6.4 Craftsmanship-Language Practice（教学设计）-《英语 基础模块2》(高教版2023修订版）《上好课》

课程名称 《英语 基础模块2》（高教版2023修订版） Unit 6 Craftsmanship Language Practice 教材分析 本节课聚焦教材 Language Practice 板块，核心内容围绕被动语态及本单元重点词汇展开。被动语态是英语口头表达与书面写作中的高频语法点，学生在阅读理解中需精准识别其结构以把握文意，在写作中正确运用不同时态的被动语态，能有效提升语言表达的准确性与规范性，是连接语言输入与输出的关键语法内容。 学情分析 学生经过初中阶段的英语学习，已对基础语法知识有初步认知，但对被动语态的理解较为表层。在实际运用中，学生常出现时态混淆、结构误用等问题，尤其在具体语境中难以主动切换主动与被动逻辑思维，易忽略被动语态的使用场景。此外，词汇学习缺乏语境化运用意识，需通过场景创设强化词汇与语法的结合运用能力。 教学目标 1.Students can identify the structure of passive voice. 学生能够识别被动语态的结构。 2.Students can express the passive voice correctly in the specific context. 学生能在具体语境中正确表达被动语态。 3. Through the study and application of grammar, students can develop the ability of active and passive logical thinking and improve their pragmatic ability. 通过语法知识的学习与运用，学生能养成主动和被动的逻辑思维能力，提高语用能力。 教学重难点 •重点：掌握被动语态的基本结构、常用时态形式及特殊句型转换规则，并能进行基础运用。 •难点：在具体语境中根据时态要求和表达需求，准确选择并运用被动语态，避免主动与被动逻辑混淆。 教学方法 1.任务型教学法（Task-Based Language Teaching）：通过分层任务设计，让学生在完成具体任务的过程中内化语法知识。 2.情境教学法（Situational Teaching Method）：创设贴近生活的语言情境，降低语法学习的抽象性，提升学生运用能力。 3.合作探究法：通过小组讨论、互助练习等形式，促进学生主动思考与交流，突破学习难点。 课前准备 1.教师准备：被动语态主题短视频（2-3 分钟）、PPT 课件（包含句型模板、例句、练习题目、时态表格等）、教材相关练习素材。 2.学生准备：预习教材第 86 页语法框内容，回顾初中阶段接触的被动语态基础例句，记录疑惑点。 教学媒体 短视频、音频材料、PPT 课件（含句型模板、对话范例、时态对比表）、教材练习页。 教学过程 教学环节 教师活动设计 学生活动设计 设计意图 Leading in Step1 Lead-in 1.Watch and answer. （1）Play short videos on passive voice topics, pause at key frames (e.g., typical examples or structural markers), and guide students to focus on core information. （2） After the video ends, pose the questions: "What is the video mainly about? What sentence structures have you noticed?" Give students 1 minute for independent thinking. （3）Then invite 2-3 students to share their views, followed by a brief summary from the teacher, naturally leading into the lesson's theme — learning and using passive voice. 1. Focus on watching short videos. When the teacher pauses, use a pen to mark key information like example sentences and grammar terms on the screen. 2. After 1 minute of independent thinking, briefly discuss your findings with your desk partner in 1-2 sentences. 3. Actively respond to the teacher's questions and share your initial understanding of the video content and sentence structures. 1. Use short videos to make abstract grammar knowledge more tangible, lowering the learning threshold and sparking students 'interest; 2. The "independent thinking + peer discussion" format eases speaking pressure and encourages full participation; 3. Quick questioning helps pinpoint the lesson's core, laying groundwork for subsequent explanations. Presentation Step2　Warming Up 1.Brainstorm： Show some sentences about Passive voice. Every watch is designed, and made here. A cook named Ding was asked to butcher an ox for King Hui. His story is still told to show that a good craftsman comes from continued practice. Products made in Germany are believed to be well-built and durable. 2.Guide students in group discussions: What common structures do these sentences share? What are the distinctive features of the verb forms? 3.Summary Invite group representatives to present their findings, while the teacher summarizes the basic structure of the passive voice "be + done" and helps students identify the patterns of verb-tense combinations with "be". Step3.concept and structure 1.definition English verbs have two voices, Active voice and passive voice. The active voice indicates that the subject is performing the action.eg:He plants trees every year. The passive voice indicates that the subject is the object of the action.eg:Trees are planted by him every year. The passive voice is formed as "Subject + be + past participle of the verb". 2.The tense of the passive voice 3.Some Special Sentence Patterns Turned into Passive Voice (1) When a verb phrase is changed to the passive voice, the preposition and adverb after the verb cannot be omitted or separated. My little brother is taken care of by my mother. (2)Sentential predicate verbs are transitive verbs with two objects, such as teach, give, show, buy, take, send, etc. When changing to the passive voice, the indirect object (person) can be changed to the subject, and the direct object remains after the predicate; alternatively, the direct object can be changed to the subject, but a suitable preposition "to" or "for" must be added before the indirect object. (3)When the verb with compound object (object + complement) is changed into passive voice, the object is changed into subject, and the original object complement is still placed after the predicate, but it