高中英语 Unit4 第3课时 Grammar学案 新人教版选修6
高二英语选修六_Unit4_Grammar_公开课教学设计(一)
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。
高中英语 Unit3 第3课时 Grammar学案 新人教版选修6
高中英语 Unit3 第3课时 Grammar学案新人教版选修6Healthy Life Period3 Grammar –The Use of “It” (1)Learning aims: To master the structure and use of “it”Important point and difficult point: To learn to use “it” correctly and properly、使用说明及学法指导：1、自我学习同步测练P 的内容，完成预习案。
2、完成时间20分钟。
预习案Previewing Case Task1课文原句填空并分析所填单词在句中所充当的成分。
1、_________ is a beautiful day here and I am sitting under the big tree at the end of the garden、 ( )2、________ seems amazing that at my age I am still fit enough to cycle20 kilometers in an afternoon、 ( )3、________is my birthday in two weeks time and I’ll be82 years old! ( )4、Your mother tells me that you started smoking some time ago and now you are finding _______ difficult to give ______ up、 ( )5、Believe me，I know how easy __________is to begin smoking and how tough _________is to stop、 ( )6、This means that after a while your body becomes accustomed to having nicotine in_________、 ( )7、As you know，if you do the same thing over andover again，you begin to do _______ automatically、 ( )8、I didn’t know，for example，that __________could do terrible damage to your heart and lungs or that__________was more difficult for smoking couples to become pregnant、 ( )Task2 分析下列句中it的用法。
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。
2019-2020年高中人教版英语必修四教学案：Unit 4 Section Ⅲ Grammar— 现在分词作状语(含答案)
2019-2020年高中人教版英语必修四教学案：Unit 4 Section Ⅲ Grammar—现在分词作状语(含答案)语法图解探究发现①... I saw several young people enter the waiting area looking around curiously.②I stood for a minute watching them and then went to greet them.③She stepped back appearing surprised ...④Then Akira Nagata from Japan came in smiling, together with George Cook from Canada.⑤When Darlene Coulon from France came dashing through the door ...⑥Turning around, she saw an ambulance driving away.⑦The old scientist died all of a sudden, leaving the project unfinished.⑧Hearing the news, they jumped for joy.⑨Having smoked too much, he has suffered from lung cancer.[我的发现](1)黑体部分在句中作伴随状语的是①②③④⑤；作时间状语的是⑥；作结果状语的是⑦；作原因状语的是⑧⑨。
(2)比较句⑧和⑨可知：句⑧中动词-ing形式短语为一般式，表示动作与谓语动词同时发生；句⑨中动词-ing形式短语为完成式，表示动作发生在谓语动词之前。
(3)观察句①～⑨可知现在分词的逻辑主语都是句子的主语。
一、现在分词作状语的用法现在分词(短语)在句中作状语来修饰谓语动词或整个句子，表示动作发生的时间、原因、条件、结果、方式、让步或伴随状况。
高中英语《Unit 4 Grammar and usage(3)》教案 新人教版选修6
江苏省新沂市第二中学高中英语《Unit 4 Grammar and usage(3)》教案新人教版选修6中国书法艺术说课教案今天我要说课的题目是中国书法艺术，下面我将从教材分析、教学方法、教学过程、课堂评价四个方面对这堂课进行设计。
一、教材分析：本节课讲的是中国书法艺术主要是为了提高学生对书法基础知识的掌握，让学生开始对书法的入门学习有一定了解。
