Unit 3 Celebrations Lesson 1 Grammar 教学设计-2026-2027学年高中英语北师大版（2019）必修第一册

该高中英语教学设计聚焦被动语态在五种时态（一般现在、过去、现在进行、现在完成、过去进行）中的运用及特殊用法，通过主动被动语态对比及中英表达差异导入，从概念到用法场景、基本结构、时态变化逐步构建学习支架，帮助学生系统认知。 该资料以节日为语境，融合语言能力与文化意识，通过双宾语被动转换、使役动词被动恢复“to”等特殊用法讲解培养思维品质，小组讨论描述节日经历提升学习能力，既助学生准确运用语法增强文化自信，又为教师提供清晰教学路径提升课堂效率。

Unit 3 Lesson 1 1、 教学基本信息 项目 内容 课题 北师大版（2019）高中英语必修第一册 Unit 3 Celebrations Lesson 1（Grammar） 课时 1课时 授课年级 高一年级 课型 新授课 授课教师 授课时间 2、 教学目标与重难点 （一）Teaching objectives 1. Language Competence Students will identify and correctly use the passive voice in various tenses (present, past, present continuous, present perfect, past continuous) within festival contexts. Students will master the core structure "be + past participle" and understand how be-verbs change with different tenses. 2. Thinking Quality Students will analyze the functional differences between active and passive voice to choose appropriately based on communicative focus. Students will distinguish non-passive verbs and active forms with passive meanings through observation and analysis. 3. Learning Ability Students will autonomously observe examples, summarize rules, and apply passive voice in contextualized practice. Students will learn grammar through festival-themed text contexts and complete transformation and translation exercises. 4. Cultural Awareness Students will recognize cross-linguistic differences between Chinese and English passive expressions. Students will use passive voice to describe Chinese festival customs appropriately and with cultural confidence. （二）Teaching points 1. Teaching key points Master "be + past participle" across five basic tenses. Understand three core usage scenarios: unknown/obvious doer, emphasis on receiver/action. Master special passive forms: double objects, causative/sensory verbs, phrasal verbs. 2. Teaching difficult points Applying special passive forms correctly (double object passive, causative verbs with restored "to"). Distinguishing non-passive verbs (intransitive, state verbs, preference verbs) and active forms with passive meanings. Choosing between active and passive voice based on communicative focus and context. 三、教学准备 Multimedia device and projector for displaying grammar charts and examples. Blackboard and chalk for grammar rules and example sentences. Students' textbooks and notebooks. Pre-designed handouts for grammar exercises and translation practice. 四、教学过程设计 教学环节 Teaching Stage 教师活动 Teacher's Activities 学生活动 Students' Activities 设计意图 Design Intent Step 1 Concept Introduction Introduce active vs. passive voice: Active Voice (subject is the doer, e.g., "The dog bit the boy"); Passive Voice (subject is the receiver, e.g., "The boy was bitten by the dog"). Explain that active emphasizes the doer, passive emphasizes the receiver or event. Discuss Chinese vs. English passive differences: Chinese uses flexible markers (被, 叫, 让), English uses strict "be + done" structure. Students study the comparison between active and passive voice. They understand the focus difference and note the structural differences between Chinese and English passive expressions. 通过对比讲解主动语态与被动语态的概念和中英差异，帮助学生建立对被动语态的基本认识，为后续深入学习奠定基础。 Step 2 Usage Scenarios Present three usage scenarios: 1. Doer unknown/unnecessary (e.g., "The house was cleaned from top to bottom." "It is believed that..."); 2. Doer obvious (e.g., "The dishes were cooked by the chef." "The new hospital was built last year."); 3. Emphasis on receiver/action (e.g., "The spirit of the festival has largely been kept." "The boy was sent to hospital immediately."). Students study the three scenarios with example sentences from festival contexts. They understand when to use passive voice and why it is preferred in certain situations. 通过三大使用场景的分类讲解和节日语境例句，帮助学生理解被动语态的语用功能，培养根据语境选择语态的能力。 Step 3 Basic Structure Present the core formula: Passive Voice = be + past participle (done). Explain that the past participle stays constant while the be-verb changes with tense, person, and number. Review regular (verb + ed) and irregular past participles (put-put, build-built, keep-kept). Students study the formula and review past participle forms. They understand the structural principle of passive voice formation. 通过核心公式的讲解，帮助学生掌握被动语态的基本构成原理，明确be动词和过去分词的不同功能。 Step 4 Tenses (1) Present passive voice in five tenses with festival examples: 1. Present Simple (am/is/are + done): "Spring Festival is highly valued by every Chinese family." 