高二英语it用法教案

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英语what is it教案

英语what is it教案教案标题：英语"What is it?"教案教学目标：1. 学生能够理解并正确使用英语句型"What is it?"来询问物体的名称。

2. 学生能够准确回答"What is it?"这个问题，并用正确的词汇来描述物体。

教学资源：1. 物体图片或实物2. 课堂白板或幻灯片3. 学生练习册或活动手册教学步骤：引入活动：1. 展示一张图片或拿出一个实物，例如一本书。

2. 用英语问学生"What is it?"，并等待学生回答。

3. 引导学生回答"What is it?"这个问题，并告诉他们正确的回答是"It's a book."。

教学内容：1. 在白板上写下句型"What is it?"并解释其含义。

2. 通过示范和反复练习，让学生熟悉句型"What is it?"的用法。

3. 引导学生使用"What is it?"这个句型来询问其他物体的名称，例如"What is it? It's a pencil."。

巩固练习：1. 给学生发放练习册或活动手册，让他们完成相关练习题目。

2. 在课堂上进行口语练习，让学生两两配对，互相使用"What is it?"这个句型来询问对方物体的名称。

拓展活动：1. 分发一些物体图片给学生，并要求他们用"What is it?"这个句型来描述图片上的物体。

2. 让学生分组进行小组活动，每个小组选择一个物体，用"What is it?"这个句型来描述并向全班展示。

总结：1. 温习"What is it?"这个句型的用法，并与学生一起回顾课堂上的学习内容。

2. 鼓励学生在日常生活中积极运用"What is it?"这个句型来询问物体的名称。

英语中it的语法知识点总结教案

（章节教案首页）课题：Grammar--it的语法知识点总结授课时间：2022 年月日教学时数：（2 ）学时，其中理论（2 ）、实验（0 ）学时、上机（0 ）学时、其它（0 ）学时，其它是指：教学目标与要求：情感目标：通过课上师生互动和生生互动，增强师生之间的感情；使学生能够体会到学习英语的目的在于交流和应用。

知识目标：学习it的用法，正确分辨出含it的常用句型，提高解题速速度。

技能目标：能正确使用包含it的各种句型，使学生形成良好的语言习惯。

教学方法设计：归纳法，讲练结合法，举例法，多媒体辅助教学法教学重点与难点：教学重点: it作为形式宾语和形式主语的用法是本课的重点。

教学难点：归纳出it语法句型的规律。

主要参考资料：杨萍，《大学英语综合教程》，南开大学出版社，2019年8月.史洁，《致用英语语法教程》，外语教学与研究出版社，2021年5月. 教具使用：多媒体设备课后作业：1.用思维导图的形式，自行总结it的各种用法和常见句型；2.预习下节课内容。

教学反思：★Part Ⅰ导入新课1.翻译几个谚语（小组成员合作，选派代表进行抢答，答对者给与加分奖励）；2.教师根据所翻译的谚语，总结出本节课的语法重点在于it的用法讲解与学习。

接下来根据所展示的几个句子，让学生简单分析总结it的用法。

学生做出分析总结后，教师做简单的解释。

1）作人称代词（personal pronoun）,可用来代替人、物或事情。

2）作指示代词（demonstrative pronoun）,可用来代替this,that。

3）作非人称代词（impersonal pronoun）,表示时间、天气、季节、距离、环境等。

从学生已有认知开始，带领学生温故知新。

★Part II 讲解新课步骤一:it作形式宾语1）Introduce the structure of “6123”to the students:6指的是主句中常用的动:think,believe,make,find,consider,feel; 1指的是形式宾语it2指的是宾补的两种形式：形容词或名词；3指的是真正宾语的三种形式：不定式短语，动名词短语或that从句。

英语语法it作形式主语教案

it作形式主语it作为形式主语，所代替的是句子的逻辑主语，并无实际意义。

这可以保持句子的结构平衡，避免主语太长，显得头重脚轻。

其使用主要分为以下三种情况：一．it代表不定式（1）It is + adj./n. + to do例句：It is clever of him to say that. 他那么说话很聪明。

