高中英语语法教案-倒装句
高三英语倒装句:教师备课必备教案

高三英语倒装句:教师备课必备教案To achieve the desired results, the teacher not only needs to master the concept of inversion but should also be capable of designing a comprehensive lesson plan that caters to the varied learning styles of their students. Thus, here are some essential tips that teachers can use to create a fruitful lesson plan for teaching ‘Inversion’ in English:1.Start with the FundamentalsBefore jumping straight into the concept of inversion, it is crucial to ensure that students have a clear understanding of the basic structure of a sentence. To begin with, it is essential to cover basic subject-verb-object sentences and then move on to more complex sentence structures. This will make the students more receptive to the inverted order of sentences.2.Explain the Concept of InversionOnce the basic sentence structure is covered, it is crucial to explain the concept of Inversion to the students. The teacher should start by explaining the term and then move on to provide examples of inverted sentences. This will helpstudents gain a better understanding of the topic and appreciate the usage of inversions in English.3.Demonstrate with ExamplesUsing examples is an essential ingredient in creating an effective lesson plan. The teacher must use simple to complex examples to demonstrate how inversion works. This will help the students learn better and develop a stronger grasp of the concept.4.Encourage PracticeAfter the students have gained a clear understanding of the concept, the teacher must provide ample practice opportunities to encourage the student's participation. It is essential not only to test the students' knowledge but also to foster their ability to incorporate the concept within their writing.5.Revise and ReviewThe teacher should revise the entire lesson plan and ensure that it is well-structured, concise and caters to the learning styles of all the students in the classroom. To ensure that the students have fully understood the concept,the teacher should also conduct regular reviews and assessments.In conclusion, teaching inversion is a daunting task, but with the right lesson plan, teachers can successfully impart this important concept to their students. By following the guidelines mentioned above, teachers can create comprehensive lesson plans that cater to their student's learning styles and help students develop a stronger grasp of the English language.。
高中英语倒装句教案

高中英语倒装句教案高中英语倒装句是一种常见的句式,也是英语学习中的重点知识之一。
英语实际上是一种更加复杂的语言,当学习它时,要熟悉各种句型,才能表达准确,让人能够正确地理解自己想表达的意思。
让学生正确掌握英语句型,学习倒装句尤为重要,下面将介绍高中英语倒装句的教学目标,教学内容,以及教学方法。
一、高中英语倒装句的教学目标1.让学生了解倒装句的概念和用法;2.培养学生把握倒装句的能力;3.使学生能够运用倒装句灵活表达;4.提升学生的英语口语、书写能力。
二、高中英语倒装句的教学内容1.基础句子结构:有时以谓语动词开头,有时以主语开头,有时只有两个组成部分主语和谓语;2.一般疑问句结构:以助动词开头,助动词+一般疑问句;3.一般祈使句结构:主语从句,句首助动词+一般祈使句;4.倒装句结构:倒装句表示强调的意思,可以将倒装句分为部分倒装句和全部倒装句两类。