is changed into subject complement. Note: When the complement after verbs like make, hear, see, notice, or watch is an inequality without to, the to must be added when converting to the passive voice. However, if the complement is a present participle, it remains in the original sentence. Eg：A boy was seen to fall into the water. （4） Passive voice with modal verbs The Basic Structure: Modal Verbs +be done. Eg：Children must be accompanied by an adult. Step 4Practice 1.read and underline (1) Students read the sentence in the grammar box on page 86 of the textbook, observe the italicized section, comprehend the sentence meaning, discuss passive voice structures, and complete the passive voice tense chart. 一般现在时被动语态 参考答案：am done is done are done 过去时被动语态 参考答案：was done were done 正在进行时被动语态 参考答案：am being done is being done are being done 完成时被动语态 参考答案： has been done have been done 情态动词+被动语态 参考答案：can be done may be done must be done shall be done (2) Students identify the passive voice in six sentences from Activity 15 of the textbook. (3) Students comprehend sentence meanings, grasp the nuances of passive voice across tenses, and refine their semantic precision. The teacher then verifies answers and provides explanations. 2.read and complete (1) The teacher used PPT to demonstrate the three forms of the verb in parentheses: its original form, past tense, and past participle.—helping students grasp the correct past participle form and reducing the difficulty of exercises, for example: repair-repaired-repaired hold-held-held make-made-made take-took-taken give-gave-given use-used-used (2) Students fill in the blanks using the appropriate form of the word in parentheses according to the subject of the verb, and they can work together to complete the task. Teachers and students jointly check whether the forms are correct. 3.choose and complete. (1) Students analyze the meaning of the options in the reading comprehension section. The teacher randomly selects students to translate the sentences. (2) Students read the dialogue and select the correct options to complete it. The teacher then checks the answers. (3) Students read the dialogue in roles, and the teacher checks their translations. 1. Carefully read the example sentences and understand their meanings in combination with the theme of "craftsman spirit"; 2. In groups of 4, discuss the common structure and verb characteristics of the example sentences, and record the discussion results; 3. Group representatives speak, listen to the views of other groups, and supplement and improve their own understanding. Step 3 1. Listen carefully, record the definitions and example sentences of active voice and passive voice, and compare the differences between them; 2. Memorize the structures of passive voice in different tenses with the help of tables, focusing on the changes of the verb "be"; 3. Follow the teacher's explanation, record the conversion rules and example sentences of special sentence patterns, and try to analyze the example sentences using the rules; 4. Ask questions in a timely manner about confusing points (such as past participle forms, preposition usage). Step 4： 1. Read the sentences in the grammar box of the textbook independently, underline the passive voice parts, and analyze their structures and tenses; 2. Check the answers within the group, discuss the points of disagreement, and jointly complete the tense table; 3. Independently find the passive voice in Activity 15 and mark the tenses, and actively feedback your own answers and thinking when checking as a whole class. 1. Design example sentences in conjunction with the unit theme to closely integrate grammar learning with the unit context and enhance the relevance of knowledge; 2. Guide students to actively discover grammar rules through group discussions, cultivate their ability of independent inquiry, which is easier to understand than mere explanation. Step 3: 1. Clearly present the structures of passive voice in different tenses in a table, making it intuitive and easy to understand, so as to facilitate students' comparative memory; 2. Explain special sentence patterns point by point, combined with typical example sentences, to break through learning difficulties and help students master detailed rules; 3. Combine definition comparison with example sentence analysis to strengthen the logical thinking transformation between active and passive voices. Step4: 1. Conduct exercises based on textbook materials to achieve the connection between knowledge and textbooks, and enhance students' familiarity with textbooks; 2. Complete independently first and then check in groups, taking into account both independent thinking and cooperative learning, to ensure that every student can participate. Practice and drill Choose the right answers. 