The Passive Voice 教学设计样本

ThePassiveVoice教学设计教材依据：人民教育出版社九年义务教育三年制初级中学教科书九年级第九单元。TeachingDesignsAimsofbasicknowledge：1.UnderstandtherearetheActiveVoiceandthePassiveVoiceinEnglishverb.2.MasterthestructureofthePassiveVoice.Aimofability:ChangetheActiveVoiceintothePassiveVoiceorchangethePassiveVoiceintotheActivevoice.Aimsofemotion:1. Trainthestudents’spritandabilityofuniteandcooperation.2. Arousethestudents’interestoflearningEnglish.TeachingKeyPoint:ThestructureofthePassiveVoice.TeachingDifficultPoint:HowtochangetheActiveVoiceintothePassiveVoiceorchangethePassiveVoiceintotheActiveVoice.TaskActivities:TaskOne:WhataretheActiveVoiceandthePassiveVoice?TaskTwo:WhatisthestructureofthePassiveVoice?TaskThree;HowtochangetheActiveVoiceintothePassiveVoice.TaskFour:PracticeandConsolidation1.TaskFive:PracticeandConsolidation2.TeachingProcedures:Step1:Warming-up.ShowTeachingAims(slide).刺激学生视觉感官，激发学生学习主动性，让学生在轻松愉快气氛中进入本节目标学习。Step2:TaskOne.Ⅰ.Lead-in1(slide):WespeakChinese.我们说汉语。Chineseisspokenbyus.汉语被我们说。1．Theteacherandthestudentsanalysetherelationof“we”,“Chinese”and“speak”together.Thenpointoutwe是speak（动作）执行者，Chinese是speak(动作)承受者。2．TheteacherandthestudentsanalyseinSentence“WespeakChinese”,we是主语而且是动作执行者,soleadtoTheActivePassive;Insentence“Chineseisspokenbyus”,Chinese是主语而且是动作承受者,soleadtoThePassiveVoice.3.Askastudentsay“WhataretheActiveVoiceandthePassiveVoice?”4.Theteachersumup.Ⅱ.Presentation1(slide):主动语态：主语是动作执行者。英语动词:被动语态：主语是动作承受者。Step3:TaskTwo.Ⅰ.Lead-in2(slide):WespeakChinese.(主动)Chineseisspokenbyus.(被动)1.TheteacherandthestudentsanalysethestructureofThePassiveVoiceaccordingto“isspoken”.2.Askthestudentstodiscuss.3.AskastudentsumupthestructureofThePassiveVoice.4.Theteachercheck.Ⅱ.Presentation2(slide):被动语态组成：助动词be+及物动词过去分词AskthestudentstodiscussthestructureofThePassiveVoicewehavelearneddifferentkindsoftenses.(教师先提醒：在被动语态中，动词过去分词永远不变，全部改变都表现在助动词be改变上,be相当于各种时态中动词)Show(多媒体)各种时态被动语态组成:Student1:通常现在时 am/is/are+动词过去分词Student2:通常过去时 was/were+动词过去分词Student3:现在进行时am/is/arebeing+动词过去分词Student4:过去进行时was/werebeing+动词过去分词Student5:通常未来时willbe+动词过去分词Student6:现在完成时have/hasbeen+动词过去分词Student7:含有情态动词情 情态动词+be+动词过去分词Step4:TaskThree.Ⅰ.Lead-in3(slide):WespeakChinese.主语谓语动词宾语Chineseisspokenbyus主语谓语动词过去分词(被)宾语1. HelpthestudentsanalysehowtochangeTheActiveVoiceintothePassiveVoice.(用三种颜色标出对应部分,学生能一目了然地说出主动变被动分三步走)2. Askthestudentstodiscussandthenaskastudenttosumup.3. Theteachercheck.Ⅱ.Presentation3(slide):主动语态变被动语态步骤：1.原主动句中宾语变成被动语态主语。2.谓语动词变成被动语态结构“be+动词过去分词”，注意be要随新主语人称和数进行改变，时态要与原主动句时态保持一致。3.原主动句中主语变成被动语态宾语，人称代词用宾格，其前用介词by(被),其余成份(定语,状语)不变。Step5:TaskFour(PracticeandConsolidation1)：给出汉语“我每七天写一封信”让学生给出英语，并用所给时间状语（yesterday,now,atthistimeyesterday,tomorrow,already,can）将该句翻译成对应时态英语，再把各句变成对应被动语态，这么学生既复习了所学各钟时态结构，又练习巩固了被动语态结构，达成了突出本节重点，突破难点效果。Askthestudentstodiscussandthensaytheanswers.Show（多媒体）Student1:Iwritealettereveryweek. Aletteriswrittenbymeeveryweek.Student2:Iwrotealetteryesterday. Aletterwaswrittenbymeyesterday.Student3:Iamwritingaletternow.Aletterisbeingwrittenbymenow.Student4:Iwaswritingaletteratthistimeyesterday.Aletterwasbeingwrittenbymeatthistimeyesterday.Student5:Iwillwritealettertomorrow. Aletterwillbewrittenbymetomorrow.-Student6:Ihavealreadywrittenaletter. Aletterhasbeenalreadywrittenbyme.Student7:Icanwritealetter. Alettercanbewrittenbyme.Step6:TaskFive(PracticeandConsolidation2):ChangethePassiveVoiceintotheActiveVoice.Step7:Sum-up:themaincontentsinthislessonStep8:Homework:MakesentenceswithallkindsoftenseswehavelearnedandthenchangethemintothePassivevoice.BlackboardDesign:Unit9Whenwasitinvented?Grammar:ThePassiveVoice.被动语态组成：助动词be+及物动词过去分词各种时态被动语态组成：通常现在时 am/is/are+动词过去分词通常过去时 was/were+动词过去分词现在进行时 am/is/arebeing+动词过去分词过去进行时 was/werebeing+动词过去分词通常未来时 willbe+动词过去分词现在完成时 have/hasbeen+动词过去分词含有情态动词情 情态动词+be+动词过去分词教学流程教学反思教材依据：人民教育出版社九年义务教育三年制初级中学教科书九年级第九单元。教学内容：被动语态ThePassiveVoice。贯通本节课根本是被动语态,我围绕这条根本本着以学生为主体角度来设计教学内容,活动设计前后相连,层层深入，使教学呈阶梯式层层推进,并主动采取当代化教学伎俩——利用多媒体辅助教学,提升教学效率。在各项活动中，学生大脑一直处于一个激活状态，整个学习过程都是主动主动，学生取得不但仅是现成知识，还有语言利用能力，并在完成任务过程中体验成功喜悦，取得成就感，实现自我价值。学生在本节课中不但明白了英语动词有主动语态和被动语态两种语态，而且掌握了被动语态结构，并做到了主动与被动相互转换，这正是教学目标所在。课前让同学们在愉快柔和歌曲声中轻松进入了本节学习，上课后首先展示了教学目标，同学们明白了本节学习任务。整节课我精神饱满，情绪高涨，自然激励了学生们浓厚学习兴趣。讲课过程中一直贯通一个根本——被动语态，层次清楚，脉络清楚且层层深入，学生活动量大，思维灵敏，充分表现了学生为主体，教师为主导教学标准。尤其是练习与巩固任务中表现了以点带面，使得同学们即复习了学过知识，又巩