Unit 2 Be Sporty,Be Healthy-Grammar and usage 教案-2025-2026学年高中英语译林版必修第二册

Unit 2 Be Sporty,Be Healthy-Grammar and usage 教学目标和重难点 1. 教学目标 It focuses on cultivating students’ language ability to use Present Continuous Passive and Present Perfect Passive correctly, develops their thinking quality through rule exploration, strengthens cultural awareness of sports civilization, and fosters autonomous learning ability via cooperative inquiry. 2. 教学重难点 Key points: Master the structures and basic usages of Present Continuous Passive (am/is/are being done) and Present Perfect Passive (has/have been done). Difficult points: Flexibly use the two structures in sports-related contexts and distinguish their differences. 教学过程 I. Lead-in: Activate Prior Knowledge and Introduce the Topic The teacher starts the class with a warm-up activity related to the unit theme “Be Sporty, Be Healthy”. First, show some pictures of a school sports center under renovation and some newly updated sports facilities, and ask students to describe what they see in English. For example, “What is happening to the swimming pool?” “What changes have taken place in the workout room?” Encourage students to express freely, and the teacher writes down their answers on the blackboard, including both active and passive sentences. Then, the teacher guides students to observe the sentences and asks: “Some sentences focus on who is doing the action, while others focus on what is being done. What’s the difference between them?” After students’ brief discussion, the teacher summarizes: The sentences focusing on the receiver of the action are passive sentences. Then, the teacher further leads in: “Today, we will learn two important passive structures closely related to our daily sports life — Present Continuous Passive and Present Perfect Passive, which can help us describe sports facilities, events and changes more accurately.” Design Intention: The lead-in links the grammar knowledge with the unit theme of “sports and health”, which is close to students’ daily life and can quickly arouse their learning interest. By asking questions and guiding observation, it activates students’ prior knowledge of passive voice, lays a foundation for the new lesson, and naturally leads to the key content of this class, realizing the connection between old and new knowledge. II. Presentation: Explore and Master the Structures and Usages 1. Present Continuous Passive Voice First, the teacher shows the following sentences on the screen, all related to the renovation of the school sports center: ① The finishing touches are now being put to a new swimming pool in our school. ② Weight training classes are being designed for students who love fitness. ③ The walls of the workout room are being painted by the workers. Then, the teacher asks students to complete the following tasks in groups of 4: Task 1: Underline the predicate verbs in the three sentences and analyze their structures. Task 2: Discuss the time meaning expressed by these sentences and the signal words (such as now) in them. Task 3: Try to summarize the structure of Present Continuous Passive Voice. After 5 minutes of group discussion, each group sends a representative to share their findings. The teacher comments and supplements, and finally summarizes the key points: Present Continuous Passive Voice is used to express an action that is being done to the subject at the moment or in the current stage. Its basic structure is “am/is/are + being + past participle”. The choice of am/is/are depends on the subject (I use am, he/she/it uses is, you/we/they use are). The signal words usually include now, at the moment, these days, etc. Next, the teacher explains the negative form and interrogative form of this structure with examples: Negative form: am/is/are + not + being + past participle. For example: The new swimming pool is not being built slowly. Interrogative form: Am/Is/Are + subject + being + past participle? For example: Is the workout room being updated now? Design Intention: Adopt the inquiry-based teaching method, let students explore the structure and usage of Present Continuous Passive Voice through group discussion, which can stimulate their initiative and enthusiasm in learning. By combining examples related to the unit theme, it helps students understand the practical application scenario of the grammar, avoiding the boring memory of rules. The explanation of negative and interrogative forms makes the knowledge system more complete. 2. Present Perfect Passive Voice On the basis of mastering Present Continuous Passive Voice, the teacher continues to show sentences related to the changes of the school sports center: ① Our school’s sports facilities have been enlarged and redone recently. ② The workout rooms have been updated with modern equipment. ③ Our aerobics class has been replaced with several fun options. The teacher asks students to use the same method as before to complete group tasks: Task 1: Analyze the structure of the predicate verbs in the sentences and compare them with the structure of Present Continuous Passive Voice. Task 2: Discuss the meaning of these sentences — whether the action is completed or not, and what connection it has with the present. Task 3: Summarize the structure, usages and signal words of Present Perfect Passive Voice. After the group discussion, the teacher guides students to summarize: Present Perfect Passive Voice