Unit2 Understanding ideas Grammar 课件 -2025-2026学年外研版英语八年级下册

该初中英语课件聚焦一般过去时被动语态（肯定/否定结构），通过复习旧知（一般现在时被动、一般过去时主动）导入，结合语篇例句引导学生观察总结规则，搭建从已知到未知的学习支架，衔接自然。 其亮点是以核心素养为导向，设计“问题解决式”任务链，如Samantha与父亲的矛盾语篇分析、写作分享成长经历，提升语言能力（语法运用）和思维品质（反思表达），分层练习（句型转换到语篇写作）助力学习能力培养，教师可借学情分析精准教学，学生在真实语境中深化语法理解与应用。

《英语》（新标准） 初中修订版教材八年级下册 U2 Growing pains and gains Understanding ideas——Grammar 1 一、教学目标 通过本课时学习，学生能够： 1. 通过观察语篇中的例句，识别并总结一般过去时被动语态的结构特点（肯定句与否定句）； 2. 通过句型转换、语篇填空等练习，正确运用一般过去时被动语态； 3. 通过书面写作，运用一般过去时被动语态和本阶段核心语言，分享一次与父母产生矛盾的经历，并反思对成长的启示。 通过本课时的学习，学生将能够： 1. 通过观察语篇中的例句，识别并总结一般过去时被动语态的结构特点（肯定句与否定句）； 2. 通过句型转换、语篇填空等练习，正确运用一般过去时被动语态； 3. 通过书面写作，运用一般过去时被动语态和本阶段核心语言，分享一次与父母产生矛盾的经历，并反思对成长的启示。 学生已学已会：学生已经掌握了一般过去时主动语态的基本用法，能够描述过去发生的动作或事件，他们也已在上一单元系统学习了一般现在时的被动语态。能够理解被动语态的基本概念、核心结构以及其强调动作承受者的语用功能。 学生已学没会：尽管学生具备了一般现在时被动语态的知识和一般过去时的基础，但将这两种知识体系进行整合并准确应用于过去语境仍存在困难。学生可能在描述过去事件时，难以自觉、恰当地选择使用被动语态来突出动作承受者或客观陈述事实。此外，对于不规则动词过去分词的记忆和准确运用，尤其是在新的时态框架下，仍是需要巩固和强化的薄弱环节。 二、学情分析 以下是针对本阶段的学情分析 学生已学已会：学生已经掌握了一般过去时主动语态的基本用法，能够描述过去发生的动作或事件，他们也已在上一单元系统学习了一般现在时的被动语态。能够初步理解被动语态的基本概念、核心结构以及其强调动作承受者的语用功能。 学生已学没会：尽管学生具备了一般现在时被动语态的知识和一般过去时的基础，但将这两种知识体系进行整合并准确应用于过去语境仍存在困难。学生可能在描述过去事件时，难以自觉、恰当地选择使用被动语态来突出动作承受者或客观陈述事实。此外，对于不规则动词过去分词的记忆和准确运用，尤其是在新的时态框架下，仍是需要巩固和强化的薄弱环节。 学生未学不难：一般过去时被动语态的肯定和否定句式结构（主语 + was/were + 动词过去分词）本身规则明确。在教师有效的引导下，例如通过观察教材中的典型例句并进行小组讨论归纳规则，学生能够较快理解其形式构成。同时，在有明确上下文提示的控制性练习中，如完成句子填空（教材活动7），学生依据线索正确运用该结构的能力是可以预期并通过练习顺利达成的。 学生未学不易：如何在真实语境中有意识地、恰当地选用被动语态，将这一新语法知识融入连贯的、有实际意义的语篇输出中，对于学生来说，依然存在困难。例如，教材要求的“撰写一次与父母的矛盾经历”，在此综合任务中，学生需同时兼顾叙事内容、逻辑连贯性、词汇选择以及新语法点的准确应用，极易出现回避使用或形式错误的情况，这需要教师通过搭建脚手架、提供范例和个性化指导来逐步引导和突破。 二、学情分析 学生未学不难：一般过去时被动语态的肯定和否定句式结构（主语 + was/were + 动词过去分词）本身规则明确。在教师有效的引导下，例如通过观察教材中的典型例句并进行小组讨论归纳规则，学生能够较快理解其形式构成。同时，在有明确上下文提示的练习中，学生具备一定依据线索正确运用该结构的能力。 学生未学不易：如何在真实语境中有意识地、恰当地选用被动语态，将这一新语法知识融入连贯的、有实际意义的语篇输出中，对于学生来说，依然存在困难。例如，教材要求的“撰写一次与父母的矛盾经历”，在此综合任务中，学生需同时兼顾叙事内容、逻辑连贯性、词汇选择以及新语法点的准确应用，极易出现回避使用或形式错误的情况，这需要教师通过搭建脚手架、提供范例和个性化指导来逐步引导和突破。 核心词汇： allow, take away, turn down, attach to, cut off, draw one’s attention, promise to, stay in touch with, spend, put down, for a while, quality family time, be caused by 核心语法： 一般过去时的被动语态 was/were (not)+ 动词的过去分词 三、核心语言 本节课核心语言围绕“成长烦恼与解决”主题开展，包括 allow, take away, turn down, attach to, cut off, draw one's attention, promise to, quality family time, be caused by等词汇和短语，其中绿色为已学，红色为未学，核心语法为一般过去时的被动语态。 Review The old lady was helped by the writer and was taken home by a policewoman. What happened to the old lady? Who helped her at last? 以下部分为教学流程。 在导入环节，教师会展示old lady图片，通过提问（“What happened to the old lady in the story? Who helped her at last?”）引导学生回顾上一课阅读篇章中相关故事情节。借助“The old lady was helped by the writer and was taken home by a policewoman.”引出本课语法焦点，使学生在熟悉的语境中初步感知目标语法。 Learn the grammar 总结： 一般过去时的被动语态由 构成。 主语+was/were+动词的过去分词+(by+动作执行者) 在语法学习环节，教师呈现课本中的例句，学生先朗读并观察例句，“a yellow band was attached to her wrist”和“she was taken home by a policewoman”，通过小组讨论总结出一般过去时被动语态的肯定句结构：主语+was/were+动词过去分词+(by+动作执行者)。