Using LanguageⅠ课时教学实录

The Second Period

Language study Teaching goals 教学目标

1. Target language目标语言

a. 重点词汇和短语

fiction, desire, satisfaction, absent, alarm, alarmed, smooth, embarrass, sympathy, elegant, absurd, haircut, accompany, curtain, cushion, carpet, paint, awful, affair, firm, firmly, declare, talent, obey, victory, envy, marriage, biography, explanation, divorce, chapter, navy, test out, turn around b. 重点句型

Revise the Passive Voice (including the Infinitive) 2. Ability goals能力目标

Enable students to use both the useful words and expressions and structures freely. 3. Learning ability goals学能目标

By doing related exercises in the textbook enable students to use both the useful words and expressions and structures freely. Teaching important and difficult points教学重难点

The use of the passive infinitive.

Teaching methods教学方法

Explaining and practicing. Teaching aids教具准备

Multi-media computer. Teaching procedures & ways教学过程与方式

Step Ⅰ

Revision Ask students to tell the characteristics of science fiction.

Step Ⅱ

Word study Deal with exercises about useful words and expressions. When doing Ex1 and Ex3 on Page 13, students may use an English-English dictionary so that they can understand the situations where the words are used.

Ex1 will help students to form the habit of thinking in English. Ex2 will help students to master the useful words and phrases in context. Ex3 will help students to learn more about word formation and use the words in proper situations. After dealing with Ex3, point out words like alarmed are adjectives, when following the link verb be, it is used to describe a feeling. Sentences that have such structures are not passive. T: Look at the following sentence: My mother felt alarmed when I had my hair coloured purple. If I use was to replace felt, the sentence will be: My mother was alarmed when I had my hair coloured purple. Is this a passive sentence? Ss: No. Though the structure seems like a passive sentence, it is not. A passive sentence indicates a passive action while this sentence describes a situation when someone has the feeling of alarm. “Alarmed” is an adjective formed by v+ed.

T: Quite good. Please remember not all be + v +-ed /-en / -t sentences are passive. Step Ⅲ

Grammar study

Go over the passive voice: be + v +-ed / -en / -t T: Please give some examples of passive sentences. S1: My homework was eaten by the dog. S2: The toy is made by hand. ... T: Good. Please remember the passive is formed with any time frame of the verb. Show the following on the PowerPoint. to be + past participle e.g. The Mona Lisa was painted by Leonardo da Vinci. Research is now being done on a cure for this disease. The game of Monopoly can be played by two to four players. Reports on several new gun laws were being discussed. My stereo has been stolen by a thief. Go over the infinitive T: In Unit 1 we’ve learned the infinitive. Please recall the functions of the infinitive.

Ss: Except predicate, the infinitive can function as subject, object, predicative, attribute, adverbial and object compliment. T: Today we are going to learn more about the infinitive—the passive infinitive. Explanation of the passive infinitive to be + past participle eg. to be given, to be shut, to be opened When the grammatical subject of the sentence receives the action, we use the passive infinitive.

For example: She hates to be laughed at. (others laugh at her→ she is laughed at by others) I am expecting to be given a pay rise next month. (give me a pay rise→

I will be given a pay rise.)

be to + passive infinitive (to be + past participle) is often used in notices and instructions.

Examples: This cover is not to be removed. The medicine is to be taken three times a day. To be taken three times a day after meals.

These benches are not to be removed from the changing rooms.

No food of any kind is to be taken into the examination room. Deal with Exx 1-4 on Page 14. Ask students to do the exercises one by one. Then continue with the exercises on the workbook. While dealing with Ex2 on Page 56, point out to students that “need to be done” has the same meaning as “need doing”. Before translating the sentences in Ex3, students should decide the key words and main structures first. After students have finished, show some students’ work on the projector or bulletin board on the computer, check their work with the whole class. Correct the errors if there are any. Ask students to write down the sentences in Ex3 in their exercise books after class. Step Ⅳ

Homework Go over the key words and expressions.

Go over the grammar. Do Ex3 on Page 56.