The Third Period
Teaching Aims:
1.Review some new words appearing in the last period.
2.Review the use of “It”.
Teaching Important Points:
1.Review the words used as a noun or a verb appearing in the reading passage and learn to complete sentences with their correct form…
2.Master the use of “It”.
Teaching Difficult Point:
The usage of “it” used in the subject position to stand for an infinitive or a clause,especially in the following sentence structure:
It is said/believed/reported/thought/known…that…
Teaching Methods:
1.Revision to help the students consolidate the words learnt in the last period.
2.Practise to help the students review the use of “It”.
3.Pair work or individual work to make every student work in class.
Teaching Aids:
1.the multimedia
2.the blackboard
Teaching Procedures:
CStep Ⅰ Greetings
Greet the whole class as usual.
CStep Ⅱ Revision
T:In the last period,we read a passage about the King of Stonehenge.Have you remembered anything about it?Who can retell the text briefly?
S1:Let me try.On May 3,2002,archaeologists found a grave of a man in England.Buried with him were some tools…
T:Very good.Thank you for your performance.
CStep Ⅲ Word Study
T:In the reading passage we’ve learnt,there are some words which mean the same as the definitions I’ll give you.Now,listen to me carefully and then find the words and read them out.One student,one word.Is that clear?
Ss:Yes.
T:OK.Let’s begin.No 1:the ruler of an empire,higher than a king.
S2:Emperor.
T:Yes.No 2:the clothes that people wear.
S3:Clothing.
T:Good.No 3:a long stick with a sharp point,used as a weapon.
S4:Arrow.
T:No.Think it over.
S5:Knife.
T:Yes.Let’s go on.It means a deep round bowl used for cooking.Which word is it?
S6:I think the word is “pot”,isn’t it?
T:Yes.No 5:a thin weapon that you shoot with a bow.
S7:Arrow.
T:Right.The last one:the amount of space between two places.
S8:The word should be “distance”.
T:Very good.Now,please look at the screen.These words can be used as a noun or a verb.Can you say their meanings in Chinese?(Teacher shows the screen and let the students speak together.Meanwhile,give answers on the screen.)
T：Now,let’s do an exercise.Open your books at Page 77.Look at Ex.2 in Word Study.Complete the sentences with their correct form and change them into Chinese.I’ll give you a few minutes to prepare.After that,I’ll ask some students to do them.
T:OK.Time is up.Have you finished?
Ss:Yes.
T:Well.The first one.Any volunteer?
S9:The first blank should be filled in “date” used as a noun,while the second should be filled in “dates” used as a verb.Its Chinese meaning is:日期是2002年5月3日，考古學(xué)家在英格蘭發(fā)現(xiàn)了一個男人的墳?zāi)梗四沟臍v史可追溯到公元前大約2300年。
T：Very good.The second one?
S:…
Suggested answers:
1.dress;dressed
她喜歡黑顏色的裙子。她總是穿著黑色的衣服。
3.found;find
去年，考古學(xué)家發(fā)現(xiàn)了一個男人的墳?zāi)梗盍钊烁械襟@奇的發(fā)現(xiàn)物就是兩只金耳環(huán)。
4.transported;transport
沒有人知道這些巨大的石頭是怎樣經(jīng)過這樣的一段距離被運輸過來的，有人說可能是外星人幫助了他們。
5.trade;traded
中西方國家之間的貿(mào)易有著悠久的歷史。他們用珠寶和醫(yī)藥換取中國的茶葉和絲綢。
6.pins;pin
我正在尋找一些釘子。我想把這幅漂亮的畫釘在墻上。
CStep Ⅳ Grammar
(Teacher shows some sentences on the screen.)
T:Do the sentences A and B in each pair have the same meaning?
Ss:Yes.Both of the two sentences in each pair have the same meaning.
T:Are there any differences?Who’d like to try the first pair?
S10:The subject of Sentence A is an infinitive phrase,while that of Sentence B is “It”.In Sentence B,“It” is used in the subject position to stand for the infinitive phrase.The reason why the sentence is written like that is that we want to keep the balance of the sentence.Am I right?
T:Yes.you’re right.Sentence B is more usual in everyday English.The second pair,Li Ping,try please.
S11:In Sentence A,the subject is a that-clause,while the subject of Sentence B is “It”,which is used in the subject position to stand for a clause.
T:Very good.The sentence structure “It is+adj.+an infinitive/a clause”is very useful in learning English.(Teacher writes the sentence structure on the blackboard.)Can you make a sentence with the sentence structure?
