高中英语语法教案-倒装句

高三英语倒装句：教师备课必备教案To achieve the desired results, the teacher not only needs to master the concept of inversion but should also be capable of designing a comprehensive lesson plan that caters to the varied learning styles of their students. Thus, here are some essential tips that teachers can use to create a fruitful lesson plan for teaching ‘Inversion’ in English:1.Start with the FundamentalsBefore jumping straight into the concept of inversion, it is crucial to ensure that students have a clear understanding of the basic structure of a sentence. To begin with, it is essential to cover basic subject-verb-object sentences and then move on to more complex sentence structures. This will make the students more receptive to the inverted order of sentences.2.Explain the Concept of InversionOnce the basic sentence structure is covered, it is crucial to explain the concept of Inversion to the students. The teacher should start by explaining the term and then move on to provide examples of inverted sentences. This will helpstudents gain a better understanding of the topic and appreciate the usage of inversions in English.3.Demonstrate with ExamplesUsing examples is an essential ingredient in creating an effective lesson plan. The teacher must use simple to complex examples to demonstrate how inversion works. This will help the students learn better and develop a stronger grasp of the concept.4.Encourage PracticeAfter the students have gained a clear understanding of the concept, the teacher must provide ample practice opportunities to encourage the student's participation. It is essential not only to test the students' knowledge but also to foster their ability to incorporate the concept within their writing.5.Revise and ReviewThe teacher should revise the entire lesson plan and ensure that it is well-structured, concise and caters to the learning styles of all the students in the classroom. To ensure that the students have fully understood the concept,the teacher should also conduct regular reviews and assessments.In conclusion, teaching inversion is a daunting task, but with the right lesson plan, teachers can successfully impart this important concept to their students. By following the guidelines mentioned above, teachers can create comprehensive lesson plans that cater to their student's learning styles and help students develop a stronger grasp of the English language.。

高中英语倒装句教案高中英语倒装句是一种常见的句式，也是英语学习中的重点知识之一。

英语实际上是一种更加复杂的语言，当学习它时，要熟悉各种句型，才能表达准确，让人能够正确地理解自己想表达的意思。

让学生正确掌握英语句型，学习倒装句尤为重要，下面将介绍高中英语倒装句的教学目标，教学内容，以及教学方法。

一、高中英语倒装句的教学目标1.让学生了解倒装句的概念和用法；2.培养学生把握倒装句的能力；3.使学生能够运用倒装句灵活表达；4.提升学生的英语口语、书写能力。

二、高中英语倒装句的教学内容1.基础句子结构：有时以谓语动词开头，有时以主语开头，有时只有两个组成部分主语和谓语；2.一般疑问句结构：以助动词开头，助动词+一般疑问句；3.一般祈使句结构：主语从句，句首助动词+一般祈使句；4.倒装句结构：倒装句表示强调的意思，可以将倒装句分为部分倒装句和全部倒装句两类。

三、高中英语倒装句的教学方法1.采用情景法演示教学：通过设置情景，让学生体会倒装句的运用，提升重点知识的记忆率；2.利用影片资源进行文本语境突出教学：通过播放英雄史诗、英文故事影片等，将句子放入语境中教学，让学生更好理解句子结构；3.采用学生对对练习达到任务型教学：首先安排一个练习任务，让学生完成单句的倒装，然后通过小组活动，完成连句的倒装练习；4.利用小测验促进记忆：通过小测验，来检测学生对倒装句的掌握情况，并针对学生在练习中发现的错误，进行教师总结和细化，使学生对倒装句更加清晰。

通过上面四种方法，教师可以很好地灵活利用这些方法，结合本节课的实际情况，为学生提供充分的学习机会，发挥学生的创新能力，提高他们学习倒装句的兴趣和能力，有助于提升学生的英语口语。

高中英语语法-特殊句型-倒装句一、全部倒装形式：句子中的谓语动词全部置于主语之前。

条件：1.here,there,now,then等副词置于句首,谓语动词常用be,come,go,lie,run等动词。

Then came the chairman.那时总裁来了。

Here is your letter.你的信。

2.表示运动方向的副词置于句首，谓语表示运动的动词。

Out rushed a missile from under the bomber.轰炸机肚底下窜出一枚导弹。

Ahead sat an old woman.前面坐着一个老妪。

注意：上述全部倒装的句型结构的主语必须是名词，如果主语是人称代词则不能完全倒装。

Here he comes.他来了。

3.句首为表地点的介词词组From the valley came a frightening sound.South of the city lies a big steel factory.4.so,neither,nor，表示重复前句部分内容(1)Tom can speak French.So can Jack.汤姆会讲法语，杰克也会。

