必修5Unit4倒装句教学设计
倒装句教学设计
篇一：高中语法教学设计：倒装句教学课例之教学设计—高二英语组张帆book 5 unit 4grammar: inversion一、教学设计（一）教学目标 1.知识与技能(1)．通过本节课的学习使学生理解倒装句的概念； (2)．在练习中体会并掌握倒装句的用法； (3)．提高学生的语言应用能力；(4).解决从语法学习到实际运用的转化的问题。
2.文化与策略（1）通过合作学习让学生了解倒装句在语言运用方面的作用；（2）通过句型转换练习让学生在比较中体会陈述与倒装的不同功能。
3.情感与态度（1）了解中英两种不同语言的不同特点，体会语言的魅力；（2）通过语法学习，培养学生对语言艺术的探索情感。
（二）教学内容1.教学内容的地位、作用与意义：本节课是本单元“语言学习”部分——“发现有用结构”。
这部分通过学生自学、教师讲解以及大量相关练习，使学生语言表达技巧得到提高，通过语法学习让学生打下较好的语言基础。
训练学生运用地道的英语句式来表达思想、传递信息。
2.教材的编排特点、重点和难点（1）.教材的编排特点：教材首先基于学生已有知识和经验，以让学生观察本单元阅读课文中的几个典型倒装句，讨论分析倒装的原因和类型。
课堂上教师适当补充相关内容，让学生全面了解掌握倒装句的运用。
（2）.教材的重点：全部倒装和部分倒装中高考要求的几个常用句式，如：状语、表语前置，否定副词连词位于句首等情况的倒装。
（3）.教材的难点：使用倒装的句式较多较繁杂，学生理解相对容易，掌握运用就较难。
（三）教学对象1.学生已有知识和经验：学生通过学习本单元中的“阅读”部分，对倒装句的相关知识有了一定了解。
教学中要充分利用，使学生积极主动地参与教学过程。
2.学生学习方法和技巧：在现实语法学习过程中，很多学生过分把注意力放在语法规则上面，而不注重语言运用能力的培养。
在教学中，通过句型转换、改错等练习的训练让学生在实际中运用语法规则，而不是死记硬背语法的条条框框。
人教课标版必修5英语Unit4Grammar 课程教学设计
Unit4Grammar名师教学设计（一）倒装句语法教学设计教学年级：高中二年级课题名称：倒装句授课时间：45分钟I．Analysis of the students (学生分析)The students in senior 2 have mastered some basic grammar rules in Grade 1, such as direct speech and indirect speech, the attributive clauses, the passive voice, the usage of modal verbs and so on, so they can make some sentences well in their articles. They have also seen some kinds of inversion during the lessons. Now it’s the time for them to learn the usage of inversion systematically so that they can make their articles more vivid and beautiful, also they can get a full comprehension of some texts where inversion is used while reading.II．Analysis of the teaching material (教材分析)1. This grammar part appears in Book5 Unit4 Making the News. After getting a general comprehending of the work of a good journalist, the students get to know some different expressions in the conversations where inversion is used between a new journalist and his boss, which make their language full of feelings.2. Relation with the knowledge students have learned: It needs students’ability to analyze the meanings of the sentences according to the context, the structures of sentences and the agreement.3. Anticipation: By explaining important points often appear in reading texts and tested in exams, students can learn the methods to analyze the sentences including inversion structures well and solve the problems in “cloze text”and “filling in the blanks”,then improve their ability to use inversion in their own language. III．Teaching aims(教学目标)1. Target language(1) Let the students know how to analyze sentences containing inversion structures(2) Let the students master some important inversion structures which are often usedin sentences: Only after ... did sb. ... Only by doing ... could sb. ... Not only did ... Seldom have I ...2. Ability goalsEnable the students to use inverted sentences correctly Guide the students to summarize the usage of Inversion3. Learning strategiesAsk the students mark out the sentences using inversion when reading or doing exercises, analyzing the structures and try to work out the meanings. And try to use this structure in their own articles and language.4. Affection and attitudesEnable the students to be careful and patient when analyzing inversion structures, considering the basic sentence pattern and the agreement.IV．Teaching strategies(教学策略)1. Teaching methods(1). Let the students find the sentences of Inversion in the reading passageand understand the meaning of them and conclude the two types of inversion (2). Explain important points often appear in reading texts or exams to help them know the rules.