高中语文倒装句教案

教案是为实现教学目标而进行的教学设计,为教学活动提供科学的行动纲领。只有合理挖掘或注入思政元素,才能实现专业内容与思政教育的有机融合。以下是小编精心整理的《高中语文倒装句教案》，希望对大家有所帮助。

第一篇：高中语文倒装句教案

高中文言倒装句

三

倒装句(宾语前置，定语后置，状语后置)

(一)宾语前置

1否定句中代词作宾语，宾语前置。这类句子有两点要注意，一是否定句(一般句中必须有“不、未、莫、毋”等否定词);二是代词(如：尔、之、我、自、吾、己)作宾语。 古之人不余欺也。

《石钟山记》苏轼

不患人不己知，患不知人也。

《论语.学而》

我无尔虞，尔无我诈。 时不我待。 忌不自信

《战国策.邹忌讽齐王纳谏》 居则曰：“不吾知也。”

《子路.曾皙.冉有.公西华侍坐》

三岁贯汝，莫我肯顾。

《诗经.硕鼠》 闻道百，以为莫己若。

《秋水》庄子 寂寥而莫我知也。

寂寞清静之中,没有谁能 了解了解我的(愤懑、苦闷)",

《愚溪诗序》柳宗元

每自比于管仲、乐毅，时人莫之许也。

保民而王，莫之能御也。 《齐桓晋文之事》〈孟子〉

然而不王者，未之有也。

《孟子》

是以后世无传焉，臣未之闻也。

《孟子》

而良人未之知，施施从外来，骄其妻妾。

《孟子》

不好犯上，而好作乱者，未之有也。

《论语.学而》 以吾一日长乎尔，毋吾以也。

《子路.曾皙.冉有.公西华侍坐》

2疑问句中代词作宾语，宾语前置。这类句子，动词、介词的宾语也是前置的。这种类型的句子关键是作宾语的疑问代词(如：谁、何、奚、曷、胡、恶、安、焉等)。

微斯人，吾谁与归?

《岳阳楼记》范仲淹

大王来何操?

《鸿门宴》司马迁

如今人方为刀俎，我为鱼肉，何辞为?

《鸿门宴》司马迁 之二虫又何知?

《逍遥游》庄子 牛何之?

《孟子》 则又何羡乎?

《赤壁赋》苏轼 客何为者?

《鸿门宴》司马迁

乃入见，问：“何以战?”

《曹刿论战》 何由知吾可也?

《孟子》 君何以知燕王?

《廉颇蔺相如列传》司马迁

一旦山陵崩，长安君何以自托于赵?

《触龙说赵太后》战国策

不然，籍何以至此?

《鸿门宴》史记

无情郎安在?《柳毅传》李朝威 洞庭君安在哉?《柳毅传》李朝威

安在公子能急人之困也?《信陵君窃符救赵》司马迁

沛公安在?《鸿门宴》司马迁

世与我而相违兮，复驾言兮焉求?《归去来兮辞》陶渊明

且焉置土石?(且土石置焉?)(《愚公移山》)

彼且奚适也?《逍遥游》庄子

乐夫天命复奚疑?《归去来兮辞》陶渊明 彼且恶(wū)乎待哉? 《逍遥游》〈庄子〉

(三)用"之"、"是"将宾语提前。用“之”或“是”把宾语提前取动词前，以突出强调宾语。这时的“之”只是宾语前置的标志，没有什么实在意义。可以在前置的宾语前加上一个范围副词“唯”，构成“唯......是......”的格式。还有“何......之有”格式。

1“何......之有”

夫晋，何厌之有? 《烛之武退秦师》

苟得闻子大夫之言， 何后之有? 《勾践灭吴》

譬若以肉投馁虎,何功之有哉?(有什么功劳呢?)

《信陵君窃符救赵》

前世不同教，何古之法?帝王不相复，何礼之循?(前世教化各不相同，效法哪一个古代?帝王不相同，遵循哪一种礼法?)

句读之不知，惑之不解。《师说》韩愈 2“„„之谓也”是总结性判断的基本形式。“之”是动词“谓”的宾语前置的标志，这种形式可以翻译为“说的就是„„啊”或“这就叫„„啊”。如

闻道百，以为莫己若者，我之谓也。(《庄子·秋水》)——听到过许多道理，便以为没有人比得上自己知道得多，说的就是我啊。

“‘其身正，不令而行;其身不正，虽令不从。’其李将军之谓也!”(《史记·李将军列传》)

“‘本身行为正，不命令，别人也会遵行;本身行为不正，即使下命令也没有人听从。’ 这说的不就是李将军吗!”

