Unit4 Grammar and usage
Teaching Aims
Be able to deal with the exercises about emphasis.
Teaching Important Points
Be able to use them in speaking and writing.
Teaching Procedures
Step 1 Lead-in
Look at the following sentences. Pay attention to the differences:
This is the book that you asked me to buy.
This is the just book that you asked me to buy.
I know his phone number.
I do know his phone number.
What’s the function of “just” and “do” in the sentences?
To show emphasis.
Step 2 General knowledge of Emphasis
一、用词或短语帮助强调
（1）You are the very person I am looking for.
（2）Men don’t enjoy shopping at all.
（3）What on earth are you doing?
（4）Why in the world are you always late?
（5）You are the only person who is honest in this world．
二、用强调句型帮助强调
It is / was…that…用来强调一个句子中除谓语以外的任何句子成分。
（1）强调句型的时态要以原句的时态为依据。原句用现在时，强调句用 is；若原句为过
去时，强调句中则要用 was。
（2）要注意主谓一致性。
（3）被强调的是疑问句，改为强调句后仍用疑问句结构。
（4）被强调的如果是 not…until; because; only after 等状语从句时，习惯上用。
① “It is/was not until… that…”
② “It is/ (was) because…that…”
③ “It was only after…that…”
（5）强调句型的判断。
把“It is/was—that”去掉，如果剩余部分句子结构仍然完整，那么这个句子就是强调句；如
果句子不完整，则不是强调句。如：
It is true that he once went to America．主语从句
It was at 8o’clock that he came back. 强调句型
（6）区分强调句式与定语从句。
It was midnight _____ he came back.
It was at midnight ____ he came back.
It was on October 1st, 1949____ he joined the Party that he was killed．
It was October 1st, 1949_____ he joined the Party.
三、用助动词帮助强调
Do be careful!
He did tell me the news.
She does love talking.
（1）我们真的想拥有一个精彩的节日。
We did want to have a wonderful festival.
（2）我的确认为兔子是一种美丽温和的动物。
I do think the rabbit is a beautiful, gentle animal.
Step 3 Consolidation exercises
Step 4 Homework
I. Teaching objectives
1. To acquire the format of emphatic structure and apply it in real situation.
2. To express themselves in English with confidence.
3. To communicate and cooperate with partners effectively.
II. Learning analysis
This is the second period of the grammar section. In the previous class students have already
had some basic knowledge of emphasis, thus paving the way to the contents of this lesson to great
extent. Besides, accustomed to communicative and cooperative learning approaches, students can
fully get involved in activities designed for them.
III. Important and difficult teaching points
1. To role-play the dialogues in front of the class.
2. To cooperate with others effectively and timely.
IV. Teaching procedure
Step 1 Warming-up
Appreciate a trailer of Born in China to arouse students’ interest in this class.
Step 2 Reading
Activity 1: Read the passage and underline the answers to the following questions.
1. When did Born in China come out in the Chinese mainland?
2. Why did Born in China catch on?
3. Who directed the movie released on April 21?
4. What story does the movie tell?
5. How does the AP find the movie?
Activity 2: Read the answers to the above questions to find out the emphatic structure.
Activity 3: Ask and answer the following questions in pairs.
1. When was it that Born in China came out in the Chinese mainland?
2. Why was it that Born in China caught on?
3. Who was it that directed the movie released on April 21?
4. What story was it that the movie tells?
5. Was it the AP that spoke highly of the movie?
Step 3 Role-play
Activity 1: Complete the two dialogues and role-play them with your partner.
Activity 2: Make dialogues according to the given situations, using emphatic
structure, then role-play them.
Situation 1: A driver who picked up a handbag handed it in to the policeman.
Situation 2: Student A and B were talking about the causes of the failure of their
class basketball team in the school sports meeting.
Step 4 Consolidation
Task 1: correction Task 2: Multiple choices
Step 5 Homework
1. Preview what you have learned 2. Workbook: P127 C1 & C2
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