第一篇：倒裝句教學設計何萬金

Book 4 Unit 4 Reading-------A STUDENT OF AFRICAN WILDLIFE

教 學 設 計

富源縣第一中學高一英語備課組

何萬金

Teaching Aims（學習目標）: Knowledge Aims（知識目標）:

1.To learn some useful words, expressions and patterns.(1)Words: behave, shade, worthwhile, observe, respect, argue, entertainment, crowd, inspire(2)Expressions: move off, lead a … life, crowd in(3)Pattern: It is unusual for sb.to do sth.Ability Aims（能力目標）:

1.To summarize and remember the main idea of the passage.2.To speak out the detailed information of the passage.3.To master some reading skills.Emotion Aims（情感目標）:

1.To learn some good qualities from Jane Goodall.2.Learn to understand and respect wildlife.Teaching Important Points（學習重點）:

1.Help the students to master some useful reading skills.2.Encourage the students to respect and protect the wildlife.3.Try to understand how Jane Goodall succeeded.Teaching Difficult Points（學習難點）:

1.How to get some key information fast to finish the comprehending exercise.2.How to improve the reading ability effectively.Teaching Procedures（教學步驟）：

Step I： Review some important words before the reading.Part I.Pronounce the new words correctly and speak out the Chinese meaning.1.achievement_____________

2.compaign_____________

3.shade___________________

4.behave_______________

5.observe_________________

6.respect________________

7.argue___________________

8.inspire________________

9.crowd__________________

10.support_______________

11.refer__________________

12.intend________________

13.deliver________________

14.childhood_____________（Keys：

1、成就，成績；

2、運動；

3、蔭，陰涼處；

4、舉動，表現；

5、觀察，遵守；

6、尊敬，尊重；

7、討論，辯論；

8、鼓舞，激發；

9、人群，觀眾；

10、支持，擁護；

11、談到，查閱；

12、計劃，打算；

13、遞送，接生；

14、童年。）Part II: Match 1.move off

a.(偶然)遇見、碰見

2.lead a … life

b.離開、起程、出發 3.crowd in

c.碰巧、湊巧

4.come across

e.過著……的生活 5.by chance

f.（想法、問題等）涌上心頭、涌入腦海

（Keys: 1-b，2-e，3-f，4-a，5-c。）

Step I: Lead-in.Show some pictures about wild animals being killed to guide the students to think “What should we do or what can we do?”(Possible answers): ? We should protect the wildlife.? We shouldn’t eat wild animals.? We should call on other people to protect wild animals.T:(引用成龍的公益廣告詞：沒有買賣就沒有殺戮。No trade, no killing.)T: Ok.This class we’ll learn about a great woman----Jane Goodall who devoted her life to observe and protect chimps.And we should know the importance of protecting wildlife;we also should learn how to be a successful man or woman.Com on, let’s go.Step III: 閱讀理解練習

Part I：Fast-reading(Skimming for general idea)1.Main idea of the passage.The passage is mainly about how Jane Goodall worked with _______in their environment and help people _______ and ________ the life of these animals.（Keys: Chimps, understand, respect）2.Match the main ideas and the paragraphs.Paragraph 1:

Paragraph 2: Paragraph 3:

1.What Jane is doing now to help chimps.2.Jane’s achievements.3.How our group studied chimps in the wild.4.What Jane discovered about chimps.Paragraph 4:

（Keys：1-

3、2-

4、3-

1、4-2）

Part II: Careful-reading(Scanning for specific information)1.True or False question.(1)The bond between members of a chimp family is not as strong as in a human family.（）(2)Jane believed that wild animals should be left in the wild.（）(3)People had fully understood chimp behavior before Jane.（）(4)Jane’s work changed the way people think about chimps.（）(5)Jane Goodall called on people to understand and respect chimps.（）(Keys: F T F T T)2.Choose the best answer.(1)What did the group do first in the morning? They _______.A.went into the forest slowly B.left the chimp family sleeping in a tree C.observed the family of chimps wake up D.helped people understand the behaviour of the chimps(2)How do the chimps show their love to each other most of the time?__.A.They run after each other.B.They play tricks on each other.C.They either feed or clean each other.D.They shout at each other.(3)From the first paragraph, we can see that _______.A.the group happened to see a family of chimps wake up.B.it must be a tiring job to follow and watch chimp families.C.chimps are friendly to humans.D.Chimps of a family are used to sleeping separately.(4)The purpose of her study was to _______.A.watch the wild chimps in cages

B.gain a doctor’s degree

C.understand and respect the lives of chimps D.live in the forest as men can(5)From what Jane says, it can be inferred that_______.A.Jane thinks it right for humans to protect chimps in cages.B.Jane feels it right to let chimps live in their own environment.C.Jane likes to watch chimps in cages.D.Jane thinks it dangerous to use chimps for entertainment.(Keys: C C B C B)3.Think or Discussion(Group work).1.What are the good qualities we can learn from Jane Goodall?（Possible answers）wisdom and courage;deeply love to the animals;

her consideration;

her hard work …

Step IV: Consolidation（隨堂鞏固測試）

We set out at 5:45 a.m.to _____ the chimps in Gombe ________ Park.We watched a ______ of chimps wake up in the morning and followed them wandering _____ the forest.Jane had been there ______and recording chimps’ daily _______.For _____ years, she had been helping the world to understand and _______ the life of these animals.Jane is indeed a woman of ________ and a good example for us all.She________those who want to______the achievements of women.(Keys: visit, national, family, into, observing, activities, forty, respect, achievement, inspires, cheer.)

