九年级英语上册 Module 9 Unit 3 Language in use教案 （新版）外研版-（新版）外研版初中九年级上册英语教案.doc

Module 9 Great inventions Unit 3 Language in use
一、教学目标
1. 语言知识目标
让学生们能学会运用本单元中学过的新单词短语及表达。
2. 语言技能目标
学生能学会总结与巩固一般过去时的被动语态。
3. 情感目标
让学生能很高兴地听别人的意见和保持健康的生活方式。
二、教学重难点
让学生学会正确运用一般过去时的被动语态。
三、教学过程
Step 1 Language practice
1. 让学生掌握被动语态的用法。
1. Daming ______________ for the team last time.
2. He _____________to competitions around the world.
Step 2 Grammar
被动语态 (2)
一、定义
主语为动作的执行者时，表示主动语态。
主语为动作的承受者时，表示被动语态。
e.g. He told the story. (主动语态）
The was told by him. (被动语态）
二、一般过去时的被动语态
我们知道，被动语态的动词形式为：be+动词的过去分词，其中be为助动词，根据不同的人称和时态有形式的变化。因此，一般过去时的被动语态为：
1. 肯定句：
主语+was/were+动词过去分词（ + by+动作执行者）
e.g. The letter was written by Jim.
2. 否定句：
主语+was/were not+动词过去分词（ + by+动作执行者）
e.g. The letter wasn’t written by Jim.
3.一般疑问句：
Was/Were+主语+动词过去分词+（by+动作执行者）
e.g. Was the letter written by Jim?
4. 特殊疑问句：
特殊疑问词+was/were+主语+动词的过去分词+（by+动作执行者）
e.g. When was the letter written by Jim?
动词不定式作宾语补足语
当动词不定式作宾语补足语时，要把主动语态中表人的直接宾语变为被动语态的主语，宾语补足语的位置不变。
e.g. The school encouraged Liu Xiang to train for the high jump.
Liu Xiang was encouraged to train for the high jump.
但是当to在宾语补足语里被省略时，在变被动语态时要在宾语补足语里加上to。
e.g. The boss made him complete the work one day.
He was made to complete the work one day (by the boss).
Step 3 Practice
1. 让学生个体活动，阅读对话，完成填空。然后全班核对答案。最后教师引导学生小结被动语态在特殊疑问句中的用法。
choose hold win
Linging: Let’s answer these questions about sport in the school magazine. Are you ready?
Betty: Sure, I love sport. Go on, ask me the first question.
Linging: Where (1) ________ the Olympic Games ______ in 2008?
Betty: That’s too easy! They (2) _________ in Beijing.
Linging: And how many gold medals (3) _______ China ______ at the Beijing Olympics?
2. 让学生个体活动，通读短文，掌握大意。然后根据语境用动词的正确时态和语态填空。最后全班核对答案。
Millions of people across the world (1) ________ (watch) the 2008 Beijing Olympic Games. The excellent results at the Games were the products of many years of hard work. Young Olympic players (2) ___________ (train) by their coaches. Their training (3) ______________ (record) and (4) _____ (compare) with those of the world’s best players. The information (5) __________ (use) to make training methods better. Hard training and proper methods helped many players become successful at the 2008 Beijing Olympic Games.
Step 4. Exercises
通过一些练习来巩固学生所学的知识。
1. Each year quite a lot of food ____ around the world. It’s really time for us to do something.　　
A. was wasted B. is wasted C. will be wasted
2. He___ to study harder for the coming exam yesterday.
A. encourage B. is encouraged C. was encouraged
3. Many children in Britain ___ to have their own bank cards last year.
A. allowed B. are allowed C. were allowed
4. Tom ____ three chances in the high jump then.
A. give B. am given C. was given D. will be give
Step5.教学反思：
首先以“把主动语态变成被动语态”的题型，导入新课，让学生再次回忆被动语态的定义和结构，引出这个单元中的language in use practice ,然后通过图片，上学生说说含有将来时态的被动语态的句子，这样能激发学生的学习兴趣和参与的热情。