2. Present Continuous (am/is/are + being + done): "Jiaozi are being made." "Fireworks are being let off." 3. Present Perfect (have/has + been + done): "The spirit of the festival has largely been kept." Students study the tense structures and example sentences from the text. They note how the be-verb changes with each tense while the past participle remains the same. 通过五种时态的被动语态讲解和课文例句，帮助学生掌握不同时态下被动语态的构成和用法。 Step 5 Tenses (2) Continue with: 4. Past Simple (was/were + done): "The house was cleaned from top to bottom." "The Chinese character Fu was attached upside down." 5. Past Continuous (was/were + being + done): "Dinner was being prepared in the kitchen." Emphasize the core memory point: all passive voice centers on "be + past participle," only the be-form changes with tense. Students study the past tense passive structures and practice forming sentences. They reinforce the core principle that only the be-verb changes. 通过过去时态的被动语态讲解，帮助学生完整掌握五种基础时态的被动结构，加深对核心规则的理解。 Step 6 Special Usage (1) Present three special passive usages: 1. Double object passive: "My friend gave me a book" → "I was given a book" or "A book was given to me." 2. Causative/sensory verbs: active omits "to" (made him work), passive restores "to" (was made to work). 3. Phrasal verbs: preposition/adverb cannot be omitted (take care of → are taken good care of). Students study the special passive rules with example sentences. They practice transforming active sentences with double objects and causative verbs into passive voice. 通过特殊被动用法的讲解和转换练习，帮助学生掌握双宾语被动、使役动词被动和短语动词被动的特殊规则。 Step 7 Special Usage (2) Present the "It + be + past participle + that" structure: "It is believed that when Fu is put upside down, happiness arrives." List common patterns: It is said that, It is reported that, It is well known that. Then present four categories of verbs that cannot use passive voice: 1. Intransitive verbs (happen, take place); 2. State verbs (have, belong to, cost); 3. Preference verbs (like, love, wish); 4. Reflexive/reciprocal objects. Also present active form with passive meaning: "The cake tastes great." "This pen writes smoothly." "The house needs painting." Students study the structures and rules. They understand which verbs cannot be passivized and how active forms can express passive meanings. 通过It句型、不可用被动语态的动词和主动表被动意义的讲解，帮助学生全面掌握被动语态的特殊情况和限制条件。 Step 8 Practice Guide students to: 1. Highlight passive structures in sentences from the texts; 2. Choose proper active or passive options for situations and explain why; 3. Discuss Spring Festival experiences using passive voice in group work; 4. Transform active sentences to passive and translate Chinese sentences using passive voice. Students complete the grammar exercises: identifying passive structures, choosing correct voice, discussing festival experiences, and transforming/ translating sentences. They apply the rules learned to various exercise types. 通过多样化的练习活动，帮助学生在不同语境中巩固和运用被动语态规则，检测学习效果，提升语法运用的准确性。 Step 9 Summary & Homework Summarize: 1 core structure (be + past participle), 4 usage scenarios, 5 basic tenses, 3 error-prone points (phrasal verb prepositions, causative verb "to" restoration, active with passive meaning), 1 core principle (choose voice based on topic focus and register). Assign homework: 1. Construct 2 sentences about festivals using passive voice in three different tenses; 2. Prepare for the next lesson. Students review the summary of grammar rules and key points. They note down homework requirements. 通过系统化的课堂小结，帮助学生梳理核心语法知识，明确重点、难点和易错点，为后续学习做好准备。 五、板书设计 Unit 3 Celebrations Lesson 1 (Grammar) — Passive Voice Core Structure: be + past participle (done) Tenses: am/is/are + done | am/is/are + being + done | have/has + been + done | was/were + done | was/were + being + done Usage Scenarios: 1. Doer unknown 2. Doer obvious 3. Emphasis on receiver Special Forms: Double object | Causative verbs (restore "to") | Phrasal verbs (keep preposition) It is believed/said/reported that... Cannot passive: intransitive, state, preference, reflexive objects 六、教学评价与反思 （一）教学评价 语法知识评价：通过练习中的句式转换和翻译活动，评估学生对被动语态结构和规则的掌握程度。 语用能力评价：通过选择正确语态并解释原因的活动，评估学生根据语境选择语态的能力。 综合运用评价：通过节日话题的小组讨论，评估学生在口语中运用被动语态的能力。 课堂参与评价：通过观察学生在讨论和练习中的表现，评估其学习态度和参与度。 （二）教学反思 本节课系统讲解了被动语态的概念、用法和结构，内容丰富但层次清晰，学生能够逐步理解各知识点。 五种时态的被动结构讲解效果良好，通过课文例句帮助学生理解了不同时态的用法。 特殊用法（双宾语、使役动词、短语动词）是难点，部分学生仍需加强练习，特别是使役动词被动时恢复to的规则。 主动表被动的特殊用法容易混淆，后续应通过更多对比练习帮助学生区分和巩固。 学科网（北京）股份有限公司 $