Step V: Conclusion（情感升華）

Now we have finished the reading passage, let’s have a conclusion.First, we should protect animals because protecting animals is protecting ourselves.Animals are our friends.Second, if we want to be successful man or woman, let’s study hard now.We must believe that study hard for senor three years and we will get our happiness.Homework——認真分析下列句型結構.1.Following Jane’s way of studying chimps, our group are all going to visit them in the forest.2.Watching a family of chimps wake up is our first activity of the day.3.Only after her mother came to help her for the first few months was she allowed to begin her project.很多年以前，我還是一個頑童。在一個炎炎夏日，我曾經不止一次一絲不掛地跳進這池塘，追逐過游魚，捉過青蛙，逮過蝴蝶，摘過蓮蓬，挖過蓮藕，也掐過荷葉，采過荷花。那時候仿佛愛什么就追什么，喜歡什么就要什么，心里要求不高，沒有那么多的欲望，也沒有那么多顧慮，似乎與世無爭，仿佛無欲無求，心里純潔得像白云，感情簡單得如白紙，天真無邪得好像我就是一個主宰者，而池塘就是整個世界。這里是那么神秘，又是那么神奇，這里既有幽靜的詩情畫意，又有熱鬧非凡的花鳥蟲魚。水是流動的詩，魚是水中的鳥，荷是純情的少女，蝶是多情的公子，黃鸝和燕子是行吟詩人，青蛙和知了是不倦的歌手。我曾經在水里靜靜地觀看那柔若無骨的荷花，也曾經把蓮蓬里的蓮子想象成一位位神童，曾經趴在岸邊對著泥洞里的青蛙默默地觀望，也曾經把蓮葉當遮陽傘頂在頭上觀察那飛來飛去欲停未停的美麗蜻蜓。我曾經把荷花當成天上的仙女，也曾經把荷葉上的水珠當成未經定型的珍珠

第二篇：倒裝句教學設計

篇一：高中語法教學設計：倒裝句

教學課例之教學設計

—高二英語組 張帆

book 5 unit 4 grammar: inversion

一、教學設計

（一）教學目標 1.知識與技能

(1)．通過本節課的學習使學生理解倒裝句的概念；(2)．在練習中體會并掌握倒裝句的用法；(3)．提高學生的語言應用能力；

(4).解決從語法學習到實際運用的轉化的問題。2.文化與策略

（1）通過合作學習讓學生了解倒裝句在語言運用方面的作用；（2）通過句型轉換練習讓學生在比較中體會陳述與倒裝的不同功能。3.情感與態度

（1）了解中英兩種不同語言的不同特點，體會語言的魅力；（2）通過語法學習，培養學生對語言藝術的探索情感。

（二）教學內容

1.教學內容的地位、作用與意義：

本節課是本單元“語言學習”部分——“發現有用結構”。這部分通過學生自學、教師講解以及大量相關練習，使學生語言表達技巧得到提高，通過語法學習讓學生打下較好的語言基礎。訓練學生運用地道的英語句式來表達思想、傳遞信息。

2.教材的編排特點、重點和難點

（1）.教材的編排特點：教材首先基于學生已有知識和經驗，以讓學生觀察本單元閱讀課文中的幾個典型倒裝句，討論分析倒裝的原因和類型。課堂上教師適當補充相關內容，讓學生全面了解掌握倒裝句的運用。

（2）.教材的重點：

全部倒裝和部分倒裝中高考要求的幾個常用句式，如：狀語、表語前置，否定副詞連詞位于句首等情況的倒裝。

（3）.教材的難點：

使用倒裝的句式較多較繁雜，學生理解相對容易，掌握運用就較難。

（三）教學對象

1.學生已有知識和經驗：學生通過學習本單元中的“閱讀”部分，對倒裝句的相關知識有了一定了解。教學中要充分利用，使學生積極主動地參與教學過程。2.學生學習方法和技巧：在現實語法學習過程中，很多學生過分把注意力放在語法規則上面，而不注重語言運用能力的培養。在教學中，通過句型轉換、改錯等練習的訓練讓學生在實際中運用語法規則，而不是死記硬背語法的條條框框。

3.通過課后的寫作訓練，讓學生盡量把所學的倒裝句式運用到作文中去。從而訓練學生理論與實踐相結合的能力。

（四）.教學策略 1.教學設計思路

（1）.本節課運用“學、做、導”的教學模式，訓練培養學生對語言的綜合運用能力，實現目標，感受成功，教學進度整體把握，教學形式不拘一格。

（2）.在教學中，突出理論與實踐相結合的原則，注重聽說讀寫的實用性，進行情感和策略調整，以形成積極的學習態度，促進語言實際運用能力的提高。

（3）.課堂以學生為主體，以任務為主線，重視參與體驗，教師起到“研究者、設計者、促進者、協調者”指導作用。

（4）.正視個體差異，倡導過程激勵，以多層次、多角度、多主體的結果與過程并重的評價方式激勵學生進步。2.教學方法：學做導教學模式、任務型教學法、討論法。3.教學媒體的選擇與運用：電腦、多媒體課件。4.教學流程：（1）【教學流程圖】

創設情景 導入新課

自學課本上語法講解

口頭訓練

總結

課堂練習

（2）【教學過程設計】

篇二：文言特殊句式之倒裝句 教學案

《文言特殊句式之倒裝句》教學案

教學目的：

1． 了解高考對文言句式的要求。

2． 理解和掌握四種倒裝句的特點，了解其翻譯方法。

3． 通過相關練習加以鞏固和提高。

教學重點：重點了解賓語前置句和介詞結構后置句的特點。

教學難點：提高學生掌握辨析較復雜的文言句式的能力。

教學方法： 教師講授，學生討論歸納，做練習題。

課時安排：一課時

教學流程

導入：在學習文言文的過程中，我們往往會遇到大量的倒裝句，那在現代漢語中有沒有倒裝句呢？（請學生舉例）如：“起來，不愿做奴隸的人們”是典型的謂語前置句，“奮斗吧，為了祖國的明天”是狀語后置句。在文言文中這種現象很常見，如果我們不懂倒裝句，往往會造成誤讀，鬧出笑話。

一、考點解析

高考中常見的文言特殊句式有：倒裝句、判斷句、被動句、省略句。對于文言句式的考查，在高考中，它的設題方式一般是：

1、判斷省略成分是否正確

2、選出與題干的句式相同的一項

3、選出句式與其他三項不相同的項

4、通過翻譯考查句式

二、現代漢語中語序：

主謂賓，是主干，定語藏在主賓前，謂語一看著了急，前狀后補巧打扮。（定語）主語 +〔狀語〕謂語〈補語〉+（定語）賓語

示例：﹙高中﹚學生〔應努力〕學〈好〉﹙語法﹚知識。

可以說，與通常順序不一樣的句子，就屬于倒裝句。文言文中常見的倒裝句有：賓語前置、介詞結構后置、定語后置、主謂倒裝（即謂語前置）。從語法功能上講，前置的倒裝句主要起強調的作用，而后置的倒裝句則是古人的語言習慣。翻譯這類句子，就要理順表達順序，使之符合現代漢語的語法規范。

