高中英语《语法-倒装句》教学设计

第一篇：高中英语《语法-倒装句》教学设计

Inversions Teaching Plan

I Teaching Aims Knowledge aims

1.Students can recognize the inversion patterns, and get to know of its grammar meaning of emphasizing.2.Students can identify different situations where inversions need to be adopted.Ability aims 1.Students will be able to use inversions in their own spoken English to make their ideas much clearer.2.Students will be able to write their own articles with inversions to make their work more diversified in expressions.Emotional aim 1.Students will see group work means efficiency after the brainstorm activity.2.Students will get satisfaction by their practice to apply the new knowledge and form a stronger interest in English learning.II Teaching Key &Difficult Points Key point:

situations, such as expressions with not, negative adverbs, here and there, and so on.Difficult point: The difficult point is to use inversions in their own speeches and writings.III Teaching procedures: Step 1: Warming up Set up a competition among them and ask them working in groups of 4 to write down all the negative adverbs and phrases that they can ever think of in two minutes.They should come out of different answers as many as possible.Then check their answers(never，seldom，few，little, barely，hardly，scarcely，rarely, nowhere, by no means, under no circumstances, in no way, at no time, in no case, in vain, not until)and decide which group is doing the best job and give compliments accordingly.(Justification: Brain storming is the best way to get the students into thinking by themselves, as they are supposed to learn actively other than passively.And this also serves as a good foundation for the further study of inversions.)Step 2 : Presentation Ask them to observe the sentences showing on the PPT and to tell the class what can they find is same between these sentences.Never have we witnessed such cruel behaviour by one child to another.Seldom does one hear a politician say ‘sorry’.Under no circumstances shall I betray my country.Then make a conclusion that in formal styles, when we use an adverb or a phrase with negative meaning in front position for emphasis, we invert the subject and auxiliary/modal verb.Show them another two sentences, and ask them to tell the difference between them and the sentences showed on the last PPT.Here comes the bus!I opened the door and there stood Michael, all covered in mud.Then make a conclusion that inversion can also happen after here, and after there when it is as an adverb of place.After here and there, we can use a main verb without an auxiliary verb or modal verb.(Justification: Leading the students to find out the rules by giving related examples makes sure that the students keep focusing on the grammar class, which will make the class more productive.)Step 3: Practice Ask them to finish the exercise I have prepared for them.Then they will be asked to deal with a task which is a little bit harder----to rewrite the sentences using the inversions.And invite some of them to share their answers.to use inversions.And the second task is to help students understand that sometimes it is better to adopt inversion in our expressions.)Step 4: Production Play a game named “Speaking No Truth”.Explain the rules: Inversions are needed.Things stated can not be true.Example: Never have I visited Beijing in my life.(Justification: The game can make the grammar class more interesting for the students.Also it provides them the chances to speak with inversions.).Step 5: Summary and homework Invite 1 student to summarize what we have learned today, and another one to add up.Ask students to write down a short paragraph under any topics(3 sentences at least)with inversions.(Justification: This is to help my students have a bigger picture of what have learned today and help them to write with inversions purposely.)IV Blackboard design

V Teaching Reflection

第二篇：高中英语语法练习反意疑问句和倒装句

高中英语语法练习-反意疑问句和倒装句

1.It’s the third time that John has been late, ____? A.hasn’t he B.isn’t he C.isn’t it D.hasn’t it 2.Let’s take a rest, ___________.A.will we B.shall we C.shan’t we

D.won’t we 3.Let us pass, _________? A.shan’t we B.shall we C.won’t we D.will you 4.Wait a minute, __________? A.shall you B.will you C.do you D.don’t you 5.The suit’s finished, __________?

A.doesn’t it B.isn’t it C.haven’t you D.hasn’t it 6.He’s posted the letter, _________he?

A.isn’t B.doesn’t

C.hasn’t D.wasn’t 7.They’d go with us, __________?