三、高中英语倒装句的教学方法1.采用情景法演示教学:通过设置情景,让学生体会倒装句的运用,提升重点知识的记忆率;2.利用影片资源进行文本语境突出教学:通过播放英雄史诗、英文故事影片等,将句子放入语境中教学,让学生更好理解句子结构;3.采用学生对对练习达到任务型教学:首先安排一个练习任务,让学生完成单句的倒装,然后通过小组活动,完成连句的倒装练习;4.利用小测验促进记忆:通过小测验,来检测学生对倒装句的掌握情况,并针对学生在练习中发现的错误,进行教师总结和细化,使学生对倒装句更加清晰。
通过上面四种方法,教师可以很好地灵活利用这些方法,结合本节课的实际情况,为学生提供充分的学习机会,发挥学生的创新能力,提高他们学习倒装句的兴趣和能力,有助于提升学生的英语口语。
高中英语语法-特殊句型-倒装句

高中英语语法-特殊句型-倒装句一、全部倒装形式:句子中的谓语动词全部置于主语之前。
条件:1.here,there,now,then等副词置于句首,谓语动词常用be,come,go,lie,run等动词。
Then came the chairman.那时总裁来了。
Here is your letter.你的信。
2.表示运动方向的副词置于句首,谓语表示运动的动词。
Out rushed a missile from under the bomber.轰炸机肚底下窜出一枚导弹。
Ahead sat an old woman.前面坐着一个老妪。
注意:上述全部倒装的句型结构的主语必须是名词,如果主语是人称代词则不能完全倒装。
Here he comes.他来了。
3.句首为表地点的介词词组From the valley came a frightening sound.South of the city lies a big steel factory.4.so,neither,nor,表示重复前句部分内容(1)Tom can speak French.So can Jack.汤姆会讲法语,杰克也会。
(2)If you won\'t go,neither will I.你不去,我也不去。
注意:当so引出的句意为"的确如此"时,是对上文内容的证实或肯定,不用倒装结构。
(1)Tom asked me to go to play football and so I did.汤姆邀我去踢球,我去了。
(2)It\'s raining hard.---So it is.雨下得真大。
是呀。
5.such置于句首(1)Such was Albert Einstein,a simple man and the20th century’s greatest scientist.6.表语置于句首倒装结构:“表语+系动词+主语”(1)Present at the meeting were Professor White and many other guests.(2)Gone are the days when they could do what they liked to the Chinese people.(3)Among the goods are Christmas trees,flowers,candles and toys.二、部分倒装形式:谓语的助动词或情态倒装至主语之前。
高考英语语法复习教案-倒装句和省略句

高考英语语法复习教案-倒装句和省略句预览说明:预览图片所展示的格式为文档的源格式展示,下载源文件没有水印,内容可编辑和复制高考语法专题:倒装句和省略句------李在刚1.全部倒装全部倒装是指整个谓语放到主语的前面,即谓语在前,主语在后。
有下列几种:(1)there be (lie, stand, live...)句型。
there be是谓语,其后的名词是主语。
There are different forms of energy.On the top of the mountain there stands an old temple.Once upon a time, there lived a poor fisherman.(2)在以here, there, out, in, up, down, away,now,then等开头的句子中。
There goes the bell.Here comes the bus.Out rushed the boy.Away went the children.The door opened and there entered a middle-aged man.【注意】主语是人称代词时不倒装。
例如:Here it is.给你。
Away he went.他走了。
(3)直接引语在句首。
“What does it mean?” asked the boy.(4)为了使句子保持平衡,有时需要倒装。
Nearby were two canoes in which they had come to the island.On the winding path were to be found footprints of somestrange animals.2.部分倒装即将谓语的一部分提到主语之前。
相当于变为一般疑问句中的谓语,是倒装句的重点,也是高考考查的热点之一。
英语中的倒装教案

英语中的倒装教案教案标题:英语中的倒装教案教学目标:1. 理解倒装句的定义和用法。
2. 掌握在不同语境中正确使用倒装句。
3. 能够运用倒装句进行口头和书面表达。
教学准备:1. 教师准备:电脑、投影仪、教材、白板、笔。
2. 学生准备:课本、笔记本。
教学过程:步骤一:导入 (5分钟)1. 教师与学生互动,引发学生对倒装句的兴趣。
例如,教师可以提问:“你们在学习英语时是否遇到过倒装句?你们对倒装句有什么了解?”2. 教师简要介绍倒装句的定义:“倒装句是指将谓语动词或助动词提前到主语之前的句子结构,用于强调、表示习惯或条件等特殊情况。
”3. 教师提供一些例句,让学生观察并尝试分析其中的倒装结构。
步骤二:讲解 (15分钟)1. 教师通过投影仪展示倒装句的不同类型和用法,如全部倒装、部分倒装和条件句倒装。
2. 教师逐一解释每种类型的倒装句,并给出相应的例句进行说明。
同时,教师引导学生发现倒装句的特点和使用场景。
步骤三:练习 (20分钟)1. 教师提供一些练习题,让学生进行个人或小组练习。
例如,填空、改错或造句等活动。
2. 学生完成练习后,教师进行答案讲解,并对学生的答案进行评价和指导。
步骤四:拓展 (10分钟)1. 教师提供更复杂的句子和语境,让学生尝试运用倒装句进行表达。
例如,讨论一个有争议的问题或描述一个场景。
2. 学生进行口头或书面表达,并与同伴分享自己的观点和想法。
步骤五:总结与评价 (5分钟)1. 教师与学生一起总结倒装句的用法和特点。
2. 教师评价学生在课堂中的表现,并提供必要的反馈和建议。
3. 学生对本节课的学习进行自我评价,并提出问题和困惑。
教学延伸:1. 学生可自主阅读相关材料,进一步巩固倒装句的用法和运用。
