Learning about Language课件配套优秀获奖教案

Unit3 Grammar教学设计

教材版本：人教版 册数：必修二 单元：Unit 3 课型：语法课

教材分析：本课学习的内容是所涉及到的语法点：现在完成时的被动语态。考虑到教学内容较多，既包含新词汇的学习和巩固，又包含语法的讲解，一节课很难落实教学目标；从学生的实际情况看，现在完成时的被动语态虽然在初中曾经出现，但不做要求，所以学生掌握的情况不够好，而且在理解上容易出现偏差，对其功能和用法也缺乏系统规范的教学。

教学目标：

1.Enable students to learn the form and function of present perfect passive voice.

2.Lead students to distinguish the difference between passive voice in other tenses. 3.Write a poem in present perfect passive voice. 教学重难点：

1.辨别出现在完成时的被动语态

2.区别被动语态的各种事态

难点：

1.使用现在完成时的被动语态完成一首诗

建议教法：Communicative Language Teaching; Task-based Teaching 教学流程：

Step 1Greeting and preview checking (6mins ) 措施（教师活动与学生活动）：

1. T: greets the class.

S: greet the teacher and get ready for the class.

2.

T: checks the answers of preview list to lead in the grammar point. S: check the answers together.

Students may find the following sentences: 1. I have been used in offices and homes since the 1970s.

2. Over time my memory has developed so much that, like an elephant, I never forget anything I have been told! 目的：

1.检查预习单的完成情况，了解学生对本堂课的内容的熟悉程度。

持续性评价：

1.发现问题，为解决问题做准备。

Step2 Exploration (20 mins) 措施（教师活动与学生活动）：

1.T: elicits students to tell the structure of present perfect passive voice. S: share their opinions on the structure and concept. 2.T: shows the negative form and question form for this point. Then continue to explain the adverbial of time, and some special usages of this grammar point.

S: take down notes if necessary. Raise questions if any. 3.T: gives some related exercise to consolidate. S: do some exercise to have a practise. Think about whether they still have problems to solve. T: Why is the passive voice used here? When do we usually use passive voice? Ss: …

T: The passive voice is used when the subject of a sentence is the person or thing affected by the action of the sentence. We particularly use the passive voice when don’t know or aren’t bothered exactly who has done something. Now look at activity 2. Change the sentences into the present perfect passive voice. Pay attention to the use of has/have. When do we use has and when do we use have? Ss: We use has when the recipient of the action is the third person single or single nouns. We use have when the recipient of the action is the first or second person or plural nouns.

现在完成时的被动语态通常有以下两种情况：

1.

表示过去开始的被动动作一直持续到现在，常与之连用的时间状语有：for+一段时间，since+时间状语（从句），these days, so far, up to now, in the last / past few years等。

2.

表示某被动动作对现在造成的影响或结果，常与already, yet, just, ever, never, recently等连用。

e.g. The bike has not been repaired yet. I have already been introduced to Mr. Smith. 3.

重点

1) 现在完成时被动语态的两个助动词：have／has和been缺一不可。

2) 注意与一般过去时被动语态的区别。

一般过去时被动语态表示一个被动的动作发生在过去，其结果对现在没有影响；而现在完成时被动语态的动作或状态尽管发生在过去，但侧重说明该动作或状态对现在造成的影响或结果。

3) 动词短语是一个不可分割的整体，在被动语态中要保持其完整性，其中的介词或副词不可省略。

e.g. The orphans have been taken good care of here．

孤儿们在这里受到很好的照顾。

4)

并不是所有动词都有被动语态happen, take place, break out, belong to, cost, last等不及物动词或词组无被动语态。

[误] Great changes have been taken place in China since 1978. [正] Great changes have taken place in China since 1978. 5)

一些特殊动词, 如borrow, finish, begin, buy, start, return, marry, open, join等构成的现在完成时的被动语态不能与表示一段时间的状语连用。若要表达相应的意思，则需改换动词或时态。

6) 只带有一个宾语的动词变为被动语态时，将主动语态的宾语变为被动语态的主语。

e.g. We have built many houses in the past ten years.

→Many houses have been built in the past ten years. 7) 带有双宾语的动词，如give, send, bring, take, teach, show, tell, make, sing, write, read, sell, buy, tell, pay, lend, pass, promise等，变为被动语态时，可将其中一个宾语变为主语，另一个保留不动。

e.g. We have given him the book.

→He has been given the book.

→The book has been given to him. 8) 带有复合宾语的动词变为被动语态时，只能将宾语变为主语，原来的宾补改为主语补足语。原来省略to的不定式作宾补的，被动语态中要用带to的不定式。

e.g. I have told them to help you.

→They have been told to help you.

I have made her work hard.

→She has been made to work hard. 目的：

1.让学生自己发现并总结目标语法的结构和意义。

2.通过引导和体会例子发现目标语法的使用规律。

3.巩固目标语法的使用形式。

4.通过老师的点拨，让学生进一步了解目标语法的使用规律，使其与其他被动语态的使用规则区分开。

5.对语法点中的特殊用法提示，在具体的练习中使用目标语法内容。

持续性评价：

1.让学生回顾文章，从语篇中体会目标语法的使用。

2.进一步激发学生观察和独立思考的能力。

3.在讨论中逐步发现规律，在讲解中让学生理清思路，发展逻辑思维能力。

4.及时巩固所学内容，学会使用。

5.初步了解目标语法使用的难点在做中学，在学中做，在具体练习中操练任务，为后面的全面输出做好准备全面了解语法点中的特殊点。

Step 3 Output and appreciation (10mins) 措施（教师活动与学生活动）：

1.

T: requires students to read the poem together. And then create their own poems following the example, and using present perfect passive voice. S: read the poem together, and write down another poem. T: Read the poem. Underline the use of the present perfect passive voice. Then decide which things have been done well and which have been done badly. Guess what might have happened to the face, hair and shoes and what might have happened to the flowers, grass and paths. You can get cues from the examples.

Let’s appreciate what you have done to the poem. Who’d like to share his poem? S:...

目的：

1.引导学生欣赏含有语法项目的诗句，为之后的整体输出活动做准备。

2.在真实语境中全面输出，模仿练习，做到“在做中学”。

持续性评价：

1.大部分学生能感受语法点在诗中的应用。

2.大部分学生能在组内成员的帮助下，完成一首小诗，并正确使用现在完成时的被动语态。

Step 4 summary（8mins）

详细内容见下方表格

目的：

1.

T: final checks by exercising and reviewing. S: finish the exercise and review by themselves.

2. Homework

Finish exercise on page 57.

present perfect

passive voice

form meaning

have / has +

been done

usage special usages 1.再次练习并回顾目标语法的理解和运用。

2.通过课后作业书面形式检查运用情况。

持续性评价：

1.通过自我检查检测学生在课后是否能基本运用课堂知识，体现对学生的可持续性评价。

教学评价：

1.通过检查预习单和课堂练习并产出含有目标语法的短小诗歌，帮助学生学会自主学习，学会与人合作，达成学习目标，生成学习成就感。