资源简介

(共20张PPT)
《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
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。
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
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
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
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
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)
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.
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。
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）。
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.
Think and complete
am cut off
was done
用括号中单词的正确形式完成段落。
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。
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
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
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.
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。
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
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.
Thank you！

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