论文部分内容阅读
【摘 要】 本设计运用三维语法教学模式，引导学生认识倒装句的形式、 意义和用法，培养学生综合运用英语的能力，提倡学以致用，在表达中加强语法意识，强调语言形式的表意功能和运用。课后反思对改进今后的教学有着重要的指导意义。
【关键词】 教材依据 设计原则 教学目标 教学策略 教学步骤 课后反思
1. 教材依据
普通高中课程标准试验教课书Module 5 Unit 4的语法以呈现——发现——归纳——实践——活用的模式引导学生认知倒装句的形式，意义和用法。设计了结构认知性练习、控制和指导性练习、及交流性练习等具有层次性的实践活动。
2. 任务设计原则
高中英语新课程总目标是培养学生综合运用英语的能力，提倡学以致用，在表达中加强语法意识，强调语言形式的表意功能和运用。该语法教学将遵循呈现——发现——归纳——实践——活用的模式引导学生认知倒装句的形式、意义和用法，培养学生运用语言的能力。
3. 教学目标
通过本节课的学习让学生达到以下4个目标：
3.1语言知识目标：
3.1.1学生能在一定的语境中认识倒装句；
3.1.2学生能够掌握倒装句的功能。
3.2语言技能目标：
3.2.1引导学生形成发现和归纳倒装句的结构形式和功能的能力；
3.2.2培养学生在句子和篇章中正确运用倒装句的能力。
3.3情感目标：
在教学活动中以学生为主体，合理使用多媒体，充分利用双人或小组活动的形式营造出民主平等的氛围，调动学生极地参与教学活动。
3.4学习策略目标：
帮助学生通过观察，体验，探究等积极主动的学习方法理解和掌握学习内容。
4. 教学策略
在教学活动中合理使用多媒体，采用任务型教学法，归纳法来完成教学任务，达到教学目标。
5. 教学步骤：Teaching procedures
Step 1 Lead in
Show students a flash of a running car and shout “Watch out！Here comes a car！”， then ask “Have you ever seen this kind of car in person？”. Then to those who say “No”， response “Never have I seen this kind of car.”（present the two sentences on the screen）
Step 2 Form of inversion
Task 1. Get students to analyse the structure of the sentences and pay attention to inversion of the subject and verb. Then identify full inversion and partial inversion.
Watch out！Here comes a car！ （full inversion）
adv v s
Never have I seen this kind of car. （partial inversion）
s v o
Step 3 Rules of partial inversion
Task 2. Get students to work in groups of four and find out the sentences in Reading with partial inversion. Then give more examples for students to generalize the rules of partial inversion.
1. Never will Zhou Yang forget his first assignment at the office of a popular English newspaper.
Seldom have I heard from her recently. （Ask students to rewrite the inverted sentences using normal word order and generalize this rule of inversion）
Rule1 表示否定意義的副词或起副词作用的短语置于句首，例如seldom， hardly， scarely， little， rarely， not， never， by no means， at no time， under no circumstances等，句子用部分倒装。
2. Not only am I interested in photography， but I took an amateur course at university to update my skills.
Rule 2 Not only ... but also引导两个并列分句时，前一个分句用倒装，而后一个分句不用倒装。
3. Only if you ask many questions will you acquire all the information you need to know.
You will achieve your dream only in this way. （Get students to rewrite this sentence using inverted order） Rule 3 only 修饰的状语（即副词，起副词作用的介词短语及状语从句等）置于句首时，句子要用部分倒装。
4. He was so seriously injured in the accident that he was sent to hospital at once.
= So seriously was he injured in the accident that he was sent to hospital at once.
He is such a famous man that everyone wants to take a photo with him. = Such a famous man is he that everyone wants to take a photo with him.
Rule 4 So / such ... that ... 結构中，若将 so /such 所修饰部分置于句首，主句用部分倒装，而从句不倒装。
5. Get students to choose the best answers.
—Do you know Jim quarrelled with his brother？
—I don’t know， _______.
A. nor don’t I care B. nor do I care
C. I don’t care neither D. I don’t care also
If he attends the meeting tomorrow， _______.
A. so do I B. so will I
C. nor do I D. nor will I
Rule 5 So neither， nor放在句首，表示前面说话的情况也适用于另一个人或物，既“……也（也不）这样/如此”，句子要用部分倒装。结构为：so 助动词 / 情态动词 / 系动词 主语； neither / nor 助动词 / 情态动词/系动词 主语。
Step 4 Using partial inversion
Task 3 Rewrite the following sentences beginning with the words or phrases underlined.
1. You will see so many seats only at a stadium in Beijing.
2. She is not only good at languages， but also at history and geography.
Rewrite the inverted sentences using normal word order.
1. Only then did I begin my work on designing a new bridge.
2. Not only was there a Christmas tree， but also exciting presents under it.
Step 5 Full inversion
Task 4 Get students to learn the sentences and find out the uses of full inversion.
1. Here comes the bus. There goes the bell.
Now comes our turn. Then followed a shot of gun.