书法作为中国特有的一门线条艺术，在书写中与笔、墨、纸、砚相得益彰，是中国人民勤劳智慧的结晶，是举世公认的艺术奇葩。
早在5000年以前的甲骨文就初露端倪，书法从文字产生到形成文字的书写体系，几经变革创造了多种体式的书写艺术。
1、教学目标：使学生了解书法的发展史概况和特点及书法的总体情况，通过分析代表作品，获得如何欣赏书法作品的知识，并能作简单的书法练习。
2、教学重点与难点：（一）教学重点了解中国书法的基础知识，掌握其基本特点，进行大量的书法练习。
（二）教学难点：如何感受、认识书法作品中的线条美、结构美、气韵美。
3、教具准备：粉笔，钢笔，书写纸等。
4、课时：一课时二、教学方法：要让学生在教学过程中有所收获，并达到一定的教学目标，在本节课的教学中，我将采用欣赏法、讲授法、练习法来设计本节课。
（1）欣赏法：通过幻灯片让学生欣赏大量优秀的书法作品，使学生对书法产生浓厚的兴趣。
（2）讲授法：讲解书法文字的发展简史，和形式特征，让学生对书法作进一步的了解和认识，通过对书法理论的了解，更深刻的认识书法，从而为以后的书法练习作重要铺垫！（3）练习法：为了使学生充分了解、认识书法名家名作的书法功底和技巧，请学生进行局部临摹练习。
三、教学过程：（一）组织教学让学生准备好上课用的工具，如钢笔，书与纸等;做好上课准备，以便在以下的教学过程中有一个良好的学习气氛。
（二）引入新课，通过对上节课所学知识的总结，让学生认识到学习书法的意义和重要性！（三）讲授新课1、在讲授新课之前，通过大量幻灯片让学生欣赏一些优秀的书法作品，使学生对书法产生浓厚的兴趣。
人教版高中英语选修六Unit4 Grammar课件
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
Grammar学案 新人教版选修6
Grammar学案新人教版选修6一、内容及其解析1、内容: 本单元语法重点是虚拟语气在各种句型中的用法。
2、解析：虚拟语气是一个很重要的语法点，是高考的热点。
二、目标及其解析1、目标：(1)Review some useful words learned in the text、(2)Further study the subjunctive mood、(3)Enable students to master the subjunctive mood better、2、解析:(1)能正确朗读课文材料。
(2)能回答教师设计的问题串。
(3)能就所给材料进行简单的讨论。
三、教学问题诊断分析1、学生在学习生词和习惯用语的过程中可能会出现障碍，原因是学生在此之前音标读不准，读词能力不好，课前预习不到位，或缺乏自信心，要克服这一困难，关键是帮助学生掌握正确的学习方法，多鼓励和帮助学生，循序渐进，千万不可急于求成，急功近利。
2、学生在根据语言环境回答问题串和进行简单对话，对个别问题的理解和回答可能会出现困难，原因是他们可能对问题的理解不透，缺乏一定的应变能力。
四、教学支持条件分析多媒体课件辅助教学。
五、教学过程设计（含：目标检测，配餐作业）Conclude the knowledge pointsDo some exercises（一）教学基本流程小结目标检测（二）教学情景 GrammarGrammar-Subjunctive Mood【知识点拨】虚拟语气用以宾语从句１、wish 后面的宾语从句中。
一般用虚拟语气，表示一种不可能实现的愿望。
其谓语动词形式为：表现在过去时表过去过去完成时(had + 过去分词)表将来would, might, could＋动词原形I wish (that)I were a bird、I wish (that)I had seen the film last night、I wish (that)I would/could go、2、用于表示命令、建议、要求等一类词后面的宾语从句。
高中人教版英语选修6课件Unit4SectionⅢ—Grammar
Section Ⅲ— Grammar
自主预习
合作学习
随堂练习
④It was because she was ill that they didn’t ask her to do the job. 是因为她病了,他们才没让她做这项工作。 ⑤It was not until she had arrived home that she remember her
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一二三
二、根据所学知识,对下列句子的画线部分进行强调 1.You should turn to your head teacher for more help. 答案：It is your head teacher that/who you should turn to for more help. 2.Not what someone said but what he did matters. 答案：It is not what someone said but what he did that matters. 3.The couple got married on May 1st 1999. 答案：It was on May 1st 1999 that the couple got married. 4.Who should take measures to stop using plastic bags? 答案：Who is it that should take measures to stop using plastic bags? 5.The football match had to be put off because of the bad weather. 答案：It was because of the bad weather that the football match had to be put off.
