【创新方案】高中英语 Unit5 Section Ⅳ 写作讲座 Grammar & Writing专题练习 新人教版选修8

高中英语必修五教案Unit 4 Making thenews一、教学内容本节课选自高中英语必修五教材Unit 4 Making the news，内容包括：1. Reading and vocabulary：课文“The editor's letter”和“Journalism”；2. Grammar：现在进行时、现在完成时和过去完成时的被动语态；3. Listening and speaking：采访技巧和新闻播报；二、教学目标1. 能够理解课文内容，掌握新闻行业的专业词汇和表达方式；2. 能够运用现在进行时、现在完成时和过去完成时的被动语态进行采访和新闻报道；3. 提高学生的听说能力和写作能力，培养其新闻素养。

三、教学难点与重点1. 教学难点：现在进行时、现在完成时和过去完成时的被动语态的运用；四、教具与学具准备1. 教具：多媒体设备、PPT、黑板、粉笔；2. 学具：教材、笔记本、词典。

五、教学过程1. 导入：通过展示新闻图片和播放新闻视频，引起学生对新闻行业的兴趣，引出本节课的主题；2. 阅读课文：让学生阅读课文“The editor's letter”和“Journalism”，并回答相关问题；3. 词汇学习：讲解新闻行业的专业词汇，让学生进行词汇练习；4. 语法讲解：通过例句和练习，让学生掌握现在进行时、现在完成时和过去完成时的被动语态；5. 听力练习：播放采访和新闻播报的音频，让学生练习听力并模仿；6. 口语练习：组织学生进行角色扮演，模拟采访和新闻播报；六、板书设计1. 新闻词汇；2. 现在进行时、现在完成时和过去完成时的被动语态；3. 采访技巧和新闻播报要点；七、作业设计1. 作业题目：根据课堂所学，编写一篇关于学校活动的新闻稿。

答案：略。

例子：People are interviewing the famous actor now.答案：The famous actor is being interviewed people now.八、课后反思及拓展延伸2. 拓展延伸：鼓励学生关注国内外新闻，了解不同类型的新闻报道，提高英语新闻阅读能力。

[新版]人教课标版高中英语必修五 Unit4Grammar名师教案[精]Unit4 Grammar名师教学设计 Book 5 Unit 4: Making the news Section 3 语法课框架单教材版本：人教版册数：Book 5 单元：Unit 4 课型：语法课-Section3 教材分析本单元的中心话题是“新闻”，内容主要涉及新闻工作者应该具备的素质和新闻采访的基本程序等。

语言技能和语言知识主要围绕“新闻”这一中心话题来设计。

“语言学习”部分分为词汇学习和语法学习两部分。

语法学习部分设计了句型转换、完成句子、编写小故事等活动。

通过这些语言练习及活动，引导学生发现并初步运用本单元的语法“倒装”。

因此本单元学习中既要通过阅读文本考查学生对“倒装”这一语法现象的掌握情况，也可以通过找出文章中以never，not only和only if 开头的句子，来对比分析倒装句的特点。

