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教学设计：倒装句复习【Teaching Aims (教学目标)】Knowledge & skills（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。
Process & methods（过程与方法）:1.本节课运用“导、学、做”的教学模式，训练培养学生对语言的综合运用能力，帮助他们实现目标，感受成功。
2.积极讨论，高效展示，大胆质疑，小组长带领组员全力以赴达成目标。
Moral objectives & value（情感态度与价值观）:1. 使学生不再害怕语法学习。
2. 激情投入学习，享受攻克难关的快乐。
【Key Points】 (教学重点)：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。
【Difficult points（难点）】:语法点的理解，记忆与应用【Teaching Procedures（教学步骤）】语法复习：倒装Step One: Lead-in by analyzing two sentences.1.Herecomes the car.2.Neverhave I seenthis kind of car.Question: What’s the characteristic of them?Step Two:自主学习倒装句的意义：英语最基本的语序是主语+谓语。
但有时根据句子结构的需要或表示强调，就要采用倒装形式。
倒装的类型：全部倒装：整个___________移至主语之前。
如：Out rushed the students to welcome the foreign friends.部分倒装：只把_______________________________________放在主语之前。
倒装(INVERSION)一、语法倒装1.虚拟条件句中的倒装如果虚拟条件句中的谓语部分含有were, had或should，可以把它们放在句首，省去连词if，变成倒装句。
例如：Should he act like that again, he would be punished.要是他再这样干，他就要受到惩罚。
Were it not for your help, I wouldn't have got what I have today.要是没有你的帮助，我就不会有今天。
Had I known it earlier, I wouldn't have lent him the money.要是早知道这件事，我就不会把钱借给他了。
2.当句首为here，there,now，then等副词，谓语动词为be，go，come等时，句子的主谓要求倒装Here is the book you want.你要的书在这儿。
There goes the bell.铃响了。
There come the rest of the party.剩下的人都来了。
Here's the reply to your question.这是我对你的问题的答复。
Then came the day of his departure.他起程的日子到了。
Then came the time to part.然后就到了分手的时候了。
Now comes your turn.现在轮到你了。
Then came the order to take off.起飞的命令到了。
Then came the day of hisexamination.他参加考试的日子到了。
Then opens an epoch of social and economic reform.这时开始了社会和经济改革的时代。
There came a wind, light, warm, flowing over the boundless sea. 一阵暖风从那辽阔的海面上轻轻吹过。
高中英语词法专题倒装句精品教案英语词法专题讲座十三：倒装句当句首为副词here，there 且主语为名词时，应用完全倒装。
Hbus !There gbell. !2. only 修饰时间、地点、方式等状语时，应用部分倒装。
Onlway can we solvblly when you told me did I know her na注意：如果 only 修饰的不是状语，则句子不倒装。
Only Uncle Li knows how it happened表示对前者的陈述也适用后者时，肯定倒装用“ so + 助动词／情态动词 + 后者”，前句事否定，而后面的人也不怎么样时用“/ nor + 助动词 / 情态动词+ sb”。
He can speak English，so can I.If she doesn’t gw，/ nor will I.注意1）“ so + 助动词 / 情态动词 + 主语” 表示前者的主语和后者的主语的情况一样，所谈到的是两个人，意为“……也是这样”；2）“ so + 主语 + 助动词 / 情态动词”表示前者和后者所指同一人时，说话者表示同意前者的观点，意为“的确如此”。
— Li Lei l— So he does and so do I由 not only …… but also …… 引起的并列句，若将 not only 置于句首时，该分句应部分倒装， but also 引导的分句不倒装。
Not only did he givadvice，but also he l“ no matter +疑问词+从句” 或“疑问词+ever+从句”注：从句应用陈述句语序，时态用一般现在时。
However hardblem is，I must wut。
高中英语语法倒装一．定义英语的基本语序是“主语+谓语”，如果将谓语的一部分或全部放在主语之前，这种语序叫倒装。
二．倒装的原因1.为了构成疑问句；2.为了强调；3.为了生动流畅二．倒装的种类I. 完全倒装：将句子的主语和谓语完全颠倒过来。
常见的完全倒装结构1.now,then,here,there,away,off, in, out, down, up, next等副词位于句首，谓语是go, come, rush, run等不及物动词时，主语和谓语倒装。
Here is some advice.There comes the bus.Now comes your turn.Down from the top of the mountain runs the waterfallAway flew the birds.There lived an old fisherman in the village.There stand two white houses by the river.There existed some doubt among the students.2.表示地点的介词短语位于句首，谓语是exist, appear, stand, sit, lie, sleep等不及物动词时，主语和谓语倒装。
On the top of the hill stand two trees.注意在完全倒装的结构里,如果主语是人称代词,则用正常语序。
Out she went. 她走了。
Here we are. 我们到了。
3. “表语(形容词/v-ed/v-ing/介词短语/)+连系动词+主语”结构。
Lucky is she who was admitted to a famous university last year. 她很幸运，去年被一所名牌大学录取。
Gone are the days when he was looked down upon. 他被人看不起的日子一去不复返了。
二十二、倒装概念英语的基本语序是“主语+谓语”，如果将谓语的•部分或全部放在主语之前，这种语序叫装。
倒装既是• 种语法手段，也是一种修辞手段，用于表示一定的句子结构或强调某一句子成分。
2倒装的种类如果将句子的主语和谓语完全颠倒过来，这称之为完全倒装。
如果只将助动词或情态动词移至主语之前，谓语的其他部分仍保留在主语的后面.，这称之为部分倒装。
1.完全倒装①完全倒装是将谓语的全部放在主语之前，此结构通常只用于一般现在时和一般过去时两种。
如：On her left sat her husband.她左边坐着她丈夫。
Here is the book you want.你要的书在这儿。
Down went the small boat.小船沉下去了。
②常见的完全倒装结构⑴there be句型。
如：desk.桌上有一个手机和一些书。
