小小miffy
【Learning objectives】
· 学生能够结合所给例句归纳出倒装的基本结构,并能够识别出英语倒装句;
· 学生能够学习和掌握倒装句的种类、基本结构及其用法。
【Learning key points and difficult points】
· 掌握并能正确区分部分倒装和全部倒装的用法;
· 能够熟练进行正常语序与倒装语序间的转换
课前导学
Task1: 分析下列例句的结构,并找出倒装规律。
1) Here is my suggestion.
2) Not only should you know the meanings of the words, but also you can learn them by heart.
3) Only if you review your English notes everybody can you improve your English.
*观察比较这几个句子,找出语序的不同。
I love English.
自然语序: 主语+ ___________ + ______________.
句子1)的语序:谓语+ ______________.
句子2)和3)的语序:引起倒装句的词、短语或句子+ _____________+__________ +其他。
【归纳总结】
倒装(Inversion)定义:在英语中,主语和谓语的正常语序通常是主语在_____,谓语在_____。如果把谓语动词放在主语之_______,就叫倒装结构。倒装有两种形式:若将_______放在主语之前,叫全部倒装;若只把__________(如助动词、be动词或情态动词)移到主语之前,则叫部分倒装。
部分倒装:______________________________
全部倒装:______________________________
Task 2: 找出课文中的倒装句,分析它们是部分倒装还是全部倒装并说出原句的自然语序。
a. Never will Zhou Yang forget his first assignment at the office of a popular English newspaper.
b. Not only am I interested in photography, but I tool an amateur course at university to my skills
c. Only if you ask many different questions will you acquire the information you need to know.
d. Here comes my list of dos and don’ts.
课中探究
全部倒装(Full Inversion)
第一类 There be句型
观察一:试分析下列句子的结构。
1)There are many beautiful girls and handsome boys in my class.
2)Long, long ago there lived a King who loved horses very much.
3) There stand two white buildings by the river.
【归纳总结】
There be句型实际上是一个固定的___倒装___句型,可以用在这类句型中的.动词除了be外,还可以用_____lie/ exist/ stand/ live/ seem_______等动词代替。
活学活用:
1)________________ (住着) an old man in the mountain.
2)________________ (仍存在) some problems.
3)________ a beautiful palace ____ the foot of the hill.
A. There stand; at B. There stands; under
C. Stands there; under D. There stands; at
第二类 表地点、方向、时间的副词引起的倒装
观察二:比较下面每组句子。
1. The boy went away.
Away went the boy.
2. The dog rushed out.
Out rushed the dog.
3. The girl came in.
In came the girl.
4. The old lady comes here.
Here comes the old lady.
5. Your turn comes now.
Now comes yourturn.
【归纳总结】:表示方位、时间、地点的副词__away___ __out___ _____ up, down, off_____ there _____ then等位于句首时句子用 ______________.
观察三:比较下面句子。
Here comes the bus.
Here you are.
Here he comes.
【归纳总结】:当__代词___作主语时,句子是正常语序,不需要倒装。
活学活用:把下列句子改成倒装句
1) The cat jumped up. =__________________________________.
2) The plane flew down. =__________________________________.
第三类 表示地点的介词短语所引起的倒装
观察四:比较下面每组句子。
1. A little boy stands under the tree.
Under the tree stands a little boy.
2. A lake lies in the east of the town.
East of the town lies a lake.
3. A picture hangs on the wall.
On the wall hangs a picture.
【归纳总结】:表示_____的副词或介词短语位于句首时句子用 ___________.
活学活用:
1) _____South of the city stands_____ (城市的南部矗立着) a splendid building.
2) ____ Between the two buildings stands _____ (两栋大楼之间矗立着) a tree.
部分倒装(Partial Inversion)
部分倒装结构:只把___________、____________、__________放在主语之前。
第四类 Only+状语引起的倒装
观察五:比较下面每组句子。
1. Only when you listen to me attentively can you understand what I am saying.
2. Only then did he realize his mistakes.
3 .Only in this way can you learn math well.
【归纳总结】:only +____状语从句_______/____副词______/ ____介词短语_____ 放在句首时,句子用______部分倒装________.
活学活用
Only in this way __________ progress in your English.
A. you make B. can you make
C. you be able to make D. will you able to make
第五类 否定词或短语引起的倒装
观察六:比较下面每组句子。
1. I did not make a single mistake.
Not a single mistake did I make.
2. We have never seen such a sight before.
Never before have we seen such a sight.
