第一篇:国家级获奖教学设计 强调句型
The teaching plan for the emphatic pattern
强调句型教学设计
一、教学目标
1.To enable the students to master the structure of the emphatic pattern and its variations in different sentence patterns.(使学生掌握强调句型的结构以及强调句型在其他不同句型中的句式特征,如一般疑问句、特殊疑问句以及not until结构的强调。)
2.To teach the students how to distinguish the difference between the emphatic pattern and the attributive clauses.(教会学生区分强调句型及定语从句)
3.To show some other important points related to the emphatic pattern.(向学生展示一些其他与强调句型相关的重要知识点,如强调句型的反义疑问句形式。)
二、学情
Senior Two students have already had a basic grasp of three forms of the sentence:affirmative, interrogative and negative.So they are curious and eager to learn a new sentence pattern based on these forms.In addition, it is not so difficult for them to master this new grammar.(高二学生已经对句子的三种基本形式,即肯定句、疑问句和否定句有了基本的掌握。因此,他们会好奇并渴望在这些形式的基础上学习另一种新句型。而且,掌握这个新语法对于他们来说并不难。)
三、教学重难点
1.Teaching importance: To make sure the students can master and apply the structure of the emphatic pattern correctly;Show them enough examples and enable them to conclude the sentence features of each form of the sentence.(确保学生能够正确掌握并运用强调句型;向学生展示足够的例句以使他们推断出强调句型在各种句子形式里的句式特征。)2.Teaching difficulties:
Teach the students how to judge whether a sentence contains the emphatic pattern or the attributive clauses.And help them express their opinions and thoughts exactly and correctly with this grammar.(教会学生如何判断一个句子是包含的强调句型还是定语从句,并帮助他们选用正确的语法表达自己的观点及想法。)
四、教学步骤
Step1、Warming-up activity T: Good morning, everyone!How are you today? Ss: We are great!And you? T: Me too.So, who teaches you English today? Ss: Wow!It’s Miss Tang.(clap their hands)T: Well, let’s have a competition and observe several sentences and find out the similarities between them.(此处让学生进行一个热身活动,观察并找出几个给定句子的相同之处,为后面的强调句型做铺垫。并将全班同学分为男生和女生两组,要求学生抢答并评分,小组竞争将贯穿整堂 课,有效激发学生的学习兴趣。)
T: Great job.So, let’s draw a conclusion about what we have observed.(教师引导学生一起总结归纳出强调句型的要素,如It、is/was、who/that等。)
Step2、New grammar presentation 1>、The teacher presents students with the structure of the emphatic pattern.(教师引入强调句型的用法及结构,并为学生举例。举例对象选用学生们熟知的孙校长,激发学生学习热情。)
Eg: I saw Mr.Sun in the dormitory last night.(教师指导学生首先对句子各成分进行分析,然后利用刚刚归纳好的强调句型对句子各成分进行强调。教师示范两句、后面的部分请同学来强调并和全部同学一起订正答案。)T:Have you discovered when to use “that” and when to use “who” or “whom”?