(2)If you won\'t go,neither will I.你不去，我也不去。

注意：当so引出的句意为"的确如此"时，是对上文内容的证实或肯定，不用倒装结构。

(1)Tom asked me to go to play football and so I did.汤姆邀我去踢球，我去了。

(2)It\'s raining hard.---So it is.雨下得真大。

是呀。

5.such置于句首(1)Such was Albert Einstein,a simple man and the20th century’s greatest scientist.6.表语置于句首倒装结构：“表语+系动词+主语”(1)Present at the meeting were Professor White and many other guests.(2)Gone are the days when they could do what they liked to the Chinese people.(3)Among the goods are Christmas trees,flowers,candles and toys.二、部分倒装形式：谓语的助动词或情态倒装至主语之前。

高考英语语法复习教案-倒装句和省略句预览说明:预览图片所展示的格式为文档的源格式展示,下载源文件没有水印,内容可编辑和复制高考语法专题：倒装句和省略句------李在刚1.全部倒装全部倒装是指整个谓语放到主语的前面，即谓语在前，主语在后。

有下列几种：(1)there be (lie, stand, live...)句型。

there be是谓语，其后的名词是主语。

There are different forms of energy.On the top of the mountain there stands an old temple.Once upon a time, there lived a poor fisherman.(2)在以here, there, out, in, up, down, away，now，then等开头的句子中。

There goes the bell.Here comes the bus.Out rushed the boy.Away went the children.The door opened and there entered a middle-aged man.【注意】主语是人称代词时不倒装。

例如：Here it is.给你。

Away he went.他走了。

(3)直接引语在句首。

“What does it mean?” asked the boy.(4)为了使句子保持平衡，有时需要倒装。

Nearby were two canoes in which they had come to the island.On the winding path were to be found footprints of somestrange animals.2.部分倒装即将谓语的一部分提到主语之前。

相当于变为一般疑问句中的谓语，是倒装句的重点,也是高考考查的热点之一。

英语中的倒装教案教案标题：英语中的倒装教案教学目标：1. 理解倒装句的定义和用法。

2. 掌握在不同语境中正确使用倒装句。

3. 能够运用倒装句进行口头和书面表达。

教学准备：1. 教师准备：电脑、投影仪、教材、白板、笔。

2. 学生准备：课本、笔记本。

教学过程：步骤一：导入 (5分钟)1. 教师与学生互动，引发学生对倒装句的兴趣。

例如，教师可以提问：“你们在学习英语时是否遇到过倒装句？你们对倒装句有什么了解？”2. 教师简要介绍倒装句的定义：“倒装句是指将谓语动词或助动词提前到主语之前的句子结构，用于强调、表示习惯或条件等特殊情况。

”3. 教师提供一些例句，让学生观察并尝试分析其中的倒装结构。

步骤二：讲解 (15分钟)1. 教师通过投影仪展示倒装句的不同类型和用法，如全部倒装、部分倒装和条件句倒装。

2. 教师逐一解释每种类型的倒装句，并给出相应的例句进行说明。

同时，教师引导学生发现倒装句的特点和使用场景。

步骤三：练习 (20分钟)1. 教师提供一些练习题，让学生进行个人或小组练习。

例如，填空、改错或造句等活动。

2. 学生完成练习后，教师进行答案讲解，并对学生的答案进行评价和指导。

步骤四：拓展 (10分钟)1. 教师提供更复杂的句子和语境，让学生尝试运用倒装句进行表达。

例如，讨论一个有争议的问题或描述一个场景。

2. 学生进行口头或书面表达，并与同伴分享自己的观点和想法。

步骤五：总结与评价 (5分钟)1. 教师与学生一起总结倒装句的用法和特点。

2. 教师评价学生在课堂中的表现，并提供必要的反馈和建议。

3. 学生对本节课的学习进行自我评价，并提出问题和困惑。

教学延伸：1. 学生可自主阅读相关材料，进一步巩固倒装句的用法和运用。

2. 学生可以尝试写一篇短文，运用倒装句进行表达。

3. 学生可以参加相关的练习和测试，检验自己的掌握程度。

教学资源：1. 投影仪、电脑。

2. 教材、白板、笔。

3. 练习题和相关材料。

评估方式：1. 教师观察学生在课堂上的参与度和表现。

Teaching Plan for Partial Inversion in Unit 23 Lesson 1执教人：洪亮青云中学高二级组一、教学指导思想与理论依据：1．《高中英语课程标准》强调：“高中阶段的语法教学应从语言运用的角度出发，把语言的形式、意义和用法有机地结合起来，要引导学生在语境中了解和掌握语法的表意功能。