3. He seldom goes to school late.
Seldom does he go to school late.
【归纳总结】: 含有___否定_____意义的副词或短语,如_never____, ____seldom______, hardly, ___few__, little, at no time, not until, no, __not___,rarely 等放在句首时,句子用__________________.
【特别提醒】:
若原句中没有助动词,必须根据谓语动词的具体时态来确定相应的助动词do, does或did,如:1)和3)。
活学活用
1. He cares little about what others think.
Little_____ he_____ about what others think.
2. Not a single song ____at yesterday’s party.
A. she sang B. sang she C. did she sing
3. Never _____such a wonderful place as Hangzhou.
A. are hanging B. had I seen C. I have seen D. have I seen
第六类 并列句及复合句所引起的倒装
观察七:试观察并分析下列句子。
1) Not only am I interested in photography, but (also) I took an amateur course at university to my skills.
2) Not until the teacher came did he finish his homework.
3) Hardly/ Scarcely had he gone to bed when he fell asleep.
4) No sooner had he gone to bed than he fell asleep.
【归纳总结】:
1) not only引起的句子使用_________结构,而but also引起的句子___________.
2) Not until句型中,主句使用_________结构,从句__________.
3) Hardly/ Scarcely…when及No sooner…than句型中,前半句使用________结构,从句__________.
*这一规律可总结为___________________.即主从复合句中,主句倒装,从句_____倒装。
活学活用
1. Not only __________ not be afraid of difficulties, but also ________ try our best to overcome them.
A. we should, we should B. we should, should we
C. should we, we should D. should we, should we
2. Not until I began to work _________ realize how much time I had wasted.
A. didn’t I B. did I C. I didn’t D. I
3. Hardly _________ the airport when the plane took off.
A. I had arrived at B. had I arrived C. had I reached D. I had got to
第七类 0As或Though引导让步状语从句时所引起的倒装
观察八:试观察并分析下列句子。
1. Child as he is, he knows a lot.
2. Try as he would, he couldn’t open the door.
3. Hard as I study, I can not catch up with him.
4. Boy as he was, he behaved like a girl.
【归纳总结】:_____引导的让步状语从句必须用倒装结构,将_____、_____或_____提到as前面。其中,单数名词置于句首时,冠词a或an要___________.
活学活用
1. ______, the boy knows a lot about computer.
A. Though is he young B. -As is he young
C. Young as is he D. Young as he is
第八类 So + adj./ adv.或Such+ n.引起的倒装
观察九:比较下面每组句子。
1. He spoke so loudly that even people in the next room could hear him.
So loudly did he speak that even people in the next room could hear him.
2. He is such a noble
person that people all respect him.
Such a noble person is he that people all respect him.
【归纳总结】:在so/such … that结构中,若__________或___________置于句首,则主句使用________结构,从句________.
第九类 虚拟语气中的倒装
观察十:比较下面每组句子。
1. -If Mark had invited me, I would have been glad to come.
Had Mark invited me, I would have been glad to come.
2. -If I were you, I would try my best.
Were I you, I would try my best.
【归纳总结】:-if引导的虚拟条件句中,谓语动词中含有_____,_____ , should时,
可以省去_____, 把_____, _____, should提到主语前时。
第十类 so, neither或nor引起的倒装
观察十一:比较下面每组句子。
He has been to Beijing. So have I.
Jack can not answer the question. Neither / Nor can I.
【归纳总结】:用于_____ , _____ , _____ 开头的句子, 表示_____________的意思,此时要用________结构,且其谓语应与前句谓语的时态形式________.
特别提示:John won the first prize in the contest.
— So he did.
第十一类 表示“祝愿”时的倒装
观察十二:比较下面每组句子。
May you succeed!
Long live the People’s Republic of China
【归纳总结】: 在表示_____句子中用倒装。
【课后练习】
将下列句子改写成倒装句
1. I didn’t receive the manager’s reply until nearly a month later.
___________________________________________________________
2. He cared little about his own safety, though he was in great danger himself.
__________________________________________________
__________
3. He had hardly got into the room when the telephone rang.
____________________________________________________________
4. She was so absorbed in her work that she often forgot to take her meals.
______________________________________________________________
5. Spring can be considered here only when thousands of flowers bloom together.
______________________________________________________________
6. Light travel’s so fast that it is difficult for us to imagine its speed.
_________________________________________________________________
7. The old couple has been married for 40 years and they have never quarreled with each other.
_________________________________________________________________
8. Although he is a child, he knows a lot.
__________________________________________________________________
9. -If you had attended the meeting yesterday, you would have met the manager.
