英語人教版九年級(jí)全冊(cè)被動(dòng)語態(tài)總復(fù)習(xí)

1、人教版九年級(jí)英語中考復(fù)習(xí)教案ThePassiveVoice教學(xué)設(shè)計(jì)TeachingDesignsAimsofbasicknowledge:1. UnderstandtherearetheActiveVoiceandthePassiveVoiceinEnglishverb.2.MasterthestructureofthePassiveVoice.Aimofability:ChangetheActiveVoiceintothePassiveVoiceorchangethePassiveVoiceintotheActivevoice.Aimsofemotion:1. Trainthestudent

2、s'spritandabilityofuniteandcooperation.2. Arousethestudents'interestoflearningEnglish.TeachingKeyPoint:ThestructureofthePassiveVoice.TeachingDifficultPoint:HowtochangetheActiveVoiceintothePassiveVoiceorchangethePassiveVoiceintotheActiveVoice.TaskActivities:TaskOne:WhataretheActiveVoiceandthe

3、PassiveVoice?TaskTwo:WhatisthestructureofthePassiveVoice?TaskThree;HowtochangetheActiveVoiceintothePassiveVoice.TaskFour:PracticeandConsolidation1.TaskFive:PracticeandConsolidation2.TeachingProcedures:Step1:Warming-up.ShowTeachingAims(slide).刺激學(xué)生的視覺感官，激發(fā)學(xué)生的學(xué)習(xí)積極性，讓學(xué)生在輕松愉快的氛圍中進(jìn)入本節(jié)的目標(biāo)學(xué)習(xí)。Step2:TaskOne.I

4、.Lead-in1(slide):WespeakChinese.我們說漢語。Chineseisspokenbyus.漢語被我們說。1.Theteacherandthestudentsanalysetherelationof（動(dòng)作）的執(zhí)行者，Chinese是speak（動(dòng)作）的承受者。2. TheteacherandthestudentsanalyseinSentence“we”,“Chinese”and“spe是"spigether.TheiWespeb主語而且是動(dòng)作的執(zhí)行者,soleadtoTheActivePassive;InsentenceChineseisspokenbyus

5、是主語而且是動(dòng)作的承受者,soleadtoThePassiveVoice.3. Askastudentsay“WhataretheActiveVoiceandthePassiveVoice?4. Theteachersumup.n.Presentation1（slide）:主動(dòng)語態(tài)：主語是動(dòng)作的執(zhí)行者。英語動(dòng)詞：被動(dòng)語態(tài)：主語是動(dòng)作的承受者。Step3:TaskTwo.I.Lead-in2（slide）:WespeakChinese.（主動(dòng)）Chineseisspokenbyus.（被動(dòng)）1. TheteacherandthestudentsanalysethestructureofThePa

6、ssiveVoiceaccordingto2. Askthestudentstodiscuss.3. AskastudentsumupthestructureofThePassiveVoice.4. Theteachercheck.isspokenn.Presentation2（slide）:被動(dòng)語態(tài)的構(gòu)成：助動(dòng)詞be+及物動(dòng)詞的過去分詞AskthestudentstodiscussthestructureofThePassiveVoicewehavelearneddifferentkindsoftenses.（教師先提示：在被動(dòng)語態(tài)中，動(dòng)詞過去分詞永遠(yuǎn)不變，所有的變化都體現(xiàn)在助動(dòng)詞be的變化

7、上,be相當(dāng)于各種時(shí)態(tài)中的動(dòng)詞)Show(多媒體)各種時(shí)態(tài)的被動(dòng)語態(tài)構(gòu)成Student1:一般現(xiàn)在時(shí)am/is/are+動(dòng)詞過去分詞Student2:一般過去時(shí)was/were+動(dòng)詞過去分詞Student3:現(xiàn)在進(jìn)行時(shí)am/is/arebeing+動(dòng)詞過去分詞Student4:過去進(jìn)行時(shí)was/werebeing+動(dòng)詞過去分詞Student5:一般將來時(shí)willbe+動(dòng)詞過去分詞Student6:現(xiàn)在完成時(shí)have/hasbeen+動(dòng)詞過去分詞Student7:含有情態(tài)動(dòng)詞情情態(tài)動(dòng)詞+be+動(dòng)詞過去分詞Step4:TaskThree.I.Lead-in3（slide）:WespeakChine

8、se.主語謂語動(dòng)詞賓語Chineseisspokenbyus主語謂語動(dòng)詞過去分詞（被）賓語1. HelpthestudentsanalysehowtochangeTheActiveVoiceintothePassiveVoice.（用三種顏色標(biāo)出對(duì)應(yīng)部分，學(xué)生能一目了然地說出主動(dòng)變被動(dòng)分三步走）2. Askthestudentstodiscussandthenaskastudenttosumup.3. Theteachercheck.n.Presentation3(slide):主動(dòng)語態(tài)變被動(dòng)語態(tài)的步驟：1. 原主動(dòng)句中的賓語變成被動(dòng)語態(tài)的主語。2. 謂語動(dòng)詞變成被動(dòng)語態(tài)結(jié)構(gòu)“be動(dòng)詞過去分詞