”因此，教师在教学过程中要克服以教师讲授为主的传统语法教学模式。

避免先由老师归纳、讲解，然后再让学生进行题海奋战的无意义教学活动，而应在“任务型教学法”和“建构教学理论”中寻找语法教学中的平衡点，让学生真正地会用语言进行思维和表达。

从而完成语法教学的终极目标——会用语言。

在此基础上发展学生的综合语言应用能力，学生是主体，老师是学生多元智能的开发者，也是直接活动的参与者，学生通过感知、体验、实践、参与和合作等方式，实现任务的目标，感受成功。

2．创设使用英语情境（learning situational），贯彻英语学习的交际性原则(communicative learning)，给学生提供使用英语的机会，力求做到“学以致用”。

按照“Observation（观察）—Discovery（发现）—Summary（总结）—Practice（实践）—Language in use（语言运用）”的语法认知学习过程，把语法融于生动的情景之中，提高学生的学习兴趣，帮助学生理解所学语法，激活学生思维，培养其综合运用语言的能力, 使其在真实的语境中感知语言功能，在“活动中学习，在学习中活动”。

二、教学背景分析及基于背景的设计1. 教学内容分析本单元以“conflict”冲突为话题，本节课是第一课“living in a community”的第二课时。

语法项目为：部分倒装，主要是引导学生关注发现在课文中出现的含有目标语法的句子，并归纳总结其语法规则，然后通过相关练习使学生掌握这一语法项目，并能准确应用。

一、教学目标1. 知识与技能：掌握英语中倒装的构成条件和用法，能够正确运用倒装句型进行表达。

2. 过程与方法：通过观察、比较、分析和实践等活动，培养学生的英语思维能力和语言运用能力。

3. 情感态度与价值观：激发学生对英语学习的兴趣，提高学生的自信心和团队合作精神。

二、教学重难点1. 教学重点：倒装的构成条件和用法。

2. 教学难点：倒装句型的运用和语法规则的灵活运用。

三、教学准备1. 教师准备：多媒体课件、实物教具、英语教材。

2. 学生准备：预习课文，了解倒装的相关知识。

四、教学过程（一）导入1. 教师用英语简短介绍倒装的概念，激发学生的兴趣。

2. 学生分享自己了解到的倒装知识，教师总结并引入新课。

（二）新课讲解1. 教师讲解倒装的构成条件和用法，结合例句进行分析。

a. 非谓语动词作状语时，句子主谓完全倒装。

b. 以否定副词、否定词或含有否定意义的词开头的句子，句子主谓完全倒装。

c. 以only+状语或状语从句开头的句子，句子主谓完全倒装。

d. 当条件、让步、比较等状语从句中含有be动词、助动词或情态动词时，从句主谓倒装。

2. 学生练习：教师给出例句，让学生判断句子是否为倒装句，并说明原因。

（三）实践运用1. 教师引导学生进行倒装句型练习，如：改写句子、完成句子、翻译句子等。

2. 学生分组讨论，互相纠正错误，共同提高。

（四）课堂小结1. 教师总结本节课所学内容，强调倒装的构成条件和用法。

2. 学生回顾所学知识，提出疑问，教师解答。

（五）课后作业1. 完成教材中的相关练习题。

2. 课后查阅资料，了解更多关于倒装的知识。

五、教学评价1. 课堂表现：观察学生在课堂上的参与程度、发言积极性等。

2. 实践运用：检查学生完成作业的情况，了解学生掌握倒装的能力。

3. 情感态度与价值观：关注学生在学习过程中的情感变化，了解学生对英语学习的兴趣和信心。

英语中的倒装教案教案标题：英语中的倒装教案教案目标：1. 理解倒装的概念和用途；2. 掌握英语中的倒装结构；3. 运用倒装结构进行语法正确的句子构建；4. 提高学生对倒装句的理解和应用能力。

