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1、Unit 4 Grammar Lesson planLevel: Junior 3Lesson type: GrammarLesson length: 23 minutesI Text analysis:本单元以“自然灾害”为话题，以自然灾害的发生及其防御为主 线。本课的教学内容是it作形式主语的用法，该语法内容在本单元的阅读、听说、拓 展阅读中均有涉及，因此，教学内容要利用好这个单元的语篇，建立其相关语法 知识的联系。本课通过回顾主阅读篇章的故事情节，呈现it作为形式主语的句型， 创设贴近学生生活的语境，指导学生通过观察该语法工程的使用场景、表达形式、 基本意义和语用功能。学生通过学习it作
2、为形式主语表时间、季节、距离、温度、 天气；it作为形式主语代替to do； it作为形式主语的句式It seems/appears that的表达方式，不断加强准确、恰当、得体地使用it作为形式主语的意识，在 实践活动中围绕“形式一-意义一-使用”中练习该语法工程，并提高在自然灾害中 的平安意识,推动学生对主题的深度学习，树立正确的人生观、生命观和世界观。I Students analysis :由于教学对象为初三的学生，学生已经在九年级上册第 二单元动词不定式中了解过It，s句型，但是对于it作为形式主语的作用和结 构还没有系统的学习。因此本课重在帮助学生温故知新，区分it作为指代和让 作
3、为形式主语，梳理和运用it作为形式主语的三种用法和了解其原因。I Learning goals:Through the learning of this lesson, the students will be able to:1 .理解it作为形式主语的三种用法；.适当运用it作为形式主语作一个天气报告；3,树立平安意识，增强防风避险能力。N Teaching methods:FMU (Form-Meaning-Use), situational teaching, inductive teachingV Use of Media:PPT Mind map MP3V Procedures:S
4、tageStage aimActivitiesTimeStage 1 Warming-up1. To activate students9 prior knowledge of target language.2. Toletstudents learn the lesson with clear objectives.3. To students interest.1. Students have found 7 sentences it on the reading passage as homework. Teacher shows the of each “it”. Students
5、have divided above sentences into 2 groups as pre-lesson homework. Teacher shows mind map to help students better.2. Teacher illustrates the learning objectives on the PPT.3. Teacher sets up a typhoon context build up connections with students showing figures.5 mintsStage 2 Learn the form and meanin
6、g of the grammar1. To introduce thetargetlanguage.2. To work the first of using it theemptysubject.3. To introduce thesecondusage.4. To introduce and form usage of the second usage.5. To use languageincontext.6. To1. Teacher shows the questions and plays the MP3. Students listen to the conversation
7、and answer the questions.2. Students work out the rule by the sentences.3. Teacher shows pictures to set context and the sample sentences of using “it seems / appears that.”4. Teacher explain the rational of sentence pattern.5. Students practise the above two usages in the context.6. Teacher asks st
8、udents how to stay safe15 mintsstudents9 divergent thinking.7. To work the rule by comparison.8. To practice the third usage.9. To notice the types of adjectives and prepositions.under certain circumstances.7. Teacher shows the sample sentences of “it” as the empty subject of a sentence to replace a
9、 to-infinitive and compare sentences using to-infinitive.8. Students practice the language by giving suggestions.9. Teacher shows two groups of sentences and guide students to find out the difference. Then introduce the connection between adjectives and prepositions.Stage 3Use the rrr*o tvi ty- o t-
10、1. Set a context for students practice.2. lbraisesafetyC YX 7das QU u3. To sum up.4. To consolidate.1. Teacher sets a role play for students give a weather report and suggestions how to stay safe during a typhoon.2. Teacher shows picture and the motto about life, call on students to act properlyrr o /xidccs3. Teacher makes conclusion.4. Teacher assigns homework.3mints