初中被动语态教学案例

初中被动语态教学案例（共10篇）（共10篇）

1.初中被动语态教学案例 篇一

这是一堂语法复习总结课。复习的内容是The Passive Voice。而被动语态的表达形式是be+动词的过去分词。因此，作为warm-up的第一步，老师先让学生说出被动语态的句型，即：be+P.P.;

第二步让学生做链索操练如：giveCgave-given，hold- held-held，等

第三步Pair work即让学生列举主、被动语态的句子，即一个学生列举主动语态的句子，另一个学生把它改成被动语态的句子，例如： ①学生A：I closed all the windows . 学生B：The windows were all closed by me. ②学生A：I start the computer. 学生B：The computer is started by me. ③学生A：He can check the settings. 学生B：The settings can be checked by him.

第四步 老师把课前写在黑板上的十个主动语态的.句子让学生改成被动语态。

例如：① We clean our classroom everyday.

② Tom mended his bike yesterday.

③ We can use computers in our English class.

老师同时提醒学生从主动语态变被动语态的步骤： ①先把主动语态的宾语变为被动语态的主语;②主动语态的谓语变成被动语态的谓语;③主动语态的主语变为被动语态介词by的宾语。通过练习引出被动语态的三个注意点，即重点及难点，那就是短语动词的被动语态，双宾语的被动语态及复合宾语的被动语态。然后大家一起核对、讨论、找出问题、总结提高。最后为了进一步让学生对所学知识得以巩固及应用，教师根据实际情况设计了二个任务，以观测学生的掌握程度和实际应用能力。

课后反思

1.本堂课满意的地方是设计的任务较符合学生的实际，参与性强。整堂课自始至终学生情趣高涨，思维活跃，参与热情高，在学习语言知识的基础上，各种能力也得到了不同程度的训练。全班76个学生都参与了课堂活动，每个学生都在课堂上完成了老师布置的任务，其中有六个学生不止一次地回答了老师的问题。当学生不 能完成 老师提出的任务时。老师并不是训斥学生，而是用亲切的语气，鼓励的目光，从另一个角度来引导学生，启发学生，直到学生完成任务为止。

2.尽管注意到任务设计的真实性、可操作性，但事实上还是只有部分学生在动，后进生仍只是旁观者。在课堂任务完成后，个别学生在表述时，极大部分同学都似乎闲着，说的人就是说，听的人就是听，换句话说，各人的角色都很单一。所以今后在教学中应采取一定的措施，比方说给listener一个sub-task，即让听话人边听边做一些笔记或者当一个同学在表述时，老师可以让其他同学边听边找出他的错误或者要补充所述的内容。这种任务意识使他(她)不得不用心倾听或记录一些信息，这样听话人就成了listener，speaker和writer的三位一体。这样既锻炼了学生的听、说、写的能力，也使双方都显得积极、主动。

3.没有用现代化的教学手段，训练容量不够大，时间不够用。所以在“任务型”教学中教师的角色变了，对自身的要求也高了，必须提高自己的综合素质能力以适应新形势的要求。

2.初中被动语态教学案例 篇二

根据于是唤起原则, 将目标语尽可能多次数的呈现给学生是为今后识别过程搭建理想环境的一种关键方式 (Lewis, 1997) 。呈现在词汇的一般教学中起到举足轻重的作用 (Channell 1988, Wang&Cheng 2000) 。不仅如此, 对于目标结构的呈现在传统语法教学中也倍受重视。

尽管如此, 教科书中被动语态的呈现似乎不够, 尤其是在普通单元里, 因为这些单元的教学重点和难点并不是被动语态。这样的设计模式可能会使得被动语态结构的重要性被忽视, 并且使得相关的语言习得受到影响, 至少针对语用层面来说是这样。

接下来提到的活动就是旨在补偿呈现不足。被动语态结构的重要性已经在学界得到了广泛的认同, 在各种题材的文章中, 包括科技, 法律, 新闻文献等。范例可以从以上的文章类别中选出。尽管在教材中, 不是所有课堂教学的类型都有涉及, 然而在情景教学的观点下, 这是可以接受的。

活动一:识别科技语境

Sample Activity:Reading Authentic Passages and Answer the Questions

Read the short passage chosen from an authentic book, and answer the following questions.

1.What topic is this book about?

2.What voice is frequently used there?

3.Do you think this voice is useful?Why?

It will never be known how and when this numeration (计数法) ability developed, but it is certain that numeration was well developed by the time humans had formed even semi-permanent settlements.Evidence of early stages of arithmetic (算术) and numeration can be readily found.The indigenous (本土的) people of Tasmania (塔斯马尼亚岛) were only able to count one, two, many;those of South Africa counted one, two, two and one, two twos, two twos and one, and so on.But in real situations the number and words are often accompanied by gestures (手势) to help resolve any confusion. (混淆)

以上活动中, 鼓励学生通读整篇文章来体会这种被动语态的真实使用情况。问题1和问题2都是为了向学生暗示被动语态在包括科技类等题材中较高的使用频率。问题3是激发学生思考关于被动语态的重要性及使用特点, 这样一来, 学生有感而发, 在自身理解的基础上更加深入的接受了被动语态结构。二、跨语言探索

意识唤起活动有一个叫做跨语言探索的部分 (Willis&Willis1996) 。在这个活动中, 鼓励学生观察母语与英语之间一些表达的相同和相异的成分。这对于被动语态结构的教学非常重要, 因为在英语和母语 (汉语) 中, 对于被动语态的表达有很多明显的差异。例如, 中文的“坐落”没有出现典型的被动形式, 然而英语的表达为标准的被动形式“be located in”。尽管如此, 如果在没有任何提示的情况下, 学生很难在第一次使用时就做出正确的判断。更重要的是, 在现行教科书中, 对于此类问题, 我们无法在语法部分找到答案, 也无法在词汇学习和词汇表达里面找到答案。将以下句子中括号内的词语进行翻译, 所有的例子都是经过精挑细选以确保其以被动语态的形式在使用中出现。然而, 事先学生并不会被告知这一点。不仅如此, 需要翻译的中文句子本身都是使用的主动语态。一般说来, 语言教学所讲的负迁移会出现在以下情况中。