(3). Give the students some sentences or short passages to let them understand the rules better.(4). Task-based learning; cooperative learning; practice2. Teaching aidsA computer and a projector, related materials (self assessment)一、创设情景导入新课Your childhood story :Long long ago, there was a hill; on the hill stood a temple（寺庙）, in the temple lived an old monk（和尚）, the old monk was telling stories to a little monk…1. What grammar can you find out?__________________________________________________________2. The definition__________________________________________________________3. Two types二、自主学习归纳总结全部倒装：1. Here comes the bus2. Now come the men’s 110 hurdles.3. There goes the bell.总结：___________________________________________________________1. Out rushed the puppy.2. Down jumped the man from the horse.3. Away went the girl.总结：___________________________________________________________1. From the valley came a frightening sound.2. Under the tree stands a little boy.总结：___________________________________________________________ There are many students in the classroom.总结：___________________________________________________________ 部分倒装：1. Hardly(Scarcely) had he reached the station when the train started..2. Never shall I do this again.3. Seldom in all my life have I met such a determined person.4. Not until the teacher came did he finish his homework总结：1. Only after three operations was she able to walk without sticks.2. Only then did we realize that the man was blind.3. Only by seizing every minute can we finish it on time.4. Only a few young men went to the theatre.总结：注意：（第四句）So loudly did he speak that even people in the next room could hear him.总结：1. Young as he is, he knows more than you.2. Hard as he worked, he made little progress.3. Try as he would, he couldn’t lift the stone.4. Child as he is, he can answer this question.总结：as引导让步状语时，_____________________________________________1. Were he younger, he would learn skating.2. Should they forget to bring a map with them, they would get lost in the woods.3. Had they realized how important the task was, they wouldn’t have refused it.总结：省略if的条件句，提前were/should/had.三、课堂练习巩固提升写作运用：运用倒装句。
人教新课标高二英语必修五Unit4 倒装句说课稿
公开课说课稿倒装句一．说教学目标：1.知识目标：根据新课程标准，设置与学生生活实际相联系的，学生喜闻乐见的，难度适当的学习情境，帮助学生在一两节课内，基本掌握倒装句的概念，特征，种类和表达的意义，以及为什么要使用倒装句。
2.能力目标：通过学习能够辨认各种倒装句，正确理解倒装句表达的意思，能用倒装句型表达自己的所要强调的内容，帮助学生形成较强的应用倒装句的意识，尤其在写作中。
3.情感目标：通过通俗易懂，贴近学生生活实际的例句，创设生动的语境，激发学生的学习兴趣，降低难度，以鼓励学生努力拼搏，战胜学习中的困难。
鼓励学生大胆提问，积极与他人合作解决问题。
二．说教材：倒装句是高中英语教学中的重要语法项目之一，倒装句型分为“全部倒装、部分倒装”两大类。
学生已经见过其中大部分句型。
各种副词开头引起的倒装是难点。
三．说学情：我们的大多数学生对英语缺乏感性认识，而且在汉语中难找到与英语倒装句类似的句式，接受起来不太容易。
因此需要大量练习巩固。
少数基础较好的学生应该很顺利。
因此既要照顾到大多数同学也不能把教学进度放得太慢，因为必须要尽可能让那些优秀生吃饱，才是硬道理。
四．说学法指导引导学生通过观察，横向和纵向比较，找出某种语法现象的规律和特殊现象，通过模仿造句巩固加深理解。
五．说教学重点、难点：重点：部分倒装和全部倒装的区别难点：如何让学生更好的理解并且掌握倒装的用法六．说教学过程：1.导入新课：通过含有倒装句的一个小故事.....（此步骤是要创设贴近学生生活的语境，激发学生的学习兴趣）2.学生自学，讨论：①观察：学生自学学案上列出的倒装句例句，让学生理解例句。
反馈方法：由学生翻译句子，并模仿造句或提出问题有其他同学翻译成英语。
若有问题，鼓励学生小组内讨论解决。
（让学生根据自身的基础确节奏，学会与人合作，学会寻求帮助解决问题）②小组合作：在教师的引导下，组内交流找出例句的语序、句子结构和用法上，让学生自己总结有关的语法规则。
最新必修五Unit4倒装说课讲解
★练一练：
1) Never before __A____ such a wonderful place ______ Qingdao. A. have I been to; as B. I have been to; like
3) Little __B____ that the police are about to arrest him. A. do he know B. does he know
C. he knows D. he knew
No sooner had she gone out than the telephone rang.
