人教新课标高中英语选修六Unit4Grammar教案

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高二英语选修六_Unit4_Grammar_公开课教学设计(一)

三、教学目标
Knowledgeaims:
1.ToenablestudentstolearnthreeimportantstylesofEmphasis:
(1)用very，only,just,such,so,really,indeed等修饰名词或形容词来加强语气(2)用助动词“do（does／did）＋动词原形”表示强调
Minority high school /Students in low level
七、板书设计
Unit 4 Grammar and usage
Emphasis
1.用very，only, just, such, so, really, indeed等修饰名词或形容词来加强语气.
2.用助动词“do（does／did）＋动词原形”表示强调：
Step5 Performance
Ask the students to show their answers.
The students will participate the activity very
actively.
It’s a good chance to show the students’ talent
Unit4语法课名师教学设计
教学基本信息
课题
NSEFCBook6Unit4GlobalwarmingLearningaboutlanguage
学科
英语
学段
高二
设计者
孙望辉
教材
普通高中课程标准实验教科书
英语6
出版社
人民教育出版社
版次
2007年4月第2版
一、设计与施教理念
在新课标理念的指导下，根据学生的实际水平，采用多媒体教学，创新学生活动，充分发挥学生的创造力，激发学生的语法学习兴趣，加强学生的语言运用能力和自我展示的能力。

人教新课标高中英语选修六Unit4Grammar教案

人教选修 6 Unit4 Global WarmingGrammarTeaching materialNSEFC Book 6 —— Unit 4Teaching aimsEnable the students to master the usage of the form it is/was... that.....Teaching important pointsHow to enable the students to know the structure and the usage of the form it is/was... that.... Teaching difficult pointsHow to help the students to master the usage of the form it is/was... that....Teaching aidstape recorder, slidesTeaching proceduresStep1 RevisionT: First let’s check answers. (slide show)Discovering useful words and expressions. (P28)1. Charles Keeling collected ______on the carbon dioxide content in the atmosphere over a forty-y ear period. He found that the amount of carbon dioxide _______ increasing during that time.2. Although we are burning coal in huge _________ every year, we won't ________ of it for c enturies.3. If the amount of greenhouse gases continues to _______ we could be facing a global ________ __.4. Many scientists believe that global warming has __________ through the burning of fossil fuels. They do not think that ignoring the issue is worth the ____.5. ______ describes weather conditions over a period of years in a particular place.6. The _____________ of a rising sea level would be widespread flooding.7. The use of energy in Susanna's c ountry is low ______________ the use of energy in the USA.8. The warming of the earth is a _____________ that causes great concern.9. The ________ shows temperature changes during the 20th century.10. One hectare of forest can absorb 23 tons of carbon dioxide ____ year.Keys：1.data kept on 2. quantities; run out 3. build up; catastrophe4. come about; risk5. Climate6. consequencepared to8.phenomenon9. graph 10. perAnswer keys for Ex.2 on Page 28:The first graph shows the global _______________ between ________ and _________The temperat ure __________ and decreased over this period but on the whole it _________ by around _______ __ and its highest in 2000. There was a steady _________________ in the temperature during the。

(人教课标版)高二选修6 Unit 4：grammar

when if _______,________引导的话，常常用it做形式宾引导的话，常常用做形式宾引导的话
语，然后再接真正的宾语从句。此类动词有然后再接真正的宾语从句。 ______________________________________ enjoy,appreciate,hate,like,depend on,
that/who • It was the headmaster _________ stood outside. We were confused. He said to it me. “I find _____ unbelievable that you are late for class again”. It took me a few seconds ________________ to understand (understand) what he said. It was no arguing use ___________ (argue) with him. I smiled, “Sorry, headmaster, you made a mistake, again.” He went away disappointedly. Our class burst into it laughter. Actually I hate _____ when someone interrupts my cl中的宾语是_________（例当复合宾语中的宾语是不定式（ 1）,__________（例2）,____________（例3, 4））动名词（）从句（）往往把宾语放在它的补足语后面，时，往往把宾语放在它的补足语后面，而用 _______作形式宾语，放在宾语补足语之前。该作形式宾语，作形式宾语放在宾语补足语之前。 it 句型中的it 作形式宾语，常用的动词有think, 句型中的作形式宾语，常用的动词有 find... make, consider, feel____________等。等 • 有些及物动词，后面如果跟的从句是由有些及物动词，