活动二:使用特殊词语翻译句子

这个村庄坐落在山脚下。 (locate) 2.他坐在教室后面。 (seat) 3.老师对他说的感到满意。 (satisfy) 4.我们反对战争。 (oppose) 5.我们准备采纳他的建议。 (prepare) 。对于第一个题目, 学生可能给出的答案是The village locates at the foot of a hill.然而正确的答案应该是The village is located at the foot of a hill.对于这些题目, 学生大多会感受到一种来自不同语言对被动语态的不同表现习惯的震动。就是在这种自然产生的震动之后, 学生会自发性的对正误表达方式的差异产生关注, 并由此记住正确的表达。这个过程中, 学生首先修改他们关于目标语使用的假设, 尤其是关于被动语态结构的假设。也是在这样的过程中, 学生这方面相关的意识得到了提升。

三、教材信息归类

意识提升活动的另一个类别是归类 (Willis&Willis 1996) 。给学生提供一系列的资料, 然后要求他们根据正式性或语义范畴划分出相同和相异的特性。接下来的活动是建立在人教版学生用书第一册的一篇阅读文章的基础之上, 旨在提高学生识别被动语态结构特征。

活动三, Classifi cation of Voice Information and Sentence Elements (文章略)

1.How many sentences are there in the passages above?How many of them are in passive voice?What is the percentage of this kind of sentence?

2.Investigate the reading section of Unit 3, and try to make a comparison between Unit 3 and this unit.Why is passive voice frequently used in this unit?

3.Underline all the sentences in passive voice you have found and write down the subjects of each sentence.

4.What is the characteristic in common among the subjects you have found?

5.What have you learned about passive voice today?

随后, 建议学生查阅教材中另外一篇阅读。前两个问题引导学生注意在不同主题之间被动语态使用的不同偏好。学生接下来发现两篇文章中, 有一篇使用被动语态更加频繁, 例如这里的科技主题文章。问题3到问题5, 引导学生关注在这些被动语态句子中出现的主语, 旨在使得学生自发的形成一种直观的印象, 即被动语态常常是为了增强表达主题的非人格性特点, 尤其是在主语为非生命对象的描述性文章当中。

四、语料库使用培训

帮助学生认识到参考书对学习的重要性也是意识提升活动中一个关键的环节 (Willis&Willis, 1996) 。这也是由意识提升活动激发学生自我修正假设的本质决定的。通过对教材分析发现, 其中并没有对于被动语态结构的词汇信息。鉴于以上情况, 从书中选出了一些动词 (短语) , 期望学生能够通过自主性使用Collins COBUILD Dictionary on CD-ROM 2006来判断这些动词 (短语) 在母语中是否使用被动语态。之所以推荐使用Collins的电子版, 是因为其丰富的自建语料库能够为学生第一时间提供关于地道母语的表达参考, 学生通过在搜索框里面输入相关的动词 (短语) , 可以查询到的例句全部来自英美国家的正规的报纸及刊物等。该语料库在母语国家的英语教学中也起到相当重要的作用。

活动四, 语料库搜学

Which of the verbs or phrase verbs could not be used in passive voice?

Which could?And what do they usually go with?

come about, 2.take place, 3.repeat, 4.bring in, 5.handle.

通过查找, 学生会发现come about使用得最多的方式是come about, 而非学生自己设想的is come about, 随后对于这个词汇被动表达的使用规则有了直观的感受, 相关意识水平自然而然提高, 教学目标实现。

摘要：本文通过研究人教版高中英语教材, 针对教学中被动语态教学相关环节的不足, 结合意识唤起理论, 设计出包括呈现补偿, 跨语言探索, 教材信息归类, 语料库搜学等几项活动, 力求提升被动语态教学效率

关键词：语块,被动语态,意识唤起

参考文献

3.初中被动语态教学案例 篇三

一、 以学生为主，开展师生互动下的合作学习

教学是师生双方互动的过程，以学生为主，既能调动学生独立学习的主动性和积极性，也能促进师生之间和生生之间的合作与互动，营造积极向上的教学氛围，激活学生的思维空间，优化教学效果。教师在学生的合作学习中，起指导作用，对学生在学习中的问题，进行指导和解答，学生基于教师的指导，在课堂上和课后进行探究性学习。

例如，学生在主动语态与被动语态互换时，教师可以给出下面的句子进行训练。

You should not blame me. → I should not be blamed by you.

They clean the classroom every day. → The classroom is cleaned every day.

Many people speak English all over the world. → English is spoken all over the world.

对于初学的学生而言，把主动语态转换成被动语态有一定的难度，但是，因为这几句话非常贴近生活，学生在合作中能够加深对被动语态的理解，掌握两者转换的方法，老师只要简洁地点拨一下，学生就能很好地掌握被动语态了。

在以学生为主的英语教学中，教师由传统的知识权威转变为学习过程的指导者，这解放了学生的思维，消除了学生的心理障碍，尤其是消除了学生怕英语、厌英语的心理，使得合作学习顺利开展。合作学习还有助于学生疑问的有效解答，在小组内培养“小老师”，发展质疑与答疑的能力。

二、 兴趣相同，优势互补，分组开展合作学习

合作学习的前提是学生主体地位的体现，教学是开放的，是以探究性为主的。分组是把教师“一言堂”式教学中个别的探究机会划分到许多小组中，让更多的学生有机会主动探究、主动学习。可见合理分组是合作学习有效开展的基础。

俗话说“道不同不相为谋”，兴趣相差悬殊，是合作不起来的。对于合作学习，兴趣相同是重要的分组原则。但在实际教学中，学生个性千姿百态，而且具有很强的可塑性，所以分组时对兴趣的要求可以不必太拘泥，有时只要努力、上进、刻苦就行。因为兴趣是可以培养的，合作学习的小组是班级的缩微版，每个学习小组中应该既有优秀生又有后进生，他们在合作学习中应有不同的分工。