S12:Let me try.It is dangerous to go out alone at night.
T:Good.Wang Wei,make a sentence with the structure.
S13：It is natural that a child should love its mother.
(Teacher writes the two sentences the students made on the blackboard.)
T:Well done.Now.let’s do an exercise.Turn to Page 78 and look at Ex.1 in Grammar.Rewrite the following sentences using “it”.Five minutes later,I’ll check your answers.
Suggested answers:
1.It is a great honour for me to be able to join in the archaeological research project.
2.Thanks to modern technology,it is possible to find out more facts about the man buried in the grave.
3.It is still unknown whether the man organised the construction of Stonehenge.
4.It is a mystery how early men constructed Stonehenge without the use of modern technology.
T:You all did very well.Now,please look at the screen.
(Teacher shows the following on the screen.)
In this pair,Sentence A and Sentence B have the same meaning.Sentence A includes a very useful sentence structure.Do you know what it is?
Ss:Yes.It is:It be+p.p.+that-clause.
(Teacher writes it on the blackboard.)
T:Look at the blackboard,please.Here “It”is also used in the subject position to stand for a clause,but it is different from what we reviewed just now.Is that so?
Ss:Yes.
T:The sentence pattern “It be+p.p.+that-clause”can often be changed into the sentence structure “People+vt.+that-clause”.The past participles used like that in the sentence structure are: reported, believed, thought, proven, known, hoped, suggested, etc.
(Teacher writes them on the blackboard.)
T:Are you clear about that?
Ss:Yes.
T:OK.Let’s do Ex.2 at Page 78.First do them by yourself,then check your answers with your partner.After a while,I’ll ask some of you to read out your sentences.
Suggested answers:
1.It was said that it was an important archaeological discovery.
2.It was reported that this man had been called the King of Stonehenge.
3.It is believed that the two gold earrings found on the man are the oldest gold ever found in Britain.
4.It is thought that European culture and techniques were brought to Britain through trade instead of war.
5.It has been proven that the copper knives came from Spain and Western France.
6.It is unknown to us how these huge stones were transported over a distance of 380 kilometres.
CStep Ⅴ Consolidation
T:Now,please look at the screen.Translate the sentences into English using “it”.
1.據(jù)報道，數(shù)十名兒童在事故中死亡。
2.電腦有可能取代人的位置嗎？
3.核對這些實驗的結(jié)果是重要的。
4.處理這樣的問題，對你來說是困難的。
5.獨自一人去海里游泳是危險的。
6.眾所周知，中國是一個文明古國。
Suggested answers:
1.It was reported that dozens of children died in the accident.
2.Is it possible that computers can take the place of human beings?
3.It is important that the experiment result should be checked.
4.It is difficult for you to deal with such a problem.
5.It is dangerous to go to swim in the sea alone.
6.It is well known that China is a country with an ancient civilization.
CStep Ⅵ Summary and Homework
T:In this class,we’ve reviewed some new words appearing in the last period,especially some words used as noun or verb.We’ve also reviewed the use of “it”,which is used in the subject position to stand for an infinitive or a clause.After class,you need to do more exercises to consolidate what we’ve reviewed about the use of “it”.Besides,prepare for the next period.That’s all.See you tomorrow!
Ss:See you tomorrow!
CStep Ⅶ The Design of the Writing on theBlackboard
Unit 20 Archaeology
The Third Period
Grammar:The use of “It”
Ⅰ.It is+adj.+an infinitive/a clause.
e.g.It is dangerous to go out alone at night.
It is natural that a child should love its mother.
Ⅱ.It be+玴.p.(said,reported,believed,thought,proved,known,hoped,suggested,etc.)+that-clause.
(=People say/report/believe/think…that-clause.)
CStep Ⅷ Record after Teaching
The Fourth Period
Teaching Aims:
1.Learn and master the following:
root,ivory,jade,site,climate,mask,accompany,warmly,precious,triangle,dig up,remind…of,belong to
2.Review the language points and the use of “It” in this unit.
3.Train the students’ integrating skills,especially writing skill.
Teaching Important Points:
1.Useful expressions:
dig up,remind…of,belong to
2.Learn to create a flow chart.
Teaching Difficult Points:
1.How to help the students understand the passage better.
2.How to create a flow chart.
Teaching Methods:
1.Revision to help the students consolidate the language points of this unit.
2.Fast reading and careful reading to help the students understand the passage exactly.
