高中英语 unit3 grammar and usage教案 牛津译林版选修8

Unit 3 The world of colours and lightGrammar and usageTeaching aims:After learning this period, the students will be able to:1. understand how inversions are formed;2. summarize the cases in which inversion is used;3. learn to change inversion into normal structure or vice versa.Teaching procedures:Step 1 Lead-in (PPT4-6)1. Guide students to compare the following pairs of sentences and tell the difference between them. They went to the park last Sunday. Did they go to the park last Sunday? He likes to read newspaper articles about social problems. What does he like to read?2. Ask the students to go through Part A and underline the inversions included in the text and ask the students to analyse and explain the reason why inversion can be used in these cases. While doing this, help the students figure out what is inversion. Then ask the students to read the guidelines on P40. Make sure that they know that inversion sometimes can put emphasis on the predicate instead of on the subject. Firstly, get the students to work on their own and then compare their notes in pairs.Step 2 Inversion in different cases (PPT7-33)1. Questions. (PPT8)This part is easy for the students to understand. So just ask them to give more examples. 2.1. When a sentence begins with a negative word or a negative phrase such as neither, nor, never, not, at no time, seldom, and hardly, inversion is used. (PPT9-11)For this part, first ask the students to read individually and then work in pairs: one student reads the inverted sentence, the other one puts it in its normal order and vice versa. More sentences are suggested:(1) I have never met him before. Never have I met him before.(2) We have seldom seen such a horrible film. Seldom have we seen such a horrible film. (3) She had hardly entered the house when she heard a baby crying. Hardly had she entered the house when she heard a baby crying. (4) She did not sing a single song at yesterdays party. Not a single song did she sing at yesterdays party.2.2. When the sentence begins with only or so, inversion is used. (PPT12-13) Ask the students to give more examples to practise with each other, especially about “only”. Ask the students to compare: (1) Only in this way can you work out the problem. (2) Only when Mr. Baker returns this afternoon will the meeting begin. (3) Only teachers went to the art gallery yesterday. And tell the students to note that when “only” modifies the subject, we do not invert the subject and the predicate. 3.1. When the sentence begins with direct speech or part of it, inversion is used. (PPT32)3.2. When the subject is too long, inversion is used. (PPT32)3.3. When the sentence begins with here, there, in, out, up, down, on, etc., inversion is used. (PPT26-27)3.3 It is relatively difficult to understand and use, so it is suggested that more examples are given or ask the students to make up a sentence using the above structure.4. In formal language to talk about unreal conditionals, inversion is used.Ask the students to put the examples the text into their normal order. Step 3 Practice and consolidation 1. Back to Part A and ask the students to put the following inverted sentences in their normal order and check answers in pairs. 2. Ask the students to finish Part B individually. 3. Ask the students to rewrite the following paragraph using inversion following the requirements in brackets. (PPT34-36)In China about 50 million people are living with disabilities. (There be ) A new government program has been designed to help disabled people. More special schools will be built. Help will be given to people to find jobs and medical treatment will be provided for people who need it too. (Not only but also ) But the truth is that everyone should take care of disabled people, not just the government. We must also bring people with disabilities into normal schools. Young people will learn about disability only when they go to the same schools as people with disabilities. (Only when ) They love having lots of friends, and those with disabilities also love having lots of friends too. (so do ) Though we all are different, we need never be separate. (Different )4. Self-assessmentChoices (PPT39-43)(1) Now _ your turn to recite the text.A. there is B. there comes C. comes D. has come (2) Only then _how much damage had been caused.A. she realized B. she had realized C. had she realized D. did she realize (3) Nowhere else along the coast _ such shallow water so far from land.A. is there B. is it C. there is D. it is (4) Never _ a language so widely spread or spoken by so many people as English.A. there has been B. it has been C. has there been D. has it been (5) _ had he got on the train _ he realized he had left his bag in the car.A. Hardly; when B. Hardly; then C. No sooner; when D. No sooner; then (6) Its burning hot today, isnt it? Yes. _ yesterday.A. So was it B. So it was C. So it is D. So is it (7) _ about wild plants that they decided to make a trip to Madagascar for further research. A. So curious the couple was B. So curious were the coupleC. How curious the couples were D. The couple was such curious(8) Not until the early years of the 19th century _ what heat is.A. man did know B. man knew C. didnt man know D. did man know (9) In no city of China little _ about the economic development.A. the government cares B. does the government