Learning about Languageppt配用优秀获奖教案

Book 2 Unit 4 Wildlife Protection Grammar The Present Continuous Passive Voice 教学设计

授课班级：

高一9 班

执教人：谢洁琳

2019/1/3

主题语境：Wildlife Protection 授课时长：一课时(40分钟) 文本分析

本课是本单元的语法学习课，该部分的练习分为三个层次。第一层是“发现/认识形式”，通过让学生在课文中寻找含有现在进行时被动语态结构的句子来认识其构成，并发现和总结这个结构与其他结构的不同之处；第二层是句式运用，学生通过对问题的回答来运用现在进行时被动语态的结构，这个练习采用了“脚手架（scaffolding）”的方式来帮助学生完成回答，即逐步减少句子形式上的信息。第三层是应用实践活动，为学生提供进一步在语境中运用目标语法结构的机会，学生通过回答若干个生活中常见的情景，进一步加强对现在进行时被动语态的实际运用能力。三个练习活动紧密相连，层层递进，符合学生的认知规律，有利于提高学生独立运用语言的能力。

学情分析

所任教学生是广州市第六组生源的高一年级的学生，本班学生英语基础总体欠扎实，词汇量偏少，语法基础薄弱，学科自信心不足，性格较内敛，但学习态度较认真。学生在初中已经学习了被动语态的构成和用法，包含一般现在时和一般过去时的被动语态，在之前的单元也学习了一般将来时被动语态和现在完成时被动语态，但对本节课要学习的现在进行时被动语态仍比较陌生，特别是对其使用的具体语境缺乏认识，对现在进行时被动语态的形式和功能意义的理解尚浅，对学生而言运用所学语法项目进行交流表达是挑战。

教学目标

在本课学习结束时，学生能够：

1.

认识和理解现在进行时被动语态的结构和意义；

2.

在具体语境中适当运用现在进行时被动语态；

3.

运用现在进行时被动语态进行有意义的表达。

教学重点

在具体语境中适当运用现在进行时被动语态。

教学难点

运用现在进行时被动语态进行有意义的表达。

教学资源

教材、多媒体课件、学案、黑板和粉笔。

教学过程

步骤

教学活动

设计意图

互动时间&模

1

式

Step 1 T ask Ss Q to attract Ss attention on the target Lead in

language structure. Q:Tibetan antelopes are being killed, why? They are being killed for the wool to make sweater for people.

结合本单元话题，利用提问的方式引出本节课的目标语法现在进行时被动语态，让学生在交际语境中初步感知目标语法项目。

通过让学生在阅读课文中找出含有现在进行时被动语态结构的句子，旨在能以主题语篇为依托进一步加深对该结构的感知和认识，并引导学生通过观察，分析，归纳出它的结构和用法，实现语言形式和意义更进一步的融合。

以现在进行时主动语态作为基础，引导学生通过转化练习，逐步加深学生对该结构和所使用语境的感知和理解。遵循学生认知规律，从学生已知的现在进行时主动语态过渡到新学习的被动语态，让学生易于接受。

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IW CW

Step 2

T direct Ss to find out sentences using be being done from the text. 1.We are being killed for the wool beneath our stomachs. 2.Our fur is being used to make sweaters for people like you. 3.I wonder what is being done to help you. 4.So good things are being done here to save local wildlife. T direct the Ss to think about how the present

continuous passive voice should be used and share their ideas in class. T direct Ss’ to change the sentences using active voice into passive voice. 1/.Scientists are studying the Tibetan Antelope.

__________________________________________ 2/.The WWF is taking measures to protect the endangered species.

__________________________________________ 3/.The government is encouraging people to take part in the wildlife protection .