三、倒裝句

（一）賓語前置

1、概念：將賓語移置到謂語之前的現象

2、閱讀下列句子，完成后面的小題：

①句讀之不知，惑之不解。（《師說》）②聞道百，以為莫己若者。（《秋水》）

③余是以記之。（《石鐘山記》）

④無乃爾是過與！（《季氏將伐顓臾》）

⑤古之人不余欺也。（《石鐘山記》）

⑥大王來何操？（《鴻門宴》）

⑦項王、項伯東向坐，亞父南向坐。（《鴻門宴》）

⑧沛公安在？（《鴻門宴》）

a 其中 和 是在疑問句中，疑問代 詞做賓語，賓語前置。類似的疑問代詞還有誰、奚、胡、何、曷、安、惡、焉等。b 和 是在否定句中，代 詞做賓語，賓語前置。類似的否定詞還有不、未、無、莫、毋、弗等，類似的代詞還有余、吾、爾、自、之、是等。c 和 是用“ 之 ”字和“ 是 ” 字以突出強調賓語。這兩個字只是賓語前置的標志，沒有什么實在意義。d 和 是在介賓短語中，賓語放在介詞之前了。

3、小練習

下列句子屬于上述情況中的哪一種，請在句子后面的括號內填入序號。①保民而王，莫之能御也。（《孟子》）（b）

②譬若以肉投餒虎，何功之有哉？（《信陵君竊符救趙》）（c）③微斯人，吾誰與歸？（《岳陽樓記》）（a）

④一言以蔽之。（《論語》）（d）

（二）介詞結構后置

1、概念：文言文中介詞結構放在謂語之后做補語，而現代漢語則習慣將它放在謂語之前做狀語。這種現象又稱狀語后置。

2、閱讀下列句子并完成后面的小題。

①青，取之于藍，而青于藍。

②故臨崩寄臣以大事矣。

③雖董之以嚴刑，振之以威怒。

④事急矣，請奉命求救于孫將軍。a 和 是將介詞結構“ 于?? ”放在謂語后面做補語，類似的例子還有。b 和 是將介詞結構“ 以?? ”放在謂語后面做補語，這種現象在文言文中并不多見。

（三）定語后置

1、概念：定語是修飾限定名詞的，要放在中心詞之前，這種語序古今一致。但有時也可以放在中心詞之后，稱為“定語后置”。

2、閱讀下列句子然后歸納總結出定語后置的幾種類型。

a 蚓無爪牙之利，筋骨之強。（《勸學》）（中+之+定）

b人馬燒溺死者甚重。（《赤壁之戰》）（中+定+者）

石之鏗然有聲者，所在皆是也。（《石鐘山記》）（中+之/而+定+者）d軍書十二卷，卷卷有爺名。（《木蘭詩》）(中+數量詞)

3、小練習

下列句子分別屬于上述哪種情況，請填入序號。

①鑄以為金人十二，以弱天下之民。（《過秦論》）(d)②村中少年好事者馴養一蟲。（《促織》）(b)③居廟堂之高則憂其民，處江湖之遠則憂其君。（《岳陽樓記》）（a）④人誰又能以身之察察，受物之汶汶者乎？（《漁父》）（ac）

（四）主謂倒置

概念：也叫謂語前置。為了強調謂語，有時將謂語置于主語之前，這僅僅是因為語言表達的需要。例如：不仁哉！梁惠王也。譯文：“梁惠王不仁！”

四、文言倒裝句翻譯技巧

五、相關練習

1、把下列句子歸類

①甚矣，汝之不惠！②君何以知燕王？③冰，水為之，而寒于水。④太子及賓客知其事者，皆白衣冠以送之。⑤賢于己者，忌之而不愿問焉。⑥安得廣廈千萬間！⑦壯哉，我中國少年。⑧固一世之雄也，而今安在哉？⑨項王曰：客何為者？⑩惟利是圖。

賓語前置______________________介詞結構后置_______________________ 定語后置______________________謂語前置_______________________ 2.（2008廣東）下列各句中的“之”，屬于代詞作前置賓語的一項是（b）

a、除郎中、上甲令，皆不之官 b、而自歸于帝，帝不之罪

c、訪率軍追之，獲鞍馬鎧杖不可勝數 d、將士用命，訪何功之有

3.（2006廣東）下列各句，與“何為而至于此”句式完全一致的一項是（a）

a 君何以知燕王 b 夫子何哂由也

c 夫晉，何厭之有 d 何故而至此

4、把下列句子翻譯成現代漢語

若亡鄭而有益于君

_________________________________________________________________ 甚矣，汝之不惠。

_________________________________________________________________ 躬耕于南陽，茍全性命于亂世，不求聞達于諸侯

_________________________________________________________________ 嘗貽余核舟一

_________________________________________________________________ 人馬燒溺死者甚眾

_________________________________________________________________ 母歸，但見女抱庭樹眠，亦不之慮（2010 天津）

五、板書

1、現代漢語正常語序

示例：﹙高中﹚學生〔應努力〕學〈好〉﹙語法﹚知識。

2、文言文中常見的倒裝句 疑問句中，疑問代詞做賓語前置

賓語前置否定句中，代詞做賓語前置

用“之”“是”提賓

介詞賓語中，賓語放介詞前

倒裝句介詞結構后置：“于??”或“以??”結構放謂語之前。

+之+定”

定語后置“中+定+者”

“中+之/而+定+者” +數量詞” 謂語前置 篇三：倒裝句教案

授課教案

學生姓名： 祁羚 授課教師： 彭飛 班主任： 張茜 科目： 英語

上課時間： 2014 年 月 日 時— 時

教學主管批閱意見：

授課學案

學生姓名： 祁羚 授課教師： 彭飛 班主任： 張茜 科目： 英語

上課時間： 2014 年 月 日 時— 時

篇四：倒裝句教案設計

必修5 unit4 grammar 倒裝(inversion)observe the following sentences: photography, but i took? know.dos and don’ts.___________________________________________________________________________

