2025届高三英语上学期一轮复习专项：it用法教学设计（表格式）
文档属性
| 名称 | 2025届高三英语上学期一轮复习专项：it用法教学设计（表格式） |  | |
| 格式 | docx | ||
| 文件大小 | 20.7KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2024-11-17 12:56:15 | ||
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文档简介
Teaching Design and self-reflection
Topic:how to use “it”
1.Rationales(教学原理)
The present lesson is guided by the Consciousness-Raising task,, short for CR, on the basis of which students are required to master the usage of “it”Some skills will be used, such as repetition, clarification, sentence analysis to catch “it”, with the purpose of contributing the acquisition of the target language item.
2.Analysis of teaching background
a. Analysis of contents For this lesson, the most important thing is to enable students to master “it”, such as using the composition. b. Analysis of students： The class to be given the required lesson is class 15, the English level of which should be poor. Most of them have certain ability to understand. However, much help should be given in order to master”it”
3.Analysis of Teaching Objectives
In this lesson, I will enable students to use “it” and students can take advantage of some sentences to write.
4.Anticipated Difficulties and Solutions
I am anticipated to dealing with the difficulties that students may fail to have a good mastery of it as subject and object and related sentence and learning to put the acquired information into use. So I will draw their notice on the forms of the target language items,
5.Teaching Procedures
Staged teaching procedures Teaching procedures Purpose of design
Staged 1 LEAD-IN (Ask all the students to translate the sentence.) 1.It is never too old to learn. 2. It never rains but it pours(泼水). 3. It takes three generations (代) to make a gentleman Enable students to arouse their noticing on the English Learning
Staged 2 The grammar of “it” (Ask students to understand it as pronoun) 1.There is a cat on the desk. It looks like a hat 2.Look，that’s a baby! It looks like a doll. TASK TWO: Read the sentence and understand what is the meaning of “it”. 1.It was very cold yesterday. 2. It is about 15:00 now. 3. It is about 5km from my home to the park. 4. It’s quite noisy here. 5. Her baby’s due date is next month, and she hopes it will be a boy. 6. It lies in the west of school. TASK Three: distinguish “it”and “one” (1)The book in your bag is very interesting. Can I borrow______ (2) The book in your bag is more interesting than ______ on the desk. TASK four:anticipatory object Try to translate the following sentence 1. We think it our duty to clean our classroom.
2. I felt it no use arguing with him.
3. They found it difficult that they would finish their work in two days. 4. I consider it very interesting to study English. TASK five；how to understand emphatic sentence 强调句结构：It is / was + 被强调部分（主，宾，状语） + that /who+ 剩余部分 1.I met my Chinese teacher on the street last night. Try to do the following exercise: 1.It was in the river _______ he often swam . 2.It was the river______ he often swam. 3.It was on Sunday_____the strangers came to our village. 4.It was Sunday______ the strangers came to our village. Enable students to know what we will do.
7. Self-reflection
After the class, what impressed me most was that most of the students ac participated in the class actively and that the products of students amazed me with a great surprise. Therefore, I will make my self-reflection from the following the aspects. As for the performance of students in the classroom, most of the students were able to understand “it” on their own actively and positively. As for whether the primary teaching goals are achieved, I certainly believed that I had reached them for the reason that the students were able to use the “it”. they said that the design of this course was new and concrete and that my lesson was a great success. However, there are also some merits and demerits for this lesson. Merits: Enable students to get know how to use”it”. Enable students to use some sentence into composition. The goals for students are clear and they knew how to go on the tasks. The lesson-type is concise Demerits: There was a lack of related exercise mong students. The process of drilling the sentences was a little mechanical.
Topic:how to use “it”
1.Rationales(教学原理)
The present lesson is guided by the Consciousness-Raising task,, short for CR, on the basis of which students are required to master the usage of “it”Some skills will be used, such as repetition, clarification, sentence analysis to catch “it”, with the purpose of contributing the acquisition of the target language item.
2.Analysis of teaching background
a. Analysis of contents For this lesson, the most important thing is to enable students to master “it”, such as using the composition. b. Analysis of students： The class to be given the required lesson is class 15, the English level of which should be poor. Most of them have certain ability to understand. However, much help should be given in order to master”it”
3.Analysis of Teaching Objectives
In this lesson, I will enable students to use “it” and students can take advantage of some sentences to write.
4.Anticipated Difficulties and Solutions
I am anticipated to dealing with the difficulties that students may fail to have a good mastery of it as subject and object and related sentence and learning to put the acquired information into use. So I will draw their notice on the forms of the target language items,
5.Teaching Procedures
Staged teaching procedures Teaching procedures Purpose of design
Staged 1 LEAD-IN (Ask all the students to translate the sentence.) 1.It is never too old to learn. 2. It never rains but it pours(泼水). 3. It takes three generations (代) to make a gentleman Enable students to arouse their noticing on the English Learning
Staged 2 The grammar of “it” (Ask students to understand it as pronoun) 1.There is a cat on the desk. It looks like a hat 2.Look，that’s a baby! It looks like a doll. TASK TWO: Read the sentence and understand what is the meaning of “it”. 1.It was very cold yesterday. 2. It is about 15:00 now. 3. It is about 5km from my home to the park. 4. It’s quite noisy here. 5. Her baby’s due date is next month, and she hopes it will be a boy. 6. It lies in the west of school. TASK Three: distinguish “it”and “one” (1)The book in your bag is very interesting. Can I borrow______ (2) The book in your bag is more interesting than ______ on the desk. TASK four:anticipatory object Try to translate the following sentence 1. We think it our duty to clean our classroom.
2. I felt it no use arguing with him.
3. They found it difficult that they would finish their work in two days. 4. I consider it very interesting to study English. TASK five；how to understand emphatic sentence 强调句结构：It is / was + 被强调部分（主，宾，状语） + that /who+ 剩余部分 1.I met my Chinese teacher on the street last night. Try to do the following exercise: 1.It was in the river _______ he often swam . 2.It was the river______ he often swam. 3.It was on Sunday_____the strangers came to our village. 4.It was Sunday______ the strangers came to our village. Enable students to know what we will do.
7. Self-reflection
After the class, what impressed me most was that most of the students ac participated in the class actively and that the products of students amazed me with a great surprise. Therefore, I will make my self-reflection from the following the aspects. As for the performance of students in the classroom, most of the students were able to understand “it” on their own actively and positively. As for whether the primary teaching goals are achieved, I certainly believed that I had reached them for the reason that the students were able to use the “it”. they said that the design of this course was new and concrete and that my lesson was a great success. However, there are also some merits and demerits for this lesson. Merits: Enable students to get know how to use”it”. Enable students to use some sentence into composition. The goals for students are clear and they knew how to go on the tasks. The lesson-type is concise Demerits: There was a lack of related exercise mong students. The process of drilling the sentences was a little mechanical.