3.Discussion to help the students finish the task of writing.
4.Individual,pair or group work to make every student work in class.
Teaching Aids:
1.the multimedia
2.the blackboard
Teaching Procedures:
CStep Ⅰ Greetings
Greet the whole class as usual.
CStep Ⅱ Revision
T:Yesterday we reviewed the use of “it”,especially its usage used in the subject position to stand for an infinitive or a clause.Now,please look at the screen.I’ll see whether you’ve mastered it.After a while,I’ll collect your answers.
(Teacher shows the following on the screen.)
Complete the sentences,paying attention to the use of “it”.
1.______(據(jù)說)that this book has been translated into many different languages.
2.______(很可能)that your team will win.
3.______（很遺憾）that he can’t pass the English test.
4.It is important ______（我們學(xué)好英語）.
5.______(直到250年后)that they formed a single state.
6.______(是1990年)that I graduated from the university.
Suggested answers:
1.It is said
2.It is possible/likely
3.It’s a pity
4.for us to learn English well
5.It was not until 250 years later
6.It was in 1990
T:You all did a good job.Please look at the fifth and the sixth sentence on the screen again.Tell me the use of “it” in the two sentences.Any volunteer?
S1:Here “it” is used for emphasis.
T:You’re right.The two sentences are emphatic construction,emphasizing adverbials of time“not until 250 years later”and “in 1990”.The emphatic construction is:It is/was…that/who…This structure can be used to emphasize almost any part of the sentence.(Bb:It is/was…that/who…)
Can you give another example?
S2:It was in the street that I saw Li Ping yesterday.
T:Very good.If we emphasize the subject,the object or the adverbial of time,how should we rewrite your sentence?Who can try?
S3:If we emphasize the subject of the sentence,we should say “It was I who saw Li Ping in the street yesterday”.The sentence “It was Li Ping that I saw in the street yesterday.”is used to emphasize the object.If emphasizing the adverbial of time,we should say “It was yesterday that I saw Li Ping in the street”.Am I right?
T:Yes,you’re quite right.
CStep Ⅲ Reading
T:OK.So much for revision.China is a country with a long history.It has brilliant culture of about 5 000 years.Do you know roots of Chinese culture?
Ss:We don’t know.
T:Now,let’s read a passage about roots of Chinese culture.First,let’s deal with the new words appearing in the text together.
(Teacher deals with the new words with the whole class.)
T:OK.Open your books at Page 78.Please read the passage quickly and answer the questions on the screen.(Teacher shows the following on the screen.)
1.Why did Jinsha village became famous all over China in 2001?
2.How did Sanxingdui first discovered?
(A few minutes later,teacher checks the answers.)
T:Who’d like to answer the first question?
S4:Because archaeologists discovered more than a thousand cultural relics,including gold,jade,bronze and stone objects as well as nearly a ton of ivory.These will serve as the important materials for the study of local geography,climate and environment in ancient times.
T:Anything else?
S5:Because many of the relics there look very much like those found at Sanxingdui.Archaeologists now think that the Jinsha Ruins may have been the political and cultural centre of the ancient Shu Kingdom,which moved from Sanxingdui to Chengdu about 3 000 years ago.
T:Very good.The second one,any volunteer?
S6:In the spring of 1929,a farmer in today’s Nanxing Town was working in the fields when his son dug up a round piece of jade.They found a hole filled with more than 400 jade objects.
T:You’re right.Now,read the whole passage carefully again and then answer some detailed questions on the screen.
(Teacher shows the questions on the screen.)
1.Who was the first to discover the Jinsha Ruins and when?
2.Before the Jinsha Ruins was found,archaeologists believed how long the history of Sichuan was?
3.Since 1929,what have been unearthed in Sanxingdui Ruins Site?
4.What do archaeologists hope to discorer in the future?
T:(Some minutes later.)Are you ready?
Ss:Yes.
T:OK.Who’d like to answer the first question?
S7:On February 8,2001,construction workers from a local company found ivory and jade in the mud when they were building road there.
T:Good.The second one,Who can try?
S8:Before the discoveries in the Jinsha Ruins,it was believed that Sichuan only had a history of about 2 300 years.
T:OK.How about the third one?
S9:Since 1929,more than 10 000 relics dating back to between 5000BC and 3000BC have been discovered.53 holes were dug up and over 1 200 pieces,including bronze and gold masks,bronze objects and images,jade and ivory had been found.
T:Well done.The last one,Zhang Jun,please.
