两案三库-同步教案-高二牛津-第17周(it用法)
高二英语it用法教案
课题It用法课时共 1 课时本节第 1 课时选用教材人教版课型复习教学目标掌握it的基本用法重点it作代词；it作形式主语，形式宾语；it在特殊句型中的应用难点it作代词关键具体语境中知识的灵活运用教学方法及课前准备讲练结合预习学案教学流程多媒体辅助教学内容Step1.dictationStep2.复习it用法考点一：it用作代词1.指代不指示性别的动物，植物2.代表前文已提到的或下文要出现的事物。
3.未指明但谈话双方都明白的事物或情况。
4. 不明确表示性别的婴儿或未清楚的人(电话，敲门)。
eg:---Who is knocking at the door?---It’s me.Who is it spesking ?（电话用语）你是谁？---Who is making such a noise?---It must be the children.5.表示天气，气候，温度，时间，地点，距离，环境，季节，自然现象，环境，日期等。
6.表示一般的笼统的情况。
eg: How is it going with you?你近况如何？考点二：作形式宾语将真正的宾语不定式，动名词及从句后置。
某些动词如：enjoy ,like ,love, prefer, dislike ,don’t mind, feel like, see to ,hate ,appreciate 等表好恶的词，应用it作形式宾语，将宾语从句后置。
介词后it 作形式宾语，将宾语从句后置。
考点三：作形式主语一般it作形式主语，真正的主语为不定式。
但以下情况下，当it作形式主语时，用v-ing作真正主语。
It is was no use good point doing sthIt is was not any use good doing sthIt is was of little use good doing sthIt is was useless doing sthIt’s+adj +for sb to do sth. 形容词修饰to doIt’s+adj +of sb to do sth. 形容词修饰sb的品质eg:It’s difficult for us to finish the work.It’s kind of you to help us.考点四：用于强调句型考点五：引起表时间的句型1.It+be+一段时间+since从句从句的谓语动词是非延续动词时，译为“自……以来”若从句的谓语动词是延续性动词，译为“自……结束以来”eg:It’s 10 years since he gave up smoking.=It’s 10 years since he smoking.自他戒烟以来已经10年了。
两案三库-同步教案-高中英语-高二新世纪-第06周02(20170317)
1)It was not ____ she took off her dark glasses ____ I realized she was a famous film star.
A. when; thatB.until; thatC. until; whenD. when; then
2)It was not until late in the evening _____ her husband arrived home.
A. whichB. whenC.thatD. how
强调宾语：Itwas Li Ming that/who my brothermetat the railway station yesterday.
强调地点状语：It was at the railway station thatmy brothermet Li Mingyesterday.
强调时间状语：It wasyesterdaythatmy brothermet Li Ming at the railwaystation.
【即学即用】
It is I whoamin charge of the factory.
2、人称一致
It isIwho am wrong.
It washerwhoI saw in the street just now.
总结归纳：人称照应：强调主语用主格，强调宾语用宾格。
【即学即用】
1. Is it _____ who wants to see you?
2、专题详解
一）结构
基本结构
It +be +被强调部分+ that /who +其他部分
注：
高二英语教案：NSEFC2B Unit 17 全单元教案 新教材2nd period
The Second PeriodTeaching Aims:1.Learn and master the following words and expressions:get around(=get about),fair,guidance,gifted,assist,cooperate,recognition,sympathy,encouragement,productive,vis ual,impair,motivate,disappointing,adjust to,get used to2.Train the students’ reading ability.Teaching Important Points:1.Improve the students’ reading ability.2.Enable the students to understand the text better.3.How to get the students to master the useful expressions.Teaching Difficult Points:Master the following sentence structures:1.…studying together with their disabled classmates is both challenging and rewarding. Living with disability is frustrating and challenging.2.I am and get used to the fact that while I may not be…Teaching Methods:1.Discussion to help the students know something about the disabled.2.Fast reading to get the general idea of the text.3.Questioning-and-answering activity to help the students go through the whole passage.4.Pair work or individual work to make every student work in class.Teaching Aids:1.a tape recorder2.a multimediaTeaching Procedures:Step ⅠGreetings and Revision(Greet the whole class as usual.)T:Yesterday we learned what difficulties and dangers the disabled might face and how to help them in our daily life.Imagine you are disabled.Who’d like to describe the situation(If you were blind/deaf etc.)and tell us how you would deal with them.S:I’ll try.…(All the others listen carefully.)T:Well done.No matter what difficulties he may meet with,we all hope he can enjoy himself.Step ⅡLead-in and Pre-readingT:Yeah.We know people with disabilities may have lots of difficulties in their lives,but many of them are determined.They can overcome any difficulty.Please look at the three questions on the screen and discuss them in groups.(Show the following on the screen.)Suggested answers:1.Yes.I know a person with disability.He has learnt to do many things without help.He can take care of himself at home,but getting around in the city in a wheelchair is often frustrated.He loves reading stories of young disabled people who have overcome great difficulties.2.Yes,I do.Beethoven was a great musician,Helen Keller was a great American writer,and Zhang Haidi is also a writer.3.Yes,they should.Because there are many gifted disabled students,they can make a contribution to the society.They should get some extra help in their everyday activities.No,they shouldn’t.Because they need recognition,more than sympathy and help.Step ⅢReadingT:OK.Today we’ll read a text “Disabled?Not me!”and know something more about it.I think you are interested in it.Please turn to Page 17.Read the passage quickly to get the general idea and answer the questions on the screen.(Teacher shows the questions on the screen.)1.What’s the trouble of Zhong Xiaowen?2.How does she get around?3.What’s the teachers’ aim in the special college?4.What do the articles in Literature of Chinese Blind Children talk about?5.How does Zijie like the magazine?Suggested answers:1.Xiaowen was born without the ability to use her legs and she has no feeling below the waist.2.She uses a wheelchair to get around.3.Their aim is to help disabled students understand that they can play a valuable role within society.4.The articles are often about disabled people who have overcome challenges and difficulties and learnt to live a meaningful and productive life.5.He loves the magazine very much.He thinks it is very important for them to know that someone far away is also struggling as they are.T:Now read the passage again and try to get as much information as you can.Step ⅣStudy for Language PointsT:Now you’ve known the general idea of the passage.Please look at the screen.I’ll explain something to you.(Show the following on the screen.)a.treat vt. treat sb. well(badly)e.g.Don’t treat me as a child.Which doctors are treating her for her illness?b.ability n.the ability to do,a man of abilitye.g.Man has the ability to speak.c.make a contribution toe.g.We must do something useful and make a contribution to our country.unch vt.①launch a man-made satelliteT:(After explaining the language points.)Do you have anything you don’t understand?If you have,please tell me,I’ll be glad to have a discussion with you.(The teacher answers the questions raised by the students.)Step ⅤListening and ConsolidationT:Let’s listen to the tape.I’ll play the tape twice.When I first play it,just listen.When I play it for the second time,listen and repeat it.Are you clear about it?(The teacher plays the tape for the students to listen and repeat.While the students read,the teacher goes among the students to correct the students’ mistakes in pronunciation,intonation and stress.)T:Now turn to Page 52.There are five questions for you to answer in Post-reading.Try to find the answers in the text.Discuss in groups of four,and then I’ll ask some of you to read your answers.