• Hardly had she gone out when someone broke into her house.
★练一练： 1）No sooner had he finished his talk _C____
he was surrounded by the workers.
Seldom does she go out for dinner.
她很少到外面用餐。
Not onቤተ መጻሕፍቲ ባይዱy am I interested in basketball, but also I am a player of our school basketball team.
我不仅对篮球感兴趣，而且我还是校队的 一员。
必修五Unit4倒装
倒装
部分倒装：只把助动词或情态动词 或be动词放在主语之前
unit4倒装与省略学案人教版必修5
倒装句知识小结倒装是一种语法手段，用于表示一定的句子结构或强调某一句子成分。
倒装句有两种：完全倒装和部分倒装。
完全倒装：把谓语动词直接提到主语前的倒装。
以下情况用完全倒装：1．Here, there, out, in, up, down, now, then, away 等副词位于句首时。
eg. Out rushed Tom. Here comes the bus.[注意]如果主语是代词时，不用倒装，上面的句子可改为Out he rushed2．介词短语放在句首做地点状语或表语。
eg. Under that tree sits a beautiful girl, who is dressed in white.Outside the doctor’s clinic were twenty patients.Under a big tree ________, half asleep.A. did sat a fat manB. a fat man satC. did a fat man satD. sat a fat man3. there放在句首时，要用倒装句式。
在“there + be”结构中的谓语动词有时不用be , 而用表示类似“存在”观念的其他不及物动词。
如：live, stand, come, lie, flow, enter, rise 和appear等。
There came shouts for help from the river.There lies a large wheat field in front of the house.Many years ago there lived an old man in the wooden house.以上倒装句式一般只用一般现在时和一般过去时。
部分倒装：①句子含有情态动词(can, could, should等)，助动词（Will, would, have/has/ had 等）或be时，提到主语之前。
新人教版高二英语必修五第四单元语法---倒装导学案
课题第四单元语法---------倒装【课前准备】learning-guide paper; double colored pen; notebook【复习回顾】Review the words and the sentences we recited this morning. 【教学内容】full inversion & partial inversion〔教学目标〕to learn and use two kinds of inversion:在英语中，主语和谓语的语序通常是主语在前，谓语在后。
但有时谓语的全部或者一部分（通常是助动词或情态动词）却提到主语的前面，这种语序叫做“倒装”。
〔教学过程〕：全部倒装全部倒装结构：把谓语全部提到主语之前。
观察一：比较下面每组句子。
1.The boy went away.Away went the boy.2.The dog rushed out.Out rushed the dog.3.The girl came in.In came the girl.4. The old lady comes here.Here comes the old lady.5. Your turn comes now.Now comes your turn.归纳一：表示方位、时间、地点的副词_____ _____ _____ up, down, off_____ there _____ then等位于句首时句子用______________.观察二：比较下面每组句子。
1. A little boy stands under the tree.Under the tree stands a little boy.2. A lake lies in the east of the town.East of the town lies a lake. 3.A picture hangs on the wall.ON the wall hangs a picture.归纳二：表示_____的副词或介词短语位于句首时句子用___________.观察三：比较下面每组句子。
高中英语_人教版必修五unit4倒装句教学设计学情分析教材分析课后反思
Book5 unit 4 Making the newsGrammar教学设计Teaching aims:1. Master the basic knowledge of inversion.2. Learn to use inversion in real situation by self-study and practice.Important points: get a basic understanding of inversion.Difficult points: apply inversion to do exercise.Teaching process:Step1. Warming up:1. Show the students two groups of sentences.（设计目的和依据：通过让学生观察两组句子的不同，引申出倒装句。
）Step II Presentation and practice1.Observe sentences above and try to summarize the rule（设计目的：通过对语法的归纳，加深学生对语法的理解。
）2.Practice（设计目的：通过对语法的应用练习，巩固刚学知识点。
）Step III Practice1.Finish the conversationplete the composition by filling in the blanks（设计目的：多种练习加强对语法的感知与理解。
）学情分析我们所在的高中学生生源较差，英语基础普遍薄弱，在学习过程中累积了很多问题，致使学生对英语学习失去了兴趣，学习没有动力和主动性，这使得我们的教学工作开展困难。
学生英语学习上的问题主要体现在以下几个方面：1.学生基础差，学习没有热情缺乏主动性。
学生的基础普遍较差，在学习过程中过多的困难累积使得他们失去了学习的热情，也没有主动性，总认为英语难学，成绩很难提升。
高中英语_人教版必修五unit4倒装句教学课件设计
请输入你的题目
【例句】 1. Only in this way can you learn English well. 2. Only when you are devoted to study can you make progress. 【结论】“only ＋ 状语(副词、介词短语或状语从句)”放在句首时，句 子用部分倒装。
There __s_ta_n_d_s_a splendid statue in the park.（stand）
请输入你的题目
Exercises
从前有座山， 山里有座庙， 庙里有个老和尚。
There was a mountain. On the mountain stood a temple. In the temple lived an old monk.