3“唯......是......”的格式，“唯(惟)”起称足音节的作用， “是”起提前宾语的作用。

唯你是问。唯才是举 唯命是听 (成语) 唯利是图 (成语)

唯余马首是瞻。 《左传·襄公年》

惟兄嫂是依

《祭十二郎文》韩愈

唯巫言是用。

《宋史.列传》

4 介词"以"的宾语前置。 夜以继日 《诗三百》，一言以蔽之，曰："思无邪。” 举世混浊而我独清，众人皆醉而我独醒，是以见放。

(二)、定语后置：

在古汉语中将定语移置在中心词之后的现象。定语后置一般有三种情况：

1)动词短语作名词的定语常常放在名词的后面，一般在定语后加“者”字，有时还在名词和后置定语之间加“之”来表示。 麾下壮士骑从者八百余人

骑(jì)能属(zhǔ)者百余人耳 汉骑(jì)追者数千人。

石之铿然有声者，所在皆是也。

(《石钟山记》)

求人可使报秦者。

《廉颇蔺相如列传》司马迁 大阉之乱，缙绅而能不易其志者，四海之大，有几人欤?《五人墓碑记》太子及宾客知其事者，皆白衣冠送之。

《史记.荆轲刺秦王》

人马烧溺死者甚众。

《赤壁之战》司马光 楚人有涉江者。(《吕氏春秋·察今》)——有个乘船过江的楚国人。 门下有毛遂者。(《史记·平原君列传》)——有个叫毛遂的门客

2)中心词+之+形容词(定语) “之”作为定语后置的标志。

蚓无爪牙之利，筋骨之强，上食埃土，下饮黄泉，用心一也。(《劝学》)

带长铗之陆离兮，冠切云之崔嵬。(佩着长长的宝剑，戴着高高的帽子。)(《涉江》)

居庙堂之高，则忧其民;处江湖之远，则忧其君。(高高的庙堂，遥远的江湖)《岳阳楼记》

(三)、状语后置：

1现代汉语中状语置于谓语之前，若置于位于之后便是补语。但在文言文中，处于补语的成分往往要以状语来理解。主要以“于”“以”“乎”为标志。例如：

赵氏求救于齐。

《触龙说赵太后》战国策 此所谓战胜于朝廷。

《邹忌讽齐王纳谏》

颁白者不负戴于道路矣。

《齐桓晋文之事》孟子

青，取之于蓝，而青于蓝。

《劝学》〈荀子〉

若亡郑而有益于君，敢以烦执事。

《烛之武退秦师》〈左传〉

2另外，还有定语置于中心词之后，修饰名词的量词放在名词之后等特殊现象。

五亩之宅，树之以桑，五十者可以衣帛矣

《寡人之于国也》〈孟子〉

谨庠序之教，申之以孝悌之义，颁白者可以不负戴于道路也《寡人之于国也》〈孟子〉

虽董(监督)之以严刑，振(震：威吓)之以威怒 《谏太宗十思疏》魏征

君子博学而日参省乎己。

《劝学》〈荀子〉

生乎吾前，其闻道也固先乎吾，吾从而师之。

《师说》韩愈

(四)、谓语前置：

为了强调谓语，有时将谓语置于主语之前。这仅仅是因为语言表达的需要。如，“甚矣，汝之不惠(慧)!”(《愚公移山》)另外，还有定语置于中心词之后，修饰名词的量词放在名词之后等特殊现象。例如：

甚矣，汝之不惠(慧)。 《愚公移山》列子 甚矣，乌纱之横，皂隶之俗哉! 《虎丘记》袁宏道

快哉此风!

(宋玉《风赋》) 宜乎百姓之谓我爱也。 “美哉,我少年中国。

安在公子能急人之困也? “知人则哲，为帝难之。”信哉斯言!《后汉书.虞延传》 安在其不辱也?

