2023年人教版高中英语选修7Unit2教案2.docx

2023年人教版高中英语选修7Unit2教案2 Unit 2 Robots Part 1 Teaching Design 第一部分教学设计 Period 2 A sample leon plan for Learning about Language (Revise the paive voice including the infinitive) Introduction In this period students will be first helped by the teacher to discover and learn to use some useful words and collocations, and then to discover and revise the paive voice including the infinitive.The following steps of teaching may be taken: warming up by having a dictation, discovering useful words and collocations, reading more about the 22nd century, learning about the paive voice, discovering useful structures and closing down by putting on stage a text play of Satisfaction Guaranteed.Objectives To help students revise the paive voice To help students discover and learn to use some useful words and collocations To help students discover and learn to use some useful structures Procedures 1.Warming up by having a dictation To begin with, lets take a dictation to strengthen our memory of the text.Larry Belmont worked for a company that make robot.Recently a robot that could do housework would be tested out Larry's life, Clair, for three weeks.Clair felt alarmed by the robot's humanly appearance.Before long she began to trust him.She told him that she and her home were not elegant enough for her husband and she envied the rich and powerful woman .The robot decided to protect her from being harm.He gave her a new haircut and changed her makeup and asked her to buy something to decorate her home.Before the night he was to leave Clair, they held a party.The guests were impreed by Clair and her home, especially by the handsome robot, whom they thought was her husband.Claire knew this is almost a dream and she felt very sad.However, the company was very satisfied with Tony, the robot although he needed rebuilding because it is absurd to have women falling in love with a machine. 2.Discovering useful words and collocations A collocation is two or more words that often go together.These combinations just sound "right" to native English speakers, who use them all the time. While going over the text, try to recognize the collocations, treat them as single blocks of language and copy them out into your Collocation Book.Now go to page 13.Work in pairs to finish the three exercises in 10 minutes. 3.Learning about the paive voice ACTIVE AND PASSIVE TENSES CHART SIMPLE PRESENT and SIMPLE PAST The active object becomes the paive subject. am/is/are + past participle was/were + past participle Active: Simple Present The movie fascinates me. The movie bores Jack. The movie surprises them. Paive: Simple Present I am fascinated by the movie. Jack is bored by the movie. They are surprised by the movie. Active: Simple Past The movie bored me. The movie fascinated Jack. The movie surprised them. Paive: Simple Past I was bored by the movie. Jack was fascinated by the movie. They were surprised by the movie. PRESENT and PAST CONTINUOUS (PROGRESSIVE) Paive form: am/is/are + being + past participle was/were + being + past participle Active: Present Continuous I am helping Shannon. June is helping Su and Ling. Paive: Present Continuous Shannon is being helped by me. Su and Ling are being helped by June. Active: Past Continuous I was cleaning the bathroom. They were cleaning the bedroom. Susan was cleaning the kitchen and patio. Paive: Past Continuous The bathroom was being cleaned by me. The bedroom was being cleaned by them. The kitchen and patio were being cleaned by Susan. PRESENT PERFECT, PAST PERFECT and FUTURE PERFECT Paive form: have/has been + past participle had been + past participle Active: Present Perfect I have mailed the gift. Jack has mailed the gifts. Paive: Present Perfect The gift has been mailed by me. The gifts have been mailed by Jack. Active: Past Perfect Steven Spielberg had directed the movie. Penny Marshall had directed those movies. Paive: Past Perfect The movie had been directed by Steven Spielberg. The movies had been directed by Penny Marshall. Active: Future Perfect John will have finished the project next month. They will have finished the projects before then. Paive: Future Perfect The project will have been finished by next month. The projects will have been finished before then. FUTURE TENSES Paive forms: will + be + past participle is/are going to be + past participle Active: Future with WILL I will mail the gift. Jack will mail the gifts. Paive: Future with WILL The gift will be mailed by me. The gifts will be mailed by Jack. Active: Future with GOING TO I am going to make the cake. Sue is going to make two cakes. Paive: Future with GOING TO The cake is going to