【练习】
（child前不加冠词）
1. __H__a_rd__ as he worked(尽管他努力工作)，he made little progress.
2. Much ___a_s_I__li_k_e_i_t ____(虽然我很喜欢), I will not buy it.
请输入你的题目
【规则】用于某些表示祝愿的句子里。 May you succeed！ Long live the People's Republic of China！
03Exercises
请输入你的题目 1. 在过去，人们很少(little)意识到环保的重要性。 In the past, little did people realize the importance of environment protection. 2.我们不但应该采取有效的措施，而且还要提高人们的环保意识。 Not only should we take effective measures, but we need to enhance people’s awareness of environment protection.
Unit4倒装句的教学设计
倒装句式教学设计东光三中闫瑞静一、教材依据人教版高二教材模块5 Unit4 Making the news中Discovering useful st ructures部分的内容：倒装。
二、教学内容分析英语句子的基本语序是“主语+谓语+其他成分”，即主语在前，谓语在后。
但有时出于语法和修辞上的需要，我们将句子的整个谓语或者谓语的一部分放在主语前面，这就构成了倒装。
有时倒装是出于语法上的需要，非用倒装语序不可，有强制性；有时则是为了达到某种修辞效果（如强调、平衡、衔接、描绘等）。
三、设计思想英语新课程标准明确指出：“此次英语课程改革的重点就是要改革英语教学过分强调语法和词汇知识的讲解与传授、忽视对学生实际语言运用能力培养的倾向，……”新课程要求教授语法不是最终目的，而是学习语言的有效手段，其最终目的是让学生将语言的形式与其意义、交际功能有机地结合起来，通过在实际的语言运用中去内化语言规则，从而达到准确运用语言进行有效交际的目的。
中国学生没有像以英语为母语的学习者那样习得英语的环境，他们不可能在平时、在课外获得充分足够的英语语言刺激并内化其语言规则，很难靠单纯模仿去自然习得英语。
因此，设计真实的语法情境，让学生在运用、交际的交互式中学习语法，可促进学生听、说、读、写综合语言运用能力的发展。
课堂上通过教师对语法知识点的讲解，学生做好笔记；课堂利用多媒体组织学生观看名师如何讲解（大概15分钟的视频，详见教学视频），让学生了解不同教师的教学风格。
为了让学生更好的掌握倒装的用法，教师在课堂上展示一些例句，让学生总结，教师遵循教材的“题材-功能-结构-任务”的编写原则，课后备有充足的练习，让学生多观看一些不同老师的教学，探索适合自己英语学习的途径和方法。
四、教学目标：（一）知识与能力1、发现、理解、掌握倒装结构；2、在真实的语境和任务完成中理解、运用倒装；3、培养围绕主题阐述问题的能力；4、提高学生用英语获取信息、处理信息、分析和解决问题的能力，逐步培养学生用英语进行思维和表达的能力；5、培养学生自主学习、合作学习的能力。
人教版高二英语必修五第四单元语法-倒装句教案
3.Students will be able to use inversions in their own spoken English to make their ideas much clearer.
