Learning about Language名师教学设计1

课题名称_The Passive Voice

设计者___张星___ 单位__呼和浩特市回民中学__ 授课年级_____高中一年级_____ 章节名称

Book 2, Unit2 The Olympic Game The Passive Voice 掌握被动语态基础用法

恰当地理解和使用各时态的被动语态

学时

1学时

课标要求

内容分析

内容与学情分析

学习重点

学习难点

学情分析

本册书将被动语态分散安排在三个单元进行学习，但学生对于被动语态其实并不陌生，它是初中已经学习过的语法现象，所以将各时态被动语态整合在一个单元进行讲授，有助于学生对该语法现象有整体感知，构建语法框架。通过本节课的讲授，学生能够熟练推演各时态的被动语态，准确理解各时态下的被动语态在文章中的运用，掌握被动语态的用法，并将被动语态运用到作文写作中。

能推演出各时态下被动语态的基本结构。

准确理解各语境下被动语态，掌握被动语态用法,并灵活运用。

对于高一学生，被动语态的基本结构并不难掌握，但对于不同时态下的被动语态结构，识记以及准确的运用都有一定难度。本节课结合本单元主课文内容，帮助学生准确理解结构。通过观察，归纳，学会如何推演基本结构。习题设置也考虑高一学生能力有限，样式丰富，结构简单，引导学生克服学习障碍，完成学习任务。

学习目标

知识目标：熟练掌握被动语态各时态下的基本结构，

能力目标：理解在不同结构中被动的表达和意义，

情感目标：正确使用被动语态各时态下的结构。

学生课前需要做的准备工作

学习策略

学习

环节

1.复习Reading部分 Poem C，并理解其中所含的虚拟语气含义。

2.分组讨论八个基本时态下的被动语态结构。

task-based activities; discussing; group work

学生活动设计

设计意图

落实目标

学习任务设计与教师活动

检测

Ask three questions to check the 导入

revision of the reading text. Questions : 1. How often are the Olympic Games held? 2. What was rewarded the winner in the ancient Olympic Games? 3. When and where will the Olympic Games be held in 2020?

Show the answers; let the students to give the basic structure of passive voice. Answers: 1. The Olympic Games are held every four years. 2. Olives wreath was rewarded

the winners. 3. The 2020 Olympic Games will be held in Tokyo.

被动语态结构：be

＋

过去分词

p.p.

Students answer the question and pay attention to the structure of passive voice in the answers.

Students give the basic structure of passive voice.

通过问题的设置，检测学生复习作业，引出本课语法点，学生给出被动语态基本结构，为下一步教学做铺垫。 语法

Show the table and let the students 感知

to complete the structures of passive

voice in different tenses.

被动语态构成一览表（do为例）

时态（现在一般现在

现在进行

一般将来

现在完成

被动语态动词

时态

（过去范畴）

一般过去

过去进行

过去将来

过去完成

被动语态动词形式

Fill the table in groups, 范畴）

形式

Rules: 先时态，后语态，主要变化在be上

and check the answers.

Discuss the rules of structures of passive voice in different tenses.

课前预习任务中有对于表格填写的思考，通过分组展示，纠错，总结，使学生对被动语态在不同时态中的结构有了准确的认识，并自我归纳规律，有助于结构的识记。

精编

Practice 精练

Show the exercises on the screen and give students 5 minutes to finish them.

1. Modern society has given women more opportunities. (主动变被动)

2. At the age of six, little Tony was made train for the Olympic Games. (单句改错)

3. He is told that the tickets __________ (sell) well. 4.因为不好的表现，他总是被嘲笑。 5.多时态译句： a:我们正在为你制定一个训练计划。 b:我们已经为你制定了一个训练计划。 c:我们将为你制定一个训练计划。

Students finish the exercises on their own and discuss the answers with group mates.

学生独立完成练习后，和小组成员检测，讨论答案，探究原因，为小组展示做准备。

以题带练，以练带讲。学生通过自练，互检，质疑，讨论，掌握语法知识的同时，锻炼了探究知识的能力。

展示Presentation 互动

Present the answer and language points in groups. Group1: 主动句改被动句

主语 谓语动词 宾语

主语 be done by 宾语

双宾语动词变被动语态可将其中的一个宾语变为主语，

另一个保留不动。 以练带讲。学生Present the answers and 通过质疑，讨论，explain the language 将语法知识points for the whole class.

