高效课堂教学设计：（授课日期：年月日星期班级）授课题目Period4Grammar(Theuseof“it”)拟5课时第4课时明确目标1、知识与技能：Enablethestudentstomastertheusageof“it”.2、过程与方法:Task-basedteachingapproaches3、情感态度与价值观：Developstudents'senseofcooperativelearningandautonomouslearning.重点难点重点：Theusageof“it”难点：Howtousethesestructurescorrectly课型□讲授□习题□复习□讨论□其它教学内容设计教师自备内容Step1:Greetings.Step2:RevisionAskSstotranslatethephrasesfromChineseintoEnglish．(1)吸烟(2)喝酒(3)吸毒(4)由于(5)尽管(6)冒险(7)习惯于(8)沉迷于(9)设法做成……(10)想要做……Step3:Grammar1．AskSstogooverthereadingpassage．notetheuseof“it”anddiscusstheuseof“it”．2．Discusstheuseof“it”togetherwithSsaccordingtothesentencesintheReadingpart．(1)Usedasapronoun．Usedtorefertotheonepreviouslymentioned．IamsendingyousomeadviceIfoundontheInternet．Itmighthelpyou．(2)Usedtoreplacethewordthisorthat．A：Whoseumbrellaisthat?B：It’sMary’s．A：What’sthis?B：It’stulip．(3)Usedasthesubjectofanimpersonalverb．Itcanbeusedtotalkabouttime，date，place，weather，temperature，distanceorsurroundings，etc．It’sabeautifuldayhere．It’stimeforthemeeting．(4)Usedasananticipatorysubjectorobjecttostandforaninfinitive，一ingformoraclause．It’snousecryingoverspiltmilk．(doing)It’sdifficulttogiveupsmoking．(infinitive)Isitcertainthattheywillwin?(clause)Itisstrangethatithasn’tbeennoticedbefore．(clause)(5)Usedasananticipatorysubjecttoemphasizeatermthatisnotitselfasubject：thestructureislikethis：Itis(was)+．．．+that(who／whom)+．．．Itishumanactivitythathascausedthisglobalwarming．Itistheburningofmoreandmorefossilfuelsthatresultsintheincreaseincarbondioxide．ItwasJimBrownwho／whom／thatyoushouldask．3．IndividualworkAskSstofinishExl(P21)．MakesureSsunderstandwhatfunction“it”hasineachsentence．ItisamazingthatatmyageIamstillfit．(Clause)Itiseasiertofallthantorise．(Infinitive)Itisdifficulttostopsmoking．(Infinitive)．Itisnogoodcryingoverspiltmilk．(Doing)Itisabeautifulday．(Time)Itneverrainsbutitpours．(Weather)Itwastimetoquitsmoking．(Time)Ittakesallsorts．(Abstractthings)Itis10kilometerstothecastle．(Distance)Step4．Consolidation1．AskSstochooseth