It is impossible for him to finish the task within two days. 两天完成那个任务对他来说是不可能的。

It is her duty to clean the room. 打扫房间是她的事情。

【拓展】注意介词of和for的选择. It is clever of him = He is cleverit亦可代替不定式作形式宾语，如make/find/consider/regard/feel/think + it + adj./n.+to do...例句：We made it our duty to defend our motherland. 保家卫国是责任。

I think it easy to learn English well. 我认为学好英语很容易。

（2）It is + 介词短语+ to do例句：It is against my principle to do that. 那么做有违我的原则。

（3）It + vt + o + to do例句：It cost 150 yuan to buy the coat. 买这件外套花了150元。

二．it代表动名词It is no use/no good/ fun/ a waste of time doing sth例句：It is no use crying over spilt milk.覆水难收。

【拓展】it亦可替代动名词作形式宾语，记好下面的固定搭配：make/find/consider/regard/feel/think it + no use/no good/fun/a waste of time + doing...例句：We find it a waste of time waiting there.我们觉得在那等待是浪费时间。

英语中的It句型教案

中学英语中的It句型在中学英语中，It is ／was．．．that从句的种类较多，与其相关的句型也不少，而且这些句型容易混淆，同时也是历届高考中的重点内容。

现将已学过的这类句型及相关句型归纳如下，并配上高考试题，供同学们学习参考。

1．It is ／was ＋过去分词＋that从句。

这一句型中常用的过去分词有said，reported， known，thought，believed，suggested等等。

通常译为“据说（报道……）”。

同样，it是形式主语，that从句是真正的主语。

如：It is reported that a lot of people lost their jobs in the city last month.据报道，上个月这个城市的许多人都失业了。

It is known that Taiwan is part of China．众所周知，台湾是中国的一部分。

考例1：It is generally believed that teaching is ____it is a science．（NMET 2001）A．as art much as B．much an art as C．as an art much as D．as much an art as考例2:It is well known that Thomas Edison ____the electric lamp．（MET 1989）A．invented B．discovered C．found D．developed考例3:It's believed that ____you work，______result you'll get．（上海1993年高考题）A．the harder；the better B．the more hard；the more betterC．the hard；a better D．more hard；more better2．It＋动词（look，seem ，appear，happen．．．）＋that从句。

It在强调句中的用法考点透视

It在强调句中的用法考点透视高中高三英语教研组It一词是高中英语中考查比较频繁的一个词，it含义简单却用法众多，透过近几年的高考试题我们可以看出，各省份高考试题对it的考查十分频繁，尤其是关于it在强调句中的用法的考查更是成为了考查的热点。

以下本文结合近几年高考试题对it在强调句中用法的考查，来对it在强调句中的用法进行一个详细的解析和回顾，通过对照高考真题，归纳讲解it在强调句中的用法，以方便同学们进一步系统牢固地掌握有关it在强调句中的种种用法：1．强调句型的基本结构是：“It is (was) +被强调部分+ that (who) + 其它”被强调部分如果是指人则引导词可以用who，其余情况都用that。

强调句也可以有变体形式，例如：It may have been at the Christmas that John gave Mary a handbag.It might have been John who gave Mary a handbag.强调句的判定方法是：将强调句中的it is/was以及连接词that或who去掉，如果句子仍然成立，成分仍然完整，则说明该句是强调句。

强调句理论上可以强调除谓语以外的任何成分，但是在正式英语中，强调句也一般不强调表语（或叫做主语补足语），例如：It is I who am to blame. （强调主语）It was a new pen that Mother gave me.（强调宾语）It was in the classroom that I left my umbrella.（强调地点状语）It is at eleven that the train leaves.（强调时间状语）It was just as he ordered that I acted.（强调方式状语）It was because he was in trouble that I tried my best to help him.（强调原因状语）It was chairman that they elected him.（强调宾语补足语）相关高考试题：（1）It was after he got what he had desired _______ he realized it was not so important.（06年高考辽宁卷第35题）A. thatB. whenC. sinceD. as（2）David said that it was because of his strong interest in literature _______ he chose the course.（06年高考上海春季招生卷第35题）A. thatB. whatC. whyD. how（3）It is what you do rather than what you say _______ matters.（05年高考天津卷第9题）A. thatB. whatC. whichD. this（4）It was only with the help of the local guide ________.（05年高考上海春季招生卷第37题）A. was the mountain climber rescuedB. that the mountain climber was rescuedC. when the mountain climber was rescuedD. then the mountain climber was rescued 答案：（1）A（2）A（3）A（4）B2．强调句的疑问句形式：强调句的一般疑问句：Is/Was it + 被强调部分 + that /who强调句型的特殊疑问句：疑问词 + is/was it + that/who（1）I just wonder ____ that makes him so excited.（06年高考山东卷第32题）A. why it doesB. what he doesC. how it isD. what it is（2）—____ that he managed to get the information?—Oh, a friend of his helped him.（05年高考山东卷第31题）A. Where was itB. What was itC. How was itD. Why was it答案：（1）D（2）C3．It is/was not until…that…表示“直到……时候才”，也是一个强调句型。