第二篇：高中过去分词与倒装句练习

过去分词与倒装句习题精选

¤过去分词

1. The Olympic Games, ___ in 776 B.C., didn’t include women until 1912.

A. first playing

B. to be first played

C. first played

D. to be playing 2. What’s the language ___ in Germany?

A. speaking

B. spoken

C. be spoken

D. to speak 3. Most of the artists ____ to the party were from South Africa.

A. invited

B. to invite

C. being invited

D. had been invited 4. The computer centre, ___ last year, is very popular among the students in this school.

A. open

B. opening

C. having opened D. opened

5. The first textbooks ____ for teaching English as a foreign language came out in the 16th century.

A. having written

B. to be written

C. being written

D. written

6. The murderer was brought in, with his hands ___ behind his back.

A. being tied

B. having tied

C. to be tied

D. tied 7. When _____ if she would request a rise, the actress said that money was not important.

A. asked

B. asking

C. having asked

D. being asked 8. Yesterday I saw in the newspaper a teaching post _____ at a school close to my home and I wanted to apply for it.

A. advertises

B. advertising

C. advertised

D. to advertise 9. The research is so designed that once _____ nothing can be done to change it. (全国 2002) A. begins

B. having begun

C. Beginning

D. begun 10. _____ to sunlight for too much time will do harm to one’s skin. (上海 2002) A. Exposed

B. Having exposed

C. Being exposed

D. After being exposed

11. Prices of daily goods _____ through a computer can be lower than store prices. (2002 北京春) A. are bought

B. bought C. been bought

D. buying 12. When first _____ to the market, these products enjoyed great success.

(2004 全国卷II) A. introducing

B. introduced

C. introduce

D. being introduced 13. _____ with the size of the whole earth, the biggest ocean does not seem big at all. (湖北 2004) A. Compare

B. When comparing

C. Comparing

D. When compared

14. When _____ help, one often says “Thank you.” or “It’s kind of you.” (福建 2005) A. offering

B. to offer

C. to be offered

D. offered

15. _____ with so much trouble, we failed to complete the task on time. (四川 2006) A. Faced

B. Face

C. Facing

D. To face 16. _____ by a greater demand for vegetables, farmers have built more green houses. (浙江 2007) A. Driven

B. Being driven

C. To drive

D. Having driven

17. The flowers his friend gave him will die unless _____ every day. (四川 2007) A. watered

B. watering

C. water

D. to water 18. _____ around the Water Cube, we were then taken to see the Bird’s Nest for the 2008 Olympic Games. (陕西 2008) A. Having shown

B. To be shown C. Having been shown

D. To show ¤倒装句

1. ______ find out what had happened.

A. Until he woke up did he

B. Until he woke up to

C. Not until did he wake up he D. Not until he woke up did he 2. Little ______ about his own health though he was very ill.

A. he cared

B. he cares

C. does he care

D. did he care 3. Early in the day ______ the news ______ the enemy were gone.

A. come, that

B. came, that

C. comes, that

D. came, what 4. Not only ______ strict with us, but also ______ for us.

A. was the teacher ; did he care

B. was the teacher ; he cared

C. the teacher was ; did he care

D. the teacher was ; did he care 5. ______, he knows a lot of English .

A. Child as he is

B. As he is a child

C. A child as he is

D. Child though he was 6. Be quick! ______.

A. Here comes the bus

B. The bus here comes

C. The bus come here

D. Here the bus comes 7. If you want to go there, ______.

A. so will I

B. so I will

C. I will so

D. so do I 8. In front of the farmhouse ______.

A. does a small boy sit

B. did a small boy sit

C. sit a small boy

D. sat a small boy 9. Here ______.

A. does he come

B. he comes

C. comes he

D. he come 10. Only ______ that.

A. can a doctor do

B. a doctor can do

C. can do a doctor

D. can a doctor does 11. Not even once ______ a lie.

A. has Mike told

B. Mike has told

C. had Mike told

D. Mike had told 12. Up ______ into the air.

A. went the arrow

B. the arrow went

C. did the arrow go

D. does the arrow go 13. —Do you know Jim quarreled with his brother?

—I don’t, ______.

A. nor don’t I care

B. nor do I care

C. I don’t care neither

D. I don’t care also

14. Not until several years ago _________ how serious the pollution was.

A. people did realize

B. people realize

C. didn’t people realize

D. did people realize

第三篇：高中英语《语法-倒装句》教学设计

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：高中文言文倒装句式

《高中文言文倒装句式》总结讲解

高中文言文倒装句式包含：主谓倒装 宾语前置 定语后置 介词结构作状语后置) 现代汉语的句子成分的顺序，一般为"主─谓─宾""定(状)─中心词"，但在文言文中，在一定条件下，句子成分的顺序会发生变化的，这就是古汉语中的所谓倒装句，即指文言文中一些句子成分的顺序出现了前后颠倒的情况。主要有以下几种表现形式：

(一)主谓倒装

古汉语中，谓语的位置也和现代汉语中一样，一般放在主语之后，但有时为了强调和突出谓语的意义，在一些疑问句或感叹句中，就把谓语提前到主语前面。 如："甚矣，汝之不惠!"(《愚公移山》)实际上是"汝之不惠甚矣!"

