Learning about Language教学实录及点评

Grammar Revision Play with: Inversion

By: wu jiao Hanchuan No.1 Senior High School

Teaching Goals:

1. To review the structure of inversion. 2. To enable the students to use inversion correctly and properly. Teaching Important & Difficult Points: 1. To ask the students to discover the traps in the similar structure of inversion. 2. To enable the students to learn how to complete sentences about the structure of inversion. 3. To spot the structure of inversion in cloze and reading. 4. To use the structure of inversion freely and correctly in composition. Teaching Aids:

Multimedia and blackboard Teaching Methods: 1. Task-based teaching and learning 2. Induction and deduction 2. Individual and group work 3. Discussion Teaching Procedures: Step 1: Greetings

Step 2: Lead-in

Watch a video and translate it into English. English version:

Long long ago, there was a mountain. In the middle of the mountain _______________ (有座庙lie). Inside

the temple ______________ (有个和尚live), Jigong, waving his broken fan.

Step 3: Experience

Act 1: Tell a story “My day”

“Look, here _______________. (公汽来了come )” my friend Tom shouted. We got on the bus to go to school. Hardly _______________ (我们一进入enter) the classroom when the bell rang. In the class, the teacher told us only when we study hard _____________________ (我们才能被…录取admit) a key university.

At noon, as soon as the bell rang, out ____________________ (同学们冲出去

rush), _______ (我也是so).

As I hurried to the school canteen, I was shocked by the scene. So

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__________________ (如此长的队列queue ) that I had to wait for a long time. Suddenly I found that in the front of the queue ____________(站着汤姆

stand ). I asked Tom to buy me the lunch. When I got the bowl, a boy ran into me. Down _____________ (碗摔了fall )! I had to buy another. After lunch, I was about to go to the classroom, when it began to rain. Neither I nor Tom ______________ (带雨伞

take). So _____________ (雨下得大heavily) that we had to wait. It was not until 2 p.m.___________________ (雨停stop). No sooner ____________ (我们进入get) into the

classroom than I found I left my meal card in the canteen. Never ______________________ (我有过如此的坏运气luck) before. ____________ (尽管我很悲伤as ), I focused my attention on study.

Gone ____________ (日子一去不复返

day)when I was free of worries. Act 2: Focus on the structure Can you find inversion in these sentences, and what are they? 1. Look, here comes the bus. 2. Hardly had we entered the classroom when the bell rang. 3. Only when we study hard can we be admitted into a key university. 4. … out rushed our classmates,

5. …, so did I. 6. So long was the queue that I had to wait for a long time. 7. Suddenly I found that in the front of the queue stood Tom. 8. Down fell the bowl! 9. Neither I nor Tom took an umbrella. 10. So heavily did it rain that we had to wait. 11. It was not until 2 p.m. that the rain stopped.

12. No sooner had we got into the classroom than I found I left my meal card in the canteen. 13. Never had I had such a bad luck before. 14. Sad as I was, I focused my attention on study. 15. Gone were the days when I was free of worries. Full inversion

1. 表示方位的副词(如there，here，up，down，out，in，away等)位于句首，且主语又是名词。

2. 以then, now, thus, such开头，谓语动词多为come, follow, begin, end, be, 主语又是名词。

3. 表地点的介词短语位于句首，且谓语动词为不及物动词。

4. 表语置于句首，为保持句子平衡，或以示强调，或使上下文衔接需倒装。

Partial inversion

1. only 所修饰副词、介词短语及状语从句位于句首时。

2. 含有否定意义的副词或词组（never, seldom, little, hardly, by no means, not until）位于句首时。

3. hardly… when, no sooner…than, not only… but (also)等引导两个分句时，前一个分句用部分倒装，后一个分句不变。

4. so… that中的so位于句首时。

5. so/neither/nor置于句首，表示前面所说的情况也适用于另一个人或事物时。

6. 当if引导的虚拟条件从句中含有had, were或should等时，如将if省略，则要将had, were或should等移到主语之前。

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Had you come a few minutes earlier，you would have seen him.