学生通过自主发现规则，培养探究能力，教师根据学生的归纳情况评估其理解程度。 总结:一般过去时的被动语态的否定形式： 主语+was/were+not+动词的过去分词+(by+动作执行者) Learn the grammar A deal is a deal! The promise wasn’t kept, so you can’t stay out late next time. Find one more sentence in the passage. 在总结一般过去时被动语态肯定形式的结构后，学生再次阅读文本，寻找文中其他的被动语态例句，如“The promise wasn't kept”，并总结否定形式：主语+was/were+not+过去分词。 A policewoman took her home. （主动语态） She was taken home by a policewoman.（被动语态） Learn the grammar Why does the writer use passive voice （被动语态）? 总结: 当强调动作的承受者或不知道/不需要指出动作执行者时，使用被动语态。 接着，通过对比主动句（A policewoman took her home.）与被动句（She was taken home by a policewoman.），学生思考使用被动语态的语用原因（强调承受者或不知动作执行者），教师引导学生将形式与意义链接，深化对语法功能的理解。 A policewoman took her home. （主动语态） She was taken home by a policewoman.（被动语态） Learn the grammar How to change active voice into passive voice? 总结: ① 找宾语：确定主动句的宾语（动作承受者）。 ② 变结构：将宾语移作主语，谓语改为“was/were + 过去分词”。 ③ 加by：原主语可置于by后（若需强调执行者）。 接下来，学生学习主动语态转为被动语态的步骤：先确定主动句的宾语作为被动句的主语，然后将谓语改为“was/were+过去分词”的形式，原主语可加by引出。教师可以通过具体例句演示，帮助学生掌握转化技巧，为后续练习打下基础。 Practice Betty wasn’t allowed to have a lazy day on the sofa by her dad. Robert’s idea of hiking alone in the mountains was turned down by his mum. 拒绝 Sarah’s birthday presents were hidden by her parents in their bedroom. 明确主动与被动相互转化的方法后，学生进行句型转换任务，如将“Betty's dad didn't allow her to have a lazy day”转换为被动句“Betty wasn't allowed a lazy day by her dad”。在第二句练习前，教师可先解释学生陌生表达如turn down，然后学生独立完成练习。教师可巡视并提供反馈，确保学生准确应用语法规则。 Think and complete am cut off was done 用括号中单词的正确形式完成段落。 在单句层面的练习后，学生尝试在语篇层面落实所学，完成活动7的练习。教师可以以第一个填空题作为示范，其他练习，由学生根据语境句意，依次填入“I am cut off from them”和“a lot of research was done on my phone”。 Think and complete was spent was drawn cut-cut do-done spend-spent draw-drawn 高质量的家庭时光 用括号中单词的正确形式完成段落。 “too much time was spent on the phone”和“attention was drawn away”。在此过程中，教师强调动词过去分词的特殊变化，如cut-cut、spend-spent，并引导学生进行词汇学习，如quality family time，在这个环节，学生通过填空练习在语境中内化一般过去时被动语态的使用，同时为后续讨论铺垫。 Read and answer What’s the problem between Samantha and her Dad about? What is Samantha’s idea about the problem? Why is her Dad worried about it? How is Dad going to solve the problem? Problem Solution Her phone use. Samantha wants her phone back. He thinks too much time was spent on the phone. It is bad for her eyes. Also, he feels her attention was drawn away during meals. It harms quality family time. He suggests that every day, all family members put their phones down for a while to have a proper conversation together. What suggestions do you have for Samantha and her Dad? 完成语法练习后，学生再次阅读Samantha和父亲的便条对话，借助相关问题，What’s the problem between Samantha and her Dad about? What is Samantha’s idea about the problem? Why is her Dad worried about it? How is Dad going to solve the problem? 获取和梳理出两人之间矛盾焦点，各自对的问题想法，以及解决方法。之后，教师借助问题，What suggestions do you have for them?引导学生初步思考解决建议。