阴明明--被动语态复习教学设计

被动语态复习 教学设计 西村二中 阴明明 被动语态复习教学设计 教材分析教材分析 九年级教材的第五 六 七单元均是以被动语态为 主线展开的 是中招考试的必考点 学情分析学情分析 对学生而言 被动语态不复杂 但易出错 而且距 离系统学习被动语态也隔了很长时间 学生有所遗忘 学习目标学习目标 1 复习巩固被动语态的含义 构成 用法 2 掌握与被动语态有关的几种特殊情况 3 能使用被动语态表达句子 能通过合作 复习巩固知识 学习重点学习重点 注意被动语态与时态结合的考察和与被动语态有关的特殊情况 教学过程教学过程 一 放音乐 活跃气氛 二 看图片 用被动语态描述图片 引出本节课教学内容 通过比 赛的形式复习各种时态及其标志词 三 学生自主复习 Task1 学生自读翻译下面的短语 句子 引出被动语态含义 谓语结构 be made of from in into be known for as It is said that It is reported that It is called be used to do sth be filled with Who was it invented by Teenagers should be allowed to choose their own clothes 上面的短语或句子都使用了 表示主语是动作的承受者 被动语态的谓语由 助动词 及物动词的 构成 Task2 各种时态的被动结构 一般现在时 一般过去时 一般将来时 现在进行时 现在完成时 含有情态动词 被动语态的时态变化只改变 be 的形式 过去分词部分不变 疑问式 和否定式的变化也如此 Task3 被动语态的用法 1 不知道或没必要指出动作的执行者时 2 更 加强调动作的承受者时 3 当动作的执行者不是人时 翻译下面句 子 这块手表产于中国 世界上越来越多的人在说汉语 许多房屋被洪水冲走了 wash away flood 四 让学生展示自主复习的结果 掌握各种时态的被动结构和被动 语态的用法 五 合作研讨 Work in groups 学生小组讨论与被动语态相关的特殊情况 Task1 主动句省略 to 被动结构 to 回来 的动词有 Task2 看下面两组句子 判断正误 Children should be taken good care Children should be taken good care of The bike is being fixed The bike is being fixed up 以动词短语作谓语的主动语态变被动语态时 Task 3 发生 和 出现 上升 等 动词是没有被动语态的 又如 这支笔书写流畅 这本书很畅销 Task 4 翻译 这首歌听起来不错 系动词如 是 有 没有 被动语态的 Task 5 有些短语用主动表被动 Eg 需要做某事 值得做某事 六 学生展示 教师补充 完成合作研讨 七 学习检测 Have a try 1 Who was the book A write B wrote C written D written by 2 Where these boxes made A was B were C is D am 3 Now these magazines in the library for a long time A have kept B are keeping C have been keeping D have been kept 4 Tea in the south of China A grows B is grown C were grown D will grow 5 Old people must be looked after well and politely A speak to B spoken C speak D spoken to 6 The boy streets without pay in the old days A was made to clean B made clean C made to clean D was made clean 7 These children dance A were seen B were seen for C were seen to D saw to 8 The apple very sweet A is tasted B taste C tastes D are tasting 9 How dirty the tables are They need A to clean B clean C cleaning D cleaned 10 The book is worth A seeing B being read C seen D reading 八 学生展示答案 教师点拨 九 学生自悟自得 板书设计板书