教学准备：1. 教师准备：教师课件、教案、黑板、白板、笔；2. 学生准备：学生课本、笔、笔记本。

教学过程：步骤一：导入（5分钟）1. 教师利用图片或实物引导学生回忆并讨论什么是倒装。

2. 教师简要介绍倒装的概念和用途。

步骤二：讲解倒装的基本规则（10分钟）1. 教师通过示例句子和语法解释，向学生介绍倒装的基本规则。

2. 教师强调倒装的常见情况，如完全倒装、部分倒装等。

步骤三：分类讲解倒装结构（15分钟）1. 教师将倒装结构分为肯定句倒装和否定句倒装，并分别进行讲解。

2. 教师通过例句和练习，帮助学生理解和掌握不同类型的倒装结构。

步骤四：练习与巩固（15分钟）1. 教师设计一些练习题，让学生运用所学的倒装结构进行句子构建。

2. 教师提供反馈和指导，纠正学生可能存在的错误。

步骤五：拓展应用（10分钟）1. 教师引导学生思考和讨论倒装在实际语言交流中的应用场景，如广告宣传、新闻报道等。

2. 学生分组进行小组讨论和展示，分享他们的观点和例子。

步骤六：总结与作业布置（5分钟）1. 教师对本节课的内容进行总结，并强调学生需要继续巩固和运用所学的倒装结构。

2. 教师布置相关的作业，要求学生练习使用倒装结构构建句子，并预习下节课的内容。

教学评估：1. 教师观察学生在课堂上的参与程度和对倒装的理解程度；2. 教师检查学生完成的练习和作业，评估他们对倒装的应用能力。

拓展活动：1. 学生可自主阅读相关材料，寻找包含倒装结构的句子，并进行解析和讨论；2. 学生可尝试编写一篇短文，要求其中包含倒装结构，展示他们对倒装的理解和应用能力。