be made by me. Two cakes are going to be made by Sue. PRESENT / FUTURE MODALS The paive form follows this pattern: modal + be + past participle Active: WILL / WON'T (WILL NOT) Sharon will invite Tom to the party. Sharon won't invite Jeff to the party. (Sharon will not invite Jeff to the party.) Paive: WILL / WON'T (WILL NOT) Tom will be invited to the party by Sharon. Jeff won't be invited to the party by Sharon. (Jeff will not be invited to the party by Sharon.) Active: CAN / CAN'T (CAN NOT) Mai can foretell the future. Terry can't foretell the future. (Terry can not foretell the future.) Paive: CAN / CAN'T (CAN NOT) The future can be foretold by Mai. The future can't be foretold by Terry. (The future can not be foretold by Terry.) Active: MAY / MAY NOT Her company may give Katya a new office. The lazy students may not do the homework. MIGHT / MIGHT NOT Her company might give Katya a new office. The lazy students might not do the homework. Paive: MAY / MAY NOT Katya may be given a new office by her company. The homework may not be done by the lazy students. MIGHT / MIGHT NOT Katya might be given a new office by her company. The homework might not be done by the lazy students. Active: SHOULD / SHOULDN'T Students should memorize English verbs. Children shouldn't smoke cigarettes. Paive: SHOULD / SHOULDN'T English verbs should be memorized by students. Cigarettes shouldn't be smoked by children. Active: OUGHT TO Students ought to learn English verbs. (negative ought to is rarely used) Paive: OUGHT TO English verbs ought to be memorized by students. Active: HAD BETTER / HAD BETTER NOT Students had better practice English every day. Children had better not drink whiskey. Paive: HAD BETTER / HAD BETTER NOT English had better be practiced every day by students. Whiskey had better not be drunk by children. Active: MUST / MUST NOT Tourists must apply for a paport to travel abroad. Customers must not use that door. Paive: MUST / MUST NOT A paport to travel abroad must be applied for. That door must not be used by customers. Active: HAS TO / HAVE TO She has to practice English every day. Sara and Miho have to wash the dishes every day. DOESN'T HAVE TO/ DON'T HAVE TO Maria doesn't have to clean her bedroom every day. The children don't have to clean their bedrooms every day. Paive: HAS TO / HAVE TO English has to be practiced every day. The dishes have to be washed by them every day. DOESN'T HAVE TO/ DON'T HAVE TO Her bedroom doesn't have to be cleaned every day. Their bedrooms don't have to be cleaned every day. Active: BE SUPPOSED TO I am supposed to type the composition. I am not supposed to copy the stories in the book. Janet is supposed to clean the living room. She isn't supposed to eat candy and gum. They are supposed to make dinner for the family. They aren't supposed to make deert. Paive: BE SUPPOSED TO The composition is supposed to be typed by me. The stories in the book are not supposed to be copied. The living room is supposed to be cleaned by Janet. Candy and gum aren't supposed to be eaten by her. Dinner for the family is supposed to be made by them. Deert isn't supposed to be made by them. PAST MODALS The past paive form follows this pattern: modal + have been + past participle Active: SHOULD HAVE / SHOULDN'T HAVE The students should have learned the verbs. The children shouldn't have broken the window. Paive: SHOULD HAVE / SHOULDN'T HAVE The verbs should have been learned by the students. The window shouldn't have been broken by the children. Active: OUGHT TO Students ought to have learned the verbs. (negative ought to is rarely used) Paive: OUGHT TO The verbs ought to have been learned by the students. Active: BE SUPPOSED TO (past time) I was supposed to type the composition. I wasn't supposed to copy the story in the book. Janet was supposed to clean the living room. She wasn't supposed to eat candy and gum. Frank and Jane were supposed to make dinner. They weren't supposed to make deert. Paive: BE SUPPOSED TO (past time) The composition was supposed to be typed by me. The story in the book wasn't supposed to be copied. The living room was supposed to be cleaned by Janet. Candy and gum weren't supposed to be eaten by her. Dinner was supposed to be made by them. Deert wasn't supposed to be made by them. Active: MAY / MAY NOT That firm may have offered Katya a new job. The students may not have written the paper. MIGHT / MIGHT NOT That firm might have offered Katya a new job. The students might not have written the paper. Paive: MAY / MAY NOT Katya may have been offered a new job by that firm. The paper may not have been written by the students. MIGHT / MIGHT NOT Katya might have been offered a new job by that firm. The paper might not have been written by the students. 