一、倒裝的定義

在英語中,主語和謂語的語序通常是主語在前,謂語在后。但有時為了語法結構的需要,或者是為了強調,而將謂語的全部或一部分提到主語前面,這種語序叫做倒裝。

倒裝可分為: a.完全倒裝(全部謂語放在主語之前)b.部分倒裝(只把謂語的一部分，即助動詞或be動詞或情態動詞放在主語之前)

here.here（）

never

?（）

二、完全倒裝

1.以 here ,there, now, then引導的句子。

? there goes the bell.? for a moment nothing happened, then came voices all shouting together.the children rushed out.out ______________________________.the boy went away.________________________________.the rain poured down._____________________________________ 3.表示地點的介詞短語放在句首,謂語為vi.要用完全倒裝。

a little boy stands under the tree.under the tree________________________.a picture hangs on the wall.on the wall _______________________________ 注意以上完全倒裝中：

（1）只有主語是名詞時才能完全倒裝，若主語是代詞時，不能倒裝。

（2）完全倒裝句中常用一般現在時或一般過去時，而不用進行時。

at the foot of the mountain________________.a.a village lie b.lies a village c.does a village lie d.is lying a village 4.為強調表語而把表語放在句首

many famous people were present at the conference.present at the conference were many famous people.hundreds of students are seated in the lecture hall.___________________________________________________________________ the days when the chinese people used foreign oil are gone.______________________________________________________________________

三、部分倒裝

各種時態怎樣進行部分倒裝? 將來時

?he will write? ?______________________...現在時

?he writes? ?______________________...過去時

?he wrote? ?______________________...進行時

? he is/was writing? ______________________...完成時

?he has/had written? ?______________________...情態動詞 ?he can write? ?______________________...1.用于only+狀語開頭的句子，狀語可為副詞、介詞短語或狀語從句

只是在那時，他才意識到自己的錯誤。

___________________________________________________________________ 只有用這種方法我們才能學好英語。_______________________________________ 只有在他回來之后他媽媽才去睡覺。

_______________________________________________________________________ 2.表示否定意義的副詞或介詞短語never, seldom ,hardly, rarely, little, nowhere ,nor , at no time, in no way, by no means, in no case, under no circumstances等開頭的句子。我再也不會這樣做了。never ______________________________ 我很少乘出租車上學。seldom______________________________ 在別的任何地方你都看不到如此漂亮的街道。

nowhere else _______________________________________________________.我不知道，我也不在乎。___________________________________________ 訓練黑猩猩做事情對它們來說并不是自然的，對這些動物來說，做事情并沒有多大意義。what the chimpanzees are trained to do is not natural to them, ___________________ _________________________ 3.用于not until?(直到?才?)的主句中。

直到小孩睡著媽媽才離開房間。

_______________________________________________________________________ 4.not only 置于句首，not only? but also?(不但?而且?)結構中not only后倒裝，but also后不倒裝。

不僅舊城被修復了，新城也被建造了。

________________________________________________________________________ 5.no sooner? than?(一?就?), hardly/scarcely?when?(一?就?),的句型中。注意：no sooner/hardly/scarcely后倒裝，than/when后不倒裝。此外，no sooner/hardly/scarcely后常用過去完成時had done,而than/when后常用一般過去時。他剛沖進教室課就開始了。

________________________________________________________________________ 6.在 so/such ?that(如此?以致?)的結構中，若so/such 置于句首，則主句部分倒裝。

1）it is such an interesting book that john has read it twice.2)it is so interesting a book that john has read it twice._________________________________________________________________________ 3）he was so proud that he never listened to any advice._________________________________________________________________________ 7.用于 so, nor, neither 開頭的句子, 表示前面的情況也適用于另一人或事物。此倒裝句謂語應與前句謂語的時態形式一致。

jack can not answer the question._______________________________(我也不能)he has been to beijing._____________________________(我也去過)i don’t know the answer._____________________________(她也不知道)注意：1)當 so引出的句子用以對上文內容加以證實或肯定，意為“的確如此”時，不可用倒裝結構。---it’s raining hard.---so it is.2)如果上文所述兩件事也適合另一個人或物,用so it is /was with sb.或it is/was the same with sb.marx was born in germany and german was his native language.so it was with engels.8.由as(盡管)引導的讓步狀語從句用倒裝句，即把表語或部分謂語提前。用though時可倒可不倒。倒裝結構：表語十as＋主語十系動詞be；動詞原形＋as＋主語十助動詞

____________________________________(他雖有耐心),he was unwilling to wait three hours.他雖然是個孩子，但已經熟知英語。

(當單數名詞位于句首時，名詞前無冠詞)try as i might, i could not lift the stone.9.用于某些祝愿的句子。

1)may you succeed!2)long live china!把下面的句子改成倒裝句。

1.he could begin to work again only when the war was over.2.i seldom go to work by bus.3.her father is a doctor.her mother is a doctor ,too.4.my teacher didn’t agree with him.i didn’t agree with him, either.5.he was so badly injured in the accident that he was sent to the hospital for treatment.6.he works so hard that he has no time to spare for traveling.7.though he is a child ,he is very brave.改正下面句子中的錯誤。

1.not only can mp3s provide us with fun, but also can they help us learn english well.2.under a tree was sitting two old men.3.often travel we to those places.6.long live does the people’s republic of china!7.rarely was a debate attracted so much media attention.篇五：倒裝句教學案

語法復習七：倒裝句

英語最基本的語序是主語在前，謂語動詞在后。但有時由于句子結構的需要或表示強調，就要采用倒裝形式。將謂語動詞完全移到主語之前稱為完全倒裝，只將助動詞或情態動詞放到主語之前稱為部分倒裝。強調性倒裝和以so, neither, nor開頭的句子是高考例題的熱點。

（一）倒裝句的意義

1、適應一定的語法結構的需要，主要是指疑問句句型結構的需要。

was the people’s liberation army founded in 1927?

2、為了強調某一部分，而把這部分放到句首，構成倒裝。

e.g.never have i been late for school this term.（二）倒裝的使用情況

1、在 “there be” 結構里，there是引導詞，主語在be后。

e.g.there is a box on the table.2、在疑問句中。e.g.is she singing in the classroom? what does your mother do?