(二)宾语前置

文言文中，动词或介词的宾语，一般置于动词或介词之后，但在一定条件下，宾语会前置，其条件是： 第

一、疑问句中，疑问代词作宾语，宾语前置。

这类句子，介词的宾语也是前置的。如："沛公安在?"(《史记.项羽本记》)这种类型的句子关键是作宾语的疑问代词(像：谁、何、奚、曷、胡、恶、安、焉等)。值得注意的是，介词"以"的宾语比较活跃，即使不是疑问代词，也可前置。如："余是以记之，以俟观人风者得焉。"(柳宗元《捕蛇者说》)其中的"是"是一般代词，但也前置了。

第二、文言否定句中，代词作宾语，宾语前置。这类句子有两点要注意，一是否定句(一般句中必须有"不"、"未""毋"、"无"、"莫"等否定词);二是代词作宾语。如："时人莫之许也。"(陈寿《三国志.诸葛亮传》)正常语序应该是"时人莫许之也。" 第

三、用"之"或"是"把宾语提前取动词前，以突出强调宾语。这时的"之"只是宾语前置的标志，没什么实在意义。如："句读之不知，惑之不解。"(韩愈《师说》)有时，还可在前置的宾语前加上一个范围副词"唯"，构成"唯......是......"的格式。如："唯利是图"、"唯

命是从"等。 第

四、介词宾语前置的情况除去第一种情况外，还有一种情况，就是方位词、时间词作宾语时，有时也前置;例如："业文南向坐。"(《史记.项羽本记》)意思是"业文面向南坐。"

(三)定语后置

文言文中，定语的位置一般也在中心词前边，但有时为了突出，中心词的地位，强调定语所表现的内容，或使语气流畅，往往把定语放在中心词之后，并用"者"结句，形成"中心词+后置定语+者"或"中心词+之+后置定语+者"的形式。如："求人可使报秦者，未得。"(《史记.廉颇蔺相如列传》)以及："石之铿然有声者，所在皆是也。"(苏轼《石钟山记》)等。应注意的是，文言文中定语后置只限于表示修饰关系的句子，表领属关系的定语则不后置。

(四)介词结构作状语后置

介词结构即介宾短语，文言文中常见的是用"以"、"于"组成的介宾短语，作状语后置有以下

几种情况：

第一、用介词"于"组成的介宾短语在文言文中大都处在补语的位置，译成现代汉语时，除少数仍作补语外，大多数都要移到动词前作状语。

如："青，取之于蓝，而青于蓝。"(荀子《劝学》)两个"于蓝"在翻译时，都要放在动词前

做状语。

第二、介词"以"组成的介宾短语，在今译时，一般都作状语。

如："具告以事。"(《史记.项羽本记》)即"以事具告。"这种句子往往是承前省略了动词

宾语，实际就是"以事具告(之)。" 还有一种要注意，介词"乎"组成的介宾短语在补语位置时，在翻译时，可视情况而定其成分。 如："生乎吾前，其闻道也固先乎吾。"(韩愈《师说》)句子中的"生乎吾前"既可译为"在我的前面出生"，作状语，又可译为"生在我的前面"，作补语，一般来说仍作补语，而"固先

乎吾"的"乎吾"则一定要作状语。

文言文倒装句式做题三技巧：

技巧一：

用 “是”或“之”作为提宾标志。 技巧二：否定句中代词作宾语时，宾语前置。 高中文言文中常见的否定词：不、莫、勿、弗、未 高中文言文中常见的代词：之、余、吾、已、自、汝、尔

