牛津译林版（2019）必修 第二册Unit2 Be sporty, be healthy Grammar and usage教案
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| 名称 | 牛津译林版（2019）必修 第二册Unit2 Be sporty, be healthy Grammar and usage教案 |  | |
| 格式 | docx | ||
| 文件大小 | 46.3KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 牛津译林版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2024-03-14 10:03:41 | ||
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Lesson Plan
Unit 2 Be sporty, be healthy
Grammar and usage
Passive voice in the present continuous and present perfect tenses
Ⅰ. The background information:
Students: Senior high school students, Grade 1.
Lesson duration: 45 minutes
Ⅱ. The type of lesson:
Grammar
Ⅲ.The analysis of teaching materials:
This reading is from Advance with English, student’s book two, published by the Yilin Press. This is the third learning hour of Unit 2. We will learn grammar and usage called passive voice in the present continuous and present perfect tenses.
Ⅳ. The analysis of learners:
As students of Grade one, they are passionate and curious about new knowledge. Students in the adolescence may be more interested in doing sports, but they may be lack of good ways to exercise.
Ⅴ. The teaching objectives:
By the end of this section, students will be able to:
1. Understand the use of passive voice in the present continuous and present perfect tenses;
2. Summarize general rules of passive voice in the present continuous and present perfect tenses;
3. Role-play an interview between a school news reporter and a PE teacher with the right tenses.
Ⅵ. The key and difficult points:
1. To understand the passive voice in the present continuous and present perfect within context;
2. To apply the target grammar correctly according to different situations.
Ⅶ. The teaching and learning strategies:
Teaching strategies:
Cooperative skills:
Teachers can organize students to cooperate with each other to improve their oral English output.
Task-based language teaching:
Teacher can set various tasks to maximize the participation of students.
Ⅷ. The teaching aids:
Multimedia, PPT, chalk, blackboard
Ⅸ. The teaching procedures:
Step 1 Lead-in (5 minutes)
Activity 1: The teacher shows a video to review passive voice, which can stimulate students’ existing knowledge. Then displays two pictures and ask students to make sentence with using passive voice in present continuous and present perfect tenses.
(Justification: This activity uses pictures to review the present continuous and present perfect tenses that students have learned before, stimulating students’ prior knowledge. Use passive voice video as a warm-up can attract students’ interesting and pave the way for the grammar to be learned later.)
Step 2 Exploring the rules (15 minutes)
Activity 2: (7 mins) The teacher uses the two example sentences just now to display how to transform into passive voice, and gradually explains the rules of the present continuous and the present perfect tense in passive voice.
(Justification: Before the practice, let the students understand the rules of grammar inflection in detail, to pave the way for the subsequent practice.)
Activity 3: (8 mins) The teacher has students read the passage in Part A on Page 20 and try to find out two kinds of sentence. The teacher checks if students have successfully found the sentences with passive voice in the present continuous and present perfect tenses. The teacher presents the sentences for students and work out the rules:
We use the passive voice in the present continuous tense to talk about something that is being done right now. The verb form is “(1) is/are/am being done”.
We use the passive voice in the present perfect tense to talk about something that has been done. The verb form is “(2) has/have been done”.
(Justification: By doing some easy exercises in the coursebook, teacher summarizes the rules of the passive voice in present continuous and present perfect tenses.)
Step3 Applying the rules (25 minutes)
Activity 4: (3mins) Making sentences
The teacher displays students 3 groups of pictures and invites students to make sentences with passive voice in the present continuous or present perfect tenses.
(Justification: In the process of making sentences through pictures, students can experience and perceive the ideographic features of the passive voice in the present continuous tense and the present perfect tense.)
Activity 5:(3mins) Rewriting sentences
Teacher displays some sentences in active voice, then asks students to rewrite them in passive voice.
1. A new community sports center is being built (by the city government).
2. The walls in the workout rooms are being painted (by some workers).
3. I have been told that the new workout rooms are very modern.
4. Jenny has been asked to make an exercise plan (by her PE teacher).
(Justification: Use the structure of the two passive voices flexibly in the conversion exercise, focusing on their forms.)
Activity 6:(7mins) Spot the differences
The teacher displays two similar pictures and asks students to find some differences. Then gives some words and requires students to use these words to describe these differences with present perfect in passive voice.
(Justification: Find the difference is a game that can effectively attract students’ attention. First, let students find out the differences, and then use the passive voice of the present perfect tense to describe the differences. It not only exercises the students’ speaking ability, but also consolidates their grammar knowledge.)
Activity 7:(7mins) Interview
The teacher organizes students to have an interview about a school sports meeting. Teacher also gives a lot of sentence patterns to induce students to start the interview fluently.
(Justification: Through the creation of language context, it helps students flexibly use target grammar to better understand the ideographic function of target grammar and develop student’s oral and cooperative ability.)
Step 5 Summary and Homework (2 minutes)
Summary
Summarize the passive voice forms of the present continuous and the present perfect again.
(Justification: Train students’ concluding ability.)
Homework
Please summarize all forms of passive voice as possible as you can and make a table.
(Justification: Homework is necessary for students to review and consolidate what they learned in this class. It will check whether the students achieve the teaching objectives.)
X. The blackboard design:
Grammar and usage Passive voice in the present continuous and present perfect tenses Passive voice: be + done(过去分词) Present continuous tense: is/am/are + doing Passive voice: be + done(过去分词) Present perfect tense: has/have done
XI. Teaching reflection:
What you have learned What else do you want to know What advices do you have for teachers
(The reflective assessment helps students to know themselves and guides them to learn to monitor and adjust their English learning process.)
Unit 2 Be sporty, be healthy
Grammar and usage
Passive voice in the present continuous and present perfect tenses
Ⅰ. The background information:
Students: Senior high school students, Grade 1.
Lesson duration: 45 minutes
Ⅱ. The type of lesson:
Grammar
Ⅲ.The analysis of teaching materials:
This reading is from Advance with English, student’s book two, published by the Yilin Press. This is the third learning hour of Unit 2. We will learn grammar and usage called passive voice in the present continuous and present perfect tenses.
Ⅳ. The analysis of learners:
As students of Grade one, they are passionate and curious about new knowledge. Students in the adolescence may be more interested in doing sports, but they may be lack of good ways to exercise.
Ⅴ. The teaching objectives:
By the end of this section, students will be able to:
1. Understand the use of passive voice in the present continuous and present perfect tenses;
2. Summarize general rules of passive voice in the present continuous and present perfect tenses;
3. Role-play an interview between a school news reporter and a PE teacher with the right tenses.
Ⅵ. The key and difficult points:
1. To understand the passive voice in the present continuous and present perfect within context;
2. To apply the target grammar correctly according to different situations.
Ⅶ. The teaching and learning strategies:
Teaching strategies:
Cooperative skills:
Teachers can organize students to cooperate with each other to improve their oral English output.
Task-based language teaching:
Teacher can set various tasks to maximize the participation of students.
Ⅷ. The teaching aids:
Multimedia, PPT, chalk, blackboard
Ⅸ. The teaching procedures:
Step 1 Lead-in (5 minutes)
Activity 1: The teacher shows a video to review passive voice, which can stimulate students’ existing knowledge. Then displays two pictures and ask students to make sentence with using passive voice in present continuous and present perfect tenses.
(Justification: This activity uses pictures to review the present continuous and present perfect tenses that students have learned before, stimulating students’ prior knowledge. Use passive voice video as a warm-up can attract students’ interesting and pave the way for the grammar to be learned later.)
Step 2 Exploring the rules (15 minutes)
Activity 2: (7 mins) The teacher uses the two example sentences just now to display how to transform into passive voice, and gradually explains the rules of the present continuous and the present perfect tense in passive voice.
(Justification: Before the practice, let the students understand the rules of grammar inflection in detail, to pave the way for the subsequent practice.)
Activity 3: (8 mins) The teacher has students read the passage in Part A on Page 20 and try to find out two kinds of sentence. The teacher checks if students have successfully found the sentences with passive voice in the present continuous and present perfect tenses. The teacher presents the sentences for students and work out the rules:
We use the passive voice in the present continuous tense to talk about something that is being done right now. The verb form is “(1) is/are/am being done”.
We use the passive voice in the present perfect tense to talk about something that has been done. The verb form is “(2) has/have been done”.
(Justification: By doing some easy exercises in the coursebook, teacher summarizes the rules of the passive voice in present continuous and present perfect tenses.)
Step3 Applying the rules (25 minutes)
Activity 4: (3mins) Making sentences
The teacher displays students 3 groups of pictures and invites students to make sentences with passive voice in the present continuous or present perfect tenses.
(Justification: In the process of making sentences through pictures, students can experience and perceive the ideographic features of the passive voice in the present continuous tense and the present perfect tense.)
Activity 5:(3mins) Rewriting sentences
Teacher displays some sentences in active voice, then asks students to rewrite them in passive voice.
1. A new community sports center is being built (by the city government).
2. The walls in the workout rooms are being painted (by some workers).
3. I have been told that the new workout rooms are very modern.
4. Jenny has been asked to make an exercise plan (by her PE teacher).
(Justification: Use the structure of the two passive voices flexibly in the conversion exercise, focusing on their forms.)
Activity 6:(7mins) Spot the differences
The teacher displays two similar pictures and asks students to find some differences. Then gives some words and requires students to use these words to describe these differences with present perfect in passive voice.
(Justification: Find the difference is a game that can effectively attract students’ attention. First, let students find out the differences, and then use the passive voice of the present perfect tense to describe the differences. It not only exercises the students’ speaking ability, but also consolidates their grammar knowledge.)
Activity 7:(7mins) Interview
The teacher organizes students to have an interview about a school sports meeting. Teacher also gives a lot of sentence patterns to induce students to start the interview fluently.
(Justification: Through the creation of language context, it helps students flexibly use target grammar to better understand the ideographic function of target grammar and develop student’s oral and cooperative ability.)
Step 5 Summary and Homework (2 minutes)
Summary
Summarize the passive voice forms of the present continuous and the present perfect again.
(Justification: Train students’ concluding ability.)
Homework
Please summarize all forms of passive voice as possible as you can and make a table.
(Justification: Homework is necessary for students to review and consolidate what they learned in this class. It will check whether the students achieve the teaching objectives.)
X. The blackboard design:
Grammar and usage Passive voice in the present continuous and present perfect tenses Passive voice: be + done(过去分词) Present continuous tense: is/am/are + doing Passive voice: be + done(过去分词) Present perfect tense: has/have done
XI. Teaching reflection:
What you have learned What else do you want to know What advices do you have for teachers
(The reflective assessment helps students to know themselves and guides them to learn to monitor and adjust their English learning process.)