英语教学教案- i can do it

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I believe I can fly
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an inventor who earns ¥1,000,000 a year
I believe I can fly
In 2021，what can you be?
Fill in the application for employment.
Desigwork
6.Blackboard design
get on well with others
can speak English
Boss:
can use the computer
work hard
get on well with others
can speak English can use the computer
Driver: can drive a car

高中英语强调句教案

高中英语强调句教案【篇一：强调句型教案】第十七章强调句型 teaching plan第一、二课时一、学情分析学生对强调句型的认识仅仅只停留在“it is/was+被强调部分+that/who”这一结构上，并不清楚强调结构分为三种：位置的强调；用词强调；句型强调。

此外，学生对以上结构的用法也存在一定的误区，以为任何成分都可以放到刚刚的那个结构之中，所以，本章节将会根据学生的实际情况，为学生解开强调句型的神秘面纱，让学生轻松掌握强调句型的使用。

二、教学目标1. 知识与技能a．复习稳固强调句型，以“it is/was+被强调部分+that/who”为复习重点；b．弄清强调句型的种类及用法；c．能够使用强调句型进行表达。

2. 过程与方法a．总结法b．探究法c．演示法3. 情感态度与价值观a．培养学生的标准语言表达；b．让学生体会语言的灵活多变。

c．让学生体验学习的乐趣和成功的喜悦。

三、教学重、难点1. 什么是强调句型？什么情况下需要用强调句型？2. 如何使用强调句型？四、教学方法1. 合作交流，小组讨论。

2. 自主学习，独立思考。

3. 探究学习。

教学步骤：before class：先学任务用强调句型强调以下句子中的黑体字部分。

1. einstein was born in ulm, germany in 1879.2. we often think of you.3. an apple tree takes in substances from soil, water and air.4. she didn’t go home until she cleaned the classroom.during class：step1: lead in1. 他确实很熟悉这个地方。

2. 在桌上放着的是一些花。

3. --it is cold today. 今天天气很冷。

确实是这样)4. it is i who am a teacher. 我正是一位老师。

高中英语新人教版精品教案《It 作形式宾语在“6123”复合结构中的使用》

A Weibo uer remared,“Li’ucce ie in her e and for her cuture”Li i not without criticim③Some李子柒发现和他们争辩毫无用处Intead, he devote heref to ore attentive
小结
Stemar
教师姓名
谢秋兰
单位名称
江西省赣州中学
填写时间
学科
英语
年级/册
高二/选修六
教材版本
人教新课标（2021年版）
课题名称
It作形式宾语在“612式宾语的“6123”复合结构
难点分析
从知识角度分析为什么难
“6123”复合结构涉及6个常用谓语动词（thin, find, fee, beieve, conider, mae）；1个形式宾语it；2种宾补形式；3种真正宾语形式to do, doing, that caue，这些句型本身较灵活多样，存在一定难度。
从学生角度分析为什么难
学生对本部分知识还停留在识记层面，知识掌握得不够全面，而应用于具体实践也存在一定困难。
难点教学方法
1通过对知名网络视频博主李子柒的采访，利用优芽互动电影a
6123”6123”
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4.高中英语教师面试：语法课《it 语法教学》全英文教案及试讲逐字稿