A.wouldn’t they B.didn’t they C.hadn’t they D.couldn’t they 8.What fresh air, ________? A.is it B.does it C.isn’t it D.doesn’t it

9.The Emperor’s clothes became the talk of the whole city, _________? A.did it B.didn’t it C.did they D.didn’t they

10.Mr.And Mrs.Turner work in this hospital, ________? A.are they B.aren’t they C.do they D.don’t they 11.She has breakfast at six every day, ________? A.has she B.hasn’t she C.does she D.doesn’t she 12.Nothing seems to please her, _________? A.does it B.doesn’t it C.is it D.isn’t it 13.She never tells a lie, ________? A.does she B.doesn’t she C.is it

D.isn’t it 14.You hardly know each other, _________? A.do you B.don’t you C.have you D.didn’t you 15.The man in blue must be your brother, _____? A.mustn’t he B.needn’t he C.isn’t he D.is he 16.I don’t think he will come to our party, _____? A.will he B.won’t he C.does he D.do I 17.I suppose he’s serious, ___________? A.do IB.don’t IC.is he D.isn’t he

18.Wang said that he was not there then, _____? A.did he B.didn’t he C.was he D.wasn’t he 19.You daren’t say that to him, _________?

A.dare you B.do you C.daren’t you D.don’t you

20.You must have read about Dickens long ago, __________?

用心

爱心

专心 A.mustn’t you

B.haven’t you C.can’t you D.didn’t you 21.You’d better not smoke here, ________? A.will you B.shall you C.have you D.had you 22.There isn’t going to be a volleyball match next week, __________? A.is it B.isn’t it C.is there D.isn’t there

23.There used to be a church behind the cemetery,_____________? A.didn’t there B.used there C.usedn’t It D.didn’t it 24.What a lovely day, _________? A.doesn’t it B.hasn’t it C.won’t D.isn’t it 25.You must have been there, ____________? A.have you B.did you

C.haven’t you D.didn’t you 26.That is your school, ___________? A.isn’t that B.mustn’t it

C.isn’t it D.won’t it 27.She dislikes this skirt, _________________? A.doesn’t she B.does she C.isn’t she

D.is she 28.No one can stop us from going there, ______? A.can’t it B.can they C.can’t they D.can one 29．---Where is your father?---Oh, __________.A．here comes he

B．here does he come C．he here comes

D．here he comes 30．Look, _________.A．here the bus comes B．here is the bus coming C．here comes the bus D．here the bus is coming 31．________ , I would have phoned you.A．If I knew it B．Had I known it C．If I know it

D．Did I know it 32．_________ in the river yesterday, the boy _________.A．Were Mr Black not;would not be drowned B．Were Mr Black;would be drowned C．Had Mr Black not been;would have been drowned D．Hadn't Mr Black been;would have drowned 33．---It was cold yesterday.---__________.Which of the following is wrong? A．So it was B.So is it today C．So was it the day before D．So it did 34．---She's passed the entrance examination.---____.A．So am I B．So have I C．So I have D．Also I have 35．________ that he found it difficult to stop at the red light.A．So fast he was driving B．So fast he drove C．So fast was he drivingD．So fast drive he 36．Hardly ___________ the railway station when the train started.A．did reach B．had I reached C．I reached ．I had reached 37．No sooner _________ asleep than she heard a knock at the door.A．she had fallen B．had she fallen C．she had fell D．had she fell 38．Only after his death __________ considered correct.用心

爱心

专心 A．was his theory B．his theory was C．did his theory D．had his theory 39．_________ his appearance that no one could recognize him.A．So was strange B．Was so strange C．So strange was D．Strange so was 40．__________ about her illness and still worked very hard.A．She knows little B．Little did she know C．Little does she know D．She didn't know something 41．Only when the line was fixed _________ from floating away from the spaceship.A．could he keep B．he could keep C．he could be kept D．could he be kept 42．__________ , she wanted to buy her husband a Christmas gift.A．As she was short of money B．Though money is short C．She was short of money D．Short of money as she was 43．_________ about the universe up till now.A．We know quite a lotB．Only little we have known C．Very little have we knownD．So much we do know 44．_________ , she was very brave.A．Girl as she was B．As she was a girlC．A girl as she was D．Girl as was she 45．Such _________ the results of the experiments.A．is B．was C．are D．as be 46．Albert Einstein cared little for money.___________ Professor Wang.A．Either did B．So was C．So did D．Neither did 47．____ there no gravity, there would be no human beings on the earth.A．If B．If was C．If not D．Were 48．Only when ________ the painting _________ decide whether the painting is worth buying.A．the sees;he can B．does he see;can he C．he sees;can he D．sees he;he can 49．On the wall ___________ two large portraits.A．hangs B．hang C．hanged

