小怡子乖乖
The Passive Voice 教学设计河北省卢龙县双望镇中学 张洁清 教材依据：人民教育出版社九年义务教育三年制初级中学教科书九年级第九单元。 Teaching Designs Aims of basic knowledge：1. Understand there are the Active Voice and the Passive Voice in English verb .2 .Master the structure of the Passive Voice.Aim of ability: Change the Active Voice into the Passive Voice or change the Passive Voice into the Active voice. Aims of emotion:1. Train the students’ sprit and ability of unite and cooperation.2. Arouse the students’interest of learning English.Teaching Key Point:The structure of the Passive Voice.Teaching Difficult Point:How to change the Active Voice into the Passive Voice or change the Passive Voice into the Active Voice.Task Activities:Task One: What are the Active Voice and the Passive Voice?Task Two: What is the structure of the Passive Voice?Task Three; How to change the Active Voice into the Passive Voice.Task Four: Practice and Consolidation 1.Task Five: Practice and Consolidation 2.Teaching Procedures:Step1: Warming-up.Show Teaching Aims(slide). 刺激学生的视觉感官，激发学生的学习积极性，让学生在轻松愉快的氛围中进入本节的目标学习。Step 2: Task One.Ⅰ.Lead-in1(slide):We speak Chinese . 我们说汉语。Chinese is spoken by us . 汉语被我们说。1．The teacher and the students analyse the relation of “we”, “Chinese” and “speak” together.Then point out we是 speak（动作）的执行者，Chinese是speak(动作)的承受者。2． The teacher and the students analyse in Sentence “We speak Chinese”,we 是主语而且是动作的执行者,so lead to The Active Passive;In sentence “Chinese is spoken by us”,Chinese 是主语而且是动作的承受者,so lead to The Passive Voice.3.Ask a student say “What are the Active Voice and the Passive Voice?”4.The teacher sum up.Ⅱ.Presentation1(slide): 主动语态：主语是动作的执行者。英语动词: 被动语态：主语是动作的承受者。Step 3 :Task Two.Ⅰ.Lead-in2(slide):We speak Chinese.(主动)Chinese is spoken by us.(被动)1.The teacher and the students analyse the structure of The Passive Voice according to “is spoken”.2.Ask the students to discuss.3.Ask a student sum up the structure of The Passive Voice.4.The teacher check.Ⅱ.Presentation2(slide):被动语态的构成：助动词be+及物动词的过去分词Ask the students to discuss the structure of The Passive Voice we have learned different kinds of tenses.(教师先提示：在被动语态中，动词过去分词永远不变，所有的变化都体现在助动词be的变化上,be相当于各种时态中的动词)Show(多媒体) 各种时态的被动语态构成:Student 1: 一般现在时 am/is/are+动词过去分词Student 2: 一般过去时 was/were+动词过去分词Student 3: 现在进行时 am/is/are being +动词过去分词Student 4: 过去进行时 was/were being +动词过去分词Student 5: 一般将来时 will be +动词过去分词Student 6: 现在完成时 have/has been+动词过去分词Student 7: 含有情态动词情 情态动词+be+动词过去分词 Step4: Task Three.Ⅰ.Lead-in 3(slide):We speak Chinese.主语 谓语动词 宾语Chinese is spoken by us 主语 谓语动词过去分词(被) 宾语1. Help the students analyse how to change The Active Voice into the Passive Voice.(用三种颜色标出对应部分,学生能一目了然地说出主动变被动分三步走)2. Ask the students to discuss and then ask a student to sum up. 3. The teacher check. Ⅱ.Presentation 3(slide): 主动语态变被动语态的步骤：1.原主动句中的宾语变成被动语态的主语。2.谓语动词变成被动语态结构“be +动词过去分词” ，注意be要随新主语的人称和数进行变化，时态要与原主动句的时态保持一致。3.原主动句中的主语变成被动语态的宾语，人称代词用宾格，其前用介词by(被),其他成分(定语,状语)不变。Step5: Task Four ( Practice and Consolidation 1)：给出汉语“我每周写一封信”让学生给出英语，并用所给时间状语（yesterday, now, at this time yesterday, tomorrow, already, can）将该句翻译成对应时态的英语，再把各句变成对应的被动语态，这样学生既复习了所学的各钟时态的结构，又练习巩固了被动语态结构，达到了突出本节重点，突破难点的效果。Ask the students to discuss and then say the answers.Show（多媒体）Student1: I write a letter every week. A letter is written by me every week.Student2: I wrote a letter yesterday. A letter was written by me yesterday .Student3: I am writing a letter now. A letter is being written by me now.Student4: I was writing a letter at this time yesterday. A letter was being written by me at this time yesterday. Student5: I will write a letter tomorrow. A letter will be written by me tomorrow.