四、1.题目：语法教学试讲2.内容：It’s a shocking that so little has been done in the past for these children without parents and we believe it is important to get something done to help them as quickly as possible. Many of these children don’t know what it is like to wear clean clothes or sleep in a warm bed. I have seen many of them sleeping in the street and begging for food.3.基本要求（1）朗读所给段落；（2）配合教学内容适当板书；（3）针对划线部分的形式主语it，设计相应的语法教学活动（4）用英文试讲；（5）试讲时间10分钟。

教案：语法教学1. Teaching aims1) Knowledge aimStudents will be able to understand “it” used as formal subject and its usage.2) Ability aimStudents are able to use “it” as formal subject in their own writings.3) Emotional aimStudents can realize the importance of learning English and develop their interest in English.2. Important and difficult points1) Important pointStudents will be able to understand the usage of formal subject. 2) Difficult pointStudents will be able to use “it” as formal subject in their own writings.3. Teaching and learning methodsSituational teaching method; communicative teaching method; task-based teaching method；group work method; cooperation study method; independent study method4. Teaching proceduresStep 1: Lead inPresent some pictures about homeless children after some natural disasters to students. And then lead in the topic about homeless children. Step 2: Presentation1)Ask some questions: Q1:What’s shocking? Q2: What’s important? Q3: What don’t the children know? The teacher presents students some questions and asks them to find the answers according to the text. Thenwrite them down on the blackboard. (1) It’s a shocking that so little has been done in the past for these children without parents. (2)It is important to get something done to help them as quickly as possible.(3)Many of these children don’t know what it is like to wear clean clothes or sleep in a warm bed.2) Ask students to work in pairs to find out the subjects of these sentences.3) Ask students to work in groups to talk about the function of “it”in these sentences.4) Summarize the usage of “it” used as formal subject to students. Step 3: PracticePresent some sentences on the PPT and ask students to rewrite them by using “it”as formal subject. Then check answers together.Step 4: ProductionAsk students to work in groups of four and make a poster to think of ways to help those homeless children. They should use “it” as formal subject in their posters.Step 5: Summary and homeworkThe teacher leads students to summarize what they have learned in this class.Homework: Finish the exercises about “it” used as formal subject and then surf the Internet to find out more ways to help children in need.5.Blackboard designIt---formal subject:(1)It is a shocking that so little has been done in the past for these children without parents.(2)It is important to get something done to help them as quickly as possible.(3)Many of these children don’t know what it is like to wear clean clothes or sleep in a warm bed.试讲稿：语法教学（it as formal subject）GreetingHello, boys and girls. I am glad to see you again. Are you happy today? That’s great. I am so happy to hear that.1.Lead inBefore our class, let me show you some pictures. Now look at the ppt, what can you see in the first picture? Yeah, we can see some natural disasters. They are very terrible,right? Now let’s move on to the second one. There are some homeless children and they lost their home in the disaster. In China, we have a lot of children who become orphans after some disasters. It makes us hurt. So today we are going to learn something。

高中英语优质课课件the use of it教案

Unit 3 Book 6 A healthy lifeGrammar – the use of “it”博罗中学吴岚岚一.教学目标(Teaching Aims)1.能力目标（Ability Aims）a.Enable students to use sentences with "it" to express their ideas properly.b. Develop students' ability of exploration, cooperation.c. Cultivate their self-learning skills.2. 语言目标（Language Aims）a. Understand the use of "it" in different ways.b. Make sentences with "it" properly, such as in reporting.c. Enable students to express their ideas by using the target grammar effectively.3. 情感目标 (Emotion Aims)a. Enable Students to know how to cooperate with group membersb. Cultivate Ss’ interests in English learningc. Develop Ss’ confidence by asking them present their works and evaluate others’works.二、教学重点（Teaching important and difficult points）“it” uses as grammatical subjects and objects.三、教学方法(Teaching Methods)municative Approach(交际教学法)2.Task-based Language Teaching (任务教学法)3.Situational Action (情景教学)四、学习方法(Learning Methods)a. Cooperative and exploring learningb. Presentation and Evaluation五、教具准备（Teaching Aids）A computer, White boards of students, pen, color paper and some gifts六、教学步骤（Teaching Procedures）Step 1 Reviewing cases.①Have you ever heard the song? Do you know which movie is it from?It is from the movie the King Lion.It 作______代词, 指代上文提到的内容。