There are thousands of people gathering on the square.广场上聚集着成千上万的人注意引导词 there 还可以接 appear, exist, lie, remain, seem, stand, live 等词。
There lived an old fisherman in the village.村里住着一位老渔夫。
There stand two white house by the river.河滨立着两座白房子。
There existed some doubt among the students.学生中有些怀疑。
(2)用于here, there, now, thus, then+动词+主语的句型中(谓语动词多为be, go, come等)。
如:Here comes the bus.汽车来了。
There goes the bell.铃响了。
Now comes my turn.轮到我了。
Then came the order to take off.起飞的命令到了。
高中英语课—“倒装句”语法课在呈现大量的倒装句的语法规则时候，几乎所有的学生都忙着抄写倒装的句型、看着呈现的例句，做着重复的习题，没有时间思考，没有机会发言，感到十分的枯燥乏味，而且有一小部分基础差的学生甚至趴在桌上，昏昏欲睡。
出现上述现象的主要原因在于教师忽略了“以生为本”的教学中心。
在教学中，由于我采用了演绎法，即罗列了大量的倒装句的语法规则向学生展现，然后又辅以各种练习巩固，学生基本处于一种被动的学习状态中。
在输出阶段，我提供了文章的开头和放在句首的几个副词，而接下来的都需要学生自己发挥想象空间，自己编写故事。
本以为这样的开放性作文可以提高学生的想象力和创造力，并最终达到学以致用的目的。
但在实践中，却发现大多数小组的作文了了几笔，内容贫乏，句式单一，而有一个小组甚至没有按照倒装句的要求进行写作。
出现上述这个现象关键在于教师的教学内容设计。
教师罗列了大量的语法规则，为了教语法而教语法，拼命向学生灌输语法规则，学生很快就因枯燥乏味而失去学习英语的兴趣。
因此，教师在教语法的时候，要重视学生的参与，教学形式丰富多彩，才能极大地激发学生的兴趣通过对第一次教学实践的反思，我对第二次语法教学实践作了适当的调整。
大多数学生都积极主动地参与学习讨论，取得了良好的教学效果，达到预期的教学目的。
第二次语法教学设计主要是对第二阶段(practice)和第三阶段(production)进行了修改：学生合作，比较正常语序和倒装语序的三组句子，归纳出only引起倒装的三种情况，进而推论出部分倒装句的谓语部分的特点。
我选了本班学生的图片(她们两位同学上学期成绩进步很大，此话题贴近学生的生活)，让学生用“Only…can you…”的结构面对面去祝贺。
通过虚拟情景的练习，学生能够“现学现卖”，掌握only引起的倒装句。
) 继续运用王旭霞和史陈昌为话题，由“Only…can you…”的结构顺利引入新知识—“否定词位于句首引起倒装”。
Inversion(说课稿)Good morning, dear judges! I’m quite happy to share my teaching planning with all of you here. My name is Yu Xueming from No.1 High School of Wuhu County, Anhui Province. The topic I’m going to talk about is “Inversion”. What I will talk about includes 6 parts as follows: Part One: Analysis of the teaching material and learning condition.Part Two: Teaching objectives.Part Three: Teaching key points and difficult points.Part Four: Teaching methods and teaching aids.Part Five: My teaching procedures.Part Six: My blackboard design.Now, let me tell you one by one in details .First, part one, the teaching material and learning conditions. The selected teaching material is taken from the grammar section of Module 8 Unit 3 of Advance with English. It focuses on the different grammar rules of partial and complete Inversion, which is one of the difficult and important parts in English grammar. On the other hand, in my students’previous studying, they have touched some inverted inversions, such as, “there be” sentence pattern, but they don’t have a good knowledge of it.According to the analysis of the teaching material and learning condition, the following objectives are to be achieved. Firstly, language objective, many students are able to use 6 cases of partial inversion and 3of complete inversion. Secondly, skill objective, apart from the basic skills of language, this class, I will focus my students’attention on summarizing, for example, to summarize the grammar rules from examples. Thirdly, ability objective, the teaching material offers a chance for my students to learn how to participate in the activities actively and cooperatively, for example, in the activities of group learning.As we all know, it is important and necessary for teachers to provide students’language learning situations in grammar learning, which is intended to help my students understand the grammar rules better in real situations. That is the key and difficult teaching point.Well, in order to achieve the teaching objectives mentioned above, I will use the task-based method, group learning method and situational method as the main teaching methods. With these teaching methods, I will try my best to encourage my students to learn or use more effectively. Furthermore, I need some teaching aids to help me, like multi-media and a projector.Now come my teaching procedures, which consist of six steps. I mainly