被動語態(tài)教學設計

1、 高一年級英語必修二語法專練（被動語態(tài)）教學設計姓名：鄧麗瓊 班級：340、343 Grammar Focus: Passive Voice一、教學內容重點解決語法項目“被動語態(tài)”二、教學目標1. 知識與技能 復習被動語態(tài)(一般過去時,一般現(xiàn)在時,情態(tài)動詞) 尤其是一般過去時的被動語態(tài)。以至于學生在日常生活中能正確地，自如地運用被動語態(tài)的句式表達簡單的思想。2. 過程與方法 這一節(jié)課的學習對整個單元的教學內容的學習起到鋪墊作用。首先以漂亮的圖片引出標題，通過聽對話填空引出一般過去時的被動語態(tài)的句型，從而展開復習概括各種時態(tài)的被動語態(tài)，然后根據(jù)圖片由淺入深進行操練鞏固，通過小組合作方式完成卷面上

2、的練習，最后檢測反饋學生運用知識的能力。讓學生體驗自主學習，合作學習的過程與方法。3. 情感態(tài)度與價值觀強調偉大發(fā)明對人類做出的貢獻，從而激發(fā)鼓勵學生善于思考，勇于創(chuàng)新的精神。三、學習者特征分析1. 非智力因素方面學生為普通班學生，基礎一般，整體水平較低。如果講授其它內容，例如：聽力，閱讀或作文等，學生都會感覺很吃力，授課難度拔不上來，這樣講課效果不會很好。2. 智力因素方面 由于學生為初三學生，還是有一定的英語的語法的基礎知識，并且能夠就一些話題進行簡單的討論，同時也有一定的聽說讀寫的能力。四、重點難點分析 這節(jié)課的重點是復習各個時態(tài)的被動語態(tài)，并對被動語態(tài)的構成進行概括總結。學生可能會在觀

3、察概括總結環(huán)節(jié)上有些困難，作為教師會一步一步引導學生完成此項教學任務。五：教學環(huán)境及資源1. 教學環(huán)境學生教室2. 教學資源教師用的PPt課件，練習卷，錄音機六：教學過程：課前兩分鐘提前進教室，提醒學生做好上課準備。提前分發(fā)練習。與個別生交談。調整學生狀態(tài)，緩解學生心理壓力，營造適合的學習氛圍，拉進師生距離，構建“適腦”的學習氛圍第一環(huán)節(jié)：引入新課教師：第一 給實物圖片及年代數(shù)字 第二 學生猜二者的關系引出關鍵詞 invent教師板書單元標題 第三 學生打開課本猜物品發(fā)明年代引出句型學生：首先學生熟悉圖片上的所有單詞，然后在教師的一步一步的引導下猜出實物與年代的關系是invent 這個詞。學生

4、打開書，猜物品發(fā)明年代并用一般過去時的被動語態(tài)的句子描述這些物品被發(fā)明的年代。設計意圖：1.通過標題，初步接觸語言現(xiàn)象。 2.掃除障礙，為課堂以下內容做鋪墊。 3. 兩次“猜猜”的活動，激發(fā)了學生的學習熱情。以問問題、想問題、探索問題、解決問題為中心來進行課堂教學設計，更符合腦的認知規(guī)律。第二環(huán)節(jié)：復習概括1聽填信息教師：用錄音機播放對話要求學生聽填信息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.學生：聽填信息設計意圖：為引出一般過去時的被動語態(tài)的句型而設計。2. 觀察歸納教師：要求學生觀察句型的時態(tài)與語態(tài) 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.學生：觀察與總結 設計意圖：總結出一般過去時的被動語態(tài)was + 動詞的過去分詞were3. 聯(lián)系拓展：教師：因為學生熱愛體育活動，對體育活動感興趣，所以教師對學生進行關于運動會的提問，學生：回答教師的提問 The sports meeting was held three months ago. 一般過去時的被動語態(tài)The sports meeting is held every September . 一般現(xiàn)在時的被動語態(tài)The sports meeti

9、ng should be held every September in our school 情態(tài)動詞的被動語態(tài)設計意圖：引出各種時態(tài)的被動語態(tài)的句型總結提升， 教師：要求學生觀察總結一般現(xiàn)在時：is/are 一般過去時：was/were + 動詞過 去分詞情態(tài)動詞:should be/ can be/ may be/ must be 學生：觀察總結被動語態(tài)的構成 be+ 動詞的過去分詞 設計意圖：引導學生主動思考,透過表面的語言現(xiàn)象，用心觀察，找到他們共同的語言規(guī)律，總結出語法結構，也就是被動語態(tài)的構成。這樣使學生對教學內容記憶深刻。學習從材料中提取有效信息，然后歸納、概括，形成自己的觀點

10、，很符合腦的認知規(guī)律。第三環(huán)節(jié)：操練鞏固教師：要求學生利用小組合作學習的方式完成卷面上的練習，題目由淺入深學生：小組合作學習的方式完成卷面上的練習一：單項選擇：( ) 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：連詞成句:1. the TV, was , when, in

12、vented,_2. in, It, invented, was, 1876，_3.are, by, the elephant, kill（殺死), 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：方框選詞并用正確的形式填空 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. 設計意圖： 單項填空 熟悉，強化被動語態(tài)的構成，讓學生形成條件反射，一見到這種構成就想到被動語態(tài)。連詞成句 同學熟悉了被動語態(tài)的構成，就要動手去做，進一步強化他們單一使用被動語態(tài)。方框選詞 選擇方框中的詞并用其正確形式填空。這是一道綜合性

14、比較強的題，學生既要分辯詞，又要分辯時態(tài)，同時想出各種時態(tài)的構成，難度加大。因為考慮到有個別學生會掌握的不好，這樣在小組學習中能夠互相討論，合作學習，共同完成，達到面對每一個學生，對每一個學生都負責的理想狀態(tài)，同時，既能培養(yǎng)合作意識，又能減少學生思考和回答問題時的緊張和壓力，有利于腦的學習。第四環(huán)節(jié)：運用輸出教師：呈現(xiàn)幾幅圖同時給出關鍵詞學生：就所給圖及關鍵詞進行造句。設計意圖：由于老師在前面不停地進行鋪墊、輸入，就算學生基礎再差，最后也能順暢地運用輸出。另外讓學生感受到，僅僅利用本節(jié)課教師的所教就能有一定量的輸出，使他們增強自信心，讓他們感受到，只要跟著老師走，就會有收獲。第五環(huán)節(jié)：檢測反饋

15、教師：教師要求學生在2分鐘內完成幾道關于被動語態(tài)的練習題學生：按要求完成練習并且交給教師。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, _設計意圖： 主要通過練習來了解學生在課堂上對所學知識的掌握。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 教學反思：根據(jù)本節(jié)課復習的語言目標（The passive voice），我精心設計了總結-復習-運用-擴充方式的教學方法，不僅讓學生可以回顧初中階段所學的被動語態(tài)知識，同時也擴充了高中階段我們所學的要點，從而進一步培養(yǎng)學生聽說讀寫的綜合語言能力，同時培養(yǎng)學生的分析問題和自主解決問題的能力。啟發(fā)學生帶著問題思考，從而尋找解決問題的辦法。有機的將所學的有關被動語態(tài)的語法知識都系統(tǒng)的聯(lián)系在一起，從而便于學生的掌握和學習。這樣一來，對于一部分英語基礎差的學生，有著鞏固基礎的作用。從而促進學生實踐