1、牛津高中英语教学设计单 元：Unit 3 The world of colours and light板 块：Grammar and usageThoughts on the design：倒装结构与其说是一项语法内容，倒不如说是一种修辞手段。本节课的设计以总分总结构为主，具体说来就是通过语篇，帮助学生感悟倒装结构，然后结合课本，指导学生归纳出倒装结构运用的各种情形，期间尽可能体现活动形式的多样化，最后是操练和运用部分，突出了在篇章中练习语法结构，训练学生在阅读及其它实际运用中掌握语法知识，提高能力。Teaching aims:After learning this period, the s
2、tudents will be able to:1. understand how inversions are formed;2. summarize the cases in which inversion is used;3. learn to change inversion into normal structure or vice versa.Teaching procedures:Step 1 Lead-in (PPT4-6)1. Guide students to compare the following pairs of sentences and tell the dif
3、ference between them. They went to the park last Sunday. Did they go to the park last Sunday? He likes to read newspaper articles about social problems. What does he like to read?2. Ask the students to go through Part A and underline the inversions included in the text and ask the students to analys
4、e and explain the reason why inversion can be used in these cases. While doing this, help the students figure out what is inversion. Then ask the students to read the guidelines on P40. Make sure that they know that inversion sometimes can put emphasis on the predicate instead of on the subject. Fir
5、stly, get the students to work on their own and then compare their notes in pairs.Step 2 Inversion in different cases (PPT7-33)1. Questions. (PPT8)This part is easy for the students to understand. So just ask them to give more examples. 2.1. When a sentence begins with a negative word or a negative
6、phrase such as neither, nor, never, not, at no time, seldom, and hardly, inversion is used. (PPT9-11)For this part, first ask the students to read individually and then work in pairs: one student reads the inverted sentence, the other one puts it in its normal order and vice versa. More sentences ar
7、e suggested:(1) I have never met him before. Never have I met him before.(2) We have seldom seen such a horrible film. Seldom have we seen such a horrible film. (3) She had hardly entered the house when she heard a baby crying. Hardly had she entered the house when she heard a baby crying. (4) She d
8、id not sing a single song at yesterdays party. Not a single song did she sing at yesterdays party.2.2. When the sentence begins with only or so, inversion is used. (PPT12-13) Ask the students to give more examples to practise with each other, especially about “only”. Ask the students to compare: (1)
9、 Only in this way can you work out the problem. (2) Only when Mr. Baker returns this afternoon will the meeting begin. (3) Only teachers went to the art gallery yesterday. And tell the students to note that when “only” modifies the subject, we do not invert the subject and the predicate. 3.1. When t
10、he sentence begins with direct speech or part of it, inversion is used. (PPT32)3.2. When the subject is too long, inversion is used. (PPT32)3.3. When the sentence begins with here, there, in, out, up, down, on, etc., inversion is used. (PPT26-27)3.3 It is relatively difficult to understand and use,
11、so it is suggested that more examples are given or ask the students to make up a sentence using the above structure.4. In formal language to talk about unreal conditionals, inversion is used.Ask the students to put the examples the text into their normal order. Step 3 Practice and consolidation 1. B
12、ack to Part A and ask the students to put the following inverted sentences in their normal order and check answers in pairs. 2. Ask the students to finish Part B individually. 3. Ask the students to rewrite the following paragraph using inversion following the requirements in brackets. (PPT34-36)In
13、China about 50 million people are living with disabilities. (There be ) A new government program has been designed to help disabled people. More special schools will be built. Help will be given to people to find jobs and medical treatment will be provided for people who need it too. (Not only but a
14、lso ) But the truth is that everyone should take care of disabled people, not just the government. We must also bring people with disabilities into normal schools. Young people will learn about disability only when they go to the same schools as people with disabilities. (Only when ) They love havin
15、g lots of friends, and those with disabilities also love having lots of friends too. (so do ) Though we all are different, we need never be separate. (Different )4. Self-assessmentChoices (PPT39-43)(1) Now _ your turn to recite the text.A. there is B. there comes C. comes D. has come (2) Only then _
16、how much damage had been caused.A. she realized B. she had realized C. had she realized D. did she realize (3) Nowhere else along the coast _ such shallow water so far from land.A. is there B. is it C. there is D. it is (4) Never _ a language so widely spread or spoken by so many people as English.A
17、. there has been B. it has been C. has there been D. has it been (5) _ had he got on the train _ he realized he had left his bag in the car.A. Hardly; when B. Hardly; then C. No sooner; when D. No sooner; then (6) Its burning hot today, isnt it? Yes. _ yesterday.A. So was it B. So it was C. So it is
18、 D. So is it (7) _ about wild plants that they decided to make a trip to Madagascar for further research. A. So curious the couple was B. So curious were the coupleC. How curious the couples were D. The couple was such curious(8) Not until the early years of the 19th century _ what heat is.A. man di
19、d know B. man knew C. didnt man know D. did man know (9) In no city of China little _ about the economic development.A. the government cares B. does the government care C. doesnt the government care D. the government doesnt care (10) Autumn coming, down _.A. do the leaves fall B. the leaves will fal
20、lC. fall the leaves D. the leaves have fallen Answer: C D A C A A B D B CIf necessary, provide the students some samples from NMET to practice on. 第一步是让学生了解“倒装结构”的基本概念；第二步主要是让学生能从篇章中整体感悟倒装结构，然后帮助学生归纳出倒装的定义及大概使用的几种情况；第三步是整节课的中心，虽然课文阐述和罗列得非常清晰，但考虑到学生浏览时可能心神不够集中或有枯燥厌倦之感，所以在处理这部分时，安排了个体活动和小组活动穿插进行，目的是最大限度地激发和保持学生的兴趣和求知欲。后面的操练部分既有单句练习、选择题，又突出了在篇章中练习倒装结构，训练学生在阅读及其它实际运用中掌握语法知识，提高语言的能力。