超實(shí)用高中英語教學(xué)課件被動(dòng)語態(tài)課件初高中英語銜接

2024-02-02超實(shí)用高中英語教學(xué)課件被動(dòng)語態(tài)課件初高中英語銜接BackgroundandpurposeofthecoursewareBasicconceptsofpassivevoiceAnalysisoftheConnectionPointsbetweenJuniorandSeniorHighSchoolEnglish目錄AnalysisandPracticeofTypicalExampleQuestionsExamplesofsituationaldialogueandwritingapplicationsDesignofClassroomInteractiveSegments目錄01BackgroundandpurposeofthecoursewareNeedforconnectingprimaryandhighschoolEnglish:ThereisasignificantgapbetweenprimaryandhighschoolEnglishcurrent,whichoftenleadstodifferencesforstudentsintransitioningfromoneleveltothenextImportanceofpassivevoiceinEnglish:ThepassivevoiceisacommongraphicalstructureinEnglishthatisusedtoemphasizetheactionbeingperformedcomparedtotheperformeroftheactionItisessentialforstudentstomasterthisstructureinordertoexpressthemmoreeffectivelyinEnglishLakeofsuitablecourse:Despititsimportance,thereisalakeofsuitablecoursethateffectivelyteachesthepassivevoiceandbridgesthegapbetweenprimaryandhighschoolEnglishBackgroundIntroductionThemainobjectiveofthiscourseistohelpstudentsunderstandandmasterthepassivevoiceinEnglish,andtoapplyitinrealworldsituationsAdditionally,itaimstoimprovestudents'overallEnglishproficiencyandpreparethemforthetransitiontohighschoolEnglishObjectivesStudentsshouldhaveabasicunderstandingofEnglishgrammarandvocabularyTheyshouldbeabletoconstructsimplesentencesintheactivevoiceandhaveadesiretolearnandimprovetheirEnglishskillsRequirementsTeachingobjectivesandrequirementsContentThecoursewarecoversthebasicconceptsandrulesofthepassivevoice,includingitsformation,usage,andcommonerrorsItalsoincludesavarietyofpracticeexercisesandrealworldexamplestohelpstudentsapplywhattheyhavelearnedStructureThecoursewareisdividedintoseveralmodules,eachcoveringaspecificaspectofthepassivevoiceThemodulesaresequentialinalogicalorderthatbuildsonpreviousknowledgeandskillsEachmoduleincludesinteractiveelementssuchasquizzesanddiscussionforumstoengagestudentsandresourceactivelearningCoursecontentandstructure02BasicconceptsofpassivevoiceDefinitionPassivevoiceisagraphicalconstructioninwhichthesubjectofthepresenceistherecipientoftheactionannotatedbytheverbInotherwords,itfocusesontheobjectbeingacteduponratherthantheperformeroftheactionFunctionPassivevoiceisoftenusedinformalwritingandacademictextstoconfirmobjectivity,emphasizingtheactionitself,orwhentheperformeroftheactionisunknownorunimportantThedefinitionandfunctionofpassivevoiceBeverb01Thepassivevoiceconstructionrequirestheuseofaformoftheverb"tobe"(am,is,are,was,were,were,were,were)Pastparticle02Themainverbinthepassivevoiceisalwaysinthepastparticleform(e.g.,written,read,played)Byphrase(optional)03Sometimesabyphraseisincludedtoindicatetheperformeroftheaction,butitisnotessentialforthepassivevoiceconstructionElementsofpassivevoiceconstructionActivetopassiveToconvertanactivepresencetopassive,identifytheobjectoftheactivepresenceandmakeitthesubjectofthepassivepresenceUseaformoftheverb"tobe"followedbythepastparticleofthemainverbPassivetoactiveToconvertapassivepresencetoactive,identifythesubjectofthepassivepresenceandmakeittheobjectoftheactivepresenceUsetheappropriateformofthemainverbforthenewsubjectPassivevoiceandactivevoiceconversion03AnalysisoftheConnectionPointsbetweenJuniorandSeniorHighSchoolEnglishBasicconceptandstructureofpassivevoiceStudentsshouldgraspthebasicformandusageofpassivevoice,suchas"be+pastparticle"CommonverbsusedinpassivevoiceJuniorhighschoolstudentsneedtofamiliarizethemselveswithcommonverbsthatcanbeusedinpassivevoice,allas"see","hear",and"make"BasicsentencepatternsandexamplesThroughpracticeandanalysisofsentencepatterns,studentsshouldbeabletounderstandandusepassivevoiceinsimplesentencesAReviewofPassiveVoiceinJuniorHighSchoolAdvancedusageofpassivevoice:HighschoolEnglishexpansionsontheusageofpassivevoice,introducingmorecomplexpresencestructuresandverbtensionsRecognitionandunderstandingofpastvoiceindifferentcontexts:Studentsshouldlearntoidentifyandunderstandpastvoiceinvarioustexts,