高中英语人教版 (2019)必修 第一册Unit 1 Teenage life教学设计

这是一份高中英语人教版 (2019)必修 第一册Unit 1 Teenage life教学设计，共4页。
1．T get the students t knw the structure f the emphasized sentences.
2．T let the students learn the usages f the emphasized sentences.
3．T enable the students t use the emphasized sentences crrectly and prperly.
Prcess and methds
1．T ask the students t read the reading passage again，pick ut the emphasized sentences frm the reading passage and translate them int Chinese.
2．T ask the students t discver the structure and usages f the emphasized sentences by cmparing a lt f example sentences.
3．T ask the students t d the exercises in Discvering useful structures n Page 29 t master the emphasized sentences.
4．T ask the students t summarize the usages f the emphasized sentences.
5．T ask the students t d the exercises in Using Structures n Page 64 and sme ther additinal exercises fr cnslidatin.
Emtin，attitude and value
1．T get the students t becme interested in grammar learning.
2．T develp the students' ability f cmparing and summarizing.
教学重、难点
1．T get the students t master the structure and usages f the emphasized sentences.
2．T enable the students t learn hw t use the emphasized sentences
.教学过程
Step 1 Revisin
1．Check the hmewrk exercises.
2．Dictate sme new wrds and expressins.
Step 2 Warming up
It_is human activity_that has caused this glbal warming.
Step 3 Grammar learning
Ask the students t study the fllwing sentences and try t summarize the structure f the emphasized sentences.
eq \x(\a\al(Tm fund my pen in the classrm yesterday.,It was Tm wh/that fund my pen in the classrm yesterday.,It was my pen that Tm fund in the classrm yesterday.,It was in the classrm that Tm fund my pen yesterday.,It was yesterday that Tm fund my pen in the classrm.))
Step 4 Summing up
1．The main structure f the emphasized sentences is “It ”．
2．The emphasized sentences can be used t emphasize the subject，bject and adverbial(including adverbial f time and adverbial f place)．
3．When we want t emphasize the subject，bject and adverbial，we nly need t put these parts between “it is/was” and “that/wh”，the rest part shuldn't be changed.
4．When the emphasized part is a persn we can use bth the structure “It ” and the structure “It ”．When the emphasized part is nt a persn we can nly use the structure “It ”．
Step 5 Grammar practice
Ask students t d the fllwing exercises：
1．Change the fllwing sentences int emphasized sentences.(T emphasize the underlined parts.)
(1)Peter lent us the mney.
(2)They want mney.
(3)All this happened n_Mnday.
(4)I didn't hear frm her until_last_summer.
(5)Why des everyne think I am narrw－minded?
Step 6 Getting mre abut the grammar
Shw the fllwing sentences t the students and ask them t find what the similarity f these sentences is.
Step 7 Clsing dwn by a quiz
Shw students the fllwing n the screen r give ut test papers t them and then ask them t finish these exercises in 10 minutes.
1．Was it in this place ______ they nce built a tall building?
A．that B．in which C．befre D．which
2．It is ______ he ften breaks the schl rules ______ makes his head teacher unsatisfied with him.
A．what；that B．that；what
C．that；that D．because；that
3．It is because English is being widely used at present ______.
A．why we learn it hard B．that we learn it hard
C．which we must learn D．when we shuld learn
4．—Was it what he said r smething that he did ______ made yu cry s sadly，Sarah?
—N，nt really.
A．which B．that C．when D．what
5．______ the peple have becme masters f their cuntry ______ science can really serve the peple.
A．It is nly then；that B．It was that；when
C．It is nly when；that D．It was when；then
Step 8 Hmewrk
1．Finish ff the Wrkbk exercises.
2．Preview the new wrds and expressins left in Unit 5 and the passage n Page 30.Mark any part they can't understand well.
Step 9 Reflectin after teaching
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