学习是为了进步，没有进步的学习是无效劳动。小组内“小老师”的教，“小学生”的学，对彼此都是一个促进，正所谓“教学相长”！为了进步的最大化，小组成员应该优势互补。而实际上学生各有自己的优点，也各有个人的不足。合作学习过程中，优差生应该合理搭配，而不能相对集中，这样便于学习活动更全面、深入地展开。

教师基于学生的情况，诸如兴趣爱好、学习基础、个性特点，遵循优势互补的原则，对学生进行有效的分组。然后，教师应指导各组成员设定小组的组长和制订组规，以确保合作学习的顺利进行。教师在教学活动中，以小组为中心，进行教学内容和教学活动的组织，以实现教学的全面性和针对性。

例如，教师在教学活动中，例举如下语句：

He opened the door. The door was opened.

We can repair this watch in two days. This watch can be repaired in two days.

基于两组语句的比较，让学生分组合作学习，自主判断哪句是被动语句，并且交流、总结被动语态的特点。在这种自主性的合作学习中，更有助于学生独立学习能力的培养，学生的思考空间得到释放。

三、 情境创设，提升合作学习效果

合作学习以学生为主，但不是没有教学的目标和任务。作为教学组织者的教师，就是组织引导学生如何在合作中较好地完成教学目标和任务，在完成教学目标和任务的过程中培养学生的能力，使学生获取知识。问题情境的创设就像语文的话题作文，它提供了思维的由头和触发点，能够带给学生目标感、任务感，既不会让学生的思维天马行空，又不会压制学生的主动性和兴趣，能很好地提升合作学习的效果。

教学情境的创设是基于探究性的合作学习的需要，营造良好的氛围，激发学生的兴趣和求知欲，引导学生学习，以发挥小组学习的优势，便于学生自觉、主动地进行小组学习。

例如，教师在教学活动中，可以基于例句对被动语态的各元素进行巩固，比如对于People plant trees in spring. 这个句子，教师可以发动各小组学生，分别找出语句中动作的承受者和执行者，看哪个小组找得又快又准，进行一定的精神或物质上的奖励，以激发更多学生的自主参与性。这种活动情境的创设，可以进一步提高学习效率，促进学生的个性发展。

初中英语在课程要求上注重学生综合能力的培养，尤其是英语基础素养的培养。就被动语态的教学来讲，合作学习在一定程度上简化了教学步骤，放大了教学效果，化难为易，让学生在小组合作中较好地掌握和吸收所学知识，同时也有利于学生自主学习能力的培养。

4.初三英语被动语态教学案例 篇四

王爱丽

上完被动语态后我感悟颇深：我认为，英语教学的目的主要是培养学生掌握并运用英语的能力，英语教学应该为学生创设他们喜闻乐见的合适的情境，给予他们充分的时间和空间，让他们成为学习的主人。作为一名英语教师，首先应该激发学生学习英语的兴趣和积极性，增强学生的记忆效率，以达到最终的教学目的。如果英语教师过多地注重语言点和语法知识的传授，在课堂上力求把语言点讲深、讲透，再为学生准备大量的练习，反复操练，可谓信息量之大，却忽略语言整体材料的支撑，结果是事倍功半。以下是我在两个班上被动语态的教学片段： 教学片段1：

Teacher:出示20个动词在黑板上，有规则和不规则动词原形，要求学生变为过去式、过去分词，约5分钟后，我叫一名女学生上前面板书，结果错掉5个，我纠正其错误后领全班学生一起读三遍，然后板书一句主动语态的例句，示范变成被动语态，要求学生注意其时态和语态的变化；最后让学生做小黑板上的主动语态变被动语态的练习并检查。（共30分钟）教学片段2：

Teacher: I’m quite upset now.Last night, I was hit on the face by my wife because I spent too much money.If you were me, what’s your feeling? Students: Upset too.Teacher: Were you hit by your parents? StudentA: Yes,I was.Teacher: Where were you hit by them? StudentA: I was hit on the hip.Teacher: and you?(StudentB, StudentC„„)

5.初中被动语态教学案例 篇五

语态(Voice)，作为一个语法范畴，是表示主语和动词之间的主动或被动关系的动词行式。英语动词有两种语态：主动语态(Active Voice)和被动语态(Passive Voice)。当主语为动作执行者即施动者时，动词用主动态；如果主语是动作的承受者即受动者时，动词便用被动态。例如：

(1) John helped Peter.

(2) Peter was helped by John.

句(1) helped是主动态；句(2)was helped是被动态,可见主动态是无标记的，而被动态是有标记的。

构成

被动语态由助动词be的时态之一和及物动词的过去分词构成。被动语态可用于各种时态，其时态变化通过助动词be的不同形式来体现。如：一般现在时的被动态构成形式为助动词am/is/are + 过去分词；而一般过去时的被动态构成形式为was/were + 过去分词。本册要掌握的被动语态形式有：

一般现在时：am/is/are + 过去分词

e.g. Football is played all over the world.

I’m often asked to do this work.

我常常被派做这项工作。

一般过去时：was/were +过去分词

e.g. The terracotta warriors were found in 1974 near Xi’an.

They were discovered by workers in a field outside the city.

When was the building completed?

这座大楼什么时候建成的？

一般将来时：will (shall) + be +过去分词

be going to + be + 过去分词

e.g. The result of the exam will be known soon.

They are going to be given a difficult test.

一般过去将来时：should(would) be+过去分词

e.g. The teacher said the results would be published soon.

He told me that the film would be shown the next week.

现在进行时：am/is/are + being +过去分词

e.g. The new airport is being built by a foreign company.

一家外国公司正在承建这座新机场。

The song is being sung by the girls now.