高考英语 it的用法教案

it的用法：⑴it用作人称代词：指代前面已经提到过的动物、事物、小孩或性别/身份不明的人，但应注意：指宠物时常用he/she，指大动物〔马、大象等〕可以用he/she；指祖国或家乡时，常用she.注意句子：He failed in the examine，and it worried him. He failed in the examine. It worried him.He failed in the examine，which worried him.⑵it用作非人称代词：常常用作句子的主语，可以指时间、距离、价格、长度、重量、日期、星期、月份、季节、气候等。

⑶it用作形式主语或形式宾语：根据句子结构的需要，人们常用it作形式主语或宾语，而把真正的主语或宾语〔不定式短语、动词-ing短语或名词性从句〕放在句末。

注意it作形式主语的常见结构有：①It+be+adj/n〔for sb〕to do sth.②It+be+adj of sb to do sth.③It+be+adj/n+doing sth〔一般限于名词fun，good，luck，joy，use，pleasure或形容词foolish，wonderful，good，nice，interesting，useless，worth等作表语时，才用it作形式主语，将真正的动名词主语后置〕④It+be+adj./n+that-clause.⑤It+be+过去分词〔如said，proved，known，believed，reported，thought，hoped，decided，announced, suggested，ordered，demanded，proposed，requested，advised等〕+that-clause.注意如果表语是划线部分的词，从句应该用虚拟语气。

⑥It takes sb some time to do sth.⑦It seems/looks as if….⑷it用在强调句型中：强调句型“It is/was + 被强调部分 + 其他〞的用法①这一句型可以强调除谓语、表语、定语和同位语以外的任何部分；如果被强调的部分是人，可以用who/that，如果被强调的部分是事物，只能用that。

高二英语译林版选修6教学案Unit 3 Section 3 Word版含答案

Ⅰ.单词拼写1．To show sadness, he hangs his head and holds a hand up to his face in a gesture (手势) of grief.2．We all got a warm greeting (招呼) on our arrival.3．She went to college with great expectations (期望)．Ⅱ.拓展词汇4．religion n．宗教→religious adj.信奉宗教的，虔诚的，宗教上的5．slight adj.轻微的→slightly ad v.轻微地，稍微[巧记单词]→religion＋去on＋ous→slight＋lyⅢ.补全短语1．be connected with 与……有联系，与……有关2．be clever at doing sth. 很擅长做某事3．dream of doing sth. 梦想做某事4．in one's youth 在某人年轻的时候5．let alone更不用说6．show sb. around带某人参观、游览7．hold out伸出；维持8．take up占据(时间或空间)9．be aware of注意到10．shake hands with sb. 与某人握手1．[教材原句]One reason why there are so many French words in English is that the French ruled England for quite a number of years.英语里有如此多的法语词汇的原因是法国曾统治过英国好多年。

[句型点拨]本句的主干结构为“one reason why ... is that ...”意为“……的原因是……”。

[佳句赏析]The reason why he was late was that he missed the train.他迟到的原因是他错过了火车。

高二英语教案模板七篇

高二英语教案模板七篇高二英语教案模板七篇高二英语教案都有哪些？每一个老师都会在课堂上把每个重点内容讲述或点拨得非常透彻，因此你要集中精力听。

下面是小编为大家带来的高二英语教案模板七篇，希望大家能够喜欢！高二英语教案模板教学准备教学目标1. 教学目标(1)知识目标：学生能掌握下列重点单词和短语的意义和用法：greet, represent, approach, expression, defend, misunderstand, adult, cheek, major, likely, in general。

能够表达一些Body language.(2)能力目标：学生能掌握基本的阅读理解方法：速读，寻读，归纳中心和查找细节。

(3)情感目标：学生了解不同国家和文化的身势语，激发学生学习这种语言的兴趣。

教学重难点教学重点和难点(1) 培养学生的阅读策略和技巧，让学生了解文章的细节知识和文章结构。

(2) 让学生合适地使用不同的身势语。

(3)课文中现在分词作定语和状语的长难句。

教学过程Step 1. Lead in(1)The teacher shows a question on screen： How can we communicate with others when we can’t speakThen ask a student to answer.设计说明：引出本单元的话题。

