Unit 2 Lessons in life Using language 教案-2024-2025学年高二英语外研版（2019）选择性必修第四册

Unit 2 Using Language - Grammar Lesson 2 Subject English Grade Level Grade 11 Total Lessons Textbook Foreign Language Teaching and Research Press (FLTRP) Elective 4 Lesson Type Grammar Lesson 2 Textbook Analysis Textbook Analysis The textbook focuses on the use of passive voice in various contexts, including literary works and everyday communication. It provides examples from Aesop's Fables and real-life situations to illustrate the importance and application of passive voice. The exercises are designed to reinforce understanding and practical usage of passive voice. Student Analysis Students have a basic understanding of active and passive voice but may struggle with the nuances and specific applications of passive voice in different contexts. They are familiar with Aesop's Fables and common proverbs, which can be used to engage them in the lesson. Some students may find it challenging to identify the reasons for using passive voice and to rewrite sentences accurately. Lesson Objectives 1. Understand the structure and formation of passive voice. 2. Identify the reasons for using passive voice in different contexts. 3. Rewrite sentences from active to passive voice accurately. 4. Apply passive voice in writing and speaking to enhance clarity and precision. Key Points and Difficulties Key Points 1. Structure of passive voice (be + past participle). 2. Reasons for using passive voice (unknown subject, focus on recipient, lengthy expressions). 3. Rewriting sentences from active to passive voice. Difficulties 1. Identifying the correct form of the past participle. 2. Determining when to use passive voice appropriately. 3. Maintaining the meaning and clarity of sentences when rewriting. Teaching Methods and Preparations Teaching Methods Lecture, group discussion, pair work, practice exercises Materials Preparation Textbook, whiteboard, markers, handouts, projector Teaching Procedures Teacher Activities Student Activities Warm-up (5 minutes) Introduction to Passive Voice (1) Greet the students and introduce the topic of passive voice. (2) Write a simple active sentence on the board: "Tom wrote a letter." (3) Ask the students to identify the subject, verb, and object in the sentence. (4) Explain the concept of passive voice and write the passive form: "A letter was written by Tom." (5) Highlight the structure: be + past participle. (6) Provide a few more examples to illustrate the transformation from active to passive voice. 1. Greet the teacher and listen attentively. 2. Identify the subject, verb, and object in the given sentence. 3. Observe and understand the transformation to passive voice. 4. Participate in the examples provided. Evaluation Task 1. Correct identification: ☆☆☆ 2. Accurate transformation: ☆☆☆ 3. Clear understanding: ☆☆☆ Design Intent To introduce the concept of passive voice and its structure through simple examples, ensuring students grasp the basic transformation from active to passive voice. Explanation (10 minutes) Reasons for Using Passive Voice Explain the Reasons (1) Introduce the three main reasons for using passive voice: unknown subject, focus on recipient, and lengthy expressions. (2) Provide examples for each reason: - Unknown subject: "The book was published in 2020." (We don't know who published it.) - Focus on recipient: "The award was given to the best student." (Focus is on the student receiving the award.) - Lengthy expressions: "The decision was made after a long discussion by the committee." (Avoids a long subject at the beginning.) (3) Discuss the importance of context in choosing whether to use passive voice. (4) Ask students to provide their own examples for each reason. (5) Write the examples on the board and discuss them. (6) Summarize the key points and ensure students understand the reasons. 1. Listen to the explanation and take notes. 2. Provide examples for each reason. 3. Participate in the discussion and clarify any doubts. 4. Summarize the key points. Evaluation Task 1. Correct reasoning: ☆☆☆ 2. Relevant examples: ☆☆☆ 3. Clear understanding: ☆☆☆ Design Intent To deepen students' understanding of the reasons for using passive voice through clear explanations and interactive examples, ensuring they can apply this knowledge in various contexts. Practice (15 minutes) Rewriting Sentences Guided Practice (1) Distribute handouts with sentences from the reading passage and Aesop's Fables. (2) Instruct students to rewrite the sentences in passive voice where appropriate. (3) Provide a sample sentence: "Morrie is being weakened by a severe illness" → "A severe illness is weakening Morrie." (4) Walk around the classroom to assist students and check their progress. (5) Select a few students to share their rewritten sentences and discuss any errors or improvements. (6) Provide feedback and correct any mistakes. 