Using LanguageⅠ名师教学设计2

教学设计

课题名称

Wildlife Protection-Grammar -the Present Progressive Passive Voice 科目

英语

教学对高一（上）

授课者

罗小红

象

课时

1课时

(40分钟) I、Teaching Ideology The current theory view grammar teaching as a method of cultivating communicating ability instead of teaching the grammar itself, and it is a kind of a tool or resource to understand or express language. As an English teacher, we should focus more on how to efficiently improve the grammar awareness of the learners to perfectly balance between learning through language and learning about language. Based on this understanding, teaching grammar in the classroom is divided in three stages in which the examples, rules and practices techniques integrated to help the language acquisition of students. II、Teaching Material and Learning Condition The analysis of teaching material The teaching material is the grammar part from NSEFC Book 2, Unit 4. The topic of this unit is wildlife protection. And the grammar in this unit is the Present Progressive Passive Voice.

The analysis of learning condition The students are from grade1 in senior high school. As high school students, they have achieved certain English level and they have the ability to get the basic idea of the Passive Voice. Since they are in grade1, they are easily activated and want to air their own opinions on the topic.

They have learned the present progressive tense and the passive voice, but they may not know the present progressive passive voice. Moreover, their vocabulary is limited so they may have difficulties in understanding some sentences.

III、Learning Objectives 1．Ability objectives Get and use the rules of the Present Progressive Passive Voice in the form of single and plural in different context correctly with the aid of the pictures and several learning activities.

Cultivate the group work spirit. 2. Emotional objectives Create the sense of protecting the wild animals. IV 、Language Focuses and Anticipated Difficulties Language Focuses Get the students to master the structure and usages of the Present Progressive Passive Voice. Anticipated Difficulties Enable the students to learn how to use the Present Progressive Passive Voice in daily life correctly and know when to use the structure. V、Teaching Method Task-based Teaching Method Inductive Approach

1 / 6

Cooperative and Inquiry Learning

VI、Teaching Aids Multimedia Devices

PPT Documents:

Three different color envelopes VII、Teaching Procedure Teaching Teacher’s

Process Activity 1.

Self-introduction and greeting. Lead-in T:

Today I’m the new English

5 minutes teacher here and I want to be your friend, will you make friends with me? 2.

Share some cute and lovely pictures of animals with students. T: Since we are friends now, I will introduce more of my friends to all of you. Do you want to meet them? T: The pandas like eating bamboos, the seal walks like this(teacher show how the seal walks), the rhinos have sharp horns and the pelican likes eating fish.

3.

Share bleeding pictures of the same animals as above. T:

But something terrible happened to my friends. See!

4.

Show a video about what happened to the poor animals. T: What happened to my friends? The story goes like this. Students’ Activity Greet the teacher. Ss: Yes. Teaching Purpose 拉近与学生的距离。

Look at the pictures and think about what happened to the animals. Ss: Yes. 展示4种动物可爱的和被残忍伤害的等截然不同风格的8张图片形成强烈反差引起学生思考发生在动物身上的事情，迅速调动学生的情绪并让学生进入教师设定的教学情境中去。

让学生更快、更进一步融入到教师所创设的保护动物的情境中。展示的视频中对歌词进行修改，增加被动语态结构歌词同时展现。目的是让学生在观看影片的同时感知被动语态的用法。体现“做中学”的教学理念。

5.

Ask the feeling of the students Share their feelings 让保护动物的情绪始终牵after the video. with the teacher 动学生，学生一直不会脱离and their 教师所创设的情境，即保护T : What is your feeling now? classmates. 野生动物。用情境带动学生感知目标语法。

Ss: Sad/sorry/angry.

2 / 6

Watch the video.

6.

Show two pictures from the

video to lead in the Passive Voice structure. T: Why we feel sad and sorry to the animals? Because Their hope is torn apart.

Their dreams are turned to shames. Get the learning aims.

1 minute Group

the students into six. Show the learning aims. T:

As a human being, as your teacher, I feel ashamed and I do want to help my friends, will you help me protect the animals? T:

How can we protect the animals? Show pictures of envelopes. T: I have divided you into six groups and between each group we will have a competition. If you get the answers of my questions, you will get one or more envelopes. Who group gets the most envelope s will be the winner and get the big surprise. Do you want to get the surprise? Please try your best to fight for the envelopes and you can’t open the envelopes until asked. Ss: Yes. 用视频中截取的两张图片（视频中有增加被动语态歌词的图片）引入学生所学一般现在时被动语态结构be + done。视频中的图片引入目的是让学生始终没有脱离教师所创设的情境，在统一的情境中感知语法，更形象生动,使得最终现在进行时被动语态结构产出更水到渠成。

在创设的自然的情境中让学生明白本节课的学习目标，学习条理更清晰明了。

Get the idea of how we group each other and how to get the award. Ss: Yes! Finding

the Rule

学生明确本节课分组和奖励规则。信封是学生回答问题的奖励，创意答案可多得信封。信封的设置是为了增强学生的小组探究合作学习意识，让学生明白小组探究合作学习的重要性，合作学习比独立学习能更好地解决学习问题。

学生不能提前打开信封直到老师要求是因为信封内装有钱、动物图片和保护动物的建议，都与本节课内容相关联，且与小组评价机制联系，也为最后产出采访环节作知识和策略铺垫。（信封内的图片是最后环节Interview and Record学生分组采访的主题，建议是辅助学生采访他人时保护动物话题的提示。）

Show two pictures and some Make two 学生感知语法规则并模仿words and phrases and ask the sentences with the 造句，目的是让学生在老师students to make a whole sentence structure. 创设的情境的指引下感知like the examples, using the words Ss: Yes! 语法规则，从例句中模仿并and phrases given. 造句，且有图片作引导（图

3 / 6

Activity One

T:

Are you ready for the competition?

