Unit2Robot教学设计

合集下载

unit2《robot》全套教案(牛津英语初三下)doc初中英语

unit2《robot》全套教案（牛津英语初三下）doc初中英语9B Unit 2 welcome to the unitI. Teaching objectives:1. To introduce the context about having a robot to help with the work for humans2. To talk about what a robot can do3. To learn some of the advantages of robotsII. Teaching procedure:Step 1: Warm-up: To raise students’ interest, get students thinking andtalking about robots:① Have you seen robots in the films?② What kind of robots do you know?③ Do you like robots? Why?④ What do you think robots can do for you?⑤ Would you buy a robot in the future? Why?Step 2: welcome to the unit1. The purpose of this part is to activate student’s knowledge ofrobots and generate interests of this topic. Ask one student to read thephrases in the word box at the top of page 19. Make sure that all students understand th e meanings of the phrases such as ‘do the laundry, explorer dangerous places’ in their own words.2. Explain the context. Daniel is explaining to Amy what robots cando. Ask students to complete the conversation on Page 19 on their own.3. Ask two students to read the conversation and check mistakes.4. Encourage students to talk about if robots are harmful? Dividestudents into groups to discuss.① What do robots do harm to human beings?② Why do they do harm to human beings?5. Listen to the tape for the first time to learn the main idea ofthe comic strip.6. Listen to the tape for the second time to read after the tape.7. Ask some students to act out the comic strip.Step 3: Useful expressions1. complaint: 不+可数名词〝埋怨〞；可数名词〝埋怨的行动或话，投诉〞complain: 动词：complain to / about2. post：动词‘邮寄’：. post something for sb.III. Homework:1. Recite the useful vocabulary and comic strip.2. Complete some exercise.3. Preview reading(1)教学小结：学生差不多能把握对话，明白得机器人能为人类做好多事。

高中英语-Unit-2-Robots教案

Unit 2 Robots Ⅰ. 单元教学目标Ⅱ. 目标语言Ⅲ. 教材分析和教材重组1. 教材分析本单元以机器人和科幻小说为话题，介绍了20世纪世界知名的科幻小说家Isaac Asimov写于1951的Satisfaction Guaranteed 和作者的生平。

通过本单元的教学，旨在让学生了解科幻小说最大的特征在于：它赋予了“幻想”依靠科技在未来得以实现的极大可能，甚至有些“科学幻想”在多年以后，的确在科学上成为了现实。

如Isaac Asimov1951年描述的机器人的部分功能已经被应用于现实生活和工作中。

在教学中，要鼓励学生敢于幻想，大胆创新，发挥自己丰富的想象力和创作力，写出独具特色的科幻文章。

1.1 Warming Up介绍了什么是机器人和不同种类及不同形状的机器人。

1.2 Pre-reading 通过讨论机器人是否像人类一样有自己的思维、是否有感情引出Isaac Asimov的科幻小说Satisfaction Guaranteed，为本单元的Reading做好了铺垫。

1.3 Reading的课文是Isaac Asimov写于1951的科幻小说Satisfaction Guaranteed。

文中描述的机器人Tony是一个除去面无表情外，身材高大、相貌英俊、聪明机智的完美男人，仅三周的时间就使女主人坠入爱河。

1.4 Comprehending共有3个练习，练习1是关于克莱尔的情感变化，练习2是关于课文内容的5个问答题，旨在考查学生对课文的理解；练习3要求学生比较机器人Tony在physical, mental两方面与人的异同，与Pre-reading 部分的问题相呼应。

1.5 Learning about Language分为两部分，Discovering useful words and expressions 是本单元词汇练习题；Revising useful structures是本单元语法练习题，通过本单元的学习，要求学生熟练掌握不定式的被动语态。

人教版高中英语选修7《Unit 2 Robots》教案2篇

人教版高中英语选修7《Unit 2 Robo ts》教案2篇Teaching plan of unit 2 robots for senior high school English El ective of PEP人教版高中英语选修7《Unit 2 Robots》教案2篇前言：英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校选择英语作为其主要或唯一的外语必修课。