There she comes. Here are you. ×
There comes she. × Here you are.
Rule 1 以here， there， now， then， thus等地点或时间副词开头的句子，谓语动词是be， come， go， remain， lie， run等，而主语又是名词时，用完全倒装。
2. In came Mr. White.
Up went the arrow into the air.
Away went the boy.
Ahead sat an old woman.
Rule 2 表示运动方向的副词out， in， up， down，away等置于句首，谓语等表示运动的动词时，句子用完全倒装。
3. At the foot of the hill lies a beautiful lake. East of the lake lie two towns.
Under the tree was lying a wounded soldier.
Rule 3 表示地点的介词短语置于句首进行强调时，使用完全倒装。谓语动词常为lie， stand， sit， be， live等不及物动词。
Step 5 Using full inversion
Task 5 Show students two pictures and ask them to describe the pictures using full inversion.
Step 6 Using inversion Task 6 Listen to a nursary song Incy Wincy Spider.Underline the inversion and explain why inversion is used here.
Task 7 Do Ex 3 on Page 29.
Step 7 Assignment
Mak up a story according to the given situation using as many inversions as possible.
Situation： There came a loud series of knocks on the door. So I opened it. In the doorway stood a small boy and his father. In front of them was a broden bicycle lying on the ground. “Here’s my son’s bike，” explained the man ...
設计思路：
利用课本部分提供的语法学习内容，指导学生用用探究的途径学习新的语法知识，引导学生发现和归纳倒装句的规则，并培养学生在句子和篇章中运用倒装句的能力。
6. 课后反思
6.1教学的成功之处
本节课是语法课，教学设计充分考虑到学生的认知特点，始终以学生作为学习的主体，帮助他们观察语言现象，发现内在规律，运用所学知识完成各项任务，其中既有个体的独立学习过程，也有合作学习的过程。
设计任务遵循由易到难的规律，保证每个学生都有能力参与任务的完成。语法点的形式，意义及运用均有兼顾，达到了预期目标。
6.2教学的不足之处
为了完成教学任务，留给学生观察，探究和发现归纳的时间不够，致使部分任务完成的不够完整；课堂提问中应该照顾到每个学生，让每个学生都参与到各项任务的完成。
6.3最深的感受
在语法教学中尽可能多的为学生创造观察、探究、合作、讨论、发现、归纳等的时间和空间，重视在运用中学习语法，争取在轻松愉快的氛围中达到学习的目的。
[1] 教育部. 义务教育英语课程标准[M]. 北京：人民教育出版社， 2007.
[2] 李华. 高中英语教学设计与反思[M]. 长春：东北师范大学出版社， 2007.
【关键词】 教材依据 设计原则 教学目标 教学策略 教学步骤 课后反思
1. 教材依据
普通高中课程标准试验教课书Module 5 Unit 4的语法以呈现——发现——归纳——实践——活用的模式引导学生认知倒装句的形式，意义和用法。设计了结构认知性练习、控制和指导性练习、及交流性练习等具有层次性的实践活动。
2. 任务设计原则
高中英语新课程总目标是培养学生综合运用英语的能力，提倡学以致用，在表达中加强语法意识，强调语言形式的表意功能和运用。该语法教学将遵循呈现——发现——归纳——实践——活用的模式引导学生认知倒装句的形式、意义和用法，培养学生运用语言的能力。
3. 教学目标
通过本节课的学习让学生达到以下4个目标：
3.1语言知识目标：
3.1.1学生能在一定的语境中认识倒装句；
3.1.2学生能够掌握倒装句的功能。
3.2语言技能目标：
3.2.1引导学生形成发现和归纳倒装句的结构形式和功能的能力；
3.2.2培养学生在句子和篇章中正确运用倒装句的能力。
3.3情感目标：
在教学活动中以学生为主体，合理使用多媒体，充分利用双人或小组活动的形式营造出民主平等的氛围，调动学生极地参与教学活动。
3.4学习策略目标：
帮助学生通过观察，体验，探究等积极主动的学习方法理解和掌握学习内容。
4. 教学策略
在教学活动中合理使用多媒体，采用任务型教学法，归纳法来完成教学任务，达到教学目标。
5. 教学步骤：Teaching procedures
Step 1 Lead in
Show students a flash of a running car and shout “Watch out！Here comes a car！”， then ask “Have you ever seen this kind of car in person？”. Then to those who say “No”， response “Never have I seen this kind of car.”（present the two sentences on the screen）
Step 2 Form of inversion
Task 1. Get students to analyse the structure of the sentences and pay attention to inversion of the subject and verb. Then identify full inversion and partial inversion.
Watch out！Here comes a car！ （full inversion）
adv v s
Never have I seen this kind of car. （partial inversion）
s v o
Step 3 Rules of partial inversion
Task 2. Get students to work in groups of four and find out the sentences in Reading with partial inversion. Then give more examples for students to generalize the rules of partial inversion.
