倒装教学案例
引言
在英语教学中落实新课程标准，就是贯彻执行国家教育部关于课程改革的决定。新课程标准的三维教学观，具体到英语学科就是要整合发展学生语言技能、语言知识、情感态度、学习策略和文化意识五个方面的素养，培养学生综合运用语言的能力。探究学习、合作学习、任务型学习是在新课程标准下实施素质教育的关键环节，所以在我的教学设计里，时时体现着这几种原则。
教学设计原理
1、运用任务型语言教学模式，训练培养学生对语言的综合运用能力，实现目标，感受成功。教学进度整体把握，教学形式不拘一格。
2、课堂以学生为主体，以任务为主线，重视体验参与，教师起到“设计者、研究者、促进者、协调者”的作用。
3、在教学中，突出交际性，注重读写的实用性，要进行情感和策略调整，以形成积极的学习态度，促进语言实际运用能力的提高。
4、课后访谈调查，读写摘记，重视语言运用。
5、正视个体差异，倡导过程激励，以多层次、多角度、多主体的结果与过程并重的评价方式激励进步。
一、学情分析
一方面，高中年龄段的学生对周围的事物较为敏感，有自己的观点和看法，他们不满足于教科书上的知识，想获得更多的信息。在英语学习上，他们不只是想把英语作为一门死记硬背的课程来学，更希望能学到知识性和趣味性兼有的内容，从英语学习中获得更多的知识和能力。另一方面学生对名人比较感兴趣，对曼德拉有一定的了解。因此，应结合学生的实际情况，因材施教，激发学生兴趣，让学生主动学习，学有所获。
二、教学内容分析
1.重点：
本课的重点是倒装，包括部分倒装，完全倒装及一些特殊的倒装形式。 2.难点： 何时该倒装，何时不倒装；该采用半倒装还是全倒;not…until…,hardly…when…,no sooner…then…,only,not only…but also…等引起倒装的用法，if引导条件状语从句时，省if的倒装，as,though 引导让步状语从句的倒装。
三、教学目标
掌握倒装的基本知识和解题技巧，能够将此句型运用于自己的句子中，会恰当的翻译，准确的理解倒装句的意思。
四、教法分析
教学方法 ：问答法(question and answer)、讨论法discuion、taks-based 1 method(任务教学法) 教具教学手段：
①Multi-media computer; PowerPoint ②多媒体辅助教学
五、具体教学步骤（Teaching procedures:）
(一)课文原句再现(Examples in the text) Never will Zhou Yang forget his experience at the office of China Daily.Only when you have seen what he or she does, can you cover a story by yourself.Not only am I interested in English, but I (also) took a course at university.Only if you ask many different questions will you acquire all the information you need to know.Here comes my list of “dos” and “don’ts”.(二)倒装的分类
1.部分倒装 -主语与助动词/情态动词/系动词倒装
结构：助动词/情态动词/系动词+ 主语+谓语动词 Never have I heard such a thing.2.全部倒装 – 主语与谓语动词倒装
结构：谓语动词+ 主语 Down fell the rain.
（三）部分倒装的常见情况
1.在以so, nor, neither 开头的句子里
neither/nor/so + be/ have, 助动词或情态动词＋ 主语（如 SO do I 等）表与前面内容也适用于另一个人或物时要部分倒装。
- You forgot your purse when you went out.- Good heavens, _______ A.so did I B.so I did C.I did so D.I so did 注意：表示对上述情况的认同，确实如此，不用倒装 2.在下列否定或半否定词放句首表示强调时。如： （1）not until…直到才…
We did not have supper until he returned.= Not until he returned did we have supper. 注意：not和until应同时位于句首才引起半倒装，且until后接从句时主句倒装但从句不倒装。
（2）not only…but (also)不仅…而且..He is not only smart,but also studies hard. = Not only is he smart,but also he studies hard.（3）neither…nor…两者都不
Neither am I interested in it,nor do I want to go with you.（4）其它否定词开头的句,如： nowhere无处，任何地方都不； seldom,rarely很少； hardly,scarcely,barely 刚刚，几乎不；little,few少；by no means, at no time, under no circumstance, on no account 决不
Hardly\\scarcely…(when), no sooner….(than) 刚……就…… They had no sooner entered the house than it began to rain. 2 = No sooner had they entered the house than it began to rain.3.Only + 副词，介词短语或从句作状语放句首 When he returned , he found the truth.=Only when he returned ,did he find the truth.Only he knew the secret.注意:only修饰主语是不倒装。
4.由so...that...引导的表示程度的状语从句，如将so引导的副词或形容词放于句首表示强调。
So fast does light travel that it is difficult for us to imagine its speed.5.在不带if的虚拟条件从句中, if 省略时，had, were, should 要与主语倒装。 If I were at school again,I would study hard.=Were I at school again,I would study hard.If you had come earlier,you would catch the bus = Had you come earlier,you would …
If it should rain tomorrow,we would not go climbing.=Should it rain tomorrow,we would …
（四）全倒装的常见情况 1.There be 句型
2.在there, here 或表示地点的介词短语或表示方位的词组，如in the distance, in front of等放在句首时，谓语动词用come, go,exit, follow,enter,rush,occur,lie, remain, fall, stand等不及物动词。 There goes the bell.Here comes your husband.Under the tree sits a beautiful girl.3.副词now,then,thus 引导的句子里，谓语是come,follow,begin,end,be等． Now comes your turn! Then followed another shot of gun.4.当in, out, down, up, over, away, off,back等副词作状语置于句首时，谓语常用动词有come,go,rush,等不及物动词。
