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視頻標簽：The passive
所屬欄目：高中英語優質課視頻
視頻課題：高中英語人教版選修7 Unit 3 Under the sea The passive voice of –ing form 河北省優課
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高中英語人教版選修7 Unit 3 Under the seaThe passive voice of –ing form 河北省優課
Title The passive voice of –ing form
Teacher
Fan Shuhong, Yongnian No.2 High school
Analysis on Learners
Senior 2 students are eager to learn something knowledgeable and interesting. They are tired of being spoon-fed boring grammar rules and excessive exercises. Their abstract thinking and cognitive capability have developed a lot. Therefore, I try my best to prepare interesting and useful practice to help them keep up their passion to express themselves using what they have learnt, develop the feeling of success and build up their good values in grammar learning.
Analysis On the Teaching Material
Teaching
Content
The content of my lesson is a grammar revision material, through the learning of which, I
can enable students to master the structure and the key points of “being done” and “having been done”. At the same time, make Ss aware of the usage of the passive voice of -ing form in sentences and writing.
Teaching Aims
Knowledge
(1) The Ss can learn the function of “being done” used as subject, object, predicative, attribute, adverbial and object complement.
(2) The Ss can grasp of the structure and the use of “being done” and “having been done”.
Abilities
(1) To improve Ss' writing abilities, especially expressing their opinions by using “being done” and “having been done”.
(2) To train the Ss’ abilities of studying by themselves and through cooperating.
Emotion (1) To discover that learning grammar can be fun and English is around us. (2) Be confident in learning and using language”.
Important
Points Enable Ss’ to have a command of the use of “being done” and “having been done”.
Difficult
Points
Enable Ss’ to master the difference “to be done、done、 being done” used as attribute.
Teaching Methods
1. Communicative Approach
2. Task-based Language Teaching 3. Total Situational Action Teaching Aids
A computer and a multi-media courseware.
Step 1: duty report (3 mins)
A student gives a daily talk and asks few questions; while other students listen to her carefully and try to answer the questions.
（設計目的：一位同學演講《如何學好英語》，聽眾學生認真聽講，理解內容，并回答相關的問題，把學生的注意力 集中到英語學習中來，預熱課堂，使同學們更積極參與到課堂活動中。）
Step2: lead in (導入) (8 mins)
Task 1: Review the structure and definition of the passive voice of –ing form.
First, the teacher reviews v-ing form and explains the structure of “being done” and “having been done”; especially, the teacher makes the students understand the definition of the passive voice of –ing form, in terms of the voice and the tense. （教師通過實例使學生理解“being done” and “having been done”在時態和語態方面表示的含義。）
1)He hurried home, looking behind from time to time.
looking表示的動作和句子主語he之間是主動關系,和主句謂語動詞hurried的動作同時發生。 2) Being asked to answer the question, she felt a little nervous.
being asked表示的動作和句子主語she之間是被動關系，和謂語動詞felt同時發生。 3) Having been told many times, he finally understood it. （09四川）
Having been told和句子主語he之間是被動關系，且先于主句謂語動詞understood發生。
（設計目的：教師首先復習學生最熟悉的非謂語動詞doing 形式，從而引出較復雜的“being done”“having been done”的結構，這樣可驅除學生的陌生感，由易到難，循序漸進，他們會更容易接受難點內容。）
Task 2 The teacher shows 7 riddles and reminds students to pay attention the underlined parts and guess them. (猜謎語)
The teacher presents 7 riddles with “being done” or “having been done” and leads students to guess what they are. At the same time, students will be reminded to pay attention to the underlined parts.
