被动语态教学设计

1、 高一年级英语必修二语法专练（被动语态）教学设计姓名：邓丽琼 班级：340、343 Grammar Focus: Passive Voice一、教学内容重点解决语法项目“被动语态”二、教学目标1. 知识与技能 复习被动语态(一般过去时,一般现在时,情态动词) 尤其是一般过去时的被动语态。以至于学生在日常生活中能正确地，自如地运用被动语态的句式表达简单的思想。2. 过程与方法 这一节课的学习对整个单元的教学内容的学习起到铺垫作用。首先以漂亮的图片引出标题，通过听对话填空引出一般过去时的被动语态的句型，从而展开复习概括各种时态的被动语态，然后根据图片由浅入深进行操练巩固，通过小组合作方式完成卷面上

2、的练习，最后检测反馈学生运用知识的能力。让学生体验自主学习，合作学习的过程与方法。3. 情感态度与价值观强调伟大发明对人类做出的贡献，从而激发鼓励学生善于思考，勇于创新的精神。三、学习者特征分析1. 非智力因素方面学生为普通班学生，基础一般，整体水平较低。如果讲授其它内容，例如：听力，阅读或作文等，学生都会感觉很吃力，授课难度拔不上来，这样讲课效果不会很好。2. 智力因素方面 由于学生为初三学生，还是有一定的英语的语法的基础知识，并且能够就一些话题进行简单的讨论，同时也有一定的听说读写的能力。四、重点难点分析 这节课的重点是复习各个时态的被动语态，并对被动语态的构成进行概括总结。学生可能会在观

3、察概括总结环节上有些困难，作为教师会一步一步引导学生完成此项教学任务。五：教学环境及资源1. 教学环境学生教室2. 教学资源教师用的PPt课件，练习卷，录音机六：教学过程：课前两分钟提前进教室，提醒学生做好上课准备。提前分发练习。与个别生交谈。调整学生状态，缓解学生心理压力，营造适合的学习氛围，拉进师生距离，构建“适脑”的学习氛围第一环节：引入新课教师：第一 给实物图片及年代数字 第二 学生猜二者的关系引出关键词 invent教师板书单元标题 第三 学生打开课本猜物品发明年代引出句型学生：首先学生熟悉图片上的所有单词，然后在教师的一步一步的引导下猜出实物与年代的关系是invent 这个词。学生

4、打开书，猜物品发明年代并用一般过去时的被动语态的句子描述这些物品被发明的年代。设计意图：1.通过标题，初步接触语言现象。 2.扫除障碍，为课堂以下内容做铺垫。 3. 两次“猜猜”的活动，激发了学生的学习热情。以问问题、想问题、探索问题、解决问题为中心来进行课堂教学设计，更符合脑的认知规律。第二环节：复习概括1听填信息教师：用录音机播放对话要求学生听填信息A: Life must have been difficult when you were a kid.B: Oh, not really. Why do you say that?A: Well, you didnt have many m

5、odern inventions. Like, you probably didnt have a telephone, right?B: Of course we did! How old do you think I am? The telephone _ _ in _.A. How about cars? I bet cars werent invented yet.B: Sure they were. Cars _ _ in _. My family had a car. I think you need to take a history class, Alice.A: Ha, ha

6、! Well, did you have a TV?B: No, We didnt. The TV _ _ around _., I think some friends of mine had one. But in those days, TVs were really expensive, and we couldnt afford one.A: And I bet you didnt have calculators and computers and stuff. Thats something I do know. We learned in school that handhel

7、d calculators _ _ in _ and personal computers _ _ in_.B: Youre right. I didnt have those things when I was young. But I do now.学生：听填信息设计意图：为引出一般过去时的被动语态的句型而设计。2. 观察归纳教师：要求学生观察句型的时态与语态 1. The TV wainventedaroun1927. 2. The calculators were invented In 1971. 3. The computers were invented in 1976. 4.

8、The telephone was invented in 1876. 5.The cars were invented in 1885.学生：观察与总结 设计意图：总结出一般过去时的被动语态was + 动词的过去分词were3. 联系拓展：教师：因为学生热爱体育活动，对体育活动感兴趣，所以教师对学生进行关于运动会的提问，学生：回答教师的提问 The sports meeting was held three months ago. 一般过去时的被动语态The sports meeting is held every September . 一般现在时的被动语态The sports meeti