过去进行时：was/were being+过去分词

e.g. The song was being sung by the girls when I got there.

The student was being criticized when I went into the

teacher’s office.

将来完成时：will have been+过去分词

e.g. By the end of next term English words will

have been learned.

The building will have been built by next year.

现在完成时：has/have + bee n +过去分词

e.g. All the tickets have been sold .

The book has been translated into many languages.

这本书已被译成多种语言。

过去完成时：had been+过去分词

e.g. Forty schools had been visited by last year.

All the tickets had been sold out when I got to the cinema.

过去将来完成时：would have been+过去分词

e.g. He said many words would have been learned by .

They promised that ten books would have been published

by the next month.

情态动词：情态动词 + be + 过去分词

e.g. This road must be mended.

The machine parts may be needed in our work.

工作中可能需要这些机器零部件。

动词不定式：to be + 过去分词

e.g. I’m glad to be asked questions.

It is impossible for lost time to be made up.

失去的时间不可弥补。

主要用法

被动态常用于下列几种场合：

1．当不知道或不必提出动作的执行者时（这时都不带由by引起的短语）；

Printing was introduced into Europe from China.

印刷术是从中国引入欧洲的。

The airplane was made in U.S.

Such books are written for children. 这种书是为儿童写的。

2. 动作的承受者是谈话的中心（这时可带有由by引起的短语）；

The song was composed by a student.

这首歌曲是一个学生谱写的。

Thousands of rivers are polluted in the country.

3. 出于礼貌措词等原因而不愿说出动作执行者是谁。

You are requested to get here in time.

请您准时来这儿。

带行为主体的被动态

行为主体就是动作的执行者，即执行动词所表达的动作的人或物。在被动句中，往往不提及行为主体；但当强调动作的执行者时，可用介词by引出行为( by +主体行为主体),置于被动态句的末尾，说明是什么人或物应对有关事件负责。

e.g. The village was destroyed by a bomb.

这个村庄毁于炸弹。

The painting is very valuable. It was painted by Van Gogh.

这幅画很值钱，它是梵高画的。

其它用法补充

1.“It + 被动语态+ that 从句”。表示谨慎或不太肯定的语气。常用于该结构的动词有：say, think, believe, agree, expect, consider, feel, know, decide, report, suggest, prove 等。

e.g. It is said that prices will rise again this month.

据说本月物价还将上涨。

It is thought that about a million dogs are born each year.

据认为每年约有一百条狗出生。

It is reported that all the passengers died in the crash.

据报导所有乘客在那次飞机坠毁中遇难。

It is agreed that we will have two weeks holiday this year.

2. 用于通告标题广告等的被动态往往省去助动词be。

e.g. No Chinese spoken here.

Shoes repaired.

Famous Painting Stolen. 名画被盗。

Practice

一 ．把下列句子变成被动语态或变为主动语态。

1. My brother opens the windows every morning.

2. She didn’t clean the room this morning.

3. Do they speak English in America?

4. The actor was loved by the young people.

5. The clothes aren’t washed by her.

6. What was found by them?

7. Bob gave her an interesting book.

8. He bought his children some pencils.

9. Everyone calls me Xiao Wang.

10. Mary is making a doll.

11. She cannot compose such fine music.

12. My mother was cutting down the tree.

13. He hasn’t received the letter.

14. Somebody was cleaning the room when I arrived.

15. We believe him to be a great scholar.

16. we often heard him singing.

17. My father made me go there alone.

18. Everybody will know the truth soon.

二 ．用适当介词填空

1. His name is known _______everybody is this school.

2. The ground was covered ________ leaves.

3. The box was filled ________apples.

4. Are you interested ________ music.

5. We were surprised_________ the news.

6. She was born _________ America.

7. This desk is made _______milk.

8. Butter is made_______ wood.

9. I’m satisfied______ what I did.

10.Is she married______ the old man?

三，选择填空

1.-Why does Ling Ling look so unhappy?

___She has _____by her classmate.

A. laughed B. laughed at

C. been laughed D. been laughed at

2.I promise that the matter will_____.

A. be taken care B. be taken care of

C. take care D. take care of

3. I ____ ten minutes to decide whether I should reject the offer.

A. gave B. was given C. was giving D. had given

4. Have you moved into the new house?

Not yet. The room ________.

A. are being painted B. are painting

C. are painted D. are being painting

5. You’d ______if the car went over the cliff.

A. killed B. have killed C. be killed D. been killed

6.If city noises _____from increasing. People _____shout to be heard even at the dinner table 20 years form now.

A. are not kept…will have to B. are not kept…have to

C. do not kept…will have to D. do not keep…have to

7. Little Jim should love ________to the theatre this evening.

A. to be taken B. to take C. being taken D. taking

8. I need one more stamp before my collection ________.

A. has completed B. complete

C. has been completed D. is completed

9. I don’t know the restaurant, but it’s _________to be quite a good one.

A. said B. told C. spoken D. talked

6.被动语态教案 篇六

The students can understand the passive voice correctly and master some sentence structure correctly Teaching Methods 1.Explanation 2.White-board 3.Pair-work Group-work Teaching Procedures Step 1 Preparation

1.Greet the students with each other.2.Review all the tenses that have learnt.Step II Presentation

1.英语的语态是通过动词形式的变化表现出来的。英语中有两种语态：主动语态和被动语态。主动语态表示主语是动作的执行者。例如：Many people speak Chinese.谓语：speak的动作是由主语many people来执行的。

被动语态表示主语是动作的承受者，即行为动作的对象。例如：Chinese is spoken by many people.主语English是动词speak的承受者。

2.被动语态的构成

被动语态由“助动词be＋及物动词的过去分词”构成。人称、数和时态的变化是通过be的变化表现出来的。现以speak为例说明被动语态在各种时态中的构成。

一般现在时：am／is／are＋spoken 一般过去时：was／were＋spoken 一般将来时：will／shall be＋spoken 现在进行时：am／is／are being＋spoken 过去进行时：was/were being＋spoken 现在完成时：have／has been＋spoken 过去完成时：had been + spoken Step III Practice 被动语态的用法