(同时用提问的方式引导学生总结出强调句型中引导词的选用原则,辅之以例句讲解)
2>、强调句型中be动词和情态动词的结合。
T: Now, please think this:If there is a modal verb , how to use it in the emphatic pattern.It’s your turn to think for yourselves.(当遇见情态动词的时候,如何与强调句型相结合。学生尝试写出自己的组合,老师核对答案加深印象。)
Activity 1: Exercise 1:Pair work(3 minutes)Here, students will be required to finish two exercises.They will adopt cooperative learning methods in an interactive atmosphere.(学生按要求完成结对练习,包含“强调划线部分”和“选出正确答案”,检测自己对强调句型结构的掌握程度。)3>、一般疑问句、特殊疑问句和not until结构的强调以及强调句型的反意疑问句形式
Necessarily, the student will have to draw inferences for some related points.This stage can check whether the students have an overall grasp of today's learning content.(学生在此必须积极动脑、融会贯通的类比出一般疑问句、特殊疑问句及not until 结构的强调句式特征。同时学会强调句型的反意疑问句形式)
Activity 2: Exercise 2:Individual work(2 minutes)
The teacher will require students to complete four questions related to what they have just learned quickly and correctly.Then ask some of them to share their answers and explain why.(学生独立完成四道相关的单项选择题,老师鼓励他们抢答并说出理由,答对的为其所在小组加分。)4>、the difference between the emphatic pattern and the attributive clauses.T: Here comes the most difficult content of our class today.The skills for telling the difference between the emphatic pattern and the attributive clauses.Attention, please.(教师先让学生畅所欲言,各抒己见。认为强调句型和定语从句有什么区别,并大胆尝试判断。最后老师给出标准解答技巧。)
Activity 3:
Exercise 3:Group discussion(3 minutes)T;Discuss with your group members which of the following two sentences is the attributive clause and which is the emphatic pattern and fill in the blanks.(此处学生四人一组,进行热烈的讨论,判断哪个句子是强调句型,哪个句子是定语从句,并选择正确的引导词填空。)
Step3、Consolidation After all the main content of this class has been learned, students will have to answer two difficult questions with what they learned.T:Now, I would like to have an overall test about your learning.(教师为学生出出示两道综合性较强的题,即既包含了强调句型又包含了定语从句。要求学生沉着思考、冷静答题。核对答案后耐心为全班同学分析解惑。)
Step4、Summary and homework T:Let’s summarize our main content of today’s class and have your homework.(教师带领学生一起总结本堂课的主要学习内容及注意事项,适当提问学生、进行互动。然后及时布置家庭作业。)
Step4、Teaching reflection(教学反思)
本堂课作为本校年度教师课堂教学技能大赛的参赛作品,在所教班级取得了瞩目的成效。举例贴近学生生活、内容思路清晰易懂,学生参与度极高;课件制作投入大量时间及精力,吸引学生及听课教师的眼球;内容精选、删减得当,获得了听课教师及所教学生的一致好评。因此有幸获得了本校教学技能竞赛一等奖。
当然,本人还有许多不足之处待专家及评委老师们教正。
第二篇:It was强调句型
外研社九年级英语上册,Module 9,unit 2短文中有一句话:“But it is above all the jokes played by the monkey that people remember."。意思是:“但是人们印象最深的还是这只猴子搞的恶作剧”。Module 10,unit 1短文中有一句话:“It's my father who gives me my pocket money„„”意思是:““是我爸爸给了我零花钱„„”。这个句子是强调句型。下面介绍强调句型“It is/was...who/that”的用法及注意事项:
一、强调句型的用法:
在英语中,我们常用It is/was„ who/that结构来突出强调句子的某一成分(一般是句子中主语,宾语或状语)。在这个句型中,it没有词汇意义,只是引出被强调的成分。如果被强调的成分是表示人的词,用who或that来连接都可以。如果是其它成分,则一律用that来连接。例如:It is my mother who/that cooks every day.It was yesterday that Tom passed in the maths exam
二、使用本句型的几个注意事项:
1.被强调成分是主语,who/that之后的谓语动词应该在人称和数上与原句中的主语保持一致。例如:It is I who am right.
It is he who is wrong.
It is the students who are lovely.
2.即使被强调成分是句子中的时间状语,地点状语,原因状语等,也不能用when,where, because,要用 that。例如:It was after the war was over that Einstein was able to come back to his research work again.It was in front of the bank that the old lady was robbed. It was because of the heavy rain that he came late.
3.被强调成分是作主语的代词,用主格,是作宾语的代词,用宾格。例如:It was he that helped me yesterday.It was me that he helped yesterday.4.被强调部分既包括人又包括物,用that不用who。例如:lt was the things and people that they remembered that they were talking about.
三、强调句例句:
针对“I met Li Ming at the railway station yesterday.”句子进行强调。强调主语:It was I that(who)met Li Ming at the railway station yesterday.强调宾语:It was Li Ming that I met at the railway station yesterday.强调地点状语:It was at the railway station that I met Li Ming yesterday.强调时间状语:It was yesterday that I met Li Ming at the railway station
四、谓语动词的强调: It is/ was...that...结构不能强调谓语,如果需要强调谓语时,用助动词do/ does或did。例如:Do sit down.务必请坐。He did write to you last week.上周他确实给你写了信。Do be careful when you cross the street.过马路时,务必(千万)要小心啊!
