快速备课生成助手

```json
{
  "lesson_plan": "### 教案：被动语态\n\n**课程主题**：语法 - 被动语态\n**教学目标**：  \n1. 帮助学生理解被动语态的基本概念和核心用法。  \n2. 掌握被动语态在不同时态中的结构形式。  \n3. 能够在句子中正确地使用被动语态。\n\n**教学重点**：被动语态的构成与用法。  \n**教学难点**：掌握被动语态在不同时态中的变化，特别是完成时的被动结构。\n\n**教学过程**：\n\n1. 导入 (5分钟)：\n   - 问题引入：出示一张包含主动句和被动句的对照表（如：“The chef cooks the meal.” 和“The meal is cooked by the chef.”）。提问学生：“这两个句子有什么区别？”引导学生初步感知主动语态和被动语态的不同表达方式。\n\n2. 讲解部分 (15分钟):\n   - **什么是被动语态？**\n     - 被动语态用于表达动作的承受者，而不是动作的执行者。\n     - 公式：主语 + be动词 (根据时态变化) + 动词的过去分词 (V-ed/V3) + (by + 执行者)。\n     - 举例：\n       - The house was built in 1990.\n       - The books will be delivered tomorrow.\n   \n   - **被动语态的时态变化：**\n     - 一般现在时：is/am/are + V-ed   （The car is repaired every week.）\n     - 一般过去时：was/were + V-ed   （The cake was baked yesterday.）\n     - 现在完成时：have/has been + V-ed   （The room has been cleaned.）\n     - **拓展**：被动语态在疑问句中的形式。\n\n3. 练习部分 (10分钟)：\n   - 学生尝试将简单主动句改写为被动句：\n     - 主动句：The teacher explains the rules. → 被动句：The rules are explained by the teacher.\n     - 主动句：The workers built the bridge. → 被动句：The bridge was built by the workers.\n\n4. 小组活动 (10分钟)：\n   - 小组内合作，用给出的图片补充句子，并阐述使用被动语态描述图片内容，如：\n     - “The pizza ___ (bake) by the chef.” → “The pizza is baked by the chef.”\n\n5. 总结和作业布置 (5分钟)：\n   - 课堂总结：学生回顾被动语态的概念和常见用法。\n   - 作业：完成课本相关被动语态练习，尝试写5个主动句并将其改写成被动句。\n",
  "exercises": [
    "**练习1：填空题**\n\n1. This room ___ (clean) every day by the janitor.  \n   答案：is cleaned  \n2. The Eiffel Tower ___ (build) in 1887.  \n   答案：was built  \n3. The report ___ (finish) by the team yesterday.  \n   答案：was finished  \n4. The movie ___ (watch) by hundreds of people last night.  \n   答案：was watched  \n5. The packages ___ (deliver) tomorrow morning.  \n   答案：will be delivered\n\n**练习2：选择题**\n\n1. Which sentence uses passive voice correctly?  \n   A. She is writing a letter.  \n   B. The cake is baked by my mom.  \n   C. He has mailed the letter.  \n   答案：B\n\n2. The dishes ___ washed by my sister every evening.  \n   A. is  \n   B. are  \n   C. were  \n   答案：B\n\n**练习3：句子改写**\n\n将下列主动句改写为被动语态句：\n1. Someone broke the window.  \n   答案：The window was broken by someone.\n2. She will send the invitations tomorrow.  \n   答案：The invitations will be sent (by her) tomorrow.\n3. The artist painted the portrait.  \n   答案：The portrait was painted by the artist.\n\n**练习4：配对题**\n将A列和B列匹配为正确的被动语态句：\n- A: (1) The cake ___, (2) The emails ___, (3) The test ___ (graded).\n- B: (a) is sent weekly by Sarah, (b) was baked by my grandmother, (c) are graded by the teacher.\n\n答案：\n1 - b, 2 - a, 3 - c\n"
  ],
  "interactive_activities": [
    "1. **小组讨论**：\n   - 给学生展示一系列未完成的图片描述（如：一间正在被打扫的卧室、一辆正在被修理的汽车），要求每组完成句子并正确使用被动语态来描述图片。每组至少需要分享一种时态下的被动语态。\n\n2. **角色扮演小游戏**：\n   - 学生分成两人一组，A学生模拟一个正在做某项动作的人（如：洗车、写信），B学生根据观察用被动语态描述动作，例如：\n     A: *(pretends to wash a car)*\n     B: \"The car is being washed.\"\n\n3. **语法复习竞赛**：\n   - 将全班分为两组，教师提出一系列主动语态句，学生需快速抢答并改写为被动语态，回答正确的小组获得分数，分数高的小组获胜。\n"
  ],
  "evaluation_questions": [