1. Receive the handouts and read the sentences. 2. Rewrite the sentences in passive voice. 3. Share rewritten sentences with the class. 4. Listen to feedback and make corrections. Evaluation Task 1. Accurate rewriting: ☆☆☆ 2. Proper use of passive voice: ☆☆☆ 3. Clear communication: ☆☆☆ Design Intent To provide hands-on practice in rewriting sentences from active to passive voice, ensuring students can apply the rules correctly and communicate clearly. Application (10 minutes) Group Discussion Real-Life Application (1) Divide the class into small groups. (2) Instruct each group to find more sentences with passive voice in the reading passage and discuss why it is used. (3) Provide a list of potential reasons: unknown subject, focus on recipient, lengthy expressions. (4) Encourage students to share their findings and discuss as a class. (5) Write the key points on the board and summarize the discussion. (6) Provide additional examples if necessary. 1. Form groups and discuss the sentences. 2. Identify the reasons for using passive voice. 3. Share findings with the class. 4. Participate in the class discussion. Evaluation Task 1. Accurate identification: ☆☆☆ 2. Clear reasoning: ☆☆☆ 3. Active participation: ☆☆☆ Design Intent To encourage collaborative learning and critical thinking by having students identify and discuss the use of passive voice in real-life contexts, enhancing their understanding and application skills. Closure (5 minutes) Summary and Homework Summarize the Key Points (1) Recap the main points covered in the lesson: structure of passive voice, reasons for using it, and practical applications. (2) Emphasize the importance of context in choosing whether to use passive voice. (3) Assign homework: rewrite a paragraph from the reading passage using passive voice where appropriate. (4) Provide a sample paragraph for reference. (5) Encourage students to review the material and prepare for the next lesson. (6) Thank the students for their participation and dismiss the class. 1. Listen to the summary and take notes. 2. Understand the homework assignment. 3. Review the material and prepare for the next lesson. 4. Thank the teacher and leave the class. Evaluation Task 1. Clear understanding: ☆☆☆ 2. Complete homework: ☆☆☆ 3. Active participation: ☆☆☆ Design Intent To reinforce the key concepts learned in the lesson and ensure students are prepared for the next class by assigning relevant homework and encouraging review. Homework Design 1. Rewrite the following paragraph using passive voice where appropriate: Since ancient times, storytelling has been a way to share and pass on wisdom. One important early work that did so was Aesop's Fables, a collection of stories that history credits to Aesop, a Greek storyteller. People believe that he lived in Ancient Greece between 620 BC and 564 BC. Most of the characters in his stories are animals, the qualities of which Aesop used to reflect human traits and wisdom. Each fable teaches a life lesson that Aesop summarizes in a short phrase at the end of the story, called a moral. Today, children and adults all around the world still enjoy Aesop's Fables. 2. Find three more sentences from the reading passage and rewrite them in passive voice. Explain why you chose to use passive voice in each case. Board Design Active Voice Passive Voice Reason Tom wrote a letter. A letter was written by Tom. Focus on recipient The committee made the decision. The decision was made by the committee. Lengthy expressions Someone published the book. The book was published. Unknown subject She gave the award to the best student. The award was given to the best student. Focus on recipient Teaching Reflection Successes 1. The guided practice helped students apply the rules of passive voice accurately. 2. The use of real-life examples from Aesop's Fables and the reading passage made the lesson more relatable and engaging. Areas for Improvement 1. A few students found it challenging to determine when to use passive voice appropriately, indicating a need for more context-based examples and discussions. 2. Providing more opportunities for peer feedback during the practice and application stages could enhance students' understanding and confidence in using passive voice. 学科网（北京）股份有限公司 $$