(教師展示7張帶有“being done” 或 “having been done”的謎語，如有難度可適當插入圖片提示，降低難度要求， 啟發學生注意劃線部分，并猜出謎底。)
（設計目的：在競猜謎語游戲中學習v-ing的被動式更加生動形象，學生興趣盎然，減輕了他們的畏難情緒，使他 們持久集中注意，啟發他們思考 being done ，having been done的部分，激發學生學習的自主性和積極性，培養他 們學習語言的自信。）
Being selected president of USA in 2001 and 2005 made him feel proud. Now he is very busy with all kinds of affairs every day. (猜一位政治家)
What kind of dog doesn’t bite or bark（吠叫）, but it likes being eaten?（猜一種食品）
It doesn’t like eating any food, but drinking water. When writing, you are fond of(喜歡) being accompanied by it.
（猜一種文具用品）
Their job is being trampled (踩、踏) by man without any pain and complaint (抱怨).
（猜一種生活用品）
The city being greatly improved is to be the host for the next Winter Olympic Games. （猜一城市）
He has a gift for playing basketball. Having been selected into the Huston Rocket team, his talent has been
shown fully. （猜一籃球運動員）
Task 3：Analyze the sentence complements of the underlined parts in the riddles.
(分析劃線部分所做的句子成分)
The teacher and students analyze the sentence complements of the underlined parts in the riddles. （師生共同分析謎語中動詞-ing形式的被動式在各句中作什么成分 ）
（設計目的：師生共同總結謎語中的“being done”， “having been done”在句子中都可以做什么句子成分，使抽象 的語言規律具體而直觀，便于學生理解，為下一步的學生獨立練習做鋪墊。）
Task 4：practice(練習)
The teacher shows five sentences and students volunteer to analyze the sentence parts and tell others why. (學生主動分析句子成分并說明理由。)
1. So being killed by sharks was a common occurrence.
2. He didn’t mind being left at home.
3. That building being repaired is our library.
4. Being protected by a thick wall, they felt they were quite safe.
5. Having been given such a good chance, how could she let it slip away?
（設計目的：本環節是對上一環節的深化與拓展，為學生提供了學以致用的機會，體驗成功，從而加深學生對 v-ing被動式的理解。）
Step 3: three key points (三大要點) (6 mins)
Students should learn and master three key points of the passive voice of -ing form。 （學生應該學會V-ing形式的被動式的3個要點）
point 1: to be done、done、 being done做定語的區別 ：
The teacher shows 3 similar sentences then asks students to fill in the blanks, compare the attribute and conclude the differences among them.
to be done（作定語，表將來的動作）；done（作定語，表過去被動完成的動作）； being done（作定語，表被動、 進行的動作）
① The building to be built next year is our school. ②The building built last year is our school. ③ The building being built now is our school.
（設計目的：to be done、done、 being done做定語的異同，是本節課的一個教學難點，學生很容易發現三者做 定語：在語態方面均表示被動；但是容易混淆三者的區別，通過實例一一比較可歸納出：三者在時態方面的區別。 相似的題型，相似的語法功能，但是把握好本質特征，抓住細微差別，才能做到舉一反三，觸類旁通。）
Point 2: want/need/require/worth +v-ing主動形式表被動意義。
Students must grasp “want，need，require,（be）worth +v-ing
① 在want/need/require（需要）+v-ing= want/need /require + to be done 之后作賓語時，常用動名詞的主動
式表示被動意義。
② 在（be）worth +v-ing主動形式來表示被動意義。 The book is worth reading.
The book is worthy of being read.
The book is worthy to be read.
（設計目的：學生掌握四個特殊詞語“want，need，require,（be）worth”+v-ing，主動形式表示被動意義，從 而積累一句多譯，豐富學生的表達技巧。）
point 3:后只用 -ing作賓語de 動詞及短語:
1）動詞中只能接v-ing作賓語： 考慮建議盼原諒，（consider，suggest/ advise, look forward to, excuse/pardon;） 承認推遲沒得想（admit, delay/put off, fancy;）
避免錯過繼續練， （avoid, miss, keep/keep on， practice ） 否認完成就欣賞（deny , finish, enjoy/appreciate;）
禁止想象才冒險，（forbid, imagine , risk;）
不禁介意準逃亡（can’t help, mind, allow/permit, escape ）
2）短語中的to是介詞, 后面只能跟V-ing作賓語：
devote … to (投入…), get down to (著手干…) ，lead to (通向, 導致), object to(反對), pay attention to (注意), look forward to (盼望), be used to (習慣于)，stick to (堅持), prefer…to…等。
（設計目的：通過把枯燥的詞語編成有趣的順口溜，降低了學習難度，減輕學生的厭學、畏學情緒，他們更樂于 去學習, 而且記憶深刻。 ）
Step4: Practice (28 mins)
Task 1: Choose correct answers and fill the blanks.
