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1、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。
2、 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。
3、Step 2: Task One.Ⅰ.Lead-in1(slide):We speak Chinese . 我们说汉语。
4、Chinese is spoken by us . 汉语被我们说。
5、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。
6、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。
7、英语动词: 被动语态：主语是动作的承受者。
8、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。
9、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。
10、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。
11、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。
12、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。
13、教学内容：被动语态The Passive Voice 。
14、 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。
15、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。
16、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。
17、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。
18、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。
19、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。
20、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。
21、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。
22、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。
23、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。
24、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。
25、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。
26、 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。
27、Step 2: Task One.Ⅰ.Lead-in1(slide):We speak Chinese . 我们说汉语。
28、Chinese is spoken by us . 汉语被我们说。
29、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。
30、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。
31、英语动词: 被动语态：主语是动作的承受者。
32、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。
33、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。
34、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。
35、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。
36、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。
37、教学内容：被动语态The Passive Voice 。
38、 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。
39、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。
40、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。
41、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。
42、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。
43、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。
44、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。
45、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。
46、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。
47、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。
48、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。
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