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視頻標簽：Inversion,英語倒裝句
所屬欄目：高中英語優質課視頻
視頻課題：人教版高中英語必修五 Unit4 Inversion《英語倒裝句語法》吉林省優課
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教學設計：《英語倒裝句語法》
教學年級：高中二年級 課題名稱：倒裝句 授課時間：45分鐘 授課教師：王敏
Analysis of the students
I. 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 material
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. III. Teaching aims 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 used
in sentences: Only after ... did sb. ... Only by doing ... could sb. ...
Not only did ... Seldom have I ...
2. Ability goals
Enable the students to use inverted sentences correctly Guide the students to summarize the usage of Inversion
3. Learning strategies
Ask 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 strategies 1. Teaching methods
(1). Let the students read the sentences of Inversion and understand the meaning of them and
conclude the two types of inversion
(2). Give the students some sentences to let them understand the rules better.
(3). Task-based learning; cooperative learning; practice 2. Teaching aids
A computer and a projector, related materials (self assessment) 3. Materials prepared before class
Prepare 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 procedures StepⅠ Presentation
Ask 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 verbs
StepⅡ Explanation and Summary The two types of inversion
(1) Full inversion e.g. 1) Here comes the bus. 2) Off flew the birds.
(2) Partial inversion e.g. 1) Only by doing so can we learn English well. 2) Never have I seen this kind of car 1. The situations where there is a need of Full inversion: Adverbial expressions of place e.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 only
e.g. Only then did I realize that I was wrong. 3) Adverbial expressions with so/such
e.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 Practice
Analyze 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 development Show 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-assessment
1. 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 Homework
1. Review the inversion structures and translate the sentences by using them .
2.Do some exercises related to the grammar . VI Self-reflection on teaching
In 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 class
Using 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 students is 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.
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