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《高中英语上外版》选择性必修第三册Unit4ProtectingtheEnvironment课时1课题Emphaticstructures课型Grammar令教学设计与说明.教学目标本课为本单元的第3课时,核心目标为引导学生能在语篇中识别“Itis/was…that/who…”和dodoes/did这两种强调结构,并能判断其表意功能;能在语境中恰当使用上述强调结构传递信息和表达意义,谈论环境问题.设计思路本设计主要分为三部分,一是识别强调句的形式,二是在基础练习中操练强调句的用法,三是在实际语境中应用强调句去获取信息、讨论话题总体思路为“识别一练习一应用”第一部分借助本单元第一课时和第二课时的ReadingA语篇TheVillainintheAtmosphere中的一个包含两句强调句的段落来引导学生关注强调句的形式,通过提问,诱使学生发现强调句之后,学生从课本GrammarHighlights部分获取对于强调句的基础认识,再去完成Worksheet中识别不同强调句的任务,最后辅以可视化思维工具呈现强调句的基本规则第二部分由基础练习组成,根据ReadingA设计一些陈述句,由学生改为强调句设计一些提问,引导学生使用强调句第三部分搭建学生在主题语境中应用强调句的平台,借助ReadingA话题引申出的“天人合一”,引导学生在交换信息的过程中应用强调句通过可视化思维工具呈现的天人合一与ReadingA话题的联系,引导学生在表达的过程中应用强调句.重点难点引导学生在语境中识别、理解并应用不同的强调句LessonPlanBytheendoftheperiodstudentswillbeableto:recognizeandunderstandinthecontexttheformmeaningandfunctionofemphaticstructures“Itis/was...that/who・・•”and...dodoes/did+Verb;usetheemphaticstructuresinthepropercontexttoconveyinformationandexpressmeaningtalkingaboutenvironmentalissues.Procedures:LIdentifyformsofemphaticstructuresInteractiveTask1:AnswersomequestionsaccordingtothelastparagraphinReadingA.Teacher:GuidestudentstoreadthelastparagraphinReadingAandaskquestions.*Students:Answertheteachersquestionsbasedonthetext.*Purpose:Toguidestudentstobeawareoftheuseofemphaticstructures.GuidedQuestions:/Whafstheworstchangeforouratmosphere/Whatdemonstratesthevillainyofcarbondioxide/Whydoestheauthorusethesentencepattern“Itis...that•InteractiveTask2:Underlinethesentenceswithemphaticstructuresinthedialogue.*Teacher:AskstudentstounderlinethesentenceswithemphaticstructuresinthedialogueonWorksheetandthinkaboutwhyandhowtheyareused.Presenttherulesofemphaticstructures.Students:CompletetheexerciseonWorksheet.^Purpose:Tohelpstudentsgettheformsofemphaticstructures.GuidedQuestion:/WhichsentencesusetheemphaticstructuresILPracticetheuseofemphaticstructuresInteractiveTask3:Rewritestatementswithemphaticstructures.Teacher:Rewriteeachofthefollowingstatementswiththeemphaticstructurebyemphasisingtheunderlinedpart.Students:CompletetheExerciseonWorksheet.^Purpose:Tohelpstudentspracticeusingemphaticstructures.GuidedQuestion:/CanyousharetheanswerandtellwhatelementsyouhavehighlightedInteractiveTask4:Answersomequestionswithemphaticstructures.Teacher:Askstudentstoanswerthequestionsaboutcarbondioxideandremindthemtouseemphaticstructures.*Students:Answersomequestionsanduseemphaticstructures.^Purpose:Tohelpstudentspracticeusingemphaticstructuresinthecontext.GuidedQuestions:/Whatdoplantsreleaseaftertheyabsorbcarbondioxide/Whateffectsofcarbondioxideonourlifemaymakepeopleconsideritthevillainintheatmosphere/Whatdoeswecalltheprocesswhencarbondioxideblockstheearthfromradiatingheatintospace/Sincewhenhastheconcentrationofcarbondioxidemovedupwardseachyear/Iheardsomeglaciersmeltedbecauseofglobalwarmingdidthey/WetakeactiontopreventthegreenhouseeffectfromgettingworsedoweUseemphaticstructuresinthecontextInteractiveTask5:InformationGapActivity.Teacher:AskstudentstocompletethetaskinExerciseIIonthetextbook.Students:Conductthedialoguetograbtheaccurateinformationandsharetheirdialogues.“Purpose:Tohelpstudentspracticeusingemphaticstructureinadialogue.GuidedQuestions:/Canyoufindtheinaccurateinformationinyourparagraph/Canyouaskyourpartnersomequestionstogettheaccurateinformation/WhenyouexchangeinformationwhatstructuresshouldyouuseInteractiveTask6:Discussabouttheconceptoft4heaven-and-humanoneness“withtheexampleofcarbondioxide.*Teacher:Askstudentstomakeadialogueaboutthetopic.Students:Completethetaskandsharetheirdialogues.^Purpose:TohelpstudentslearntothinkaboutsustainabledevelopmentandpractiseusingemphaticstructureinthecontextHomeworkReviewtherulesofemphaticstructures.CompletetheGrammarinUse“inyourworkbook.Searchonlineforinformationaboutothercausesofglobalwarmingandwriteaparagraphwithemphaticstructureswhereverpossible.。