(A few minutes later.)T:Are you ready?Ss:Yes.T:Now let’s begin.S1:They have to use wheelchairs to get around and it often takes them a little longer to do everyday things,such as getting out of bed,getting dressed and going to class.S2:They not only learn how to assist disabled people,but also learn the importance of cooperating to reach their goals in life.S3:They help disabled students to understand that they can play a valuable role within society,and inspire many of them to believe that they can realize their dreams.S4:Today there are more opportunities like the special Olympics for disabled people to develop their potential,live a richer life and make a contribution to society.Because people understand that they can play a valuable role within society,and that they need recognition,more than sympathy and help.S5:People must make sure that all of us should have equal access to all areas and facilities.People should treat me fairly.Step ⅥSummary and HomeworkT:Today we have learned the passage—Disabled?Not me!From the success of the disabled student—Zhong Xiaowen,we learn something important.There is nothing difficult in the world if you stick to it.When you meet with difficulty in your life and study,please don’t lose heart.On the other hand,we should help the students to know how to help the disabled in our daily life.And we also learn some phrases.After class,you should work hard and master them.Step ⅦThe Design of the Writing on the BlackboardStep ⅧRecord after Teaching。
山东省菏泽一中高二英语《unit 3 It用法探究》学案
unit 3 It用法探究“It” 既是高中英语教学重难点,也是近几年高考的热点语法。
它的用法极其广泛,既可以作人称代词,也可以作非人称代词,表示时间、距离、气候等；既可以充当形式主语和形式宾语,也可以用于强调句结构中;它还常常用在某些动词或特殊词类之后,构成习惯用语。
下面就其使用的重点及难点,分门别类地加以总结。
一作人称代词,可以用来代替人、物或事；亦作非人称代词，表示时间、天气、季节、距离等1 ----Who is it?-----It’s me, Mike.2 Did you see my pen? I put it on the desk this morning.3 That’s it.(就这么回事)4 It’s fine today.二指无生命的东西，性别不详或性别无关紧要时，可用“It”来指动物，幼童等。
1 I threw the little dog to him and he caught it.2 They got a baby and it was a ten-pounder.他们生了一个十磅重的婴孩。
三作形式主语英语中不定式、动名词、主语从句在作主语时，主语往往显得很长，使整个句子看上去有点头重脚轻，这时就需要借助“It”作形式上的主语，而把整个句子的主语移到句子后边去，使句子看上去平稳一些。
1 It is fun for him to study, but it is difficult to study and work at the same time.2 It is very clear that the elephant’s leg is round and tall like a tree.3 It will be no good learning without practice.4 It is said that he put forward a new question at the meeting.5 It’s a pity that our teacher can’t take part in our party.6 It took thousands of people many years to build the Great Wall.四作形式宾语这种情况通常只用于能带以名词或形容词作宾语补足语的动词后面，这类动词可以是think/believe/feel/make/consider/find/---。
牛津译林版必修三Unit2--IT的用法课件
It is time that we cleaned/ should clean (clean) the house.It is the first time that I have visited(visit) the Great Wall.
10
Conclusion:
10
How many usages of “it” have we learned? What are they?用作代词用作形式主语 用作形式宾语 用在强调句型中用在固定结at
It
自主学习（III）IT1.Sb + think / believe / consider / find / feel / make + it + adj. / n. + to do / doing … / clause …2.有些表喜怒哀乐的动词如：hate, enjoy, dislike, appreciate, 和短语如see to (保证)， depend on , take…for granted(认为…理所当然) 先用it作形式宾语，再接从句作真正的宾语。
10
T/F
10
I dislike when you whistle.( F )when 前面加 itWe really appreciate it when she offered to help .( T )He feels it his duty help others.( F ) help 前面加 to
高考链接
自主学习（IV ） IT强调句结构：It is / was + 被强调部分（主，宾，状语） + that + 剩余部分一般疑问句：Is /was it + 被强调部分（主，宾，状语） + that + 剩余部分特殊疑问句： Wh- + is / was it that + 剩余部分？固定强调句式：It was not until … that…（直到…才…）
高二英语教案：NSEFC2B Unit 17 全单元教案 新教材3rd period
The Third PeriodTeaching Aims:1.Review the words and phrases learned in the last two periods.2.Learn and master Direct and Indirect Objects.Teaching Important Points:1.How to guess the missing word according to the given sentence.2.Master the interchanges of position on direct and indirect objects in the sentence.Teaching Difficult Point:Master the changes of the prepositions in the interchanges of direct and indirect objects.Teaching Methods:1.Review method to consolidate the words learned in the last two periods.2.Explanation and inductive methods to make the students master the interchanges of direct and indirect objects.3.Individual,pair work to make every student work in class.Teaching Aids:1.the blackboard2.the multimediaTeaching Procedures:Step ⅠGreetingsGreet the whole class as usual.Step ⅡWord StudyT:In the last two periods,we have learned something about disabilities.As we all know,we shouldn’t look down upon the disabled.We should help and respect them.And we must make life easier for them.All these include some useful and important words and phrases.Now let’s review them.Open your books and turn to Page 53.Look at Word Study.Part 1:Fill in the blanks with the right words.Part 2:Use the correct form of the words in the box to describe the following things or people.You are given ten minutes to do them.Read first,then fill in them according to the meaning of each sentence.Is that clear?Ss:Yes.T:OK.First do it by yourself.Then discuss them in pairs.After a while,I’ll ask some students to read the words.(Teacher goes among the students and the students begin to do it.After a while,teacher checks their answers.)Suggested answers:1.①waist ②guidance③sympathy ④physical⑤potential ⑥gifted⑦meaningful ⑧limit⑨overcome ⑩adjust2.①frustrated ②challenging③disabled ④motivated⑤encouraged ⑥disappointed⑦rewardingStep ⅢGrammar StudyT:Now I want you to translate two sentences into English.Look at the screen.(Show the following on the screen.)T:Here I tell you how to say “民间乐曲”in English —folk music.Now can you translate the two sentences?Who wants to try?Yeah,Zhao Nan,you try the first one,please.S 1:Pass me the salt,please.T:Good,sit down,please.Now we can also say:Pass the salt to me,please.(Write the two sentences on the blackboard.)Now the second one.Who wants to try?OK.Peter,you try,please.S 2:Play us some folk music,please.S 3:We can also say:Play some folk music for us,please.T:Very good,sit down,please.(Write the two sentences on the blackboard.)Look at the blackboard,the verbs “play ”and “pass ”are followed by two objects.In English,there are some verbs that can be followed by two objects.Who can tell us what they are?S 4:I ’ll try.They are send,buy,get …T:Right.You ’ve known some of the verbs.Now I ’ll give you a summary.Please look at the screen.(Show the following on the screen.)T:Now please notice there are two groups in the diagram.In Group 1,most of the indirect objects are transformed into “to-phrase ”.And in Group 2,most of the indirect objects are transformed into “for-phrase ”.(Write the following on the blackboard.)Compare:⎩⎨⎧ow.you tomorr book to return the Ill row.book tomor you the return Ill ⎩⎨⎧you? will us,for chairs few a Fetchyou? will chairs, few a us Fetch Is that clear?Ss:Yes.T:But not all the indirect objects can be replaced like this.e.g.“Do me a favour ”.We can ’t transform it into:“Do a favour for me.”OK.Now let ’s do some exercises.Open your books and turn to Page 54.Look at Grammar —Direct and Indirect Objects.Look at Part 1.Tick the right answer.First do it by yourselves.Then discuss it in pairs.Finally I’ll show you the answers.(After students finish it,teacher shows the following on the screen.)Suggested answers:1.√Because his mother bought him a computer.√Because his mother bought a computer for him.2.√Do me a favour.Please lend me one yuan.3.√Please take these exercise-books to my office.4.√Give me the check,please.√Please give the check to me.T:OK.In fact,we should pay attention to some special cases.Especially when the direct object is shorter than the indirect object,or when we emphasize the indirect object,we often use such patterns,“Subject+Predicate+Direct Object+to/for+Indirect Object”.e.g.I took it to the policeman on duty.Mother bought the ice-cream for you,not for me.(Write them on the blackboard.)And there are two special cases you should notice.Please look at the screen.(Show the following on the screen.)1.We must use prepositions before the indirect object following the two verbs “explain and suggest”.e.g.Could you explain your point of view to us?I suggest a way out to her.2.Some verbs are followed by either direct object or indirect object,or both of them.e.g.I asked John.I asked a question.I asked John a question.The similar verbs are:teach,tell,owe,pay,showSs:Yes.T:OK.Let’s deal with Part 2.(Teacher begins to read the following and explains it if necessary.Summer is coming.You decide to have a different vacation this e the words in brackets to explain what you will do differently this summer.)Now you are given five minutes to do it.First do it by yourself.Then discuss it in pairs.Now please begin.(Teacher goes among the students to check their writing and explains some new words that students meet with and ask.As to some difficult sentences,teacher and students can discuss together.At last,teacher shows the answers on the screen.)Suggested answers:1.This summer,I want to make my parents less trouble by staying at home.2.This summer my grandpa wants to buy some books for me.3.This summer my friends want to send short messages to me.4.This summer my aunt and uncle want to bring candy to me when they come to visit.Step ⅣPractice(The teacher shows the following on the screen)T:Look at the screen.Let’s practise the interchanges of the direct and indirect object.(Give the students several minutes to practise them,then teacher may check their practice.) Suggested answers:1.I’ll lend some to you.2.He gave a camera to his wife for Christmas.3.We’re going to sing the heroes some songs.4.Bring the book to me.5.She made me a coat.6.He bought his teacher flowers.Step ⅤSummary and HomeworkT:In this class,we’ve reviewed some new words and mainly done some exercises about direct and indirect objects.After class,review the content,and remember the verbs that can be followed by double objects.Today’s homework:Preview the integrating skills.That’s all for today.Goodbye,everyone.Step ⅥThe Design of the Writing on the BlackboardStep ⅦRecord after Teaching。
牛津上海版高二英语上册同步学案 第17讲 分词用法详解
eg. a)I hear someonesingingan English song in the next room.
Last night, I heard someonesingingan English song in the next room.
b) The manstandingon the platform is waving his hand to us.
Having been shownthe library, the visitors were led to the audio-visual lab.
having been done所表示的动作发生在谓语动词之前，与逻辑主语是被动关系。
现在分词
doing (主动/进行)
being done (被动/进行)
having done (主动/完成)
having been done(被动/完成)
过去分词
/
done (被动/完成)
having been done与done的区别：
试分析：Writtenin simple English, the book is easy to read.
Builtmore than 800 years ago, the Krimlin is the working place of the Russian president.
I found himsitting/seatedat the back of the room.
Lifting my head to look, i found that it was moonlight.
Sinking back again, i thought suddenly of my home.
关于在高二英语教案：Unit 17 Lesson
Unit17 lesson2Teaching aims:①.To practise using listening strategies for answering multiple-choice questions②.To practise understanding and telling jokes③.To practise recognizing and using emphatic stress in sentencesTeaching important and difficult points:To improve the student’s listening skillsTeaching procedures:Ⅰ. Warm upHave a free talk with the studentsHow to keep healthy?Healthy dietEnough sleepA good moodHow to keep a good mood?Ⅱ. Pre-listeningTask1: learning the news words before listening•psychology•beneficial•associate with•significantly•physical beings•fool around•achieve a balance•humor campaign•staffTask2 : know the background of the listening materialIn recent years many studies have been done on whether laughter really can speed up the healing process. It seems that it can. The movie Patch Adams which starred Robin Williams isbased on a true story about a doctor(Adam) who dressed up as a clown to cheer up his patients. Ⅲ. ListeningTask1: Listen to an interview with Dr William Fry and decide which is the correct answerTask2: Listen again and decide if the statements are T or F.Task3: Listen to the joke and complete the Function File with these words. Exe7Ⅳ. A short readingRead the following passage. In pairs, work out the meaning of the following words and complete the text.Ⅴ. SpeakingWork in pairs. Turn to page 100 and practise telling the joke to yourself. Add articles and pronouns and words and expressions from the Function File.Ⅵ. Sum upⅦ. HomeworkUnit17 lesson3Teaching aims:①.To understand the story②.To know some information about Rowan Atkinson③.To paractise prepositional phrases and phrasal verbsTeaching important and difficult points:To improve the students’ reading abilityTeaching procedures:Ⅰ. Warm up1.Do you like to watch comedies? Why or why not?2. What is your favorite funny movie or TV programme ? Why?3. Who is your favorite comedian? Why?Ⅱ. Pre-readingLet’s enjoy a short comedy and then tell me whether you like it or not?Ⅲ. ReadingTask1: reading strategiesTask2: Read text1 and answer the questions. You must make some inferences.1. Why has Mr. Bean gone to a fancy restaurant on this particular day?2. Does Mr. Bean have many friends? How do you know?3. Why does Mr. Bean choose the “steak tartare”?4. Why does Mr. Bean pretend to like the food when the waiters talk to him?Taks3: Read text2 and answer the following questions1. How do you know that Rowan Atkinson is not like his famous character Mr. Bean? In what ways is he different?2. Did Rowan Atkinson’s parents encourage him to become an actor? Why or why not?3. Does Rowan Atkinson like to work with other talented people? How do you know?Ⅳ. Words and phrases1. …, then you are in for a surprise.You will be surprised.2. At Oxford, he obtained his Master’s degree in electrical engineering. This might explain his interest in fast cars, of which he has a vast collection.got his Master’s /Bachelor'/Doctor's degree .That is why he is so interested in …3. Rowan’s career ch ange from an electrical engineer to a famous comedian was partly due to some speaking problems he had in his childhood.4. He compensated for this by talkingvery deliberately.make up for …(弥补)intentionally5. This may have inspired the abnormal speech patterns of many of his characters.activated / not normalⅤ. Speaking:●Retell the second passage according the following clues:●When he was young, he …. ,●who ….He studied in the same ....