英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。

本教案根据英语课程标准的要求和教学对象的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。

便于学习和使用，本文档下载后内容可按需编辑修改及打印。

本文简要目录如下：【下载该文档后使用Word打开，按住键盘Ctrl键且鼠标单击目录内容即可跳转到对应篇章】1、篇章1：人教版高中英语选修7《Unit 2 Robots》教案2、篇章2：人教版高中英语选修7《Unit 2 Robots》教案篇章1:人教版高中英语选修7《Unit 2 Robots》教案教学准备教学目标Teaching goals 教学目标1.Be able to learn some important words and phrases2.Help students to learn about robots and science fiction教学重难点eaching important points教学重点Enable students to grasp what Tony did to help Claire and how her emotion developed during Tony’s stay at her house.Teaching dif ficult points 教学难点How Claire’s emotion developed during Tony’s stay at her house.教学过程Teaching procedures 教学过程Step I Warming upPresent a photo of robots. Then ask students to say something about robot.What is on the blackboard?What is a robot?What can a robot do?Step II Pre-readingAsk students to predict question:If you have a robot, will you fall in love with it ?Introduce the background of the text.Step III ReadingFast reading1.What is the text mainly about?It is mainly about how a household _________ was _________ ________ in a family.2.Find the characters in the storyLarry Belmont: working in a company that makes robotsClaire: Larry’s wife, a housewifeTony: the robotGladys Claffern: a woman that Claire envies3.Tell stu dents that Claire’s feelings towar ds Tony changed as the story developed. Read the story again and then fill in the blanks.Comprehensio nRead the sto ry again and find out Claire’s sense of failure and what helps did Tony offer to her.SummaryFill in the blanks according to the knowledge that we have learnt in this class.The company for which Larry worked was to have a newly?made robot____（call）Tony experimented with by his wife Claire at home. At _____first sight of Tony, Claire felt ________（alarm）. She thought it was absurd tha t a robot seemed more like a human than a ______ .For as long as three weeks, Tony wanted tohelp her to dress, which made Claire ________（embarrass） and she refused him. But she was glad that Ton y could make her home ________， give her a new h aircut and change her makeup. To improve her home，he could also ________ a list of items for her to buy. And finally Tony helped Claire win the victory to be ________ （envy）by those ladies like Gladys Claffern who Claire wanted to be like. ________made us unbelievable was that Claire fell in love ______Tony—a robot !课后习题Homework1.Surf the Internet to get more information about science fiction..2.Preview the language points in the text.篇章2:人教版高中英语选修7《Unit 2 Robots》教案【按住Ctrl键点此返回目录】教学准备教学目标教学目标1.语言知识: 使学生理解文章中表达情感变化词汇;熟悉有关机器人方面的话题。

牛津译林英语九年级下Unit 2 Robots教案

Unit 2 RobotTeaching objectives:1. To use “in order to” to introduce the purpose of an action.2. To use “as a result” to introduce the result of something.3. to use “need to” to talk about something we have to do.Teaching procedure:Part one: “in order to/as a result”Step 1:PresentationList the two sentences in the reading passage:① In order to have more free time, I have to buy a robot.② As a result, Mr. Jiang no longer needed to get up early to do thehousework.Step 2:PresentationAsk st udents a question: “What should we do if we want to have more free time?” Writesome of the answers on the blackboard and connect them with “in order to”.Step 3: PresentationExplain t students that “in order to” means “with the purpose of “and that w e can use it to introduce the purpose of an action. It can be used at the beginning or in the middle of the sentences.Step 4: Presentation Same method can be applied to introduce “as a result”. Remind students that we use it to introduce the result of something.Step 5: ExerciseAsk students to read the grammar rules and example sentences at the top of page 26 to the class.Step 6:Exercise Asks students to complete the exercise and check the answers as a whole class. Part two: “need to”Step 7: PresentationExplain to students that “need to” is a strong verb. We use it when we want to talk about something we should do.Step 8: PractiseAsk students what things they need to do today. “ I need to …”Step 9: PractiseAsk students to work on their own to complete the exercise using “need to” and the phrases in the box. Check answers with the class.Step 10:ConclutionAsk students to co mplete “work out the rule”.Homework:1. Review grammar 2 and complete exercises.2. Preview “Integrated skills”。

Unit 2 Robots 教学设计1-公开课-优质课(人教选修7精品)

Unit 2 Robots教学案1Teaching aims:1. Students will be able to know 3 basic features of “biography”.2. Students will be able to focus on important points by using examples.3. Students will be able to master 4 different ways to present timeline through scanning and reviewing.4. Students will be able to use 4 different tips to make sentences concise through discovering and reviewing.Teaching procedure:Part 1: Lead-inTask 1: Riddle timeTask 2: AppreciationPart 2: Features of “biography”Task 1: Structure PredictionPredict basic features of “biography” with the help of the definitionTask 2: Information PredictionGo through the whole text to find out items includedPart 3: Writing tipsTask 1: Careful readingRead Para. 5 to locate his 4 achievementsTip: Focus on important points by using examples.Task 2: Scanning1. When he was nine years old, he started working in the candy store.= At (the age of) nine, he started working in the candy store.2. When Asimov was eleven years old, his talent for writing became obvious.= It was when Asimov was eleven years old that his talent for writing became obvious.3. Asimov was born in Russia on 2 January, 1920.= Asimov's life began in Russia, where he was born on 2 January, 1920.4. In the last 30 years, the greatest number of law has stopped our rights and progress= The last 30 years have ____________ the greatest number of laws stopping our rights and progress.Task 3: Learn to use “witness”In 1950 Asimov developed a set of three “laws” for robots.1950 witnessed Asimov (’s) developing a set of three “laws” for robots.Task 4: Discovering and Reviewing1. Asimov had an extraordinary imagination that gave him the ability to explore future worlds and an amazing mind with which he searched for explanations of everything.2. In 1950 Asimov published his first novel and in 1953 he published his first science book.= In 1950 Asimov published his first novel and in 1953 his first science book.3. Because farmers are using his hybrid rice, they are producing harvests twice as large as before. = ___________________, farmers are producing harvests twice as large as before. (M4 U2 Page 9 Working the land)4. Because I was worried about the journey, I was unsettled for the first few days.= _______________________, I was unsettled for the first few days. (M5 U3 Page 17 Life in the future)TIPS: “clause”; Cross repeated words”; “-ing” form; “-ed” form”Part 4: WritingA Short Biography of Wu ShaozeMarch, 12, 1981: born2004: started to work as a math teacher2014: won the award “My Favorite Teacher” of Class 7 Grade 2(attitude; talent; character; knowledge; … )Homework:1. Finish your writing and polish it.2. Read and learn from passages about persons in the textbook.。

高中英语 Unit 2 Robots教案

Unit 2 Robots Ⅰ. 单元教学目标Ⅱ. 目标语言…Ⅲ. 教材分析和教材重组1. 教材分析本单元以机器人和科幻小说为话题，介绍了20世纪世界知名的科幻小说家Isaac Asimov写于1951的Satisfaction Guaranteed 和作者的生平。

如Isaac Asimov1951年描述的机器人的部分功能已经被应用于现实生活和工作中。

在教学中，要鼓励学生敢于幻想，大胆创新，发挥自己丰富的想象力和创作力，写出独具特色的科幻文章。

Warming Up介绍了什么是机器人和不同种类及不同形状的机器人。

Pre-reading 通过讨论机器人是否像人类一样有自己的思维、是否有感情引出Isaac Asimov的科幻小说Satisfaction Guaranteed，为本单元的Reading做好了铺垫。

Reading的课文是Isaac Asimov写于1951的科幻小说Satisfaction Guaranteed。

文中描述的机器人Tony是一个除去面无表情外，身材高大、相貌英俊、聪明机智的完美男人，仅三周的时间就使女主人坠入爱河。

Comprehending共有3个练习，练习1是关于克莱尔的情感变化，练习2是关于课文内容的5个问答题，旨在考查学生对课文的理解；练习3要求学生比较机器人Tony在physical, mental两方面与人的异同，与Pre-reading 部分的问题相呼应。

Learning about Language分为两部分，Discovering useful words and expressions 是本单元词汇练习题；Revising useful structures是本单元语法练习题，通过本单元的学习，要求学生熟练掌握不定式的被动语态。

英语：unit2《robots》教案(2)(新人教版选修7).doc

Post-listening Task
Do Exx.4 & 5 on P15.
小组针对话题进行讨论。
小组进行讨论，运用所学内容。
第
28-39分钟
完成任务
Task of Unit 2:The Future Robot Company in America is holding a robot design competition. Design your robot and write a design plan.
What trouble does Tony cause?
Molly and Kate are also discussing the storySATISFACTION GUARANTEED.
Can you guess which topic they will discuss?
讨论，分析Tony带来的负面效果。
预测课文内容。
通过预测，激发学生的学习兴趣。
第
6-21
分钟
读中任务
While-reading task
1. Reading, discussing & writing, P16
2. Read the passage and find out the main idea of the passage.
Please make a list of the troubles that might be caused by robots and give your reasons.
想象机器人带来的负面效应，为进一步学习做准备。
激发学生的学习兴趣。
第
4
分钟
呈现任务
Task of Unit 2:The Future Robot Company in America is holding a robot design competition. Design your robot and write a design plan.