__________________________________________4/.Farmers are destroying the habitat of some endangered animals .

__________________________________________

6’

IW CW

Step 3 7’

IW CW

Step 4 T direct Ss to finish a short passage about wildlife 基于保护野生动植protection. 物主题语境，让学生After learning , I know more about the importance of 利用现在进行时被wildlife protection. Many animals and plants are in 动语态结构完成语danger now. Fortunately, many things are being done

篇短文填空，引导学2 6’

IW GW CW

to protect them these days. More trees 生在语篇运用中逐__________________________(plant) while rivers 步加深对该结构的______________________(clean) . Habitats of some 理解和内化，也为下endangered animals 一个活动——运用______________________(protect) . Besides, new 目标语法项目进行laws about wildlife protection ____________(make).

口头交流表达做铺Anyhow, protecting wildlife is protecting ourselves.

垫，提高学生保护野

生动植物的意识的T encourage Ss to discuss their answers in pairs and 同时让学生感悟人then check the answer in class. 与自然和谐共存的

重要性。

Step 5 T direct Ss to answer some Qs using the present continuous passive voice and invite Ss to share their answers in pairs. Eg. Who is studying the rhino? (some scientists) The rhino is being studied by some scientists. 1/. Who is protecting the African elephant? (the WWF ) The African elephant is __________________________________________ 2/. Who is killing the whales? (the Japanese fishermen) The whales are_____________________________ 3/. Who is taking photos of the panda? (tourists) The panda _________________________________ 4/. What is being done for the endangered species? (protected by government) They

____________________________ 5/. Why is the Tibetan antelope being hunted?

(for the fur to make sweater) The Tibetan antelope

__________________________________________ 6/. What is being done to the millipede insects?

(used to make drug to protect people from mosquitoes) They _____________________________________ T direct Ss to work in pairs and discuss what they should do in the following situations.

Example: S1: What should you do if your pet dog is being attacked ? S2: If my pet dog is being attacked, I should protect it . 1/. What should you do if you are being followed by 3 引导学生运用现在进行时被动语态，以与同伴合作的学习方式，进行书面和口头表达。通过前面活动的铺垫，以及所给提示，围绕本单元主题，让学生运用所学进行交际表达，促使学生在运用中生成和学习，并进一步加深对目标语法结构的理解和内化，提高学生的语言运用能力。

8’

IW GW CW Step 6

创设运用语境，引导学生根据自身实际运用目标语法项目进行有意义的交流。让学生在运用中学习，进一步加深对该用法的理解和内化，提高学生的语言运9’

IW GW CW

a stranger? If I am being followed by a stranger, I should ___________________________ 2/ What should you do if your friend is being laughed at? If my friend is being _____________, I should______________________ 3/. What should you do , if your are being asked difficult questions? If I am ___________________, I should __________________________ 4/. What should you do if you are being run after by a dog? If

I _____________________, I should __________________________ 5/. What should you do if your are being bitten by mosquitoes? If___________________________, ______________________________.

Step 7 Homework

Go over the lesson after the class and finish Ex. 1 & 2 on page 64 in Ss’ workbook. 用能力。

巩固课内所学，延续语篇主题，利用课后练习进一步夯实学生现在进行时被动语态的语言知识，通过更多样的练习形式，进一步提高学生的语言运用能力。练习语篇既提供了运用目标语法结构的语境，也包含了部分与主题相关的重要的表达方式，有助于深化学生对单元主题和相关语法结构的理解。

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IW

Blackboard Design The present continuous passive voice

Be being done

教学反思：备课时需从学生的视角来考虑问题，要设计符合学生认知规律的一系列学习活动。

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学生的学习往往是先从感知开始的，通过不断的输入和活动，通过一系列的观察，分析，比较进而发现，归纳，理解和阐释，乃至运用和表达。与成人的视角不同，成人更多地趋于理性和讲究实效性，但不一定符合学生的认知规律。教师要努力做的是为促进学生的发展而做引导，不能替代学生总结，替代学生思考，替代学生回答。在课堂把控方面能力有待提升，与学生的互动，激发学生是思考方面仍需努力加强，要做到及时地调整课堂的节奏和把握住课堂随时的生成，并适当处理从而引导课堂走向更高效，更有深度和广度。使语法课不再是单纯的传授语言知识，同时也使培养学生思维和学习能力的过程，能促进学生的学科核心素养的提升。

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