Learning about Language教学设计与反思

附件2 教学设计模板

学校名称

课例名称

学段学科

章节

被动语态

高中

英语

必修2第二单元

(I)

Knowledge aim At the end of this class, students will know the structure of passive voice and its basic usage in the context; (II)

Ability aim i. To develop students’ ability to conclude according to the given context;

秦皇岛市山海关第一中学

教师姓名

教材版本

年级

杨秀君

人教版

高一

教学目标

ii. To encourage students to practice, participate and co-operate in classroom activities; (III)

Emotional aim To arouse students’ attention to environmental problems and encourage students to do what they can and should do to protect the environment. (I)

Important points i. The forms of passive voice in the past, present and future tenses;

教学重难点

ii. Change active voice to passive voice;

(II)

Difficult point How to use passive voice properly and correctly in the context.

For students in senior one, they have the basic knowledge of passive voice, like the structure of it. However, when it comes to using it in the context, mistakes may appear. For example:

a.

Chinese are learned by more and more people.

b.

Our English teacher is loved everyone. 学情分析

c.

President Xi is called “Xi Dada” by we. In the sentences above, students ignore the subject-verb agreement, miss “by” or in some cases misuse the tense. That is to say, for most students, they know what is passive voice, but they don’t know when and how to use it correctly in the context.

Guiding case-leading teaching

Student-centered teaching (Limit TTT and increase STT) Task-based teaching Activity-based teaching (Discussion, presentation and so on) Cooperative language learning (Pair work, group work)

教学方法

教学过程

Period I:

导学案及微课引领下的自主学习（此部分为第一课时内容）

Period II：展示课

Step I：Feedback information from self-learning (5minutes) [Goals: To help teacher know the key and difficult points for the next class and make a teaching and learning plan accordingly.]

Step II: Exercise (3minutes)

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[Goals: To enhance the use of basic rules to avoid the mistakes appearing in the leading paper.]

Step III: Use in context

(I) A video (7-10minutes) The teacher plays a video called dumb ways to die and then give students 9 screenshots to describe how the little monster died using the folloing sentence patterns: a.

The little monster___________________ to death. b.

If …, the little monster _____________ to death.

[Goals:

To enable students to use the passive voice in sentences in an interesting and relaxing atmosphere.（活跃气氛，为之后的语篇练习做准备）]

(II)

An interview (25-30minutes) It is reported that an artist from Chongqing made a brick using the dust he collected from the air of Beijing. Now you are sent to interview this artist to learn more details about his “Dust Project”(尘埃计划).

i: Task: Complete the interview above through discussing in group and then present their sentences on the blackboard. ii: Task distribution: the teacher distribute a sentence to each group randomly. [Goals: to enable students to use the passive voice in the context;

to encourage students to cooperate with group members;

to arouse students’ awareness of environment protection.]

Step IV: Assignment 请结合本节课所学习的内容，以“What we students can do to improve the air quality?”为题写一篇演讲稿，以视频形式上传到班级英语角论坛中。（要求包含

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被动语态的句子）

1. 括自主课反馈、即时练习、语言提升运用三个主要环节，其中语言提升运用部分由单句语境直接过渡到长篇语境，难度跨度略大，学生完成起来有一定的困难。小视频《Dumb ways to die》在设计时过分关注趣味性而忽视了实用性，浪费了时间，学生没有得到充分的语言运用锻炼。

教学反思

2. 为了突破本节课的难点---即语境中正确得体地使用被动语态，可以设计下面的教学活动取代小视频《Dumb ways to die》。教学活动设计如下：

给出学生三个真实的语言情境，如：talk about a novel. 学生在展开对话的过程中可能会涉及到It was written by…类似的句子。这样的活动更能锻炼学生在语境中得体地运用被动语态的能力。

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