高二必修五英语语法讲解倒装G

8. Little ___ know about verbs, Franz __ his head. A. did he; dare not lift B. he; dare not lift C. did he; dare not to lift D. doesn’t; doesn’t dare lift
Here comes the bus. There goes the bell. Now comes our turn. Out went the children.
注意： 代词作主语时, 主谓语序不变。 Here it is. In he comes.
3. 当句首状语是表示地点的介词词组时, 也常引起全部倒装。
South of the city lies a big steel factory. From the valley came a frightening sound. Under the tree stands a little boy.
划线的均是表示地点 状语的介词词组,并 且是位于句首。
4. 表语置于句首时, 倒装结构采用 “表语＋连系动词＋主语”的结构
I
love English.
完全倒装
full inversion predicate + subject
Here came the headmaster.
部分倒装 partial inversion
助动词auxiliary/情态动词modal verb + subject + v +… Nerve will I forgive you.
Grammar
Inversion
语法精解
1. 倒装 Inversions 英语句子的自然顺序是主语在前,谓语 在后。把谓语动词放在主语之前,就叫 倒装结构。如果全部谓语放在主语之 前, 叫全部倒装; 如果只把助动词或be 动词放在主语之前就叫部分倒装。
基本语序 natural order
subject 主+ predicate 谓+object 宾
• 3.通过英语实践掌握基本英语语法 单纯的英语语法知识讲解，一来学生会
感到枯燥无味，觉得晦涩难懂；二来教师在 教学过程中也感到把握不准重难点。在长期 的教学过程中，笔者发现在实践中通过针对 性的练习，反复操练基本句型，让学生在大 量的语言实践中自己去发现语法现象和规律， 从而建立一种语言习惯。当然，在练习过程 中要遵循从易到难的准则，首先从单项练习 开始，培养学生的语感。但言语技能的提高 是通过听、说、读、写等能力的培养综合而 成的，这仅靠单项练习是办不到的，所以， 在此基础上要逐步过渡到综合性的练习上。 二者紧密结合，互相补充，交替运用。
He has been to Beijing. So have I. Jack can not answer the question. Neither can I. He has been to Beijing. So have I. 我也去过。 So he has 是的，他确实去过。
8. 在 so / such that 的结构中,若so 置 于句首,则句子部分倒装 So difficult a problem is it that I can’t work it out. Such a noble person is he that people all respect him.
由 If you had reviewed your lessons 这样一个虚拟条件分句变过来的。
3. 用于“形容词(或名词、动词)＋ as (though)” 引导的让步状语从句。 Pretty as she is, she is not clever. Try as he would, he might fail again. Money as they had, they don’t know how to spend it.
4. 用于no sooner than, hardly when 和 not until的句型中。 No sooner had she gone out than the class began. Not until the teacher came did he finish his homework.
3) 介词＋连系动词＋主语 Among the goods are Christmas trees, flowers, candles and toys.
5. 为了保持句子结构平衡,或为了强调表 语或状语,或为了使上下文结构紧凑。 They arrived at a farmhouse, in front of which sat a small boy.
9. 如果直接引语后注明引语是什么人所 说的, 主语是名词时, 用倒装结构。主 语是代词时, 一般不用倒装结构。 “ Let’ go,” said the man / he said.
10. 用于 某些祝愿的句子。
May you succeed.
配套练习 Ⅰ. Multiple choices. 1. ---Do you know Jim quarreled
6. 用于only开头的句子(only位于句首, 修饰副词、介词短语或状语从句) Only in this way can you learn English well. Only when he told me did I realize what trouble he was in.
7. 用于 so, nor, neither 开头的句子,表示 重复的内容。此句谓语应与前句谓语 的时态形式一致。
1) 形容词＋连系动词＋主语 Present at the meeting were Professor White, Professor Smith and many other guests.
2) 过去分词＋连系动词＋主语 Gone are the days when they could do what they liked.
可见语法教学不应只是培养学生语言能力，更 重要是培养学生的交际能力及语言的实际运用 能力。
• 2.重视学法的重要性 “学有法，而无定法”。重视学法，其基本精
神就是使学生热爱学习，学会学习，养成良好的学 习习惯。对于语法学习来说，掌握适合自己的学习 方法至关重要。所以，在平时的教学过程中，教师 要起到一个引导者和组织者的作用，及时加强学法 指导，把研究性学习和发现法逐步贯彻到语法学习 中去，如：可在教师的指导下，学生按自愿结组方 式组成研究小组，将学习语法过程中有困难的项目 整理出来，各小组选定一个项目然后采取多种生动 活泼的方式进行探究性学习，将这些语法项目系统 化，并在交际活动中得体地、有效地加以运用的学 习过程。更要帮助学生形成一种认识：语法是对我 们语言实践活动的一种帮助，要把基本的语法知识 运用到使用英语的实践中，投入到听、说、读、写 的能力培养中。
dictation yesterday.
A. did he make B. made by him
C. he made
D. he had made
7. No sooner ____ his talk than he ___ by the workers. A. he finished; surrounded all B. did he finish; did surround C. had he finished; was surrounded D. after he finished; was surrounded near
9. Not only __ a promise, but also kept it.
A. had he made B. he had made
C. did he make D. he makes
10. I finally got the job. Never in all
life___ so happy.
• 而是要充分考虑学生的接受能力和兴趣爱好， 有针对性的引导学生对语法知识感知、体验、 运用和归纳，通过一些有意义的交际活动，使 学生在实践中感受到语法规则的作用并逐步掌 握这些规则，其主要目的是培养学生的语法意 识。语法教学的最终目的是学生能用所学的语 法知识在恰当的场合表达恰当的意义，换句话 说就是在不同的语言环境下能表达并对不同的 言语行为做出反应。从教学的角度来看，学生 语法能力的缺陷， 只有在运用中才容易观察到。
强调状语
Inside the pyramids are the burial rooms for the kings and queens and long passages to these rooms.
保持句子结构平衡
部分倒装
1. 用于疑问句 Do you speak English?
2. 用于省略if 的虚拟条件句 Had you reviewed your lessons, you might have passed the examination.
A. did I feel
B. I felt
C. I had felt
D. had I felt
11. In no country ___ Britain, it has been said, ____ experience four seasons in the course of a single day. A. other than; one can B. other than; can one C. rather than; one can D. rather than; can one
3. Only in this way ____ do it well.
A. must we B. we could
C. can we
D. we can
4. Hardly ____ when it began to rain.
A. had he arrived B. arrived he
C. he had arrived D. did he arrive
全部倒装
1. 用于 there be 句型。e classroom. 主语位于谓语 are there之后
原句自然顺序是： Many students are there in the classroom.
2. 用于“here (there, now, then) + 不及 物动词 + 主语的句型中, 或以out, in, up, down, away 等副词开头的句子里 面,表示强调。
5. 用于 never, hardly, seldom, scarcely, little, at no time, not only, barely, rarely, little, not a bit 等否定词开头的 句子里。 Never shall I do this again. At no time can you say “no” to the order. Little do I dream I would see you here.
5. Only when class began ____ that he
had left his book at home.
A. will realize B. he did realize
C. did he realize D. should he realize
6. Not a single mistake ____ in the
with his brother? ---I don’t know, _______. A. nor don’t I care B. nor do I care C. I don’t care neither D. I don’t care also
2. Not until all the fish died in the river ____ how serious the pollution was. A. did the villagers realize B. the villagers realized C. the villagers did realized D. didn’t the villagers realized