注意:此种强调只用do/ does和did,没有别的形式;过去时用did,后面的谓语动词用原形。
第三篇:中学英语强调句型论文
It is not only blind men who make such stupid mistakes.(SBI,p28)决不只是盲人才犯这样愚蠢的错误。
It was the goat’s eyes that he had seen in the darkness.(SBI,p211)他在黑暗中看到的就是这只山羊的眼睛。
It-type强调句的特征是:如果我们把“It be…that…”从句中划去,所剩 的正好是一个完整的句子。例如 上面第一句经过处理后就成了:
Not onlt blind men make such stupid mistakes.它的意思仍然是完整的,只是强调意味已经失去。实际上“It be…that…” 只不过是一个框架而已,它的各 部份在句子中均不担任成份。
It-type强调句通常可用来强调句子的主语、宾语、状语。但强调状语时,有几个方面是必须注意的:
1.条件,让步状语从句不能强调,例如:
If it rains,we won’t go out.如果下雨,我们就不出去。
We’ll try to finish the work in time though we are short ofman power.虽然我们缺乏人力,我们还是要设法按时完成这项工作。
不能强调为:
It is if it rains that we won’t go out.It is though we are short of manpower that we’ll try to finish the work in time.2.It-type强调句可强调because引导的原因状语从句,但不可强调 as,since引导的原因状语从句,例如:
I do it because I like it.因为我喜欢,我才干。
可强调为:
It is because I like it that I do it.下面这个句子则不可以强调:
Since no one is against it,we’ll adopt the proposal.既然没有人反对,这个议案我们就通过了。
3.It-type强调句可强调so that引起的目的状语从句,但不能强调so that 引起的结果状语从句,例如:
The six blind men asked the driver to stop the beast so that they could have a “look”.六个盲人要求赶象人让这头巨兽停下来,以便他们能“看一看”。可强调为:
It was so that they could have a “look”that the six blindmen asked the driver to stop the be ast.下面这个句子则不可以强调:
He didn’t plan his time well,so that he didn’t finish thework in time.他没有把时间计划好,结果没有按时完成这项工作。
4.对由until引起的短语或从句强调,要注意否定前移,例如:
I didn’t
;learn it until yesterday.直到昨天我才知道这件事。
写成强调句型应该是:
It was not until yesterday that I learned it.在中学英语课本中还多次出现“What…be…”结构的句型(简称wh-type强调 句),它同样具有很浓的强调意 味,例如:
What we need is more time.(SBI,p126)
我们需要更多的时间。
我们可以用对待It-type强调句的方法,把“What…be…”作为一个框架而划 去,所剩的也是一个完整的句子 :We need more time.不同的是,what和be在句子中都可以担任成份。上面这个句子可以看成是 What引导一个主语从句,而be则 是系动词,后接表语。
Wh-type强调句可用来强调主语、宾语、表语,例如:
But what surprised me most was to see some of the villagepeople seated on the benches at the end of the room.(SBII,p166)
然而,最使我奇怪的是看到村子里的一些人坐在教室后头的长凳上。
But what he was really interested in was beautiful paiutings.(高 中起始本SBⅣ,p170)
但是他真正感兴趣的是美丽的画。
What I feel is hungry.我所感到的就是饿。
wh-type强调句还可以通过使用代动词do来强调句中的谓语动词或作宾语 补足语的非谓语动词,例如:
What I did was(to)turn off the tap.我所做的就是把水龙头关了。
What I want you to do is(to)clean the room.我要你做的就是打扫房间。
注意,这一句型中be后面作表语的不定式可以省略to,如果所强调的动词 是进行体,那么be之后用-ing形 式和它相配,例如:
Whta I’m doing is teaching him a lesson.我现在这样做是为了给他一次教训。
Wh-type强调句中的what从句,间或也作表语,例如:
This was what they had posted on the bulletin board then!This was what the black smith was r eading!