S10:They hope to discover some of the mysterious palaces,tombs of kings and bronze and jade workshops.
T:A good job!You’re all very careful.Now,please look at the screen.There are some useful expressions to master.(Teacher shows the screen.)
1.The photo reminds me of childhood.
2.At the Jinsha Ruins,archaeologists dug up many precious relics.
3.The house doesn’t belong to me.
4.It looks like rain.
5.He must have been there before.
6.They may not have caught the train.
(Bb:remind…of,dig up,belong to,look like,must have done,may have done)
T:Now,you’re familiar with the reading passage.Next,let’s look at the picture.
(Teacher shows the picture on the screen.)
This is a precious bronze statue,which was unearthed in the Sanxingdui Ruins Site.Please enjoy it for a while.(Teacher gives the students two minutes to enjoy it.)
CStep Ⅳ Writing
T:OK.So much for reading.Archaeological discoveries play an important part in learning about the history and culture of a country,so everyone has the duty to protect them after they are unearthed.Stealing cultural relics is illegal by law.As a citizen,what should we do to protect our country’s relics?Talk about it in groups of four.After a while,I’ll ask some students to report their results.Is that clear?
Ss:Yes.
T:(After a few minutes.)Are you ready?(Ss:Yes.)OK.Wang Li,tell us what you’re going to do to protect our country’s relics?
S11:Observe the law about the preservation of cultural relics.If we find someone stealing cultural relics.We should call the police at once.
T:Good.Anything else?
S12:Learn about cultural relics.
T:Yes,you’re right.Now,imagine you have discovered some old things under the ground,what should you do to protect them?Please create a flow chart showing the things you should do and the things you should not do.Before creating your flow chart,please turn to Page 80.Study the flow chart on the left and the tips on the right with your partner.Then try to create your own chart.After a few minutes,I’ll collect your charts.Let’s see who creates it best.Do you understand?
Ss:Yes.
A suggested flow chart:
CStep Ⅴ Summary and Homework
T:In this class,we’ve reviewed the use of “it” by doing exercises.We’ve also read a passage about roots of Chinese culture and learnt some useful expressions.After class,you should do more exercises to consolidate what we’ve learnt in class.As cultural relics are very important in learning about the history and culture of a country,we must protect them.In this class,we’ve learnt to create a flow chart to tell everyone what we should do and should not do.Up to now,we’ve finished the whole unit.Can you find some words used to described archaeological discoveries?After class,please finish the homework.At last,review all the language points of this unit.So much for today.Class is over.
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CStep Ⅵ The Design of the Writing on theBlackboard
Unit 20 Archaeology
The Fourth Period
Ⅰ.The use of “it”used for emphasis
It is/was…that/who…
Ⅱ.Useful expressions:
remind…of,dig up,belong to,look like,must have done,may have done
CStep Ⅶ Record after Teaching
The Fifth Period
The Use of “It”
Teaching Aims:
Revise and sum up the use of “it”.
Teaching Important Point:
Master the use of “it”,especially the emphatic use and the use as a preparatory subject or a preparatory object.
Teaching Difficult Point:
How to master the use of “it”correctly.
Teaching Methods:
1.Having a little quiz to revise the common use of “it”.
2.Inductive method to go through some important sentence patterns with “it”.
3.Practice to consolidate the use of “it”.
Teaching Aids:
1.a projector and some slides
2.the blackboard
Teaching Procedures:
CStep Ⅰ Greetings
Greet the whole class as usual.
CStep Ⅱ Test
T:In the last two periods,we revised the use of “it”.Now let’s have a test.(Teacher shows the following on the screen.)
Tell what the word “it” refers to and its functions:
1.It’s difficult to remember all their names.
2.It’s very quiet in the cafe.
3.It rained for three days.
4.He made it clear that he didn’t want to speak to me.
5.It was nice seeing you.
6.It was on Tuesday that Mrs Smith came.
7.It’s three miles to the nearest garage.
8.A tall man stood up and shook hands.It was Captain Lawie.
9.I hear you bought a new bike.Can you show it to me?
10.It was five o’clock when we got back home yesterday.
T:Now I’ll give you three minutes to write down your answers on a piece of paper.Then let’s check the answers together.
(Ss can exchange their papers for comment and correction.)