Ｓ+Ｖ+O（主＋谓＋宾）
3.I am a students.
Ｓ+Ｖ+Ｐ（主＋系＋表）
4.I give him some money.
Ｓ+Ｖ+IO +O（主＋谓＋间宾＋直宾）
5.I heard her singing last night.
Ｓ+Ｖ+O +Ｃ（主＋谓＋宾＋宾补）
Step 2 : Presentationand practice
A teacher stands in the front of the classroom.
In the front of the classroom_______________
(5)方in, out, up, down, away,off
The balloons flew up.
Up_____________
共案
个案
Book 5 Unit4Making the news
Period3Grammar(inversion)
Ⅰ.Teaching Goals(教学目标)
1.Students can recognize the inversion patterns, and get to know of its grammar meaning of emphasizing.
人教版高中英语Book 5 Unit 4 Grammar(倒装)教学设计
教材的难点：
使用倒装的句式较多较繁杂，学生理解相对容易，掌握运用就较难。
5. 过程设计
本节课的教学过程按我校“543高效课堂”模式设计，学生分小组竞赛得分。
1.导入 leading-in (约5分钟)
1.陈述句：展示例句体会陈述语序。
2.Make up some sentences using inversions
六．课堂评价（约3分钟）
Which group is the winner?
6. 评价设计
评价内容：
1. 学生对倒装的理解（35分）
2. 学生运用倒装句式的能力（40分）
3. 学生的课堂参与度（25分）
评价方法：
课堂上侧重于学生课堂参与度和小组合作方面的评价，口头评价和量化评价相结合
2.教学背景分析
1.学生已有知识和经验：学生通过学习本单元中的“阅读”部分，对倒装句的相关知识有了一定了解。教学中要充分利用，使学生积极主动地参与教学过程。
2.学生学习方法和技巧：在现实语法学习过程中，很多学生过分把注意力放在语法规则上面，而不注重语言运用能力的培养。在教学中，通过句型转换、改错等练习的训练让学生在实际中运用语法规则，而不是死记硬背语法的条条框框。
3.通过课后的写作训练，让学生尽量把所学的倒装句式运用到作文中去。从而训练学生理论与实践相结合的能力。
3. 教学目标分析ຫໍສະໝຸດ (1)通过本节课的学习使学生理解倒装句的概念；
(2)在练习中体会并掌握倒装句的用法；
(3)提高学生的语言应用能力；
(4)解决从语法学习到实际运用的转化的问题。
4. 重点、难点分析
人教版高中英语 Module 5 Unit 4 倒装句教学设计
人教版高中英语Module5Unit4倒装句教学设计教学年级：高中二年级课题名称：Inversion授课时间：40分钟一、学生分析：1.我执教的高二（3）班为理科数学班，学生大多来自农村，英语基础比较差，但大部分学生都非常渴望提高英语成绩，因而对英语较感兴趣，上课时有很强的表现欲，课堂气氛较活跃。
2.学生在以前还没有学过倒装句的各种用法，但在平时的阅读练习里接触过不少，对倒装句的组成已经有了一定的认识。
但由于学生基础较差，在上这节语法课时，需要给学生多一些操练的机会，对学生在练习中产生的问题要详细的讲解。
二、教学内容分析及教材处理：1. 教学内容：NSEFC M5U4 Making the News, Grammar: inversion2. 教材处理本节课的教学任务是学习倒装句。
这是一节新授的“语法课”，我认为这节课的目的不是只解决“什么是倒装句” 的问题，而是要解决“怎么用倒装句” 的问题，不适宜采用传统的“以教师为主体的讲述－操练”的单调的做法，而应侧重于对语法在实际中的的运用，做到“活”与“实”相结合。
我在平时的教学过程中通过对比使用不同的教学方法发现，用传统的教学方法教学，学生因为较被动地接受知识，课堂气氛沉闷，效果很不好；而运用情景教学、任务型教学等新型教学方法时，学生能积极主动地参与到课堂中去，学习兴致很高，课堂气氛活跃，较好的发挥了学生听说读写能力，学习效果也很好。
教材所提供的倒装句的练习内容量较少，面不够广。
我根据我班学生的实际的情况及教学需要，重新设计了教学内容，通过展现情景，让学生在情景下使用倒装句，复习巩固已学的语法知识，并提高知识的运用能力。
这节语法课最大的特点是在语法课上能提高学生的听说能力，紧扣广东2019年高考全体考生考听说的要求。
三．教学目标1．语言知识目标：学习否定词和only位于句首的倒装句的基本用法。
主要有：never, hardly, seldom, scarcely, little, at no time, not only, barely, rarely, little, not a bit，no sooner than, hardly when 和not until2．学习技能目标：提高学生在不同的情景中运用倒装句的能力。
人教 高中英语必修五：Unit4 Making the news全部倒装
The Teaching Design and reflection for Full Inversion
教学过程设计
Blackboard design:
1 there + 全部谓语+ 主语
2副词+ 全部谓语+ 主语
3表地点的介词短语+ 全部谓语+ 主语
4. 表语+ 全部谓语+ 主语
Teaching reflection:
本节课我通过发现倒装----归纳，总结倒装----应用倒装让学生学习倒装，循序渐进，这符合学生的认知规律，也能启发学生进行思考，并培养他们自学的习惯。
本节课的重点是让学生学会使用全倒装，因此本节课本着语言及使用的原则设计了四个活动，让学生在活动中轻松应用语言，学习语言。
活动以学生熟知的人和物为例，让学生在情景交际中使用语言，能充分调动学生的积极性。
本课的创新之处在于活动设计的生活化，以及和尚故事的幽默创新化，让学生在笑声中学习“枯燥”的语法。
活动以自学，小组讨论，竞赛等进行，能够培养学生的合作和竞赛精神，再加上适时的鼓励和评价，让学生更加乐学。
但本节课也有许多不足之处，我将继续反思，积极改进。
高二英语必修五Unit4倒装学生版
高二英语必修五Unit4倒装学生版倒装句式导学案东光一中高二英语组导学目标：Master the basic rules of full inversion and partial inversion导学重难点：The use of full inversion and partial inversionTell the differences of the following sentences (观察对比下列两组例子，指出它们的语序有何不同。
)1. A tree stands in front of the classroom..2. In front of the classroom stands a tree.3. I had never seen such a wonderful feast before.4. Never before had I seen such a wonderful feast.学生总结：_______________________________________________________ Step3. full inversion and partial inversion(全倒装和部分倒装). discussing with passion(激情研讨)找出下列句子中哪些是全部倒装，哪些是部分倒装1. No sooner had she gone out than the class began.2. Off flew the bird!3. South of the city lies a big steel factory4. Gone are the days when they could do what they liked.5. Not until the teacher came did he finish his homework6. Never shall I do this again.7. Little do I dream I would see you here.8. Only when he told me did I realize what trouble he was in.9. There goes the bell.10. I have never been abroad. Neither /No has he.