2. 学生可以尝试写一篇短文,运用倒装句进行表达。
3. 学生可以参加相关的练习和测试,检验自己的掌握程度。
教学资源:1. 投影仪、电脑。
2. 教材、白板、笔。
3. 练习题和相关材料。
评估方式:1. 教师观察学生在课堂上的参与度和表现。
Unit 23 Lesson 1语法——倒装句教案

Teaching Plan for Partial Inversion in Unit 23 Lesson 1执教人:洪亮青云中学高二级组一、教学指导思想与理论依据:1.《高中英语课程标准》强调:“高中阶段的语法教学应从语言运用的角度出发,把语言的形式、意义和用法有机地结合起来,要引导学生在语境中了解和掌握语法的表意功能。
”因此,教师在教学过程中要克服以教师讲授为主的传统语法教学模式。
避免先由老师归纳、讲解,然后再让学生进行题海奋战的无意义教学活动,而应在“任务型教学法”和“建构教学理论”中寻找语法教学中的平衡点,让学生真正地会用语言进行思维和表达。
从而完成语法教学的终极目标——会用语言。
在此基础上发展学生的综合语言应用能力,学生是主体,老师是学生多元智能的开发者,也是直接活动的参与者,学生通过感知、体验、实践、参与和合作等方式,实现任务的目标,感受成功。
2.创设使用英语情境(learning situational),贯彻英语学习的交际性原则(communicative learning),给学生提供使用英语的机会,力求做到“学以致用”。
按照“Observation(观察)—Discovery(发现)—Summary(总结)—Practice(实践)—Language in use(语言运用)”的语法认知学习过程,把语法融于生动的情景之中,提高学生的学习兴趣,帮助学生理解所学语法,激活学生思维,培养其综合运用语言的能力, 使其在真实的语境中感知语言功能,在“活动中学习,在学习中活动”。
二、教学背景分析及基于背景的设计1. 教学内容分析本单元以“conflict”冲突为话题,本节课是第一课“living in a community”的第二课时。
语法项目为:部分倒装,主要是引导学生关注发现在课文中出现的含有目标语法的句子,并归纳总结其语法规则,然后通过相关练习使学生掌握这一语法项目,并能准确应用。
英语中的倒装教案设计模板

一、教学目标1. 知识与技能:掌握英语中倒装的构成条件和用法,能够正确运用倒装句型进行表达。
2. 过程与方法:通过观察、比较、分析和实践等活动,培养学生的英语思维能力和语言运用能力。
3. 情感态度与价值观:激发学生对英语学习的兴趣,提高学生的自信心和团队合作精神。
二、教学重难点1. 教学重点:倒装的构成条件和用法。
2. 教学难点:倒装句型的运用和语法规则的灵活运用。
三、教学准备1. 教师准备:多媒体课件、实物教具、英语教材。
2. 学生准备:预习课文,了解倒装的相关知识。
四、教学过程(一)导入1. 教师用英语简短介绍倒装的概念,激发学生的兴趣。
2. 学生分享自己了解到的倒装知识,教师总结并引入新课。
(二)新课讲解1. 教师讲解倒装的构成条件和用法,结合例句进行分析。
a. 非谓语动词作状语时,句子主谓完全倒装。
b. 以否定副词、否定词或含有否定意义的词开头的句子,句子主谓完全倒装。
c. 以only+状语或状语从句开头的句子,句子主谓完全倒装。
d. 当条件、让步、比较等状语从句中含有be动词、助动词或情态动词时,从句主谓倒装。
2. 学生练习:教师给出例句,让学生判断句子是否为倒装句,并说明原因。
(三)实践运用1. 教师引导学生进行倒装句型练习,如:改写句子、完成句子、翻译句子等。
2. 学生分组讨论,互相纠正错误,共同提高。
(四)课堂小结1. 教师总结本节课所学内容,强调倒装的构成条件和用法。
2. 学生回顾所学知识,提出疑问,教师解答。
(五)课后作业1. 完成教材中的相关练习题。
2. 课后查阅资料,了解更多关于倒装的知识。
五、教学评价1. 课堂表现:观察学生在课堂上的参与程度、发言积极性等。
2. 实践运用:检查学生完成作业的情况,了解学生掌握倒装的能力。
3. 情感态度与价值观:关注学生在学习过程中的情感变化,了解学生对英语学习的兴趣和信心。
英语中的倒装教案

英语中的倒装教案教案标题:英语中的倒装教案教案目标:1. 理解倒装的概念和用途;2. 掌握英语中的倒装结构;3. 运用倒装结构进行语法正确的句子构建;4. 提高学生对倒装句的理解和应用能力。
教学准备:1. 教师准备:教师课件、教案、黑板、白板、笔;2. 学生准备:学生课本、笔、笔记本。
教学过程:步骤一:导入(5分钟)1. 教师利用图片或实物引导学生回忆并讨论什么是倒装。
2. 教师简要介绍倒装的概念和用途。
步骤二:讲解倒装的基本规则(10分钟)1. 教师通过示例句子和语法解释,向学生介绍倒装的基本规则。
2. 教师强调倒装的常见情况,如完全倒装、部分倒装等。
步骤三:分类讲解倒装结构(15分钟)1. 教师将倒装结构分为肯定句倒装和否定句倒装,并分别进行讲解。
2. 教师通过例句和练习,帮助学生理解和掌握不同类型的倒装结构。
步骤四:练习与巩固(15分钟)1. 教师设计一些练习题,让学生运用所学的倒装结构进行句子构建。
2. 教师提供反馈和指导,纠正学生可能存在的错误。
步骤五:拓展应用(10分钟)1. 教师引导学生思考和讨论倒装在实际语言交流中的应用场景,如广告宣传、新闻报道等。
2. 学生分组进行小组讨论和展示,分享他们的观点和例子。
步骤六:总结与作业布置(5分钟)1. 教师对本节课的内容进行总结,并强调学生需要继续巩固和运用所学的倒装结构。
2. 教师布置相关的作业,要求学生练习使用倒装结构构建句子,并预习下节课的内容。
教学评估:1. 教师观察学生在课堂上的参与程度和对倒装的理解程度;2. 教师检查学生完成的练习和作业,评估他们对倒装的应用能力。
拓展活动:1. 学生可自主阅读相关材料,寻找包含倒装结构的句子,并进行解析和讨论;2. 学生可尝试编写一篇短文,要求其中包含倒装结构,展示他们对倒装的理解和应用能力。
教学反思:本节课通过讲解、练习和讨论,帮助学生理解和掌握了英语中的倒装结构。
通过实际运用和拓展活动,学生能够更好地理解倒装的用途和应用场景,并提高他们的语法运用能力。
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高中英语语法教案-倒装句1 倒装句之全部倒装全部倒装是只将句子中的谓语动词全部置于主语之前。
此结构通常只用于一般现在时和一般过去时。
常见的结构有:1) here, there, now, then, thus等副词置于句首, 谓语动词常用be, come, go, lie, run等表示来去或状态的动词。
例如: Then came the chairman. 那时总裁来了。