●At 13, he earned …to study in a….●Later he studied …in … university.●he was so interested in …that he had a vast …of ….●There are two reasons for his change of career: the first, he had some problems in …, so hecompensated for this by talking intentionally.Ⅵ. Sum upⅦ. Homework一、教法建议【抛砖引玉】单元双基学习目标Ⅰ. 词汇学习talk of , out of work , voice , e.g. = for example , need ( n .) , toy , simply , goods , industry , skill , text , satisfy , wealth , fairly , meanwhile , telegraph , socialist , youth , passage , majority , throughout , central , labour = labor , convenient , transport , wing , store ( vt .) , possession , practical , keep fit , glasshouse , possibility , belief , vote , fax , screenⅡ. 交际英语Possibility表示可能性1. He may (not) … /2. Do you think it’s possible that …?3. It’s quite likely that … / It is likely to do …4. It’s not likely that … /5. I don’t think so .6. They will (not) do …7. What do you think is likely to happen ?Judgment and opinion 判断和意见1 . It certainly is . / I believe . . .2 . It‘s correct to do . . . / I can believe that .3 . Well done ! /Good work !4 . In my opinion . . . / It seems . . . / I guess . . .5 . So far as I know . . ./ I’m ( not ) sure .6 . I ( don‘t ) think . . . / I (don’t ) think so . /7 . I ( don‘t ) agree .8 . That’s right . / You are right .9 . That‘s not fair .Ⅲ. 语法重点学习名词性从句作同位语。
两案三库-同步教案-高二新世纪-第17周(情态动词二)
培养孩子终生学习力 第2页
”
have to 4. shall 和 should
情态动词
shall
2. You must be hungry after a walk. 3. There must be a hole in the wall. 1. If you must smoke, you can go to the smoking section. 2. Why must you buy that car? 3. The car must break down just when we were starting our holiday. 4. Jane was never a pleasant young girl. After you gave her your advice, she must go and do the opposite. 1. –It must be eleven o’clock now. –It cannot be eleven o’clock now. 2. We must get up at six tomorrow morning. –We need not get up at six tomorrow morning./ We don’t have to get up at six tomorrow morning. 3. You mustn’t park your car here. 1. Warm clothes are a must in the mountains. 2. Don’t miss his latest play; it’s a must. 1. The film is not interesting. I really must go now. 2. I have to go now, because my mother is in hospital. 1. I had to work hard when I was your age. 2. I will have to learn how to use a computer. 3. In order to take the exam, we’ll have to finish the
两案三库-同步教案-高一牛津-第17周02(宾语从句)
55. A. identity B. career C. mental D. considerateSection BDirections: Read the following three passages. Each passage is followed by several questions or unfinished statements. For each of them there are four choices marked A, B, C and D. Choose the one that fits best according to the information given in the passage you have just read.（A）At first glance Esther Okade seems like a normal 10-year-old. She loves dressing up as Elsa from “Frozen”, playing with Barbie dolls and going to the park or shopping. But what makes the British-Nigerian youngster stand out is the fact that she’s also a university student.Esther, f rom Walsall, an industrial town in the UK’s West Midlands region, is one of the country’s youngest college freshmen. The talented 10-year-old enrolled at the Open University in January and is already top of the class, having recently scored 100% in an exam.“It’s so interesting and super easy,” she laughs. “My mum taught me in a nice way.” She adds: “I want to finish the course in two years. Then I’m going to do my PhD in financial maths when I’m 13. I want to have my own bank by the time I’m 15 because I like numbers and I like people and banking is a great way to help people.”And in case people think her parents have pushed her into starting university early, Esther disagrees. “I actually wanted to start when I was seven. But my mum didn’t agree.” After t hree years of begging, Mother Efe finally agreed to explore the idea.Esther has always jumped ahead of her peers. Her mother noticed her daughter’s gift for figures shortly after she began homeschooling her at the age of three. Initially, Esther’s parents had enrolled her in a private school but after a few short weeks, the usually-energetic youngster refused to go back to that school because the teachers didn’t let her talk in class. In the UK, education is not compulsory until five, so Efe started to do little things at home by teaching basic number skills but Esther was miles ahead. By four, her natural talent for maths had seen the eager student move on to algebra (代数学) and quadratic equations (二次方程式).And Esther isn’t the only maths miracle in the fami ly. Her younger brother Isaiah, 6, will soon be sitting his first A-level exam in June.56. Which of the following makes Esther Okade different from her normal peers?A. She is the youngest college student in the UK.B. She goes to university at a much earlier age.C. She often gets full marks in maths exams.D. She loves acting as a university student.57. From the passage we can learn that _____.A. Esther thinks her parents expect too much of herB. Esther cannot adapt herself well to college lifeC. Esther asked to go to university even earlierD. Esther dislikes being taught at home58. What might be a main factor that has led to Esther’s being a maths genius?A. The gene from her family.B. Her course in the university.C. The criticism from her teachers.D. Her mother’s homeschooling.59. Esther can be described as a girl who _____.A. is ambitious and has a clear goalB. is creative and loves exploring the unknownC. is rebellious but ready to help othersD. is energetic but reluctant to challenge herself（B）Unless you are like Nasty Gal’s founder Sophia Amoruso, the passwords you use to access your email and the endless other accounts you need for work aren’t filled with intention. With increasing security re quirements, it’s likely your word/number combinations are becoming even less memorable. But new research suggests it may not be long before you won’t need to memorize passwords.“Brainprint”, published in Neurocomputing, reveals that the brain’s reaction t o certain words could be a unique identifying code — like a fingerprint — that could eventually replace passwords.In a small experiment, the researchers measured the brains’ signals of 45 volunteers as they read through a list of 75 acronyms such as FBI and DVD. The word-recognition response differed so much between each participant that a second培养孩子终生学习力11。
两案三库-同步教案-高中英语-高二新世纪-第06周01(20170317)
总结归纳：主谓一致：被强调部分作主语时，其形式与谓语动词在人称和数上保持一致。
2）人称一致
It is I who am wrong.
It was her whom I saw in the street just now.
总结归纳：人称照应：强调主语用主格，强调宾语用宾格。
练习：
1. Is it _____ who wants to see you?
强调主语：It was my father who 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.
强调时间：It was yesterday evening that my father did the experiment in the lab.
