初中英语被动语态教学设计

被动语态教学设计

执教者：会宁县老君坡真初级中学谢婧

教学内容：被动语态

教学目标：

1.知识与技能：通过进一步学习语法被动语态，让学生明确被动语态所要求掌握和理解的内容。

2.过程与方法：通过想、听、说、练等手段，掌握被动语态的构成，并能准确运用。

3.情感、态度与价值观：通过学生积极参与被动语态练习的过程，培养学生换位思考的能力。

教学重点：学习被动语态的构成以及用法。

教学难点：被动语态的用法。

教学方法：参与式教学法。

教学用具: 电子白板以及印发的练习题。

教学过程：

一、导入：应用已学的含有情态动词的被动语态的句子导入。

二、归纳：

1.先让同学们看几个被动语态的例句。

2. 再请同学们讨论，对各种时态的被动语态结构进行归纳总结。

（一）主语与动词的关系：主动语态主语是动作的执行者，被动语态主语是动作的承受者。

（二）被动语态的基本结构：be + p.p（动词的过去分词）（1）一般现在时态的被动结构：am /is /are + p.p

（2）一般过去时态的被动结构：was /were + p.p

（3）一般将来时态的被动结构： will be + p.p

（4）过去将来时态的被动结构：would be + p.p

（5）现在进行时态的被动结构：am/is/are being +p.p

（6）过去进行时态的被动结构：was/were being +p.p

（7）现在完成时态的被动结构：have/has been +p.p

（8）过去完成时态的被动结构：had +p.p

（9）情态动词的被动结构：情态动词+ be + p.p

（10）动词不定式动的被动结构：to be +p.p

（要求学生一定要记住这些结构）

（三）被动语态的用法：当我们不知道谁是动作的执行者，或者没有必

要指出谁是动作的执行者时，或者只需要强调动作的承受者时，要用被动

语态。

三、例题解析：（结合习题，教师给学生讲解如何分析并解决问题）

1. They use a recorder in class。（变成被动语态）→

A recorder is used by them in class.

2. His mother told him a story yesterday.(变成被动语态)(双宾语)

He was told a story by his mother yesterday.

四、总结主动语态变被动语态的方法

五、课堂练习：（学生完成课堂练习，先个体完成，然后同座核对检查，最后教师讲解）

1. He writes some letters to his classmate.

2.We must plant more trees next year.

3.Everyone loves him.

4.The teacher gave them some good books.

5.People can’t see the stars in the daytime.

6.Some people often see him read English in the morning.

六.拓展练习:

1.They are going to have an evening party tomorrow.

2.Some workers are painting the rooms now．

3.They are holding a sports meeting now. Slide 20

4.We have made twenty more keys．

5.Workers have built the house since two years ago.

6.We had received many letters by the end of last week.

7.They have been cleaned the street.

8.They will finish the work in ten days.

9.They would have a party the next day.

七、Homework:

1.完成课后习题（p94）

2.预习被动语态（二）

八、板书设计：

被动语态的结构

(be+p.p)

1. They use a recorder in class。（变成被动语态）→

A recorder is used by them in class.

2. His mother told him a story yesterday.(变成被动语态)(双宾语)

He was told a story by his mother yesterday.

八、教学反思：