1.Tokyo held the 32nd Olympic Games in 2023. The 33rd Olympic Games ________ in Pairs. A．will hold B．will be held C．are going to hold D．are going to be held 2.The computer was ________ by a technician when I entered the room. A．repaired B．repairing C．being repaired D．be repaired 3．The new library in our school ________ last year and now it’s open to all students. A．builds B．built C．was built D．is built 4．The flowers ________ by my mother every morning. A．water B．waters C．are watered D．were watered 5.The children by their grandparents when their parents are at work. A．are taken care B．are taken care of C．take care of D．have taken care Conclusion 1. Guide students to review the key points of the lesson: the basic structure of the passive voice, common tense forms, and special sentence conversion rules; 2. Pose the question: "When should we use the passive voice?" and guide students to summarize the usage scenarios of the passive voice (emphasizing the recipient of the action, the lack of knowledge about the actor, or the irrelevance of the actor); 3. Present the knowledge framework of the lesson in the form of a mind map on the PPT to help students organize their understanding. Homework Based on the lesson content, design a mind map covering passive voice and key vocabulary in this unit. Blackboard Design Unit 6 Craftsmanship--Language Practice 一、被动语态（Passive Voice） 1. 定义：主语是动作的承受者（Subject is the receiver of the action） - 主动：主语→动作执行者（He plants trees.） - 被动：主语→动作承受者（Trees are planted by him.） 2. 基本结构：Subject + be + past participle（done） 二、常用时态的被动语态 三、特殊句型 1. 动词短语：be done + 介词/副词（take care of → be taken care of） 2. 情态动词：Modal + be done（must be accompanied） 3. 复合宾语：make sb. do → sb. be made to do 四、单元重点词汇 craftsmanship, design, make, durable, practice, repair, build... Teaching Evaluation Process-oriented assessment: Through in-class questioning, participation in group discussions, quality of exercise completion, etc., real-time evaluation of students' mastery of passive voice structures and tense forms is conducted, with attention to whether students can actively participate in exploration and communication. Result-oriented assessment: Through after-class assignments (mind maps, written exercises, situational writing), students' ability to systematically organize knowledge, accuracy in grammar application, and pragmatic competence are evaluated, with a focus on the flexible use of the passive voice in specific contexts. Individual difference assessment: Attention is paid to the performance of students at different levels. For students with weak foundations, emphasis is placed on assessing the solidity of their knowledge mastery; for students with strong abilities, emphasis is placed on assessing their ability to transfer and apply knowledge as well as their innovative capabilities. Timely targeted feedback and guidance are provided. Teaching Reflections Highlights: This lesson adopts the teaching process of "situation introduction → independent exploration → layered practice → systematic summary", which conforms to students' cognitive rules; it designs example sentences and exercises in combination with the unit theme of "craftsman spirit", realizes the integration of grammar and context, and enhances the relevance and interest of learning; the form of layered tasks and group cooperation takes into account the needs of students at different levels and promotes full participation. Shortcomings: In the explanation of special sentence pattern transformation, some students have not mastered the passive voice of double objects and complex objects solidly enough, and the practice time is slightly tight; the guidance in the situational writing link can be more specific to help students better express in combination with the theme of "craftsmanship". Improvement directions: In the next teaching, we can increase the time for special exercises on special sentence pattern transformation and design example sentences closer to students' lives to help them understand; before situational writing, provide simple writing frameworks or examples to reduce the difficulty of writing; conduct individual counseling for weak students after class to ensure that all students master key knowledge. 精品资源学科网独家享有版权，侵权必究！ 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $