染雾初中英语被动语态优秀教学设计 篇一
标题：Exploring Passive Voice: A Hands-on Approach
Introduction:
Passive voice is an essential aspect of English grammar that students need to grasp in order to enhance their language skills. This lesson plan aims to engage students in a hands-on approach to learning the passive voice, allowing them to understand its formation, usage, and significance in communication.
Objective:
By the end of this lesson, students will be able to:
1. Define and identify the passive voice in sentences.
2. Differentiate between active and passive voice.
3. Construct and use passive voice sentences correctly.
Materials:
1. Whiteboard and markers.
2. Worksheets with sentences in both active and passive voice.
3. Flashcards with verbs for sentence construction.
4. Examples of advertisements, news articles, or passages from books that contain passive voice sentences.
Procedure:
1. Warm-up (15 minutes):
- Begin the lesson by asking students what they know about active and passive voice. Write their responses on the whiteboard.
- Engage students in a brief discussion on when and why the passive voice is used.
- Show examples of passive voice sentences in advertisements, news articles, or passages from books. Discuss the significance of using passive voice in these contexts.
2. Introduction (10 minutes):
- Provide a clear definition of passive voice and explain its formation using the verb "to be" and the past participle of the main verb.
- Use flashcards with verbs to demonstrate the formation of passive voice sentences.
- Write examples on the whiteboard and ask students to identify the subject, verb, and object in each sentence.
3. Practice (25 minutes):
- Distribute worksheets with sentences in both active and passive voice. Ask students to identify the voice of each sentence and rewrite the active voice sentences in passive voice.
- Monitor students' progress and provide guidance as needed.
- Conduct a class discussion to review the answers and address any questions or difficulties encountered.
4. Application (20 minutes):
- Divide students into pairs or small groups.
- Provide a set of flashcards with verbs and objects.
- Instruct students to construct passive voice sentences using the given flashcards.
- Encourage students to use their creativity and come up with contextually appropriate sentences.
- Monitor and provide feedback as students work on their sentences.
5. Consolidation (10 minutes):
- Invite students to share their constructed sentences with the class.
- Discuss the effectiveness and clarity of each sentence.
- Summarize the key points of the lesson and address any remaining questions.
Conclusion:
This hands-on approach to teaching passive voice allows students to actively engage with the concept and apply their knowledge in sentence construction. By the end of this lesson, students should have a solid understanding of the passive voice and its usage in different contexts.
初中英语被动语态优秀教学设计 篇二
标题：Interactive Learning: Discovering the Power of Passive Voice
Introduction:
Teaching passive voice to middle school students can be a challenging task, but with an interactive and engaging approach, students can develop a deep understanding of this important grammatical structure. This lesson plan focuses on using real-life scenarios and collaborative activities to help students explore and master the passive voice.
Objective:
By the end of this lesson, students will be able to:
1. Define and identify sentences in passive voice.
2. Explain the purpose and significance of using passive voice.
3. Construct and use passive voice sentences accurately in different contexts.
Materials:
1. PowerPoint presentation or visual aids.
2. Worksheets with exercises related to passive voice.
3. Real-life scenarios or short texts that contain passive voice sentences.
4. Interactive online quizzes or games related to passive voice.
Procedure:
1. Introduction (10 minutes):
- Begin the lesson by showing real-life scenarios or short texts that contain passive voice sentences.
- Engage students in a class discussion about the purpose of using passive voice in these scenarios.
- Use visual aids or a PowerPoint presentation to introduce the concept of passive voice, explaining its formation and usage.
2. Guided Practice (20 minutes):
- Distribute worksheets with exercises related to passive voice.
- Guide students through the exercises, providing explanations and examples as needed.
- Encourage students to work in pairs or small groups to discuss their answers and seek clarification from their peers.
- Review the answers as a class and address any questions or misconceptions.
3. Collaborative Activity (25 minutes):
- Divide students into small groups and provide each group with a real-life scenario or short text that contains passive voice sentences.
- Instruct students to identify and highlight the passive voice sentences in the given scenario or text.
- Encourage students to discuss the purpose of using passive voice in each sentence and share their findings with the class.
- Facilitate a class discussion to compare and contrast the different scenarios or texts and their use of passive voice.
4. Application (15 minutes):
- Introduce interactive online quizzes or games related to passive voice.
- Allow students to work individually or in pairs to complete the quizzes or play the games.
- Monitor students' progress and provide feedback as needed.
- Review the answers as a class and discuss any challenging questions or concepts.