D．are hanging 50．_________ it rain tomorrow, we would have to put off the visit to the Yang pu Bridge.A．Were B．Should C．Would D．Will 参考答案：

1~20: CBDBB CACDD DAAAC ADBAD 21~40: DCADC CABDC BCDBC BBACB 41~50: DDCAC DDCBB

用心

爱心

专心 3

第三篇：高中英语语法倒装句的教学反思与探索

高中英语语法倒装句的教学反思与探索

一、语法教学的重要性

语 法教学是英语教学的一个重要组成部分，肩负着培养语言技能和提高交际能力的任务。英语技能包括听、说、读、写四个方面，四者与语法都有密切的关系，语法具 备生成力，学会一种语法规则可产生出无穷无尽的句子。那么，掌握语法是提高英语语言能力的重要途径。因此，在英语教学中必须重视语法教学，不断探索教学方 法，提高语法教学质量，为提高英语教学的总体水平打下牢固的基础。

二、任务型教学与语法教学

任务型教学强调在“做中学，用中学”，即倡导教师根据教学内容，创造性地设计各种任务活动，让学生学会用英语做事，并在做事的过程中学习语言，形成综合运用语言的能力。

《普通高中英语课程标准》明确提到：“教师要引导学生主动学习，帮助他们形成以能力发展为目的的学习方式，鼓励学生通过体验、实践、讨论、合作和探究等方式，发展听、说、读、写的综合语言技能。”“要为学生独立学习留有空间和时间，使学生有机会通过联想、推理和归纳等思维活动用英语分析问题和解决问题，获得经验，增强自信，提高能力。”“要通过设计丰富多彩的课内外学习活动，使学生在参与交际活动的过程中形成交际策略。” 然 而，至今仍有部分教师固守传统的语法教学理念，将大量课堂时间用来讲解语法知识，忽视学生的主观能动性。上述做法与新课程的要求是背道而驰的。因此，正确 领会新课程精神，优化语法教学的方法，避免语法教学走极端，是英语语法教学改革的一个重要方面。下面我将结合一堂英语语法随堂课谈一点感悟。

三、两次语法教学实例的设计与反思 1．教学背景（1）学情分析：

上课课型：高中英语随堂课—“倒装句”语法课（2）教学内容分析：

人教版NSEFC M5U4的主题是“Making the News”，阅读课My First Work Assignment讲述了Zhou Yang在一家英语报社第一天上班时，和上司Hu Xin的谈话，引导学生了解新闻工作者应该具备的素质，新闻采访的基本程序以及采访时要注意的要点等等。文章里出现了四句倒装句：

“Never will Zhou Yang forget his first assignment at the office of a popular English newspaper.”

“Not only am I interested in photography, but I took an amateur course at university to update my skills.”

“Only if you ask many different questions will you acquire all the information you need to know.”

“Here comes my list of dos and don’ts.”（3）教学目标设计：

①教学内容： NSEFC M5U4 Making the News, Grammar: inversion ②教学目标：

•learn the two forms of “inversion”— “full inversion” and “partial inversion”;• grasp inversion and learn to use it in various real life situations.（4）学生基本情况：这是高二的第一个学期，文理平行班刚分不久。高二（6）班是文科班，英语基础较好，高二（8）班是理科班，英语基础比较差，能开口讲英语的同学寥寥无几，但两个班的学生学英语的积极性都是比较高的。而且大部分学生都能主动复习课文My First Work Assignment，记住成长为一名好记者需要的基本素质。同时，根据教师的要求，背诵并默写文中提到的四句倒装句（见教学实践，只让他们背诵，并未告诉他们这是倒装句）。2．第一次语法教学实例

在高二（6）班，我采用了PPP教学法，就是：(Presentation)展示语言材料，(Practice)对语言进行实践，(Production)自由运用、产出。

Step one: Lead in and Presentation;

Lead into the topic—“inversion” by going over the text “My First Work Assignment”, especially by asking and answering some basic skills on how to become a professional journalist.While reviewing the major information, present the inverse sentences on the screen.“Never will Zhou Yang forget his first assignment at the office of a popular English newspaper.”