talk about this part. But before talking about this, I want to share what I am going to do before class, five minutes before class, I will ask my students to watch a micro class about the elements of sentences, which I think is quite necessary and helpful for learning Inversion. By doing this, I can prepare them for the coming lesson.Ok, let’s come to the first step of my teaching procedures. I will share an interesting story with my students and purposely introduce the target language, and then explain the differences between natural order and inverted order as well as the types of inversion. The topic is to attract my students’ attention and lead in the topic in a more vivid and direct way. Step2. PresentationIn this step, I will share a story with my students about an American shooting athlete named Emmons. Some inverted sentences are included in this story. My students are required to find them out. In this way, they can have a better understanding of partial inversion and complete inversion through some typical examples.Step3. Group learning to summarizeFirst, I will divide my students into several groups and each group consists of seven students and ask them to discuss in groups and summarize the rules of Inversion with the help of learning paper, after that, representatives from groups will report their summary to the whole class. At the same time, other groups can express their different opinions, if necessary, the teacher can give them a hand. I design like this in order to arouse their activeness and try my best to make the students the center of the class.Step4. PracticeIn this stage, I design two activities. Activity one is group competition.V olunteers from groups can choose one from 1 to 9 with different levels, questions from 1 to 3 belong to level A with one point, questions from 4 to 6 are level B with 2 points, and the rest are the most difficult deserving 3 points, at last we will work out which group is the winner.Activity two is making up a story. Several pictures will be shown to my students, and they are required to make up a story by using inverted sentences, of course, some key words and phrases will be given to help them if needed, some groups will report their writings through a projector.Through these two activities, I can help them learn more actively and more efficiently, furthermore, both of the two activities can be used as a means to develope my students’ abilities of creative thinking and a train for their writing skills.Step5. SummaryI will summarize the class with a short video. It is a dialogue between a wife and her husband, and they are talking about losing weight in a humorous way, many inverted sentences are used in the dialogue. I design like this because I feel it is more amazing and interesting to consolidate this lesson.Now, it is my homework. I will ask them to remember the rules correctly and finish the exercise in their learning paper, which is intended to use inversion correctly and put what they have learned into practice.Dear judges, at last I want to share my blackboard design with you. I will write the title in the upper of middle, the key words and phrases in a clear order and set a competition area among groups. As you can see, my blackboard design is easy and clear in order to let my students learn more effectively.To sum up, in the teaching process, I follow the students-centered teaching principle and I will try my best to get most of my students involved in my class. I’m just a guider and sometimes a helper of my students in classroom teaching activities and my students are the real communicators of the languageou. This is my teaching planning presentation. Thank you for your attention.。