强调人
强调人或物
It is /was +强调部分+that/who +其他成分
强调除谓语以外的句子成分
只能是单数
强调：It is they that/who will have a meeting in the hall tomorrow.
强调：It is a meeting that they will have in the hall tomorrow.
It+be+notuntil部分+that+句子的其他部分。
eg：He didn't go to bed until his father came back..
变为强调句型为：
两案三库-同步教案-高二牛津-第18周02(期末总复习一))
A. where; thatB. which; thatC. that; whereD. where; which15. The gentleman _______ you told me yesterday proved to be a thief.A. whoB. about whomC. whomD. with whom16.Alec asked the policeman ___he worked to contact him whenever there was an accident.A. with himB. whoC. with whomD. whom17.I work in a business _____almost everyone is waiting for a great chance.A. howB. whichC. whereD. that18.There were dirty marks on her trousers _____she had wiped her hands.A. whereB. whichC. whenD. that19.After living in Paris for fifty years he returned to the small town _____he grew up as a child.A. whichB. whereC. thatD. when20.We will be shown around the city: schools, museums, and some other places, _____other visitors seldom goA. whatB. whichC. whereD. whenKeys: DBBAD ADBBC AAA/BAB CCABCSection B（状语从句）1. I knew Mr. Green _____________I knew Mrs. Green.A. long beforeB. before longC. long agoD. after long2. They waited __________it was dark before leaving, _________they didn't want anyone to see them leave.A. since; becauseB. until; asC. unless; forD. so; because3. __________often you ring, no one will answer.A. HowB. HoweverC. WhomD. Whenever4. I will never stop ______________they might like it.A. no matter howB. howC. whatD. though5. Father was ________busy in working __________he often forgot rest or meals.A. very, thatB. so, thatC. such, asD. enough, as6. We made a decision __________there would be rain, we should stay at home.A. thatB. ifC. that ifD. whether7. I usually watch TV in the evening ____________I have to study for an examination.A. becauseB. unlessC. whileD. the moment8. I had lived there for over thirty years ___________I wanted to return to my motherland again.A. untilB. afterC. whileD. when9. It was a long time _____________I went to sleep again.A. whenB. whileC. beforeD. until10. He must be ill, ____________he looks so pale.A. sinceB. becauseC. asD. for11. I'll take no steps ___________you arrive.A. andB. sinceC. untilD. while12. You will catch cold _____________put on more clothes.A. if youB. if you will notC. unless youD. until you13. ________he woke _________slept, this subject is always in his mind.A. If; andB. Both; andC. Either; orD. Whether; or14. We had hardly got to the station __________it began no rain.A. untilB. sinceC. whileD. when15. They were surprised that a child should work out the problem __________they themselvescouldn't.A. onceB. thenC. whileD. if16. My name is Robert, ___________most of my friends call me Bob for short.A. thenB. insteadC. howeverD. butKeys：1-5 ABBAB 6-10 CBDCD 11-16 CCDDCD2. Translation:1.不管你做什么，都不能忽视别人的情感。
两案三库-同步教案-高二牛津-第18周01(期末总复习一))
C. His room in the nursing home is big.D. He is blind but very neat.67. How did Mr. Jones feel about his room in the nursing home?A. Content.B. Disappointed.C. Worried. D . Curious.68. The underlined word “ebullience” in paragraph three is closest in meaning to ___________ .A. sadnessB. enthusiasmC. faithD. ambition69. What would be the best title or the passage?A. Living in a nursing homeB. Each day is a giftC. Arranging your mind every dayD. We’re always grateful(B)ATTENTION, ALL OUR NEW STUDENTS!Welcome to West Lakes Institute of Technology. You are strongly advised to adhere to the following three basic rules on this, your first day, of the second semester:1. Wear your pre-admission student number on your (衣服的翻领) at alltimes.2. Do not enter any classrooms where classes are already in progress.3. When asked to produce basic information about yourself, be ready toshow your green enrollment acceptance advice slip.Students who have pre-paid the enrollment feeFrom 9:00 am to 10:00 am (no later) you should visit the foyer of theOld Chapel building to receive your new student information kit. Once you have your kit, you are not required until 10:30 am, so you can relax in the Student Centre until you are called over the PA system.Students who are not yet to pay the enrollmentGo directly to the Admissions Centre and be prepared to pay your enrollment fee ($150 — cash only) to the New Admissions Officer. You will be asked or your address and your pre-admission student number (the number on your green enrollment acceptance advice slip). Note that this is NOT the number which is later displayed on your student card. Once you have paid your enrollment fee, follow the instructions above or students who have pre-paid their fee.Student cardsStudent cards will not be issued until Thursday. Photographs, however, will be taken on Monday afternoon. Make your way to the Library at the following times:1:00 pm — film and Photographic Arts 3:15 pm — Hotel &Hospitality1:45 pm — Marketing 4:00 pm — fashion & Design2:30 pm — Travel & Tourism 4:45 pm — all other Art studentsPhotographs of students in all other courses will be taken Tuesday afternoon.Welcome AddressThe Director of the college will address all new students in the Main Hall at around 10:45 am. When you hear the announcement that directs you to assemble in the Main Hall, make your way swiftly past the canteen area, through the courtyard and into the Hall. No food or drinks are allowed in the Main Hall.LunchThe canteen is situated on the ground floor of the student building. Since the canteen is also used by。
两案三库-同步教案-高中英语-高二牛津-第13周01(U5词汇句型)
※e. g. The book is written from personal experience. 这本书是根据个人亲身经历写成的。
Please write your personal details down if you want to apply for the job.如果你想申请这份工作的话，请写下你的个人基本资料。
personality n. 性格，个性，魅力，气质※e. g. There are likely to be personality clashes in any social group.任何社会团体都容易出现性格冲突personally adv. 就本人而言，就个人意见；本人，亲自※e. g. Personally, I prefer the second opinion. 就我个人而言，我倾向第二种选择。
※e. g. All letters will be answered personally. 一切信函都将由我本人亲自答复。
5. vital adj.重要的，必不可少的※e. g. Education is of vital importance for the future of the country.教育对国家的未来至关重要。
vital 意为“重要的”，但这种重要性要比important强烈得多，vital所表示的重要性含有必不可少的、必需的意思。
6. obsess v.使着迷，使迷恋be obsessing about sth．(对……)牵挂，念念不忘※e. g. I think you should try to stop obsessing about food．我看你该歇歇了，别没完没了地唠叨吃的东西。
He’s obsessed by computer games．他迷上了电脑游戏。
obsession n．[U]痴迷，着魔，困扰(+with sb.／sth．)※e. g. His obsession with basketball leads to his fail in the final exam．他对篮球的痴述最终导致了他期未考试的失利。
高二英语教案：NSEFC2B Unit 17 全单元教案 新教材4th period
