【#第一文档网# 导语】以下是®第一文档网的小编为您整理的《Lesson Plan英语教案识别主动语态与被动语态》，欢迎阅读！
Lesson Plan This lesson plan focuses on learning one targeted area while using different language skills. The example lesson plan focuses on the use of recycling language, namely the passive voice, to help students learn inductively while at the same time improve their oral production skills. By often repeating the passive voice in various guises the students become comfortable with the use of the passive and can then go on to actually employ the passive voice in speaking. It is important to remember that the subject area that the should speak about needs to be limited as to not male the task too difficult by giving students too much choice. In the past, I have often allowed students to choose their subject, however, we have noticed that when the oral production task is clearly defined, students are more able to produce the targeted structure because they are not worried about inventing some subject or saying something clever. Please feel free to copy this lesson plan or use the materials in one of your own classes. The Aim of This Lesson . Students will improve recognition of the differences between the passive voice and active voice with particular attention paid to the present simple, past simple, and present perfect passive forms. . Students will inductively review passive form structures. . Students will quickly review language used to express opinions. . Students will contextualize the use of the passive by first making guesses about Seattle, and then finding out about certain facts about that city . Students will focus on passive oral production skills in the context of speaking about Tuscany. Possible Problems . Students will almost certainly have problems with using the passive form in production activities. As the class is an intermediate level, students have principally concentrated on acquiring oral skills using the active voice. For this reason, I have chosen the narrow focus area of speaking about Tuscany so that students can focus on a specific subject in the context of speaking about their part of the world. . Students might tend to place the subject of the passive sentence after the participle as they are used to an object being the object of a verb and not the subject of the sentence. . Students might have difficulties in recognizing the difference between the passive voice and the present perfect active. . Students might substitute /d/ for /t/ in certain participle endings with verbs such as 'send'. Lesson Plan Warm-up 5 minutes Exercises Purpose Relate story about To call to mind and refresh Cavalleria Rusticana student awareness of the which was written by passive voice in a relaxed Mascagni in Leghorn, introductory segment. By ask students if there taking about Leghorn, students are any other famous are prepared for the following things that are activities concerning Seattle. produced etc. in Leghorn. A. As a class, illicit Quick review of language language used to used to expresses opinions express opinions. and make guesses. By working B. Look at Seattle fact through the fact sheet students sheet will hopefully begin to intuitively C. In pairs, quickly use the passive voice while discuss which facts contextualizing the use of the they think are true or passive when used to describe a false. native city or region. This section also creates student interest in the following reading selection by Guess Work 10 minutes asking them to guess if the facts are true or false. Reading 15 A. Have students read To inductively improve the minutes short text about recognition of the differences Seattle between the active and B. Have students passive voice. In section A underline passive students become aware of the voice structures. differences by seeing repeated use C. Students discuss of both the active and passive what the differences voice. In section B students are between the active inductively increase their and passive voice. recognition skills by underlining D. Class review of the passive form. At the same passive structure. time, students improve their skimming skills by checking if their previous guesses about Seattle were correct. Section C allows students to learn from each other in a relaxed manner. Finally, section D helps students review the passive voice as a class with confirmation by the teacher. Oral A. As a class, discuss Use of passive voice to Production 15 which passive describe favorite subjects. By minutes utterances could be having students speak about used to describe a Tuscany, students can focus on region. (i.e. Wine is correct passive voice production in produced in Chianti) the contextualized situation of B. Have students speaking about your native region divide into groups of or city. After having listened to three. group work around the class, the C. Each group should teacher can then help students focus on using the with common mistakes. passive voice to describe Tuscany to his/her partners. D. Class correction of common errors. 本文来源：https://www.dywdw.cn/b071b725e209581b6bd97f19227916888586b957.html
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2022-07-08