Suggested answers:
1.a preparatory subject for an infinitive
2.refer to the present situation
3.refer to weather
4.a preparatory object
5.a preparatory subject for an “-ing” form
6.emphasize the adverbial of time
7.refer to distance
8.refer to a person when we are identifying somebody(saying who somebody is)
9.refer to the word “bike” mentioned earlier
10.refer to time
CStep Ⅲ Revision and Induction
T:Well done.You are already familiar with the common use of “it”.Next,let’s revise some important sentence patterns.Now,let’s do an exercise.Look at the screen.
Complete the sentences,paying attention to the structures of them and the use of “it”.
1.______(據(jù)報道)that dozens of children died in the accident.
2.______(真遺憾)that he can’t swim at his age.
3.______(很可能)that they will beat us tonight.
4.______（看來）that he enjoys pop songs very much.
5.______（仍然是一個問題）when we shall have our sports meet.
6.______(還不確定)whether he can attend this conference or not.
7.______（不要緊/沒關(guān)系）whether we go together or separately.
8.It’s up to you ______（決定是否接受這項工作）。
9.It is important ______（我們學(xué)英語）.
10.It is kind ______（你們幫助我）.
11.It took me five days ______（解決這個問題）.
12.It’s no use ______（與她爭論）.
T:Now please work in pairs to do it and you can write down the answers on a piece of paper.Then I’ll check your answers.(If necessary,teacher may give some explanations.)
Suggested answers:
1.It was reported…
［It be+p.p.(known,thought,told,believed,hoped…)+that-clause］
2.It is a pity…
［It be+n.(an honour,a good thing,a fact,a surprise…)+that-clause］
3.It is likely…
［It be+adj.(wonderful,true,important,surprising,clear…)+that-clause］
4.It seems…
［It seems/appears/happens+that-clause］
5.It is still a question…
［It be+n.+wh-/how-clause］
6.It is uncertain…
［It be+adj.(not decided,uncertain)+wh-/how-clause］
7.It doesn’t matter…
［It doesn’t matter(It’s no wonder;It doesn’t make too much difference…)+wh-/how-clause］
8.…to decide whether to take the job or not
［It’s up to sb.to do sth.］
9.…for us to learn English
［It be+adj.(difficult,easy,hard,important…)for sb.to do sth.］
10.…of you to help me
［It be+adj.(kind,nice,brave,clever,stupid…)of sb.to do sth.］
11.…to solve the problem.
［It takes(took)sb.…to do sth.］
12.…arguing with her
［It’s no use(no good,useless)doing sth.］
(Teacher writes the structures on the Bb one by one while checking the answers.)
T:Look at the blackboard now.In all these structures,“it”is used as preparatory subjects.Can you tell me the real subjects in them?
Ss:Yes.Infinitives,-ing forms and clauses.
T:Quite right.You should remember and often use these structures.Besides,“it” can be used in some other structures to express “time”.Let’s do another exercise on the screen.
Complete the sentences
1.______(已經(jīng)有三年了)since his father passed away.
2.______(不久)the police arrived.
3.______(已經(jīng)八點了)when we got home.
4.______（該……的時候了）she wrote a letter to her boyfriend.
5.______(這是第一次)that these Europeans have visited the Great Wall.
6.______（我們該）to go to school.
(Ss prepare first.Then teacher checks the answers and sums up the structures with the whole class.At the same time,teacher writes the structures on the blackboard.)
Suggested answers:
1.It is/has been three years…
［It be+some time+since…］
2.It was not long before…
［It be(not)+long(days,weeks,months…)before…］
3.It was already eight o’clock…
［It be+definite time+when…］
4.It is(high)time(that)…
［It be(high)time+(that)…］
5.It is the first time…
［It be+the first(second,third…)time+that-clause］
6.It is time for us…
［It be time for sb.to do sth.］
T:Well,we also know that “it”can be used as an preparatory object.Let’s do an exercise.Look at the screen.
Rewrite the following sentences,using“it”as a preparatory object.
1.To make others laugh is difficult.(I found…)
2.To help him is my duty.(I consider…)
3.That we should keep calm is important.(I think…)
4.That he objected to the proposal is clear.(I made…)
T:Now I want some of you to rewrite the sentences one by one.Li Hao,the first one.
S1:I found it difficult to make others laugh.
T:The second one,Wang Hua.
S2:I consider it my duty to help him.
T:…
S3:I think it important that we should keep calm.
S4:I made it clear that he objected to the proposal.
T:Well done.From these sentences,we know that the commonest structure with “it” as a preparatory object is “subject+vt.+it+adj./n.+to do sth./that-clause.Some verbs like “find,feel,think，consider,make”are often used in this structure.Are you clear about it?