（1）不知道或没有必要说明动作的执行者是谁。

例如：Some new computers were stolen last night.一些新电脑在昨晚被盗了。（不知道电脑是谁偷的）

This bridge was founded in 1981.这座桥竣工于1981年。（2）强调动作的承受者，而不强调动作的执行者。例如：The glass was broken by Mike.玻璃杯是迈克打破的。This book was written by him.这本书是他写的。

Your homework must be finished on time.你们的家庭作业必须及时完成。

Step IV Production 1.主动语态变被动语态的方法

（1）把主动语态的宾语变为被动语态的主语。

（2）把谓语变成被动结构（be＋过去分词）（根据被动语态句子里的主语的人称和数，以及原来主动语态句子中动词的时态来决定be的形式）。

（3）把主动语态中的主语放在介词by之后作宾语，将主格改为宾格。例如： All the people laughed at him.He was laughed at by all people.They make the bikes in the factory.The bikes are made by them in the factory.He cut down a tree.A tree was cut down by him.2.含有情态动词的被动语态

含有情态动词的主动句变成被动句时，由“情态动词＋be＋过去分词”构成，原来带to的情态动词变成被动语态后“to”仍要保留。

7.初中被动语态教学案例 篇七

主动语态表示主语是动作的执行者;被动语态表示主语是动作的承受者.例如, 我们常说“我们说英语”或“英语被我们讲”, 前者是主动语态, 后者是被动语态.为什么要用被动语态来表达呢?当我们不知道谁是动作的执行者或没必要指出谁是动作的执行者, 或需要强调动作的承受者, 而不是执行者时, 都要用被动语态.要想知道主动语态如何变成被动语态, 首先需要了解每一种时态的主动结构, 在此基础上, 再转化被动语态.

让我们先看一个例子:

例Many people speak English.

English is spoken by many people.

通过上面的例子我们可以看出, 把主动语态的宾语 (English) 变成被动语态的主语 (English) , 主动语态的谓语 (speak) 变成被动语态的谓语 (is spoken) , 主动语态的主语 (many people) 变成by的宾语, 组成介词短语, 放在被动语态中谓语之后.如果动作的执行者无需说明或不必强调时, by短语可省略.

被动语态的核心部分就是谓语, 即be+V.pp.在不同的时态中, be的形式不同.下面我们就分别看看不同时态的被动语态的构成.在一般现在时中, be的三种形式is, am, are, 所以一般现在时的被动语态就是is/am/are+V.pp.在一般过去时中, be有两种形式was和were, 所以一般过去时的被动就是was/were+V.pp.

例 (1) Colour TVs are sold at the shop.

(2) This kind of paper is made in our country.

(3) The book was bought by my father yesterday.

(4) I was given some books by my father last week.

(5) Some books were given to me by my father last week.

知道be+V.pp是被动语态的核心部分, 其他各种时态的被动语态都会迎刃而解.例如现在进行时的被动是is/am/are being+V.pp.一般将来时的被动就是will/shall be+V.pp.现在完成时的被动即have/has been+V.pp.情态动词的被动也遵循这一规则, 即情态动词+be+V.pp.动词不定式的被动即to be+V.pp下面通过实例来看各种形式的被动语态.

例 (6) The song is being sung by the singer.

(7) A new school will be opened by us in our hometown next year.

(8) A lot of buildings have been put up by them in Jiangxi.

(9) The homework should be finished in 2 hours.

(10) The homework has to be written now.

主动语态变被动语态时, 有几点需要大家注意.

一、在含有双宾语的主动语态变被动语态时, 若将直接宾语作为被动语态的主语, 必须根据习惯在原间接宾语前加to或for.如上面的例 (5) .

二、含有复合宾语的主动语态变被动语态时, 只能将宾语改为主语, 原宾语补足语变成主语补足语, 位置不变.如宾语补足语是由不带to的动词不定式充当时, 改为被动语态后, 动词不定式前必须加上to.

例 (11) They must name the baby Tom.

The baby must be named Tom (by them) .

(12) I often see him read English.

He is often seen to read English (by me) .

(13) The news made him jump excitedly.

He was made to jump excitedly (by the news) .

三、不及物动词加介词或副词构成及物动词短语, 变被动语态时, 把这一短语作为一整体来看待, 不能分开.

例 (14) The old should be taken good care of.

(15) The story is being listened to by the students.

在下列情况下的主动语态不能变被动语态:

1) 表示静止的及物动词不能变被动语态, 如have (有) , fit (适合) , cost, hold (容纳) 等.

例 (16) I have a radio.

(17) The room can hold 200 people.

2) 表示变化性的系动词无被动语态, 如become, turn, get, grow, look等.

例 (18) The leaves turn yellow in autumn.

3) 直接宾语是反身代词或相互代词 (each other) 不能变被动语态.

例 (19) I can look after myself well.

(20) We often learn from each other.

4) 如果宾语是从句时, 不能变被动语态.

例 (21) I hope he will be back in an hour.

5) 当主动句的宾语前, 有指主语的物主代词时, 不能变被动语态.

例 (22) The boy cut his hand.

6) 当主动句的宾语是动名词或动词不定式时, 不能变被动语态.

例 (23) Have you finished reading the book?

(24) He began to read the newspaper.

在中学阶段, 还会接触到两个用主动表被动的特例:

need/require/want doing (需要被做) =need/require/want to be done

be worth doing值得做

例 (25) The flowers need watering.

=The flowers need to be watered.

这些花需要 (被) 浇水了.

例 (26) The film is worth seeing.

这部电影值得 (被) 一看.

8.被动语态例析 篇八

1. —How clean and tidy your classroom is!

—Thank you. It_________every day.

A. is cleanedB. was cleaned

C. was cleaningD. is cleaning

2. Today computers_________on both cities and towns.

A. were usingB. are usedC. were usedD. are using

3. —Mum, may I go out to play football this afternoon?