unit2《robot》教案(牛津英语初三下)doc初中英语

unit2《robot》教案（牛津英语初三下）doc初中英语VocabularyTeaching objectives:1. To learn the names of different parts of a robot.2. To design an ideal robot3. To write an article to describe the ideal robot.Teaching procedure:Step 1:In weaker classes, students probably will not know what some of the words in Part A mean. Write the words on the blackboard and help them finish the part. e.g.: What’s the use of a camera/battery/hand/wheel/speaker?A camera takes pictures.A battery gives us power.A hand helps pick up things.Wheels help things move.We can hear sound through a speaker.Step 2:Show students robot pictures and ask students what other features a robot might have. This will help students with Part B. Encourage students to use their imagination.① Ask students to look at the picture on page 24 and answer the questions.② Ask students questions according to the pictures shown:What does it look like?What is there on the head/in the face/on both sides of its body?How does it speak?What is the use of the arms/hands?How does it move?What kind of energy does it have?Step 3: Explain the context of part b. Daniel is writing an article to describe his ideal robot. Have students work in pairs and complete theexercise.Step 4:Ask volunteers to read the completed article for the class. Check for mistakes and mispronunciations.Homework:1. Preview Grammar 12. complete some exercises.。

高中英语人教版Unit2Robots 教学设计

教学设计Teaching aims:the students’ reading and speaking ability.some useful words，expressions and some important sentences.the students to sum up the main idea and make a summary of the passagetheir opinions by answering and arguing the questions.their awareness of studying hard and loving scienceTeaching Methods：Explaining, reading and practising, pair work and group argumentTeaching Aids：A multimedia and reward cards .Teaching Procedures：I、Pre-review before class（课前预习）Preview the words and phrases of U2( part one )II、Group work in class（课内探究）Step1:Leading in:Task 1:you like to see a robot dace ? Now let’s enjoy the videoWho are dancing ?__________________________________________________________________What is a robot ?_____________________________________________________________________[设计说明]利用视频导入，把机器人这个主题更直观的展示给学生，激发学生的兴趣和求知欲，提高课堂效率。

Unit2Robots任务型教学设计

Unit 2 Robots任务型教学设计第一课时一、教学内容分析教学内容《英语》（人教版）选修7 Unit 2 Robots 第一课时教学对象高二学生教学项目词语 industrial military vacuum helicopter结构课文Listening & Speaking教学目标语言知识熟悉有关机器人种类与功能的话题。

语言技能能运用词汇表述自己的想法与观点。

语言运用能运用语言就选择什么样的机器人发表自己的观点。

文化意识培养学生想象力和对未知世界的探索精神。

情感态度在英语学习中有较强的自信心，敢于用英语进行交流与表达。

学习策略借助联想学习相关词汇。

教学方法任务教学法、学生中心教学法、多媒体教学法教学媒体 PPT幻灯媒体、黑板教学重点学习有关机器人的词汇，培养学生表达能力。

教学难点培养学生的表达及判断能力。

运用任务 Task of Unit 2: The Future Robot Company in America is holding a robot design compe tition. Design your robot and write a design plan.Task of Period 1: Make a list of different kinds of robots and their functions and decide wh at kind of robots you want to design.二、课堂教学过程时间教学步骤教师活动学生活动教学目的第1-5分钟热身导入，启动教学播放有关奥特曼的动画片段：1. Can you make a list of works which include robots as characters? (Choose one and get prep ared to tell the class about it briefly.)2. What is a robot in your opinion?(A robot is a machine designed to do jobs that are usually performed by humans.Robots are pr ogrammed and controlled by a computer.) 思考有关机器人的作品。

