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

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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.Morespecialschoolswillbebuilt.Helpwillbegiventopeopletofindjobsandmedicaltreatmentwillbeprovidedforpeoplewhoneedittoo.(Notonly…butalso…)Butthetruthisthateveryoneshouldtakecareofdisabledpeople,notjustthegovernment.Wemustalsobringpeoplewithdisabilitiesintonormalschools.Youngpeoplewilllearnaboutdisabilityonlywhentheygotothesameschoolsaspeoplewithdisabilities.(Onlywhen…)Theylovehavinglotsoffriends,andthosewithdisabilitiesalsolovehavinglotsoffriendstoo.(sodo…)Thoughweallaredifferent,weneedneverbeseparate.(Different…)4.Self-assessment—Choices(PPT39-43)(1)Now__________yourturntorecitethetext.A.thereisB.therecomesC.comesD.hascome(2)Onlythen___________howmuchdamagehadbeencaused. A.sherealizedB.shehadrealizedC.hadsherealizedD.didsherealize(3)Nowhereelsealongthecoast___________suchshallowwatersofarfromland.A.isthereB.isitC.thereisD.itis(4)Never___________alanguagesowidelyspreadorspokenbysomanypeopleasEnglish.A.therehasbeenB.ithasbeenC.hastherebeenD.hasitbeen(5)_________hadhegotonthetrain_______herealizedhehadlefthisbaginthecar.A.Hardly;whenB.Hardly;thenC.Nosooner;whenD.Nosooner;then(6)—It’sburninghottoday,isn’tit?—Yes.__________yesterday.A.SowasitB.SoitwasC.SoitisD.Soisit(7)__________aboutwildplantsthattheydecidedtomakeatriptoMadagascarforfurtherresearch.A.SocuriousthecouplewasB.SocuriouswerethecoupleC.HowcuriousthecoupleswereD.Thecouplewassuchcurious(8)Notuntiltheearlyyearsofthe19thcentury_________whatheatis.A.mandidknowB.manknewC.didn’tmanknowD.didmanknow(9)InnocityofChinalittle__________abouttheeconomicdevelopment.A.thegovernmentcaresB.doesthegovernmentcareC.doesn’tthegovernmentcareD.thegovernmentdoesn’tcare(10)Autumncoming,down_____________.A.dotheleavesfallB.theleaveswillfallC.falltheleavesD.theleaveshavefallenAnswer:CDACAABDBCIfnecessary,providethestudentssomesamplesfromNMETtopracticeon.[Explanation]第一步是让学生了解“倒装结构”的基本概念；第二步主要是让学生能从篇章中整体感悟倒装结构，然后帮助学生归纳出倒装的定义及大概使用的几种情况；第三步是整节课的中心，虽然课文阐述和罗列得非常清晰，但考虑到学生浏览时可能心神不够集中或有枯燥厌倦之感，所以在处理这部分时，安排了个体活动和小组活动穿插进行，目的是最大限度地激发和保持学生的兴趣和求知欲。后面的操练部分既有单句练习、选择题，又突出了在篇章中练习倒装结构，训练学生在阅读及其它实际运用中掌握语法知识，提高语言的能力。