Learning about Language教学实录

Book2 / Unit 4

Wildlife protection

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单元总目标

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知识与技能

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1.重点词汇：wildlife protection wild carpet respond distant fur certain increasing importance rub contain powerful affect appreciate endanger species succeed secure harm...

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2.重点短语：in relief, burst into laughter, die out, protect...from, a certain number of, fly away, the importance of, turn around, long to do, without mercy, so that, do harm to, as a result, in peace, in danger pay attention to, come into being, according to, be used to do...

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3.重点句型：

（1）Please take me to a distant land where I can find the animal that gave fur to make this sweater. (2) It shows the importance of wildlife protection, but I would like to help as the WWF suggests. (3) No rainforest, no animals, no drugs.

(4) They lived on the earth tens of millions of years ago, long before humans came into being and their future seemed secure at that time. ◆

4. 语言与技能

（1）表达意图

I am going to...

I intend/mean/plan to...

I will...

I would like to...

I’d rather not...

I’m ready to... I feel like... (2) 表达目的

to help/save...

in order to...

to protect...from

so that...

but do...

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5. 语法

现在进行时被动语态的用法（is/am/are being done）

We are being killed for the wool beneath our stomachs.

Our fur is being used to make sweaters for people like you.

I wonder what is being done to help you.

So good things are being done here to save local wildlife. ◆

过程与方法

1.采用任务型的教学途径,结合学生的经验和兴趣设计相关的任务链,让学生在以个人或小组合作的形式完成任务的过程中学习到相应的语言知识并获得语言能力. 2.指导学生自主学习,通过查字典和相关资料等方法,培养学生信息收集和自主学习的能力. ◆

情感、态度与价值观

1.提高学生的动物保护意识,使其正确认识动物保护问题,并积极投身到动物保护中. 2.在教学活动中培养学生的合作精神和互助精神.

3.引起学生对动物保护问题的关注, 并积极投身到动物保护中. 4. 使其正确认识动物保护问题,树立爱护环境保护动物的意识. ★

教学重难点

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重点

1.了解一些动物濒危现状. 2.知道如何保护动物. 3.掌握重点词汇.短语和句型. 4.掌握现在进行时的被动语态. ◆

难点

1.较长句子成分的划分及意义的理解.

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2.如何能就课文内容完成一些开放性的话题讨论.延伸与拓展性写作------即表达自己对于动物保护的看法并提出建议. 教学设想

本单元共分为如下部分. Period 1：

Warming Up & Reading--Pre-reading

Period 2 & 3：Reading--Language Points Period 4：

Using Language—Reading

Period 5 : Grammar: The present progressive passive voice. Period 6 : Writing—How to write a letter

Period 5 : Grammar: The present progressive passive voice. 教学目标【Teaching Goals】

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【Three Dimensional Targets】三维目标

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【Knowledge & Skills】知识与技能

(1) Get students to know about the present progressive passive voice. (2) Let students learn the use of the present progressive passive voice. (3) Enable students to use the present progressive passive voice.

◆ 【Process & Methods】过程与方法

--By asking, answering, summarizing, discussing, making up sentences, etc.,

develop students’ ability in analyzing, discovering and solving problems by themselves. ◆ 【Emotion & Attitudes & Values】情感、态度与价值观

-- Develop students’ self-learning ability in analyzing, discovering and solving problems by themselves. -- Get students to become interested in grammar learning. -- Develop students’ sense of group cooperation.

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【Keys & Difficulties】重点和难点

◆Enable students to use the present progressive passive voice correctly and properly .

现在进行时的被动语态 现在进行时被动语态表示说话时或现阶段某个被动的动作正在进行, 谓语动词的形式为―am / is / are + being+ done‖。 否定式为―am / is / are + not + being +done‖ 疑问式为―am / is / are + 主语 + being +done‖ The car is being repaired. She is being examined by a doctor. Some animals are not being protected well enough. Is this bridge being repaired now? ★【Teaching Process】教学过程

Step 1.

RevisionRead and translate Words and expressions: in relief, burst into laughter, die out, protect...from, the importance of, long to do, without mercy, so that, do harm to, as a result, in peace, in danger pay attention to, come into being, according to,

Step 2. Warming up

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Look at the picture and answer. Look! What are we doing?

You are making dumplings. Dumplings are being made by you Step 3.

Learning the use of the present progressive passive voice.

1.Compare two sentences and do a small conclusion: “三变”: 主语、宾语、谓语

(1).原句主语变为by短语;(2).宾语变为主语;(3).谓语由主动are making变为被动are being made

“三不变”(1),原句意思不变;(2).原句时态不变;(3). 原句主谓宾以外成分不变。

We are making

delicious dumplings. →Delicious dumplings are being made by us.

2. Do some changing. Change fives active voice of sentences into passive voice

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The structure of present continuous passive voice2.--

Learn the grammar points by themselves or in groups.

现在进行时的被动语态

肯定形式：

affirmative sentence

主语+ am/is/are＋being＋过去分词

Eg: The house is being painted. 房子正在被粉刷。

否定形式:negative sentence

主语+ am/is/are＋not＋being＋过去分词

Eg: The trees are not being watered. 一般疑问形式:general question

Am/Is/Are＋主语＋being＋过去分词？

Eg: Am I being watched over? 特殊疑问句的形式: special question

特殊疑问词+am/is/are＋主语＋being＋过去分词？

Eg: How many bridges are being built in the village? Fill in the blanks with correct forms 4.

The usages of present progressive passive voice 表示现在正在进行的被动动作。

通常我们会看到Now, listen, look等时,需要被动时，我们就会用主语+is/am/are being done现在进行时被动语态表示此时此刻某事正在被做。主语是动作的承受着，即受动者。

(1).表示此刻正在进行的被动动作。 A building is being built now.

(2).表示现阶段正在进行的被动动作，但此动作不一定在此时此刻发生。 The habitat of the panda is being studied at present. (3).表示一种习惯的被动行为，常与always, constantly，often等词连用，表示有赞赏、羡慕、讨厌等感情色彩。I feel very surprised that the window of our classroom is often being broken. 我感到非常吃惊的是我们教室的那扇窗户经常被打破。

(4) 与某些情态动词连用，表示对正在发生的动作的推测。

Jim may be being interviewed by the reporters at the very moment.吉姆此刻可能正在被记者们采访。

[名师点津]

(1)stay, love, have, want, belong to等一般不用于现在进行时的被动语态。

(2)“be＋under/in等介词＋名词”结构可用来表示现在进行时的被动语态的含义。

The telephone is in use. ＝

The telephone is being used.

电话正在使用中。

Step 4. Practice & Consolidation --Finish Grammar Exercise.

1.Look at pictures and fill in the blanks with correct forms. 2.Find the mistakes and correct them.

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3. Emotional education. Use the structure of the present progressive passive voice to describe the pictures which show the present situation of our animals and earth. 4. A piece of good news that new laws have been made to protect our environment and animals and animals and environment are being well protected.

Step 5. Homework 1. Try to use the present progressive passive voice to describe why we need to protect our environment. (50-80) 2. What should we do to protect animals and environment? (Think out at least three ideas/measures or three pieces of advice) 【Teaching Feedback】教学反馈

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