Using LanguageⅠ优秀公开课教案

Wildlife Protection Grammar and writing

教学目标

Know how to use “be being done”.

1、知识与能力：①Learn about the form and meaning of “be being done”

②Use the structure “be being done” in dialogues and compositions

2、过程与方法

⑴教学方法：Explaining and practice. Students-centered approach & Task-based teaching and learning

⑵学法指导Co-operative learning; observing and practicing

情感态度与价值观

①

Help Ss understand the importance of the wildlife protection and make them be more active in helping wildlife. ② Develop Ss’ sense of cooperative learning.

教学重点分析

① To help Ss understand the structure ②

To improve Ss’ ability of writing.

教学难点分析

Help Ss use this structure in their compositions

教学过程

Step 1. Lead-in

Task 1:Go over some sentences in the text. Are you familiar with these sentences? Observe the structure. 1. We _______________for the wool beneath our stomachs. (Line 9, kill) 2. Our fur ____________to make sweaters for people like you. (L10, use) 3. I wonder what ____________to help you. (L12, do) 4. So good things ______________here to save local wildlife. (L25, do)

(目的：语法课是学生感觉最难的课型，以学过的熟悉句子导入消除学生陌生感，增加亲切

感。)

Task 2：Ss and T find the structure together: form and meaning. Be(is/am/are) being done. ……正在被做

Task 3: Using the structure “be being done”

Use in dialogues. --Can I use _______________ ? -- Sorry, but ______________________ ______________. 1. telephone– repair—some workers 2. bike --- repair ---my father 3. computer--- use--Tom 4. TV----watch --my family

Use in passages. Several years ago, people were not aware of the (important)of environmental protection. They cut trees, poured wastes into rivers and even killed animals mercy. As a result, some areas became desert; rivers were (pollute). What's worse, some species died . But now people change their attitude nature. They take (measure) to protect their environment. Trees (plant); rivers (clean) and animals (protect) by some organizations. With people's efforts, they will have a (good) world in the near future.

(目的：操练内容由已学到生活；操练形式由句子到对话，由对话到段落，逐层加深，符合认知规律，便于于学生接受。)

Task 4：Preparation for the composition. Give some words and phrases which Ss may use in their compositions. 保护（n）——

污染（v）——

重要性（n）——

影响（v）——

对……的态度——

在……危险之中——

危害（v）——

雾霾（n）——

采取措施做——

残忍地（mercy短语）——

(目的：为了帮助学生更好地把所学语法应用于写作，排除学生可能的生词干扰。)

作业

write a composition using “is/ am /are being done”

about 100 words title——wildlife protection 课后反思

由于高一学生词汇、短语积累有限，所以把语法应用于写作还是有一定难度。在学生写作之前应该做大量的准备：词汇，句型，词语组织等等。由于课堂时间有限，这些准备还不够充分。