4.被动语态小结 被动语态的特殊结构形式 1)带情态动词的被动结构。其形式为：情态动词be过去分词。 例The baby should be taken good care of by the baby-sitter.2) 有些动词可以有两个宾语，在用于被动结构时，可以把主动结构中的一个宾语变为主语，另一宾语仍然保留在谓语后面。通常变为主语的是间接宾语。 例His mother gave him a present for his birthday.可改为 He was given a present by his mother for his birthday.3) 当“动词+宾语+宾语补足语”结构变为被动语态时，将宾语变为被动结构中的主语，其余不动。 例Someone caught the boy smoking a cigarette.可改为The boy was caught smoking a cigarette.4）在使役动词have, make, get以及感官动词see, watch, notice, hear, feel, observe等后面不定式作宾语补语时，在主动结构中不定式to要省略，但变为被动结构时，要加to。 例Someone saw a stranger walk into the building.可改为A stranger was seen to walk into the building.5) 有些相当于及物动词的动词词组，如“动词介词”，“动词副词”等，也可以用于被动结构，但要把它们看作一个整体，不能分开。其中的介词或副词也不能省略。 例The meeting is to be put off till Friday.非谓语动词的被动语态 v.+ing 形式及不定式 to do 也有被动语态(一般时态和完成时态) 。 例I don't like being laughed at in the public.It is said that+从句及其他类似句型 一些表示“据说”或“相信”的动词如believe, consider, expect, report, say, suppose, think等可以用于句型“Itbe过去分词that从句”或“主语be过去分词to do sth.”。有： It is said that据说,It is reported that据报道，It is believed that大家相信，It is hoped that大家希望，It is well known that众所周知，It is thought that大家认为，It is suggested that据建议。 例It is said that the boy has paed the national exam.（The boy is said to have paed the national exam.） 谓语动词的主动形式表示被动意义 英语中有很多动词如 break，catch，clean，drive，lock，open，sell，read，write，wash等，当它们被用作不及物动词来描述主语特征时，常用其主动形式表达被动意义,主语通常是物。 例 This kind of cloth washes well.注意：主动语态表被动强调的是主语的特征，而被动语态则强调外界作用造成的影响。 试比较：The door won't lock（指门本身有毛病） The door won't be locked（指不会有人来锁门, 指“门没有锁”是人的原因） 表示“发生、进行”的不及物动词和短语，如：happen, last, take place, break out, come out, come about, come true, run out, give out, turn out等以主动形式表示被动意义。 例 How do the newspapers come out? 这些报纸是如何引出来的呢？ 系动词没有被动形式, 但有些表示感受、感官的连系动词feel, sound, taste, book, feel等在主系表结构中常以主动形式表示被动意义。 例Your reason sounds reasonable.非谓语动词的主动形式表被动意义 在need，want，require, bear等词的后面，动名词用主动形式表示被动意义，其含义相当于动词不定式的被动形式。 例The house needs repairing（to be repaired）这房子需要修理。 形容词worth后面跟动名词的主动形式表示被动含义，但不能跟动词不定式；而worthy后面跟动词不定式的被动形式。 例The picture-book is well worth reading（The picture-book is very worthy to be read） 动词不定式在名词后面作定语，不定式和名词之间有动宾关系时，又和句中另一名词或代词构成主谓关系, 不定式的主动形式表示被动含义。 例 I have a lot of things to do this afternoon (to do与things是动宾关系，与I是主谓关系。) 试比较：Ill go to the post office.Do you have a letter to be posted? ( 此处用不定式的被动语态作定语表明you不是post动作的执行者。) 在某些“形容词不定式”做表语或宾语补足语的结构中，句子的主语或宾语又是动词不定式的逻辑宾语时，这时常用不定式的主动形式表达被动意义。这些形容词有nice，easy，fit，hard，difficult，important，impoible，pleasant，interesting等。 例This problem is difficult to work out .（可看作to work out省略了for me）.在too to结构中，不定式前面可加逻辑主语，所以应用主动形式表示被动意义。 例This book is too expensive (for me) to buy.在there be句型中，当动词不定式修饰名词作定语时，不定式用主动式作定语，重点在人，用被动形式作定语，重点在物。 例There is no time to lose（to be lost）（用 to lose可看成for us to lose；用to be lost，谁 lost time不明确。） 在be to do结构中的一些不定式通常应用主动表主动, 被动表被动。然而,由于古英语的影响,下列动词rent, blame, let等仍用不定式的主动形式表示被动意义。 例 Who is to blame for starting the fire? 介词in, on, under等+名词构成介词短语表被动意义 表示方位的介词与含动作意义的名词合用，含被动之义，其意义相当于该名词相应动词的被动形式，名词前一般不用冠词。 “under +名词”结构，表示“某事在进行中”。 常见的有：under control（受控制）, under treatment（在治疗中）, under repair（在修理中）, under discuion（在讨论中）, under construction（在施工中）。 例The building is under construction( is being constructed).“beyond+名词”结构，“出乎胜过、范围、限度”。 常见的有：beyond belief (令人难以置信)， beyond ones reach（鞭长莫及），beyond ones control（无法控制），beyond our hope我们的成功始料不及。 例The rumor is beyond belief（=cant be believed） “above+名词”结构, 表示“(品质、行为、能力等) 超过、高于”。 例His honest character is above all praise=His honest character cannot be praised enough “for+名词”结构，表示“适于、为着”。 如：for sale(出售), for rent（出租）等。 例That house is for sale.(= The house is to be sold).“in+名词”结构，表示“在过程中或范围内”常见的有：in print（在印刷中），in sight(在视野范围内)，等。 例The book is not yet in print(=is not yet printed) “on+名词”结构, 表示“在从事中”。常见的有：on sale(出售)，on show（展出）, on trial（受审）。 例Today some treasures are on show in the museum (= are being showed).“out of+名词”结构；表示“超出之外“，常见的有：out of control (控制不了)，out of sight （超出视线之外），out of ones reach(够不着), out of fashion(不流行)等。 例 The plane was out of control (cant be controlled)。 “within+名词”结构，“在内、不超过”。 例He took two days off within the teacher's permiion 5.Discovering useful structures Go to page 14, and finish the two exercises in pairs.6.Closing down by putting on stage a text play of Satisfaction Guaranteed Acting out the text is a very good way to motivate us to read out loud the text and to improve our spoken English.To practice speaking lets now try to turn the text into a play and put it on stage. Larry Belmont: I am Larry Belmont.I am working for a company.My company makes robots. Tom: I hear that you company is experimenting with a robot