2020_2021学年高中英语Unit4GlobalwarmingSectionⅢGrammar教师用书教案新人教版选修6
Unit 4 Global warmingit 的用法(Ⅱ)语境自主领悟先观察原句后自主感悟1．There is no doubt that the earth isbecoming warmer and that it is humanactivity that has caused this globalwarming rather than a random but naturalphenomenon．2．It was a scientist called CharlesKeeling who made accurate measurements ofthe amount of carbon dioxide in theatmosphere from 1957 to 1997．3．They also agree that it is the burningof more and more fossil fuels that hasresulted in this increase in carbondioxide．1．例1中的it is．．．that．．．为强调句型，在这个句型中，it没有意义，只是引出被强调的成分。
此处强调的是同位语从句的主语human activity。
2．例2中的it was．．．who．．．为强调句型，此处强调的是主句的主语a scientist。
被强调的成分是表示人的词，故也可用who。
3．例3中的it is．．．that．．．为强调句型，此处强调的是宾语从句的主语the burning ofmore and more fossil fuels。
一、强调句型的基本结构强调句型的基本结构为：it is/was＋被强调部分＋that/who＋其他成分1．此结构中it 没有意义，只是引出被强调部分。
2．此强调句型只能强调主语、宾语、状语，不能强调谓语。
3．被强调的成分是表示人的词时用who/that，而被强调成分是其他时(事物、时间、地点等)只能用that。
人教版高中英语选修6 Unit4 Grammar名师教学设计
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.
高中英语选修六M6 U4 Grammar学案
M6U4 Grammar编写人__ 审核人Learning aims:1. Subjunctive mood in unreal conditional clauses.2.To understand the concept of unreal situations by finishing the related exercises. Step 1: Lead- in陈述语气，表示所说的话是事实。
France lies in the west of Europe.祈使语气，表示所说的话是请求或命令。
Make yourself at home.虚拟语气，表示所说的话只是一种主观愿望、假想或建议等。
Parents only wish their children could succeed.Step 2: 虚拟语气★Subjunctive mood in wish-clauses1）wish (that) +s + v-ed (were) I wish I were as young as you.（现在）2）wish (that) +s + had done I wish that I had not met him yesterday. (过去) 3）wish that +s + would/ could/might/might do (将来)Isn’t it your wish that you could buy a car like that?★含蓄条件句(Implied condition)不是用条件句而是由介词短语(without…没有……, but for…要不是…), 连词(but 但是，or或者)，副词(otherwise 否则)等或上下文来表示某种假设的情况：But for electricity, there would be no modern industry.Without your help, we could not have succeeded.I ran all the way to school, otherwise I would have been late.He felt very tired yesterday, or he would have helped you.★错综时间条件句：主句和从句的动作不是发生在同一时间，其动词形式要根据时间而定。
高中英语人教版选修六 Unit4 Grammar
三、 句子谓语 的强原形
e.g 我的确相信他是老实人。 I do believe that he is an honest man.
他们昨天的确去看过你，但没见到你。 They did go to see you yesterday, but failed to meet you.
10. It was the training __t_h_a_t he had as a
young man _w__h_e_n_ made him such a
famous writer.
Answer key for exercise 2 on page 29:
1. It is scientists who warned that greenhouse gases would warm the earth by trapping heat energy in the atmosphere.
Because she was ill, they didn’t ask her to do the job.
→It was because she was ill that they didn’t ask her to
do the job. （强调原因）
4. 他为什么不能回答这个问题？
Why was it that he couldn’t answer the question.