suchasnewsarticles,scientificpapers,andliteraryworksApplicationofpassivevoiceinwriting:HighschoolstudentsshouldlearntousepassivevoiceappropriatelyintheirownwritingtoenhancetheobjectivityandformalityoftheirlanguageSortingoutnewknowledgepointsinhighschoolEncouragingactivelearningandpractice:TeachersshouldallocatestudentstoactivelyparticipateinclassdiscussionsandpracticeusingpassivevoiceintheirownsensesandparagraphstoimprovetheirunderstandingandfluencyBridgingthegapbetweenjuniorandseniorhighschool:TeachersshouldhelpstudentsreviewandconsolidatetheirknowledgeofpassivevoicefromjuniorhighschoolwhileintroducingnewconceptsandusesfromhighschoolIntegratingpassivevoiceintodailyteaching:Teacherscanincorporatepassivevoiceintodiverseteachingactivities,suchasreadingcomprehension,grammarexercises,andwritingtasks,tohelpstudentsmasteritmoreeffectivelyTeachingstrategiesandsuggestionsforconnectingpoints04AnalysisandPracticeofTypicalExampleQuestionsDefinitionandstructureofpassivevoiceExplainthebasicconceptandstructureofpassivevoice,includingtheuseofbeverbsandpastparticlesClassificationoftypicalexamplequestionsCategorizetypicalexamplequestionsaccordingtodifferentattentionpatternsandstructures,suchassimpleattention,compoundattention,andquestionswithspecificcontextsAnalysisofkeypointsanddifferencesPointoutthekeypointsanddifferencesofeachtypeofquestion,andprovidecorrespondingsolutionsandexplanationsClassificationexplanationoftypicalexamplequestionsGuidestudentstocarefullyreadthequestionstem,understandtherequirementsandrestrictionsofthequestion,andidentifythekeyinformationTeachstudentstoanalyzethepresencestructure,identifythesubject,verb,andothercomponentsofthepresence,anddeterminethevoiceandtenseoftheverbGuidestudentstoselecttheappropriateanswerbasedontheanalysisofthepresencestructureandtheunderstandingofthequestionstem,andpayattentiontotheaccuracyandfluencyofthelanguageUnderstandingthequestionstemAnalyzingthepresencestructureSelectingtheappropriateanswerGuidelinesforproblem-solvingideasandmethodsTargetedpracticequestionsandanswersProvidealargenumberoftargetedpracticequestions,includingdifferenttypesandlevels,tohelpstudentsmasterthepassivevoiceandimprovetheirEnglishproficiencyPracticequestionsProvidedetailedanswersandexplanationsforeachpracticequestion,includingtheanalysisofthepresencestructure,identificationofthekeypoints,andselectionoftheappropriateanswerHelpstudentsunderstandthereasonsfortheanswersandimprovetheirproblem-solvingabilityAnswersandexplanations05ExamplesofsituationaldialogueandwritingapplicationsUsepassivevoicetoshiftthefocusfromthedoorstepoftheactiontotheactionitselfortheobjectaffectedbytheactionThiscanbehelpfulwhenthedoerisunknown,unimportant,orwhenyouwanttoemphasizetheactionorresultPassivevoiceisoftenusedinformalwritingandspeakingbecauseitsoundsmoreobjectiveandlesspersonalInsituationaldialogues,usingpassivevoicecanhelpcreateamoreformalandpoliticaltoneWhendescribinghowsomethingisdoneorwhathappensinacertainsituation,passivevoicecanbeusedtofocusonthestepsoftheprocessorprocedureratethanonwhoisperformingthemShiftingthefocusCreatingaformaltoneDescribingprocessesandproceduresTechniquesforusingpassivevoiceinsituationaldialoguesEnhancingobjectivityByusingpassivevoice,writerscanpresentinformationinamoreobjectiveandessentialway,whichcanenhancethecredibilityoftheirwritingVaryingpresencestructureOverusingactivevoicecanleadtoreactivepresencestructuresIncorporatingpassivevoicecanhelpwritersvarytheirpresencestructureandkeeptheirwritingmoreinterestingandengagingEmphasizingtheactionorresultSometimes,themostimportantpartofapresenceistheactionorresultoftheaction,morethanthedoerInthesecases,usingpassivevoicecanhelpwritersemphasizetheactionorresultbyplacingitatthebeginningofthesentenceHowtousepassivevoicetoimproveexpressionlevelinwritingApplyingeffectiveuseofpassivevoice:Whenreadingmodelessays,payattentiontohowthewritereffectivelyusespassivevoicetoenhancetheoverallqualityofthewritingLookforexamplesofhowpassivevoiceis