is used to express an action that has been completed before the present and has a connection with the present, or the result of the action still exists now. Its basic structure is “has/have + been + past participle”. The choice of has/have depends on the subject (third-person singular uses has, others use have). The signal words usually include recently, already, yet, ever, never, since, for, so far, etc. Then, the teacher supplements the negative form and interrogative form with examples: Negative form: has/have + not + been + past participle. For example: The sports ground has not been rebuilt yet. Interrogative form: Has/Have + subject + been + past participle? For example: Have the weight training classes been designed? Design Intention: On the basis of the previous inquiry experience, let students independently explore the knowledge of Present Perfect Passive Voice, which can consolidate their learning ability and form a learning method of “exploring rules from examples”. By comparing with Present Continuous Passive Voice, it helps students initially distinguish the differences between the two structures and lay a foundation for the subsequent distinction and application. 3. Distinguish the Two Passive Structures To help students further clarify the differences between Present Continuous Passive Voice and Present Perfect Passive Voice, the teacher shows a group of contrastive sentences on the screen: Group A (Present Continuous Passive): ① The new basketball court is being built now. ② Some students are being trained for the school sports meeting. Group B (Present Perfect Passive): ① The new basketball court has been built already. ② Some students have been trained for the school sports meeting. The teacher asks students to discuss in groups: “What’s the difference between Group A and Group B in terms of time meaning and the state of the action?” After the discussion, the teacher summarizes the key points of distinction with a simple table (displayed on the screen): Present Continuous Passive Voice: Focuses on the action being carried out at the moment/current stage; the action is not completed; signal words include now, at the moment, etc. Present Perfect Passive Voice: Focuses on the result of the action completed before the present; the action has been completed; signal words include already, yet, recently, etc. In addition, the teacher gives a tip: When describing the “process of change” of sports facilities or events, we use Present Continuous Passive Voice; when describing the “result of change”, we use Present Perfect Passive Voice. Design Intention: Through contrastive sentences, students can intuitively feel the differences between the two structures, which is conducive to their accurate understanding and distinction. The summary of key points and tips simplifies the difficult points, helps students grasp the core of distinction, and avoids confusion in subsequent use. III. Practice: Consolidate and Improve the Ability of Application The practice link is divided into three levels: basic practice, intermediate practice and advanced practice, which are carried out step by step to help students consolidate the grammar knowledge and improve their application ability. All practice contents are closely combined with the unit theme of “sports and health” to ensure the pertinence and practicality of the practice. 1. Basic Practice: Fill in the Blanks with the Correct Form of the Verbs The teacher distributes practice sheets to students, and the questions are as follows (verbs are given in brackets): ① A new swimming pool ____________ (put) to the finishing touches now. ② Our school’s workout rooms ____________ (update) with modern equipment recently. ③ The walls of the sports center ____________ (paint) by the workers these days. ④ The aerobics class ____________ (replace) with fun options already. ⑤ ____________ the weight training classes ____________ (design) now? (transform into interrogative form) Students complete the exercises independently, and the teacher walks around to guide them, focusing on helping students who have difficulties in choosing the correct structure and form. After completing, the teacher checks the answers together with the students, explains the wrong questions in detail, and emphasizes the key points such as the choice of am/is/are/has/have and the spelling of past participles. Design Intention: Basic practice focuses on consolidating the basic structure of the two passive voices, helping students master the correct form of the predicate verb, which is the foundation of subsequent application. The practice content is closely related to the examples in the presentation link, which can help students review and consolidate the knowledge in time. 2. Intermediate Practice: Rewrite Sentences into Passive Voice The teacher shows active sentences related to sports, and asks students to rewrite them into Present Continuous Passive Voice or Present Perfect Passive Voice according to the context and signal words: ① The workers are building a new sports center in our community. (Present Continuous Passive) ② We have organized many sports activities this term. (Present Perfect Passive) ③ The coach is training the students for the basketball match. (Present Continuous Passive) ④ They have repaired the broken gym equipment. (Present Perfect Passive) Students complete the exercises in pairs, and then exchange their answers with each other for correction. The teacher invites several pairs to share their answers, comments on their performance, and points out common mistakes (such as forgetting to add “being” or “been”, using the wrong form of auxiliary verbs, etc.), and guides students to correct them. Design Intention: Intermediate practice transitions from filling in the blanks to rewriting sentences, which increases the difficulty appropriately and helps students master the conversion method between active and passive voices. Pair work can promote mutual learning and help between students, and improve their participation in class. 