教学反思：本节课通过讲解、练习和讨论，帮助学生理解和掌握了英语中的倒装结构。

通过实际运用和拓展活动，学生能够更好地理解倒装的用途和应用场景，并提高他们的语法运用能力。

从例句到实战：高三英语倒装句教案高三英语倒装句教案作为英语的一个重要语法形式，倒装句在高中英语中占据着重要的地位。

尤其是在高三阶段，倒装句的掌握程度直接关系到英语的高分表现。

然而，倒装句在高三阶段学习起来也相对有一定的难度，需要学生们通过例句的积累来加深对倒装句的理解和应用。

本篇文章将介绍一份高三英语倒装句教案，帮助学生们从例句到实战去掌握倒装句。

一、教学目标1.了解倒装句的定义及语法结构。

2.熟悉倒装句的种类及应用场景。

3.掌握如何识别及构造倒装句。

4.提高学生的语法意识及语言表达能力。

二、教学重点1.熟悉倒装句的种类及语法结构。

2.掌握倒装句的应用场景及构造方法。

三、教学难点1.倒装句的种类及应用。

2.学生如何理解及运用倒装句。

四、教学方法1.案例分析法。

2.相互讨论法。

3.答疑解惑法。

五、教学过程1.导入环节老师介绍倒装句的基本概念，让学生们简单了解到倒装句的定义及其语法结构。

2.初步了解倒装句的种类及应用场景老师通过示范案例来帮助学生了解倒装句的种类及应用场景。

学生们在这个过程中可以对不同种类的倒装句进行初步的辨认和分类。

3.完整掌握各种类型倒装句的应用及构造方法老师继续深入教学，通过对各种类型倒装句进行分析，帮助学生掌握逐步深入的倒装用法。

每一种倒装句的构造方法及应用场景都进行详细解释，并让学生通过课前准备及课堂练习来对所学到的倒装句进行巩固。

4.倒装句的运用在掌握各种类型倒装句的应用及构造方法之后，老师进一步通过教学案例来帮助学生巩固所学内容。

让学生们结合实际情况，进行倒装句的构造并进行实践，让学生更好的掌握倒装句的运用。

5.总结复习在教学过程中，老师需要随时总结和复习所学内容，让学生在课程结束后能够全面了解倒装句，并能够熟练运用倒装句。

六、教学总结在高三英语倒装句教学中，教师需要采用多种教学方法，尤其是通过案例分析与相互讨论来帮助学生更好的掌握所学内容。

同时在教学过程中，也需要注重对学生问题的解答，确保学生能够顺利的掌握倒装句的相关知识和技巧。

倒装在英语中,主语和谓语的语序通常是主语在前,谓语在后。

但有时由于语法或修辞的需要将谓语的部分或全部提到主语前面,这样的语序叫做“倒装“倒装的种类:部分倒装---- 助动词\情态动词+主语+谓语的实义动词全部倒装---- 谓语+主语一.在特殊句型中:1.在疑问句中:eg: Is this your cell phone number? What do you prefer?2.在感叹句中:eg: How happy they are! What fun it is!3.在虚拟条件句中:e g: If I were a bird, I could fly freely.=……Had I known it earlier, I wouldn’t have lent him the money.Long live peace! May our friendship be everlasting!4.直接引语的一部分或全部放在句首时;eg: “You should have been here earlier,” said the teacher.“You,” said his father, “do the housework.”二.在以下结构中用全部倒装:1.在there be句型中;eg: There are thousands of people gathering on the square.There lived an old fisherman in the village.2.在“here, there, now, thus, then+动词+主语”的句子中,(动词为be, go, come等; eg: Now comes my turn. There goes the bell. Then came the order to leave.3.在“out\ in, up\ down, off\away”以及表示地点的介词词组位于句首时;eg: Away went the crowed one by one. In came a stranger in black.Down fell the leaves. On the floor were piles of old books.注意:若主语是人称代词,则用正常语序---- adv.+主语+谓语;eg: Out she went. Here we are.4.有时为了强调表语,构成“表语+连系动词+主语”结构;eg: Lucky is she who was chosen to be a leader.Gone are the days when women were looked down upon!在以下结构中用部分倒装:1.含有否定意义的adv或conj(not, seldom, little, hardly, never, rarely, nowhere, not until, not only, by no means等位于句首时;eg: He cannot speak an English word.----Not an English word can he speak.I have never seen him before.----Never ……The mother didn’t leave the room until the baby fell asleep.----Not until the baby fell asleep did the mother leave the room.注意:not until引导的句子,主句倒装,从句不用倒装。

高中英语词法专题倒装句精品教案一、教学目标•了解倒装句在句子结构中的作用和表达方式。

•掌握倒装句的基本用法。

•能够灵活运用倒装句来提高语言表达能力。

二、教学重点•理解倒装句的概念和作用。

•掌握倒装句的常见形式和运用场景。

三、教学准备•教师准备教学课件和教材。

•学生准备纸笔，做笔记。

四、教学过程1. 引入（教师利用幻灯片或黑板白板进行教学）倒装句是英语语法中的一种重要结构，它的使用能够提高句子的表达效果，使语言更加生动有力。

在句子中常常采用主谓倒装和完全倒装两种形式。

那么，我们首先来了解一下什么是倒装句，以及它在句子中的作用。

2. 知识讲解1.主谓倒装主谓倒装是指将句子中的主语和谓语的位置进行调换，从而使句子结构颠倒的一种表达方式。

主谓倒装常出现在以下情况：•在句首表示强调或突出某一部分内容，常用于频度副词、时间状语等的引导下。

例如：–Never have I seen such a beautiful sunset.–Not only does he study hard, but he also plays basketball well.•在虚拟条件句和否定词连用时，常用于if引导的条件句中。

例如：–Had he known the truth, he wouldn’t have made that mistake.–Should you have any questions, please feel free to ask.2.完全倒装完全倒装是指将整个谓语放在主语之前的一种倒装结构。

完全倒装常出现在以下情况：•在以副词here, there, out, up等开头的句子中。

例如：–Here comes the bus.–Down fell the rain.•在以“so + 形容词/副词 + 主语”结构的句子中。

例如：–So fast did he run that he won the race.3.判断倒装句如何判断一个句子是否为倒装句呢？主谓倒装和完全倒装句的主要特点是谓语放在主语之前，除此之外还要注意以下几点：•主谓倒装句中，主语和谓语之间是否有不可分割的词，如never, seldom, by no means等。

二十二、倒装概念英语的基本语序是“主语+谓语”，如果将谓语的•部分或全部放在主语之前，这种语序叫装。

倒装既是• 种语法手段，也是一种修辞手段，用于表示一定的句子结构或强调某一句子成分。

2倒装的种类如果将句子的主语和谓语完全颠倒过来，这称之为完全倒装。

如果只将助动词或情态动词移至主语之前，谓语的其他部分仍保留在主语的后面.，这称之为部分倒装。

1.完全倒装①完全倒装是将谓语的全部放在主语之前，此结构通常只用于一般现在时和一般过去时两种。

如：On her left sat her husband.她左边坐着她丈夫。

Here is the book you want.你要的书在这儿。

Down went the small boat.小船沉下去了。

②常见的完全倒装结构⑴there be句型。

如：desk.桌上有一个手机和一些书。

There are thousands of people gathering on the square.广场上聚集着成千上万的人注意引导词 there 还可以接 appear, exist, lie, remain, seem, stand, live 等词。