_________________________________________________________________
10. The city was not only polluted but the streets were crowded.
_________________________________________________________________
赤影妖妖艾可
高效课堂模式下的语法教学(以虚拟语气教学为例) 新课改模式下教学，我们旨在让学生进行有意义的学习，提高学习效率，改善学习效果。我认为有意义的学习就是学生本着要最终学会灵活使用所学知识的目的来学习所接触的知识。在学习时带着极大的热情和对知识的渴望来开始接触所学知识。并且在开始学习前认真考虑学习方法，选用恰当的学习方法进行学习，在学习过程中有自主学习也有与其他同学进行交流合作，探究疑难，突破重难点，并且在学习过程中不断有思考，有改进学习方法，且达到一定的学习效果，取得一定的成绩。 让学生通过学习体会学习的乐趣，感受学习的快乐；通过学习，增长见识，开拓视野；通过学习，学会了如何与人交流相处，如何为人处事；通过学习，能使自身的需求得到满足，能够发展自己的兴趣，并且有可能将兴趣发展成特长，专长，这是为以后走出社会奠定良好的基础。 我校近一年来实践探索了：“271高效课堂模式。”（要求教师讲课时间不大于20%，学生自主学习占70%，剩余10%用于每堂课的成果测评）。特别是八环节学习法（计划寻航、课前预习、专心上课，学案导读、规范训练、满分答卷、课外阅读、学习档案），充分调动了学生学习的积极性和主动性。培养了学生的学习能力和表达能力。在此模式下，我们在探讨，实践英语不同课型的“271高效课堂教学模式”，如词汇教学，阅读教学，语言学习，语言应用，语法教学，写作教学。“271高效课堂教学模式”最大的特点即问题导学，先学后教，打破了传统教学模式下先教后学的模式，强调了学生的自主学习以及组内的合作探究过程。这对于抽象单调的语法教学非常有效，学生在课前积极充分预习，掌握了基本的语法要点，并完成了部分针对性极强的训练。通过自主学习掌握了基本语法规则，后又通过组内合作突破了部分难点。且在课前梳理了“知识树”勾画了重难点。课前预习为课内的强化要点，突破难点做好了充分的准备。这样让语法教学不再枯燥，学生对知识的记忆亦非常深刻。对于每种不同的课型，课前备课组将通过充分研讨编制讨论导学案。对于语法教学，我们的学案编制主要分为三个部分，第一部分为：自主学习部分（呈现语法现象，解析要点），第二部分为：合作探究部分（总结，强调要点），第三部分为：能力提升部分（突破难点，提升能力）。下面我以“虚拟语气教学”为例，谈一下语法导学案的编制。Task I 自主学习部分（Independent Learning）（要点解析）虚拟语气可以表示过去，现在和将来的情况，时态的基本特点是时态往后推移。最主要的考察点为if条件句的虚拟语气。★ a. 与现在事实相反的假设条件从句 主句一般过去时（be用were） should（would）等 +动词原形b. 与过去事实相反的假设条件从句 主句过去完成时 should（would）等+ have+ 过去分词c. 表示对将来不大可能发生的事情的假想条件从句 主句一般过去时 should/would等 + 动词原形were+ 不定式should+ 动词原形请完成下面三个句子，并背诵句型。1. If I you, I . 如果我是你，我绝不放弃。2. If I ，I the exam. 如果我努力学习，我就已经通过考试了 。3. If it rain tomorrow, I attend the meeting. If it rain tomorrow, I attend the meeting. If it tomorrow, I attend the meeting.如果明天下雨，我就不来参加那个会议了。★ 条件状语的倒装如果条件状语中有were, had, should时, 可以倒装成：Were / Should / Had +主+其他1. If I were you, I would try it again.----- I you, I would try it again.2. If he had been there yesterday, he would have seen the film.----Had he been there yesterday, he would have seen the film3. If it should snow tomorrow, we wouldn’t go out.---- Should it snow tomorrow, we wouldn’t go out.Task II 合作探究部分（Cooperative study）(句型突破)用虚拟语气改写下列句子。1.The boy who went swimming in the No-swimming Zone drowned in the river.----If the boy swimming in the No-swimming Zone, he in the river.----- the boy swimming in the No-swimming Zone, he in the river.2. The mother carelessly put the knife within the baby’s reach, and the baby cut herself while playing it.----If the mother carefully the knife out of the baby’s reach, baby herself.---- the mother carefully the knife out of the baby’s reach, the baby herself.3.I am not a bird, so I can’t fly in the sky.