陳倩倩

摘要：被動語態(tài)結(jié)構(gòu)具有突出以及轉(zhuǎn)換話題等語篇功能。在英語語法教學(xué)中，從語篇功能的角度對被動語態(tài)進行講解、練習(xí)，有助于學(xué)生掌握被動語態(tài)的使用。

關(guān)鍵詞：被動語態(tài);英語教學(xué);語法

Abstract： Passive voice has the textual functions of highlighting and changing topic. In English grammar teaching， explaining and practicing the passive voice from the perspective of textual function can help students master the use of the passive voice.

Key words： passive voice; English teaching; grammar

Introduction

The interpretation of passive voice in structuralism is often confined to the syntactic level. It is believed that only transitive verbs have passive voice. Passive voice is transformed from active voice. The meaning of active sentence and corresponding passive sentence is the same. The traditional teaching of passive voice has been focused on the conversion of two voices for a long time. As a result， although students have done a lot of exercises on the conversion of active voice and passive voice， they still do not grasp the use of passive voice.

Chen Wanxia （2002） found that learners of different English proficiency levels will encounter the same difficulties in passive voice acquisition. Liu Li （2003） found that Chinese students used verbs incorrectly in the passive structures. This shows that structuralism has not fully explained the passive sentence， and its guiding significance to the teaching of passive sentence is very limited.

Teaching design

Teaching content： Passive voice in the simple present tense

Learning objectives： Students will be able to

（1） understand the passive voice;

（2） know and use the composition of passive voice accurately;

（3） participate in the process of passive voice practice actively;

Teaching key points： Composition and application of passive voice

Teaching difficult points： Interchange of active voice and passive voice

Teaching methods： communicative and cooperative methods

Teaching procedure：

Step 1： Leading in

Show some sentences about the passive voice from the textbook. Then ask some students to translate them into Chinese and focus on the passive voice.

Step 2：Presentation

1.Point to the picture and ask “What does she do every day？”. Let students answer. Then show the answer on the screen. Guide the students to change it into the passive voice and explain it.

2.Get students to know they should master the passive voice with the simple present tense.

3.Use the form to introduce specific steps about how to change the active voice into the passive voice.

Step 3： Practice

Show an exercise that involves the passive voice with the simple present tense and check the right answer， and then focus on the form of it.

Step4： Extension

List some special changes in the passive voice.

For example：

make sb do sth—sb be made to do sth.

See sb do sth—sb be seen to do sth.

need to be done=need doing

be allowed to do=allow doing

Step5： Summary

During this class， we have learned how to change the active voice into the passive voice. Do some exercise after class to consolidate this grammar part.

Step6： Homework

1.Make some sentences about the passive voice with the simple present tense.

2.Finish the exercises about the passive voice..

Blackboard Design

The passive voice： 1. sth+am/is/are+P.P+by sb

2.Sth+am/is/are+not+P.P+by sb

3.am/is/are+sth+P.P+by sb

References：

[1]陳萬霞. 2002. 從中國學(xué)習(xí)者英語語料庫看英語被動句習(xí)得. 外語教學(xué)與研究，34（3）：198-202.

[2]劉麗. 2003. 關(guān)于二語習(xí)得中的過度被動現(xiàn)象. 廣東外語外貿(mào)大學(xué)學(xué)報，14（2）：13-26.