技巧三：

在疑问句中疑问代词作宾语时，宾语前置。

高中文言文中疑问代词有“谁、曷、恶、安、焉、何、奚、孰、胡”等。

第五篇：初中二年级(八年级)语文文言文倒装句

倒装句

现代汉语中的倒装句是为了适应修辞表达的需要，但在古代，倒装句是正常的句法，所以在文言文翻译时有时要作适当的调整。古汉语中的倒装句通常有以下几种形式：

1.主谓倒装

(1)甚矣，汝之不惠《愚公移山》

(2)悲哉世也《公之侨献琴》

2.宾语前置

a.用助词“之”使宾语提前

何陋之有《陋室铭》

b.疑问代词作宾语，放在动词或介词的前面

吾谁与归《岳阳楼记》

3.定语后置

常用“者”作标志，翻译时放在名词前面。

(1)盖简桃核修狭者为之《核舟记》

(2)马之千里者，一食或尽粟一石《马说》

(3)遂率子孙荷担者三夫《愚公移山》

4.介宾短语后置

它相当于现代汉语的状语，翻译时应放在谓语前。

(1)投以骨《狼》

(2)战于长勺《曹刿论战》

(3)祭以尉首《陈涉世家》

在后面的括号内标出句式类型(写序号)。

A、判断句

B、被动句

C、宾语前置

D、定语后置

E、省略句F、介宾短语后置

G、主谓倒装

1、问今是何世，乃不知有汉，无论魏晋。(

)

2、夫战，勇气也。一鼓作气，再而衰，„„(

)

3、宋何罪之有? (

)

4、战于长勺。(

)

5、其故人尝与佣耕者闻之。(

)

6、周处年少时，凶强侠气，为乡里所患。(

7、异哉，是鼠之黠也。(

)

) 倒装句

现代汉语中的倒装句是为了适应修辞表达的需要，但在古代，倒装句是正常的句法，所以在文言文翻译时有时要作适当的调整。古汉语中的倒装句通常有以下几种形式：

1.主谓倒装

(1)甚矣，汝之不惠《愚公移山》

应为：汝之不惠，甚矣。强调“甚矣”，你太不聪明了。

(2)悲哉世也《公之侨献琴》

应为：世悲哉也。这个社会真可悲啊。

2.宾语前置

a.用助词“之”使宾语提前

何陋之有《陋室铭》

应为：有何陋。有什么简陋的。

b.疑问代词作宾语，放在动词或介词的前面

吾谁与归《岳阳楼记》

应为：吾与谁归。我和谁一起相处。

3.定语后置

常用“者”作标志，翻译时放在名词前面。

(1) 盖简桃核修狭者为之《核舟记》 句型：“中心词+定语+者”

应为：盖简修狭桃核为之。原来是挑选了一个长而窄的桃核刻成的。

(2)马之千里者，一食或尽粟一石《马说》 句型：“中心词+之+定语+者”

应为：千里马，一食或尽粟一石。日行千里的马，一顿有时能吃掉一石小米。

(3)居庙堂之高，则忧其民;处江湖之远，则忧其君。《岳阳楼记》 句型：“中心词+之+定语”

应为：居高之庙堂，则忧其民;处远之江湖，则忧其君。处在高高的朝廷，就忧虑老百姓的疾苦;退隐在偏远的江湖[即民间]，就担忧他的国君。

4.介宾短语后置

它相当于现代汉语的状语，翻译时应放在谓语前。

(1)投以骨《狼》 省略：投之以骨。

状语后置：以骨投之。(屠夫害怕了,)用骨头扔(狼)。

(2)战于长勺《曹刿论战》 应为：于长勺战。在长勺交战。

(3)祭以尉首《陈涉世家》

应为：以尉首祭。用尉官的人头祭天 在后面的括号内标出句式类型(写序号)。

A、判断句

B、被动句

C、宾语前置

D、定语后置

E、省略句F、介宾短语后置

G、主谓倒装

1、问今是何世，乃不知有汉，无论魏晋。(

A

) 《桃花源记》

问(别人)现在是什么朝代，他竟然不知道有汉朝，更不用说魏晋两朝了。

2、夫战，勇气也。一鼓作气，再而衰，„„(

AE

) 《曹刿论战》

夫战，勇气也。一鼓作气，再(鼓)而衰，三而竭。

作战是靠勇气的。第一次击鼓振作了勇气,第二次击鼓勇气低落，第三次击鼓勇气就消灭了。

3、宋何罪之有? (

C

) 《公输》 宋有何罪?

4、战于长勺。(

F ) 《曹刿论战》 于长勺战。

在长勺交战。长勺：鲁国地名，今山东莱芜东北。

5、其故人尝与佣耕者闻之。(

D

) 《陈涉世家》

其尝与佣耕者故人闻之。

从前一位曾经与他一起雇佣给人家耕田的伙计听说(他做了王)。

6、周处年少时，凶强侠气，为乡里所患。(

B ) 《周处》

周处年轻的时候,凶暴强悍,被乡里人(当作)祸害。

7、异哉，是鼠之黠也。(

G

) 《黠鼠赋》 鼠之黠是异哉。

这只老鼠的狡猾是多么令人惊异啊。