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1、Unit6 When was it invented?Section A (Grammar Focus-4c)教案1. Language Objectives：(1) To learn and understand the passive voice in the past tense”.(2) To better understand and well use the passive voice both in the past tense and simple present tense in practice.2. Ability Objectives:Students will be
2、able to describe inventions by using passive voice and exchange active voice sentences into passive voice sentences.3. Affective Objectives:Evoke students9 love for the country and call them up to contribute to our country with what they have learned at school.4. Teaching Focus:Passive voice in simp
3、le present tense and past tense5. Teaching Difficulties:(1) The structure of passive voice(2) Passive voice in past tense6. Teaching Methods:Task-based language teaching method; situational approach; communicative approach; audio-visual approach.7. Teaching Procedure:Step 1 Revision and lead-in.Play
4、 a video about how Chinese people boycott the products from Nike and other companies to arouse students love for our country. At the same time, the teacher inspires students to work hard to change the embarrassing situation of “made in China”.Play a game challenge yourself5 to review the passive voi
5、ce. Show students some pictures and phrases and let them make some new sentences in passive voice in limited time. Here is an example.克氏手 papermakingin Western Han Dynasty (invent)by Cai Lun (improve)through Silk Road (bring to the Western countries)Take papermaking as an example to arouse students
6、love for our country and introduce the idea Created in ChinaStep 2 Presentation.1. Play a guessing game to talk about another great invention the fridge”. Students are presented with some statements about the fridge in passive voice and they try to guess what invention it is according to the stateme
7、nts. It is madeof plastic and metal. It was inventedin 1834. It was inventedby Jacobin Perkins It is keptat a low temperature. It is used forkeeping food fresh.Ask students to make a summary about the structures of passive voice both in simple present tense and in the simple past tense with the sent
8、ences about ”the fridge by a mind map.2. Listening practice. Students listen to a short passage about tea twice and then try to fill in the blanks below.1. Tea trees mostly in the of China.2. When tea leaves are ready, they by.3. It first about 5000 years ago.4. It by a Chinese ruler Shen Nong by.5.
9、 The first book about tea by Lu Yu, saint of tea”.Check the answers and tell students tea makes a big difference to the world. Tea was created by Chinese people and we should be proud of it.3. Make up a story called An Unusual Experience with the information in activity 4b to create a real context f
10、or students to practice the grammar. In this part, the story is presented with some interesting and vivid pictures. Students will not feel bored when doing the grammar exercises.4. Play a game called Lucky Number to finish activity 4a. Students will choose a number which has a task (rewriting the se
11、ntences using the passive voice) correspondently. If finish the task perfectly, they will get some lollipops.5. Introduce the history of the telephone to students and ask them to finish activity 4c.In this activity, students should tell the passive forms from active forms, the present simple tense f
12、rom the past simple tense.6. A short writing about the development of the mobile phones. Students will write something about the first mobile phone and the first smart phone in passive voice.In order to reduce the difficulty, the teacher provides students with some words or phrases.7. Take Huawei as
13、 an example to encourage students to work hard and create more good inventions to contribute to our country. We should achieve intelligently made in China instead of made in China”.Step 3 Home work.1. Remember the sentences in Grammar Focus.2. Write the answers to 4a and 4b on the book.Blackboard de
14、signUnit6 When was it invented?be +动词的过去分词(am /is / are ) (was / were)Made in chinaCreated in ChinaIntelligently made in China教学反思:这堂课教学目标非常明确，即被动语态的一般过去时形式在实际语境中的应用，以及被动语态在一般过去时和一般现在时中的区别。每个教学环节都是紧紧围绕教学目标来展开，权衡题目难度的梯度, 保证大部分学生能够轻松掌握所学知识，提高学习兴趣。在设计上符 合新基础教育中提倡的为语法课创设情境的理念，并且能够通过一定 的活动让学生归纳语法结构，并且用上语
15、法结构去做事情。整节课活 动形式多样，没有完全拘泥于课本的形式，而是很好的整合了课本。例如，我把4a中的句子都配上了一副图片，然后通过闯关拿小奖品的 方式，激发学生做题的兴趣。在4b活动中我把毫无关联的几个句子通 过再加工，变成了一个很有趣的故事。学生在真实的故事情境中完成 了语法练习，即提高学生学习的兴趣，又提高了学习效率。但是在情境创设中，我对于感知、观察、讨论、归纳、应用这几 块的时间分配得不是很均匀，导致平均用力，学生观察归纳的时间不 够多。在课程再设计过程中，需要注意以下几点问题：一、在情景化后，让学生观察归纳语法结构是重点，应该给学生更 多的例句和时间去讨论。二、关注被动语态使用的情境，让学生搞清楚是否所有句子都能用 被动语态、是否句子用被动语态就好的两个问题。并且结合语用的角 度，让学生知道怎么用、什么时候用、在哪用、为什么要用。