“Not only am I interested in photography, but I took an amateur course at university to update my skills.”

“Only if you ask many different questions will you acquire all the information you need to know.”

“Here comes my list of dos and don’ts.”

Present the related sentences in normal order, ask students to compare and discover the differences.Then conclude and lead into “inversion”.其次，运用演绎法讲授倒装的诸多情况，即罗列大量倒装句的语法规则，通过多媒体向学生展现，然后再辅以各种练习巩固，也就是练习阶段（Practice）。

最后，我设计相应的学习任务，进而引导学生如何运用该语法知识解决生活中的实际问题,也就是所谓的输出（production）。

First, work in pairs and do exercise2 and 3 on page29

Second, now write down some sentences beginning with the adverbs below.Make them into a story.Then finish that story and write one of your own.There, here, out, in, away, up

There came a loud series of knocks on the door.So I opened it.In the doorway stood a small boy and his father.In front of them was a broken bicycle lying on the ground.“Here’s my son’s bike,” explained the man.最 后，布置回家作业，要求各个小组完成自编的故事内容，并再次复习倒装的句型以及语法规则。我原以为以上的课堂设计改变了传统的教学模式，不仅把学生的注意 力引导到掌握语言知识上，而且更加关注学生的语言运用能力，能够让学生在特定的场合和情景中运用语言形式来实现交际的目的；既不脱离教材，又不局限于教 材。但是，在教学实践中却出现了一些低效现象，值得反思。

第一：学生主体地位不到位

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。反思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。因此，教师应把语法规律的发现、讨论、学习和吸收交于学生自己去进行，语法规则是自己“发现”的，学生才感觉到学习语法的乐趣。所以，教师一定要以学生为中心，要善于引导学生用脑子想，用眼睛看，用耳朵听，用嘴说，用手做，用自己的心灵去感悟，享受学习的乐趣，从而使课堂焕发无限的生命力。

第二：缺乏趣味性

在课堂中，大部分学生都一直在机械地背诵、记 忆，然后强化练习，一堂课下来，既没有高潮也没有低谷，枯燥无味，老师和学生都累得够呛，实际效用无从得知。反思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。

第三：教学任务设计难度偏大

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。反思这个现象，关键在于教师的任务实施设计环节。在任务实施环节，教师所设计的任务应由简到繁，由易到难,前后贯通,层层深入，构建阶梯性任务链。只有这样，才能使任务具有可操作性。在此，要特别注意的是，防止把任务设计得过于简单，而使学生索然无味，或把任务设计得太难，而使学生产生畏惧感，失去对学习的信心。

第四：学生的互动性相对缺乏

二人活动和小组讨论的合作学习的确增强了学生参与学习活动的机会，但是多半是语言表达能力强的学生在发言，在代表小组汇报；而一些学生却习惯于作为听众，很少甚至不发表个人意见，渐渐地他们对一切语言学习活动都漠不关心。

反思：出现上述现象与教师的教学方式不无关系。不少教师喜欢叫成绩好的学生回答问题，而且对他们肯定和表扬，渐渐的，基础较差的学生都习惯做“看客”。日本心理学家多湖辉曾说过：“在每个孩子身上都蕴藏着巨大的、不可估量的潜力。教师只有尊重学生的兴趣、爱好、个性、人格和差异，以适合学生特点的形式多样的教学方法来对待每个学生，才能使学生的身心自由地发展，创造性的成长”。所以，小组分工必须明确，力争使每个学生在活动中都有话可说，有活可干，任务的结果能使学生获得成就感，树立自信心，并产生继续学习的动力。

3．第二次语法教学实践

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。虽然高二（8）班英语基础比较差，但是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：

Step 2: practice and summing up(1)Rewrite the following sentences.（1）Only then did I realize I was wrong.(Key: I realized I was wrong then.)