The Fourth PeriodTeaching Aims:1.Review the useful expressions learnt in this unit by making sentences with them.2.Review the common verbs that take indirect objects.3.Train the students’ integrating skills by reading and writing.Teaching Important Points:1.Improve the students’ reading ability by reading the material.2.Improve the students’ writing ability.Teaching Difficult Point:How to improve the students’ integrating skills—reading skill and writing skill.Teaching Methods:1.Fast-reading and reading to improve the students’ reading ability.2.Practice and pair work or group work to have every student master what they’ve learned.Teaching Aids:1.a tape recorder2.the multimedia3.the blackboardTeaching Procedures:Step ⅠGreetings and Revision(Greet the whole class as usual.)T:Yesterday we learned the grammar—Direct and Indirect Objects.We know there are some verbs that can be followed by objects.Who can tell us what they are?S1:They are “give,show,send,read,lend…”.S2:And “make,buy,do,get…”.T:Right.Sit down,please.We should also notice the usage of “to”and “for”when we interchange them.Step ⅡTestT:In this unit we have also learned some useful expressions.Have you remembered them?S:Yes.T:OK.Now let’s review them together.I speak Chinese,you speak English.(Teacher writes the following on the blackboard when students say them.)share with,treat…as,deal with,the ability to do,play a…role,realize one’s dream,get around,adjust toT:Now I’ll give you a test to see whether you’ve mastered them or not.Look at the screen,please.1.shared,with2.treated,as3.deal with4.the ability to5.plays an important role6.realize their dreams7.got around 8.adjust toStep ⅢFast ReadingT:We’ve learned something about disabilities.They hope to lead a normal life as we do,so we should provide more opportunities for the disabled to develop their potential,and let them live a richer life and make a contribution to society.We should help them overcome the difficulties.Today we’re going to read a material“The special Olympics”.Please turn to Page 55.Read the text fast and try to get the general idea.Step ⅣReadingT:Now read the text again.Read it carefully and discuss the following questions on the screen with your partner.Write your answers on a piece of paper.In a few minutes,I’ll ask some pairs to give us the answers.(The teacher goes among the students,joins in the students’discussion and answers the students’ questions.)(A few minutes later.)T:Have you finished?(Ss:Yes.)Give us your answers,please.One student,one question.Any volunteer?S1:1.Every two years.S2:2.Because each athlete had to train for many years and overcome fear and hardship to reach the Games.For them,winning isn’t to be the first one across the finish line or scoring the most goals,but the best you can be.S3:3.By preparing for and participating in the Special Olympics,mentally disabled children and adults can develop their ability to move,improve their health and gain greater self-confidence.The Special Olympics is also a good way to make friends.S4:4.In Chicago.S5:5.Because interest in the Special Olympics has spread across the world and many cities are now competing for the honour to host the event.S6:6.In 2007.T:Now look at the screen again.I’ll explain some words and expressions of the text so thatT:Do you have anything else you don’t understand?If you have,please tell me.I’ll be glad to have a discussion with you.(The teacher answers any questions asked by the students.)Step ⅤListening and Reading AloudT:Let’s listen to the tape.When I play it for the first time,just listen to it.When I play it for the second time,please listen and repeat.Then read the text aloud.Are you clear about it?S:Yes.(The teacher plays the tape for the students to listen.Then when the students read the text,the teacher goes among the students and corrects the students’mistakes in pronunciation,intonation and stress.)Step ⅥPracticeT:Now let’s do an exercise.You should do it like this:try to find useful expressions in the text and make sentences with them in groups of four.One student,one sentence.Do it by turns.Are you clear about it?S:Yes.(A few minutes later)T:Now I’ll ask some students to make sentences.One sentence at a time.S1,please give us your sentence.S1:I’ll make a sentence with the phrase“every four years”.The Olympic Games is held every four years.T:Please go on.S2:fail to doHe failed to pass the English exam.S3:more thanMore than one person has made the suggestion.S4:considerWe don’t consider Tom to be our best friend.S5:take part/participateAll the students took part/participated in the sports meeting in our school.S6:competeHe competed with other players for the champion.Step ⅦWritingT:Now you’ve known something about disabilities.I think many students will show their love to the disabled from now on.What should we do to help them in our daily life?S7:If we are organizing an event,we must imagine that people with disabilities may want to come to it.So we must make sure that they can enter and use all parts of the building.S8:When we design a building,we should provide an entrance suitable for wheelchairs on the ground floor,as well as lifts,suitable bathrooms and toilets.We must also make sure that signs are clear and easy to read.S9:…T:OK.It’s very kind of you!After class,please conduct a survey of the public places where you live in.Start with your school:how easy or difficult is it for a disabled person to get around?Visit other public buildings and find out if they are accessible or not.Work in pairs or groups and make a checklist for your e the results to write an essay.Describe the current situation and suggest ways to improve the situation.Suggested writing:After several days’ survey,I found that the government paid a little attention to the disabled and spend much money on new buildings.There is no special road for the blind.The buildings have many steps,and it’s difficult for the disabled to get into them.A new government programme has been designed to help disabled people.More special schools will be built.Not only will help be given to people to find jobs,but also medical treatment will be provided for people who need it.But the truth is that everyone should take care of disabled people,not just the government.If everyone shows love to them,their life will be much better.Step ⅧSummary and HomeworkT:In this class,we’ve reviewed the useful expressions and learned the text“The Special Olympics”.We practise how to write the article on disabilities.After class,go over all the important points learnt in this unit,and write an essay.Prepare for next unit.Class is over.Step ⅩRecord after Teaching。
高二英语教案：NSEFC2B Unit 17 全单元教案 新教材1st period
Unit 17 DisabilitiesⅠ.Brief Statements Based on the UnitThis unit mainly tells us the difficulties that the disabled people may face.The text“Disabled? Not me!”shows us a middle school student—Zhong Xiaowen,who could only move around in her wheelchair,could overcome lots of difficulties,and finally succeeded.From her success,we learn something important.There is nothing difficult in the world if you stick to it.When you meet with difficulty in your life and study,please don’t lose heart.The teacher should train the students’mental and moral character of taking pleasure in helping the disabled and help the students to know how to help the disabled to build up the spirit of “being stronger,independent and equal to normal people in activities”.Of course it is necessary for students to master the important phrases and sentence patterns in this unit.Meanwhile we should review the usage of the Direct and Indirect Object.Ⅱ.Teaching Goals1.Talk about disability.2.Practise talking about ability and inability.3.Review Direct and Indirect Objects.4.Write an argumentative essay.