Module 9 Great inventions Unit 3 Language in use

一、教学目标
1. 语言知识目标
让学生们能学会运用本单元中学过的新单词短语及表达。
2. 语言技能目标
学生能学会总结与巩固一般过去时的被动语态。
3. 情感目标
让学生能很高兴地听别人的意见和保持健康的生活方式。
二、教学重难点
让学生学会正确运用一般过去时的被动语态。
三、教学过程
Step 1 Warming-up
1. Read the words and expressions of Module 9.
2. Check the preparing lesson.
3. Module 9 Unit 3.
4. Show the teaching points.
Step 2 Learning
Language practice
让学生掌握被动语态的用法。
1. Daming ______________ for the team last time.
2. He _____________to competitions around the world.
Step 3 Teaching
Grammar 被动语态 (2)
一、定义
主语为动作的执行者时，表示主动语态。
主语为动作的承受者时，表示被动语态。
e.g. He told the story. (主动语态）
The was told by him. (被动语态）
二、一般过去时的被动语态
我们知道，被动语态的动词形式为：be+动词的过去分词，其中be为助动词，根据不同的人称和时态有形式的变化。因此，一般过去时的被动语态为：
1. 肯定句：
主语+was/were+动词过去分词（ + by+动作执行者）
e.g. The letter was written by Jim.
2. 否定句：
主语+was/were not+动词过去分词（ + by+动作执行者）
e.g. The letter wasn’t written by Jim.
3.一般疑问句：
Was/Were+主语+动词过去分词+（by+动作执行者）
e.g. Was the letter written by Jim?
4. 特殊疑问句：
特殊疑问词+was/were+主语+动词的过去分词+（by+动作执行者）
e.g. When was the letter written by Jim?
动词不定式作宾语补足语
当动词不定式作宾语补足语时，要把主动语态中表人的直接宾语变为被动语态的主语，宾语补足语的位置不变。
e.g. The school encouraged Liu Xiang to train for the high jump.
Liu Xiang was encouraged to train for the high jump.
但是当to在宾语补足语里被省略时，在变被动语态时要在宾语补足语里加上to。
e.g. The boss made him complete the work one day.
He was made to complete the work one day (by the boss).
Step 4 Exercises
1. 让学生个体活动，阅读对话，完成填空。然后全班核对答案。最后教师引导学生小结被动语态在特殊疑问句中的用法。
choose hold win
Linging: Let’s answer these questions about sport in the school magazine. Are you ready?
Betty: Sure, I love sport. Go on, ask me the first question.
Linging: Where (1) ________ the Olympic Games ______ in 2008?
Betty: That’s too easy! They (2) _________ in Beijing.
Linging: And how many gold medals (3) _______ China ______ at the Beijing Olympics?
2. 让学生个体活动，通读短文，掌握大意。然后根据语境用动词的正确时态和语态填空。最后全班核对答案。
Millions of people across the world (1) ________ (watch) the 2008 Beijing Olympic Games. The excellent results at the Games were the products of many years of hard work. Young Olympic players (2) ____________ (train) by their coaches. Their training (3) ______________ (record) and (4) ___________ (compare) with those of the world’s best players. The information (5) __________ (use) to make training methods better. Hard training and proper methods helped many players become successful at the 2008 Beijing Olympic Games.
Step 5. Homework
通过一些练习来巩固学生所学的知识。
1. Each year quite a lot of food ____ around the world. It’s really time for us to do something.　　
A. was wasted B. is wasted C. will be wasted
2. He___ to study harder for the coming exam yesterday.
A. encourage B. is encouraged C. was encouraged
3. Many children in Britain ___ to have their own bank cards last year.
A. allowed B. are allowed C. were allowed
4. Tom ____ three chances in the high jump then.
A. give B. am given C. was given D. will be give
Step6 Preparing lesson
Module 10 Unit 1.
Step7.教学反思：
首先以“把主动语态变成被动语态”的题型，导入新课，让学生再次回忆被动语态的定义和结构，引出这个单元中的language in use practice ,然后通过图片，上学生说说含有将来时态的被动语态的句子，这样能激发学生的学习兴趣和参与的热情。