-Student6: I have already written a letter. A letter has been already written by me.Student7: I can write a letter. A letter can be written by me .Step 6: Task Five( Practice and Consolidation 2): Change the Passive Voice into the Active Voice.Step 7: Sum-up : the main contents in this lessonStep8: Homework: Make sentences with all kinds of tenses we have learned and then change them into the Passive voice. Blackboard Design:Unit 9 When was it invented? Grammar : The Passive Voice . 被动语态的构成：助动词be + 及物动词的过去分词各种时态被动语态的构成：一般现在时 am/is/are+动词过去分词一般过去时 was/were+动词过去分词现在进行时 am/is/are being +动词过去分词过去进行时 was/were being +动词过去分词一般将来时 will be +动词过去分词现在完成时 have/has been+动词过去分词含有情态动词情 情态动词+be+动词过去分词 教学流程教学反思 教材依据：人民教育出版社九年义务教育三年制初级中学教科书九年级第九单元。教学内容：被动语态The Passive Voice 。 贯穿本节课的主线是被动语态,我围绕这条主线本着以学生为主体的角度来设计教学内容,活动的设计前后相连,层层深入，使教学呈阶梯式层层推进,并积极采用现代化的教学手段——运用多媒体辅助教学,提高教学效率。在各项活动中，学生的大脑始终处于一种激活状态，整个学习过程都是积极主动的，学生获得的不仅仅是现成的知识，还有语言运用的能力，并在完成任务过程中体验成功的喜悦，获得成就感，实现自我价值。学生在本节课中不但明白了英语动词有主动语态和被动语态两种语态，而且掌握了被动语态的结构，并做到了主动与被动的互相转换，这正是教学目的的所在。课前让同学们在愉快柔和的歌曲声中轻松进入了本节学习，上课后首先展示了教学目标，同学们明白了本节的学习任务。整节课我精神饱满，情绪高涨，自然激励了学生们浓厚的学习兴趣。授课过程中始终贯穿一个主线——被动语态，层次清晰，脉络清楚且层层深入，学生活动量大，思维敏捷，充分体现了学生为主体，教师为主导的教学原则。尤其是练习与巩固任务中体现了以点带面，使得同学们即复习了学过的知识，又巩固了本节的新知识。总之，整节课气氛活跃，师生情绪激昂，重点突出，实实在在，非常适合农村孩子的口味。本节课是一堂语法课，本来枯燥无味，但我利用多媒体教学手段使得本节课生动有趣，圆满完成了教学任务，达到了预期效果，是非常成功的一节语法新授课。但也有不足之处，学生活动范围小；课堂上使用的语言文字较多。今后，我要不断的提高自身素质，多和同学们沟通,发挥学生的聪明和智慧,总结出通俗易懂的规则运用到自己的教学当中,课堂上让学生全员参与，尽量使用课堂用语，不断反思自己教学中的不足,更新观念,与新课程共同成长。
闪闪的钻石糖
教学目标
2.能听懂2a和2b的听力内容，并完成相应的练习。
3.能理解3a的内容，并完成相应的练习。
教学方式
任务型教学法，多媒体辅助教学等等。
教学设计
复习旧课(Revision)：
老师一个一个地问学生这一个星期来，已经做了哪些事，还有哪些事没做，以后应该怎样做。T：What have you done?Have you made astudy plan yet?What are you going to do?.学生运用目表语言来回答老师的问题。然后，学生可以反过来问老师这一个星期里已经做了和还没做的事情。
(通过学生和老师相互提问，不仅复习了上节课所学的知识，而且，拉近了师生间的距离，融洽了师生间的关系，激发了学生学习的积极性。)
引出新课(Presentation)：
接着上个环节，老师可以这样回答学生提出的问题，T：I have already cleaned up my room.I have already taken my daughter to the park.I have already bought some books.I have already bought my favorite band'CD.Do you want to know what is my favorite band?通过最后一句话来引出本课的话题--band。
然后，老师用英语介绍自己最喜欢的乐队，引出听力内容中的难的单词和句子，为听懂听力内容做好准备。My favorite band is YuQuan.There are two members in this band.They have been together for about three years.They used to play stuff by other bands,but now they only play their own songs.They have written many original songs.Some of their songs are very popular.They have been on TV for many times.Of course,they have won some awards.But they haven't made amusic video yet.I like them very much.
然后，问学生，How about your favorite band?要求学生按照Section B的第一部分的要求，两人一组，回答方框里的四个问题，并把答案填在横线上，教案《新目标九年级英语教案示例第十四单元第三课时教学设计》。最后，老师抽查几位学生的答案。
操练(Practice)：
2a.(1)老师读并讲解指示语，确信学生明白它的意思。然后告诉学生，You are going to hear awoman interviewing amember of aband.(2)要求学生谈论图画中的内容。(3)学生读左边的问题，确信学生明白每个问题的意思。强调过去分词done和been的原形。(4)放录音，要求学生根据录音内容回答左边的问题，并把答案写在横线上。5)核对答案。必要时进行解释。
2b.(1)学生读方框中的词组，确信学生明白每个词组的意思。强调这些过去分词的原形。(2)放录音，要求学生根据录音内容，听出乐队已经做过的事情。(3)核对答案。必要时进行解释。(4)要求学生跟着录音，重复录音内容，明白每句话的意思。
2c.要求学生根据2b中提供的词组，以及听力里的内容，模仿右边的对话，围绕着你最喜欢的乐队，两人一组进行操练。在学生进行操练的同时，老师巡视课室，检查学生的进展，必要时提供帮助。最后，抽查几组学生的对话，必要时及时给予适当的鼓励。
3a.阅读训练。
(1)引入：老师说，Just now,you talked about your favorite band.Now we are going to talk another band whose name is New Ocean Waves.Look at the picture and talk about the band.What kind music do they play?Is their music very popular?
(2)快速阅读课文，找出一个问题的答案。Are they kind people?Why?
(3)精读课文，按照指示语的要求，圈出乐队已经做过的事情，用横线划出他们还没有做的事情。
(4)老师讲解课文中的难点，并划出文中的重要词组和句子。
全班齐读课文。
巩固和拓展(Consolidation and Extension)：
设计一个任务。要求学生运用本单元的目标语言，来谈论自己的偶像，近段时间来，已经做了和还没做的事情，并做简要的评论。
作业布置(homework)：
1.完成练习册中的相应练习。
2.熟读课文。
3.仿照P113 2c，根据实际情况，运用本单元的目标语言，写一段有关自己最喜欢的偶像的对话。
优质英语培训问答知识库