Here is your letter. 你的信。
2)表示运动方向的副词或地点状语置于句首,谓语表示运动的动词。
例如:Out rushed a missile from under the bomber. 轰炸机肚底下窜出一枚导弹。
Ahead sat an old woman. 前面坐着一个老妪。
注意:上述全部倒装的句型结构的主语必须是名词,如果主语是人称代词则不能完全倒装。
例如:Here he comes. 他来了。
Away they went. 他们走开了。
2 倒装句之部分倒装部分倒装是指将谓语的一部分如助动词或情态倒装至主语之前。
如果句子的谓语没有助动词或情态动词,则需添加助动词do, does或did,并将其置于主语之前。
1. 句首为否定或半否定的词语,如no, not, never, seldom, little, hardly, at no time, in no way, not until… 等。
例如: Never have I seen such a performance. 从未见过如此糟糕的表演。
Nowhere will you find the answer to this question. 无论如何你不会找到这个问题的答案的。
Not until the child fell asleep did the mother leave the room. 母亲一直到孩子入睡后离开房间。
当Not until引出主从复合句,主句倒装,从句不倒装。
注意:如否定词不在句首不倒装。
例如:I have never seen such a performance.The mother didn\'t leave the room until the child fell asleep.典型例题1)Why can\'t I smoke here?At no time___ in the meeting-roomA. is smoking permittedB. smoking is permittedC. smoking is it permittedD. does smoking permit答案A. 这是一个倒装问题。
当否定词语置于句首以表示强调时,其句中的主谓须用倒装结构。
这些否定词包括no, little, hardly, seldom, never, not only, not until等。
本题的正常语序是 Smoking is permitted in the meeting-room at no time.2) Not until the early years of the 19th century ___ what heat is.A. man did knowB. man knowC. didn\'t man knowD. did man know答案D. 看到Not until…的句型,我们知道为一倒装句,答案在C,D 中选一个。
改写为正常语序为,Man did not know what heat is until the early years of the 19th. 现在将not提前,后面就不能再用否定了,否则意思就变了。
3 以否定词开头作部分倒装如Not only…but also, Hardly/Scarcely…when, No sooner… than 等,要倒装。
例如:Not only did he refuse the gift, he also severely criticized the sender. 他没有收下礼物,还狠狠批评了送礼的人。
Hardly had she gone out when a student came to visit her. 她刚出门,就有个学生来访。
No sooner had she gone out than a student came to visit her. 她刚出门,就有个学生来访。
典型例题No sooner___ than it began to rain heavily.A. the game beganB. has the game begunC. did the game beginD. had the game begun答案D. 以具有否定意义的副词放在句首时,一般采用倒装句(谓语前置)。
这类表示否定意义的词有never, seldom, scarcely, little, few, not, hardly, 以及not only…but (also), no sooner…than, hardly… when scarcely… when等等。
注意:只有当Not only… but also连接两个分句时,才在第一个分句用倒装结构。
如果置于句首的Not only… but also仅连接两个并列词语,不可用倒装结构,如Not only you but also I am fond of music。
4 so, neither, nor作部分倒装用这些词表示\"也\"、\"也不\" 的句子要部分倒装。
例如:Tom can speak French. So can Jack. 汤姆会讲法语,杰克也会。
If you won\'t go, neither will I.你不去,我也不去。
典型例题---Do you know Jim quarrelled with his brother?---I don\'t know, _____.A. nor don\'t I careB. nor do I careC. I don\'t care neitherD. I don\'t care also答案:B. nor为增补意思\"也不关心\",因此句子应倒装。
A错在用don\'t 再次否定,C neither 用法不对且缺乏连词。
D缺乏连词。
注意:当so引出的句子用以对上文内容加以证实或肯定时,不可用倒装结构。
意为\"的确如此\"。
例如:Tom asked me to go to play football and so I did. 汤姆邀我去踢球,我去了。
---It\'s raining hard.---So it is. 雨下得真大。
是呀。
5 only在句首倒装的情况。
例如:Only in this way, can you learn English well. 只有这样,你才能学好英语。
Only after being asked three times did he come to the meeting. 叫了三次,他才来参加会议。
如果句子为主从复合句,则主句倒装,从句不倒装。
例如:Only when he is seriously ill does he ever stay in bed. 病得狠重时,他才卧床休息。