—You can if your homework .

A. is doneB. will do

C. has doneD. will be done

解析:一般现在时的被动语态由“am/is/are +及物动词的过去分词”构成｡注意:在条件状语从句和时间状语从句中,要用一般现在时的被动语态代替一般将来时的被动语态｡

4. None of them knew about the plan because it_________a secret.

A. keptB. keepsC. is keptD. was kept

5. The doctor looked over Peter carefully after he_________to the hospital.

A. takesB. is takenC. tookD. was taken

6. Oh, this is really a big shop. Do you know when it_________?

A. builtB. was built

C. has builtD. has been built

7. —Did Jack come to our party yesterday?

—No, he_________.

A. wasn’t invitedB. didn’t invite

C. isn’t invitedD. hasn’t invited

解析:一般过去时的被动语态由“was/were + 及物动词的过去分词”构成｡注意:从句的时态应与主句的时态保持一致;另外,应从语境入手,确定时态的选用｡

8. —How often_________your school sports meeting_________?

—Once a year.

A. does; holdB. was; holdC. is; heldD. did; held

9. —When_________the People’s Republic of China_________?

—On October 1, 1949.

A. did; foundB. was; founded

C. did; foundedD. was; found

解析:特殊疑问句的被动语态由“特殊疑问词 + 一般疑问句的被动语态”构成｡

注意:1) 如主动语态句子中的主语是疑问词 who,变为被动语态时,可用 By whom 引起特殊疑问句｡如将 by 置于句末,则句首既可用 whom,也可用 who｡ 例如:

Who bought this house?→Whom/Who was this house bought by?/By whom was this house bought?

2) 由连接代词或连接副词引导的宾语从句要用陈述句被动语态语序｡例如:

Do you know what_________?

A. it callsB. does it callC. is it calledD. it is called

10. The television_________. It doesn’t work now.

A. must repairB. has repaired

C. must be repairedD. can be repairing

11. I think high school students should_________pocket money.

A. be givingB. have given

C. giveD. be given

解析:含情态动词的被动语态由“情态动词+be+及物动词的过去分词”构成｡常见的情态动词有 can, may, must, should 等｡

12. Mr John’s story_________by everyone who heard it.

A. laughed atB. was laughed

C. laughedD. was laughed at

13. The children without parents_________by their teachers in this special school.

A. take good care ofB. are taken good care of

C. are taken good careD. take good care

解析:有些短语动词相当于一个及物动词,其后可以接宾语,因此它们也有被动语态｡但短语动词是个不可分割的整体,其中的介词或副词不可丢掉｡例如:

A short play will be put on for the English evening. 英语晚会上将上演小品｡

Old people should be looked after very well. 老年人应该得到很好的照顾｡

14. A beautiful picture_________the children by her just now.

A. was drawn forB. was drawn to

C. is drawnD. was drawn

解析:有些及物动词后面可以跟双宾语,即间接宾语(指人的宾语)和直接宾语(指物的宾语)｡在被动语态中,如果指物的直接宾语作主语,在指人的间接宾语前须加上介词 to(谓语动词多为 pass, show, give, teach, send, write, bring 等)或加上介词 for(谓语动词多为 buy, draw, make, keep 等)｡例如:

A beautiful present was given to me by my uncle yesterday. 昨天我叔叔送给我一件漂亮的礼物｡

A new school-bag was bought for me by my mother last week. 上星期我母亲给我买了一个新书包｡

15. She_________work for sixteen hours a day in the past.

A. was madeB. was made to

B. made toD. is made

解析: make, see, hear 等使役动词和感官动词后面常跟复合宾语,在主动语态中作宾语补足语的动词不定式不带 to, 但变为被动语态时,动词不定式成了主语补足语,这时动词不定式需要带 to｡例如:

They were seen to go into the room. 有人看见他们进了房间｡

He was heard to sing in the next room. 人们听见他在隔壁的房间里唱歌｡

16. —What’s wrong with the orange?

—It_________terrible.

A. is tastingB. is tastedC. tastesD. tasted

17. What_________to her yesterday evening?

A. was happenedB. happenedC. happeningD. happen

18. I like this silk dress, and it_________soft and comfortable.

A. is feelingB. feelsC. has feltD. is felt

解析:1) look, smell, taste, feel, sound 等表示感觉的连系动词的主动形式表达被动意义｡例如:

It smells terrible. 它发出难闻的气味｡

The gun sounded much closer. 枪声听起来更近了｡

She looks very beautiful today. 今天她看上去很漂亮｡

2) happen, last, fall, appear 等不及物动词没有被动语态｡例如:

The film lasted for three hours. 那部电影持续演了三个小时｡

My sister appeared on TV yesterday evening. 昨晚我妹妹上了电视｡

3) wash, sell, wear, open, write 等动词,可以用主动形式表达被动意义,对于这样的一些习惯用法应特别引起我们的注意｡例如:

This kind of cloth washes very easily. 这种布很容易洗｡

The product sells well.这种产品很畅销｡

This cloth wears badly. 这布不耐穿｡

This ball-pen writes wonderfully. 这支圆珠笔好写｡

9.九年级英语被动语态教案 篇九

刘金涛 高唐三十里铺中学 外研版九年级英语Module7 Unit3教案

语法课：一般现在时的被动语态 高唐县三十里铺中学

刘金涛

教学目标

知识与能力：掌握主动语态、被动语态互变。

过程与方法：通过比较、小组讨论、讲解、训练使学生学会运用被动语态。情感价值观：通过学习，学会变被动学习为主动学习。教学重点：被动语态的构成与运用 教学难点：主动语态、被动语态互变。Step 1: Warming up 1.Revision.Have a dictation.Let students take out their exercises books.The teachei reads Chinese,the students write in English.Then check them in groups.2.Let students make sentences.Let some students write these sentences on the blackboard.Step 2:presentation 1．Now,I want to say:English is spoken by many people.How should we say?Let students discuss in groups.2．Show students “Teaching aims.”Let students read these aims.Step 3: Practise 1．Let students look at the book page 133.and paye 134 by themselves.Then discuss in groups.2．教师出示课件：被动语态的意义

