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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。
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。
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。
人教版高三英语(复习课)
课题：必修5 Unit 4 Grammar Inversion
一、教材分析
本节课是对人教版高二英语必修5 Unit4语法内容Inversion（倒装句）的复习。
倒装句是高考的热点。
近年来命题者加大了对句子结构和知识面的考查，同时注重考查知识之间的交叉和语法知识的力度。
这就要求我们在平时的复习和备考中注意总结，全面把握，深入研究。
倒装是英语中一个重要的修辞手段。
倒装句的使用丰富了我们的语言表达,了解并掌握倒装句各种句式的用法 , 不仅会提高我们对英语语言的欣赏能力 , 对英语表达能力的提高也将大有裨益。
因此,写作中适当用一些倒装句式定会使文章表达更生动、有力。
二、学情分析
高三学生在高二时已经学过倒装句，已具备一定的词汇量、语法知识和阅读技巧。
但由于没有系统地归纳过倒装句的用法，对该用法模糊不清，影响了对文章中含有倒装的句子的理解。
三、教学目标：
1.To sum up the usage of inversion through the students’ discovery.
2.Enable the students to understand the sentences written in inversion.
3.Enable the students to use inverted sentences correctly.
四、教学重点和难点：
1. Enable the students to use inversion properly.
2. How to use inversion in real situations.。
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。