6 as, though 引导的倒装句as / though引导的让步从句必须将表语或状语提前(形容词, 副词, 分词, 实义动词提前)。
但需注意:1)句首名词不能带任何冠词。
2)句首是实义动词, 其他助动词放在主语后。
如果实义动词有宾语和状语,随实义动词一起放在主语之前。
例如:Try hard as he will, he never seems able to do the work satisfactorily. 他工作很努力,但总不能让人满意。
注意:让步状语从句中,有though,although时,后面的主句不能有but,但是 though 和yet可连用。
7 其他部分倒装1)so… that 句型中的so 位于句首时,需倒装。
例如:So frightened was he that he did not dare to move an inch. 他害怕得很,动也不敢动。
2)在某些表示祝愿的句型中。
例如:May you all be happy. 愿你们都快乐。
3)在虚拟语气条件句中从句谓语动词有were, had, should等词,可将if 省略,把 were, had, should 移到主语之前,采取部分倒装。
例如:Were I you, I would try it again. 我是你的话,就再试一次。
典型例题:1)Not until the early years of the 19th century___ what heat isA. man did knowB. man knewC. didn\'t man knowD. did man know答案为D. 否定词Not在句首,要求用部分倒装的句子结构。
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 realize答案为B。
3) Do you know Tom bought a new car?I don\'t know, ___.A. nor don\'t I careB. nor do I careC. I don\'t care neitherD. I don\'t care also答案为B. 句中的nor引出部分倒装结构,表示\"也不\"。
由 so, neither, nor引导的倒装句,表示前一情况的重复出现。
其中, so用于肯定句, 而 neither, nor 用在否定句中。
8 倒装练习1.Only when you have obtained sufficient data ______ come to a sound conclusion.a. can youb. you canc. would youd. you would2.______ that this region was so rich in natural resources.a. Little he knewb. Little did he knowc. Little he did knowd. Little he had known3.Never again ______ political office after his 1928 defeat for the presidency.a. Alfred E. Smith seriously soughtb. seriously Alfred E. Smith soughtc. when did Alfred E. Smith seriously seekd. did Alfred E. Smith seriously seek4.Only in recent years ______ begun to realize that wild dogs, kept within bounds, often do more good than harm.a. people haveb. since people havec. have peopled. people who have5._______, we were not going to make any concessions to his unreasonable demands.a. What may comeb. Come what mayc. May what comed. What come6.Not until I shouted at the top of my voice ______ his head.a. that he turnedb. did he turnc. he didn’t turnd. he had turned7.______ received law degrees as today.a. Never so women haveb. The women aren’t everc. Women who have neverd. Never have so many women8.Heat does not travel by convection in solid, because thesolid does not move, ______.a. so does a liquidb. so a liquid doesc. as does a liquidd. so is a liquid9.On no account ______ to anyone.a. my name must be mentionedb. must my name mentionc. must my name be mentionedd. my name must mention10. ______ that they may eventually reduce the amount of labor needed on construction sites by 90 percent.a. Such construction robots are cleverb. So clever the construction robots arec. So clever are the construction robotsd. Such clever construction robots are11.______ do we go for picnics.a. Certainlyb. Sometimesc. Seldomd. Once12.