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《Grammar and usage(1)： Object complement》精品教案优质课下载
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:
The key point for my students is to identify different inversions in different 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 are supposed 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’.
Scarcely had I got back when it started to rain.
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!