There lived an old fisherman in the village.村里住着一位老渔夫。

There stand two white house by the river.河滨立着两座白房子。

There existed some doubt among the students.学生中有些怀疑。

(2)用于here, there, now, thus, then+动词+主语的句型中(谓语动词多为be, go, come等)。

如:Here comes the bus.汽车来了。

There goes the bell.铃响了。

Now comes my turn.轮到我了。

Then came the order to take off.起飞的命令到了。

高中英语《语法-倒装句》教学设计第一篇：高中英语《语法-倒装句》教学设计Inversions Teaching PlanI Teaching Aims Knowledge aims1.Students can recognize the inversion patterns, and get to know of 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 aim 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: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 working in groups of 4 to write down all the negative adverbs and phrases that they can ever think of in two minutes.They should come out of 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 into thinking by themselves, as they aresupposed 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 showing on the PPT and to tell the class what can they find is same between these sentences.Never have we witnessed such cruel behaviour by one child to another.Seldom does one hear a politician say ‘sorry’.Under no circumstances shall I betray my country.Then make a conclusion that in formal styles, 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 and the sentences showed on the last PPT.Here comes the bus!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.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.Things stated can not be true.Example: Never have I visited Beijing in my life.(Justification: The game can make the grammar class moreinteresting for the students.Also it provides them the chances to speak with inversions.).Step 5: Summary and homework Invite 1 student to summarize what we have learned today, and another one to add up.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 have learned today and help them to write with inversions purposely.)IV Blackboard designV Teaching Reflection第二篇：高中英语语法练习反意疑问句和倒装句高中英语语法练习-反意疑问句和倒装句1.It’s the third time that John has been late, ____? A.hasn’t he B.isn’t he C.isn’t it D.hasn’t it2.Let’s take a rest, ___________.A.will we B.shall we C.shan’t weD.won’t we 3.Let us pass, _________? A.shan’t we B.shall we C.won’t we D.will you 4.Wait a minute, __________? A.shall you B.will you C.do you D.don’t you 5.The suit’s finished, __________?A.doesn’t itB.isn’t itC.haven’t youD.hasn’t it 6.He’s posted the letter, _________he?A.isn’tB.doesn’tC.hasn’tD.wasn’t 7.They’d go with us, __________?A.wouldn’t theyB.didn’t theyC.hadn’t theyD.couldn’t they 8.What fresh air, ________? A.is it B.does it C.isn’t itD.doesn’t it9.The Emperor’s clothes became the talk of the whole city, _________? A.did it B.didn’t it C.did they D.didn’t they10.Mr.And Mrs.Turner work in this hospital, ________? A.are they B.aren’t they C.do they D.don’t they 11.She has breakfast at six every day, ________? A.has she B.hasn’t she C.does she D.doesn’t she 12.Nothing seems to please her, _________? A.doesit B.doesn’t it C.is it D.isn’t it 13.She never tells a lie, ________?A.does sheB.doesn’t sheC.is itD.isn’t it 14.You hardly know each other, _________? A.do you B.don’t you C.have you D.didn’t you 15.The man in blue must be your brother, _____? A.mustn’t he B.needn’t he C.isn’t he D.is he 16.I don’t think he will come to our party, _____? A.will he B.won’t he C.does he D.do I 17.I suppose he’s serious, ___________? A.do IB.don’t IC.is he D.isn’t he18.Wang said that he was not there then, _____? A.did heB.didn’t heC.was heD.wasn’t he 19.You daren’t say that to him, _________?A.dare youB.do youC.daren’t youD.don’t you20.You must have read about Dickens long ago, __________?用心爱心专心A.mustn’t youB.haven’t youC.can’t youD.didn’t you 21.You’d better not smoke here, ________? A.will you B.shall you C.have you D.had you 22.There isn’t going to be a volleyball match next week, __________? A.is it B.isn’t it C.is there D.isn’t there23.There used to be a church behind the cemetery,_____________? A.didn’t there ed there edn’t It D.didn’t it 24.What a lovely day, _________? A.doesn’t it B.hasn’t it C.won’t D.isn’t it 25.You must have been there, ____________? A.have you B.did youC.haven’t youD.didn’t you 26.That is your school, ___________? A.isn’t that B.mustn’t itC.isn’t itD.won’t it 27.She dislikes this skirt, _________________? A.doesn’t she B.does she C.isn’t sheD.is she 28.No one can stop us from going there, ______?A.can’t itB.can theyC.can’t theyD.can one 29．---Where is your father?---Oh, __________.A．here comes heB．here does he come C．he here comesD．here he comes 30．Look, _________.A．here the bus comes B．here is the bus coming C．here comes the bus D．here the bus is coming 31．________ , I would have phoned you.A．If I knew it B．Had I known it C．If I know itD．Did I know it 32．_________ in the river yesterday, the boy _________.A．Were Mr Black not;would not be drowned B．Were Mr Black;would be drowned C．Had Mr Black not been;would have been drowned D．Hadn't Mr Black been;would have drowned 33．---It was cold yesterday.---__________.Which of the following is wrong? A．So it was B.So is it today C．So was it the day before D．So it did 34．---She's passed the entrance examination.---____.A．So am I B．So have I C．So I have D．Also I have 35．________ that he found it difficult to stop at the red light.A．So fast he was driving B．So fast he drove C．So fast was he drivingD．So fast drive he 36．Hardly ___________ the railway station when the train started.A．did reach B．had I reached C．I reached ．I had reached 37．No sooner _________ asleep than she heard a knock at the door.A．she had fallen B．had she fallen C．she had fell D．had she fell 38．Only after his death __________ considered correct.用心爱心专心 A．was his theory B．his theory was C．did his theory D．had his theory 39．_________ his appearance that no one could recognize him.A．So was strange B．Was so strange C．So strange was D．Strange so was 40．__________ about her illness and still worked very hard.A．She knows little B．Little did she know C．Little does she know D．She didn't know something41．Only when the line was fixed _________ from floating away from the spaceship.A．could he keep B．he could keep C．he could be kept D．could he be kept 42．__________ , she wanted to buy her husband a Christmas gift.A．As she was short of money B．Though money is short C．She was short of money D．Short of money as she was 43．_________ about the universe up till now.A．We know quite a lotB．Only little we have known C．Very little have we knownD．So much we do know 44．_________ , she was very brave.A．Girl as she was B．As she was a girlC．A girl as she was D．Girl as was she 45．Such _________ the results of the experiments.A．is B．was C．are D．as be 46．Albert Einstein cared little for money.___________ Professor Wang.A．Either did B．So was C．So did D．Neither did 47．____ there no gravity, there would be no human beings on the earth.A．If B．If was C．If not D．Were 48．Only when ________ the painting _________ decide whether the painting is worth buying.A．the sees;he can B．does he see;can he C．he sees;can he D．sees he;he can 49．On the wall ___________ two large portraits.A．hangs B．hang C．hangedD．are hanging 50．_________ it rain tomorrow, we would have to put off the visit to the Yang pu Bridge.A．Were B．Should C．Would D．Will 参考答案：1~20: CBDBB CACDD DAAAC ADBAD 21~40: DCADC CABDC BCDBC BBACB 41~50: DDCAC DDCBB用心爱心专心 3第三篇：高中英语语法倒装句的教学反思与探索高中英语语法倒装句的教学反思与探索一、语法教学的重要性语法教学是英语教学的一个重要组成部分，肩负着培养语言技能和提高交际能力的任务。

