Learning about Language教学设计一等奖

高中英语语法《倒装句》教学设计

定州市第二中学

雷海燕

I

Knowledge aims

1. Students can recognize the inversion patterns, and get to know 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 aims 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:

The key point for my students is to identify different inversions in different 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 to work in groups of 4 to write down all the negative adverbs and phrases that they can think of in two minutes. They should come out 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 to think 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 shown on the PPT and to tell other students what they can find . 例句

1.Seldom does one hear a politician say ‘sorry’.

2. Scarcely had I got back when it started to rain.

3. Under no circumstances shall I betray my country. Then make a conclusion, 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 . 1. Here comes the bus! 2. 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. (Justification: The first task is to make sure that students can actually know how 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. 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 1.

Invite one student to summarize what we have learned today, and another one to add up. 2.

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 they have learned today and help them write with inversions purposely.)

IV Teaching Reflection