3、在here, there等副詞開頭的某些句子里（要用一般現在時態）。如果主語是人稱代詞，主語和主要動詞的詞序不變。（完全倒裝）

e.g.there goes the bell.here is an apple for you.4、重復倒裝句型，用在以so, nor, neither開頭，表示謂語所述的情況也適用于另一個人或一事物的肯定或否定句中。so用于肯定句，表示“也一樣”、“也這樣”；nor, neither用于否定句，表示“同樣也不，也不這樣”。

e.g.i am watching tv.so is she.my parents didn’t watch tv last night.neither(nor)did i.5、直接引語的全部或一部分放在句首時，主句中的主謂也常直接倒裝。（完全倒裝）e.g.“very well,” said the french student.“bring me two eggs and a cup of tea, please.” said he.6、在以never, little, hardly, not only, few, not, seldom等否定副詞開頭的句子中，采用部分倒裝。如不放在句首就不要倒裝。

e.g.little did he say at the meeting.never shall i forget the day when i joined the army.比較：i shall never forget the day when i joined the army.7、用于以only所修飾的副詞、介詞短語或狀語從句的句子中。

e.g.only when the war was over in 1918 was he able to get happily back to wrk.only in this way can we learn english well.注意：如果only后的詞組不是狀語，不需倒裝。

e.g.only wang lili knows this.8、為了表達生動，有時把表地點、方位的副詞，如 up, down, out, away, in等放在句首，同時把謂語動詞放在主語之前。若主語為人稱代詞，主語和謂語動詞的位置不變，只將副詞放在句

首。（完全倒裝）

e.g.away hurried the boy.out rushed the girl.9、在虛擬結構中，條件從句的謂語含有were, had 和should這三個詞是，可省去if，將這些詞移至主語之前。e.g.had i time(= if i had time), i would go and help you.were i you(= if i were you), i would go abroad.10、as引導讓步狀語從句時要倒裝（形容詞/ 副詞/ 名詞/ 動詞 + as + 主語 + 謂語）。e.g.proud as they are, they are afraid to see me.child as he is, he seems to know everything.（child前不加冠詞）

hard as he worded, he made little progress.11、用于某些表示祝愿的句子里。

e.g.may you succeed!long live the people’s republic of china!

12、so + 形容詞、副詞及such 置于句首時要倒裝。

第三篇：高中英語《語法-倒裝句》教學設計

Inversions Teaching Plan

I Teaching Aims Knowledge aims

1.Students can recognize the inversion patterns, and get to know of its grammar meaning of emphasizing.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:

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’.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!I opened the door and there stood Michael, all covered in mud.Then make a conclusion that inversion can also happen after here, and after there when it is as an adverb of place.After here and there, we can use a main verb without an auxiliary verb or modal verb.(Justification: Leading the students to find out the rules by giving related examples makes sure that the students keep focusing on the grammar class, which will make the class more productive.)Step 3: Practice Ask them to finish the exercise I have prepared for them.Then they will be asked to deal with a task which is a little bit harder----to rewrite the sentences using the inversions.And invite some of them to share their answers.to use inversions.And the second task is to help students understand that sometimes it is better to adopt inversion in our expressions.)Step 4: Production Play a game named “Speaking No Truth”.Explain the rules: Inversions are needed.Things stated can not be true.Example: Never have I visited Beijing in my life.(Justification: The game can make the grammar class more interesting for the students.Also it provides them the chances to speak with inversions.).Step 5: Summary and homework Invite 1 student to summarize what we have learned today, and another one to add up.Ask students to write down a short paragraph under any topics(3 sentences at least)with inversions.(Justification: This is to help my students have a bigger picture of what have learned today and help them to write with inversions purposely.)IV Blackboard design

V Teaching Reflection

第四篇：so, neithernor引導的倒裝句教學設計

so, neither/nor引導的倒裝句教學設計

教學目標

1.懂得so引導的倒裝句的基本含義。2.懂得neither/nor引導的倒裝句的基本含義。3.能正確運用so引導的倒裝句。4.能正確運用neither/nor引導的倒裝句。

教學過程

一、“so, neither”開頭的倒裝句的基本含義

上句話提到的情況同樣適合下文的人或物, 為了避免和上文的內容重復,英語習慣用so, neither/nor引導的倒裝句。so引導的倒裝句表示肯定，neither/nor引導的倒裝句表示否定，其時態與前一句時態保持一致，上下文陳述的不是同一人或事物。

1.—Belle has just bought some foreign stamps.Belle剛買了一些外國郵票。

—So has Winnie.=Winnie has bought some foreign stamps, too.Winnie也買了一些外國郵票。

2.—What bad weather!The wind is blowing strongly with lots of sand.I don’t like such weather.多么壞的天氣!風挾帶沙子猛烈地吹。我不喜歡這樣的天氣。

—Neither does Mary.= Mary doesn't like such weather, either.Mary也不喜歡這樣的天氣。

3.—Victor‘s been travelling around the world.He has been to Austria.Victor一直在環球旅行,他已去過奧地利。

—So have I(=Me, too=I have been to Austria, too).I'm considering going there a second time.我也去過奧地利。我正考慮再一次去那兒。

4.—Sam can't see the paintings clearly from here.Sam從這兒看不清那些畫。

—Neither can I.=Me, neither.=I can't see the paintings clearly from here, either.我從這兒也看不清那些畫。

5.—Jane is drinking soybean milk.Jane在喝豆奶。

—So am I.=Me, too.=I am drinking soybean milk, too.我也在喝豆奶。

課堂探究：在主動探究中汲取知識，培養能力！同義句轉換練習

1.Ross is a top student in our school.Jenny is a top student in our school, too.Ross is a top student in our class, _____ ____ Jenny.2.Carol visited the aquarium yesterday.Maria visited the aquarium, too.Carol visited the aquarium yesterday, ______ _____ Maria.3.Mary isn't good at rowing.I am not good at rowing, either.Mary isn't good at rowing._______ _____ I.4.Betty can speak French and her husband can speak French, too.Betty can speak French and ______ ______ her husband.5.Nowadays many adults don't smoke.I don't smoke, either.Nowadays many adults don't smoke, ______ ______ I.二、走近so+動詞+主語

上句話提到的肯定情況同樣適合下文的人或物，為了避免重復,用so+動詞+主語，表示…也是這樣，上下句用同類系動詞、情態動詞或助動詞且時態必須保持一致，上下句涉及不同的人或事物。