Ⅲ.Background Information1.Will Inspired LifeThe little country schoolhouse was heated by an old-fashioned,pot-bellied coal stove.A little boy had the job of coming to school early each day to start the fire and warm the room before his teacher and his classmates arrived.One morning they arrived to find the schoolhouse engulfed in flames.They dragged the unconscious little boy out of the flaming building more dead than alive.He had major burns over the lower half of his body and was taken to a nearby county hospital.From his bed the dreadfully burned,semiconscious little boy faintly heard the doctor talking to his mother.The doctor told his mother that her son would surely die—which was for the best,really—for the terrible fire had devastated the lower half of his body.But the brave boy didn’t want to die.He made up his mind that he would survive.Somehow,to the amazement of the physician,he did survive.When the mortal danger was past,he again heard the doctor and his mother speaking quietly.The mother was told that since the fire had destroyed so much flesh in the lower part of his body,it would almost be better if he had died,since he was doomed to be a lifetime cripple with no use at all of his lower limbs.Once more the brave boy made up his mind.He would not be a cripple.He would walk.But unfortunately,from the waist down,he had no motor ability.His thin legs just dangled there,all but lifeless.Ultimately he was released from the hospital.Every day his mother would massage his little legs,but there was no feeling,no control,nothing.Yet his determination that he would walk was as strong as ever.When he wasn’t in bed,he was confined to a wheelchair.One sunny day his mother wheeled him out into the yard to get some fresh air.This day,instead of sitting there,he threw himself from the chair.He pulled himself across the grass,dragging his legs behind him.He worked his way to the white picket fence bordering their lot.With great effort,he raised himself up on the fence.Then,stake by stake,he began dragging himself along the fence,resolved that hewould walk.He started to do this every day until he wore a smooth path all around the yard beside the fence.There was nothing he wanted more than to develop life in those legs.Ultimately through his daily massages,his iron persistence and his resolute determination,he did develop the ability to stand up,then to walk haltingly,then to walk by himself—and then—to run.He began to walk to school,then to run to school,to run for the sheer joy of ter in college he made the track team.Still later in Madison Square Garden this young man who was not expected to survive,who would surely never walk,who could never hope to run—this determined young man,Dr. Glenn Cunningham,ran the world’s fastest mile!2.Helen KellerHelen Keller(1880~1968) was a famous author and educator.She was stricken at the age of 19 months with an illness that left her deaf and blind.She became mute shortly thereafter.Her parents in 1887 got her a teacher Anne Mansfield Sullivan from the Perkings School for the Blind in Boston.A remarkable,close relationship developed between teacher and pupil.Within two years,Miss Keller was able to read and write in Braille.She graduated(1904)from Radcliffe College,where Miss Sullivan had spelled the lectures into her hand.Helen Keller devoted her life to publicly aiding the deaf and blind.With the aid of a translator,she toured the world to promote the education of persons similarly afflicted.She wrote numerous books,including“The Story of My Life”(1902).Ⅳ.Teaching Time:Four periodsThe First PeriodTeaching Aims:1.Learn and master the following:Phrases:deal with,overcome the difficultiesSentence Patterns:If you were in a wheelchair,you wouldn’t be able to…If I were blind,I would need a/an…2.Train the students’ listening ability.3.Improve the students’ speaking ability by describing,talking and discussion.Teaching Important Points:1.Train the students’ listening ability.2.Make the students master the sentence patterns and describe the pictures freely.Teaching Difficult Point:How to improve the students’ speaking ability.Teaching Methods:1.Listening-and-answering activity to help the students go through with the listening materials.2.Individual,pair of group work to make every student work in class.Teaching Aids:1.a tape recorder2.the multimedia3.the blackboardTeaching Procedures:Step ⅠGreetings and Lead-inT:Good morning/afternoon,everyone.Ss:Good morning/afternoon,Mr/Ms.T:Sit down,please.First I want to ask you some questions.Have you been to some places of interest?Have you climbed the mountains?Ss:Yes.(Students may have different answers.)T:How can you get there?Ss:We can get to…by bus/by train/on foot…T:Now please look at the screen.(The teacher shows a picture of a wheelchair on the screen.)How do you say it in English?Ss:Wheelchair.T:What kind of people uses it?Ss:People with disabilities/who couldn’t stand up.T:Good.Now,tell me if you were in a wheelchair,would you be able to get to some places like tall buildings,high mountains?Ss:I can go to…by myself,because there’s no step.It’s easy for me to get there.T:Who has different answers?S1:I can go to…with the help of my friends.They can carry me up there.S2:I can’t go to…,because it’s high on the top of the hill.What a pity!I can only look at it from far away.Step ⅡWarming upT:Today we’re going to learn Unit 17“Disabilities”.(Bb:Unit 17 Disabilities The First Period) First let’s look at some words.(Show the following on the screen)disability/,ｄIｓ☜′ｂIｌIｔI/n.ability/☜′ｂIｌIｔI/n.sidewalk/′ｓａIｄｗ ｋ/n.escalator/′ｅｓｋ☜ｌｅIｔ☜ (r)/n.elevator/′ｅｌIｖｅIｔ☜ (r)/n.(=lift)(Teacher teaches the words and explains them,then let the students look at the first four pictures on Page 49.)T:OK.Now I want you to discuss the first four pictures using the following sentences.1.Sentence Patterns:(1)If I were in a wheelchair,I would…(2)If I were blind,I wouldn’t…(Write them on the blackboard)Yeah,please discuss them in groups of four.After a while,everyone is asked to talk about the pictures.Is that clear?Ss:Yes.T:OK.Please work in groups and try to imagine what difficulties and dangers you might face.(After a while,teacher asks some students to talk about the pictures.If time permits,teacher may ask more students to answer.)T:Now time is up.Who wants to say first?S1:Picture 1.If I were in a wheelchair,I would not go to the public buildings because there were so many steps.S2:Picture 2.If I were blind,I might fall down when walking on the sidewalk as it’s not flat.(Or:There are some blocks.)S3:Picture 3.If I were disabled,I wouldn’t go to the toilet,for the equipments are not fit for the disabled.S4:Picture 4.If I were in a wheelchair.I couldn’t ring in public places,because the public telephone is too high for me to reach.T:How hard they are!We pay little attention to them in our daily life.We must take effective measures to improve their conditions.Let’s see what changes have taken place.Please discuss in groups.In the meanwhile,we should notice the two phrases:deal with,overcome the difficulties.(Teacher writes the following on the blackboard.)T:Now.Any volunteer?S1:We should provide an entrance suitable for wheelchairs on the ground floor.S2:We should build a special sidewalk for the blind,and fix some feeling equipment.S3:We must provide suitable toilets for people with disabilities,fixing two handrails.S4:We should set the public telephone in a proper place so that people in a wheelchair can reach it.T:They hope to lead a normal life as we do,so we should help them overcome the difficulties.Step ⅢListeningT:Now please turn to Page 50.Let’s do some listening.You are going to hear John talking about his life.There are three questions for you to answer.You need to listen carefully.Is that clear?S:Yes.T:OK.Let’s begin.