---- If I a bird, I in the sky.---- I a bird, I in the sky.4.I will not meet him tomorrow, so I can’t tell him the news.If I should him tomorrow, I him the news. him tomorrow, I him the news. If I were him tomorrow, I him the news. I meet him tomorrow, I him the news.Task III 能力提升部分（Ability-improving）(牛刀小试)Choose the best answer.1.If you __________tomorrow, you _________find the new manager working in the office.A. should come; would B. would come; wouldC. will come; should D. comes; might.2. If the parents ______at the hospital earlier after the accident, the child would have been saved.A. arrives B. arrive C. had arrived D. has arrived3. I didn’t see your sister at the meeting. If she __________, she would met my brother. A. has come B. did come C. came D. had come4. If my lawyer _______here last Sunday, he _______me from going .A.had been; would have preventedB. had been; would preventC. were; would preventD. were; would have prevented5. --- If he _________he ___________that food. --- Luckily he was sent to the hospital immediately.A. was warned; would not have takenB. had been warned; would not have takenC. would be warned; had not takenD. would have been warned; had not taken 我校导学案编制遵循十六字原则，即，科学设计，层次分明，通盘考虑，循序渐进。这种模式实现了两个落实，即落实了预习，落实了问题导学。课堂上我们采用了四种形态，即，通过展示进行交流，通过点拨实现提升，通过纠错进行落实，通过开放实现拓展。这种学习我认为才是有意义的学习，课堂灵活富有激情，充满了欢声笑语，诗情画意，唇枪舌战，别具一格，这样的课堂真正提升了学生的能力。
小米一箩筐
随着新课程改革的实施，我们每一位英语教师有责任探索有助于学生轻松愉快地学习、记忆、运用英语语法的教学方法。下面笔者将就“高中英语语法教学技巧”这个问题和广大同仁进行探讨。如何学好高中英语语法 .工具/原料 方法/步骤 1、化繁为简，一目了然一些参考书，包括词典对于语法的讲解过于抽象、冗长，学生花很长时间也难以记住，如在辨别receive和accept时，《英汉双解词典》（外文出版社，2003：6）这样说：“accept不但表示收到某物，并且在思想上加以允诺或肯定，有接受采纳的意思，比receive更进一步。receive为普通用法，可用于人，也可用于物，意思是‘收到’、‘受到’。”笔者认为这种解释不利于学生记忆，事倍功半。笔者在教学中借鉴一些好的方法，把其简化为：receive: “收到”、accept: “收下”，一字之差使其区别一目了然。并通过一句话：A pretty girl received a love letter, but didn’t accept it.（一个美丽的女孩收到了一封情书，但是没有收下。）来帮助学生更好地辨别其差别。如何学好高中英语语法 .2、一言辨异，言简意赅《星火英语最新高考必备》（马德高主编，2004：6）中有很多值得我们借鉴的“一言辨异”法，笔者在此略举两例：Tears in her eyes, she tore her boy friend’s letter into pieces. (眼含着泪，她把男朋友的信撕成了碎片。)You shouldn’t have scolded the boy at all, he is a child after all; above all, he made only two mistakes in all. (你根本不该责备那男孩，他毕竟还是个孩子；更重要的是，他总共才出了两处错。)如何学好高中英语语法 .3、联想记忆，过目不忘一些好的语法书介绍了一些很好的联想记忆法。如《巧学活用高中英语语法》（新华出版社，2005：20）一书用顺口溜助记以—f(e)结尾的名词变复数：小偷之妻生活难，(thief, wife ，life) 自己扫叶来做饭。 （self, leaf）忽见一狼躲架后， （wolf, shelf） 取刀把它劈两半。（knife ，half）《星火英语最新高考必备》这样巧记such和so:名前such,形、副so，多多少少也用so。Little属特殊，“小”用such,“少”用so。eg.I don’t believe such little animals can eat so many insects.（我不相信这么小的动物能吃这么多的昆虫。）