9、”，注意be要隨新主語的人稱和數(shù)進(jìn)行變化，時(shí)態(tài)要與原主動(dòng)句的時(shí)態(tài)保持一致。3原主動(dòng)句中的主語變成被動(dòng)語態(tài)的賓語，人稱代詞用賓格，其前用介詞by(被)，其他成分(定語，狀語)不變。Step5:TaskFour(PracticeandConsolidation1):給出漢語我每周寫一封信"讓學(xué)生給出英語，并用所給時(shí)間狀語(yesterday,now,atthistimeyesterday,tomorrow,already,can)將該句翻譯成對(duì)應(yīng)時(shí)態(tài)的英語，再把各句變成對(duì)應(yīng)的被動(dòng)語態(tài)，這樣學(xué)生既復(fù)習(xí)了所學(xué)的各鐘時(shí)態(tài)的結(jié)構(gòu)，又練習(xí)鞏固了被動(dòng)語態(tài)結(jié)構(gòu)，達(dá)到了突出本節(jié)重點(diǎn)，突破難點(diǎn)的效果。As

10、kthestudentstodiscussandthensaytheanswers.Show(多媒體)Student1:Iwritealettereveryweek.Aletteriswrittenbymeeveryweek.Student2:Iwrotealetteryesterday.Aletterwaswrittenbymeyesterday.Student3:Iamwritingaletternow.Aletterisbeingwrittenbymenow.Student4:Iwaswritingaletteratthistimeyesterday.Aletterwasbeingwri

11、ttenbymeatthistimeyesterday.Student5:Iwillwritealettertomorrow.Aletterwillbewrittenbymetomorrow.-Student6:Ihavealreadywrittenaletter.Aletterhasbeenalreadywrittenbyme.Student7:Icanwritealetter.Alettercanbewrittenbyme.Step6:TaskFive(PracticeandConsolidation2):ChangethePassiveVoiceintotheActiveVoice.St

12、ep7:Sum-up:themaincontentsinthislessonStep8:Homework:MakesentenceswithallkindsoftenseswehavelearnedandthenchangethemintothePassivevoice.BlackboardDesign:Unit9Whenwasitinvented?Grammar:ThePassiveVoice.被動(dòng)語態(tài)的構(gòu)成：助動(dòng)詞be+及物動(dòng)詞的過去分詞各種時(shí)態(tài)被動(dòng)語態(tài)的構(gòu)成：一般現(xiàn)在時(shí)am/is/are+動(dòng)詞過去分詞一般過去時(shí)was/were+動(dòng)詞過去分詞現(xiàn)在進(jìn)行時(shí)am/is/arebeing+動(dòng)詞過去

13、分詞過去進(jìn)行時(shí)was/werebeing+動(dòng)詞過去分詞一般將來時(shí)willbe+動(dòng)詞過去分詞現(xiàn)在完成時(shí)have/hasbeen+動(dòng)詞過去分詞含有情態(tài)動(dòng)詞情情態(tài)動(dòng)詞+be+動(dòng)詞過去分詞教學(xué)流教學(xué)反思教材依據(jù)：人民教育出版社九年義務(wù)教育三年制初級(jí)中學(xué)教科書九年級(jí)第九單元。教學(xué)內(nèi)容：被動(dòng)語態(tài)ThePassiveVoice。貫穿本節(jié)課的主線是被動(dòng)語態(tài)，我圍繞這條主線本著以學(xué)生為主體的角度來設(shè)計(jì)教學(xué)內(nèi)容，活動(dòng)的設(shè)計(jì)前后相連，層層深入，使教學(xué)呈階梯式層層推進(jìn)，并積極采用現(xiàn)代化的教學(xué)手段一一運(yùn)用多媒體輔助教學(xué)，提高教學(xué)效率。在各項(xiàng)活動(dòng)中，學(xué)生的大腦始終處于一種激活狀態(tài)，整個(gè)學(xué)習(xí)過程都是積極主動(dòng)的，學(xué)生獲得的不

14、僅僅是現(xiàn)成的知識(shí)，還有語言運(yùn)用的能力，并在完成任務(wù)過程中體驗(yàn)成功的喜悅，獲得成就感，實(shí)現(xiàn)自我價(jià)值。學(xué)生在本節(jié)課中不但明白了英語動(dòng)詞有主動(dòng)語態(tài)和被動(dòng)語態(tài)兩種語態(tài)，而且掌握了被動(dòng)語態(tài)的結(jié)構(gòu)，并做到了主動(dòng)與被動(dòng)的互相轉(zhuǎn)換，這正是教學(xué)目的的所在。課前讓同學(xué)們?cè)谟淇烊岷偷母枨曋休p松進(jìn)入了本節(jié)學(xué)習(xí)，上課后首先展示了教學(xué)目標(biāo)，同學(xué)們明白了本節(jié)的學(xué)習(xí)任務(wù)。整節(jié)課我精神飽滿，情緒高漲，自然激勵(lì)了學(xué)生們濃厚的學(xué)習(xí)興趣。授課過程中始終貫穿一個(gè)主線一一被動(dòng)語態(tài)，層次清晰，脈絡(luò)清楚且層層深入，學(xué)生活動(dòng)量大，思維敏捷，充分體現(xiàn)了學(xué)生為主體，教師為主導(dǎo)的教學(xué)原則。尤其是練習(xí)與鞏固任務(wù)中體現(xiàn)了以點(diǎn)帶面，使得同學(xué)們即復(fù)習(xí)了學(xué)過的知識(shí)，又鞏固了本節(jié)的新知識(shí)。總之，整節(jié)課氣氛活躍，師生情緒激昂，