    "**被动语态测验题目**：\n\n1. 填空题：将下列句子补充完整：\n   - The library books ___ (organize) every Friday by the librarian.  \n     答案：are organized  \n   - The homework ___ (complete) by John yesterday.  \n     答案：was completed\n\n2. 改写题：将下列主动句改写为被动语态：  \n   - The chef prepared a delicious meal.  \n     答案：A delicious meal was prepared by the chef.  \n   - They will plant more trees next year.  \n     答案：More trees will be planted next year.\n\n3. 阅读理解题：根据以下句子，判断并改写符合语法的句子：\n   - Many emails were typed yesterday.  \n     **问题**：这句话是主动语态还是被动语态？\n     **回答**：被动语态\n\n4. 选择题：被动语态放在以下哪些句子中更合适？\n   - A. The scientist discovered a new planet.  \n   - B. A new planet was discovered by the scientist.  \n     **答案**：B。\n"
  ]
}
```

```json
{
"lesson_plan": "**Lesson Plan: Animals Vocabulary**

**Topic:** Animals  
**Teaching Goal:** To familiarize students with common animal-related vocabulary in English and use the words in flexible expressions.  
**Teaching Difficulty Level:** 2 (Intermediate)  

**Lesson Structure:**  
1. **Warm-Up** (5 minutes)  
   - Begin with a quick brainstorming session. Write the topic "Animals" on the board and ask students to name as many animals as they can in English. Write down the answers to create an initial vocabulary list.  

2. **Introduction** (10 minutes)  
   - Introduce 10-12 target animal vocabulary words with flashcards/pictures (e.g., lion, tiger, elephant, kangaroo, dolphin, penguin, eagle, giraffe, flamingo, etc.).  
   - For each animal, provide a brief description including habitat, distinctive features, or behavior (e.g., "A kangaroo is a marsupial that hops and lives in Australia").  
   - Teach pronunciation of tricky words and have students repeat them.  

3. **Activity 1: Matching Exercise** (10 minutes)  
   - Distribute a worksheet where students match the animal names with pictures or brief descriptions.  

4. **Grammar Focus:** Adjectives to Describe Animals (10 minutes)  
   - Teach how to describe animals using adjectives, emphasizing sensory details (e.g., furry, strong, slippery, graceful).  
   - Example sentences: "The tiger has sharp claws and is very strong," or "The flamingo is a graceful bird with pink feathers."  

5. **Activity 2: Group Practice with Sentences** (15 minutes)  
   - Pair students up to discuss their favorite animals using the new vocabulary and adjectives. Sample prompts:  
     a) "What is your favorite animal? Describe it."  
     b) "Where does your favorite animal live? What does it eat?"  

6. **Wrap-Up & Homework** (5 minutes)  
   - Quick quiz: Ask students to name as many animals as they remember from today's lesson.  
   - Assign homework: Write five sentences describing different animals using adjectives learned in class. Encourage creativity (Example: "The dolphin is a friendly and intelligent animal that lives in the ocean").  

---

**exercises**:  
1. **Matching Exercise:** Match the animals with their description.  
   a) Elephant - ___ (i) Lives in water, very intelligent.  
   b) Dolphin - ___ (ii) A large animal with a trunk.  
   c) Penguin - ___ (iii) A bird that cannot fly and lives in cold places.  