T: Here comes your first chance! Show two sentences of the 3P structure. T: Here we have two sentences, read them and fill in the blank. 1.

Humans are hunting the whales. 2.

The whales _______ by humans now. T: If we put the two structures together, what can we get? T: So in the blank, what can we get? Think and get the answer to fill in the blank.

Ss: Be being done. Ss:

Are being hunted. Studying the Rule

Activity Two 1.

Listen to another story of the Listen to the radio animals. and fill in the T: We have seen many stories blank. about the poor animals, now we will listen to another story of them. Please pay attention, we have only one chance to listen to the story. 2.

Teach the students the words antelope and WWF. 3.

Check the answer. If they know the T: I will number one、two、three, answer, they will if you know the answer, please raise their hands. put up your hands. Think the question Studying Match and Translate the Rule

T: I hope all of you have mastered for a while and ask the structure, haven’t you?

the group members

片依然是在引入视频中截取的有代表性的动物被伤害的情境）。图片的作用是让学生在连续的情境中感知语法规则，用情境引领学生，即“做中学，学中用”。

学生通过老师的指引去发现两个句子的语法规则，即主语和宾语位置互换得到主动句和被动句。老师通过板书展示学生语法结构得来过程。

be + doing be + done

be being done (学生推导) 通过思维导图的形式让学生自然产出本节课的目标语法结构，用学生的旧知一步一步水到渠成地带出新知。

让学生在听力中再次强化该语法规则，并且让学生填写出所听到的目标语法结构的单、复数形式，给学生进一步印象。学生在此处可以更好的理解不同语境中的单、复数形式的运用，即“用中学”。

学生在图片和音频的辅助中学会两个目标单词的读音和意义，更形象易记。

让学生举手的目的是检验有多少学生在听力中听到6个问题的答案。如果学生过手情况不好，再安排学生每句话单独精听的环节，既检测了学生的过手情况，也训练了学生的听力技巧，学生能学会听力精听和泛听的技巧。

最终检测学生语法规则过手情况。连线是为了让学生再次学习语法结构，翻译是

4 / 6

Activity Three Group Evaluation Then we will do a match and for help translation. necessary. 1.

Count the numbers of the envelopes in each group and decide who the winner is and congratulate them. T: Now we will check which group gets the most envelopes. Group leaders give me your numbers of the envelopes. 2.

Ask the students to open the envelopes. T: Now you can open your envelopes and get the surprise I have prepared for you. Applying Interview and Record the Rule

T:

We all have got a picture of animals and from the picture we

can see they are poor and need our

help. But how can we help them?

I hope all of you can write down

your own ideas and interview

others to have more suggestions.

You have one minute to get your

own idea and two minutes to Activity interview another one group Four member within two minutes, then record his or her idea. Please use the sentence structure What should you do if the animals are being…?

If the animals are being …, I should…

T: You all have done a good job.

With your suggestions to help the

wild animals, they will have a

better future. Although the whales

are being hunted now, although

the seal is being attacked now,

although the rhino horns are being

cut down now, although the

Summary pelican is being hurt now, with

when 让学生明白为什么及何时使用现在进行时的被动语态结构，即解决学生实际的“语用”问题。

Open all their 对小组评价是为了将学生envelopes and see 的思维带入信封的内容上，what’s inside.

为下一活动环节作铺垫。（解密信封的内容即钱、动物组图、保护动物建议，让学生得到下一活动的讨论内容和保护动物的建议。）

1、

Write down their own ideas in one minute. 2、

Interview one classmate in another group and record his or her idea. 3. Show their interviews and ideas. 1、学生一分钟内写下自己关于保护动物的建议和两分钟内采访别人的观点是让学生将所学语法结构运用到实际生活中，明白如何及何时使用该语法。学生通过自己思考和采访他人的过程中进行思维碰撞得出新的观点。

2、学生在采访和记录的过程中训练了听、说、写的语用能力。

目的是让学生在各个教学环节中始终带着保护动物的情绪，自然而然思考出保护动物的切实建议，增强保护动物的的意识，呼吁身边所有的人保护野生动物。

5 / 6

your love, they will be better. Because love can bear all things, love can believe all things, love can hope all things and love never fails. 训练学生写作技能。

HomeworMake a hand-written newspaper

with group members to call on k people to protect the animals. Boys and girls, today I really

Class Evaluatioappreciate what you have done to help the animals, to me and to all n yourselves. You are the best students for me, I feel it an honor to work with all of you. Thank you very much!

学生从语法规则的学习过BlackboaWildlife Protection-Grammar 渡到语法规则的实际语用。rd Design The Present Progressive Passive Voice 通过思维导图的形式一步

步产出目标语法规则的同

1、be + doing 时解决课堂统一情境中的实际语用问题。

be + done

be being done

2、What should you do if … be being done?

be + doing

be + done

If the animals be being done, I should…

Reflection 教学环节中对学生思维的训练力度和小组探究合作学习的实际操作效果还需反思和优化。

6 / 6