Unit4倒装句的教学设计.docx

1、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 structures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

2、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

3、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。（二） 情感、态度、价值观1

4、、有稳定和持久的英语学习动机，对课堂内容有较高的兴趣；2、能根据语言环境得体地使用英语表达自己的情感、态度和价值观；五、教学重点和难点（一）教学重点全部倒装和部分倒装高考中要求的几个常用句式，如：倒装，表语前置，否定副词、连词位于句首等情况的倒装。(二）教学难点使用倒装的句式较多较繁杂，学生理解相对容易，掌握运用较难，六、教学方法1、采用“任务型”语言教学。根据不同的语法内容设计不同的任务，让学生通过完成任务，在语言运用中去学习、掌握语言形式和语言规则，使学生在做中学，在做中练，在做中巩固。2、利用真实的环境或设计模拟的情境进行语法教学，使语法教学更趋形象化、直观化、真实化和趣味化。情景活动中

5、的学习降低了语法学习的难度，激发了学生学习英语的积极性，使他们学得快，记得牢，用得活。3、把某些语法教学转化为交际活动，具体设计有：（1）游戏式根据教学内容设计“接龙”游戏及猜谜游戏。在这样的操练活动中，学生既锻炼了思维能力与快速反应能力，又加深了对所学语法现象的理解，同时使语法教学既轻松又有效。（2）表演、对话式设计一些使学生感兴趣的、与学生生活密切相关的表演和情景对话，激发学生学习的兴趣，增强学生对英语语言信息的使用和接受能力。（3）直观式 利用图表、动画、实物等方式直观介绍目标语言结构。4、通过小组竞赛方式实现激励机制。在课堂反馈中教师通过自己的表情、语言、体态等给学生尽可能多的鼓励和赞

6、扬，使学生在愉悦的课堂氛围中发展创新，体验成功。七、 教学准备多媒体教学课件、学案八、教程学时及教学流程：共2课时九、教学步骤：Step 1. passion show (激情展示) Let us tell a story using inversion.Step2.discussing with passion(激情研讨)Tell 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 cl

7、assroom 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：_激情点拨：1，3句为陈述句（肯定句和否定句）； 2, 4句为倒装句。Step3. full inversion and partial inversion(全倒装和部分倒装) discussing with passion(激情研讨)（本部分根据学生的认知规律而设计。首先，让学生观察阅读课文中的特殊句式，引起学生对特殊语法现象的好奇；其次，让

8、学生思考问题：这种句式有什么特点，这种方式由现象到本质引起学生关注思考所提出的问题。）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. Nev

9、er 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：_激情点拨 :定义：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，情态动词或be 动词放在主语之前就叫部分倒装。St

10、ep4：学习过程（让学生通过自学，抓住关键信息，培养学生分析，整合有效信息的能力和独立解决问题的能力）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：_ _激情点拨: 1. here, there, now, then等副词置于句首, 谓语动词常用 be, come, go, lie, run, rush, live, exist, happen, stand, begin, remain, seem, appear, follow。当

11、其主语为名词时，通常要使用全部倒装。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：_ _激情点拨： 当句首状语是表示地点的介词词组或为了强调地点概念或为了保持句子平衡时, 且谓语动词为be, stand, lie, hang, come, w

12、alk, sit等时，也常引起全部倒装。1. In the front of the room was a table, and behind it stood a beautiful lady.2. Among the speakers was Chinas 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

13、are wild flowers. 学生总结：_激情点拨：作表语的形容词、分词或介词短语置于句首时, 倒装结构采用“表语连系动词主语”的结构，也常引起全部倒装。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：_ _激情点拨：表示运动方向的副词out, in, up, away, down, off, back, over等置于句首，谓语动词是come, go

14、, follow, rush, run等表示运动的动词，且句子的主语为名词时，也常引起全部倒装。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：_ _激情点拨：such 作表语，置于句首，意为“就是如此”，且句子的主语是名词时，也常引起全部倒装。部分倒装1. Hardly (Scarcely) had he reached the station when the train started.2. No

15、t 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 se

16、en him recently, and nor have I heard from him.8. I dont know his name, and neither/ nor do I want to.学生总结：_激情点拨：含有否定或半否定意义的副词、连词如：hardly(scarcely), never, not, not only, little, seldom, no sooner(than), not until, no where, neither, nor等词，放在句首时要用倒装句。not only.but also, neithernor, 连接并列的句子时，not only,

17、 neither和nor后的句子要部分倒装，但后面的成分不到装，即“前倒后不倒”。Neither/nor表示“也不”时，后面引导的句子也要部分倒装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 couldnt catch

18、 up with him.5. Not until she saw the present did she feel happy.学生总结：_ _激情讲解：含有no soonerthan, hardlywhen, scarcelywhen的主从复合句中， no sooner, hardly, scarcely所在的主句倒装，than, when所在的句子不到装，即遵循“从倒主不倒”；含有sothat, suchthat等句子结构中, so/such所在的部分倒装，遵循“前倒后不倒”；含有not until的句子中，not until置于句首时主句倒装，而从句不倒装，即遵循“主倒从不倒”。1.