1.—Bob could ride a bike when he was 3 years old.Bob3歲時就會騎自行車。—So could I.=I could ride a bike when I was 3 years old, too.我3歲時也會騎自行車了。

2.—Ken and Mark lead a busy and colorful life on the campus.Ken和Mark在大學里過著忙碌而豐富多彩的生活。

—So does Gene.=Gene leads a busy and colorful life on the campus, too.Gene也是這樣。

3.—June likes collecting stamps.June愛好搜集郵票。

—So does Linda.=Linda likes collecting stamps, too.Linda也喜歡搜集郵票。

4.Carl is a top engineer, so is his wife.= Carl is a top engineer and his wife is a top engineer, too.Carl是出色的工程師, 他的妻子也是出色的工程師。

課堂探究：學練同步：學中用，用中學，學用結合，學以致用！運用所學知識把下面的漢語譯成英語。1.Ellen明天將去參加彼得的生日派對。我也去。

Ellen will go to Peter's birthday party.So will I.2.現在許多青少年討厭吃早飯。Kevin也討厭吃早飯。

Nowadays quite a few teenagers hate to eat breakfast.So does Kevin.3.Jerry會唱歌跳舞。Kate也會唱歌跳舞。

Jerry can sing and dance.So can Kate.4.每天Ward在學校吃午飯，我也是。

Ward has lunch at school every day.So do I.5.不久Barry要動身去俄羅斯。我也要去俄羅斯。

Barry is leaving for Russia soon.So am I.6.今天早上Maria在校園里讀地理了。今天早上Doris也在校園里讀地理了。

三、走近neither/nor+動詞+主語

上句話提到的否定情況同樣適合下句話的人或物，為了避免重復,neither/nor+動詞+主語，表示…也不這樣，上下句用同類系動詞、情態動詞或助動詞且時態必須一致，上下句涉及不同的人或事物。

1.—My parents never stop going on about how I should study hard.我的父母從沒停止嘮叨我應該怎樣努力學習。—Neither do my parents.=My parents never stop going on about how I should study hard, either.我的父母也從沒停止嘮叨我該怎樣努力學習。

2.—Everybody shouldn't spit anywhere in public.I won't do such a thing.每個人都不應該隨地吐痰。我可不做這樣的事。

—Neither will we.=We won't do such a thing, either.我們也不會做這樣的事。3.—They don't know what has happened to Danny.What about you?

他們不知道丹尼發生什么事了。你呢？ —Neither do I.=I don't know what has happened to Danny, either.我也不知道丹尼發生什么事了。

4.—Mark wasn’t invited to the party yesterday.馬克昨天沒被邀請參加宴會。—Neither was Bruce.=Bruce wasn't invited to the party, either.布魯斯昨天也沒有被邀請參加宴會。

5.If you don't go shopping tomorrow, neither will I.= If you don't go shopping tomorrow, I won't, either.如果你明天不去購物, 我也不去。

課堂探究：理論聯系實踐：培養運用知識解決實際問題的能力!

運用所學知識把下面的漢語譯成英語。1.Mary不擅長唱歌，我也不擅長唱歌。

Mary isn't good at singing, neither/ nor am I.2.Rose對現代音樂不感興趣，Kate對現代音樂也不感興趣。

Rose isn’t interested in modern music, neither/ nor is Kate.3.Kumiko從沒去過俄羅斯，我也從沒去過俄羅斯。

Kumiko has never been to Russia, neither/ nor have I.4.我不喜歡彈鋼琴，也不喜歡計算機。

I don’t enjoy playing the piano，nor/neither do I like computers.四、特別提示 前句表述的人或物情況復雜,無法使用so, neither/nor引導的倒裝句型表達另一人或物情況相同,英語則用It is/was the same with sb.或So it is /was with sb.1.—Tom likes playing basketball but he can’t play well.湯姆喜歡打籃球，但他打得不好。

—So it is with me.（=I like playing basketball, too, but I can’t play well, either.）

我的情況與他的相同。

2.—Eastern men like docile women.But if an eastern man likes a woman, he will be docile to her unconsciously.東方男人喜歡聽話的女人，但東方男人若是喜歡一個女人，就會不知不覺聽她的話。

—It is the same with western men.西方男人也是這樣的。

3.—He is an honest worker and works hard.他是一位誠實的工人,且工作賣力。

—So it is with you.你也是這樣的。

4.—Now I am in senior high school.I have changed for the busier.現在我上高中了,我變得更忙了。—So it is with us.我們也一樣。

課堂探究：知能互動：學明白,想明白，說明白，才能做明白！()1.—A fish needs water and without water it will die.—____________ a human being.A.So does

B.So will

C.So it is with

D.It was the same with()2.—I have learnt English for nearly 8 years.Thanks to my learning English, my life has changed for the more interesting.—________ me.A.So have

B.So has

C.So it is

D.It is the same with()3.—Jeremy Lin was not only a good player but also a very smart and diligent student.He did quite well in his studies.—_______________ Deng Yaping.A.So did

B.It was the same with

C.So was

D.So it was()4.—Marx was born in Germany and German was his native language.—____________ Engles.A.So it was with B.So it was

C.So was

D.So did()5.—Luoyang is developing quickly and people's living conditions are improving rapidly.—______________my hometown.A.So is

B.It is the same with

C.So does

D.So it was with

五、拓展鏈接 So+主語+動詞

表示對上句陳述的內容肯定、同意，為了避免重復，用So+主語+動詞，意為“確實如此”，上下句用同類系動詞/情態動詞/助動詞且時態必須保持一致，上下句陳述的是同一人或物，即So+主語+動詞中的主語代指上文陳述的人或事物。

1.—Mike does well in chemistry.Mike化學學得好。

—So he does.He is the top student in our class.確實如此。他是我們班最好的學生。2.—Nick can speak both Russian and German.Nick既會講俄語又會講德語。

—So he can.=He can really speak both Russian and German.確實如此。(即：他確實既會講俄語會講德語。)3.—High-level Philippine housekeepers are diligent and obedient!高級菲律賓家政人員敬業，不擺譜。

