Learning about Language优秀公开课教案

Lesson plan Book 2 UNIT 4 Wildlife protection 高一英语

贺东娇

西安市第八十五中学

联系方式

18502992799 Learning about language Discovering useful structure --- the present progressive passive voice

1.

Analysis of the teaching material This lesson is the third section of Unit 4 Wildlife protection which is designed to help students have a command of the grammar of this unit, namely the present progressive passive voice. Combined with the future passive voice and the present perfect passive voice in previous two units, this should be the third unit dealing with passive voice. The teaching content is aimed to enable students to understand the structure and the usage of the present progressive passive voice.

2.

Analysis of the students The students in senior one have already learned the passive voice in simple present tense, simple past tense in their junior high school. And the previous two Units in Book 2 are also designed to help students to learn the passive voice in simple future tense and present perfect tense. Therefore, students are expected to connect the present progressive passive voice with what they have learned about passive voice.

3.

Teaching Objectives

1）Knowledge objective: To help the students have a general understanding of the present progressive voice and be familiar with the structure “be(am/is/are) being done”.

2）

Ability objective: To help the students learn to apply the structure to describing measures being taken to protect wildlife and other topics related to their daily life.

3）

Emotion objective: To help the students realize the urgency and significance of protecting wildlife and make them aware of measures being taken in China. They will also be encouraged to come up with their own ideas to protect wildlife.

4.

Teaching important points

1) To guide the students to pay close attention to the basic structure and try to encourage the students to summarize the four different sentence forms by themselves.

2) To train the students to use the present progressive passive voice in listening, speaking, reading and writing.

5. Teaching difficult points 1) To help the students to correct some mistakes in using past participles. 2) To encourage the students to write their own ideas about protecting wildlife with the structure of the present progressive passive voice.

6. Teaching methods

Task-based teaching method, context teaching method

7. Teaching procedures Step 1 Lead-in Play a video about wild animals being killed by people, and after the video, students are asked the question “What are people doing to wild animals in the video?” in order to review the structure of present progressive tense.

The teacher says in other words, we can also say “Wild animals are being killed

by people.” to introduce the target grammar---the present progressive passive voice. Ask the students to find out the structure on page 26.

Discover the useful structure on page 26. 1. We_______________________for the wool beneath our stomachs. (Line 9) 2. Our fur_________________________to make sweaters for people like you.

(Line 10) 3. I wonder what__________________________to help you.

(Line 12) 4. So good things_______________________here to save local wildlife.(Line 25)

Summarize together the structure “be(am/is/are) being done”. Step 2 Practice

Show some pictures related to students and ask them to try to describe the pictures with the structure and key words. Make sentences with key words. 1. colorful after-class activities, hold, Xi’an No. 85 Middle School, these days Colorful after-class activities________________________ by Xi’an No.85 Middle School these days. 2. look, the performances, appreciate, our students

Look! The performances______________________________by our students.

3. money, raise, our classmates, now

Money____________________________ by our classmates now. 4.

Nongfu Spring production base, visit, our classmates, at present

Nongfu Spring production base_______________________by our classmates at present. 5. listen, a speech, give, students

Listen! A speech _____________________by students from Xi’an Jiaotong University. Complete the structure like this “S+be(am/is/are) being done”

, ask students to summarize the usage and find out signal words of this grammar. Step 3 Listening comprehension

Play an interview about endangered African elephants in Zimbabwe and ask students to answer two questions after it.

Irvine who is from Zimbabwe is being interviewed by me about the situation of African elephants.

1.

What is happening to elephants in Zimbabwe?

They_____________________ for their tusks(象牙). 2. What is being done by Zimbabwean government?

Many laws______________________ by Zimbabwean government to protect elephants. Step 4 Observation and summary

Ask students to observe four kinds of sentences using the structure and summarize each structure by filling in the chart A.

Elephants in Zimbabwe are being protected well. B.

Elephants in Zimbabwe are not being protected well. C.

Are elephants in Zimbabwe being protected well? D.

How are elephants in Zimbabwe being protected?

肯定句

否定句

一般疑问句

特殊疑问句

S + be(am/is/are) + being done

Step 5 Reading comprehension

Ask students to read a passage about the situation of some of wild animals and measures being taken to protect them. Try to use the correct form of given words. Besides elephants, there are many other wild animals facing the risk of extinction. They1. _________________________ (not protect) very well. For example, white rhinos 2.______________________(hunt) illegally for their horns(犀牛角). The habitat (栖息地) of polar bears 3.______________________(destroy) because of global warming. What about animals in the sea? 4.________they __________________ (influence) by human activities? Yes. Sea turtles 5.____________________(force) to eat plastic products. And the fins of sharks 6._______________________ (cut off) cruelly to make shark fin soup. 7._______are_____________(do) to help the wildlife? Organizations like WWF 8. __________________(found) to help people realize how bad the situation of wildlife is. Public service advertisements 9.____________________ (make) by famous people like Yao Ming, calling for (呼吁) people not to buy products made of any body part of wildlife. And what is the most important is that more ways 10.______________________(find out) to deal with pollution. Hope together we can protect them from disappearing. Ask some students to write their answers on the blackboard and let them pay attention to forms of some irregular past participles. Step 6 Speaking

Tell students to ask and answer questions with the structure of the present progressive passive voice to find out more about other endangered wildlife.

A:--- What is happening to...? B:--- ... is/ are being ...

A:--- What is being done to help them? B:--- advertisements / organizations / money / laws... to help them. Step 7 Writing

Ask students to write a composition about measures being taken be China to protect wild animals. 假如你是李华，你的英国朋友Betty想知道中国目前野生动物保护的具体措施。你准备写一封email给她。（请尽量使用现在进行时态的被动语态）

Dear Betty, How are you? As we both know, many wild animals are endangered. Many measures are being taken in China these days to protect wildlife. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ We still have a long way to go. Let’s join hands together to protect them from extinction. Step 8 Homework Finish your writing and work with your group members to polish it.

教学反思

在本节语法课中，我遵循呈现—发现—归纳—实践—活用的教学步骤，结合本单元保护野生动物话题，让学生在实际情境中学习现在进行时态的被动语态内容，训练学生听、说、读、写的技能。最后的活用环节中，我组织学生对中国动物保护措施的内容进行写作，之后请学生进行呈现，在呈现过程中带领学生一起寻找本节课所学的语法结构。如果写完之后能让学生先四人一组进行讨论，互相分享彼此的写作内容，之后再邀请学生进行呈现，学生应该会学到更多内容，也能照顾到更多层次的学生的学习实际。