Teaching Aims :
1. Revise and master some useful words, learning how to remember English words.
2. Learn the Grammar: Inversion.
Teaching Important Points:
1. Learn to use some derivative words.
2. Learn to use Inversion.
Teaching Difficult Points:
How to help the students use partly and fully inverted sentences correctly.
Teaching Methods :
1. Practising to master the language points.
2. Elicitation and inductive methods to help the students master Inversion.
3. Individual or pair work to make every student work in class.
Teaching Aids:
1. a projector
2. the blackboard
Teaching Procedures:
Step I Greetings
Greet the whole class as usual.
Step II Revision and Lead -in
T: Yesterday we read a passage about the Earth Summit and some of the major
problems facing the world. Through the passage we know at the Earth Summit, representatives from more than one hundred countries discussed some of the most important problems facing our planet. Up to now, several Earth Summits have been held and much progress has made. Can you tell me in which city the 2002 Earth Summit was held?
Ss: Johannesburg in South Africa.
T: Do you remember one of the main themes of the 2002 Earth Summit？And what was it?
Ss: Yes. It was sustainable development, or the question of how we can continue
developing the world without damaging the environment.
T: What are the three biggest killers in the world?
Ss: Contaminated drinking water, poor sanitation and air pollution.
T: What other problems did the speakers speak about?
Ss: Poverty, war and violence.
T: What did China's then Premier Zhu Rongji stress?
Ss: The need for equality and fairness in the world.
T: How can we save the earth?
Ss: By changing the way we live.
T: What is the key to the future?
Ss: Education.
T: Quite right. The Earth Summit is not just about problems, but also a place to find solutions for the future. We should believe that the future of our planet must be more and more beautiful with the whole world's effort, Today, we'll learn to use the language points appearing in the passage. First, word study. Then Grammar-Inversion.
Step III Preparing for Word study
(Teacher shows the following on the screen. )
adj. n.
lonely _______
willing _______
responsible _______
fair _______
equal _______
poor _______
v. n.
kill _______
represent _______
suffer _______
adj. adv.
real _______
absolute _______
successful _______
T: Now, please look at the screen and write down the other forms of the given words
in each group. Work in pairs first. Then I will check your work.
(After a while, teacher checks the students' answers and shows the right ones on the screen.)
Suggested answers :
loneliness; willingness; responsibility; fairness ; equality; poverty
killer; representative; suffering; really; absolutely; successfully
Step IV Word Study
T: Well, now please open your books at Page 69. Look at tile first part in Word
study: Complete the sentences with the words in brackets. Change their form if necessary. First, let's study the example.… Now please complete each sentence and discuss your answers with your partner. At the end, we'll check the answers together.
Suggested answers :
1. killer 2. alarming 4. citizen 5. responsibility 6. representatives 7. suffering 8. willingness
(Then go on with the second part.)
T: Now, let's do the second part. First, you should study the words in the box
carefully. Then put them into two categories. At the end, state your reasons. Are you clear?
Ss: Yes.
T: You can begin now. Work in pairs.
(After a while, teacher checks their work. )
Suggested answers:
Adverbs: really, unfortunately, absolutely, especially, successfully
Adjectives: lonely, lively, ugly, lovely, friendly
Step V Presentation
(Teacher shows the following sentences on the screen. )
1. Conferences like the Earth Summit help people understand that there exist serious problems and that there is still time to take action.
2. Among the speakers was Chinas then Premier Zhu Rongji, who stressed the need for equality and fairness in the world.
3. Not until we know more will we be able to improve the situation.
4. Only by changing the way we live can we save the earth.
5. Had I known that air conditioners cause so much pollution, I would never have bought one.
6. A better understanding of the environment is necessary, as is the willingness to act.
7. Without international cooperation, developing countries cannot prosper, nor will sustainable development be possible.
T: Now, please look at the sentences on the screen and pay attention to the word order of each sentence. In what way are these sentences different from the usual sentences?
Ss: The word order is not “Subject + Verb” but “Verb + Subject” or “Auxiliary/ Modal + S + V”.
(Teacher writes the structures on the Bb.)