—Well, so they are.=They are really diligent and obedient.啊，他們確實敬業，不擺譜。

4.—The May Day holiday is coming.Jenny will pay a visit to the West Lake.五一假期就要到了,Jenny將要游覽西湖。

—So she will.確實如此。(即：她確實要游覽西湖。)5.—You have an English class every day except Sunday.你們除星期天每天上一節英語課。

—So we do.確實如此。

6.—I can't find my cellphone.Have you seen it anywhere? 我找不到我的手機了。你見了嗎？

—No, I haven't.It may be in your handbag.沒有。它或許在你的手包里。—Oh, yes.So it is.=It is really in my handbag.啊，是的，確實在手包里。

課堂探究：培養能力:注重學習過程,探索解題技巧與方法！（）1.—In modern times, girls like to wear fashionable clothes.—Yes, __________, and _________.After all, our life has greatly improved.A.So do they, so do boys

B.So they do, so boys do

C.So do they;so boys do

D.So they do;so do boys（）2.—Henry has made so rapid progress in English recently.—_____, and _____.A.So he has, so you have

B.So has he, so have you

C.So he has, so have you

D.So has he, so have you（）3.—Now China has changed for the richer and the stronger.—____________.A.So it is

B.So it was

C.So it does

D.So it has（）4.—Betty is interested in doing taijiquan.—_____________, and ______________.A.So she does;so do I

B.So she is;so am I

C.So does she;so I do

D.So is she;so I am

六、典型例題探究:啟迪思維,舉一反三,學得更輕松！

1.—Did you enjoy that trip?

—I'm afraid not.And_________________.A.so did my classmates

B.my classmates don't too

C.neither do my classmates

D.neither did my classmates 簡析: 本題中的第一個答句是省略句，完整句為I am afraid that I didn’t enjoy it.用過去時。第二個答句表示前句提到的否定情況也適合下句的人，完整句為my classmates didn’t enjoy it, either.表示上文提到的否定情況同樣適合下文的人，為了避免和前一句話的內容重復, 英語習慣用neither引導的倒裝句，故選D。

2.—Disneyland is enjoyed by millions of people from all over the world.—____________.I hope I can go there one day.A.So it does

B.Neither does it

C.So it is

D.Neither is it 簡析: 本題答句表示對前句的認同，完整句為Disneyland is really enjoyed by millions of people from all over the world.表示對上句陳述的內容肯定、同意，為了避免重復，用So+主語+動詞,故選C。

3.—How well Anna dances!I can't believe my eyes.—_______.A.So she does

B.Neither can she

C.So can I

D.So I do

簡析: 本題答句表示對前句How well Anna dances!的認同，完整句為Anna dances really well.表示對上句陳述的內容肯定、同意，為了避免重復,用So+主語+動詞，故選A。

4.—I don't think I can walk any further.—_______.Let’s stop here for a rest.A.Neither do I

B.Neither can I

C.I think so

D.I don't think so 簡析: 從Let's stop here for a rest知,本題中的答句表示上文提到的否定情況同樣適合下文的人,完整句為I can’t walk any further, either.表示上文提到的否定情況同樣適合下文的人,為了避免和前一句話的內容重復, 英語習慣用neither引導的倒裝句,故選B。

5.You say Henry works harder and practice more.__________, and__________.A.So he does;so you do

B.So he does;so do you

C.So does he;so do you

D.So does he;so you do

簡析: 本題中的第一空表示對第一句話的認同，完整句為He works really harder and practice really more.表示對上句陳述的內容肯定、同意,為了避免重復,用So+主語+動詞。第二空表示第一句話提到的肯定情況同樣適合下文的人，完整句為you work harder and practice more, too.表示上文提到的肯定情況同樣適合下文的人，為了避免和前一句話的內容重復, 英語習慣用so引導的倒裝句，故選B。

6.—I will never come to this restaurant again.The food is terrible!

—_______.A.Nor am I

B.Neither will I

C.Same with me

D.So will I 簡析: 前句既陳述不會再來這家飯館又陳述不會再來的原因。表述的人或物情況復雜，無法使用so, neither/nor引導的倒裝句型表達另一人或物情況相同，英語用It is/was the same with sb.或So it is /was with sb., 故選C。

七、鞏固提高:針對新知識,鞏固是前提,提高是根本！

（）1.Mary never does any reading in the evening, _________.A.so does Joy

B.Joy does too

C.nor does Joy

D.so Joy does（）2.—Well, I do think the rabbit is a beautiful, gentle animal which can run very fast.— ______.A.So it is

B.So is it

C.So it does

D.So does it

（）3.— Ward and Joe have a lot of rules at their school.—Well, ______ we.A.so have

B.so do

C.neither do

D.it is the same with（）4.—Many historical plays have been on TV recently.—So_______.I like watching historical TV plays because they make me relaxed and save much time.A.do they

B.they do

C.have they

D.they have

（）5.—I hear that Betty made an English speech at the graduation ceremony yesterday.— __________, and _________.A.So did she, so I did

B.So she did, so did I

C.So did she, nor did I

D.Nor did she, so I did（）6.If you don't go surfing tomorrow, neither_____.A.shall I

B.I shall

C.do I

D.I do（）7.—Your father is very strict with you three.—______.He never lets off a single mistake of ours.A.So he does

B.So does he

C.So he is

D.So is he（）8.—At present, Internet Slang is widely used in people’s daily life.—_______.Internet Slang is full of humor and intelligence.A.So it does

B.So does it

C.So it is

D.So is it

八、連線中考:把握中考題型,拓展解題思路,智慧備考！

（）1.—Father, you promised!

—Well, ______.But it was you who did not keep your words first.A.so was I

B.so did I

C.so I was

D.so I did（）2.—I wonder if your wife will go to the ball this evening.—If your wife _____, so _____ mine.A.will, does

B.will, does

C.will, will

D.does, does（）3.—I thought you women were present at the meeting.—_______.A.So we were

B.So we did

C.So were we

D.So did we（）4.—Do you think we’ll need a coffee pot?

—I don’t drink coffee, and ___________.It’s not necessary.Why not a tea service?

A.so do you

B.neither do you

C.so you do

D.neither did you

（）5.—I will never come to this restaurant again.The food is terrible!