19、She is busy doing her homework. So is her brother.2. You passed the exam. So did I.3. He doesnt like shopping. Neither do I.4. He cant 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：_激情点拨：so 或neither, nor

20、放在句首，表示前面说话的情况也适用于另一个人（物）即“也（也不），如此”，用倒装句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：_激情点拨：only所修饰的副词、介词短语或状语从句放在句首，用倒装句

21、。如果only修饰主语时则不用倒装句。1. Young as he is, he knows much.2. Search as they would, they could find nobody in the house.学生总结：_ _激情点拨：as引导让步状语从句时，通常把从句中的表语、状语，甚至谓语动词的一部分置于句首。1. Were I in his position, I wouldnt do it that way.2. Hadnt you helped me, I would have failed.3. Should it snow, what should we do?学

22、生总结：_ _激情点拨：省略if的虚拟条件句，将were, had或should移至主语之前。Step5：总结引导学生概括总结刚学过的有关倒装的语法规则（有关全部倒装的六个重点，部分倒装的六个重点），边回顾典型例句边总结。Step6：巩固练习：（练习部分是让学生通过实际的运用以达到对理论概念的掌握和巩固）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。A. Not until dark did the boys realize it was too late to return home.B. Not until dark the boys realized it was

23、 too late to return home.C. Until dark the boys realized it was too late to return home. 2.直到她摘下了墨镜,我才看出来她是著名影星。A. It was not until did she take off her dark glasses that did I realize she was a famous film star.B. It was not until she took off her dark glasses that did I realize she was a famous fi

24、lm star.C. Not until she took off her dark glasses did I realize she was a famous film star. 3.我刚合上眼,电话铃就响了。A. Hardly had I closed my eyes than the phone rang.B. No sooner I had closed my eyes than the phone rang.C. No sooner had I closed my eyes than the phone rang. 4.虽然她是一个妇女,但她能做那件事。A.A woman as

25、she is, she is able to do that.B. Woman as she is, she is able to do that.C. As she is a woman, she is able to do that. 5.他虽然努力了,但考试未能及格。A. As he tried hard, he did not pass the examination.B. Hard although he tried, he did not pass the examination.C. Hard as he tried, he did not pass the examinatio

26、n. 6.我不但去过杭州市,而且我在那儿度过了我的童年。A. Not only have I been to the city of Hangzhou, but (also) I spent my childhood there.B. Not only I have been to the city of Hangzhou, but (also) did I spend my childhood there.C. Not only I have been to the city of Hangzhou, but (also) I spent my childhood there.十、板书设计U

27、nit4 Grammar: InversionTapes: complete inversion and partial inversion1. Adv “here, there, now, then, in, up, down, off”etc2. “表语连系动词主语”的结构3. 省略if的虚拟条件句，将were, had或should移至主语之前十一、课后总结通过老师给出关键的例句，提高学生的归纳能力，这样学生就不会漫无目的的思考。通过总结让学生对倒装的内容有系统的了解。教学反思 通过这节语法教学课，我深刻体会到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，可以把语法课上好上“

28、活”。在语法课的教学设计和课堂操作过程中应注意以下几点：1目标的设定语法教学的目的并非只是为了“知”，更重要的是为了“用”，即培养学生灵活运用语言的能力，使他们学会“用语言去做事”。同时帮助学生将孤立和零碎的语言现象进行归纳，提炼“精华”，从而更好地运用语言。2任务的设计教学活动和任务的设计应符合学生的年龄特点和生活背景，使学生有话可说；任务的完成形式应该是多样化的；任务的难度应该是有层次性的，保证每个学生都有能力参与任务的完成。3教与学的方式学生是课堂学习的主体，是知识的发现者和使用者，而不是被动的接受者；教师应充当引导者和协助者的角色，帮助学生一步步完成学习的任务。例如本节课在大部分的任务中，都设计了双人或小组交流的环节，学生通过协作学习，可以获取更多信息，获得自我修正的机会，从而减少使用语言的焦虑。4评价策略语法教学也应重视发展性评价，对于学生在学习过程中的表现应及时给予肯定，这样才能真正实现评价的目的促进学生的发展。实践证明，评价手段在课堂上的介入，可以使学生在学习过程中获得成功的体验和找到