高中英语Unit4第3课时Grammar学案新人教版选修6

Unit 4 Global Warming Period3 GrammarLearning aims: 1. Review the use of “it” 2. Learn useful “it” structures Important point: Learn emphatic sentence.Difficult point: Master the use of” it”.利用说明及学法指导：1. 通过自学同步检测P，完成预习案。

2. 完成时间：30分钟。

预习案 Previewing CaseTask 1 写出“it”在句中指的内容。

1) Guangzhou is a beautiful city, isn’t it? ( )2）You’ve helped me a lot; I’ll never forget it. ( )3）—What’s this? — It’s a computer. ( )4）— Whose book is that? — It's hers． ( )5）It’s time for lunch．( )6）It’s raining hard．( )7）It’s two miles from the school to our home．( )8）It is easy to buy a new radio. ( )9）It is no use telling him that. ( )10) It is exciting that we can do what we lik e to do. ( )11) I feel it my duty to help him. ( )小结： it可以代替______ ,______和上文的_____；it 可以指时间，_______, ______，环境，气宇等；it作形式_____或_____代替动词不定式，动名词和从句。

人教版高中英语选修六Unit4 Grammar课件

It__C___ Peter who has let this secret out because I only told
him the news. A. can be B. should be C. might be D. must be
4.关于被强调成分: ❖能够被强调的句子成分通常为主语或宾语（名词、
（2）对“not...until...”结构的强调，要用“It is/was not until...that...”这一固定句型。由于否定已经前移，that后只能用肯定形式。同时要注意不能使用倒装语序
It was __C____ back home after the experiment. A. not until midnight did he go B. until midnight that he didn’t go C. not until midnight that he went D. until midnight when he didn’t go
It was the things and people that they remembered that they were talking about．（4）当强调时间或地点或原因或方式状语时，用that, 不能用when / where/why/how
(尤其是当这些状语为介词短语时) （5）如果被强调的成分有同位语，同位语也应提前。
注意：（1）强调部分为介词短语时：
①应特别注意能引起误解的干扰选项 ②表示时间或地点时，应注意与定语从句的区别
1. It was through Jack __D___ Mary got to know Bob . A. who B. whom C. how D. that 2. It was __C__ great care that they did the job. A. for B. about C. with D. in 3. It was on October 1st 1949 ___D__ new China was founded. A. which B. when C. as D. that 4. Was it in this palace ___A__ the last emperor died? A. that B. in which C. in where D. which

2022年教学教材《选修6 Unit4 Grammar and usage参考》优秀教案

选修6 Unit4 Grammar and uage参考教案虚拟语气各种形式的虚拟语气英语中的虚拟语气可分为对过去的虚拟、对现在的虚拟、对将来的虚拟及表达“祝愿〞、“坚决〞、“决定〞、“要求〞、“命令〞等主观愿望的虚拟。

与现在事实相反的虚拟语气与现在事实相反的虚拟语气常用结构为：条件句动词为were或动词的过去式，主句动词为woud/houd/coud/might动词原形。

If I had enough mone, I woud firt of a b mef a DELL come earier表示强烈责备表示强烈的责备常用houd/ought to have done结构，常译为“本该做得更……一些，结果……〞。

I have tod ou man time You houd have done it better3〕表示本没必要Needn’t have 过去分词结构表示“做了不必要做的事情〞。

It’ o near We needn’t have taen a tai虚拟语气表示祝愿表示祝愿时常用动词原形或Ma 主语动词原形结构。

Ma ou ucceed!虚拟语气可用于主语从句、宾语从句、表语从句、同位语从句、状语从句等各种从句中。

用于主语从句中It i/wa immand, order等后面的宾语从句，谓语习惯上用houd 动词原形虚拟结构。

M father ugget I houd tae enough eee to the art eterda If ou woud ut our addre on the bac of the checIf ou woud相当于eae，表示礼貌的请求。

演示文稿人教版英语选修6第四单元grammar课件

第四页，共23页。
• 原句：My father did the experiment in the
lab yesterday evening． • 强调宾语：
• It was the experiment that my father did in the lab yesterday evening．
→ It was not until she took off her dark glasses that I realized she was a famous film star.
第十二页，共23页。
每空填一词, 使该句与所给句子的意思相同。
1. We depend on energy to do many things.
It was because she was ill that they didn’t ask her to do the job.
→Because she was ill, they didn’t ask her to do
job.
It was in the street that I met her father. →In the street I met her father.
（优质）人教版英语选修6第四单元grammar课件PPT课件
第一页，共23页。
强调句型，你掌握了吗？
第二页，共23页。
Explanation
• 由it引导的强调句结构： • It is (was)+被强调部分+that /who(主
语是人)/whom(宾语是人) + 句子其他
部分
• 注意：此结构强调的成分仅限于主语，宾语和状语。
••强强调调地地点点：：It was in the lab that my father •dIitd wthaes eixnptehreimlaebntthyaesttmerydafaytehveerndinigd．the