3. Advanced Practice: Complete the Dialogue and Short Passage ① Dialogue Completion: Show a dialogue between two students talking about the changes of the school sports center, with some blanks to be filled in with the correct form of the given verbs (using Present Continuous Passive or Present Perfect Passive): A: Hi, Tom! Have you noticed the changes in our school sports center? B: Of course! A new swimming pool ____________ (build) now. It looks very beautiful. A: Yes! And the workout rooms ____________ (update) already. There are many new fitness equipment. B: Great! What about the aerobics class? I used to like it very much. A: Don’t worry. It ____________ (replace) with several fun options, such as dance and yoga. B: That’s wonderful! I can’t wait to try them. ② Short Passage Completion: Show a short passage about a school sports meeting, and ask students to fill in the blanks with the correct form of the given verbs, requiring flexible use of the two passive structures: Our school sports meeting will be held next week. At present, all the preparations ____________ (make) actively. The playground ____________ (decorate) with colorful flags these days. The competition items ____________ (decide) already, and the judges ____________ (train) now. We are all looking forward to the opening of the sports meeting. Students complete the exercises independently, and the teacher collects some students’ works for comment, affirming their correct use and pointing out the areas that need improvement. For students who have made great progress, the teacher gives timely praise to enhance their learning confidence. Design Intention: Advanced practice combines the grammar knowledge with the actual communication and writing scenarios, which can test students’ flexible application ability. The dialogue and short passage are closely related to the unit theme, which helps students realize that grammar is a tool for communication, not just a set of rules, and improves their comprehensive language application ability. IV. Consolidation and Summary: Sort Out Knowledge and Strengthen Memory First, the teacher invites students to summarize the key points of this class independently, including the structures, usages and differences of Present Continuous Passive Voice and Present Perfect Passive Voice. Then, the teacher combs and supplements the knowledge to form a clear knowledge framework: 1. Present Continuous Passive Voice: am/is/are + being + past participle; used to express an action being done at the moment/current stage; signal words: now, at the moment, these days, etc. 2. Present Perfect Passive Voice: has/have + been + past participle; used to express an action completed before the present and connected with the present; signal words: recently, already, yet, so far, etc. 3. Key distinction: Present Continuous Passive focuses on “process”, while Present Perfect Passive focuses on “result”. In addition, the teacher reminds students: When using passive voice, we should pay attention to the consistency between the subject and the auxiliary verb, and the correct spelling of past participles; we should choose the appropriate passive structure according to the context and time signal words. Design Intention: Letting students summarize independently can help them sort out the knowledge they have learned, deepen their memory and master the learning method of summarizing. The teacher’s supplement and combing can make the knowledge framework more clear and complete, helping students form a systematic knowledge system. V. Homework Arrangement: Extend Learning and Apply to Life The homework is divided into two parts, combining written work and practical work, to help students consolidate the knowledge after class and apply it to real life: 1. Written Homework: Complete the exercise sheet, which includes filling in the blanks, rewriting sentences and completing a short passage. The content is still closely related to sports, requiring students to flexibly use the two passive structures learned in this class. 2. Practical Homework: Observe the changes of sports facilities in your community or school, and write 5 sentences to describe these changes, using at least 2 Present Continuous Passive sentences and 2 Present Perfect Passive sentences. Next class, students will share their sentences in groups. Design Intention: Written homework is used to consolidate the grammar knowledge and ensure that students can master the basic application skills. Practical homework connects the classroom learning with real life, encourages students to observe and use English in life, and improves their practical application ability and learning interest. Group sharing in the next class can also promote the exchange and learning between students. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $