Learning about Language优质课教学设计

人教新课标（必修）Book II Unit 4 Wildlife Protection

Period 3 Learning about language The Present Progressive Passive Voice

一、教学设计理论依据：

国家英语课程标准明确指出英语教育的总体目标是培养学生的综合语言运用能力。综合语言能力的形成建立在学生语言技能、语言知识、情感态度、学习策略和文化意识等素养整体发展的基础上。而语言知识就包括语法结构知识，它是综合运用语言能力的重要基础。可以说没有语法知识，就没有语言知识。

二、教材分析

本单元的语法是现在进行时的被动语态，相对来说比较容易掌握。因此可以在具体的语境中练习这一语法内容，以提高学生的解题技巧。教材提供的练习形式分为三个层次。第一层是“发现/认识形式”，学生通过在课文中寻找含有现在进行时被动语态的句子来认识其构成，并发现和总结它的结构及含义；第二层是“操练形式”，学生通过问题的回答来操练现在进行时被动语态的结构；第三层的“运用形式”为学生提供了在语境中操练重点语法结构的机会，进一步加强了对现在进行时被动语态的实际运用能力。

三、学情分析

1.高一学生通过义务教育阶段的学习，对英语已经有了一定的感性认识，并积累了一定的语言材料，他们对语法的系统学习有着强烈的要求，但又不喜欢“灌输式”的语法讲解，他们渴望探究型、合作型的学习。

2.学生在初中已接触过现在进行时的被动语态，但没有系统地学习过。现在进行时被动语态的语境要求比较高，学生能否正确使用此目标语法很多程度上取决于对语境情景的理解。

3.虽然是普通高中的学生，但他们已有一定的自主学习的能力，又有着强烈地提高英语学习能力的愿望，敢于质疑，知难而进，积极进取。

四、教学目标

1.知识与技能：

1）Students will be able to use the structure and master the usage of the Present Progressive Passive Voice; 2）Students will be able to use the structure to make sentences; 3）Students will learn to write a composition on environmental protection. 2.过程与方法：

1) Students will discover the structure of the Present Progressive Passive Voice through observing the sentences from the context

and consolidate it through speaking and writing; 2) Students will learn to use the structure of the Present Progressive Passive Voice to describe something and give opinions; 3）Students will improve their speaking and writing skills. 3.情感态度与价值观：

1)

Students will be more active in the process of learning English and more confident of their learning ability through different activities；

2)

Students will gain a sense of achievement in discovering the grammar rules by themselves; - 1 -

3）Students will be aware of the importance of protecting our environment. 五、教学重点

1.

Help students to sum up the structure and the usage of the Present Progressive Passive Voice; 2. Guide students to master the usage of it through speaking and writing. 六、教学难点

How to help students to apply the Present Progressive Passive Voice to make descriptions and writing a good composition. 七、教学方法

Task-based Language Teaching Approach, Cooperative Learning method 八、教学过程分析

Step 1. Warming up and leading-in 1.Greet the students by asking a question. ——What are we doing now?——We are having an English class,that is,an English class is being had now. 1.

Look at the pictures and describe them. The boys are carrying water./The water is being carried by the boys. The girl is cleaning the blackboard./The blackboard is being cleaned by the girl. 【设计意图】从实际出发，通过展示来自学生日常生活的图片，不仅激发了他们的学习兴趣，也为引入本节课主题做好准备。

Step 2. Showing learning goals Show the learning goals of the class and ask the students to read them together. 1）I can tell the form and the meaning of the Present Progressive Passive Voice. 2）I can correctly use the structure in the given situation. 3）I can use the structure to write a passage to introduce present environment. 【设计意图】让学生明白本节课的主要内容及所要达到的目标，这样带有目的地、有针对性地学习会更有效率。

Step 3. Presentation 1) Read the passage learned in the last period again and try to complete the sentences according to the text. 1) We ________________for the wool beneath our stomachs. (Line 9) 2) Our fur ______________to make sweaters for people like you. (L10) 3) I wonder what ______________to help you. (L12) 4)So good things ________________here to save local wildlife. (L25) 2.Discover what structure is used in the sentences. 【设计意图】运用归纳法进行语法教学，先让学生逐步接触、感知包含该语法内容的课文原句，然后再进行分析、归纳出共同的特征，这是符合学生的认知规律的。

Step 4.Summary Help the students to summarize the form and the meaning of the Present Progressive Passive Voice. 构成：am/is/are (not) + being + V-过去分词

意义：…正在被做

Translate the sentences into Chinese to further understand the grammar. 1)

A new library is being built now.

2)

Some animals are not being protected well enough.

3)

Is the bridge being repaired now? 【设计意图】学生通过观察，小组讨论总结出现在进行时被动语态的正确的结构形式和所包- 2 -

含的意义，并且通过翻译句子可以让他们进一步熟悉和了解新的目标语法。

Step 5.Practice Complete the following dialogues using the Present Progressive Passive Voice and the given words to help you. 1.--Can I use

____________________ ? -- Sorry, but ____________________. 1) telephone– repair—some workers

2) bike --- repair ---my father 3)computer--- use--Tom

4) TV----watch --my family 2.-- Where

______________________ ? -- Oh. __________________________. 1) the children– punish — their aunt

2)Kate --- praise --- her manager 3) my car--- clean -- your daughter

4) the flowers----water --my mother 【设计意图】语言知识重在灵活运用。学生通过Pair work的形式来完成对话，可以充分体会到在不同的语境下现在完成时被动语态的使用。

Step 6.Preparations for writing Look at the pictures and make up dialogues with your partner. Mary: Peter, look at these pictures. What is happening? Peter: Oh, my god. ___________________. ①

trees/ cut down / villagers

②

rivers/ pollute / factories ③

wild animals/ kill / people

④

people/ punish / actions

References

①Trees are being cut down by the villagers.

②Rivers are being polluted by some factories.

③Wild animals are being killed by people. ④People are being punished by their actions. Mary: Peter, look at these pictures. What is happening? Peter: Well. __________________________. ①

trees/ plant / people

②

rivers/ clean / workers ③

wild animals/ protect / organizations References ①More trees are being planted by people. ②Rivers are being cleaned by workers. ③Wild animals are being protected by some organizations. 【设计意图】表面上看这一部分与上一环节只是简单地重复，其实不难发现第一组对话是关于目前我们的环境所面临的严峻形势，而第二组是人们对此所采取的措施，这都为接下来的写作练习做了铺垫。

Step 7 Writing

1.Enjoy a short video about the present situation of our environment. 2.Write a composition titled Our Environment. Our environment

At present, our environment is being destroyed.____________________________________. Luckily, this situation is being realized by more and more people. And some things are being done. _________________________________________________________________________. I think ____________________________________________________________________. 【设计意图】看了令人震惊的视频之后，学生会深有感触，想把自己的情感表达出来。本环节是本节课的升华环节，也是对学生能力考查最高的一环。学生独自完成写作后，进行同桌交换批改，进一步润色。

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Step 8 Show time

Some students show their compositions in front of class and the teacher gives some comments and educate them the importance of protecting our environment. 【设计意图】学生们根据之前做的对话练习，对句子进行了再加工，同时对本节课的语法内容能加以灵活运用，自然而然地实现了从语言的输入到输出的过程。并且写作后顺势对学生进行了情感教育。

Step 9 Homework 1.Make your passage better. 2..Finish the exercise on your handout. 【设计意图】布置课后作业，要求学生认真完成并复习巩固所学知识。最后以一首歌曲《为未来呐喊》结束本节课，呼吁大家从自身做起，从身边小事做起，保护环境，保护我们的家园。

板书设计

Unit 4

Grammar

The Present Progressive Passive Voice

be

+

being

+

done

(am/is /are)

P.P. 教学反思：

（1）本节课教学目标明确，条理清楚，教学内容贴近学生生活实际，极大地调动了学生的学习热情，变被动学习为主动学习。

（2）在教学中主要采用了“任务驱动”的方法，让学生自己发现问题，再通过自主探究、合作探究的方式解决问题，有效地培养了学生自主学习的能力。

（3）在语法知识的讲解上，避免了以往老师面面俱到的满堂灌，做到了有针对性的讲解和练习，重在语言知识的应用和提高学生的能力。

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