发布时间 : 星期二 文章感受助学稿的推行更新完毕开始阅读5753e904be23482fb4da4cec
http://www.wordwendang.com/seach/
Main task e. Little does he care about what I said. f. I can't swim. Neither can he. g. No sooner had he gone to bed than he fell asleep.
巩固练习: 1) Hardly ________ the airport when the plane took off. A. I had arrived at B. had I arrived C. had I reached D. I had got to 2) —Have you ever seen anything like that before? —No, ________ anything like that before. A. I never have seen B. never I have seen C. never have I seen D. I have seen C. a. Only in this way can you finish it on time. b. Only then did I begin my work c. Only when the war was over in 1918 was he able to get back to his hometown. d. Only that time did he do his homework. C. Conclusion(总结)：在以 开头的句子里把谓语中的情态动词、助动词放到主语的______(前？/后?) 形成倒装句，以示强调。常见的短语包括
巩固练习: 1) Only when class 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 2) Only when the meeting was over________ go back to meet his friend. A. he could B. he was able to C. was he able to D. was able to he. Help the students to 概括本次课所学: remember the general Conclusion rules of using inversion by concluding in Chinese rhythms. 百万文档免注册免积分直接下载: http://www.wordwendang.com-中文word文档库 http://www.wordwendang.com/seach/
Supplemen- -tary exercises 1. Not until the early years of 19th century ______ what heat is. 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. 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, ______. A. nor don't I care B. nor do I care C. I don't care neither D. I don't care also 4. Hardly ____ when the bus suddenly pulled away. A. they had got to the bus stop B. they got to the bus stop C. did they get to the bus stop D. had they got to the bus stop 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. 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. ______I would see you here. A. Little I dreamed B. Little do I dream C. I dreamed little D. Little did I dream 9. Hardly ______ when the bus suddenly pulled away. A. they had got to the bus stop B. they got to the bus stop C. did they get to the bus stop D. had they got to the bus stop 10. Not only ______ a writer but he was an artist for a time. A. he is B. he was C. is he D. was he 11. Not a single mistake ______ in the dictation yesterday. A. did he make B. made by him C. he made D. he had made 12. No sooner ______ his talk than he ______the workers. A. he finished; surrounded all B. did he finish; did surround C. had he finished; was surrounded by D. after he finished; was surrounded near 13. Little _______ know about verbs, Franz ______ his head. A. did he; dared not lift B. he; dare not lift C. did he; dare not to lift D. doesn't; doesn't dare lift 14. Not only ______ a promise, but he also kept it. A. had he made B. he had made C. did he make D. he makes 百万文档免注册免积分直接下载: http://www.wordwendang.com-中文word文档库 http://www.wordwendang.com/seach/ Teaching feedbacks Think about
1. 为什么有的句子用人称代词作主语时仍然可以用倒装？ 2. 在今天学的后两种情况里，如果看不到情态动词和助动词该怎么办？
发挥学生学习的自主性 ———“助学稿”的价值体现
任红娟
提起“助学稿”，不由想起几年前读《学习的革命》时的震撼，因为一直自以为在课堂上“激情四射”，“慷慨陈词”的讲解，学生定会全盘领悟，全盘吸收。可结果却是“即使最优秀的学生在课堂上也不可能完全掌握老师所教的知识的一半！”。
影响学习的两个核心因素是状态和策略。“状态”即学习活动当中学生表现出来的精神形态；“策略”代表授课教师的风格和方式。每堂优质课，都需要这二者完美的结合。要让学生真正学会学习，关键是要为他们打开学习之门。为了打开这个学习之“门”，教师在课堂教学之初，在设计“助学稿”时，就要考虑到以学生为主体来创设课堂环境，努力造成一种以学生“学”为中心的活泼愉悦的气氛。
百万文档免注册免积分直接下载: http://www.wordwendang.com-中文word文档库 http://www.wordwendang.com/seach/
说起高三英语，助学稿仍有其务实的意义。提前发放“助学稿”，学生以组为单位，相互交流，相互学习，既可以巩固运用已有知识，又增强了用英语交际的机会；还可以调动学生原有的知识技能，作为构建新知识技能的基础和基点。有了学生的思考，带着未解决的问题进入课堂，有助于他们对知识的理解和吸收。
愉快的课堂气氛，轻松的学习心态，活泼的语言环境和积极的自我参与意识，都能促使学生去获取最大的语言信息量。学生在课堂教学活动中的主体作用也得到了淋漓尽致的发挥。
主体性的课堂教学是师生共同参与，相互交流的双边活动，师生间平等、民主、谐调的融洽关系，能使课堂更自由开放，更富有情境性，更有利于更好地调动和发挥学生的主体性，使他们真正成为学习的主角。
“良好的开端是成功的一半”。“助学稿”为我们激发学生的主动学习提供了一个良好的学习环境。在英语课堂教学中，我们教师可以根据“助学稿”的精髓，灵活有效的通过多种途径，引导和激励全体学生的主动参与，锐意创新。设计教学模式、安排教学过程要立足尊重学生的独立人格，发挥学生的主体性，激发学生求知欲望和创新意识，并要想方设法培养他们通过各种途径独立获得知识，达到创造性地运用知识的能力。
北京市新英才学校中学部助学稿
课 题： Analyze the test paper （writing） 百万文档免注册免积分直接下载: http://www.wordwendang.com-中文word文档库