两案三库-同步教案-高二牛津-第17周(it用法)

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。

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。

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/---。

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。

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。

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。