—______.A.Nor am I

B.Neither will I

C.Same with me

D.So will I（）6.People can't live healthily without clean water, ____ can animals.A.so

B.nor

C.either

D.but

（）7.—I don’t know why Jim quarreled with his friend.What about you?

—____.A.nor don’t I

B.neither do I

C.So do I

D.I don’t（）8.—How well Juliet sings!I can't believe my ears.—________.A.So she does

B.Neither can she

C.So can I

D.So does I

第五篇：何永云 教學設計

《老人與海鷗》第一課時教學設計

闞疃中心校 何永云 教材分析：

《老人與海鷗》這篇課文真實、感人，讓人讀來內心久久不能平靜。它展現出了人和動物之間和諧相處，感人至深的真情。文章在結構上很有特點：前一部分講的是老人風雨無阻堅持每天給海鷗喂食，把海鷗當成了自己的兒女、知己；后一部分主要描述了海鷗也同樣的視老人為至親的親人。在老人遺像前，一幅幅讓人震驚的畫面凝結在翠湖旁，結成珍珠珍藏在所有看到此畫面、讀過此情景的人的心底。讓學生通過深情的朗讀，感受老人與海鷗之間真摯的感情自然而然就成了學習本文“人文性”的一大重點。另外，課文中描寫老人神態、動作，以及海鷗為老人送行的畫面，用語優美、傳神，因此，教學時應讓學生簡單的課件，學生課前預習。

第一課時 教學目標

1．讀通課文，整體感知，學習并掌握本課的生字新詞，積累詞語。

2．理清文章的條理，了解故事的大概內容。3．初步有感情地朗讀課文。

教學重點：學習并掌握本課的生字新詞，積累詞語。教學難點：理清文章的條理，了解故事的大概內容。教具準備：生字詞語卡片（或課件）。教學過程：

一、創設情境，引導質疑

1．教師：一位慈祥的老人坐在水邊，面帶微笑，手捧鷗食伸向空中，紅嘴鷗在他手上啄食，在他身邊蹁躚環繞??這一幅人鷗和諧相處的美麗畫面在這里永久定格。在昆明翠湖公園湖畔有一位老人的青銅雕塑，名字就叫“海鷗老人”。

這位老人叫吳慶恒。他生前孤身一人，每年冬天飛抵昆明的紅嘴鷗是他唯一的寄托。每當紅嘴鷗“駕臨”，老人天天徒步十多公里進城給它們喂食，和它們嬉戲，風雨無阻。老人每月308元的退休工資有一半以上都用來給海鷗買吃的，為此，老人平時幾乎舍不得花一分錢坐公交車。

今天我們要學習的《老人與海鷗》這篇文章，為我們講述了這樣一個真實的、動人的故事。

2．教師板書課題，學生齊讀課題。3．引導學生質疑，教師歸納中心問題。

⑴這是一個怎樣的老人？

⑵老人與海鷗之間到底發生了怎樣動人的故事？

⑶“我們”為什么要把老人喂海鷗的照片放大，帶到翠湖邊？ 4．教師導讀：同學們，你們提的問題很好。如果能夠解答好這三個問題，課文的內容也就讀懂了。現在，請大家以小組為單位，按老師的要求自讀課文。

二、小組合作，自讀課文 1．提出要求，學生自讀。

⑴小組內檢查生字的掌握情況。

⑵思考剛才提出的三個問題。

⑶畫出描寫最令人感動的一幕的句子，有感情地讀一讀。2．學生以小組為單位，合作探究。

三、檢查自學，整體感知

1．教師出示生字詞語，指名讀，檢查學生生字新詞的認讀情況。2．教師強調字音：“駐、瞻、挫、餅、昵”。3．再次出示生字詞語，學生齊讀。4．老人與海鷗之間發生了什么故事？

（講了一位老人與一群從北方飛到昆明越冬的紅嘴鷗結下了不解之緣，每到冬天來臨，老人便會風雨無阻地來到翠湖邊喂海鷗餅干，視海鷗為兒女。然而有一天老人去世了，海鷗們在老人遺像前翻飛盤旋，連聲鳴叫，不忍離去。）

四、品讀感人的一幕

1．教師：讀課文，把描寫感人的一幕的句子畫出來。2．指名反饋。

⑴意想不到的事情發生了——一群海鷗突然飛來，圍著老人的遺像翻飛盤旋，連聲鳴叫，叫聲和姿勢與平時大不一樣，像是發生了什么大事。

⑵過了一會兒，海鷗紛紛落地，竟在老人遺像前后站成了兩行。它們肅立不動，像是為老人守靈的白翼天使。⑶當我們不得不收起遺像的時候，海鷗們像炸了營似的朝遺像撲過來。它們大聲鳴叫著，翅膀撲得那樣近，我們好不容易才從這片飛動的白色旋渦中脫出身來?? 3．指名朗讀這些句子。4．全班朗讀這些句子。

五、課堂小結

同學們，這感人的一幕常常會印在了人們的心里，也印在了我們的腦海里，可為什么會有這樣神奇的事情發生呢？下節課我們繼續學習課文《老人與海鷗》。

六、作業設計 1．朗讀課文。2．比一比，組成詞。

餅（）駐（）遺（）渦（）啄（）祥（）瞻（）

拼（）拄（）遣（）蝸（）逐（）詳（）檐（）

板書：

喂

老人 愛 海鷗

送

【教學反思】

《老人與海鷗》這篇課文真實、感人，讓人讀來內心久久不能平靜。它展現出了人和動物之間和諧相處，感人至深的真情。

我在設計本課的時候認真研讀了教材，在本堂課的教學設計中，我抓住課后習題“默讀課文，說說安放老人遺像的地方發生了什么‘意想不到的事情’，結合課文內容，跟同學討論：為什么會發生這樣的事？”讓“意想不到的事”成為全篇設計“牽一發而動全身”問題，并且圍繞這個問題進行重點詞語的分析，讓學生在分析重點詞語的同時，體會“海鷗對老人”這種令人“意想不到”的情感，并引導學生通過有感情的朗讀，感受“海鷗對老人”的情感，使學生受到心靈的震撼。

當然，這節課也有許多不足的地方，比如：教學時，我既想面面俱到，竭力追求完美，又想突出亮點，所以導致時間不足，有些詞句學生體會的不夠到位，理解的不夠深刻，給課堂留下了些許的遺憾。