高中英语选修六《Unit 4 Grammar and usage(1)》教案

6). I didn't know his telephone number, otherwise I __him.
A. had telephonedB. would telephone
C. would have telephonedD. telephone
7).She wishes she_ __to the theatre last night.
板
书
设
计
教
学
札
记
A. knew B. knowsC. has knownD. won't know
5). When a pencil is partly in a glass of water, it looks as if it ____.
A. breaksB. has broken
C. were brokenD. had been broken
A. would have been B. should be
C. had been D. could be
2).The doctor advised that Mr. Malan _____ an operation right away so as to save his life.
A. had B. would have

新沂市第二中学高二英语集体备课
主备人：李艳梅
用案人：
授课时间：____________
总第9课时
课题
Unit 4 Grammar and usage(1)
课型
Revision
教学目标
To recognize the kinds of the subjective mood in unreal conditional clauses .

高中英语 Unit 4 Section Ⅳ Grammar & Writing课件新人教版选修6

Was it during the Second World War that he died? 他是二战期间死亡的吗？ Was it last year that you got the degree? 你是在去年获得学位的吗？
2．特殊疑问式：特殊疑问词＋is/was＋it＋that＋其他成分？ Where was it that you met Tom yesterday? 昨天你是在哪儿遇见汤姆的？ Why is it that you want to change your idea? 你为什么想改变你的主意呢？
但不能是句子的谓语)。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。如果是其他成分，则一律用that来连接。
It was John who / that bought an old bike yesterday in a
marketplace. 是约翰昨天在市场上买了辆旧自行车。(强调主语) It was an old bike that John bought yesterday in a marketplace. 昨天约翰在市场上买的是辆旧自行车。(强调宾语)
解析：选 C 。考查强调句型。句意：他直到那年从非洲回来之后才遇到了他想与之结婚的女孩。此句是“not until ...” 的强调句型。
四、使用强调句型的几个注意事项 1．若被强调成分是主语，who/ that之后的谓语动词应该
在人称和数上与被强调的主语保持一致。
It is he who/ that often helps me with my English. 是他经常帮我学英语。 It is trees that we plant on the hillside every year. 我们每年都在山坡上种的是树。

人教版高中英语选修6 Unit4 Grammar名师教学设计

2.能通过合作学习与同伴交流，学习同伴经验和学习方法，摸索自己的语法学习方法；
文化目标：
通过谈论有关全球变暖的话题，树立“节约能源、保护环境”的主人翁意识，培养环保意识。
教
学
重
难
点
教学重点：
1.强调句的用法；
2.强调句和定语从句及名词性从句的区别。
教学难点：
1.培养学生自主总结归纳语法规则的能力；
2.教会学生在语境中正确使用强调句表达自己的观点。
S: It is human activity that has caused this global warming.
1.通过翻译、划分句子成分及句型转换引起学生学习强调句的兴趣和对其结构和作用的思考。
1.学生是否能通过教师自主总结归纳强调句的结构和作用。
Dd presentation(引入和呈现)
e.g. Human activity has caused this global warming.
主谓宾
we know the emphatic “it” is used when the writer wants to put extra emphasis on or give more importance to a certain part of the sentence. The sentence is in this form: “ It is/was…that/who…”. The extra emphasis is given to the noun or phrase that immediately follows “ It is/was…”. So please change the sentence into an emphatic sentence if I want to emphasis the subject.