高中英语语法：特殊句式之倒装句一、全部倒装全部倒装就是把句子的谓语动词前置到主语前面构成的倒装句。

★1、表示方向、地点、位置移动或时间的副词，比如in、out、down、off、away、now、then、here、there等置于句首且主语是名词时，句子用全部倒装。

◇Here comes the bus. 公交车来了【但当主语是人称代词时，句子不倒装。

比如Here she comes.她来了】◇Now comes your turn. 现在轮到你了。

◇Up went the fireworks into the air.嗖的一声,焰火上了天。

★2、表示存在的there be句型，主语在be之后。

除了be外，还可使用lie，live，come，exist，sit,stand，remain等不及物动词。

◇ There are so many things to learn today.今天有很多东西要学。

◇There exists an ancient temple in this town,which attracts many visitors.这个镇上有一个古代庙宇，吸引着许多游客。

3、介词短语放在句首作状语,谓语动词是lie, stand , sit ,exist , stretch , come等或系动词be,主语是名词时。

◇At the foot of the mountain lies a clean stream.山脚下有一条清澈的小溪。

4、代词such放在句首,句子的谓语动词是be。

◇Such is what he wanted.这就是他想要的。

5、为了保持句子平衡，使上下文紧密街接,常将表语和状语放在句首,引起主语和谓语的倒装。

◇Gone are the days when we used foreign oil.我们用“洋油”的时代一去不复返了6、现在分词、过去分词、形容词、副词等有时可移到句首，来对动作或状态加以强调。

