Using LanguageⅡ名师教学视频（文字实录）

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

revolution

network

simplify

sum

mobile

solve

explore

totally

anyhow

finance

artificial

technology

intelligent

application

Web

reality

logically

b. 重点句子

As time had gone by, I have been made smaller and smaller.

I have been used in offices and homes since the 1970s.

Over time my memory has developed so much that, like an elephant, I never forget anything I have been told! Since the 1970s many new applications have been found for me.

I have also been put into robots and used to make mobile phones as well as help with medical operations.

I have even been put into space rockets and sent to explore the Moon and Mars.

2. Ability goals 能力目标

Enable students to learn the meanings and use of some key words in the reading passage. Enable students to learn the form and function of present perfect passive voice.

3. Learning ability goals 学能目标

By writing a poem using present perfect passive voice, enable students to use the structure freely and creatively.

Teaching important and difficult points 教学重难点

How to change the sentences into the present perfect passive voice.

Teaching methods 教学方法

Personalization, Induction and imitation.

Teaching aids 教具准备

Projector and tape recorder.

Teaching procedures & ways 教学过程与方式

Step I Revision Check the homework. Ask two students to read the passage they have written. Their passage should be brief and include the key information or facts about the development of computers.

Step II Discovering useful words and expressions T: Look at activity 1. These are the meanings of some words or expressions in the text we learned yesterday. Find out these words or expressions.

Check the answers.

T: Now look at the words in activity 2. Do you know their meanings? Check their meanings in your dictionaries. Then complete the passage with the words.

Check the answers.

T: Now activity 3. Look at the phrases in bold in the story. What do they have in common? S: They are all time phrases except “as a result”. They are used in the passage to indicate the development of the story. From them, we get a clear timeline of the story. T: Correct! Now use these phrases to create one of your own stories. The story can be a real one or an imaginary one.

After they finish writing, let students exchange their stories and proofread for each

other.

Step III Discovering useful structures

Let students find sentences in the present perfect passive voice in the text and then

analyze their form and function. (activity 1 on page 21.) 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! 3. Since the 1970s many new applications have been found for me.

4. I have also been put into robots and used to make mobile phones as well as help

with medical operations.

5. I have even been put into space rockets and sent to explore the Moon and Mars.

Then let students study these sentences carefully and sum up the form of present

perfect passive voice tense. Elicit the structure: S + have/has + been + V-ed

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 particular 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.

After students finish, check the answers.

T: Now write passive sentences in Present Perfect according to the words given. Show the following on the screen. 1 the postcard / send __________________________ 2 the pencils / count ___________________________ 3 the door / close _____________________________ 4 the beds / make _____________________________ 5 the mail / write _____________________________ 6 the trees / plant _____________________________ 7 the money / spend ___________________________ 8 the room / book / not _________________________ 9 the rent / pay / not ___________________________ 10 the people / inform / not _______________________ Answers:

1 The postcard has been sent.

2 The pencils have been counted.

3 The door has been closed.

4 The beds have been made.

5 The mail has been written.

6 The trees have been planted.

7 The money has been spent.

8 The room has not been booked.

9 The rent has not been paid.

10 The people have not been informed.

Then deal with activity 3.

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.

After students finish, check their work.

Then get them to write a similar poem following the rhythm and intonation.

T: Which words in the poem rhymes?

Ss: washed, combed, cleaned, planted, cut, swept, again, again.

T: Right! Now write your own poem with similar rhythm and intonation. After you finish, exchange yours with your partner’s and check for each other. Pay attention to the rhythm and grammar.

Then, let some read their poems to the class. Step IV Workbook Exercises Give students some time to finish USING WORDS AND EXPRESSIONS and

USING STRUCTURES in Workbook individually. If time is limited, leave them as

homework.