展示，本环节学生活动为小组活动。

小组展示，每个小组根据老师抽取，随机展示答案，讲解知识点。

吃透，讲明。展示互动中加深了对知识的理解和掌握。教师只在必要时给予一定的指导和点拨。

My uncle gave me a present on my birthday.

不是所有动词都有被动语态：

Group2: 单句改错

在see, watch, hear, notice, make, feel等动词后作宾语补足语的动词不定式都不带 to，但改成被动语态后补to。

We often hear him play the guitar.

“get ＋

过去分词”可以表示被动，此结构比较口语化。

1. She got married last week. 2. He fell off the car and got killed.

Group3: 汉译英

短语动词变被动语态时，勿要掉“尾巴”。

1. The children were taken good care of by her. 2. Your pronunciation and spelling should be paid attention to. Group4: 各时态译句

Group5: 正确形式填空

有些动词和well, badly, easily等副词连用时，表示主语内在品质或性能，用主动表示被动，常见的有：write, read, clean, sell, wash, cook

等。

对比：

1. The books sell well.

2. The books were sold out.

3. The meat didn’t cook well.

4.The meat was cooked for a long time.

感官系动词一般用主动形式表示被动意义，如：feel，look, seem, taste, sound, remain等。

1. — Do you like the material?

— Yes, it feels very soft. 2. The food tastes delicious.

Teacher gives some guide and help when necessary.

即时1．巩固提升

allow

admit

reward

hold

反馈

Finish the summary of the text to consolidate the build

choose

design usage of passive voice. The Olympic Games _________ every

four years. Only athletes who have reached

the agreed standard for their event _______

as competitors. In the past, slaves and

women ___________ to join in the Games,

and only the olive wreath __________ the

winners. But now, a special village

________ for athletes to live in and new

medals __________ for the winners. So it’s

a great responsibility but also great honor to

_________.

2．高考链接

1. You can’t move in .The house _____.

A. is painting

B. is being painted

C. has painted

D. has been painted

2. Linda, make sure the tables _______ 巩固提升练习强化本节课语法结构的同时，对本单元主课文进行归纳，反馈。

提前让学生感知高考，提升能力。

before the guests arrive.

A.

be set

B. set

C. are set

D. are setting

3. —Guess what, we’ve got our visas for a short-term visit to the UK this summer.

—How nice! you _____ a different culture then.

A. will be experiencing

B. have experienced C. have been experiencing

D. will have experienced 4. Don't worry. The hard work that you do now ____ later in life.

A. will be repaid

B. was being repaid C. has been repaid

D. was repaid 5. After school we went to the reading-room to do some reading, only to be told that it _______ . A. was decorated

B. had decorated C. had been decorating

D. was being decorated

归纳I. Summary 总结

1. 推演各时态的被动语态

Students sum up the points of grammar and 先时态，后语态，主要变化在be上 form the frame of the 2.被动语态的用法

passive voice. 双 无 保

宾语 被动 介词

主表被 补出to

II. Homework

Design a post for the sports meeting.

总结基本语法结构，形成语法框架。利用五环思维导图归纳本节课所学内容，帮助学生深化对结构的记忆，形成语法框架。

作业将语法写作相结合，运用语法结构完成运动会海报的任务，体现了语法的实用性。

达标

评价内容：

检测

1. 课文填空，高考链接

2. 设计海报

设计意图:

强化语法结构的同时，对本单元主课文进行归纳，反馈。感知高考，提升能力。应用基本结构，提升写作。

评价方法：

1.学生自主完成练习，集中展示，指出问题。

2．以个人写作形式上交，教师批改，下节课展示优秀作业。

板书

Unit 2.The Olympic Games

Groups 设计

The Passive Voice

1.

be

＋

过去分词

p.p. 2. 先时态，后语态，主要变化在be上 双 无 保

3.

宾语 被动 介词 4. 5. 主表被 补出to