Unit 7 International charities Grammar 教学设计-2024-2025学年译林版八年级英语下册

该初中英语教学设计聚焦一般现在时和一般过去时被动语态，涵盖形式（am/is/are/was/were+过去分词）、用法及主动被动区分。导入通过对比主动句“Volunteer doctors do operations...”与被动句“Operations are done...”，引导学生发现焦点差异，搭建从主动语态到被动语态的学习支架，自然引入主题。 特色为“慈善主题语境化语法教学”，以ORBIS、Oxfam等慈善活动为载体，通过完成慈善笔记（如“Charity activities are planned to help the poor”）、对话填空（如“Oxfam was set up in 1942”）提升语言能力，主动被动讨论培养思维品质。导入对比直观，“Voice Swap”游戏设计激发兴趣，助力学生在真实语境中掌握语法，教师可直接沿用清晰环节，高效落实教学目标。

Unit 7 International charities Grammar 教学设计 I. Teaching Objectives 1. Knowledge Objectives Students will master the form and usage of the passive voice in simple present and past tenses. Students will be able to distinguish between active and passive voices and apply the passive voice correctly in sentences. 2. Ability Objectives Improve grammar application skills by converting active sentences to passive and completing tasks with the passive voice. Enhance writing and speaking skills by using the passive voice in charity - related contexts. 3. Affective Objectives Strengthen awareness of charity work and the role of language in describing actions (e.g., how ORBIS and Oxfam’s work is expressed via passive voice). Build confidence in using complex grammar structures in real - life topics. II. Language Knowledge 1. Key Words & Phrases Passive voice structures: am/is/are + past participle (simple present), was/were + past participle (simple past) Verbs: set up, open, sell, use, call, start, give, build (past participles: set, opened, sold, used, called, started, given, built) 2. Key Sentences “Volunteer doctors do operations on the plane.” → “Operations are done by volunteer doctors on the plane.” “ORBIS doctors helped many blind people.” → “Many blind people were helped by ORBIS doctors.” 3. Key and Challenging Points Key Points: Forming passive voice in simple present and past tenses; understanding when to use passive voice. Challenging Points: Correctly converting active to passive voice (especially with irregular verbs); choosing between active and passive based on context. III. Teaching Procedures (Total Duration: 45 Minutes) Step 1 Lead - in (7 Minutes) Show two sentences: “Volunteer doctors do operations on the plane.” (active) and “Operations are done by volunteer doctors on the plane.” (passive). Ask: “What’s the difference? Which focuses on the ‘doer’ (volunteer doctors), and which on the ‘action’ (operations)?” Introduce: “Today, we’ll learn the passive voice in simple present and past tenses—useful for describing charity work!” Step 2 Form Explanation (12 Minutes) Simple Present Passive (6 Minutes) Present the structure: Subject + am/is/are + past participle (+ by + doer). Example: “The plane is used as a training centre.” (explain: focus on the plane’s role, not who uses it). Practice: Convert simple active sentences to passive (e.g., “People support charities.” → “Charities are supported by people.”). Simple Past Passive (6 Minutes) Present the structure: Subject + was/were + past participle (+ by + doer). Example: “His eye problem was cured two months ago.” (explain: focus on the problem’s result, not who cured it). Practice: Convert active to passive (e.g., “ORBIS doctors helped patients.” → “Patients were helped by ORBIS doctors.”). Step 3 Usage Practice (15 Minutes) Part A: Completing Notes (8 Minutes) Students use the passive voice to complete Part A’s charity - related notes (e.g., “Charity activities are planned to help the poor.”). Walk around to check verb forms (e.g., “leaflets are handed out”, “toys and CDs are sold”). Part B: Conversation Completion (7 Minutes) Students complete Amy and Daniel’s conversation (Part B) with passive voice verbs (e.g., “Oxfam was set up in the UK in 1942”). Discuss answers, emphasizing irregular past participles (e.g., “set”, “sold”) and context - based usage. Step 4 Active vs. Passive Discussion (6 Minutes) Present scenarios: “Describe ORBIS’ work—when to use active, when passive?” (e.g., active for “ORBIS doctors do...”, passive for “Patients are helped...”). In pairs, students discuss and create 2 active and 2 passive sentences about charity work. Step 5 Summary & Homework (5 Minutes) Summary (3 Minutes): Recap passive voice structures (present: am/is/are + pp; past: was/were + pp) and usage reasons (focus on action/object). Homework (2 Minutes): Write 5 sentences about a charity (e.g., WWF) using passive voice (2 present, 3 past). IV. Assessment of Teaching Effectiveness Check Part A and B answers for correct passive voice formation (verb forms, structure). Evaluate pair discussions for appropriate active/passive choices in charity contexts. Assess homework sentences for accuracy and relevance to charity topics. V. Design Purpose Lead - in: Highlight active vs. passive differences to clarify the grammar’s value. Form Explanation: Clear structure breakdown with charity - related examples for relevance. Practice: Apply grammar to unit - themed tasks (charity work) to reinforce learning. VI. Blackboard Design Unit 7 Grammar — Passive Voice (Simple Present/Past) Structures: - Present: am/is/are + past participle (e.g., Charities are supported by people.) - Past: was/were + past participle (e.g., Patients were helped by ORBIS doctors.) Key Verbs (Past Participles): set (set), open (opened), sell (sold), use (used) Homework: Write 5 charity - related passive sentences! VII. Teaching Reflection Strengths: Charity - themed examples make grammar relevant; step - by - step practice builds skills. Weaknesses: Some students may confuse active/passive in complex sentences. Improvements: Add a “Voice Swap” game: Give active sentences, have students race to convert to passive (and vice versa) for quick practice. 学科网（北京）股份有限公司 $$