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視頻標簽：Wildlife,Protection
所屬欄目：高中英語優質課視頻
視頻課題：高中英語人教版必修2 Book2 Wildlife Protection-Grammar重慶
教學設計、課堂實錄及教案：高中英語人教版必修2 Book2 Wildlife Protection-Grammar重慶市江津第八中學校
教學設計
課題名稱
Wildlife Protection-Grammar
-the Present Progressive Passive Voice
科目 英語 教學對象
高一（上） 課時 1課時 (40分鐘)
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
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Cooperative and Inquiry Learning VI、Teaching Aids Multimedia Devices PPT Documents:
Three different color envelopes VII、Teaching Procedure Teaching Process Teacher’s Activity
Students’ Activity Teaching Purpose
Lead-in
5 minutes 1. Self-introduction and greeting. T: Today I’m the new English teacher here and I want to be your
friend, will you make friends with me?
Greet the teacher. Ss: Yes.
拉近與學生的距離。
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.
Look at the pictures and think about what happened to the animals. Ss: Yes.
展示4種動物可愛的和被殘忍傷害的等截然不同風格的8張圖片形成強烈反差引起學生思考發生在動物身上的事情，迅速調動學生的情緒并讓學生進入教師設定的教學情境中去。
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.
Watch the video.
讓學生更快、更進一步融入到教師所創設的保護動物的情境中。展示的視頻中對歌詞進行修改，增加被動語態結構歌詞同時展現。目的是讓學生在觀看影片的同時感知被動語態的用法。體現“做中學”的教學理念。
5. Ask the feeling of the students after the video. T : What is your feeling now?
Share their feelings with the teacher and their classmates. Ss:
Sad/sorry/angry.
讓保護動物的情緒始終牽
動學生，學生一直不會脫離
教師所創設的情境，即保護野生動物。用情境帶動學生
感知目標語法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.
用視頻中截取的兩張圖片（視頻中有增加被動語態歌詞的圖片）引入學生所學一般現在時被動語態結構be + done。視頻中的圖片引入目的是讓學生始終沒有脫離教師所創設的情境，在統一的情境中感知語法，更形象生動,使得最終現在進行時被動語態結構產出更水到渠成。
Get the learning aims.
1 minute
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?
Ss: Yes.
在創設的自然的情境中讓學生明白本節課的學習目標，學習條理更清晰明了。
T: How can we protect the animals?
Group the
students into six.
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.
Get the idea of how
we group each other and how to get the award. Ss: Yes!
學生明確本節課分組和獎勵規則。信封是學生回答問題的獎勵，創意答案可多得信封。信封的設置是為了增強學生的小組探究合作學習意識，讓學生明白小組探究合作學習的重要性，合作學習比獨立學習能更好地解決學習問題。
學生不能提前打開信封直到老師要求是因為信封內裝有錢、動物圖片和保護動物的建議，都與本節課內容相關聯，且與小組評價機制聯系，也為最后產出采訪環節作知識和策略鋪墊。（信封內的圖片是最后環節Interview and Record學生分組采訪的主題，建議是輔助學生采訪他人時保護動物話題的提示。）
Finding the Rule
Show two pictures and some words and phrases and ask the students to make a whole sentence like the examples, using the words and phrases given. Make two sentences with the structure. Ss: Yes! 學生感知語法規則并模仿造句，目的是讓學生在老師創設的情境的指引下感知語法規則，從例句中模仿并造句，且有圖片作引導（圖
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Activity One
T: Are you ready for the competition?
T: Here comes your first chance!
片依然是在引入視頻中截
取的有代表性的動物被傷害的情境）。圖片的作用是讓學生在連續的情境中感知語法規則，用情境引領學生，即“做中學，學中用”。 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.
學生通過老師的指引去發現兩個句子的語法規則，即主語和賓語位置互換得到主動句和被動句。老師通過板書展示學生語法結構得來過程。 be + doing
be + done
be being done (學生推導) 通過思維導圖的形式讓學生自然產出本節課的目標語法結構，用學生的舊知一步一步水到渠成地帶出新知。
Studying the Rule
Activity Two
1. Listen to another story of the animals. T: We have seen many stories 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. Listen to the radio
and fill in the blank. 讓學生在聽力中再次強化該語法規則，并且讓學生填寫出所聽到的目標語法結構的單、復數形式，給學生進一步印象。學生在此處可以更好的理解不同語境中的單、復數形式的運用，即“用中學”。
學生在圖片和音頻的輔助中學會兩個目標單詞的讀音和意義，更形象易記。 3. Check the answer. T: I will number one、two、three, if you know the answer, please put up your hands.
If they know the answer, they will raise their hands. 讓學生舉手的目的是檢驗有多少學生在聽力中聽到6個問題的答案。如果學生過手情況不好，再安排學生每句話單獨精聽的環節，既檢測了學生的過手情況，也訓練了學生的聽力技巧，學生能學會聽力精聽和泛聽的技巧。
Studying the Rule
Match and Translate
T: I hope all of you have mastered the structure, haven’t you? Think the question for a while and ask
the group members 最終檢測學生語法規則過手情況。連線是為了讓學生再次學習語法結構，翻譯是
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Activity Three Then we will do a match and translation. for help when necessary.
讓學生明白為什么及何時
使用現在進行時的被動語態結構，即解決學生實際的“語用”問題。
Group Evaluation
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.
Open all their envelopes and see what’s inside. 對小組評價是為了將學生的思維帶入信封的內容上，為下一活動環節作鋪墊。
（解密信封的內容即錢、動物組圖、保護動物建議，讓學生得到下一活動的討論內容和保護動物的建議。）
Applying the Rule
Activity
Four
Interview and Record
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 interview another one group 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…
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、學生一分鐘內寫下自己關于保護動物的建議和兩分鐘內采訪別人的觀點是讓學生將所學語法結構運用到實際生活中，明白如何及何時使用該語法。學生通過自己思考和采訪他人的過程中進行思維碰撞得出新的觀點。
2、學生在采訪和記錄的過程中訓練了聽、說、寫的語用能力。
Summary 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 pelican is being hurt now, with
目的是讓學生在各個教學環節中始終帶著保護動物的情緒，自然而然思考出保護動物的切實建議，增強保護動物的的意識，呼吁身邊所有的人保護野生動物。
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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.
Homework
Make a hand-written newspaper with group members to call on people to protect the animals.
訓練學生寫作技能。 Class
Evaluation
Boys and girls, today I really appreciate what you have done to
help the animals, to me and to all yourselves. You are the best students for me, I feel it an honor to work with all of you. Thank you very much!
Blackboard Design Wildlife Protection-Grammar
The Present Progressive Passive Voice
1、be + doing 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…
學生從語法規則的學習過渡到語法規則的實際語用。通過思維導圖的形式一步步產出目標語法規則的同時解決課堂統一情境中的
實際語用問題。
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