(Teacher plays the tape for the first time.Then play for the second time.During this time,teacher may pause for students to write down the information.Play some parts of the tape more times if necessary.Finally teacher checks the answers with the whole class.) Step ⅣSpeakingT:Please look at Speaking on Page 50.Now imagine you are disabled.Choose two of the situations below and discuss how you would deal with them.You may use the following sentence structures.T:OK.Please begin to discuss them.(Teacher goes among the students and listens to their discussions,then chooses several students to express their ideas in different ways.)Who can describe Situation 1?S1:I’ll try.If I were blind,it would be difficult for me to get there.But I would try my best.First I would walk down the familiar sidewalk with the aid of a walking stick.When crossing the street,I would ask others for help.Or I probably could get there by taxi.S2:Situation 2.If I were deaf,I would not be able to hear other players’words.It would be difficult for us to work together.I would have to read their facial expressions and gestures.I think I’m more lucky than Helen Keller,for I can see.I should learn her spirit of studying,and try to imitate by looking at their mouths.I’m sure I would learn English well.S3:Situation 3.If I were in a wheelchair,I’m sure I would be able to go shopping,eat at a fast food restaurant and then go to a cinema with the help of my friends.First I would do my best to get to the steps of the building by myself,and then they could carry me up to the entrance of the lift.I’m sure I would be able to get there and have a good time.Step ⅤSummary and HomeworkT:In this class,we’ve done some listening and speaking.We’ve also talked about the situations of the disabled.Of course,we’ve learned some useful sentence patterns.After class,practise more talking about disability in English.Master the useful sentence patterns,(Teacher points to the blackboard.)and preview the reading material“Disabled?Not me!”.So much for today.Goodbye,everyone!Step ⅥThe Design of the Writing on the BlackboardStep ⅦRecord after Teaching。
两案三库-同步教案-高中英语-高二牛津-第06周(20170317)
【拓展】adventure n 冒险，冒险经历 e．g．He is a man full of adventure．他是一个充满冒险精神的人。 They set out on a daring space adventure． 他们着手进行一项大胆的太空探险。
6．firmness n. 坚定 the quality of being strong and in control e．g．You can see the firmness in his character． 你能够看到他性格很坚定。 【拓展】firm adj．坚定的 certain and not likely to change；definite e．g．He is a firm believer in traditional family values． 他坚信传统家庭观。
The shortage of power dimmed the streets． 由于电力不足，街道昏暗。 The world powers will meet in Paris this summer． 今夏世界上的大国将在巴黎聚会。 (2)strength 力气 the ability to do things that need a lot of physical or mental effort e．g．He hasn’t got enough strength to remove that stone． 他没有足够的力气搬走那块石头。 (3)force 力；力量；武力；影响力 physical，especially violent，strength or power；influence e．g．The robber used force to get into the house． 强盗使用暴力强行进 What is the force of gravity at sea level? 海平面的地球引力为多大? He writes with force． 他的文章很有说服力。
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这个句型中，it指时间，而且表示时间的词语前没有介词（时间一般是具体时间）。
主句和从句中的谓语动词在时态上是一致的，主句是will be，when从句用一般现在时代替将来时。
e.g. It was already 8 o’clock when we got home.It will be late afternoon when they get there.4）It be +时间+ that-clause这个句型是个强调句型。
e.g. It was at 5 o’clock that he practiced playing the violin in the morning.(原句是：He practiced playing the violin at 5 o’clock in the morning.)比较：It was 5 o’clock when he started in the morning.（5 o’clock前没有介词，这个是定语从句）5）It be + time + that-clause这个句型属虚拟语气结构，不管主句中用的是is或was，that从句都须用动词的过去式或should+动词原形（但不及物动词通常用过去式），在time之前有时可以加上high或about以加强语气。
e.g. It is high time (that) he wrote a letter to his girlfriend.It is time (that) we made people’s life a little easier. = It is time that we should make people’s life a little easier.9、It/This/That + be + the first(second, third…) time + that-clause这个句型表示截止到说话时为止的某人的一种经历，关键是注意time前有序数词，主句是一般现在时is时，从句要用现在完成时；如果主句用一般过去时was时，则从句须相应地用过去完成时。
e.g. This is the first time (that) these Europeans have visited the Great Wall.It was the fifth time (that) I had paid a friendly visit to America.10、在一些相对固定的词组中，没有特殊含义，经常不翻译。
e.g. He’s never really made it as an actor.作为演员，他从未获得过真正的成功。
It is my turn.轮到我了。
三、课堂作业单选题：1. It was this village ___ I was brought up.A. whereB. thatC. on whichD. which2. It was in this village ___ I was bought up.A. whereB. thatC. on whichD. which3. Can it be in the drawer ___ you put your passport?A. whereB. in whichC. thereD. that4. It was July 1, 1997 ___ saw the return of Hong Kong to the motherland.A. thatB. whenC. whichD. in which5. It is two years __ I joined the army.A. beforeB. sinceC. thatD. after6. It was two years ___ I joined the army.A. beforeB. sinceC. thatD. after7. --- Was it under the tree ___ you were away talking to a friend?--- Sure. But when I got back there, the bike was gone.A. thatB. whereC. whichD. while8. --- Why don’t we take a little break ?--- Didn’t we just have ____ ?A. itB. thatC. one this9. It was not until 1920 ____ regular radio broadcast began.A. whileB. whichC. thatD. since10. ___ is the fact that English is being accepted as an international language.A. ThereB. ThisC. ThatD. It11. It was about 600 years ago ___ first clock with a face and an hour hand was made.A. thatB. untilC. beforeD. when12. I hate ____ when people talk with their mouths full.A. itB. thatC. theseD. them13. It was only when I reread his poems recently ____ I began to appreciate their beauty.A. untilB. thatC. thenD. so14. It is the ability to do the job ____ matters not where you come from or what you are.A. oneB. thatC. whatD. it15. The Parkers bought a few house but __ will need a lot of work before they can move in.A. theyB. itC. oneD. which1.ABDAB 6.ADDCD11.AABBB语法填空：1.Some people have drawn the conclusion from Bowlby’s work that children should not be sent to day carebefore the age of three because of the parental separation _________ involves, and many people do believe this. （it）2._______ doesn't matter whether you're 4 years old or 40 years old. （It）3.________ was in our office that I told Jim the news yesterday.（It）4.________ is obvious that going for sports will do a lot of good to your health. （It）5.We would appreciate _______ if you could come to help us. （It）6._______ appeared to scientists that the stars had moved. （It）翻译：1.他从没想到过这幅画会值这么多钱。
（It）It has never occurred to him that the painting is worth so much money/that much.2.众所周知每位公民的生命权和健康权受法律的保护。
(It)It’s well known (to all) that every citizen’s rights of life and health are protected by the law.3. 鼓励老年人到社区的托儿所帮忙是个不错的点子，这能让他们充分发挥作用。
(It) It is a good idea to encourage old people to help out in nurseries in the neighborhood /community, which e nables/can enable them to play their full part.4.。
虽然交通被认为是这个地区最严重的问题之一，但是当地政府所采取的行动还远不尽如人意。
( it) Although it’s accepted that traffic is one of the most serious problems in this area, the action (that) the local go vernment is taking is far from (being) satisfactory.5.据估计今年将有百分之三十的大学毕业生存在就业困难。
(It)。