*Answers: a-ii, b-i, c-iii*  

2. **Fill-in-the-Blank Exercise:** Complete the sentences using the given words: ["elephant," "giraffe," "penguin," "kangaroo," "dolphin"]  
   a) The ___ is a tall animal with a long neck.  
   b) My favorite sea animal is the ___. It is very smart.  
   c) A ___ is a marsupial that hops.  
   *Answers: a-giraffe, b-dolphin, c-kangaroo*  

3. **Word Search:** Find the following animals in the word search: ["lion," "eagle," "flamingo," "tiger," "penguin"]  

4. **Sentence Completion:** Choose the correct adjective to describe each animal.  
   a) An elephant is very ___ (tiny/large).  
   b) A tiger is ___ (graceful/clumsy) when it moves.  
   *Answers: a-large, b-graceful*  

---

**interactive_activities**:  
1. **Guess the Animal Game:** (10 minutes)  
   - One student comes to the front and picks an animal card. Without saying the name of the animal, they describe it to the class using adjectives and clues ("It is a big animal with a trunk"). The class guesses the animal.  

2. **Animal Debate:** (15 minutes)  
   - Divide the class into small groups. Each group chooses an animal and prepares reasons why it is the "best animal in the world." Groups then present their arguments, and the class votes for the best presentation.  

3. **Animal Charades:** (10 minutes)  
   - Students take turns miming animals while the others guess.  

---

**evaluation_questions**:   
1. **Multiple Choice:** Which animal is the largest land animal?  
   a) Kangaroo  
   b) Tiger  
   c) Elephant  
   *Answer: c*  

2. **Fill-in-the-Blank:** A ___ is a bird that is pink and loves water.  
   *Answer: Flamingo*  

3. **Short Answer:** Name three animals that live in the ocean.  
   *Sample answers: dolphin, whale, shark*  

4. **True/False:** The giraffe is the tallest animal in the world.  
   *Answer: True*  

5. **Descriptive Answer:** Write 3 sentences describing your favorite animal. Use at least two adjectives.  
   *Answer: Dependent on student response.*  
}
```

```json
{
  "lesson_plan": "## 课程主题：写作 - 议论文\n### 教学目标：\n1. 掌握议论文的基本结构（引言、正文、结论）。\n2. 学习议论文中的关键语言表达方式（如表达观点、举例支持、反驳等）。\n3. 提升学生对议论文写作的逻辑性与说服力的把握。\n\n### 教学内容：\n#### 1. 课文分析\n使用一篇简短的议论文作为范文，例如《Should Students Wear School Uniforms?》。通过以下问题引导学生分析：\n- 引言部分是如何引入主题的？\n- 正文如何通过论点和论据支持观点？\n- 结论部分如何总结全文并重申立场？\n重点分析以下语言表达：\n- 表达观点的句型：I firmly believe that... / It is vital to...\n- 提出论据的句型：For instance, ... / According to research, ... \n- 反驳观点的句型：However, some people argue that... / On the contrary, ...\n\n#### 2. 语法讲解\n- **连接词的使用**：讲解议论文常用的逻辑连接词，例如：Firstly, Moreover, On the other hand, Therefore, etc.\n- **高频句型**：\n  - 表达观点：In my opinion, ... / From my perspective, ...\n  - 举例子：For example, ... / For instance, ...\n  - 总结归纳：In conclusion, ... / To sum up, ...\n\n#### 3. 教学流程：\n- 导入阶段（10分钟）：\n  - 用一个辩论话题吸引学生，比如：“Do you think homework should be banned?” 让学生简单讨论自己的观点。\n- 学习阶段（20分钟）：\n  - 通过范文学习议论文结构和表达方式。\n  - 师生共同完成一篇简单的议论文框架。\n- 实践阶段（15分钟）：\n  - 学生分组合作，选择一个简单的话题，自行设计议论文框架。\n  - 例如话题：Online Learning vs. Traditional Learning。\n- 汇报阶段（10分钟）：\n  - 各组展示自己的框架并说明理由，师生共同点评并优化。\n\n### 黑板内容：\n1. 议论文结构：Introduction → Body → Conclusion\n2. 表达观点句型：In my opinion, ...; I hold the view that...\n3. 逻辑连接词：Firstly, However, Therefore\n\n---",
  