（2）Only in this way can we make progress.(Key: We can make progress in this way.)（3）Only when we help others do we become happy.(Key: We become happy when we help others.)

Q: Work in pairs.Compare the three pairs of sentences and discover what usually makes a sentence with “only” at the beginning inverse.Summary: “only+ 词/ 短语/ 从句”位于句首，句子常部分倒装。

谓语部分结构为：

1.动词

2.+主语+谓语其余部分

3.动词

Practice:

Describe the pictures with “only + adverbial” at the beginning of your sentence.Next, lead into the second form of inversion— “negative words”.(设计意图：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。然后，我选了本班学生的图片（王小芳和陈华：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。)

Step 3: practice and summing up(2)

Without hard work, Wang Xuxia couldn’t succeed.Without hard work, Shi Chenchang couldn’t succeed.→Without hard work, Wang Xuxia couldn’t succeed.（key: Shi Chenchang couldn’t succeed, either.）

→Without hard work, Wang Xuxia couldn’t succeed.（key: Neither/ Nor could Shi Chenchang.）

(设计意图：继续运用王小芳和陈华为话题，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”。同时，以旧引新，印象深刻。)Summary:

当前面的情况也适用于另一人或事物时，可用结构:

So + 助动词+主语（肯定句中）Neither/ Nor+助动词+主语（否定句中）

Exercises:

（1）My cousin is not 19..A.So am I.B.Neither am I.C.Neither is I.（2）I haven’t been to New York..A.So haven’t we.B.Nor have we.（3）Mary can speak English..A.So can we.B.So do we.（4）Bonnie enjoys classical music..A.So can I.B.So do we.（5）Lily went shopping yesterday..A.So went Tony.B.So did Tony.(设计意图：让学生做到“在做中学”，快速掌握新知识。)

Well, in fact, Wang Xuxia and Shi Chenchang will not only work hard at present, but they will make a greater contribution in the future.→Not only(key: will Wang Xuxia and Shi Chenchang work hard at present）, but they will make a greater contribution in the future.(设计意图：再次回到王小芳和陈华，道出他们的内心想法：今日多努力，明日多贡献。同时，通过观察法让学生主动去发现并列连词not only„but also„的倒装特点。)Summary: not only„but also„并列两个句子时,（not only）分句部分倒装，（but also）分句不变。

→（Not only）Wang Xuxia(but also)Shi Chenchang will work hard at present, and they will make a greater contribution in the future.注意：not only„but also„并列(主语)时，句子顺序不变。

拓展：

否定词位于句首，使用部分倒装。常见的否定词有： never, not, not only, little, seldom, hardly, in no time, by no means„

(设计意图：在拓展前，我展示了三位奥运冠军──郭晶晶、张怡宁和杨威的照片，并在他们的照片上打出他们的“口号” ──“I will never give up!”改写为“Never will I give up!”运用演绎法，引导学生运用从“特殊”到“一般”概括理论。)Game:

Work in pairs, rewrite the sentence in inversion.Do it orally.One reads out the original sentence, the other rewrites it.The pair which rewrites the sentence correctly wins a star for the group.And the group with the most stars will win.（设计意图: 课间分发纸条任务时，结合学生的英语水平：57位学生俩俩合作，26个小题各不相同。故这个活动从合作教学和交际教学的原则出发，不仅提供情景教学的多样性，而且让学生整堂课都处于新鲜感不断的亢奋状态中，促进有效学习。）

Step 4: practice and summing up(3)

Here comes the result.（一语道出本节课的最后一个语法——完全倒装）

Open your mind and find one more example in this unit.（key: Here comes my list of dos and don’ts.）

Rewrite the sentence above in normal order.(key ： My list of dos and don’ts comes here.)