笔者还引导学生采用小学语文课本中“乌鸦喝水”那篇文章中的一句话造了下面这个句子：There is so little water in the bottle that the crow isn’t able to drink it.（瓶子里的水很少，乌鸦怎么也喝不着。） 还有的语法书这样助记有些以—f(e)结尾的名词加—s变为复数：首领（chief）围着围巾（scarf）、拿着手帕（handkerchief）,坐在屋顶（roof）上，看着悬崖（cliff）边的海湾（gulf）。笔者在教学中这样引导学生进行联想记忆：scarf(scar:疤痕，f的形状就像围巾围在脖子上的形状，脖子上有疤，故而要围围巾；handkerchief(hand:手，chief:主要的，手帕主要是用来擦手的。)这样联想，以旧带新，实践证明，事半功倍。4、就地取材，实物举例在辨析go out(vi. 熄灭)和put out(vt.扑灭、关灯)时，正好是第一节课，由于是冬天，教室里的灯还亮着，我突然把灯关了，学生用奇怪的眼神看着我，我问他们：“What happened?”有的学生答：“The lights went out.”,也有的学生答：“The lights put out.”我就抓住机会更正：“Yes, the lights went out. It’s I who put out the lights just now.”然后我把这两个句子写在黑板上，让学生观察其区别，帮他们得出结论。这样就把抽象、难懂的东西具体化、情景化，在脑中留下较深的印象。5、背诵短文，掌握语法“学生要想成为熟练的语言运用者，就必须能够熟练地使用语言单位，而语言单位并不是人们曾经普遍认为的单词，而是句子。”（Alexander, L.G.,何其辛合作编著，1997：xix）。若是能在好的文章中学句子、学语法，学生会较容易地记住该语法。《新概念英语》无疑是公认的这样的好文章，它的编排以语法为一条主线，比如，第二册第3课Please send me a card就是主要以一般过去时的句子串连起来的一篇文章。笔者在教学中，给学生15-20分钟的时间去背诵这篇文章，我想其效果远比讲15-20分钟有关过去式的语法要有效得多。6、创设情景，“景”中生“情”在教学中，教师应发挥学生学习的主动性，培养学生的观察能力和思考能力，尽可能地为学生创设贴近实际生活的真实语言情景，让学生懂得语言意思。在学习虚拟语气时，笔者引导学生就所学课文Born Dying（与生俱来的死亡） (Senior English for China Student’s Book 2A Unit7,P51),以语法虚拟语气为主线编写了下面一段话：Xiaohua is twelve years old and has been living with AIDS for twelve years. Her mother died of AIDS when she was three. Her father also suffers from AIDS. She wishes that her mother hadn’t died. She wishes that she would become a doctor to help others. She said:“ If I weren’t sick, my life would be different. If my mother hadn’t died, I would have been happy like other children. If I were to become/should become/became a doctor in the future ,I would try my best to help other persons who also suffer from AIDS.I wish others wouldn’t treat us as if we were dangerous people. It’s (high/about)time people changed their attitudes towards us.”笔者认为，这样至少可以做到“一举三得”：不仅有助于学生轻松掌握虚拟语气，而且有利于学生心灵美的塑造，坚持下去，还能培养学生的英语写作能力。7、唱英文金曲，学英语语法英文金曲中的句子地道，琅琅上口，把英文金曲中的句子用到英语语法教学中，能更好地调动学生学英语的积极性，能用较短的时间既记住该句子又记住该语法项目。如，在讲解do/does/did+动词原形表示加强语气这一语法点时，笔者采用了美国电影巨片《泰坦尼克号》的主题歌My Heart Will Go On中的句子：I believe that the heart does go on.（我相信这心将永恒。）又如，在教more than这个词组时，笔者采用歌词：I love you more than I can say.（爱你在心口难开。）这样，不仅较容易地记住了语法知识，而且还轻松地记住了一些地道、经典的句子，为“在人际交往中得体地使用英语”奠定基础。8、学习课文，认识语法众所周知，高中英语课文基本每篇都有定语从句的句子。在首次介绍定语从句时，笔者首先让学生通过泛读整体上了解课文大意、理解课文的内涵，在欣赏语言的过程中让学生学会观察、分析、归纳教材中出现的新的语言结构，并引导他们得出结论：定语从句三步骤：找到先行词；还原先行词；确定关系词。在之后的教学中，每次碰到含有定语从句的句子，笔者都带着学生口头复习一遍这三个步骤，并辅之以其它的讲解，长期坚持下来，学生自然而然地掌握了定语从句的基本用法。如何学好高中英语语法 .END注意事项 为了让学生在学习中变被动为主动，我们在平时的教学中应想方设法，创造性地进行英语语法教学，去借鉴别人好的方法，就不难找到一条适合学生的较为有效的高中英语语法教学之路。请采纳。
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