10. It is outer space that might provide us with new energy sources in the future.
8. It is future climate changes and their effects on our environment that scientists want to find out about.
高中英语人教版选修六Unit4 period3 Gramma
Period 3Grammar—the Use of “It”(2)教学内容分析This teaching period mainly deals with the grammar：the use of “it”．“It” has many usages in the English language. “It” can be used as a pronoun and in the subject or object position to stand for an infinitive, -ing form or a clause. “It” can also be used to express emphasis. From Unit 3 we know that “it” can be used as a pronoun and the form of subject and object. In this unit we will learn that “it” can be used to express emphasis.This kind of sentence is called emphasized sentences. Its main form is “It is/was...that/who...”，which is a very useful sentence pattern.三维目标设计Knowledge and skills1．To get the students to know the structure of the emphasized sentences.2．To let the students learn the usages of the emphasized sentences.3．To enable the students to use the emphasized sentences correctly and properly.Process and methods1．To ask the students to show the usage of “it”in a certain language situation and raised a problem about another sentence with “it” from reading.2．To compare the emphasized sentence with a common sentence and be familiar to its structure. 3．To ask the students to conclude the structure and usages of the emphasized sentences by comparing a lot of example sentences.4．To ask the students to do the exercises in Discovering useful structures on Page 29 to master the emphasized sentences.5．To ask the students to summarize the usages of the emphasized sentences.6．To ask the students to do some other additional exercises for consolidation.Emotion，attitude and value1．To get the students to become interested in grammar learning.2．To develop the students' ability of comparing and summarizing.教学重、难点1．To get the students to master the structure and usages of the emphasized sentences.2．To enable the students to learn how to use the emphasized sentences.教学过程Step 1Revision and lead in(3minutes)1．Students show their learning about the usages of “it” in a certain situation.Example: could you please go and invite Miss Zhou to our class room?Yes, of course.Oh. wait! There’s no need going there by yourself. I find it easy to ring her up. (掏出手机，做打电话状。
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。
河北省临漳县第一中学高中英语选修六学案：Unit4grammar
Unit 4 Global warming—-----Grammar组稿人李坤张芳考点❶1．it指代前面所提到过的事情、事物;身份不明的人或婴儿,未指明但谈话双方都明白的事情或情况。
The Parkers bought a new house but it will need a lot of work before they can move in.（指双方都明白的事情）帕克一家买了一套新房子，但是在入住之前有大量的工作需要去做.2．it用作形式主语或形式宾语,而把真正的主语或宾语放在后面，真正的主语或宾语往往由从句、动名词、不定式充当。
New technologies have made it possible to turn out new products faster and at a lower cost.新的科技使得在高效率低成本的前提下生产出新的产品变为可能。
As far as I'm concerned，it’s no use arguing with him；he won't change his mind。
就我个人而言，同他争论没用，他不会改变主意.3．表示“喜欢、恨”等心理方面的动词后面接it（再接从句)，构成固定结构,这类动词有enjoy，prefer，love，like,hate，dislike，appreciate 等。
They would appreciate it，to be frank，if the goods could be delivered as soon as possible。
坦率地说，如果货物尽快被送到,他们会感激不尽。
Laughter is the best medicine—at least when it comes to protecting your heart.笑是最好的药，至少当涉及保护心脏的时候（是这样）。
考点❷表示强调，其结构是：It is / was+强调部分+ that+原句剩余部分。
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。
2017-2018高中英语Unit4GlobalwarmingSectionⅢGrammar-it的用法(2)新人教选修6
三、强调句应注意的问题 1．即使被强调成分是句中的时间状语、地点状语、原因状 语等，也不能用when, where, because等而要用that。 It was in front of the bank that the old lady was robbed. 老太太是在银行前面被抢劫的。
2．强调句型中的主谓一致——还原后，由真正的主语来确 定谓语动词的形式。
②It was a scientist called Charles Keeling, who made accurate measurements of the amount of carbon dioxide in the atmosphere from 1957 to 1997.
③They also agree that it is the burning of more and more fossil fuels that has resulted in this increase in carbon dioxide.
