今天是:
 教学科研

《被动语态》教学设计
作者:张丽华 时间:2012-12-25 来源:白云一中 点击次数:852

 

一、教学课型:语法课
本节语法课采用“观察——发现——讨论——归纳——巩固——应用——”语法教学模式。
二、教材分析:
1、 教学内容:新目标九年级第九单元语法项目被动语态
2、教学目标:
(1)    知识目标:
 学生能够掌握被动语态的结构及用法。
(2)    能力目标:
 学生初步形成在真实、半真实生活情景中的语法应用能力,养成探究思维,增加学习成就感与自信心。
3、 教学重、难点:
学生应用被动语态描述人物或物品等。
4、 教学设计:
1、总体思路:
被动语态是要求学生掌握的一个语法项目,本节课要求学生掌握一般现在时、一般过去时、含有情态动词的被动语态。
2、教学过程:
Step 1 Warming up and lead-in
(1)   Greet the students
(2)   Talk about the rules in our school.
 T: As you know, we have a lot of rules in our school. Let’s read them together.
1.      The classrooms are cleaned every day.
2.      Smoking isn’t allowed in school.
3.      Are the students allowed to wear their own clothes in school?
4.      Snacks can’t be taken into the classrooms.
5.      Homework should be finished on time every day.
T; Our school has a long history and do you know when it was opened
It was opened in 1958.
6.      ZhiZhi teaching building was built in 2008.
7.      The bamboo in front of it was planted four years ago.
 
教师边和学生谈论校规、学校的情况边板书以上8个含有被动语态的句子,划线部分用红色粉笔,并告诉学生,英语动词有两种语态,即主动语态和被动语态,以上句子的语态都是被动语态。要求学生观察黑板上的例句,主要从be动词、过去分词、情态动词入手,发现被动语态的结构并在小组内讨论,然后教师和学生一起总结归纳被动语态的结构,即,助动词be+及物动词的过去分词构成,be有人称、数、时态的变化;含有情态动词的被动语态,情态动词(must/can/shouldbe+及物动词的过去分词构成。
 
[设计说明]教师在真实的生活情境中呈现被动语态,易于学生的感知和理解,红色粉笔的板书也突出被动语态的结构特征,便于学生发现。
 
Step 2 The students read the sentences on the blackboard
1.      Mr Smith can fix up these old bikes.
2.      English is taught in middle schools in China.
3.      Bananas are grown in Hainan.
4.      Eating in class isn’t allowed.
5.      We should do something to stop water pollution.
6.      The old man donated much money to charity.
7.      Homework must be handed in tomorrow.
8.      The telephone was invented in 1876.
9.      People speak English in Canada.
10. The movie star is often interviewed by the local TV.
 
[设计说明]此活动的目的是让学生判断主动语态和被动语态的区别,应在什么情况下使用被动语态。
 
Step 3 应用
A.     学生阅读本单元的语言材料,在文中找到含有被动语态的句子。
 
[设计说明] 此活动的目的是让学生进一步熟悉被动语态的结构。
 
B.     用所给动词的适当形式填空。
1.      Students _________(not allow) to be late for school.
2.      The TV ___________(invent) in 1927.
3.      Some windows __________(break) because of the strong wind last night.
4.      More trees should_________(plant) to pretect the environment.
5.      The sick kid___________(take) good care of by the nurses in hospital last month.
 
 [设计说明] 此活动的目的是让学生巩固被动语态的结构。
 
 
C.创设情景,实际运用。
1、教师指着周围的物品,并给出适当的提示,学生运用被动语态度编句子。
1)      The book is used for reading.
2)      The pen is used for writing.
3)      The desks are made of wood.
4)      The book is written in Chinese.
5)      The blackboard must be cleaned before class.
6)      The classroom should be kept quiet.
7)      Yu Zi Wei got good grades in the math test. She was praised by Mr Miao.
 
2、教师呈现一篇短文,学生模仿范文描述一个人或一件物品,要求尽量多用被动语态。
        Mr. Miao is our math teacher. He has many ways to make his classes interesting. So we are often made to laugh by him in his class. Mr. Miao is not only our good teacher but also our good friend. He is loved and respected by all of us. Mr. Miao works hard. He is elected one of the most popular teachers every term.
     
        Then the students write their own articles. Some read their articles to the class.
 
  
[设计说明] 此活动的目的是让学生内化语法知识,在真实、半真实生活情境的语言应用中发展语言技能。
      
     Step 4   Homework
 
学生写一篇短文,描述家里的人、物品、家务活等等,文中内容尽可能是真实或半真实生活情境并多用被动语态结构。如,The windows in my house are cleaned once a month.或描述教室、校园、校规等。如,The students aren’t allowed to get their ears pierced.
 
[设计说明] 此活动的目的是让学生在真实、半真实生活情境中进行有意义的操练,从而发展综合语言运用能力。