Group work── Compare the following pairs and find the rule:

（1）①Today many teachers come here.② Here come many teachers today.2）①Mr.Black went there.② There went Mr.Black

（3）①There is a book on the table.② On the table is a book.（4）①He went away.② Away she went.（设计意图：提供四组句子，让学生小组讨论，通过探究法、观察法、发现法等找出每组句子的不同点。从而归纳出下面的结论。）

Summary:

句子中表方向和地点的（副）词、（介词）短语可置于句首，以示强调。主语是（名词）时，完全倒装；主语是（人称代词）时，主语和谓语的语序不变。

Practice: Translate the following sentence，first normal then inversion.（1）她已经来了。

（2）我的建议如下。

（3）我们教室前面有一排高高的树。

（4）前面做着一个老妇人。

（设计意图：先让学生用正常语序翻译，再结合刚才summary中完全倒装句的特点改写为倒装句。符合中学生的认知特点和超强的模仿力的特点。）

Step5: consolidation:

Work in group of 4 and do use inversion!

Make up a short story(about 5-8 sentences)according to the pictures.Fairy tale DIY(自编童话版)Title: Snow White and the seven dwarfs(白雪公主和七个小矮人)Help: a small wooden house小木屋

（1）In no time Snow White.（2）In front of her.（3）Nearby a river.（4）Not only Snow White , but also.5）(否定词)（助动词）Snow White forget this unforgettable experience.the seven dwarfs(小矮人也不会忘记。)Here is the beginning of your story :

One day outside was Snow White swinging.Suddenly„

Snow White and the Seven Dwarfs

One day outside was Snow White swinging.Suddenly

（设计意图：选择学生熟悉的“白雪公主和七个小矮人”的故事，贴近学生的阅历，能迅速调动他们的创作热情。而且我采用了造句和连句成文的半开放式作文，最后才过渡到作文，使任务具有可操作性。）

Step6: homework

Finish DIY your story and write it down in your exercise book.（设计意图: 家庭作业是课堂教学活动的延伸，旨在巩固学生所建构的知识。根据学生的认知能力和接受程度，设计了造句、连句成文的半开放式作文，使任务具有可操作性。而且任务的结果能使学生获得成就感，树立自信，并产生继续学习的动力）。

四、实践反思

第二次案例遵循任务型教学在“做中学”的 原则，把课堂时间更多地交给学生，充分地发挥学生的主动性和创造性，使他们通过体验、实践、合作和探究等方式，全面发展学生的听、说、读、写等语言技能； 课堂内容取材于学生的学习与生活，能够极大地提高学生的积极性和表现欲；课堂设计的每项任务都有明确目的，层层推进；课堂活动形式多种多样，包括“表演型任务”，“展示型任务”和“小组讨论观察法”等；从课堂效果来看，学生能够提高语言实际的运用能力，达到教学的最终目的。

两次语法教学实践使我深刻的认识到语法教学的重要位置。作为教师，一定要辨证地处理好语言设计基础知识和语言运用能力之间的关系，精心设计每一个教学活动，注意语法教学与其他方面知识的整合，特别是，要给学生创设一个“做中学”的学习环境。只有这样，才能使学生更好地掌握语法基础知识，有效地提高其语言交际能力。

第四篇：高一英语语法倒装句教案.

倒装

在英语中,主语和谓语的语序通常是主语在前,谓语在后。但有时由于语法或修辞的需要将谓语的部分或全部提到主语前面,这样的语序叫做“倒装“

倒装的种类:部分倒装----助动词情态动词+主语+谓语的实义动词 全部倒装----谓语+主语 一.在特殊句型中: 1.在疑问句中: eg: Is this your cell phone number? What do you prefer? 2.在感叹句中: eg: How happy they are!What fun it is!3.在虚拟条件句中: eg: If I were a bird, I could fly freely.=……