此环节教师将语言学习与解决实际问题的思维训练相结合，为接下来的写作任务铺垫内容和情感基础。 Read and answer More Solutions Try fun family activities together. Make the rules of using phones together. ... What suggestions do you have for Samantha and her dad? 在小组讨论环节，学生为Samantha和父亲提出额外建议，如尝试家庭活动或共同制定手机使用规则。教师鼓励学生运用目标语言表达，并巡视指导，确保讨论围绕主题展开，提升语言输出质量。 Think and share Have you had a difficult experience with your parents, just like Samantha and her dad? What caused it? (矛盾的起因) How did you deal with it? (解决办法) How was the problem solved? (最终结果) What did you learn from the experience? (获得的启示) I promised to do homework first afterschool. But after a busy day, I felt tired and just wanted to rest. My parents thought I should keep my promise. I said sorry and explained my feelings. My parents understood and comforted me. After we talked, a fair solution was reached: I could relax for 30 minutes before homework. It’s important to express myself clearly and listen to others patiently. 在本节课输出环节，教师通过提问“Have you had a difficult experience with your parents?”引导学生回想个人经历，并借助思维导图思考矛盾的起因、解决办法、结果和启示。学生与同伴简短交流，为写作任务做准备。 Think and share Evalution table (评价量表) Standard(标准) ★★★ ★★ ★  内容 经历的描述中包括了矛盾的起因、解决办法、最终结果以及个人收获等内容。       语言 句式多样，词汇丰富；语言准确，语意连贯，表达清楚，具有逻辑性。   尽可能多地使用本节课所学的相关表达，正确使用了一般过去时的被动语态句子。 在写作环节，学生分享一次与父母的矛盾经历，学生可参考课本中的相关语言支架如“The problem was caused by...”，同时，教师提供评价量表，明确写作标准：内容需包括矛盾起因、解决过程、结果和收获；语言要求句式多样、准确使用被动语态。 Work and write It was a school day last term. I had a disagreement with my parents. We argued about my homework time. Earlier, l promised to do homework first after school. But after a busy day, I felt tired and just wanted to rest. However, my parents thought I should keep my promise. They kept asking me to do my homework. I felt sad because my words were not heard. I shouted at them. This made everyone unhappy. Later, I felt better. I said sorry and explained my feelings. My parents understood and comforted me. After we talked, a fair solution was reached: I could relax for 30 minutes before homework. After this disagreement, I learnt that it’s important to express myself clearly and listen to others patiently. What caused it? How did you deal with it? How was the problem solved? What did you learn from the experience? 在评价环节，学生根据评价量表，从内容：矛盾起因、解决过程、结果和收获，要点齐全，以及语言准确、恰当使用了被动语态等角度进行自我评估或同伴互评，改进写作内容。 Homework 必做（Compulsory）: Improve the story you wrote in class. Make sure it is coherent and check the accurate use of the passive voice. 选做（Optional）: Find 2-3 sentences using the passive voice (any tense) in real-life contexts like notices, news headlines, or instructions. Copy them down and write a brief reason why you think the passive voice is used in each case. 本节课最后，教师布置必做和选做任务：必做是改进课堂写作，检查被动语态的准确使用；选做是寻找现实生活中的被动语态例句（如通知或新闻），并分析使用原因。作业设计兼顾巩固与拓展，促进学以致用。 本节课通过观察归纳应用创造的阶梯式设计，帮助学生掌握语法知识并提升综合语言能力。教学过程注重小组合作和真实语境下的语言输出，力求实现学用结合。感谢大家的聆听，请大家参考学习，谢谢。 Thank you！ 20 $