Unit 4 Arts and heritage：Grammar 教学设计-2025-2026学年沪教版(2024)八年级英语下册
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| 名称 | Unit 4 Arts and heritage：Grammar 教学设计-2025-2026学年沪教版(2024)八年级英语下册 |
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| 格式 | docx | ||
| 文件大小 | 109.4KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 沪教版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2026-04-05 00:00:00 | ||
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8BU4 Arts and heritage
Grammar: The passive in the simple past and simple future
一、教学目标
By the end of the lesson, students are expected to …
l understand and master the structures, meanings and usages of the passive in the simple past and simple future;
l identify and apply the passive voice by talking about Chinese traditional arts and heritage;
l arouse cultural awareness of promoting and protecting Chinese arts and heritage.
二、教学重点、学习难点
Teaching focus:
l Guiding students to understand and master the structures, meanings and usages ofthe passive in the simple past and simple future.
Potential learning difficulty:
l Students might have difficulty in applying the passive voice properly by talking about Chinese arts and heritage.
三、教学过程
环节 学习活动 评价
Preparation 1. Talk about the traditional Chinese animation and review the passive in the simple present tense. 教师通过聆听个别学生回答， 了解学生与艺术相关的表达能力，为语法学习做好铺垫。
2. Talk about some traditional Chinese art forms.
设计意图：激活学生有关传统艺术与文化的已有知识储备，引出被动语态用法。
Practice 1. Read the passage about Huang Gongwang and underline simple past passive sentences. 教师巡视学生工作单完成情况，评估学生能否正确识别并掌握过去时的被动语态的基本用法。
2. Talk about the story behind Dwelling in the Fuchun Mountains.
3. Watch a video clip about Qilin Dance and complete the table.
4. Discuss and share the promotion methods of Qilin Dance. 学生通过讨论和分享，评估同伴能否正确使用
将来时的被动语态描述推广麒麟舞的方法。
设计意图：通过识别、机械操练到半控制性操练，帮助学生巩固两种被动语态的结构与用法，强化语境运用能力。
Production 1. Introduce Qilin Dance with the help of the table. 教师和学生倾听同伴分享 ， 评估学生能否正确、恰当使用被动语态介绍麒麟舞。
设计意图：开展真实语境下的语言输出活动，让学生综合运用所学语法知识，实现语言运用与文化意识的融合。
Homework 1. Finish Exercise 2 on student book P58. 2. Write the script of introducing Qilin Dance and prepare for the presentation. 3. Search for information about another traditional art and share your findings with your classmates.
Blackboard design Unit 4 Grammar: The passive in the simple past and simple future (
the
simple
present
the
simple
past
am/is/are
done
was/were
do
ne
the
simple future
will be
done
)
Grammar: The passive in the simple past and simple future
一、教学目标
By the end of the lesson, students are expected to …
l understand and master the structures, meanings and usages of the passive in the simple past and simple future;
l identify and apply the passive voice by talking about Chinese traditional arts and heritage;
l arouse cultural awareness of promoting and protecting Chinese arts and heritage.
二、教学重点、学习难点
Teaching focus:
l Guiding students to understand and master the structures, meanings and usages ofthe passive in the simple past and simple future.
Potential learning difficulty:
l Students might have difficulty in applying the passive voice properly by talking about Chinese arts and heritage.
三、教学过程
环节 学习活动 评价
Preparation 1. Talk about the traditional Chinese animation and review the passive in the simple present tense. 教师通过聆听个别学生回答， 了解学生与艺术相关的表达能力，为语法学习做好铺垫。
2. Talk about some traditional Chinese art forms.
设计意图：激活学生有关传统艺术与文化的已有知识储备，引出被动语态用法。
Practice 1. Read the passage about Huang Gongwang and underline simple past passive sentences. 教师巡视学生工作单完成情况，评估学生能否正确识别并掌握过去时的被动语态的基本用法。
2. Talk about the story behind Dwelling in the Fuchun Mountains.
3. Watch a video clip about Qilin Dance and complete the table.
4. Discuss and share the promotion methods of Qilin Dance. 学生通过讨论和分享，评估同伴能否正确使用
将来时的被动语态描述推广麒麟舞的方法。
设计意图：通过识别、机械操练到半控制性操练，帮助学生巩固两种被动语态的结构与用法，强化语境运用能力。
Production 1. Introduce Qilin Dance with the help of the table. 教师和学生倾听同伴分享 ， 评估学生能否正确、恰当使用被动语态介绍麒麟舞。
设计意图：开展真实语境下的语言输出活动，让学生综合运用所学语法知识，实现语言运用与文化意识的融合。
Homework 1. Finish Exercise 2 on student book P58. 2. Write the script of introducing Qilin Dance and prepare for the presentation. 3. Search for information about another traditional art and share your findings with your classmates.
Blackboard design Unit 4 Grammar: The passive in the simple past and simple future (
the
simple
present
the
simple
past
am/is/are
done
was/were
do
ne
the
simple future
will be
done
)
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