1. Never will Zhou Yang forget his first assignment at the office of a popular English newspaper.
Seldom have I heard from her recently. （Ask students to rewrite the inverted sentences using normal word order and generalize this rule of inversion）
Rule1 表示否定意義的副词或起副词作用的短语置于句首，例如seldom， hardly， scarely， little， rarely， not， never， by no means， at no time， under no circumstances等，句子用部分倒装。
2. Not only am I interested in photography， but I took an amateur course at university to update my skills.
Rule 2 Not only ... but also引导两个并列分句时，前一个分句用倒装，而后一个分句不用倒装。
3. Only if you ask many questions will you acquire all the information you need to know.
You will achieve your dream only in this way. （Get students to rewrite this sentence using inverted order） Rule 3 only 修饰的状语（即副词，起副词作用的介词短语及状语从句等）置于句首时，句子要用部分倒装。
4. He was so seriously injured in the accident that he was sent to hospital at once.
= So seriously was he injured in the accident that he was sent to hospital at once.
He is such a famous man that everyone wants to take a photo with him. = Such a famous man is he that everyone wants to take a photo with him.
Rule 4 So / such ... that ... 結构中，若将 so /such 所修饰部分置于句首，主句用部分倒装，而从句不倒装。
5. Get students to choose the best answers.
—Do you know Jim quarrelled with his brother？
—I don’t know， _______.
A. nor don’t I care B. nor do I care
C. I don’t care neither D. I don’t care also
If he attends the meeting tomorrow， _______.
A. so do I B. so will I
C. nor do I D. nor will I
Rule 5 So neither， nor放在句首，表示前面说话的情况也适用于另一个人或物，既“……也（也不）这样/如此”，句子要用部分倒装。结构为：so 助动词 / 情态动词 / 系动词 主语； neither / nor 助动词 / 情态动词/系动词 主语。
Step 4 Using partial inversion
Task 3 Rewrite the following sentences beginning with the words or phrases underlined.
1. You will see so many seats only at a stadium in Beijing.
2. She is not only good at languages， but also at history and geography.
Rewrite the inverted sentences using normal word order.
1. Only then did I begin my work on designing a new bridge.
2. Not only was there a Christmas tree， but also exciting presents under it.
Step 5 Full inversion
Task 4 Get students to learn the sentences and find out the uses of full inversion.
1. Here comes the bus. There goes the bell.
Now comes our turn. Then followed a shot of gun.
There she comes. Here are you. ×
There comes she. × Here you are.
Rule 1 以here， there， now， then， thus等地点或时间副词开头的句子，谓语动词是be， come， go， remain， lie， run等，而主语又是名词时，用完全倒装。
2. In came Mr. White.
Up went the arrow into the air.
Away went the boy.
Ahead sat an old woman.
Rule 2 表示运动方向的副词out， in， up， down，away等置于句首，谓语等表示运动的动词时，句子用完全倒装。
3. At the foot of the hill lies a beautiful lake. East of the lake lie two towns.
Under the tree was lying a wounded soldier.
Rule 3 表示地点的介词短语置于句首进行强调时，使用完全倒装。谓语动词常为lie， stand， sit， be， live等不及物动词。
Step 5 Using full inversion
Task 5 Show students two pictures and ask them to describe the pictures using full inversion.
Step 6 Using inversion Task 6 Listen to a nursary song Incy Wincy Spider.Underline the inversion and explain why inversion is used here.
Task 7 Do Ex 3 on Page 29.
Step 7 Assignment
Mak up a story according to the given situation using as many inversions as possible.
Situation： There came a loud series of knocks on the door. So I opened it. In the doorway stood a small boy and his father. In front of them was a broden bicycle lying on the ground. “Here’s my son’s bike，” explained the man ...
設计思路：
利用课本部分提供的语法学习内容，指导学生用用探究的途径学习新的语法知识，引导学生发现和归纳倒装句的规则，并培养学生在句子和篇章中运用倒装句的能力。
6. 课后反思
6.1教学的成功之处
本节课是语法课，教学设计充分考虑到学生的认知特点，始终以学生作为学习的主体，帮助他们观察语言现象，发现内在规律，运用所学知识完成各项任务，其中既有个体的独立学习过程，也有合作学习的过程。
设计任务遵循由易到难的规律，保证每个学生都有能力参与任务的完成。语法点的形式，意义及运用均有兼顾，达到了预期目标。
6.2教学的不足之处
为了完成教学任务，留给学生观察，探究和发现归纳的时间不够，致使部分任务完成的不够完整；课堂提问中应该照顾到每个学生，让每个学生都参与到各项任务的完成。
6.3最深的感受
在语法教学中尽可能多的为学生创造观察、探究、合作、讨论、发现、归纳等的时间和空间，重视在运用中学习语法，争取在轻松愉快的氛围中达到学习的目的。
[1] 教育部. 义务教育英语课程标准[M]. 北京：人民教育出版社， 2007.
[2] 李华. 高中英语教学设计与反思[M]. 长春：东北师范大学出版社， 2007.