人教版高中英语选修6 Unit4Learningaboutlanguage精品教案

Unit4 Learning about language精品教案Teaching Goals:1.To enable Ss to master some useful words and expressions.2.To discover useful structures.3.To get Ss to have knowledge of the grammar point: the use of it.Teaching Procedures:Step 1. Free talkGet Ss to talk about what causes global warming.Step 2. Word studyPurpose: To consolidate the words and phrases in the text.1. Individual workGo over the new words and phrases in the previous sections. Then complete each sentence with one of those new words or phrases.(1) Charles Keeling collected on the carbon dioxide content in the atmosphere over a forty-year period .He found that the amount of carbon dioxide _________ increasing during that time.(2) Although we are burning coal in huge every year, we won’t of it for centuries.(3) If the amount of greenhouse gases continues to we could be facing a global.(4) Many scientists believe that global warming has through the burning of fossil fuels. They do not think that ignoring the issue is worth the_______.(5) describes weather conditions over a period of years in a particular place.(6) The of a rising sea level would be widespread flooding.(7) The use of energy in Susanna’s country is lo w the use of energy in the USA.(8) The warming of the earth is a that cause great concern.(9) The shows temperature changes during the 20th century.(10) One hectare of forest can absorb 23 tons of carbon dioxide year. Suggested Answers:data, kept on (2) quantities, run out (3) build up, catastrophe (4) come about, risk (5) Climate (6) consequence (7) compared to (8) phenomenon (9) graph (10) per2. Pair workLook at the two graphs on page 26. Then complete the paragraphs about them with appropriate words. Do the exercise in pairs.The first graph shows the global between and . The temperature and decreased over this period but on the whole it by around one degree Fahrenheit. During this time, the earth reached its temperature in about and its highest in 2000.There was a steady in the temperature during the twenty years after 1980.We can see from the graph that the earth has become since early last century.The second graph shows the amount of in the atmosphere from to . The carbon dioxide steadily over this forty-year period .It went up from 315 to 370 parts million.Suggested Answers:temperature; 1860,2000; increased/rose/went up; increased/rose/went up; coolest/lowest; 1910; increase/rise; warmer; carbon dioxide; 1957; 1997; content; increased/rose/went up; perStep 3. Grammar1. It构成的英语强调结构①强调句型的基本结构形式为：“It is/was+被强调部分+that+句子的其余部分”当被强调部分是人时that也可以换成who。

2017年【人教版】高中英语选修六：Unit 4 Grammar 课件

人教课标高二选修 6 Unit 4
ho is it? 代词，代 – It’s me. You’ve helped 代替上文提 me a lot; I’ll never 词到的人或 forget it. 事物。
性质
功能
例句
用以代代替指示词代词this 或that。
*若强调谓语,则 Do be patient! 用do /does /did (一定要耐心点) + 动词原形,常译 He does want to learn 为“的确” English well. (他的确想 “一定”等,该学好英语。) 结构只能用于陈 It was in the place that I 述句或祈使句中。 was born. (强调句) 引导的强调句与 It was the place where I 其它从句的区别 was born. (定语从句) 在于：
注意: 若原句是not…until句型, 在强调until 部分时, 要把否定形式放引入被强调部分。导例如: He didn’t leave until l 词 returned. = It was not until I returned that he left.
易与强调句型
5. – I’ve read another book this week.
– Well, maybe ______ is not how
much you read but what you read
that counts.
A. this
C. there
B. that
D. it
了解it的用法，掌握它的规律。
I saw Tom yesterday here. ① It was I that/who saw Tom yesterday here. 引 ② It was Tom that /who I saw 导 yesterday here. 词 ③ It was yesterday that I saw Tom here. ④ It was here that I saw Tom yesterday.

高二英语选修六_Unit4_Grammar_公开课教学设计(二)

Unit4 语法课名师教学设计Step 1 As leading-in, students will have a short quiz as a diagnostic tool to see whether students have had some knowledge about the Emphatic Pattern. After doing that, the right answer will be shown on PPT and the students will discuss anything difficult or puzzling with the other people on their tables. Finally, students try to summarize the basic sentence structure of the Emphatic Pattern.Step 2 Students try to describe the picture shown on PPT, in a team with 4 or 5 students, using different emphatic sentences. The number of the sentences will be counted, and the team with the largest number will win. The teacher gives help whenever necessary. At last, Each team presents their sentences; the teacher writes down the different sentences on the blackboard, and correct the common errors at the same time. If students present the sentence structure it is not until....that/who...in the last activity, this step will be omitted; if this one has not been presented in the last activity, the teacher will elicit the students to describe the picture using the pattern not...until..., then have them rewrite the sentence with the Emphatic Pattern. Anyhow, it is not until....that/who... will be discussed and practiced as a key point.Step 3 Students will do another small quiz to check and consolidate learning of the Emphatic Pattern. Students check according to the answers on PPT; and discuss anything difficult or puzzling with the people on the same table, or ask the teacher for help. Test 1Emphasize the black part in each sentence.1 Lily and Lucy want to see the film.2 She wanted to win a gold medal.3 Did your friend send you the gift?4 When did you call me yesterday?5 His friends are going to Beijing.Test 2Rewrite the following sentences.1 She didn’t know her mother was ill in bed until she came home from work.________________________________________________________she knew hermother was ill in bed.2 Did his father die during the Second World War?_____________________________________________________________his father died?3 In the village where they spent their holiday, they fell in love.__________________________________________________________they fell in love.4 Please tell me where I can get this type of radios.Please tell me _______________________________________________________I can get this type of radios.5 I became so crazy about the games because I had no confidence in my study.__________________________________________________________________I became so crazy about this games. 6 Women are playing more and more part in society._________________________________________________________________playi ng more and more part in society. 7 When and how did you go to the Great Wall?______________________________________________________________you went to the Great Wall?。