(2) The teacher shows some pictures on screen of some body language and ask some students to guess and discuss the meaning they standfor. 设计说明：引出本节课的题目。

Step 2. Fast reading1. Go through the passage quickly and find out the main idea of each paragraph.o Match the main idea of each para. with lines.(Para.1) A. Other examples of different greeting body language.(Para.2) B. Different people have different body language.(Para.3) C. Summary of body language.(Para.4) D. Meet the visitors at the airport.(Para.5) E. Examples of different greeting body language.2. Try to write down the main idea of the text.The text is mainly about different _____________ in different countries. In order to avoid difficulties in today’s world ofcultural crossroads, we should ___________________________.设计说明：通过这个题目的练习，让学生掌握速读，先对文章段落大意有一个了解。

高中英语语法专题复习专题十五 it的用法教案

高中英语语法专题复习教案专题十五——it的用法一、考点聚焦1、it的基本用法（1）用作人称代词，代替前文提到过的事物。

The train has arrived. It arrived half an hour ago.（2）用以代替提示代词this, that。

—What’s this? —It’s a knife.—Whose watch is t hat? —It’s mine.（3）起指示代词的作用，指一个人或事物。

—Who is knocking at the door? —It’s me.（4）指环境情况等。

It was very noisy (quiet) at the very moment.（5）指时间、季节等。

—What time is it? —It’s eight o’clock.It often rains in summer here.（6）指距离。

It is a long way to the school.（7）作形式主语。

It is not easy to finish the work in two days.It is no use crying over spilt milk.It is as pity that you didn’t read the book.（8）作形式宾语。

I think it no use arguing with him.I found it very interesting to study English.He made it clear that he was not interested in that subject. （9）用于强调结构。

It was Xiaoming whom (that) I met in the street last night.It was in the street that I met Xiaoming last night.It ws last night that I met Xiaoming in the street.It was I who met Xiaoming in the street last night.2、含有“It is …”的句型（1）It is time (for sb.) to do sth.It is (high) time that sb. did sth.(虚拟语气)（2）It is + 形容词（+of / for sb.）+ to do sth.通常用of的词有brave、clever、car e ful、hopeless、kind、good、naughty、nice、silly、stupid、foolish、wise等。

英语教案设计-Where is it

英语教案设计－Whereisit一、教学目标1.让学生掌握如何用英语询问物品的位置。

2.让学生学会用英语描述物品的位置。

3.培养学生的观察能力和交际能力。

二、教学内容1.词汇：Whereisit?It'son/in/under/beside/near2.句型：Whereis?Isit?Yes,itis./No,itisn't.三、教学重点与难点1.重点：询问物品位置的句型和描述物品位置的词汇。

2.难点：物品位置的描述和句型的运用。

四、教学过程Step1:导入1.教师拿出一个神秘的小盒子，引导学生猜测里面有什么。

2.学生猜测后，教师打开盒子，展示里面的物品。

Step2:新课讲解1.教师展示物品，引导学生学习新词汇：on,in,under,beside,near。

2.教师用简单的英语句子描述物品的位置，如：Thebookisonthedesk.Thepenisinthepencilbox.3.教师引导学生模仿描述物品的位置。

Step3:情景练习1.教师将教室里的物品摆放在不同的位置，让学生用英语描述物品的位置。

2.学生分组进行练习，互相提问并回答。

Step4:小组活动1.教师将学生分成小组，每组一个盒子，盒子里有不同物品。

2.学生用英语描述盒子里的物品位置，其他组员猜测物品是什么。

Step5:游戏环节1.游戏名称：猜猜我在哪儿2.游戏规则：教师将一个物品藏在教室的某个地方，学生用英语询问物品的位置，教师回答Yes或No，直到学生找到物品为止。

2.布置作业：用英语描述家里的物品位置，并让家长签字。

五、课后反思1.本节课通过生动的情景和有趣的游戏，让学生在轻松愉快的氛围中学习英语。

2.学生在练习描述物品位置的过程中，提高了观察能力和交际能力。

3.教师应及时关注学生的学习情况，给予个别辅导，确保每个学生都能掌握所学内容。

六、教学评价1.课堂表现：观察学生在课堂上的参与程度和表现，了解学生的学习兴趣和积极性。

典范英语Who is it教案

Lesson 1 Who is it?一、教学目标1.语言能力目标：学生能够读懂故事情节；惟妙惟肖地模仿录音；绘声绘色地独立朗读故事；能根据人物剪影辨识人物并说出人物名字；学会在不同生活场景使用“Who is it? It is …”；初步掌握字母“i”的拼读规律。

2.非语言能力目标：使学生充分体验一家人在玩影子游戏时其乐融融的家庭生活氛围；通过让学生观察人物特点和预测故事情节培养学生的观察力和想象力；培养学生敢读、敢表达的自信和勇气。

二、课时安排要求每周不少于两课时，每课时至少完成一个故事。

三、教师要求1.教师课前须熟读故事，了解本课故事相关的文化背景：一般来说，典型的英式房子都有前院和后院，后院通常是一家人玩耍的好地方。

本故事中，这一家人就是在后院搭起帐篷做影子游戏。

2.对于较难的单词，教师可板书，并配合动作和表情帮助学生理解。

3.全英文授课。

四、教学用具多媒体设备、CD机、课件、单词卡（Mum, Dad, Biff, Chip, Kipper, Floppy）、人物图片及剪影（Mum, Dad, Biff, Chip, Kipper, Floppy）。

五、课堂教学基本步骤1. 导入（Lead-in）：认识故事人物通过展示人物图片，引导学生观察人物特点，让学生认识Kipper一家人，为看图讲故事做好铺垫。

（1）教师将家庭成员（Mum, Dad, Biff, Chip, Kipper, Floppy）的图片粘贴在黑板上，用This is …句型逐一介绍。

We have some new friends. They are a family. Shall we meet them?（指着Mum人物图）This is Mum.（指着Dad人物图）This is Dad.（指着Biff人物图）This is Biff.（指着Chip人物图）This is Chip.（指着Kipper人物图）This is Kipper.（指着Floppy图片）This is Floppy, a lovely dog.（2）教师引导学生观察人物特点，提出问题，让学生回答。

高中英语Unit3Ahealthylife巩固练习it的用法(1)教案

稳固练习Ⅰ. 把下边句子译成英语：1.他们记着这些词很有必需。

____________________________________________________2.据报导，另一颗卫星（ satellite ）已经被送入轨道（ orbit ）。

____________________________________________________3.有人建议推延此次会议。

____________________________________________________4.这类事居然发生在你们班上，真是遗憾！____________________________________________________5.你这样说真是太好意了。

____________________________________________________6.他们发现他们在两天内达成工作很难。

____________________________________________________7.我儿子给我打电话时已经近正午了。

____________________________________________________8.到城中心要步行半小时。

____________________________________________________Ⅱ .读下边短文，谈谈此中的it 是什么用法。

It (1) was a sunny Sunday. Peter decided to go for a walk to the park, though it (2) was two miles away. It (3) was so fortable to walk on the street. Suddenly it (4) began to rain. He found it (5)hard to walk there. Then he took a bus home. Unfortunately it (6) went wrong. When he got home, he was wet through. Thus it (7) was a day that he would never forget.Ⅲ . 单项选择。

不定式的用法高二英语语法教案

不定式的用法高二英语语法教案不定式的用法高二英语语法教案作为一名老师，就难以避免地要准备教案，教案是教材及大纲与课堂教学的纽带和桥梁。

那要怎么写好教案呢？以下是我收集整理的不定式的用法高二英语语法教案，仅供参考，欢迎大家阅读。

动词不定式具有名词、形容词和副词的特征。

因此在句中可以做主语、表语、宾语、宾语补足语、定语和状语。

一、不定式做主语：1、不定式做主语一般表示具体的某次动作。

===动名词doing 表示习惯的'，经常的动作。

e.g: To finish the building in a month is difficult.To do such things is foolish.To see is to believe. (对等)注: 1). 不定式作主语时,谓语用单数2). 当主语较长，谓语较短时，常用it做形式主语，而将不定式放到谓语的后面。

it做形式主语，不定式放在谓语动词之后常用于下列结构中：(1)It is/was +adj.+of sb. to do…(2) It is +adj.+for sb.+to do…It is easy / difficult / hard / foolish / unwise / right / wrong / unnecessary(3) it is +a +名词+ to do...It is a pity / a pleasure / a pleasant thing / one’s duty / an honor / a shame / a crime / no easy job… to doIt takes (sb.) some time / courage / patience …to do…It requires courage / patience / hard work… to do…*注意: probable 和 possible 均可作表语，但possible可以用不定式作真实主语，而probable不能用不定式作真实主语。