______ is it only the ignorant and ill-educated person who has such faith in the bottle of medicine.a. Eitherb. Oftenc. Nord. Usually13.Her answer is not acceptable, and ______.a. neither am Ib. either is minec. neither is mined. mine is neither______, I must do another experiment.a. Be it ever so lateb. It is ever so latec. It be ever so lated. So late it be ever15.So fast ______ that it is difficult for us to imagine its speed.a. light travelb. travels the lightc. do light traveld. does light travel16.A sneeze cannot be performed voluntarily, ______ be easily suppressed.a. nor it canb. nor can itc. it cannotd. and cannot it17.______ notebook and report that I promised you last week.a. Here is theb. Here are thec. Is here thed. Are here the18.______ a little more time to think, he might have acted more sensibly.a. If he tookb. If he has takenc. had he takend. Should he take19.Beneath our feet ______ that our life depends on for foodand clothing.a. the earth layb. the earth liesc. lie the earthd. lies the earth20._____ the beginning of the 19th century did scientists know that all matter is made up of atoms.a. Atb. Byc. Up tod. Not until21.Hardly ______ he got out of the court ______ the reporters raised a lot of questions to him.a. had … whenb. had…thanc. did…whend. has…than22.Among these books ______ a dictionary that his father gave him as a birthday present.a. have includedb. is includedc. has includedd. are included23.No longer are contributions to computer technology confined to any one country; ______ is this more true than in Europe. a. nowhere b. hardly c. little d. seldom24.Important ______ his discovery was, it was regarded as a matter of no account in his time.a. tob. forc. asd. although25.According to the periodic table, ______ still some elements undiscovered.a. there seem to beb. it seemsc. it seems to bed. here seems26.Here ______ you want to see.a. the manager comesb. comes the managerc. comes a managerd. is coming a manager27.Barry can hardly drive a car, ______.a. so can’t Mollyb. can’t Molly eitherc. Molly can’t tood. neither can Molly28._______ for the leadership of the Party, we should not have succeeded.a. Had not it beenb. Had it not beenc. There wasd. Is there29.______ no air or water, there would be no life in the world.a. Were thereb. There arec. There wasd. Is there30.Not only ______ the data fed into it, but it can alsoanalyze them.a. the computer can memorizeb. can the computer memorizec. do the computer memorized. can memorize the computer31.Not once ______ his view of life.a. did the gentleman mentionb. the gentleman mentioned thatc. the gentleman mentionedd. does gentleman mentioned32.By no means ______ their own language well.a. it is true that all English people knowb. is it true that do all English people knowc. it is true that do all English people knowd. is it true that all English people know33.The molecules of gases move more freely than ______.a. do liquids and solidsb. liquids and solids doc. do those of liquids and solidsd. those do of liquids and solids34.The world’s birth rates