高中英语人教版选修6Unit 4 Grammar学案

B6U4-Grammar一、强调句的基本用法强调句就是把句中要强调的部分(通常是主语、宾语、状语或状语从句)放在It is/was和that/who之间，原句中剩余部分放在that/who之后。

1．强调句的陈述句式“It is/was＋被强调部分＋that/who＋其他剩余部分.”The 2022 Winter Olympic Games will take place in Beijing and Zhangjiakou.→It is in Beijing and Zhangjiakou that the 2022 Winter Olympic Games will take place.是在北京和张家口将要举行2022年冬季奥运会。

[名师点津](1)强调句中的连接词只用that(指人或物)或who(只指人)，且都不可省略。

(2)强调句可以强调主语、宾语和状语，但不能强调谓语，强调谓语动词要用do/does/did＋动词原形。

I do hope that you could join us because Green Hill is such a fun place to relax.(2017·浙江高考应用文写作)我确实希望你能够加入，因为Green Hill是个放松的好地方。

2．强调句的一般疑问句式“Is/Was it＋被强调部分＋that/who＋其他剩余部分？”Was it on March 14th that Stephen Hawking died?是在3月14日史蒂芬·霍金去世的吗？3．强调句的特殊疑问句式“被强调的疑问词＋is/was it＋that＋其他剩余部分？”What's it that Professor Liu teaches us this year?刘教授今年到底教我们什么？How is it that she turned down our help?什么原因使得她拒绝我们的帮助的？When and where was it that you got to know Mary?究竟在何时何地你认识的玛丽？Who was it that came up with the bright idea?究竟是谁提出了好的主意？4．强调句的识别方法如果把强调结构去掉，句子的意思是完整、清楚的，句子结构也是完整的，这个句子就是强调句。

高中英语 M6U4 Grammar学案新人教版选修6

高中英语 M6U4 Grammar学案新人教版选修6自主学习，小组讨论教学用具：blackboard教学过程：一、揭示目标、学法指导掌握强调句的用法二、学生自学、教师巡导：Preview grammar and finish the exercises三、学生展示, 教师精导“强调”就是使句子的某一部分比一般情况下显得更加重要。

英语表达中，要强调句子的某一成分，一般可用强调句型“It is (was)+that (who)+句子的其余部分”。

It在句中无意义，只起引出被强调部分的作用。

被强调的部分指人时，除可用that外，还可换用who （强调宾语指人时也可用whom）。

使用强调句型时，应注意以下事项：一、去掉强调结构It is (was)… that(who)…后，剩下的词仍能组成一个完整的句子。

这是判断是不是强调句型的关键。

试比较：1、It is normal that he didn’t go home yesterday、2、It is you and Tom that didn’t come yesterday、二、如果强调时间、地点、原因或方式状语时，不可用when, where, why或how，而仍用that。

试比较：It was because of his mother why he was late、 (误), It was because of his mother that he was late、 (正)。

三、强调句型的反意疑问句形式为：It is/was+被强调部分+that…，isn’t / wasn’t it？四、强调主语时，that或who后面的谓语动词的形式仍然取决于原句中的主语；be的变化只有is和was两种形式，如果要表示现在时将来时的其它各种形式时，就用It is…, 表达过去时的各种形式时，用It was…、一般要与谓语动词的时态一致。

如：1、It is I who/ that am an English teacher、2、 It is the boy who/ that speaks English best in the class、3、It was on Sunday that he gave George this ticket、4、 It is the little girl who/ that has broken the glass、五、强调句型和（not）……until句型的结合。