Ss:Yes.
(Bb:subject+vt.+it+adj./n.+to do sth./that-clause)
T:Well,besides the use as a preparatory subject or object,we all know “it” can be used to give special emphasis to almost any part of a sentence except the verb.Can you tell me the emphatic structure?
Ss:Yes.It is “It be+the emphasized part+who/that…”.
(Teacher writes the structure on the blackboard.)
T:Quite right.Now let’s look at the screen and do another exercise.(Teacher shows the following on the screen.)
Correct mistakes if there are any.
1.It is he that I want to see.
2.It is I who is leaving for London next week.
3.It was on Tuesday when Mrs Smith came.
T:Who’d like to do the first one?Any volunteer?
S1:Let me try,“him” should be used instead of “he”,because the emphasized part is an object.
T:Quite right.The second one?
S2:“is” after “who” should be replaced by “am” to agree with “I” in person and number.
T:…
S3:“when” should be replaced by “that” to give special emphasis to the adverbial of time.
T:You are all right.You’ve mastered this sentence structure very well.Now I will show you some other sentences.(Teacher shows them on the screen.)
1.It is my turn.
2.Let’s call it a day.
3.If the teacher sees you doing that,you will catch it.
4.Go ahead,we’ll make it in the end.
5.-I will study hard in the future.
-That’s it.
6.Take it easy.
T:Now please look at the sentences on the screen.I’d like you to translate them into Chinese.Any volunteer?
S1:輪到我了。
S2:今天就到這里吧。
S3：如果老師看到你這么做，你就會挨批評。
S4：繼續(xù)干吧，我們最終會成功的。
S5:-今后我會努力學(xué)習(xí)的。
-這就對了。
S6：別著急。
T：Very good.We can see in these sentences,“it” has no special meaning.Is that clear?
Ss:Yes.
T:Well,now let’s do more exercises to further master the use of “it”.
CStep Ⅳ Practice
(Teacher shows the following on the screen.)
Choose the best answers:
1.Is______necessary to complete the design before National Day?
A.this B.that C.it D.he
2.She heard a terrible noise,______brought her heart into her mouth.
A.it B.which C.this D.that
3.Tom’s mother kept telling him that he should work harder,but ______didn’t help.
A.he B.which C.she D.it
4.______is a fact that English is being accepted as an international language.
A.There B.This C.That D.It
5.I hope there are enough glasses for each guest to have______?
A.it B.those C.one D.them
6.-Why don’t you take a little break?
-Didn’t we just have ______.
A.that B.this C.one D.it
7.I don’t think ______ possible to master a foreign language without much memory work.
A.this B.that C.its D.it
8.-He was nearly drowned once.
-When was ______?
-______was in 1998 when he was in middle school.
A.that;It B.this;This C.this;It D.that;This
9.The weather turned out to be very good,______was more than we had expected.
A.what B.which C.that D.it
10.Was ______ that I saw last night at the concert?
A.it you B.not you C.you D.that yourself
(Teacher gives the Ss some minutes to prepare,then checks the answers with the whole class.)
Suggested answers:
1~5 CBDDC 6~10 CDABA
CStep Ⅴ Summary and Homework
T:In this class,we revised the use of “it” by doing some exercises,especially the use as a preparatory subject or object and the emphatic use of “it”.After class,you should practise more and try to use the sentence structures on the blackboard.Are you clear about it?
Ss:Yes.
T:So much for today.Bye.
Ss:Bye.
CStep Ⅵ The Design of the Writing on theBlackboard
Unit 20 Archaeology
The Fifth Period
The Use of “it”
Ⅰ.Preparatory Subject
1.It be+p.p./n./adj.+that-clause
2.It seems/appears/happens+that-clause
3.It be+n./adj.+wh-/how-clause
4.It doesn’t matter(It’s no wonder…)+wh-/how-clause
5.It’s up to sb.to do sth.
6.It be+adj.+for/of sb.to do sth.
7.It takes sb.…to do sth.
8.It’s no use doing…
Ⅱ.Structures to express “time”
1.It be+…+since…
2.It be(not)+long(days,weeks…)+before…
3.It be+…when…
4.It be (high)time(that)…
5.It be the first(second…)time+that-clause
6.It be time for sb.to do sth.
Ⅲ.Preparatory Object
Subject+vt.+it+adj.+to do sth./that-clause
Ⅳ.The Emphatic Use
It be+…+who/that…
CStep Ⅶ Record after Teaching