5. Consolidation (10 minutes):
- Summarize the key points of the lesson and highlight the importance of passive voice in effective communication.
- Encourage students to reflect on how they can apply their knowledge of passive voice in their writing and speaking.
- Address any remaining questions or concerns.
Conclusion:
By incorporating real-life scenarios, collaborative activities, and interactive online resources, this lesson plan provides students with an engaging and comprehensive learning experience of passive voice. Through this interactive approach, students will develop a solid understanding of passive voice and its significance in English language usage.
初中英语被动语态优秀教学设计 篇三
一、语态概述
英语的语态是通过动词形式的变化表现出来的。英语中有两种语态：主动语态和被动语态。主动语态表示主语是动作的执行者。巧记为：主动、主动、主去动。
例如：Many people speak English.
谓语：speak的动作是由主语many people来执行的。
被动语态表示主语是动作的承受者，即行为动作的对象。巧记为：被动、被动、主被动。 例如：English is spoken by many people.主语English是动词speak的承受者。 判断：看我上面举的例子，你来判断哪个是主动哪个是被动？
He opened the door.他开了门。(主动句)
The door was opened.门被开了。(被动句)
说明：好了，现在我们对被动语态的句子形式有了一个形象的认识，但英语句子是千变万
化的，这时就需要你有“火眼金睛”了。下面老师就来具体讲一讲被动语态的构成。
二、被动语态的构成
被动语态由“助动词be＋及物动词的过去分词”构成。人称、数和时态的变化是通过be的变化表现出来的。现以teach为例说明被动语态在各种时态中的构成。
说明：别看英语中一会儿主动被动一会儿现在时一会儿过去时啥的，好像看得咱们眼花缭
乱啦。其实呢，这么一堆东西归纳起来，就两点：时态和语态。
一般现在时：am／is／are＋taught
一般过去时：was／were＋taught
一般将来时：will／shall be＋taught
现在进行时：am／is／are being＋taught
过去进行时：have／has been＋taught
现在完成时：have／has been＋taught
歌诀是：被动语态be字变，过去分词跟后面。
说明：那么，什么时候用被动语态呢？简单的说，凡是汉语中带“被”的句子，都能转换成英语的被动语态。
三、被动语态的用法
(1)不知道或没有必要说明动作的执行者是谁。
例如：
Some new computers were stolen last night.
一些新电脑在昨晚被盗了。(不知道电脑是谁偷的)
This book was published in 1981.这本书出版于1981年。
(2)强调动作的承受者，而不强调动作的执行者。
例如：the window was broken by Mike.窗户是迈克打破的。
This book was written by him.这本书是他写的。
Eight hours per day for sleep must be guaranteed.每天8小时睡眠必须得到保证。歌诀：谁做的动作不知道，说出谁做的没有必要；
动作承受者需强调，被动语态运用到。
主动态和被动态指的是动词形式，是词法概念；而主动句和被动句则指的是句子结构，从而是句法概念。所谓主动句就是由主动态动词(词组)作谓语动词的句子，而被动句则是由被动态动词(词组)作谓语动词的句子。
补充内容：
四、主动语态变被动语态的方法
(1)把主动语态的宾语变为被动语态的主语。
(2)把谓语变成被动结构(be＋过去分词)
(根据被动语态句子里的主语的人称和数，以及原来主动语态句子中动词的时态来决定be的形式)。
(3)把主动语态中的主语放在介词by之后作宾语，将主格改为宾格。例如：
All the people laughed at him.
He was laughed at by all people.
They make the bikes in the factory.
The bikes are made焍y them焛n the factory.
歌诀是：宾变主，主变宾，by短语后面跟。
谓语动词变被动，be后“过分”来使用。
五、含有情态动词的被动语态
含有情态动词的主动句变成被动句时，由“情态动词＋be＋过去分词”构成，原来带to的情态动词变成被动语态后“to”仍要保留。
歌诀是：情态动词变动，情态加be加“过分”，原来带to要保留。例如：
We can repair this watch in two days.
This watch can be repaired in two days.
You ought to take it away.
It ought to be taken away.
They should do it at once.
It should be done at once.
初中英语被动语态优秀教学设计 篇四
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:
搜集书中的句子以及印发的练习题。
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. 先请同学们讨论，对被动语态进行归纳总结：被动语态
（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 + done（动词的过去分词）
一般现在时态的被动结构：am /is /are + done
一般过去时态的被动结构：was /were + done
一般将来时态的别动结构：will be + done
情态动词的被动结构：情态动词+ be + done
（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. Theyuse in class。（变成被动语态）→
is used by them in class.
told a story yesterday.(变成被动语态)(双宾语)
was told a storyyesterday.