3．Play a game.师生用语文中的被字句练习被动语态 4．呈现被动语态基本结构 5．共同学习动词过去分词变化 Step 4:Summary 总结被动语态的句型

肯定句：主语+be+过去分词+（by—）否定句“主语+be not+过去分词+（by—）一般疑问句：Be+主语+过去分词+（by—）特殊疑问句：

特殊疑问词+be+主语+过去分词+（by—）总结主动句变为被动句所遵循的4个步骤 Step 5：practise 让学生把主动句变为被动句

1．They do their homework after school.2．He plays basketball every week.3．My mother sweeps the floor every day.Step 6:Summary.What have we learned today.Step 7:Class test.中考练兵

把下列的句子变为被动语态的句子 1．They speak English in Canada.2．People use wood for making tables.3．They make computer im the USA.4．They grow rice in south China.Step 8:Homework 互动P71练习题

10.小升初英语语法总结-被动语态 篇十

时态 主动语态 被动语态 例句 主动语态 被动语态 一般现在时 do/does Am/is /are done Cats eat fish. Fish are eaten by cats. 一般过去时 did Was/were done He made the kite. The kite was made by him. 现在进行时 am/is are doing Am/is/are being done She is watering flowers. Flowers are being watered by her. 过去进行时 Was/were doing Was/were beiing done She was writing a letter at this time yesterday. A letter was being written by her at this time yesterday. 现在完成时 have/has done Have/has been done I have finished the work. The work has been finished by me. 过去完成时 had done Had been done I had finished the work. The work had been finished by me. 一般将来时 Will/shall/be going to do Will/shall/be going to be done They will plant trees tomorrow. Trees will be planted by them tomorrow. 含有情态动词 can/may/must do can/may/must be done I can find him. He can be found by me.

英语语法经典例题800例：非谓语动词(例题1)

【导语】英语语法让很多学生都头疼，因为复杂难懂的句式和词组有时难以记忆。为大家整理了英语语法大全，希望对同学们的英语语法学习有所帮助。更多内容尽在。

1. Everyone in our class was working hard and doing what we could _______ a good college.

A. enter B. to enter

C. entering D. entered

【陷阱】容易误选A。有的同学一看到空格前的情态动词 could 就断定此处应填动词原形 enter。

【分析】其实正确答案应是B。此句为省略句，即在 could 后省略了动词 do，若把句子补完整应为Everyone in our class was working hard and doing what we could do to enter a good college。即句中的不定式短语(to enter a good college)是用作目的状语的，而不是与情态动词(could)一起构成谓语。请再看类似例句：

(1) They did what they could to comfort her. 他们尽量安慰她。

(2) They did everything they could to save her life. 他们尽一切力量拯救她的性命。

(3) He studies as hard as he could to catch up with his classmates. 他拼命学习以便赶上他的同学。

值得指出的是，这也并不是说今后只要遇到类似结构的题就一定选带to不定式。请看以下试题：

(4) He ran as fast as he could _____ to catch the early bus.

A. to hope B. hope

C. hoping D. hoped

此题的答案是 C不是A，其中的现在分词短语 hoping to catch the early bus 用作伴随状语。

(5) He spent every minute he could _____ spoken English.

A. practise B. to practise

C. practising D. practised

此题答案选 C，这与前面动词 spent 的搭配有关，即 spend … (in) doing sth。若将此句补充完整，即为 He spent every minute he could spend in practising spoken English.

(6) Before going abroad he devoted all he could ____D____ his oral English.

A. improve B. to improve

C. improving D. to improving

此题答案选D，注意两点：一是 devote … to … 是固定搭配，意为“把……贡献给……”;二是其中的 to 是介词，不是不定式符号，后接动词时要用动名词。

2. He knows nothing about it, so he can’t help _______ any of your work.

A. doing B. to do

C. being doing D. to be done

【陷阱】容易误选B，根据 can’t help doing sth 这一结构推出。

【分析】其实答案应选A。比较以下结构：

can’t help to do sth = 不能帮助做某事

can’t help doing sth = 禁不住做某事，情不自禁地做某事

又如下面一题，答案也是 B：

She can’t help ____ the house because she’s busy making a cake.

A cleaning B. to clean

C. cleaned D. being cleaned

再请看以下试题：

While shopping, people sometimes can’t help _____ into buying something they don’t really need.

A. to persuade B. persuading

C. being persuaded D. be persuaded

此题应选C，句中的 can’t help 意为“禁不住”(注意根据句意用被动形式)。

3. All her time _______ experiments, she has no time for films.

A. devoted to do B. devoted to doing

C. devoting to doing D. is devoted to doing

【陷阱】几个干扰项均有可能误选。

【分析】此题最佳答案为B。现分析如下：

(1) devote 意为“致力于，献身于”，主要用 devote…to…或be devoted to，其中的to 是介词，不是不定式符号，故后接动词时要用动名词，不用不定式。

(2) 选A错误：若将 do 改为 doing 则可以。

(3) 选B正确：all her time devoted to doing experiments为独立主格结构，用作状语。

(4) 选C错误：因为all her time 与 devote 为被动关系，故应将devoting改为devoted。

(5) 选D错误：若单独看 All her time is devoted to doing experiments，此句并没有错，但问题是逗号前后两个简单句没有必要的连接方式，所以从整体上看仍不对，假若在后一句的句首加上and或so，则可选D，或将D将中的is 改为 being也可选它。

英语语法经典例题800例：虚拟语气(例题)

【导语】英语语法让很多学生都头疼，因为复杂难懂的句式和词组有时难以记忆。为大家整理了英语语法大全，希望对同学们的英语语法学习有所帮助。更多内容尽在。

1. I forget where I read the article, or I _____ it to you now.

A. will show B. would show

C. am going to show D. am showing

【陷阱】几个干扰项均有可能误选。

【分析】正确答案选B。根据上文的语境可知句中的. or 隐含有一个虚拟的条件，即 or=if I didn’t forget where I read the article(要是我没忘记我在哪儿读过这篇文章的话――但事实上忘了)。

2. “It looks as if he were drunk.” “So it does. _____.”