如果你早来几分钟，你会见到他。

Should he be here next week，he would help us. 如果他下周来这儿，他就帮助我们。

____________________（万一明天下雨），we would have to put off the visit to Beijing. (rain) Formal inversion

though/as引导让步状语从句时，意为“尽管”，通常把句中状语、表语或动词提前；若表语是名词，其前不用冠词。

_________________, he behaved like a girl. (as) 他虽是个男孩，但举止却像个女孩。

_____________________, he couldn’t open the door. (try) 他试过多次了，却仍打不开那门。

__________________, I won’t marry him. (like)

尽管我很喜欢他，但我不会嫁给他的。

Step 4: Play a game Be careful with the traps. Group 1: I’d love to join in the discussion but if you don’t, ______________. (nor)

我想参加这个讨论，但是如果你不参加，我也不参加。

I disagree to tear down the old temple, _______________________. (do) 我不同意拆除那个古寺，其他村民也不同意。

Group 2: Not only ___________________ but also he brought us good news. (come)

他不但来了，而且给我们带来了好消息。

Not only children but also adults ________________ the film Harry Potter. (interested) 不仅仅是儿童而且成年人也对哈利波特感兴趣。

Group 3: Not until _____________________ did the mother leave the room. (fall) 等到孩子睡着了，妈妈才离开房间。

It was not until the baby girl was sound asleep __________________________ to deal with their personal affairs. (have) 直到这个女婴熟睡了，她的父母才有时间处理自己的事情。

Group 4: 1. At no time in history ____________________ such a mass migration of people from countryside to city. (there) 在历史上没有过如此大规模的从农村到城市的大移民。

2. On no account __________________________ to anyone. (mention) 在任何情况下都禁止向任何人提及我的名字。

Group 5: 1. This is our classroom, in front of ________________________. (stand) 这就是我们的教室，在其前面有棵树。

2. I don’t know ____________________________. (lie)

我不知道问题之所在。

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Step 5: Come to NMET Step 6: Spot

Act 1: Cloze There are four types of blood, all types are found in every race, and no type is distinct to any race. Human brains are the (same)．No scientists could examine a brain and tell you the race to which the individual belonged．Brains will (vary) in size，but this occurs with in every race.

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does size have anything to do with intelligence．

70．A. Only

B. Or

C. Nor

D. So

Act 2: Reading Bad teeth can be painful -- and worse. They can even be deadly. Infections of the gums and teeth can release bacteria into the blood system. Those bacteria can increase the chances of a heart attack or stroke and worsen the effects of other diseases. And adults are not the only ones at risk. For example, in two thousand seven, doctors in the Washington area said a boy died when a tooth infection spread to his brain. They said it might have been prevented had he received the dental care he needed. He was twelve years old.

1. Translate this sentence into Chinese.

2. From the text we can infer that________ A. Only adults suffer teeth problem. B. We should received dental care after 12 years old. C. Receiving dental care plays an important role in preventing some serious diseases. D. Infections of the gums and teeth can cause a heart attack or stroke. Act 3: Writing 英语书面表达在高考中日益显得重要，高考书面表达已不只局限于把话说清楚，把意思表达完整，而是要给我们的句子润色，让我们的句子靓起来。

Ac1 1: It was very noisy.

I could hardly go to sleep.

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用so… that改造

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It was so noisy that I could hardly go to sleep.

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变成倒装句

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So noisy was it that I could hardly go to sleep. Act 2: 11年湖北高考书面表达题，是写信要求更换有问题的手机，其中部分要点提示是：“手机不响铃，不能发短信；该产品已售完，无法更换”。

下面是一份高分答卷

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Not only does it fail to ring, but also it can’t even send a massage.

Besides, this kind of phones sell so well that none can be found at the market. As a result I can’t change my phone for a new one.

Step 7: Self-assessment Step 8: Homework Writing: (2014 年北京高考英语作文) 请根据下面提示，写一篇短文。词数不少于50 。

In your spoken English class, your teacher shows you the following picture, you are asked

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to describe the picture and explain how you understand it

Describe the location of the tree: In the picture, between two closely-located buildings grows a big tree. (grow) Describe the good quality of the tree: Unfavorable as the environment is, it bends in the middle, struggling all the way up to get more sunshine. What we can learn from the tree: Not only should we not be afraid of difficulties, but also we should try our best to overcome them.

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