are on a decline and ______ are the death rates.a. sob. alsoc. tood. the same35._____ is the volume of chemical goods.a. Constantly growing toob. Too constantly growingc. Growing constant tod. Too growing constant36.Many a time _______ me with my English study.a. have he helpedb. has he helpedc. he have helpedd. did he have helped37.Typical of the new type of young people ______, who set a shining example to the whole nation.a. was Lei Fengb. Were Lei Fengc. Lei Feng wasd. Lei Feng were38.What Mr. Smith did was important , but ______.a. more important the way of he did things wasb. the way of he did things was more importantc. more important was the way he did thingsd. more important the way were he did things39.She didn’t want to buy it, ______.a. however good was itb. however good it wasc. for how good might it bed. for how good it might be40.______ , it is always possible to find out its volume.a. Whatever the shape of a body may beb. The shape of a body may be whateverc. May whatever the shape of a body bed. Whatever may the shape of a body be41.I won’t pay $20 for the coat; it’s not worth ______.a. all that muchb. that much allc. that all muchd. much all that42.Hot air accompanied by high relative humidity feels warmer than ______.a. is it actuallyb. it actually isc. actually it isd. actually is it43.Qingdao is usually cool in summer, but Nanjing ______.a. is rarelyb. scarcely isc. hardly isd. rarely is44.David, something important has happened. I wish to ______.a. talk it over with youb. talk over itc. talk overd. talk you over it45.______, more than 200 houses and buildings are heated bysolar energy, not to mention the big cities in the region.a. Alone in the small townb. In the small alone townc. In the small town aloned. In the alone small town46.Geysers are found new near rivers and lakes, where water drains through the soil ______.a. surface below the deepb. deep below the surfacec. the deep below surfaced. the deep surface below47.The wallflower ______ because its weak stems often grow on walls and along stony cliffs for support.a. so called isb. so is calledc. is so calledd. called is so48.The history of painting is a fascination chain of evens that probably began with ______.a. ever made the very first picturesb. the ever made very first picturesc. the very first ever made picturesd. the very first pictures ever made49.On the side of the hill, there is ______ which was once the entrance to a gold mine.a. a deep hole in groundb. a hole deep in groundc. a deep hole in the ground a deep in the ground hole50.Will the boy who has taken my pen brine ______.a. back to meb. it back to mec. back it to med. it to me back倒装练习答案1 A 19 D 37 A2 B 20 D 38 C3 D 21 A 39 B4 C 22 B 40 A5 B 23 A 41 A6 B 24 C 42 B7 D 25 A 43 D8 C 26 B 44 A9 C 27 C 45 C10 C 28 B 46 B11 C 29 A 47 C12 C 30 B 48 D13 C 31 A 49 C14 A 32 D 50 B15 D 33 C 5116 B 34 A 5217 B 35 A 5318 C 36 B 54。