语言目标： 1. 学生能掌握过“倒装”这一语法现象。

2. 学生能通过练习理解“倒装”中的语法规则。

语义目标： 1. 学生能准确区分“完全倒装”和“部分倒装”。

教学目标 2. 学生能正确进行句型转换。

语用目标： 1. 学生能正确理解倒装句。

2. 学生能在语境中正确地使用倒装句的语法规则。

情感目标： 1.学生能对语法学习变得更感兴趣； 2.学生能逐渐形成通过文本学习主动归纳语法现象的意识。

学习策略： 1. 通过分析对比，发现语法现象； 2. 通过语境设计灵活运用语法现象。

教学重点：教学 1. 通过训练学生能形成归纳总结语法现象中基本规则的能力； 2. 通过学习学生能了解倒装句的语法规则，并正确使用这些语法规则。

重难点建议教法教学流程教学评价教学难点： 1.学生能正确理解倒装句； 2.学生能准确区分“完全倒装”和“部分倒装”。

任务型教学法学生通过大量阅读分析倒装句，总结归倒装句的特点及其意义。

情景交际法在熟悉语法现象的前提下，创造语境在交际活动中灵活使用倒装句这一语法现象。

Unit4Grammar公开课教学设计（三）教学设计：《英语倒装句语法》教学年级：高中二年级课题名称：倒装句授课时间：45分钟授课教师：王敏Analysis of the studentsI. 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,II. Analysis of the teaching material1. 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.III. Teaching aims1. 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 used in 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.IV. Teaching strategies1. Teaching methods(1). Let the students read the sentences of Inversion and understand the meaning of them andconclude the two types of inversion(2). Give the students some sentences to let them understand the rules better.(3). Task-based learning; cooperative learning; practice2. Teaching aidsA computer and a projector, related materials (self assessment)3. Materials prepared before classPrepare some sentences (some are often used in reading materials, some are seen in the NMET exams) and one or two short passages met in the “filling in the blanks”exercises.Use some pictures to arouse the students’ interests while giving examples and students practicing.V. Teaching proceduresStepⅠ PresentationAsk the students to read the sentences of Inversion. Then ask the students to think about some points:1. The difference between a inversion sentence and a sentence in normal order;2. How Inversion happens when different kinds of verbs are used, for example, link verbs and modal verbsStepⅡ Explanation and SummaryThe two types of inversion(1) Full inversione.g. 1) Here comes the bus.2) Off flew the birds.(2) Partial inversione.g. 1) Only by doing so can we learn English well.2) Never have I seen this kind of car1. The situations where there is a need of Full inversion:Adverbial expressions of placee.g.1) There goes the bell .2) Around the lake stand some tall trees.2. The situations where there is a need of Partial inversion:1) Adverbial expressions of negation or near negation with no, not, never, seldom, scarcely, rarely, hardly, in no way, by no means, at no time …...e.g. By no means can he get there in 10 minutes.The same reversal of word order takes place after negative conjunctions like neither…nor,not only ... but also, hardly/scarcely…when…no sooner ... than…..e.g. Hardly had I reached the airport when the plane took off .2) Adverbial expressions with onlye.g. Only then did I realize that I was wrong.3) Adverbial expressions with so/suche.g. So angry was he that he couldn’t speak.e.g.. Such a nice boy is he that we all like him.Step III PracticeAnalyze the sentences with students together and let them know the rules according to the key elements in each sentence, especially the beginning part of it, and pay attention to the use of different kinds of verbs.1. Let the students practice some simple sentences: choose the best answer, then give them something difficult to try: translate some sentences from Chinese into English,using Inversion structures. And then sentences from Chinese into English, using Inversion structures. And then check the answers with the whole class.2. Exploratory developmentShow them some sentences and a passage in NMET exams from all over the country about Inversion, not only filling the blanks but also translating.Step IV Summary and self-assessment1. A summary for this class Go over what has been learned before: the sentence structure, the verbs and some kinds of adverbials. Learn some new rules according to the position change of some parts of a sentence. Give some guided words: inversion, structure, adverbial, negation and so on.2. Self-assessment in class learning This part is designed to test what students mastered from this class.Step V Homework1. Review the inversion structures and translate the sentences by using them .2.Do some exercises related to the grammar .VI Self-reflection on teachingIn this class, students can do what I asked actively at first: finding out the sentences using Inversion, analyzing the sentence structures well and do most of the exercises, for example, the inversion when there are negative words and “only” adding adverbial at the beginning of the sentence and so on, they can easily understand. They can also translate simple sentences well. But the information in this class is too much, when there are other more difficult situations, they can’t digest so quickly. A few of them are even confused about the two types of inversion. And there is no time for me to explain in more detail.VII Assessment of the classUsing the modern teaching way, this class aroused the students’ interests, review the basic grammar about sentence patterns and structures, emphasize the important points and promote their logic thinking in English. With the help of the teacher, the students understand how to analyze the sentence structures and how to use Inversion structures to make the language more meaningful. But because the English basis of the studentsis not so good, they cannot digest all the information in such a short time. It needs the teacher to spend more time to find more available ways to improve the students’ability to understand and use it flexibly.。

Unit4 Grammar 优教学案语法专题课学习目标1. To master the basic usage of inversion.2. To learn to use inversion in real situations through self-study and practice.学习过程一、Exploring and discovering.(1)Here comes the bus.(2)There stands an ancient tower on the top of the mountain.(3)South of the river lies a small factory.(4)Then came the chairman.(5)Present at the party were Mr. Green and many other guests.(6)Gone are the days when women were looked down upon.(7)Never will Zhou Yang forget his assignment at the office of a popular English newspaper.(8)Not only am I interested in photography, but I took an amateur course at university to update my skills.(9)Only if you ask many different questions will you acquire all the information you need to know.【归纳总结】全部倒装是指;二、部分倒装规则1:含有否定意义的副词及否定意义的介词短语置于句首At no time can you say “no” to the order.Little did I expect I would see you here.Never have I seen such a performance.Seldom did the boy read newspaper.规则2:“only+状语” 置于句首Only in this way can you learn English well.Only when he told me did I realize what trouble he was in. Only then did I realize she is my real friend.【注意】如果only后面跟的是主语,则主句不倒装。