教学设计13：Unit 2 Robots

Unit 2 RobotsI. 教学内容分析本单元的话题是机器人，文学作品中的机器人以及科幻小说作者——阿西莫夫。

由于人们对这个话题了解的比较少，所以当我们谈起机器人的时候，人们常会想到是科幻小说，童话故事，卡通故事等。

但是机器人已经在我们现实生活中存在了，它们被广泛应用于工农业生产及军事领域。

许多机器人在家中做繁杂的家务，甚至代替人类从事一些危险的工作。

本单元介绍了各种各样的机器人，从科幻小说中的想象到现实世界中的应用，以及将来机器人的发展。

Warming Up部分展示了几副图画，通过让学生们讨论这几副图画，导入本单元的话题，并让学生试着给机器人下定义。

Pre-reading部分一些关于机器人的讨论进一步激发学生对科学的热爱。

Reading部分是根据科幻小说作家——阿西莫夫的故事改编的。

在这个故事里非常具有人类智能的机器人托尼，来到主人公克莱尔家之后，帮助她做家务并帮她解决了一些难题。

他不仅提高了她家的家庭品位并且提高了她自身的形象，致使克莱尔对他产生了复杂的感情。

这完全不同于一般的对机器人的描写，而是把它上升到一个人工智能的高度——机器人对人类感情的影响。

Learning about Language部分突出了词汇和语法的学习与训练。

其中本单元复习的语法项目是被动语态和动词不定式的被动形式。

Using Language部分中的阅读文章介绍了科幻小说作者——阿西莫夫。

这篇人物传记使学生进一步了解了Reading部分作者的生平以及科幻小说、机器人等。

阿西莫夫对机器人的看法深深地影响到以后的作家，甚至科学家对人工智能的研究。

Summing Up部分引导学生对本单元所学的知识进行归纳和总结。

II. 教学重点和难点1. 教学重点(1) 学习重要的词汇好短语；(2) 复习语法被动语态。

2. 教学难点(1) 激发学生学习科学，热爱科学的热情；(2) 学会写作有关的人物传记。

III.教学计划本单元建议分为五个课时第一课时：Warming Up & Listening (Workbook) 第二课时：Pre-reading, Reading & Comprehending 第三、四课时：Learning about Language第五课时：Using Language。

Unit2Robot（精选3篇）

Unit 2 Robot（精选3篇）Unit 2 Robot 篇1unit 2 robot一. 教学内容：unit 2 robot二. 教学目标：本单元词汇、短语和语言点知识【具体教学过程】（一）重点单词complaint n. 投诉；抱怨complain vi. 投诉；抱怨post vt. 邮寄laundry n. 洗衣物,洗衣店iron vt. 熨烫n. 熨斗；铁sweep vt. 打扫，清扫salesman n. 售货员；推销员everyday adj. 日常的，每天的dustbin n. 垃圾箱mess n. 混乱，杂乱spread vt. 使分布，展开，扩散smooth adj. 光滑的，平坦的rubbish n. 垃圾，废物dry adj. 干的vt. （使）变干；（把……）弄干nod v. 点either adv. /pron. 也; 二分之一copy n. 一本(份、册)；副本vt. 抄写；复制；复印；模仿order n. 定单untidy adj. 不整洁的巩固练习：在下列句子中填上适当的词使句意完整。

1. mr. jiang is a _________________ and works in moonlight town.2. the robot ____________________ mr. jiang’s shirts yesterday.3. the robot would do the _______________________ for mr. jiang.4. a few weeks later the robot caught a ______________________.5. the robot threw the clean shirts in the ____________________.6. sometimes the robot would ___________________ things over.7. mr. jiang found his flat in a ____________________.8. having a robot was just too much _____________________.9. he ____________________ to me with a smile and said, “hi!”.10. i haven’t been to beijing, tom hasn’t been to beijing, ______________________.（二）重点短语：1. 在很多方面 in many ways2. 为了做某事 in order to do sth.3. 使蒋的生活更容易了make jiang’s life much easier4. 为蒋烫衬衫iron jiang’s shirts5. 为蒋准备午餐盒 make a lunch box for jiang6. 结果 as a result7. 不再 no longer/not any longer8. 需要早起 need to get up early9. 在上班 be at work10. 洗盘子 wash the dishes11. 整理床 make the bed12. 下班回家 return home from work13. 跟新的一样干净 be as clean as new14. 准备好 be/get ready for15. 对……很满意be happy/satisfied with …16. 染上病毒 catch a virus17. 把……返还回机器人商店 return sth. to the robot shop18. 叫醒蒋 wake jiang up19. 四处转 move around20. 撞翻东西 knock things over（三）语言点知识：1. mr. jiang is the first person in sunshine town to own a robot. （l.2）①own 用作及物动词,表示“拥有”的意思他拥有这辆车。

