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1. 題目： 語法-強調(diào)句

2. 內(nèi)容：

A: Nina’s car got broken into yesterday, did it?

B: No. It was Michael’s car that got broken into!

3. 基本要求：

（1）針對以上材料設(shè)計一節(jié)語法課；

（2）全英授課；

（3）適當(dāng)?shù)陌鍟O(shè)計。

《高度發(fā)達(dá)的經(jīng)濟》教案

It-cleft sentences

Teaching Plan

I Teaching Aims

Knowledge aims

1. Students will recognize the it-cleft patterns---- It is/was... that/who...

2. Students will know the grammar meaning for emphasis.

Ability aims

1. Students can use it-cleft patterns to give information in their own daily speaking.

2. Students can adopted the targeted grammar into their writings.

Emotional aim 

Students will have a positive attitude towards different language rules and will try to comply with them in their daily practice.

II Teaching Key &Difficult Points

Key point: 

The key point for my students is to master the usage of the targeted grammar, such as they will know at what kind of circumstances “that” in this structure can be omitted.

Difficult point: 

The difficult point is to apply the it-cleft sentences more frequently in their own speeches and writings. 

III Teaching procedures:

Step 1: Warming up

Design a mental game, and ask them to identity whose car got broken into. Play the rolling pictures of 7 different people in their different cars, at the same time their names will be presented on the pictures. Give them 50 seconds to observe, and show them the black broken car and they need to identity the car. After checking their answers, uncover the truth on the blackboard. “ It was  Michael’ s car that got broken into!”

(Justification: The mind game is a little bit challenging and it will quickly attract the students attention.)

Step 2 : Presentation

Taking the sentence on the blackboard as an example, underline the structure model and explain the grammar meaning to the class: the information that comes after it is emphasised for the listener. The clause which follows the it-clause is connected using that and it contains information that is already understood. And invite them to tell us from the above sentence,what kind information is already knew? And what kind information is new and emphasised? 

Focus (new information): it was Michael’ s car

Understood already (old information): a car got broken into

And then box “that” in the sentence and tell them we often omit that in informal situations when it is the object of the verb.

After they get the information, I tell you them that it is said that a man broken the car. And ask them to use the structure to give the new information. 

It was a man who (or that) broke into the car. 

After they give the answer and I will teach them that When a personal subject is the focus, we can use who instead of that. Then I tell them that the video shows two teenager broke into the car. And I will invite them to give the new information using the it-cleft model.

It was the two teenagers who broke into the car.

Next I will tell them when a plural subject is the focus, we use a plural verb but It + be remains singular.

(Justification: Embedding the grammar points into a mind game will make the class more interesting when they can pick up the new knowledge while sorting out of a detective case.)

Step 3: Practice

Ask them to finish the exercise I have prepared for them.

Then I will show them a sentence: I met two old friends in the school park last week. And 

ask them to focus on different information in this sentence and rewrite them down.

An example will be prepared for them:

It was I who met two old friends in the school park last week.

(Justification: The first task is to make sure that students can actually master different grammar points of it-cleft sentences. And the second task is to help students to use it more skillfully. )

Step 4: Production

Divide them into groups 4 and ask them to work out a full case report of the above case. 

Later invite different groups to make a report speech in front the class.

(Justification: This can train their speaking ability as well as their logical thinking ability.)

Step 5: Summary and homework

Invite 1 student to summarize what we have learned today, and another one to add up.

Ask students to write down a short paragraph under any topics (3 sentences at least).

(Justification: This is to help my students have a bigger picture of what have learned today and help them to write with it-cleft sentences purposely.)

IV Blackboard design

V Teaching Reflection

【結(jié)構(gòu)化問題】

幼兒園教育和小學(xué)教育有什么不同？

【參考答案】

幼兒園和小學(xué)是相互銜接的兩個教育階段。幼兒園教育與小學(xué)教育在教育性質(zhì)、課程設(shè)置、教學(xué)方式等方面都有所不同。

幼兒園教育與小學(xué)教育主要有以下幾方面不同：

首先，幼兒園教育屬于非義務(wù)教育，而小學(xué)教育屬于義務(wù)教育。義務(wù)教育具有“強制性”、“普及性”等特點，即讓每個適齡兒童接受義務(wù)教育是學(xué)校、家長和社會的義務(wù)。因此，家長必須將適齡孩子送到學(xué)校接受小學(xué)教育，而幼兒園并無強制性。

其次，幼兒園教育遵照“教養(yǎng)并重”原則，小學(xué)則“以教為主”。幼兒園除了對兒童進行全面、和諧發(fā)展的啟蒙教育外，還要給兒童以生活照料和養(yǎng)育等。小學(xué)則要依據(jù)一定的培養(yǎng)目標(biāo)和課程標(biāo)準(zhǔn)對孩子進行有目的、有計劃的德、智、體等全面、可持續(xù)發(fā)展的教育。每門課程都有明確、具體的教學(xué)目標(biāo)與教學(xué)要求。還特別關(guān)注學(xué)生的學(xué)習(xí)興趣、好奇心、求知欲以及形成良好的道德行為習(xí)慣和學(xué)習(xí)習(xí)慣。

再次，幼兒園課程是綜合性的，將各領(lǐng)域內(nèi)容有機整合起來，以主題方式呈現(xiàn)。小學(xué)課程則以學(xué)科為主，如語文、英語、數(shù)學(xué)、自然、體育與健身、美術(shù)等，還有各類興趣活動和探究活動等。

最后，幼兒園以游戲為主，注重讓孩子在游戲中學(xué)習(xí)，在活動中體驗。小學(xué)則以課堂教學(xué)為主。教師除采用講授的形式教學(xué)外，還非常注重讓學(xué)生通過觀察、思考、操作、探究、討論、表達(dá)等方式進行知識學(xué)習(xí)和能力培養(yǎng)。

我的問題回答完畢，謝謝！