T: Yes. This kind of sentence is called Inversion, which happens in questions and in a number of other cases. Look at the sentences carefully again, paying attention to the underlined words. In the first sentence, “exist” is used after
“there” to express a state for existence like“there be” structure; the second
sentence begins with a preposition phrase. In these two sentences, the whole predicate verb comes before the subject. The third sentence begins with a negative adverb; in the fourth sentence, “only” is placed at the beginning of the sentence with an adverbial. In these two sentences, part of the predicate comes before the subject. In most cases, an auxiliary verb or a modal verb comes before the subject and the rest of the predicate verb comes after. If there is no auxiliary or modal, do, does or did should be added. Can you understand?
Ss: Yes.
T: Then look at the fifth sentence and change it into another sentence with the same meaning, which begins with “if”.
Ss: If I had known that air conditioners cause so much pollution, I would never
have bought one.
T: Quite right. In some special forms of unreal conditional clauses, when “if” is left out, part of the predicate like had, should, were should conies before the subject. That is to say, inversion can be used instead of “if”. Are you clear about that?
Ss : Yes.
T: Next, look at the last two sentences, To avoid repetition,“as” and “ nor” are placed at the beginning of the sentences which say that people(or thing or situation) are the same as others that have been mentioned. In this case, the structure “as/nor+ auxiliary/modal/do(does, did) + subject” should be used. Besides,“neither” and “so” can be used like “nor”and “as”. Is that clear?
(Bb: as/so; neither/nor + aux./mod. / do( does. did) + subject )
Ss: Yes.
T: OK. Now， let's change them into the usual word order sentences. Wang Xia ,you try the first.
Ss: It is a special sentence pattern like“ There be” structure. “exist” can only
come after “there”.
T: Yes. Sit down, please. Then the next sentence.
Ss: China's then Premier Zhu Rongji was among the speakers, who stressed the need for equality and fairness in the world.
T: …
S3: We will not be able to improve the situation until we know more.
S4: We can save the earth only by changing the way we live.
S5: If I had known that air conditioners cause so much pollution, I would never
have bought one.
S6: A better understanding of the environment is necessary, and the willingness to act is necessary, too.
S7: Without international cooperation, developing countries can't prosper. Sustainable development will not be possible either.
Step VI Grammar Practice
T: Well, now please turn to Page 70. Look at the first part ,Grammar: Rewrite the
following sentences, beginning with the underlined part. First study the example, and then complete each sentence below. A few minutes later, I'll check
your work. Begin now.
Suggested answers:
1. Not until we stop polluting our lakes and rivers, will we have enough drinking water
2. Only by learning to live in harmony with nature can we save the earth.
3. Only after the meeting did 1 know that air pollution causes almost three million deaths every year.
4. Only with international cooperation can sustainable development be possible.
5. Not only is the Earth Summit a place to talk about problems, but also a place to find solutions for the future.
6. Only with better education will people be able to build a better society in harmony with nature.
7. Seldom do we think of the small changes that we can do to make a big difference.
8. Never have I realised that water is so precious.
(Then teacher deals part in Grammar.)
T: All right. Now let's come to the second part. Complete the following sentences
using the words in the box: so, neither, nor, as. At the same time, you should pay attention to the verb form before the subject. First do it individually. Then check your answers with your partner. At the end, I'll ask some of you to read the whole sentence.
Suggested answers:
1. so/as have 2. neither/nor should
3. so/as do 4. so/as am 5. neither/nor do
6. so/as is 7. neither/nor 8. neither/nor can
9. so/as can
(After checking the answers, teacher says the following. )
T: From these sentences, we know the verb-form after “so, neither, nor, as”
should be the same as the verb-form after the first subject. The person and
number should agree with its own subject. Is that so?
Ss: Yes.
Step VI Summary and Homework
T: Now, let's look at what we've learnt in this period. At the beginning of class, we revised the contents of the last class. Then we did some exercises to further
study some learnt words in the text. At the end, we learnt the usage of Inversion. To master it better, we also did some exercises. But that's not enough. I hope you can practise more after class. The more you practise, the greater progress you will make. So much for this period. See you tomorrow.
Ss: See you tomorrow !
Step VIII The Design of the Writing on the Blackboard
Unit 9 Saving the earth
The Third Period
I. Word study
II. Grammar: Inversion
1. There exist/be...
2. Not/Never/Seldom...
3. Only + adverbial…
4.…so, neither, nor, as+ V +S
Step IX Record after Teaching