人教版选修7unit2RobotsP2教学设计

Unit 2 RobotsPart 1 Teaching Design第一部分教课方案Period 2 A sample lesson plan for Learning about Language(Revise the passive voice including the infinitive)IntroductionIn this period students will be first helped by the teacher to discover and learn to use some useful words and collocations|| ， and then to discover and revise the passive voice including the infinitive. The following steps of teaching may be taken: warming up by having a dictation||，discovering useful words and collocations|| ， reading more about the 22nd century||， learning about the passive voice||， discovering useful structures and closing down by putting on stage a text play of Satisfaction Guaranteed.ObjectivesTo help students revise the passive voiceTo help students discover and learn to use some useful words and collocationsTo help students discover and learn to use some useful structures Procedures1. Warming up by having a dictationTo begin with|| ， let ’ s take a dictation to strengthen our memory of the text.Larry Belmont worked for a company that make robot. Recently a robot that could do housework would be tested out Larry's life|| ， Clair||， for three weeks. Clair felt alarmed by the robot's humanly appearance. Before long she began to trust him. She told him that she and her home were not elegant enough for her husband and she envied the rich and powerful woman .The robot decided to protect her from being harm. He gave her a new haircut and changed her makeup andasked her to buy something to decorate her home. Before the night he was to leave Clair||，they held a party. The guests were impressed by Clair and her home||，especially by the handsome robot||， whom they thought was her husband. Claire knew this is almost a dream and she felt very sad. However||， the company was very satisfied with Tony||， the robot although he needed rebuilding because it is absurd to have women falling in love with a machine.2. Discovering useful words and collocationsA collocation is two or more words that often go together. These combinations just sound "right"to native English speakers|| ， who use them all the time.While going over the text|| ， try to recognize the collocations|| ， treat them as single blocks of language and copy them out into your Collocation Book.Now go to page 13. Work in pairs to finish the three exercises in 10 minutes.3. Learning about the passive voiceACTIVE AND PASSIVE TENSES CHARTSIMPLE PRESENT and SIMPLE PASTThe active object becomes the passive subject.am/is/are + past participlewas/were + past participleActive: Simple Present Passive: Simple PresentThe movie fascinates me.I am fascinated by the movie.The movie bores Jack.Jack is bored by the movie.The movie surprises them.They are surprised by the movie.Active: Simple Past Passive: Simple PastThe movie bored me.I was bored by the movie.The movie fascinated Jack.Jack was fascinated by the movie.The movie surprised them.They were surprised by the movie.PRESENT and PAST CONTINUOUS (PROGRESSIVE)Passive form:am/is/are + being + past participlewas/were + being + past participleActive: Present Continuous Passive: Present ContinuousI am helping Shannon.Shannon is being helped by me.June is helping Su and Ling.Su and Ling are being helped by June.Passive: Past ContinuousActive: Past ContinuousThe bathroom was being cleaned by me.I was cleaning the bathroom.The bedroom was being cleaned by They were cleaning the bedroom.them.Susan was cleaning the kitchenThe kitchen and patio were being and patio.cleaned by Susan.PRESENT PERFECT||，PAST PERFECT and FUTURE PERFECT Passive form:have/has been + past participlehad been + past participleActive: Present Perfect Passive: Present PerfectI have mailed the gift.The gift has been mailed by me.Jack has mailed the gifts.The gifts have been mailed by Jack.Active: Past Perfect Passive: Past PerfectSteven Spielberg had directed the The movie had been directed by Steven movie.Spielberg.Penny Marshall had directed The movies had been directed by Penny those movies.Marshall.Active: Future Perfect Passive: Future PerfectJohn will have finished the The project will have been finished by project next month.next month.They will have finished the The projects will have been finished projects before then.before then.FUTURE TENSESPassive forms: will + be + past participleis/are going to be + past participleActive: Future with WILL Passive: Future with WILLI will mail the gift.The gift will be mailed by me.Jack will mail the gifts.The gifts will be mailed by Jack. Active: Future with GOINGPassive: Future with GOING TOTOThe cake is going to be made by me.I am going to make the cake.Two cakes are going to be made by Sue. Sue is going to make two cakes.PRESENT / FUTURE MODALSThe passive form follows this pattern:modal + be + past participleActive: WILL / WON'T (WILL NOT)Sharon will invite Tom to the party.Sharon won't invite Jeff to the party.