高中英语 Unit3 The world of colours and light Grammar and usage教学设计 牛津译林版选修8-牛津版高二选修8英语教案VIP免费

单元：Unit3Theworldofcoloursandlight板块：GrammarandusageThoughtsonthedesign：倒装结构与其说是一项语法内容，倒不如说是一种修辞手段。本节课的设计以总——分——总结构为主，具体说来就是通过语篇，帮助学生感悟倒装结构，然后结合课本，指导学生归纳出倒装结构运用的各种情形，期间尽可能体现活动形式的多样化，最后是操练和运用部分，突出了在篇章中练习语法结构，训练学生在阅读及其它实际运用中掌握语法知识，提高能力。Teachingaims:Afterlearningthisperiod,thestudentswillbeableto:1.understandhowinversionsareformed;2.summarizethecasesinwhichinversionisused;3.learntochangeinversionintonormalstructureorviceversa.Teachingprocedures:Step1Lead-in(PPT4-6)1.Guidestudentstocomparethefollowingpairsofsentencesandtellthedifferencebetweenthem.●TheywenttotheparklastSunday.DidtheygototheparklastSunday?●Helikestoreadnewspaperarticlesaboutsocialproblems.Whatdoesheliketoread?2.AskthestudentstogothroughPartAandunderlinetheinversionsincludedinthetextandaskthestudentstoanalyseandexplainthereasonwhyinversioncanbeusedinthesecases.Whiledoingthis,helpthestudentsfigureoutwhatisinversion.ThenaskthestudentstoreadtheguidelinesonP40.Makesurethattheyknowthatinversionsometimescanputemphasisonthepredicateinsteadofonthesubject.Firstly,getthestudentstoworkontheirownandthencomparetheirnotesinpairs.Step2Inversionindifferentcases(PPT7-33)1.Questions.(PPT8)Thispartiseasyforthestudentstounderstand.Sojustaskthemtogivemoreexamples.2.1.Whenasentencebeginswithanegativewordoranegativephrasesuchasneither,nor,never,not,atnotime,seldom,andhardly,inversionisused.(PPT9-11)Forthispart,firstaskthestudentstoreadindividuallyandthenworkinpairs:onestudentreadstheinvertedsentence,theotheroneputsitinitsnormalorderandviceversa.Moresentencesaresuggested:(1)Ihavenevermethimbefore.NeverhaveImethimbefore.(2)Wehaveseldomseensuchahorriblefilm.Seldomhaveweseensuchahorriblefilm.(3)Shehadhardlyenteredthehousewhensheheardababycrying.Hardlyhadsheenteredthehousewhensheheardababycrying.(4)Shedidnotsingasinglesongatyesterday’sparty.Notasinglesongdidshesingatyesterday’sparty.2.2.Whenthesentencebeginswithonlyorso,inversionisused.(PPT12-13)Askthestudentstogivemoreexamplestopractisewitheachother,especiallyabout“only”.Askthestudentstocompare:(1)Onlyinthiswaycanyouworkouttheproblem.(2)OnlywhenMr.Bakerreturnsthisafternoonwillthemeetingbegin.(3)Onlyteacherswenttotheartgalleryyesterday.Andtellthestudentstonotethatwhen“only”modifiesthesubject,wedonotinvertthesubjectandthepredicate.3.1.Whenthesentencebeginswithdirectspeechorpartofit,inversionisused.(PPT32)3.2.Whenthesubjectistoolong,inversionisused.(PPT32)3.3.Whenthesentencebeginswithhere,there,in,out,up,down,on,etc.,inversionisused.(PPT26-27)3.3Itisrelativelydifficulttounderstandanduse,soitissuggestedthatmoreexamplesaregivenoraskthestudentstomakeupasentenceusingtheabovestructure.4.Informallanguagetotalkaboutunrealconditionals,inversionisused.Askthestudentstoputtheexamplesthetextintotheirnormalorder.Step3Practiceandconsolidation1.BacktoPartAandaskthestudentstoputthefollowinginvertedsentencesintheirnormalorderandcheckanswersinpairs.2.AskthestudentstofinishPartBindividually.3.Askthestudentstorewritethefollowingparagraphusinginversionfollowingtherequirementsinbrackets.(PPT34-36)InChinaabout50millionpeoplearelivingwithdisabilities.(Therebe…)Anewgovernmentprogramhasbeendesignedtohelpdisabledpeople.Morespecialschoolswill...