四、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.
五、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.
六、教学反思：
初中英语被动语态优秀教学设计 篇五
一、帮助学生理解什么是被动语态？
英语中时态很多，但语态不多，只有两种，即：主动语态和被动语态。所谓“被动语态”，相当于中文中常说的“被……”、“由……”的句式，如：“他的自行车被偷了。”，“这座楼房是由他们建造的。” 如果主语是动作的执行者，谓语动词用主动语态。如果主语是动作的对象，谓语动词用被动语态。如： They speak English.他们讲英语。（主动语态）
English is spoken by them.英语由他们讲。（被动语态）
主语“英语”是“讲”的承受者，是被动句，动词用被动语态的形式。
二、被动语态的结构
His bicycle was stolen.
He was hit.（写出几个例句让学生自己观察总结出被动语态的结构）
通过上面的例句，得出 →“被动语态”的构成是： be + （及物动词的）过去分词（be有人称、数和时态的变化，其变化规则与be作为系动词的变化完全一样。）
三、常用的时态的被动语态举例
重点是要掌握be动词的各种时态变化。常用的时态的被动语态举例如下：（先让学生说出自己已经知道的时态的主动语态，再套用上面的被动语态的构成得出各种时态的被动语态）
1、 一般现在时的被动语态. am / is / are + 动词的过去分词（每一个时态造两个句子） Our classroom is cleaned every day.
This car is made in China.
2、一般过去式的被动语态: was / were + 动词的过去分词
His desk was cleaned just now.
The station was built in 1928.
3、现在进行时的被动语态: am / is / are + being + 动词的过去分词
A new factory is being built in our city now.
Some trees are being cut down in the park.
4、过去进行时的被动语态: was / were + being + 动词的过去分词
A new factory was being built in our city at that time.
Some babies were being looked after by Miss Chen last year.
5、一般将来时的被动语态:
(A) will / shall + be + 动词的过去分词
(B) am / is / are + going to be +动词的过去分词.
Some new factories will be built in our city this year.
Your watch is going to be mended in an hour.
6、现在完成时的被动语态:have / has + been + 动词的过去分词
Some new factories have been built in the city since last year.
Your watch has been mended already.
7、含情态动词的被动式：can/may/must + be + done
例如：He can not be found.
四、如何将主动语态变成被动语态
1、从句子意义上说，就是重新找出“什么事物”是“被完成”的。
例1.
主动语态：人们说英语。People speak English in many countries.
被动语态：英语被说。 English is spoken in many countries..
2、从语法的角度说 (先变几个，让学生自己得出规律)
例1. 主动语态：小王邀请你(宾语) Xiao Liu has invited you to a lunch party. 被动语态：你(宾语)被邀请。 You has been invited to a lunch party by Xiao
Wang.
例2. 主动语态:汤姆打了他(宾语) Tom hit him.
被动语态：他(宾语)被汤姆打了. He was hit by Tom.（ 注意：如果主动句的宾语是代词，需将其由宾格变为主格。）
得出 →将主动语态变被动语态的基本方法为：
①将主动语态的宾语作被动语态的主语；
②谓语动词变为“be＋及物动词的过去分词”，并通过be的变化来表达出不同的时态；
③主动语态的主语变为介词by的宾语，组成介词短语放在被动结构中的谓语动词之后。（有时by短语可以省略）
五、将主动语态变被动语态应注意几个特殊情况：
1.主动语态：他们授给他(间接宾语)一枚奖章(直接宾语).They gave him a medal for his wonderful work.
被动语态：他(间接宾语)被授予一枚奖章. He was given a medal for his wonderful work.
被动语态：一枚奖章(直接宾语)被授给了他.A medal was given to him for his wonderful work.
得出 →．含双宾语的主动结构变为被动结构时，有两种方法：
①将间接宾语变为主语，直接宾语保持不变；
②将直接宾语变为主语，间接宾语用介词to或for引导。
2. This dictionary mustn't ______ from the library．
A．take away
B．taken away
C．are taken away
D．be taken away
［D］
得出 →短语动词的被动语态：在变为被动语态时，要将短语动词视为一个整体，其后的介词或副词不能省去。
3.Someone saw him swim in Qianling Lake yesterday．（变被动）
He ______ ______ ______ swim in Qianling Lake yesterday．
（填was seen to）
得出 →含有复合宾语的主动结构变被动结构时，通常将宾语变为被动句的主语，而宾语补足语就成为主语补足语。（注意：省略to的不定式作宾补时，不定式符号to必须补上，例如：see hear watch feel notice let make 等。）
初中英语被动语态优秀教学设计 篇六
语态(voice)
作为一个语法范畴，是表示主语和动词之间的主动或被动关系的动词行式。英语动词有两种语态：主动语态(active voice)和被动语态(passive voice)。当主语为动作执行者即施动者时，动词用主动态；如果主语是动作的承受者即受动者时，动词便用被动态。例如：
(1) john helped peter.
(2) peter was helped by john.
句(1) helped是主动态；句(2)was helped是被动态,可见主动态是无标记的，而被动态是有标记的。
构成
被动语态由助动词be的时态之一和及物动词的过去分词构成。被动语态可用于各种时态，其时态变化通过助动词be的不同形式来体现。如：一般现在时的被动态构成形式为助动词am/is/are + 过去分词；而一般过去时的被动态构成形式为was/were + 过去分词。本册要掌握的被动语态形式有：
一般现在时：am/is/are + 过去分词
e.g. football is played all over the world.
i’m often asked to do this work.
我常常被派做这项工作。
一般过去时：was/were +过去分词
e.g. the terracotta warriors were found in 1974 near xi’an.
they were discovered by workers in a field outside the city.
when was the building completed?
这座大楼什么时候建成的？
一般将来时：will (shall) + be +过去分词
be going to + be + 过去分词
e.g. the result of the exam will be known soon.
they are going to be given a difficult test.
一般过去将来时：should(would) be+过去分词
e.g. the teacher said the results would be published soon.
he told me that the film would be shown the next week.
现在进行时：am/is/are + being +过去分词
e.g. the new airport is being built by a foreign company.
一家外国公司正在承建这座新机场。
the song is being sung by the girls now.
过去进行时：was/were being+过去分词
e.g. the song was being sung by the girls when i got there.
the student was being criticized when i went into the
teacher’s office.
将来完成时：will have been+过去分词
e.g. by the end of next term XX english words will
have been learned.
the building will have been built by next year.
现在完成时：has/have + bee n +过去分词
e.g. all the tickets have been sold .
the book has been translated into many languages.
这本书已被译成多种语言。
过去完成时：had been+过去分词
e.g. forty schools had been visited by last year.
all the tickets had been sold out when i got to the cinema.
过去将来完成时：would have been+过去分词
e.g. he said many words would have been learned by XX.
they promised that ten books would have been published
by the next month.
情态动词：情态动词 + be + 过去分词
e.g. this road must be mended.
the machine parts may be needed in our work.
工作中可能需要这些机器零部件。
动词不定式：to be + 过去分词
e.g. i’m glad to be asked questions.
it is impossible for lost time to be made up.
失去的时间不可弥补。
主要用法
被动态常用于下列几种场合：
1．当不知道或不必提出动作的执行者时（这时都不带由by引起的短语）；
printing was introduced into europe from china.
印刷术是从中国引入欧洲的。
the airplane was made in u.s.
such books are written for children. 这种书是为儿童写的。
2. 动作的承受者是谈话的中心（这时可带有由by引起的短语）；
the song was composed by a student.
这首歌曲是一个学生谱写的。
thousands of rivers are polluted in the country.
3. 出于礼貌措词等原因而不愿说出动作执行者是谁。
you are requested to get here in time.
请您准时来这儿。
带行为主体的被动态
行为主体就是动作的执行者，即执行动词所表达的动作的人或物。在被动句中，往往不提及行为主体；但当强调动作的执行者时，可用介词by引出行为( by +主体行为主体),置于被动态句的末尾，说明是什么人或物应对有关事件负责。
e.g. the village was destroyed by a bomb.
这个村庄毁于炸弹。
the painting is very valuable. it was painted by van gogh.
这幅画很值钱，它是梵高画的。
其它用法补充
1.“it + 被动语态+ that 从句”。表示谨慎或不太肯定的语气。常用于该结构的动词有：say, think, believe, agree, expect, consider, feel, know, decide, report, suggest, prove 等。
e.g. it is said that prices will rise again this month.
据说本月物价还将上涨。
it is thought that about a million dogs are born each year.
据认为每年约有一百条狗出生。
it is reported that all the passengers died in the crash.
据报导所有乘客在那次飞机坠毁中遇难。
it is agreed that we will have two weeks holiday this year.
2. 用于通告标题广告等的`被动态往往省去助动词be。
e.g. no chinese spoken here.
shoes repaired.
famous painting stolen. 名画被盗。
