高二英语上Unit 2 News media Period 1教案[上学期]

人教修订版高二英语上Unit 2 News media
Period 1教案
Teaching content: Inversion Date of teaching: …
Type of class: Comprehensive class
Teaching aim: 1.Enunciate the concept and types of inversion;
2.Teach various cases of inversion;
3.Train students’ ability of expressing themselves in diversified ways
Teaching emphasis: various cases of inversion
Teaching aids: slide projector and some slides
Teaching methods: enunciating method; demonstrating method, drilling method
Blackboard planning:
Inversion
A part… Partial inversion
Concept Types
The whole… Full inversion
Partial inversion: 1. am/is/are/was/were+主语+表语 2. do/does/did+主语+动词原形
3. am/is/are/was/were+主语+现在分词 4. will/shall+主语+动词原形
5.have/has/had+主语+过去分词
Cases of inversion:
1. general question of tenses (半) 2.Here/There+动词+主语(名词) (全)
3. so+助/系/情态动词+主语 4.neither/nor+助/系/情态动词+主语
5.Off/Away/Up/Down/In/Out+动词+主语(名词) (全)6.There+动词(存在/运动) +主语+其它
7.现在分词/过去分词+be的适当形式+主语(名词)
8.So+形容词+助/系/情态动词+主语+其它(半)
9.Such+(a/an+形容词+)名词+助/系/情态动词+主语+其它(半)
10.含否定意义的介词短语/副词+助/系/情态动词+主语+其它(半)
11.Only+其它状语+助/系/情态动词+主语+其它(半)
12.引语的全部或一部分+引述动词+主语(名词)(+其它引语部分)(全)
13.表示地点的介词短语+动词+主语(名词) (全)
Teaching process:
I. Propaedeutic activities:Deliver the following sentences to ellicit the teaching content:
The door opened and in came Miss Porter
Instruct students to tentatively say what linguistic phenomenon the suggested
Sentence is of and the teacher give the definitive conclusion, to wit, inversion.
II. Embarkation on the teaching content:
i. Write the topic ‘Inversion’ on the top of the blackboard and say its Chinese heteromym.
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 is called ‘partial inversion’ and the letter ‘full inversion’ and then write the two terms abreast vertically on the upper right corner of the blackboard. Use two arrows to mark their corresponding relationship.
Iv .Explain ‘partial inversion’, to wit, the helping verb or the first of the helping verbs is transferred before subject and the rest part of predicate is still detained after subject in the appropriate form. Instantiate that by questioning and then writing the interrogative forms of various tenses on the blackboard.
v. Explain to students ‘full inversion’, to wit, the whole of predicate is transferred ahead of subject no matter how many words predicate contains. Exemplify that as follows(by projecting a slide):
Inside the lecture hall was laid some equipment just now.(The underlined part is predicate consisting of two words which is transferred ahead of subject.)
vi. Write on the blackboard “Cases of inversion” and then project 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’t eaten his breakfast, neither/nor have these foreigners.
5.Off jumped that huge monster.
6.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 immediately.
11.Not any French words has that secretary typed on the computer.
12.Seldom does that comedian act as a Japanese in plays
13.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. “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 them. 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 subject functioned as by noun are normally fully inverted.
3.When we mean somebody or something is of the same characteristic as somebody or something stated in the previous sentence, we employ “so+ helping verb + subject ”or “neither/nor +helping verb + subject ”.The tense of the helping verb agrees with 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”, “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 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 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 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 finite 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’t observe the heavens, nor/neither does he observe the sea.
2.This athlete isn’t from 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 whole 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 tourists 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;
Do the collateral exercises in loose leaves to be handed out to them after class.