原来贴在布告牌上的就是这么回事!铁匠在看的原来就是这个!Wh-type强调句的wh-从句,有时可能是以who,where或when引起的,它们 通常只用作表语,例如:
The headmaster was who I meant.我指的就是校长。
Here is where the accident took place.这儿就是事故发生的地方。
(On)Saturday is when the housewivues are busiest.星期六是家庭主妇们最忙的日子。
另外也值得一提的是“A is A”这一结构的强调句型,这类句子的语势是很强 的,例如:
You are quite right.Teacher is teacher.你说得完全对,老师毕竟是老师。
Business is business.One can’t too particular.公事公办,谁也不能特殊。
当名词前带有修饰语时,表语常含有“真正的”的意思,例如: Spoken English is English.英语口语才是真正的英语。
A friend in need is a friend indeed.(JBII,p5)患难朋友才是真朋友。
这种句型中的A,如果是who,what,which,则具有“分辨出”的意思,常作 动词tell,know等动词的宾语,例 如:
The two brothers are so nearly alike that I can’t tell whois who.这两兄弟长得太相象了,我简直区分不了。
He’s very clear and knows what’s what.他很聪明,懂得是非曲直。
第四篇:谈谈中学英语中的强调句型
谈谈中学英语中的强调句型
在中学英语教学中,提到强调句型时,通常指的是:“Itbe…that…”这一结构(简称It-type强调句)。这确实是一个非常有用的句型,在中学英语课本中也多次出现,例如:
Itisnotonlyblindmenwhomakesuchstupidmistakes.(I,P28)决不只是盲
人才犯这样愚蠢的错误。
Itwasthegoat'seyesthathehadseeninthedarkne.(I,P211)他在黑暗中看到的就是这只山羊的眼睛。
It-type强调句的特征是:如果我们把“Itbe…that…”从句中划去,所剩的正好是一个完整的句子。例如上面第一句经过处理后就成了:
Notonltblindmenmakesuchstupidmistakes.它的意思仍然是完整的,只是强调意味已经失去。实际上“Itbe…that…”只不过是一个框架而已,它的各部份在句子中均不担任成份。
It-type强调句通常可用来强调句子的主语、宾语、状语。但强调状语时,有几个方面是必须注意的:
1.条件,让步状语从句不能强调,例如:
Ifitrai,wewon'tgoout.如果下雨,我们就不出去。
We'lltrytofinishtheworkintimethoughweareshortofmanpower.虽然我们缺乏人力,我们还是要设法按时完成这项工作。
不能强调为:
Itisifitraithatwewon'tgoout.Itisthoughweareshortofmaowerthatwe'lltrytofinishtheworkintime.2.It-type强调句可强调because引导的原因状语从句,但不可强调as,since引导的原因状语从句,例如:
IdoitbecauseIlikeit.因为我喜欢,我才干。
可强调为:
ItisbecauseIlikeitthatIdoit.下面这个句子则不可以强调:
Sincenooneisagaitit,we'lladopttheproposal.既然没有人反对,这个议案我们就通过了。
3.It-type强调句可强调sothat引起的目的状语从句,但不能强调sothat引起的结果状语从句,例如:
Thesixblindmenaskedthedrivertostopthebeastsothattheycouldhavea“look”.六个盲人要求赶象人让这头巨兽停下来,以便他们能“看一看”。可强调为:
Itwassothattheycouldhavea“look”thatthesixblindmenaskedthedrivertostopthebeast.下面这个句子则不可以强调:
Hedidn'tplanhistimewell,sothathedidn'tfinishtheworkintime.他没有把时间计划好,结果没有按时完成这项工作。
4.对由until引起的短语或从句强调,要注意否定前移,例如:
Ididn'tlearnituntilyesterday.直到昨天我才知道这件事。
写成强调句型应该是:
ItwasnotuntilyesterdaythatIlearnedit.在中学英语课本中还多次出现“What…be…”结构的句型(简称wh-type强调句),它同样具有很浓的强调意味,例如:
Whatweneedismoretime.(I,P126)
我们需要更多的时间。
我们可以用对待It-type强调句的方法,把“What…be…”作为一个框架而划去,所剩的也是一个完整的句子:Weneedmoretime.不同的是,what和be在句子中都可以担任成份。上面这个句子可以看成是What引导一个主语从句,而be则是系动词,后接表语。
Wh-type强调句可用来强调主语、宾语、表语,例如:
Butwhatsurprisedmemostwastoseesomeofthevillagepeopleseatedonthebenchesattheendoftheroom.(II,P166)
然而,最使我奇怪的是看到村子里的一些人坐在教
室后头的长凳上。
Butwhathewasreallyinterestedinwasbeautifulpaiutings.(高中起始本Ⅳ,P170)
但是他真正感兴趣的是美丽的画。
WhatIfeelishungry.我所感到的就是饿。
wh-type强调句还
可以通过使用代动词do来强调句中的谓语动词或作宾语补足语的非谓语动词,例如:
WhatIdidwas(to)turnoffthetap.我所做的就是把水龙头关了。
WhatIwantyoutodois(to)cleantheroom.我要你做的就是打扫房间。
注意,这一句型中be后面作表语的不定式可以省略to,如果所强调的动词是进行体,那么be之后用-ing形式和它相配,例如:
WhtaI'mdoingisteachinghimaleon.我现在这样做是为了给他一次教训。
Wh-type强调句中的what从句,间或也作表语,例如:
Thiswaswhattheyhadpostedonthebulletinboardthen!Thiswaswhattheblacksmithwasreading!
原来贴在布告牌上的就是这么回事!铁匠在看的原来就是这个!Wh-type强调句的wh-从句,有时可能是以who,where或when引起的,它们通常只用作表语,例如:
TheheadmasterwaswhoImeant.我指的就是校长。
Hereiswheretheaccidenttookplace.这儿就是事故发生的地方。
(On)Saturdayiswhenthehousewivuesarebusiest.星期六是家庭主妇们最忙的日子。
另外也值得一提的是“AisA”这一结构的强调句型,这类句子的语势是很强的,例如:
Youarequiteright.Teacheristeacher.你说得完全对,老师毕竟是老师。
Busineisbusine.Onecan'ttooparticular.公事公办,谁也不能特殊。
当名词前带有修饰语时,表语常含有“真正的”的意思,例如:okenEnglishisEnglish.英语口语才是真正的英语。
Afriendinneedisafriendindeed.(JBII,P5)患难朋友才是真朋友。
这种句型中的A,如果是who,what,which,则具有“分辨出”的意思,常作动词tell,know等动词的宾语,例如:
ThetwobrothersaresonearlyalikethatIcan'ttellwhoiswho.这两兄弟长得太相象了,我简直区分不了。
He'sveryclearandknowswhat'swhat.他很聪明,懂得是非曲直。
第五篇:英语中强调句型的总结
英语中的强调句式
英语的强调句分为句型强调和用词强调,这是中学阶段最常用的两种强调形式。**句型强调:
It is /was+被强调的部分+that(who)+句子其他成分
I bought my big house in the city.→ It was in the city that I bought my big house.Jack helped me in that days.→It was Jack that/who helped me in that days.Children like stories.It is children that/who like stories.注意:强调主语时,who或者that后面的谓语动词形式须与被强调的主语在数上保持一致.1.特殊疑问句中,只有疑问词能够被强调,其句型为:特殊疑问词+be+it that+其他成分?
What made him so pleased?
→ What is it that made him so pleased.Where did you go then?
→ Where is it that you went then?
3在强调not...until结构中的时间状语时,要将not移到until前,再将not until..部分移到被强调的位置.My mother didn’t come back until ten o’clock last night.→It was not until ten o’clock last night that my mother came back.4强调句的Be动词前面有时可以加情态动词must,can,may等。
→It must be Lucy sent me the present。
→How can it be that Tom didn’t pass English exam。
** 用词强调
1.可以用助动词do/does/did +动词原形进行强调。
I do think over the question.He did beat his child just now.2.用on earthin the worldat all 可以表达更强的语气,常用于疑问句中。What on earth did you know?
Where in the world will you go?
Do you know at all?
练习:将下列句子就划线部分进行强调
1.昨天我在街上遇见了我的一位老同学。
2.你是怎样完成这项任务的?
3.4.