2023届高三体育单招英语一轮复习it的用法教案1

教学课题第一课时It Usages授课日期2022.11.10 授课教师Sunny教学目标【知识目标】Important words:A question of time, increase, government, efforts, as soon as possible, look up to the old. Important sentences:1.The employment rate has continued to rise in big cities thanks to the efforts of the local government to increase it.2.We really hate it if yo u don’t look up to the old.3.The two girls are so alike that strangers find it difficult to tell one from the other.【能力目标】To know the word it.【情感目标】（1）Use the words soundly according to their meanings.教学重难点重点: usages of it.难点：structure of the it.教学过程◆Step 1 Warming-up and revision(1) Small talk(2) Talk about the sentence structure that you’re familiar with, try to make sentences with the words.设计意图从活动引入，调动课堂气氛，引发学生学习兴趣◆Step 2 Introduction1.Ask Ss to look at the board and check the word to see if they know them.2.Show some examples of how the sentence work.教学过程◆Step 3 Presentation1.It is used to refer to the animals and the things without life.The cat is in the garden, isn’t it?Where is my pencil? I can’t find it.The moon is a satellite. It’s the nearest neighbor of the earth.2.It is used to refer to the object which we can’t tell from male or female, or the object which we can’t define its identity.The baby cried because it was hungry.The child lost its way.Example:-Who is knocking at the door? -_______ is me.A.ItB. ThatC. ThisD. I3.Demonstrative pronoun: this/thatWho is that? It’s my son.What is that? It’s my wallet.It is simply a question of time.4.It is referred to the things that have already mentioned in the text or going to be mentioned in text.-I’ve lost my dictionary. -You haven’t found it? You’d better buy one in the bookstore as soon as possible. Could I speak to you for a moment? Yes, what is it?Although we cannot see it, there is air all round us.It would be nice if you could come with us.Example:The employment rate has continued to rise in big cities thanks to the efforts of the local government to increase _______.A.themB. thoseC. itD. that5.It is referred to the natural phenomenon, time and distance.Look at the dark clouds. It is going to rain.It is rather cold today.What time is it? It’s eight o’clock.What’s the date? It’s the fifth of June.It’s time for dinner.It’s a long way to the beach.It’s about half an hour’s walk from here to the hospital.6.It is referred to the subject or the object, to replace the real subject or object of infinitive, gerund or clause. It is wrong to do so.It is not use crying over split milk.It is certain that he will succeed.He feels it his duty to help others.All the people thought it no use talking to him about it.They want to make it clear to the public that they do an important and necessary job.Examples:(1)We really hate _______ if you don’t look up to the old.A.thatB. thisC. itD. which(2)The two girls are so alike that strangers find _____ difficult to tell one from the others.A.itB. themC. herD. that(3)________ is known to us all that China is a great country with a long history.A.ThatB. AsC. ItD. Which7.Strong emphasis: It is (was) +被强调的部分+that...It was I who met your sister at the station yesterday.It was your sister that I met at the station yesterday.It was at the station that I met your sister yesterday.It was yesterday that I met your sister at the station.It is the first time that Mr. Tomas had visited China.Check answers together and try to discuss why you choose this option.◆Step 4Homework.1.Try to remember the usages of the it.2.Have more practice of the verbs and try to remember the words if you don’t know and take notes.板书设计It Usages重点句型:1.The employment rate has continued to rise in big cities thanks to the efforts of the local government to increase it.2.We really hate it if you don’t look up to the old.3.The two girls are so alike that strangers find it difficult to tell one from the other.教学反思通过单词it的讲解，学生们能够了解到最简单的单词，却能有如此多的用法，感慨在学习中要时刻认真，仔细记录讲解内容，不断运用，才能精进自己的技能。