9、ng should be held every September in our school 情态动词的被动语态设计意图：引出各种时态的被动语态的句型总结提升， 教师：要求学生观察总结一般现在时：is/are 一般过去时：was/were + 动词过 去分词情态动词:should be/ can be/ may be/ must be 学生：观察总结被动语态的构成 be+ 动词的过去分词 设计意图：引导学生主动思考,透过表面的语言现象，用心观察，找到他们共同的语言规律，总结出语法结构，也就是被动语态的构成。这样使学生对教学内容记忆深刻。学习从材料中提取有效信息，然后归纳、概括，形成自己的观点

10、，很符合脑的认知规律。第三环节：操练巩固教师：要求学生利用小组合作学习的方式完成卷面上的练习，题目由浅入深学生：小组合作学习的方式完成卷面上的练习一：单项选择：( ) 1. Another library_ last month in my hometown. A. built B. was built C. has been built D. is built( ) 2. The new computers _ to the village a few days ago. A. are given B. given C. were given D. give( ) 3. Chinese _

11、by the largest number of people. A. is speaking B. speak C. speaks D. is spoken( ) 4.The trees must _ three times a week. A. water B. is watering C. be watered D. waters( ) 5. The letter _ in French, I cant read it. A. is writing B. is written C. is wrote D. is writes二：连词成句:1. the TV, was , when, in

12、vented,_2. in, It, invented, was, 1876，_3.are, by, the elephant, kill（杀死), people,_ 4. ago, built, The Great Wall, years, was, thousands of_5.should, watered, the flowers, every day. be_6. must, the hospital, taken to, The man , be, _三：方框选词并用正确的形式填空 invent，give, make, allow, turn off， 1.They _ to pl

13、ay computer games for half an hour on weekends.2.This kind of bike _in China.3.The lights must _before leaving.4.We _ some advice on English study last week.5.The camera _ in 1827. 设计意图： 单项填空 熟悉，强化被动语态的构成，让学生形成条件反射，一见到这种构成就想到被动语态。连词成句 同学熟悉了被动语态的构成，就要动手去做，进一步强化他们单一使用被动语态。方框选词 选择方框中的词并用其正确形式填空。这是一道综合性

14、比较强的题，学生既要分辩词，又要分辩时态，同时想出各种时态的构成，难度加大。因为考虑到有个别学生会掌握的不好，这样在小组学习中能够互相讨论，合作学习，共同完成，达到面对每一个学生，对每一个学生都负责的理想状态，同时，既能培养合作意识，又能减少学生思考和回答问题时的紧张和压力，有利于脑的学习。第四环节：运用输出教师：呈现几幅图同时给出关键词学生：就所给图及关键词进行造句。设计意图：由于老师在前面不停地进行铺垫、输入，就算学生基础再差，最后也能顺畅地运用输出。另外让学生感受到，仅仅利用本节课教师的所教就能有一定量的输出，使他们增强自信心，让他们感受到，只要跟着老师走，就会有收获。第五环节：检测反馈

15、教师：教师要求学生在2分钟内完成几道关于被动语态的练习题学生：按要求完成练习并且交给教师。1.Football_ all over the world. A. is playing B. is played C. plays D. play2.This school _ last year. A. is built B. was built C. were built D. built3. These books must _ to the library on time. A. send B. give back C. be returned D. returned 4. This pain

16、ting_ to a museum in New York in 1997. A. sellsB. soldC. was soldD. is sold5. The stars_ in the daytime. A. cant seeB. can be seeingC. cant be seenD. see6. Cleaned, the classroom, every day, is._7. last week, was, the bike, repaired, _设计意图： 主要通过练习来了解学生在课堂上对所学知识的掌握。Studying aims: 1. To understand the

17、 difference between the active voice and the passive voice 2.To learn how to change the active voice into the passive voice. 3. To master the different structures of the voice in the different tenses 4. To know about the special uses of the passive voice. Teaching procedures Step 1: Disclose the stu

18、dying aims of this period. Step2 : Review the difference between the active voice and the passive voice by judging the kinds of the given sentences. Step 3: Review the different structures of passive voice in the different senses. Step 4: Review how to change the active voce into the passive voice Step 5: Study the special uses of voice 教学反思：根据本节课复习的语言目标（The passive voice），我精心设计了总结-复习-运用-扩充方式的教学方法，不仅让学生可以回顾初中阶段所学的被动语态知识，同时也扩充了高中阶段我们所学的要点，从而进一步培养学生听说读写的综合语言能力，同时培养学生的分析问题和自主解决问题的能力。启发学生带着问题思考，从而寻找解决问题的办法。有机的将所学的有关被动语态的语法知识都系统的联系在一起，从而便于学生的掌握和学习。这样一来，对于一部分英语基础差的学生，有着巩固基础的作用。从而促进学生实践