Had I known it earlier, I wouldn’t have lent him the money.Long live peace!May our friendship be everlasting!4.直接引语的一部分或全部放在句首时;eg: “You should have been here earlier,” said the teacher.“You,” said his father, “do the housework.” 二.在以下结构中用全部倒装: 1.在there be句型中;

eg: There are thousands of people gathering on the square.There lived an old fisherman in the village.2.在“here, there, now, thus, then+动词+主语”的句子中,(动词为be, go, come等;eg: Now comes my turn.There goes the bell.Then came the order to leave.3.在“out in, up down, offaway”以及表示地点的介词词组位于句首时;eg: Away went the crowed one by one.In came a stranger in black.Down fell the leaves.On the floor were piles of old books.注意:若主语是人称代词,则用正常语序----adv.+主语+谓语;eg: Out she went.Here we are.4.有时为了强调表语,构成“表语+连系动词+主语”结构;eg: Lucky is she who was chosen to be a leader.Gone are the days when women were looked down upon!在以下结构中用部分倒装: 1.含有否定意义的adv或conj(not, seldom, little, hardly, never, rarely, nowhere, not until, not only, by no means等位于句首时;eg: He cannot speak an English word.----Not an English word can he speak.I have never seen him before.----Never ……

The mother didn’t leave the room until the baby fell asleep.----Not until the baby fell asleep did the mother leave the room.注意:not until引导的句子,主句倒装,从句不用倒装。

2.only位于句首,且修饰状语时,主句倒装;eg: Only in this way can you use the computer well.只有意识到这门课的重要,我们才能学好它。Only she can settle this problem.(TF? 3.so用在句首,表示另一主语“也”时,用“So + be(have,助动词或情态动词+主语”结构(有时也用as替代;若表示另一主语“也不”时,用“NorNeither + be(have,助动词或情态动词+主语”结构;eg: She has been to Heifei.So have we.It is cold today.So it is.(TF? She won’t accept that invitation.NeitherNor will he.注意:(1“So + 主语+ be(have,助动词或情态动词”表示对前面所说的话加以肯定,译为“的确如此”;

(2若前面所说的既有肯定又有否定,或前后的谓语动词形式不一致, 用“It is the same with + 主语”或“So it is with + 主语”;

eg: He worked hard, but didn’t pass the exam.So it was with his sister.She is a teacher and she enjoys teaching.So it is with him.4.在”as(尽管”引导的让步状语从句中;(可以换成though eg: Shortest though she is, she is the richest.(最高级前不用冠词 Child as he is, he knows a lot.(单数名词前不用a Fail as I did, I would try again.(动词提前,助动词留在原位

Hard as he tried, he couldn’t pass the exam.(副词提前

5.在”so…that…”和”such…that…”句型中的so和such位于句首时,用”sosuch + adj + 主语+谓语”;

eg: So difficult was the exam that more than a half of the students failed.

第五篇：《高中英语语法填空》教学设计

《高中英语语法填空》教学设计

一．教学目标 1.知识技能

（1）通过本课的学习使学生了解语法填空的常考考点和清晰的解题思路，掌握分析句子结构的方法。

（2）将句子语法结构分析和句子意义能有机结合去解题。2.情感态度

通过将考点细分逐个突破鼓励学生打破“我不行”的心理暗示，提高学生学习的自信心。3.能力目标

通过对考点的细分和总结让学生有更为清晰的解题思路。二．重点

了解语法填空的常考点与解题思路，掌握分析句子结构的微技能。三．难点

将句子语法结构分析和句子意义有机的结合去解题。四．学生情况

学生掌握基本的语法知识。五．教学与学习过程

Step1.介绍语法填空的要求 Step2.介绍语法填空的解题思路

1.纯空格试题

2.给出动词的试题

3.词类转换题 Step3.介绍语法填空的方法 1.根据句子结构，确定词性

2.根据上下文意义及语法，确定词性：冠词，代词，连词，介词，谓语动词，非谓语动词，词性变化。Step4.纯空格试题 1.名词前设空：（1）冠词，形容词性物主代词，名词所有格，介词或one,some,any,other等代词

（2）常用and,but,or,so等连词（3）缺主语或宾语：名词，代词 Step5.给出了动词的试题

若是谓语动词，就要考虑时态和语态。

若是非谓语动词，用doing,done,to do等形式。Step6.词类转换题

（1）转换为形容词

（2）转换为名词

（3）转换为副词 Step7.其他常考类型

Step8.语法填空做题思路总结。1.根据语法知识进行填空 2.根据逻辑关系进行填空 3.根据语片标志进行填空 Step9.Let’s practise 六作业：完成资料相关练习七．教学反思