(1) The discovery of new evidence led to ____. (2003上海)
A. the thief having caught B. catch the thief
C. the thief’s being caught D. the thief to be caught
(2) She is shy. She is not used to _____ in front of others. A. praise B. praising C. being praised D. be praise
(3)
The bird was lucky that it just missed _____. A. catching B. being caught C. to be caught D. to catch
（設計目的：這是學生最熟悉的語法單選題，也是最基礎練習形式，培養學生觀察選項，分析命題者意圖，找到 切入點，因此學生可以把握考點，提高練習的準確性，通過選擇適當的v-ing被動式的形式，在簡單的練習中鞏固 基本使用。）
Task 2: Looking & Doing game: （使用動詞-ing 被動式填空）
Teacher shows some pictures on the ppt. student uses “being done” and “having been done” to describe the picture for the others.
（教師在PPT上依次展示幾張圖片，要求同學用“being done” 或 “having been done”描述圖片中的情景。 ）
Peter is excited about _____________ to the party. (invite)
The woman doesn’t like _______________ by anyone. (keep waiting)
The audience is delighted to see the girl ____________ a prize. (award)
The boy is afraid of ____________ by the dog. (attack)
After ___________ for failing the exam, the child started crying. (blame)
（設計目的：此游戲通過情景圖展示生活中熟悉的場景，為學生提供真實的語境，訓練學生使用v-ing被動語態 的表達能力。插圖是語言的形象再現，語言是插圖的理性表達。學生意識到自己可以用英語描述生活中的點滴， 學習變得生動有趣，也進一步強化了學生對此的理解，激發出學生對英語的熱情。）
Task 3： Making up sentences. (Group presentation)
Every group makes up sentences as much as possible, using the passive voice of v-ing form as subject, object, predicative, attribute, adverbial and object complement. Then every group manages to grasp chances to show their sentences so that they can gain the corresponding score, the more the better. (小組競賽，展示造句。)
• 主語（subject）1 • 賓語（object） 1 • 表語（predicative）2 • 定語（attributive） 2 • 狀語（adverbial） 2
• 賓補（ object complement ） 1
（設計目的：各小組以競賽的形式展示各自的句子，要求學生的造句要貼近自己的生活，符合他們的年齡特點， 更容易被接受，以便引起學生共鳴，激發他們的學習熱情。這樣就達到了把已有的詞匯和語法基礎作為工具，用 造句的形式，表達自己的思想和感情的目的。）
Task 4：Dialogue and performance（by using the passive voice of -ing form）
School Campus Culture
Students first watch a photo of their classmate who was rewarded a prize on the school notice board. Then work in groups, discuss and write a short passage or dialogue about the school Campus Culture by using the passive voice of -ing form. Finally, perform the short play before the audience.
（先觀看張貼在校園文化欄本班同學的受獎照片，發揮想象力，小組合作，用v-ing 被動語態編寫對話或短劇 并表演。）
（設計目的：教師給學生展示本班同學獲獎的照片，讓他們發揮想象力，運用本節課所學的知識編一個對話或 短劇，上臺表演。高二學生有強烈的表現欲求，他們會積極參與其中，并會為表演積極準備。這樣教學就會生 動有趣，使學生身臨其境，氣氛活躍，印象深刻，加強了學生的語言實踐交際，從而培養和鞏固了他們的語言 能力。）
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