学生总结：全倒装：____________________________________________ 部分倒装：__________________________________________Step4.完全倒装的类型1. Then goes the boy! （男孩走了）2. Here is your letter.3. There goes the bell.4. Now is the time学生总结：__________________________________________________________________________________________________1. From the valley travelled a frightening sound.（山谷里传来了令人害怕的声音）2. Under the tree stands a little boy. (一个小男孩站在树下)3. Inside the parcel was a letter.4. In front of the lecture hall sits a professor.学生总结：__________________________________________________________________________________________________1. In the front of the room was a table, and behind it stood a beautiful lady.2. Among the speakers was China’s Premier Zhu Rongji, who stressed the need for equality and fairness.3.Present at the meeting were Professor White and many other guests.4. Growing all over the mountain are wild flowers.学生总结：______________________________________________1. Out rushed a boy and a dog.2. Away flew the plane.3. In came the headteacher, with a book in his hand.4. Up went the arrow into the air.学生总结：__________________________________________________________________________________________________1. Such were his words.2. Such was what he said.3. Such was Albert Einstein, a simple man but of great achievement.学生总结：__________________________________________________________________________________________________Step5.部分倒装1. Hardly (Scarcely) had he reached the station when the train started.2. Not once did we visit the city of our own.3. Seldom in all my life have I met such a determined person.4. Not only was there no electricity, but also no water.5. Not until he shouted at the top of his voice did she turn her head.6. Not only do I know her, but I am also her friend.7. Neither have I seen him recently, and nor have I heard from him.8. I don’t know his name, and neither/ nor do I want to.学生总结：______________________________________________1. Hardly (Scarcely) had he reached the station when the train started.2. Not only do I know her, but I am also her friend.3. No sooner had I reached home than the phone began to ring.4. So fast did he walk that I could n’t catch up with him.5. Not until she saw the present did she feel happy.学生总结：_________________________________________________ _________________________________________________1. She is busy doing her homework. So is her brother.2. You passed the exam. So did I.3. He doesn’t like shopping. Neither do I.4. He can’t speak any foreign language. Nor can his father.5. I have never been abroad. Neither /Nor has he.6. He went to college last year. So did I.学生总结：______________________________________________1. Only after three operations was she able to walk without sticks.2. Only then did we realize that the man was blind.3. Only by seizing every minute can we finish it on time.4. Only a few young men went to the theatre.学生总结：______________________________________1. Young as he is, he knows much.2. Search as they would, they could find nobody in the house.学生总结：_________________________________________________ _________________________________________________ 1. Were I in his position, I wouldn’t do it that way.2. Hadn’t you helped me, I would have failed.3. Should it snow, what should we do?学生总结：__________________________________________________________________________________________________Step6：巩固练习:一、选择翻译正确的句子1.直到天黑了那些孩子们才意识到太晚回不了家了。
新课标模块5 Unit 4 Grammar：Inversion 倒装(新课标版高二英语必修五教案教学
新课标模块5 Unit 4 Grammar：Inversion 倒装(新课标版高二英语必修五教案教学设计)Book5 Unit4The Fourth Period GrammarInversionTeaching goals 教学目标1. Target language目标语言Only after ... did sb ...Only by doing ... could sb ...Not only did ...Seldom have I ...2. Ability goals力量目标Enable the students to use inverted sentences correctly.3. Learning ability goals学能目标Help the students learn how to use Inversion correctly. Teaching important points 教学重点Help the students use Inversion correctly.Teaching difficult points教学难点Guide the students to summarize the usage of Inversion.Teaching methods 教学方法Task-based learning; cooperative learning; practice.Teaching aids 教具预备A computer and a projector.Teaching procedures ＆ ways教学过程与方式Step Ⅰ PresentationAsk the students to find the sentences of Inversion in the Reading.T: Today we are going to learn Grammar. In normal word order in a sentence the subject comes before the verb. But sometimes the order of the subject and the verb is reversed, which we call Inversion. Please find the sentences of Inversion in the reading passage on page 26.In a while, get the students to say the sentences. Then show the answers on the screen.Never will Zhou Yang forget his first assignment at the office of China Daily.Only when you have seen what he or she does, can you cover a story by yourself.Not only am I interested in photography, but I took a course at university, so it’s actually of special interest to me.Only if you ask many different questions will you acquire all the information you need to know.Step Ⅱ Explanation and SummaryT: Well, class, now I’d like to explain something about the inverted sentences so that you can have a better understanding of Inversion. Sometimes the order of the subject and the verb is reversed after the following adverbial elements:1) Adverbial expressions of negation or near negation with no, not, never, neither, seldom, scarcely, rarely, barely and hardly, etc.The same reversal of word order takes place after negative conjunctions like neither, nor, not only ... but also, no sooner ... than.e.g. In no case can an exception be made.Never have I seen such a stupid person.Not until he loses all his money will he stop gambling.Scarcely had he entered the room when he was knocked down by a stranger.Not only is she beautiful, but she is also very intelligent.I cannot attend the meeting tonight, and neither can my wife.2) Adverbial expressions with onlye.g. Only after an operation will he be able to walk again. Only once has he done such a thing.3) Adverbial expressions with soe.g. So greatly did he admire the beautiful actress he asked her to marry him.The word order is also reversed after the conjunction so.e.g. I caught a cold, and so did my wife.4) Adverbial expressions of placee.g. There stood the tallest man he had ever seen.Inside the room were a few pieces of furniture.But when the subject is a pronoun instead of a noun, theorder should not be inverted.e.g. Here he comes.Off he ran.5) Other adverbials in initial positione.g. Loud and clear rang the bells.Often did we sit together without saying a word.Step Ⅲ PracticeT: To und erstand the Grammar better, we’ll do some practice. Now turn to page 29. Please do Exercises 2－4 on your own.After the students finish, check the answers. Then deal with Exx. 1 ＆ 2 on page 64 and check the answers.Step Ⅳ ConsolidationPresent the following exercises on the screen.T: Now let’s do more exercises to see how well you have grasped Inversion.1. -Do you know Jim quarreled with his brother?