英语倒装句式教案教案标题：探索英语倒装句式教案目标：1. 学生能够理解什么是倒装句式以及其在英语语法中的作用。

2. 学生能够识别和正确运用不同类型的英语倒装句式。

3. 学生能够在口语和书面表达中使用倒装句式，以提高语言表达的多样性和准确性。

教学资源：1. 白板/黑板和可擦笔/粉笔2. PowerPoint演示文稿或投影仪3. 学生练习工作表4. 相关的英语语法教材和参考书籍教学过程：引入：1. 使用一些简单的句子来引入倒装句式的概念，例如：He is tired. -> Tired is he.2. 向学生解释倒装句式的定义：在标准英语语序中，主语通常位于谓语动词之前，但在某些情况下，主语和谓语动词的位置会互换，这就是倒装句式。

讲解：1. 使用PPT或黑板/白板展示不同类型的倒装句式，例如：a. 完全倒装：表示完全倒装的句子结构，如：Not only does he play basketball well, but he also excels in swimming.b. 部分倒装：表示部分倒装的句子结构，如：Here comes the bus.c. 谓语动词前置：表示谓语动词前置的句子结构，如：Under the tree sat a little girl.2. 解释每种类型的倒装句式的用法和注意事项，并提供相关的例句和练习。

练习：1. 分发学生练习工作表，让学生在其中填写适当的倒装句式。

2. 在课堂上进行练习的讨论和纠正，以确保学生理解和掌握了不同类型的倒装句式。

拓展：1. 鼓励学生在日常生活中寻找和记录其他的倒装句式，并与同学分享。

2. 提供一些挑战性的练习，以帮助学生进一步巩固和扩展他们的倒装句式知识。

总结：1. 复习本课所学的不同类型的倒装句式，并强调它们的作用和用法。

2. 鼓励学生在日常学习和交流中积极运用倒装句式，以提高他们的英语语言表达能力。

评估：1. 在课堂上观察学生的参与度和理解程度。

部分倒装1) 部分倒装即只把谓语的一部分（如助动词、情态动词等）放到主语前，或把句子的强调成分提前。

例：_______ right now, she would get there on Sunday.A) Would she leave B) if she leaveC) were she to leave D) If she had left结合选项，全句的意思是：“如果她立刻就走，她就能在星期天到达那里”。

答案是C。

2) 以否定词开头的句子要求部分倒装。

注意下列句子中助动词或情态动词提前、甚至补充助动词的用法：例：Not until yesterday did little John change his mind.（小约翰直到昨天才改变了主意。

）例：In no country ______ Britain, it had been said, can one experience four seasons in the course of a single day.A) better than B) more than C) other than D) rather than本题是个倒装句，答案是C) other than。

no other than意思是“正是、就是”；而rather than的意思是“宁愿……而不……；而不是”。

3) 以否定副词开头并加状语的句子要求部分倒装。

这些否定副词有barely, hardly, little, seldom, scarcely…… when, never, no sooner…… than, rarely, no more, nor nearly, not only等以及only。

例：Only under special circumstances _________ to take make-up tests.A) are freshmen permitted C) permitted are freshmenB) freshmen are permitted D) are permitted freshmen全句的意思是：“一年级学生只有在特殊的情况下才可以允许补考。

高中英语词法专题倒装句精品教案英语词法专题讲座十三：倒装句当句首为副词here，there 且主语为名词时，应用完全倒装。

Hbus !There gbell. !2. only 修饰时间、地点、方式等状语时，应用部分倒装。

Onlway can we solvblly when you told me did I know her na注意：如果 only 修饰的不是状语，则句子不倒装。

Only Uncle Li knows how it happened表示对前者的陈述也适用后者时，肯定倒装用“ so + 助动词／情态动词 + 后者”，前句事否定，而后面的人也不怎么样时用“/ nor + 助动词 / 情态动词+ sb”。

He can speak English，so can I.If she doesn’t gw，/ nor will I.注意1）“ so + 助动词 / 情态动词 + 主语” 表示前者的主语和后者的主语的情况一样，所谈到的是两个人，意为“……也是这样”；2）“ so + 主语 + 助动词 / 情态动词”表示前者和后者所指同一人时，说话者表示同意前者的观点，意为“的确如此”。

— Li Lei l— So he does and so do I由 not only …… but also …… 引起的并列句，若将 not only 置于句首时，该分句应部分倒装， but also 引导的分句不倒装。

Not only did he givadvice，but also he l“ no matter +疑问词+从句” 或“疑问词+ever+从句”注：从句应用陈述句语序，时态用一般现在时。

However hardblem is，I must wut。