高中英语《语法-强调句》
备课纸
 

1. 题目: 语法-强调句

2. 内容:

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)针对以上材料设计一节语法课;

(2)全英授课;

(3)适当的板书设计。

教学设计

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

试讲音频

https://res.wx.qq.com/voice/getvoice?mediaid=MzI4NDYxMjQ0NV8yMjQ3NDg2MjE4

答辩问题及参考答案

1. 你认为一名优秀的教师应该具备什么样的品质?

1. What do you think makes a great teacher?

【参考答案】 

一名优秀的教师可能具备各种各样的优秀品质,但重要的是他们要具备以下品质:

首先要有爱岗敬业,甘为人梯,甘当蜡烛的精神,要爱护学生,热爱科学;其次专业水平高,要有渊博的知识和过硬的教学能; 此外科研和创新能力很重要,只有刻苦钻研,不断创新,才能够全面实施素质教育;最后我个人认为,最重要的是教师的人格魅力,思想品德高尚,有修养,有道德。

【Suggested version】

Great teachers may have various reasons to be great. Generally, I believe as a teacher he should have the following qualities.

First, he loves his job and his students. He is willing to make every effort to help his students grow both academically and mentally.

Second, he is equipped with solid and professional knowledge in his area so that he can teach.

Third, it’s also very important for him to be innovative. As it is the foundation of the overall quality-oriented education project.

Fourth, for me, what matters most is that he has his own personality charm to win the students over, such as he is kind, moral and with strong integrity. 

结构化试题及参考答案

 

问题:有人说“老师等同于父母”,请问你是怎么理解的?

【参考答案】

俗话说“一日为师,终生为父。”也有说“父母是孩子的第一任老师”。由此可见,老师与父母在教育孩子方面具有同等重要的作用。所以,“老师等同于父母”的说法有一定的道理,但我认为老师在承担“教书育人”方面的付出超越了父母。

一方面,老师要像爱自己的孩子一样爱学生,学生从懂事到成年,这个时期的大部分时间都是在学校度过的,老师不仅要负责学生的心理建设、情感培养,品德引导等,还要对学生的吃喝进行引导和约束。从这一层面来看,老师确实等同于学生的父母一样,要给学生无微不至的爱护和照顾,给予学生全部的爱和关心,甚至其付出已经超越了父母。

另一方面,老师除了要对学生有生活上的照顾以外,还要传授给学生知识与技能,这就超越了父母的职责。老师是一种具有专业性特点的职业,需要具备系统的学科教学知识和教育知识,从而对学生开展有计划性、科学性的教育,这是任何一个父母都无法取代的。

综上所述,老师不仅是学生的良师益友,更犹如学生的父母长辈,传授学生丰富的知识技能,培养学生良好的行为习惯,引导学生树立正确的思想意识,建设学生美好的心理家园。

如果我能成为一名老师,我不仅会像学生的父母一样照顾他们的生活,更会履行好老师自身教书育人的职责,扮演好老师的各种角色,促使学生健康、快乐地成长。

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