资源简介

Unit 2 Wildlife Protection
Discovering Useful Structures 教案
教材分析：
本单元围绕野生动物保护的主题语境展开，内容涉及濒临灭绝的野生动物的生存现状。本课时主要为语法内容，重点在于让学生理解和学习现在进行时的被动语态的表达，重点语法在于掌握现在进行时被动语态肯定形式、否定形式、一般疑问形式和特殊疑问形式的表达；重点表达方式涉及与湿地相关词汇，如kangaroo, deer, net, reduce, due, neighbourhood, insect等；并适当涉猎提建议方面的表达。本文的价值取向在于学生通过学习，加深对于野生动物和湿地环境的了解，从而增强保护野生动物的意识。
教学策略与设计说明：
采用PPP教学法(Presentation Practice Production)，结合本课时知识要点，先让学生找到前文包含现在进行时被动语态的句子，一起总结相关语法规则，进行系统学习，然后进行现在进行时被动语态相关的练习，最后基于Liu Tao对家乡湿地的担忧展开活动，达到教学目标。
采用情境教学法(Situational teaching method), 借助多媒体设备，创设保护野生动物的主题情境，引导学生进入情境，在情境中完成教学。
教学目标：
在本课学习结束时，学生能够：
语言能力上，通过回忆前文句型，学习和归纳现在进行时的被动语态这一语法要点；掌握提建议相关的语言表达。
思维品质上，在学习的过程中提升自身归纳总结能力，辩证思考环境变化的结果。
文化意识上，进一步了解湿地发展现状，对此提出可行的应对措施，提高保护生态环境和野生动物的责任感。
学习能力上，学会自主总结归纳语法规则，掌握提建议的方式。
教学重点：
通过回忆前文句型，在语境中学习和归纳现在进行时的被动语态这一语法要点。
教学难点：
学会自主总结归纳语法规则，掌握提建议的方式。
教学资源：
教材、多媒体课件、黑板与粉笔。
教学过程：
步骤 教学活动 设计意图 时间与模式
Step 1 Lead-in: Review: T presents some sentences and asks Ss to fill in the blanks in them with correct forms. Suggested answers: 1.are being hunted 2.is being done 3.are being killed 4.are being cut 通过复习上节课课文相关句型灵活引入本课时语法知识：现在进行时的被动语态。 4’ CW
Step 2 Underline and analyse: Before answer questions, T explains present continues passive voice simply. T asks Ss to look at the sentences below and underline the present continuous passive voice in the sentences and discuss its function. After answering questions, T asks Ss to rewrite the sentences to active sentences, in that way, Ss can understand the differences between passive and active better. 灵活分析题目要求，引出present continues passive voice的组成特点，帮助学生更好地理解现在进行时被动语态，以及被动与主动的区别。 3’ CW/GW
Step 3 Review: T guides Ss to summarize the structures of present continuous passive voice and then learn them together. 学生在老师提示下自主总结现在进行时被动语态的结构，充分发挥学生自主性。 4’ CW/IW
Step 4 Practice: T asks Ss to choose the suitable verb forms for the following sentences. Suggested answers: working/being painted being written being attacked being watched hunting/being hunted reduced 进一步深化语法学习，提高学生对现在进行时被动语态的掌握能力。 5’ IW
Step 5 Analyse: T presents more rules about present continuous passive voice and Ss learn them systematically. 结合前面所学，学习更多现在进行时被动语态相关语法规则，使学生语法体系系统化。 4’ CW
Step 6 Word study： T teaches new words from what Ss have learnt in the lesson. 学习本课时重点词汇及其相关词组表达。提高学生语言能力以及对于单元主题的理解。 5’ CW
Step 7 Fill in the table: Liu Tao would like to express his concern over the wetland in his hometown. T asks Ss to help him finish the passage with the present continuous passive voice of the verbs in brackets. Lead in the condition wetland, In the meantime, T reminds Ss to focus on the main ideas in the paragraph as well, say the changes of wildlife, habitat, environment, pollution and so on. Suggested answers: are being caught are being sold are being killed is being destroyed are being covered is being polluted 引入Liu Tao的困扰语境，将学生带入真实语境中来，以便开展下一步提建议相关表达的学习。 10’ CW
Step 8 Discussion: After reading the concerns of Liu Tao, T asks Ss to discuss with their partners and give some suggestions for Liu Tao. Tips: when Ss organise their ideas, T need to remind the logic structure say statement – reasons – examples – solutions. 结合Liu Tao的问题给他提出相关建议，学习提建议相关表达。 5’ GW/CW
Step 9 Further discussion： T asks Ss to further discuss questions. Ss need to focus on something that is happening surroundings. 重复练习上一环节对于野生物种的讨论，从变化和解决办法出发。将重点放在周边环境，提高文化认同。 4’ GW
Step 10 Homework: Describe some volunteering activities for wildlife. And give some suggestions to develop volunteering. Ss can complete the homework by writing or giving short speech. 针对本节课学习主题，提高调查研究学习能力，结合志愿者活动，增加学生对于保护野生物种重要性的了解。 1’ IW
备注：
Ss: Students T: Teacher
IW: Individual work GW: Group work CW: Class work
教学反思
通过本节内容学习，学生是否掌握现在进行时被动语态，把握材料大意；
通过本节内容学习，学生能否掌握自主归纳总结语法规则的能力和提建议能力。

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