选修六unit4 grammar

Global warmingit的用法(Ⅱ)【学习目标】 1.使学生掌握it强调的结构及用法。

2.使学生能够运用所学语法知识完成练习。

【重难点】 1.it强调句的特点。

2. It is/was+被强调部分+that强调句的结构和用法。

Step I 预习案(pre-view)It在以前的学习中，常作代词，指代上文提到过的人或物等，也常用作形式主语或形式宾语。

还可以用在________句型中It is/was +被强调的部分+that /who。

强调句型可以强调除_____语以外的句子的任何成分。

Step II探究案(self-exploration)观察下列句子Karl bought Marva a bicycle on her birthday．It was Karl that／who bought Marva a bicycle on her birthday.（强调________）It was Marva for whom Karl bought a bicycle on her birthday．（强调________）It was a bicycle that Karl bought Marva on her birthday．（强调____________）．（强调__________）总结：1.强调句型的基本结构为It+_______(are/is/am/are/were/was)(请从中选择)+被强调部分+______(that/who/whom/which) (请从中选择)+其他成分。

1.强调句的一般疑问句形式是_______________________ Eg.Is it Professor Wang who teaches you English?2.强调句的特殊疑问句形式为_______________________Eg.When is it that you will set off?3.特别提示：在强调句型中，强调原句中的主语时，that/who后的谓语单复数应与被强调的_____(主语/宾语)的单复数形式一致。

人教课标版高中英语选修6 Unit4_Grammar_名师教学设计(一)

Unit4 语法课名师教学设计（一）强调句型教学设计简介：以全新的方式进行语法教学：新课程背景下的多媒体教学，包含微课，学案，动画演示，电影片段等。

取材丰富有趣，画面美丽，对学生有很大的吸引力。

教学目标一、知识目标：掌握强调句型的两副面孔、一个判断、两个一致、五种句式、五个结合、三个注意、四个相似。

最后学以致用进行作文提升。

二、能力目标：1．在练习中体会并掌握强调句的用法；2．提高学生的语言应用能力；3。

解决从语法学习到实际运用的转化的问题。

三、情感目标：1。

作文提升的环节运用强调句型，同时增强班级凝聚力，增进学生之间的互相了解，树立信心。

2。

通过语法学习，培养学生对语言艺术的探索情感。

3。

了解中英两种不同语言的不同特点，体会语言的魅力；教学重/难点强调句的基本句型五种句式、五个结合以及四个相似。

教学用具：电影导入，动画exe，作文提升，翻页笔，office2016 PPT变体版教学过程：一：电影引入强调句电影《这个杀手不太冷》截取二：强调句的两幅面孔，让学生初步认识它的面目，树立学习的信心，简单易做，在熟句的运用中体验强调句型的实际操作，除了谓语动词，句子其余的成分都可以强调，徐徐渐进在体验认知的基础上最后进行随堂测试，让三名毛遂自荐的学生上来在黑板上即兴写出三个强调句来。

对于学生的掌握情况进行摸底。

对于谓语动词的强调方式也补充，通过例句总结归纳，从而对原句进行强调。

三：强调句的一个判断，怎么判断强调句，通过两个例句验证四：强调句型的两个一致：主谓一致和主宾一致本阶段让学生来一个一个纠错。

并陈述错误理由,从而真正明白强调结构与被强调句之间的关系,不能由于他们的结合而忽略句子的正误。

五：五种句式是强调结构的难点由探索归纳环节到能力提升环节,就是为了让培养学生的独立思考能力归纳总结能力知识迁移能力,有利于树立他们的学习成就感。

这里我运用了Office2016版PPT新功能“变体”,以动画的形式演示,多媒体的运用让学习变的简单高效,更容易让人理解。

人教版高中英语选修六Unit4 Grammar课件(一)

强调地点状语
It was in that shop that I bought this car last month.
强调时间状语
It was last month that I bought this car in that shop.
注意1： •(1) 强调句型的时态要以原句的时态为依据。原句用现在时，强调句用is；若原句为过去时，强调句中则要用was。
I am so tired! I have just got home from the cinema and finished the laundry. Mum told me to help her with it because she is not a maid! Before she is not a maid! Before I fall asleep, I have to write down what happened today.
Listening to the formal language all the characters used was really tiresome! Mary had to say to me, ‘Do think twice next time before you choose a film!’ I’m not unhappy about what she said. It is the time wasted on the film that I’m unhappy about. Mary and I made an agreement never to see such a film again. Maybe next time we can see a musical!

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