-I don’t know, ______.A. nor don’t I careB. nor do I careC. I don’t care neitherD. I don’t care also2. Not until all the fish died in the river ______ how serious the pollution was.A. did the villagers realizeB. the villagers realizedC. the villagers did realizeD. didn’t th e villagers realize3. Only in this way ______ do it well.A. must weB. we couldC. can weD. we can4. Hardly ______ when it began to rain.A. had he arrivedB. arrived heC. he had arrivedD. did he arrive5. Only when class began ______ that he had left his book at home.A. will he realizeB. he did realizeC. did he realizeD. should he realize6. Not a single mistake ______ in the dictation yester-day.A. did he makeB. made by himC. he madeD. he had made7. No sooner _____ his talk than he _____ the workers.A. he finished; surrounded allB. did he finish; did surroundC. had he finished; was surrounded byD. after he finished; was surrounded near8. Little ______ know about verbs, Franz ______his head.A. did he; dared not liftB. he; dare not liftC. did he; dare not to liftD. doesn’t; doesn’t dare lift9. Not only ______ a promise, but he also kept it.A. had he madeB. he had madeC. did he makeD. he makesKey: 1－5 BACAC 6-9 ACAAStep Ⅴ HomeworkPreview the reading passage in Using Language.文档内容到此结束，欢迎大家下载、修改、丰富并分享给更多有需要的人。
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附件：教学设计方案模板
2.在以here, __________ , now. 等副词开头的句子里，谓语动词常为be, come, go 等。
3.________________________ 表示方向的副词, in, up, , away, off等置于句首。
4.当表示 _____ 的副词，介词词组在句首时。
的一部分或全部放在句首时。
b. Let students put their answers down on the blackboard and give necessary explanation if n ecessary.
Intention of the design: Help the students to further know the usage of full Inversion and stre ngthe n their ability of cooperati on in groups.
2.）
a.Tell the students to learn the materials 2&3by themselves and guide them come to a summary about the usage of partial Inversion and special cases .
探究二、部分倒装的句式：
I.探究三：特殊倒装句
b.Guide the stude nts to make a summary about the usage of partial In vers ion and special cases and blackboard it on the blackboard.
Inten tio n of the desig n: Help the stude nts to further know the usage of partial Inversion and special cases to form a better understanding of the grammar. Be prepared for the next exercises.
Step test （达标检测）
Guide the students to finish the Exercises. First let the students finish the exercises individually, then discuss the answers in groups, and choose some of them write their answers on the scree n, making some brief expla nati on if n ecessary.
Inten tio n of the desig n: To test whether the stude nts have mastered what they have lear ned from the class. Self-assessme nt in class lear ning
一.Rewrite the following sentences
1.I shall not give her a gift un til her birthday.
Not un til her birthday _____________________________ .
2.I realized what trouble he was in only when he told me.
Only whe n he told me _______________________________ what trouble he was in.
3.If I had bee n in formed earlier, I could have done someth ing.
_________________________________________________ , I could have done somethi ng.
4.The teacher said, “ He is a cleve'rHteys a cleve”boy, ” ________________
5. A horse was in the dista nee. In the dista nee _______________________ .
二.Finish the sentences below according to the chinese
1.飞机飞下来了。
Down _________________________________ .
2.虽然他年轻，他很勇敢。
___________________ he __________ , he is very brave.
3.我从没看过比这更好的表演。
______________________ I ______ a better performanee.
4.他们那么吵我都无法专心工作。
__________________________________ they make that I couldn' t be absorbed in the work. 5.这就是生活。
________________________________ life.
1.. Review the In vers ion structures and tran slate senten ces using it.
七、教学板书。