(Sharon will not invite Jeff to the party.)Passive: WILL/ WON'T(WILL NOT)Tom will be invited to the party by Sharon.Jeff won't be invited to the party by Sharon.(Jeff will not be invited to the party by Sharon.)Active: CAN / CAN'T (CANNOT)Mai can foretell the future.Terry can't foretell the future. (Terry can not foretell the future.) Active: MAY / MAY NOTHer company may give Katya a new office.The lazy students may not do the homework.MIGHT / MIGHT NOTHer company might give Katya a new office.The lazy students might not do the homework.Passive: CAN / CAN'T (CAN NOT)The future can be foretold by Mai.The future can't be foretold by Terry. (The future can not be foretold by Terry.)Passive: MAY / MAY NOTKatya may be given a new office by her company.The homework may not be done by the lazy students.MIGHT / MIGHT NOTKatya might be given a new office by her company.The homework might not be done by the lazy students.Active:SHOULD/SHOULDN'TStudents should memorize English verbs.Children shouldn't smoke cigarettes.Active: OUGHT TOStudents ought to learn English verbs.(negative ought to is rarely used) Active: HAD BETTER / HAD BETTER NOT Passive: SHOULD / SHOULDN'T English verbs should be memorized by students.Cigarettes shouldn't be smoked by children.Passive: OUGHT TOEnglish verbs ought to be memorized by students.Passive: HAD BETTER/ HAD BETTER NOTStudents had better practice English every day.Children had better not drink whiskey.Active: MUST / MUST NOT Tourists must apply for a passport to travel abroad.Customers must not use that door.Active: HAS TO / HAVE TOShe has to practice English every day.Sara and Miho have to wash the dishes every day.DOESN'T HAVE TO/DON'T HAVE TOMaria doesn't have to clean her bedroom every day.The children don't have to clean their bedrooms every day. Active: BE SUPPOSED TOI am supposed to type the composition.I am not supposed to copy the stories in the book.Janet is supposed to clean the living room.English had better be practiced every day by students.Whiskey had better not be drunk by children.Passive: MUST / MUST NOTA passport to travel abroad must be applied for.That door must not be used by customers.Passive: HAS TO / HA VE TOEnglish has to be practiced every day. The dishes have to be washed by them every day.DOESN'T HA VE TO/ DON'T HAVE TOHer bedroom doesn't have to be cleaned every day.Their bedrooms don't have to be cleaned every day.Passive: BE SUPPOSED TOThe composition is supposed to be typed by me.The stories in the book are not supposed to be copied.The living room is supposed to be cleaned by Janet.She isn't supposed to eat candy and gum.They are supposed to make dinner for the family.They aren't supposed to make dessert.Candy and gum aren't supposed to be eaten by her.Dinner for the family is supposed to be made by them.Dessert isn't supposed to be made by them.PAST MODALSThe past passive form follows this pattern: modal + have been + past participleActive: SHOULD HA VE/ SHOULDN'T HA VEThe students should have learned the verbs.The children shouldn't have broken the window.Active: OUGHT TOStudents ought to have learned the verbs.(negative ought to is rarely used)Passive: SHOULD HA VE/ SHOULDN'T HA VEThe verbs should have been learned by the students.The window shouldn't have been broken by the children. Passive: OUGHT TOThe verbs ought to have been learned by the students.Active: BE SUPPOSED TO (past time)I was supposed to type the composition.I wasn't supposed to copy the story in the book.Janet was supposed to clean the Passive: BE SUPPOSED TO (past time)The composition was supposed to be typed by me.The story in the book wasn't supposed to be copied.The living room was supposed toliving room.She wasn't supposed to eat candy and gum.Frank and Jane were supposed to make dinner.They weren't supposed to make dessert.Active: MAY / MAY NOTThat firm may have offered Katya a new job.The students may not have written the paper. MIGHT / MIGHT NOTThat firm might have offered Katya a new job.The students might not have written the paper.be cleaned by Janet.Candy and gum weren't supposed to be eaten by her.Dinner was supposed to be made by them.Dessert wasn't supposed to be made by them.Passive: MAY / MAY NOTKatya may have been offered a new job by that firm.The paper may not have been written by the students. MIGHT / MIGHT NOTKatya might have been offered a new job by that firm.The paper might not have been written by the students.4.被动语态小结●被动语态的特别构造形式1)带神态动词的被动构造||。