  "exercises": [
    "### 练习题\n1. 填空题：补全以下议论文段落的逻辑连接词：\n    - **问题描述**：Do you agree that teenagers should be allowed to use smartphones? \n    - **段落**：\n      _(1)_ smartphones have become an essential tool in modern life, I believe teenagers should use them with caution. _(2)_, smartphones can be beneficial for accessing educational resources. _(3)_, overuse may lead to addiction and distraction from studies.\n   **答案**：\n      1. Although\n      2. Firstly\n      3. However\n\n2. 选择题：选择最恰当的句子补全下列段落：\n    - Many people believe that physical exercise is important for teenagers. __(A)__ However, others argue that too much time spent on sports can harm academic performance. Which side do you agree with? \n    **选项**：\n      A. It keeps them physically active.\n      B. On the contrary, some claim it reduces time for studies.\n      C. In conclusion, doing sports is great.\n    **答案**：\n      B\n\n3. 翻译练习：将下列句子翻译成英文：\n    - 我认为课外活动对学生的发展非常有帮助。\n    **答案**：I believe that extracurricular activities are very helpful for students' development.\n\n4. 小短文完成题：根据以下提示，完成议论文开头：\n    - 主题：Should junk food be banned in schools?\n    - 提示词：junk food, health, obesity, student choices\n    **示例答案**：Junk food is commonly found in schools and it has raised health concerns among parents and teachers. While some people believe it is students' right to choose what they eat, I strongly believe that junk food should be banned in schools to promote healthier eating habits."
  ],

  "interactive_activities": [
    "1. **辩论活动**：\n    - 话题：\"Should students have a four-day school week?\"\n    - 活动步骤：\n      - 将学生分为两组，一组支持，一组反对。\n      - 各组准备论点和论据，并派代表发言。\n      - 学生互相提问并反驳。\n    - 目标：提升学生口语表达与逻辑思维能力。\n\n2. **角色扮演**：\n    - 活动主题：模仿一个文章写作比赛场景。\n    - 学生分组扮演不同角色，比如评委、参赛者等；参赛者展示自己的议论文框架并回答评委问题。\n\n3. **小游戏：连接句子**：\n    - 准备一组散乱的句子片段，让学生在小组内比赛，用正确的逻辑连接词将它们连成一段合理的议论文内容。\n    - 示例句片段：\"People strongly disagree with this idea.\" / \"On the contrary, some suggest\" / \"This has both pros and cons.\"\n"
  ],

  "evaluation_questions": [
    "1. 简述议论文的基本三部分结构，并例举每部分的主要功能。\n    - **答案示例**：引言（引入主题），正文（支持观点的论据和反驳），结论（总结和重申立场）。\n\n2. 写出表达以下意思的两个句子：\n    - 明确表达自己观点的句子。\n    - 举例支持自身观点的句子。\n    **答案**：\n      1. I hold the view that...\n      2. For example, statistics show that...\n\n3. 阅读以下论点，并列出可能支持或反对的两个理由：\n    - \"Technology has improved education.\"\n    **答案示例**：\n      - 支持理由：提供更多学习资源；便捷交流与合作。\n      - 反对理由：分散注意力；造成学习方法依赖。\n\n4. 完成议论文的开头段落（主题：Online learning should replace traditional classrooms），并列出三个正文段落的中心思想。\n    **答案示例**：\n      开头：Online learning is becoming increasingly popular nowadays. Some believe it can replace traditional classrooms, while others remain skeptical. \n      中心思想：1. Online learning is convenient and cost-effective. 2. Lack of face-to-face interaction may hinder communication skills. 3. Online classes provide flexibility but require self-discipline."
  ]
}
```