A. He’d better give up drinking

B. He shouldn’t have drunk so much

C. Health is more important than drink

D. I wonder why he is always doing so

【陷阱】几个干扰项均有可能误选，主要是受句中 drunk 一词的影响。

【分析】最佳答案为D。关键信息是It looks as if he were drunk 中的虚拟语气，句子既然用了虚拟语气，也就是说，“他喝醉了”不是事实，只是他的言行好像是醉了，所以此题的最佳答案是D。

3. “Mary looks hot and dry” “So _____ you if you had so high a fever.”

A. do B. are

C. will D. would

【陷阱】容易误选A或C。选A者，认为前后两句的动词性质应一致;选C者，认为其后带有if 条件状语从句，从语气上看，主句应用将来时态。

【分析】此题最佳答案为D。分析如下：

(1) “so + 助动词 + 主语”是一个很有用的结构，它表示“……也一样”时。如：

He likes to watch TV, and so do I. 他喜欢看电视，我也一样。

When animals and plants disappear, so will man. 当动植物消失的时候，人类也会随之消失。

(2) 由于空格后的 if 条件状语从句的谓语用的是虚拟语气(这是很重要的信息)，所以主句要用 would 而不用 will，即答案应选D。

英语语法经典例题800例：强调句(例题)

【导语】英语语法让很多学生都头疼，因为复杂难懂的句式和词组有时难以记忆。为大家整理了英语语法大全，希望对同学们的英语语法学习有所帮助。更多内容尽在。

1. ____ that caused him to serve dinner an hour later than usual.

A. It was we being late B. It was our being late

C. It was we were too late D. It was because we were late

【陷阱】此题容易误选D，认为强调的是原因状语从句 because we were late。

【分析】但实际上，此题的答案为B，强调的是句子主语 our being late，此题若还原成非强调句，即为：

Our being late caused him to serve dinner an hour later than usual.

注意，强调句的一个显著特点是，若去掉强调结构 it is [was]… that…，句子仍然成立;换句话说，该结构中的 that 不能充当句子成分。

2. “How was ______ they discovered the entrance to the underground palace?” “Totally by chance.”

A. it that B. he that

C. it when D. he which

【陷阱】几个干扰项均可能误选。

【分析】答案选A，为强调句的特殊疑问句形式，其相应的陈述句形式为：

It was totally by chance that they discovered the entrance to the underground palace.

比较以下各题，它们也属强调句的特殊疑问句形式：

(1) Who was it _____ saved the drowning girl?

A. since B. as C. that D. he

答案选C，被强调成分为 who，该句实为类似 It was Tom that saved the drowning girl. 这类强调句的特殊疑问句形式(即对其中的Tom 提问而得)。

(2) What is it _____ his daughter needs most?

A. what B. which C. that D. if

答案选C，被强调成分为 what，该句实为类似 It is a bike that his daughter needs most. 这类强调句的特殊疑问句形式(即对其中的a bike 提问而得)。

3. _____ was very ______ that little Jim wrote the letter.

A. It, careful B. It, carefully

C. He, careful D. He, carefully

【陷阱】几个干扰项均有可能误选，但最有可能误选的可能是A，认为这是一个普通的系表结构，即认为第二空要填形容词作表语。

【分析】其实，此题是一个强调句，其非强调形式为 Little Jim wrote the letter very carefully. 若用 it is … that… 的强调句式强调其中的状语 very carefully 即为上面一题的题干，所以答案应选B。请看下面几例，也属强调结构：

(1) It was when she was about to go to bed ______ the telephone rang.

A. since B. as C. that D. then

答案选C，被强调成分为 when she was about to go to bed 这一时间状语从句。

(2) It may have been at Christmas _____ John gave Mary a handbag.

A. before B. who C. that D. when

答案选C，被强调成分为 at Christmas，其中的动词 be 采用了 may have been 这一较为复杂的形式。

4. “Where did you find the professor who made the speech yesterday?” “It was in the hall ______ the students

often have a meeting.”

A. where B. which

C. that D. when

【陷阱】很可能误选C，认为这是一个强调句，强调地点状语 in the hall。

【分析】假若选C，即有 It was in the hall that the students often have a meeting，该句的意思是“学生们通常是在

大厅开会”，单独看这一句，无论是其意思还是其语法均未错，但若将其与上文联系起来看，则不通，因为上文的意思是“你是在

哪儿找到昨天作报告的那位教授的?”假若将答句改为 It was in the hall that I found the professor，则完全可以。

其实，此题的最佳答案是A，where the students often have a meeting 为定语从句，用以修饰其前的名词 the hall，句意

为“是在学生们经常开会的那个大厅(找到教授的)”，这样语意就通顺了。

5. It was what he meant rather than what he said ______ annoyed me.

A. which B. as

C. what D. that

【陷阱】几个干扰项均有可能误选。

【分析】此题为一个强调句型，空格处应填 that (即选D)，被强调成分为 what he meant rather than what he said。句意

为“让我生气的不是他说的话，而是他话中的意思”。请再看两例：

(1) It was his nervousness in the interview ______ probably lost him the job.

A. which B. since C. that D. what

答案选C，为强调句型，被强调成分为 his nervousness in the interview，句意为“很可能是面试时表现出紧张，使他失去

了这份工作”。

(2) It is the ability to do the job ______ matters not where you come from or what you are.

A. one B. that C. what D. it

答案选B，为强调句型，被强调成分为 the ability to do the job，句意为“重要的是你做工作的能力，而不是你来自何地