高中英語(yǔ)4Module4GreatScientists外研版高中英語(yǔ)Book4Mod

LessonplanforM4GreatScientistsGrammarTherevisionofpassivevoiceBasicinformationTeachingmaterialThislessonisGrammar1-revisionofthepassivevoiceinModule4,whichispublishedbyForeignLanguageTeachingandResearchPress.MaterialanalysisThisisagrammarlesson.Passivevoiceisaveryimportantlanguagestructureinhighschool,anditoftenappearsinallkindsofcourseistoreviewthepassivevoicebasedonthegrammaticalcontentofthepassivevoiceinModule4ofthenewstandardEnglishbook4.LearnersanalysisAsforseniortwostudents,theyhavelearnedthebasiclanguagestructuresofgrammarandhaveacertaindegreeoflistening,speaking,readingandwritingability.Intheprocessofteaching,weshouldconsolidatethebasicknowledge,strengthenthecorrectuseofpassivevoiceandincreasethedepthanddifficultyofusinglanguage.However,mostofthestudents'basicknowledgeisstillrelativelyweakandtheabilityofusingEnglishforcommunicationactivitiesispoor,andtheirmotivationforactivelearningisnotenough.However,theyaremoreseriousinclassandtheyareeagertolearnknowledge.Andsomestudentshaveagoodlearningfoundationandtheycanactivelycooperatewithteachers.TeachingobjectivesBytheendofthiscourse,SswillKnowledgeobjectives:beabletodistinguishthedifferentstructuresofthepassivevoice;beabletotransformactivevoiceintopassivevoiceBeabletounderstandthespecialoccasionsaboutpassivevoice,anddealwiththemcorrectly.Culturalobjectives:Bytheendofthisclass,theSswillbeabletogetabetterunderstandingaboutthegreatscientists.Abilityobjectives:Beabletomakesentencesinpassivevoicewitheighttensesaboutthepassivevoice-presentsimpletense,pastsimpletense,futuresimpletenseandpresentperfecttense....Improvetheabilityofacquiringinformation,processinginformation,analyzingandsolvingproblemsbyusingpassivevoice.Emotionalobjectives:HaveastableandlastingmotivationforEnglishlearning,andhaveahighinterestintheclassroomcontent;2.BeabletouseEnglishappropriatelyaccordingtothelanguageenvironmenttoexpresstheirfeelings,attitudesandvalues.TeachingfocusKeypointsWaysoutFormasystematicaluseofthepassivevoiceandbemorefamiliarwiththedifferentusesofit.Guidethestudentstoreviewtheusesofthepassivevoicetheyremember,giveexamplestojudgethefunctionsandmakesentencesbythemselves.Useinductivemethodtoimpressstudents.Difficultpoints.WaysoutPutthepassivevoicecorrectlyinmakingsentencesorwritingapassageinacertaincontext.thereadingtextinthismoduletofindoutthesentencesincludingpassivevoiceandjudgethefunctionsaccordingtothecontext.practicingdifferentformsofpassivevoicethroughdifferentsentencesindifferentcontextsTeachingmethods/strategiesOurteachingphilosophy:Teachingshouldbebuiltbasedonwhatthelearnershavealreadyknownandengagelearnersinlearningneedtodesignenvironmentsandinteractwithlearners.Teachinglanguageitemsshouldnotbeseparatedfromthecontext,orstudentswon’tunderstandtheitemscompletelyandforgeteasily.Teachersplayanimportantroleinaclass,sogivingclearinstructionsforstudentsisvital.Specificteachingmethods:PPPmodelTheinductivemethodingrammarteachingTask-basedlanguageteachingTeachingaidsMulti-mediaComputer,PPT,blackboardTeachingProceduresStagesTeacher’sactivities(Teacher’sactivitiesshouldbeclearlydescribedineachstep,includingteachingbehaviors,teachingaids/resource,learningtasks,etc.)Stage1Warmingup(1min)GreetingsandfreetalkwiththeSs.Lead-inUseapictureaboutEdisontoleadinthetransformationfromactivetopassivevoice.DesigningpurposeThislessonistoreviewtheusageofpassivevoice,sothisstepwilluseapicturetoleadinthetopicdirectly.Aftertheintroduction,Ss’memoryofformerknowledgewillbearousedquickly.Stage2revision(6mins)Reviewthetransformationfromactivevoicetopassivevoice.Checktheanswersofpreviewtask1.Therearetwodialoguesaboutscientists.Sshavefinisheditthedaybefore,sotheteacherjustasktwostudentstochecktheiranswers.Andthenpayattentiontothetimeofeachsentencetogetthetensetheyshoulduse.Checktheanswersofpreviewtask2.Writedowntheformsoftheverbindifferenttenses.Exercise1Therearesomeexerciseaboutpassivevoiceindifferenttenses.Ssthinkandfinishthemquickly.Thenchecktheiranswers.DesigningpurposeLetSslearntoobservethesentences’structuresanddistinguishthedifferentteacherguidesthestudentstomakeasimplesummaryofthepassivevoicetheyhavelearnedandformaclearconceptofit.Stage3Taskcycle(10mins)Task1:ThinkanddiscussT:Doallverbshavepassivevoice?Why?

Ss:No.Maybetheydon’tknowthereason.Sotheteachercouldmakeanexample.T:Forexample,Iamcrying.Canyoumakethissentenceintopassivevoice?Ss:No.T:Why？Ss:Becausethereisnoobject.Howcouldyouputtheobjectinfrontoftheverb?T:Yes.Vthavepassivevoice,butvican’tbeusedinthepassivevoice.Soarethereotheroccasionsaboutpassivevoice?Task2:Learnbyyourselfandthendrawamindmap.AskSstogothroughtheknowledgeofspecialoccasionsofpassivevoicequietly,andthentheyshoulddrawamindmap.Afterthis,Twillasksomeofthemtoshowforus.DesigningpurposeThefirsttaskistorousethemtothinkaboutthespecialoccasionsofpassivevoice.Andthesecondtaskistodeveloptheirself-learningabilityaswellastheirsummaryandorganizeability.Stage4Productionandexercise(19mins)Gothroughthespecialoccasionsonebyone.Explainthemsomedifficultpointsifnecessary.Anddosomeexercisetocheckiftheyunderstandthemandknowhowtousethem.DesigningpurposeThisstepistocheckthemiftheyreallyunderstandthespecialoccasionsofpassivevoice.Stage5Summaryandhomework(4mins)Summarizetheknowledgewe’velearnedtoday,makeacommentontheirperformanceduringthisclassandpoi