(2)It was/will be ... before ... “过……就……” It was not/will not be ... before ... “不久……就……”主 句中的 it 指时间，表语多是long, not long, three days, two weeks等表示“一段时间”的词或短语。试比较： It was three days before he went to Beijing. 三天后他就去了北京。 It was three days ago that he went to Beijing. 他是三天前去的北京。 此句是强调句，去掉“It was ... that”后句子仍然完整合理。
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高中英语 Unit4 第3课时 Grammar学案新人教版选修6Warming Period3 GrammarLearning aims:1、Review the use of “it”2、Learn useful “it” structuresImportant point: Learn emphatic sentence、Difficult point: Master the use of” it”、使用说明及学法指导：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 CaseTask1 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）It’s a computer、 ( )4） Its 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 like 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，度量等；it作形式_____或_____代替动词不定式，动名词和从句。
Task2 it 替代to do作形式主语或宾语1)It takes sb、、、、 to do sth、做、、、要花费某人修建长城花了成千上万的人力和大量的时间。
_________________________________________________________ __________to build the Great Wall、2)It is adj+ (kind，bad , brave ,careless, clever, cruel,foolish ,stupid ,wise ,wrong等形容逻辑主语特征) of sb to do sth、你重复相同的错误真的很笨。
_________________________________________________________ _____3）It is adj /n + for sb、 to do sth、常用形容词：important, necessary, natural, easy, safe, common,normal ,hard, difficult ,dangerous 等；名词：idea, habit, pity, shame, time, surprise, wonder等彼此帮助对我们来说非常重要。
_________________________________________________________ __去野炊是一个好想法。
_________________________________________________________ ___________4)think\believe\make\find\consider\feel等+it + adj\n (for/of sb)+ to do\that…我们认为每天清洁课室使我们的责任。
We think_________________________________________________________ our classroom every day、他感到要学好英语很困难。
_________________________________________________________ _______小结：①It is/was+ adj / n (for/of sb)to do sth、②think\believe\make\find\consider\feel等+it + adj\n (for/of sb)+ to do\that…Task3 it代替从句形式主语或宾语1）It is + adj、(clear, obvious, true, possible, certain、、、、) that /whether/when从句什么时候去上海还没有决定。
_________________________________________________________ ___他仍然还活着正是一个奇迹。
_________________________________________________________ ___2)It is suggested (ordered/demanded/insisted/commanded、、、)that 、、、表示请求，建议，命令等词时，that 从句用虚拟语气（should + 动词原形，should 可以省；译“据建议；有命令、、、）据建议推迟会议。
_________________________________________________________ _______________3)It is +v-ed（said/ believed/reported/ thought/known/ estimated等+that 从句常译为“据、、、”据报道他已经来了北京。
______________________________________________ he has come to Beijing、据相信他是世界上最伟大的人之一。
____________________he is one of the greatest people in the world、4)常用句型：It happens碰巧/seems, looks, appears看来that、、、It is the first (second 、、、) time that 、、、“是第一（二）、、、次、、、”。
他昨天碰巧在街上遇到他的老师。
_________________________he met his teacher in the street yesterday、看来几天内他会回来。
_________________________________ he will be back in a few days、这是我第一次到这里。
_________________________________I have been here、5) think\believe\make\find\consider\feel等+it + adj\n (for/of sb)+ that /whether/when从句他们发现在两天内完成工作是很艰辛的。
They found__________________________________________、Task4 it代替doing主语或宾语1）It is/was + no use\ good \fun\pleasure等+ doing sth只说不做是没有用的。
_________________________________________________________ ___________2）think\believe\make\find\consider\feel等+it +no use\ good \fun\pleasure等+ doing sthTom发现在家饲养小狗不是一件有趣的事情。
Tom found_________________________the dog at home、我的疑惑探究案Exploring Case1）句型：It is/was + 被强调部分 + that/who+ 其他部分，此句可以强调一个句子除了定语，谓语以外的任何成分（如主，宾，表，状）注意：(如果强调的是人, 其后用that或who 均可，物只能用that; 强调句时态应该和原句保持一致)先划分句子成分再改成相应的强调句。
He met his old friendin the cinema yesterday、强调主语：It was_______________ that/who________________________________________________、强调宾语：It was_______________ that/who__________________________________________________、强调地点状语：It was __________________________that_______________________________________、强调时间状语：It was__________________ that_______________________________________________、2）如何判断是否是强调句型：It is/ was…that/who…为强调句标志，去掉后仍可组成一个完整的句子，只是没被强调, 而其他从句一般不具备这一特征。
先判断是否是强调句，再填空①It was ten oclock_____________we got home last night、( )②It was at ten oclock ____________we got home last night、( )③It is obvious _____________water is fundamental to the development of life、( )④Its the factory _____________ he worked last year、 ( )3）It is not until + 被强调部分+ that 、、、主要用于强凋时间状语，译成＂直到、、、才、、、＂,He didn’t leave unt il l returned、改成强调句：____________________________________________________________________________4)若强调谓语,则用do /does /did +动词原形,常译为“的确” “一定”等,该结构只用于陈述句或祈使句中。