Anexamplewillbepreparedforthem:ItwasIwhomettwooldfriendsintheschoolparklastweek.(Justification:Thefirsttaskistomakesurethatstudentscanactuallymasterdifferentgrammarpointsofit-cleftsentences.Andthesecondtaskistohelpstudentstouseitmoreskillfully.)Step4:ProductionDividethemintogroups4andaskthemtoworkoutafullcasereportoftheabovecase.Laterinvitedifferentgroupstomakeareportspeechinfronttheclass.(Justification:Thiscantraintheirspeakingabilityaswellastheirlogicalthinkingability.)Step5:SummaryandhomeworkInvite1studenttosummarizewhatwehavelearnedtodayandanotheronetoaddup.Askstudentstowritedownashortparagraphunderanytopics(3sentencesatleast).(Justification:Thisistohelpmystudentshaveabiggerpictureofwhathavelearnedtodayandhelpthemtowritewithit-cleftsentencespurposely.)。