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1、人教修订版高二英语上Unit 2 News mediaPeriod 1 教案Teaching content: InversionDate of teaching: Type of class: Comprehensive classTeaching aim: 1.Enunciate the concept and types of inversion;2.Teach various cases of inversion;3.Train studentsability of expressing themselves in diversified waysTeaching emphasis:
2、various cases of inversionTeaching aids: slide projector and some slidesTeaching methods: enunciating method; demonstrating method, drilling methodBlackboard planning:InversionA partPartial inversionConceptTypesThe wholeFull inversionPartial inversion: 1. am/is/are/was/were+主 +表 2. do/does/did+ 主 +
3、原形3. am/is/are/was/were+ 主 + 在分 4. will/shall+ 主 + 原形5.have/has/had+ 主 + 去分 Cases of inversion:1. general question of tenses ( 半)2.Here/There+ 动词 +主 (名 ) (全 )3. so+助 / 系 / 情 +主 4.neither/nor+ 助 / 系 / 情 +主 5.Off/Away/Up/Down/In/Out+动词 +主 (名 ) (全 )6.There+动词 (存在 / 运 ) +主 +其它7. 在分 / 去分 +be 的适当形式 +主 (名
4、)8.So+形容 +助/ 系 / 情 +主 +其它 (半 )9.Such+(a/an+形容 +)名 +助 / 系 / 情 +主 +其它 (半 )10.含否定意 的介 短 / 副 +助 / 系 / 情 +主 +其它 (半 )11.Only+其它状 +助 / 系 / 情 +主 +其它 (半 )12.引 的全部或一部分+引述 +主 (名 )(+其它引 部分 )(全 )13.表示地点的介 短 +动词 +主 (名 ) (全 )Teaching process:I.Propaedeuticactivities:Deliverthefollowingsentences toellicittheteachin
5、gcontent:The door opened and in came Miss PorterInstruct students to tentatively say what linguistic phenomenonthe suggestedSentence is of and the teacher give the definitive conclusion, towit, inversion.II. Embarkation on the teaching content:i. Write the topic Inversionon the top of the blackboard
6、 and say its Chineseheteromym.第 1页共 4页ii. Enunciate the concept of inversion to students, namely, a part or the whole of predicate of a sentence is transferred ahead of subject, and in the meanwhile write the key words involved abreast vertically on the blackboard.iii. Tell students the former case
7、iscalled partial inversion and the letter full inversionand thenwrite the two termsabreastverticallyon the upperrightcornerof theblackboard. Use two arrows to mark their corresponding relationship.Iv .Explain partial inversiontwit, the helping, verb or the first of the helping verbs istransferred be
8、fore subject and the rest part of predicate is still detained after subject inthe appropriate form. Instantiate that by questioning and then writing the interrogativeforms of various tenses on the blackboard.v. Explain to students full inversiontowit,the whole,of predicate is transferred ahead ofsub
9、ject no matterhowmany words predicate contains. Exemplify thatas follows(byprojecting a slide):Inside thelecturehallwas laidsomeequipmentjust now.(Theunderlinedpartispredicate consisting of two words which is transferred ahead of subject.)vi. Write on the blackboard “Cases of inversion ”and then pro
10、ject slides in a row which contain the following sentences:1.What nationality did Albert Einstein take then?2.There goes the bell.3.This physician speaks British English, so does that surgeon.4.That native hasn teaten his breakfast, neither/nor have these foreigners.5.Off jumped that huge monster.6.
11、There flies a hawk in the sky.7.Linking a modem to the CPU is that young technician.8.Covered with snow is that downhill slope.9.So promising is that graduate that several companies want to employ him.10.Such an valuable cultural relic did that archaeologist find that a museum took it over immediate
12、ly.11.Not any French words has that secretary typed on the computer.12.Seldom does that comedian act as a Japanese in plays13.Not only will that geographer go abroad, but also his family will follow him.14.Only on account of SARS did those medical workers experience such an unforgettable period.15.
13、“It is creativity , ”said this manager, “that makes this special economic zone attracts so many pioneers.”16.In front of the stadium are standing six flag poles.vi. Get students to apprehend the above sentences on the projected slides and educe the knowledge concerned by virtue of comprehension of t
14、hem. Give explanations as follows and in the meanwhile write the items of knowledge on the blackboard:1.Interrogative sentences are normally partially inverted except ones whose subjects are interrogative pronouns.2.in brief colloquial sentences initiated with “Here”or “There”the finite verb and its
15、 subject functioned as by noun are normally fully inverted.3.When we mean somebody or something is of the same characteristic as somebody or第 2页共 4页somethingstatedintheprevioussentence,weemploy“so+ helpingverb+subject ”or “neither/nor +helping verb + subject ”.The tense of the helping verb agrees wi
16、th that of the finite verb in the previous sentence while its person and number agrees with its own postponed subject. The former sentence pattern comes after an affirmative declarative sentence while the latter one a negative declarative sentence.4.When such adverbs as “Off ”, “Away”, “Up”, “Down ”
17、, “In”, “Out ”initiate a sentence whose subject is served as by noun, the sentence is normally fully inverted.5.In the “There-be”sentence pattern, verb predicating existence or motion can replace “be”and thus a kind of full inversion arises.6.Sentences of the continuous tense or of the passive voice
18、 sometimes begin with participial phrases and the helping verb “be”is put in between the participial phrases and subjects coming last.7.Sentences beginning with “So +adjective/adverb ”or “Such(+a/an)+noun and containing adverbial clause of purpose or result are normally partially inverted.8.Setences
19、 starting with adverb predicating negation are normally partially inverted. Similarly, in the compound sentence whose coordinate clauses are connected by the correlative conjunctions “not only but also”the first clause is normally partially inverted.9.When “Only + adverbial ”initiates a sentence the
20、 sentence is normally partially inverted.10.When the whole or part of the direct speech initiates a sentence the reporting part is normally fully inverted if noun functions as its subject.11.When prepositional phrase predicating location starts a sentence the comparatively short subject and the fini
21、te verb are normally fully inverted.vii. Project a slide containing the following sentences to help apprehend. Get students to talk about cases of inversion arising in each sentence, construct the sentences and change them into normal word order orally.1.That biologist doesn tobserve the heavens, no
22、r/neither does he observe the sea.2.This athlete isn tfrom that inland province, neither/nor are his coaches.3.Time is boundless, so is space.4.Away ran those monkeys.5.Typing a letter is that pretty typist.6.Surrounded by woods is that village.7.So long is that railway that it covers nearly the who
23、le country from west to east.8.Such a troublesome situation have those scientists got stuck in that they have to stop their research.9.Hardly can that editor make out that illegibly written letter.10.Only in this order will the guests be seated round the table.11.Not until yesterday did those touris
24、ts leave for Macao.12.On top of the hill are growing some pine trees.viii. Emphasize that one meaning can be expressed in more than one way and diversified expression can improve a lot what one tells others.III. Recapitulate what have been taught and practised in class.Assignments: Furbish up the concept, the types and various cases of inversion;第 3页共 4页Do the collateral exercises in loose leaves to be handed out to them after class.第 4页共 4页