The horses went off.=Off went the horses.注意：如果主语是人称代词则不用倒装。
（五）其他倒装的情况
1.在\"such+be+主语\"的结构中。
The story he told me was such.= Such was the story he told me.2.由as/though引导的让步状语从句中，其基本句式为：\"形容词/副词/名词+as+主语+谓语\"或\"动词原形+as+主语+情态动词/助动词\"。
Though he is a child, he knows a lot of English.= Child as/though he is, he knows a lot of English.Though they were old, they stuck to working.= Old as/though they were ,they stuck to working.Although/Though he tried hard, he couldn\'t lift the stone.Hard as/though he tried, he couldn\'t lift the stone.Although/Though I might try, I couldn\'t lift the stone.－ Try as/though I might ,I couldn\'t lift the stone. 3
（六）巧记倒装句
在带有倒装句的复合句（或并列句）中，到底应在何处倒装，不少初学者觉得难以掌握。下面的顺口溜可以帮助你较容易地掌握其结构形式。
NB前倒后不倒①，O,NU主倒从不倒②，2N前倒后也倒③， NM前后均不倒④。
①NB代表Not only…，but also…引导的并列句。 not only位于句首时，所引导的前面的分句倒装，后面的分句不倒装。故此称为“前倒后不倒”。如： 1）Not only did he come，but also he was very happy． 2）Not only was everything that he had taken away from him ，but also his German citizenship（was taken away）．
②O代表only＋状语从句；NU代表Not until＋状语从句。此两种结构位于句首时，倒装主句而不倒装从句，即：“主倒从不倒”。如：
1）Only when he told me did I know it．
2）Not until I began to work did I realize how much time I had wasted． No sooner…than…，Hardly／Scarcely…when…等句型也属此类用法。如： No sooner（Hardly） had we reached home than（when）it began to rain． ③2N代表Neither…nor…所引导的并列句。2N若位于两分句之首，则前后分句均倒装。即“前倒后也倒”。如：
Neither do I know her name，nor does he.④NM即No matter…引导的状语从句。此时前面从句及后面主句均不倒装。即“前后均不倒”。如：
No matter how busy he is，he always comes to help us．
（七）倒装句中主谓何时不倒装
在需要倒装的种种句型中，有时主语和谓语并不需倒装，大致可归纳如下几种： 1.疑问句中，如果疑问词作主语或主语的修饰语，主谓不倒装。如： What happened to her？
How many persons are working in that laboratory？有多少人在那间实验室里工作？ 2完全倒装中主语是代词时不倒装。
3.如果置于句首的由only引导的词组不是状语，而是主语，则主谓不倒装。 4.如果置于句首的 not only…but also…仅连接作主语的两个并列词组，则主语和谓语不倒装。如：
Not only men but also women and children are affected by the new law.
（八）高考试题精选
1.Not until the early years of 19th century ____ what heat is.(MET89) A.man did know B.man knew C.didn’t man know D.did man know 2.Not until I began to work ____ how much time I had wasted. (MET 90) A.didn’t I realize B.did I realize C.I didn’t realize D.I realized 3.---Do you know Jim quarreled with his brother ? ---I don’t know, ___.(MET 91) A.nor don’t I care B.nor do I care C.I don’t care neither D.I don’t care also 4.Not until all the fish died in the river, ____ how serious the pollution was.(MET 95) A.did the villagers realize B.the villagers realized C.the villagers did realize D.didn’t the villagers realize 5.Only in this way ____ do it well.A.must we B.we could C.can we D.we can 6.Hardly ____ when it began to rain. 4 A.had he arrived B.arrived he C.he had arrived D.did he arrive 7.Not until the bell rang ____ in.A.do they come B.came they C.did they come D.they came 8.Only when cla began ____ that he had left his book at home.A.will he realize B.he did realize C.did he realize D.should he realize
六、教学反思
1．让学生明白学习目标，站在学生角度，精心设计活动。精心设计可操作性强的任务化活动是成功组织任务型教学的首要条件。这样学生可以通过完成具体的任务来学习和巩固语言，积累学习经验和享受成功的喜悦。
2．本堂课使用多媒体教学，能够调动学生英语学习的积极性，为学生创设了良好的英语交际环境。
3．课堂设计合理，结构流畅，成功的达到教学目标。教师不仅是知识的传授者，还成为学生学习的促进者、指导者、组织者、帮助者、参与者和合作者，除了传授学生必要的语言知识外，还重视学生的个性和兴趣。在这堂课中，教师通过多媒体技术，为学生创设各种语言学习环境，提供丰富的教学资源，拓宽了学生的学习渠道和学习方式。
4．以任务型为教学原则，本案例的每一个任务都是围绕学习者“学”的角度设计的。通过小组活动，培养合作探究能力。学生的每一个活动都具有明确的目的指向和具体的操作要求,实现了英语在真实情境中的应用。
总之，本课以学生为主体、任务型教学主线，合作教学为原则，以多媒体为教学手段，突出交际性，重视读写的实用性，重视学习策略的培养、重视个体差异和结果与过程并重的评价方式。通过合作、探究，运用“三读法”让学生由表及里、由浅入深的进行表层理解、深层理解、评价性理解，培养学生阅读能力的同时，培养学生的听说写的能力。经过授课达到了预期的授课效果。
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