人教版 (2019)必修 第二册Unit 2 Wildlife protection教学设计

这是一份人教版 (2019)必修 第二册Unit 2 Wildlife protection教学设计，共5页。教案主要包含了设计意图等内容，欢迎下载使用。

Reprt an nging event
主题语境:人与自然
主题群:自然生态
子主题:人与动植物
语篇类型:文字、练习
文本分析:
本节课设计了四个活动:第一个活动为认知现在进行时的被动语态结构，并从本单元找出含有现在进行时的被动语态的句子，从而总结现在进行时的被动语态的结构及意义;第二个活动为6个区分现在进行时和现在进行时的被动语态的句子;第三个活动为关于刘涛家乡湿地环境变 化的语段;第四个活动为关于保护动植物的话题。通过上面的活动，旨在让学生学习理解本单元的语法—现在进行时的被动语态，将语法学习融人主题意义探究的过程中，提高学生语言学习的能力以及发展学生的语言思维能力。同时，在语境中呈现、学习、应用语言表达功能，提高 语言使用的得体性以及实现语言的语用功能。
课时目标
1.在谈论环境及动植物保护的语境中学习现在进行时的被动语态。
2.提高语法的实践运用能力。
重点难点
重点:
对现在进行时的被动语态的理解。
难点:
使用现在进行时的被动语态恰当的谈论如何保护动植物。
教学准备
教师准备:
现在进行时的被动语态的相关练习
学生准备:
预习现在进行时的被动语态的用法。
教学过程
Step I 学习理解
活动一:识别时态(SB, P18, Part 1)
1. Review the present cntinuus tense and the passive vice.
(1)现在进行时的构成:be+ v.-ing。
I am ding my hmewrk.
(2)被动语态的构成:be+v.-ed(过去分词）（由by引出动作的发出者）。
The schl is built by the gvernment.
2. Underline the present cntinuus passive vice in the fllwing sentences.
(1) We’re being killed fr the wl beneath ur stmach.
(2) Our fur is being used t make sweaters fr peple like yu.
(3) S gd things are being dne here t save lcal wildlife.
(4)African elephants are being hunted.
(5)What is being dne t help them?
(6)What measures are being taken t help them?
3. Summarize.
现在进行时的被动语态的构成:______________________________________
现在进行时的被动语态表达的意义:__________________________________
【设计意图】通过复习现在进行时及被动语态并画出现在进行时的被动语态，让学生初步认识现在进行时的被动语态的特征。
活动二:用法讲解
1.表示此时此刻正在进行的被动动作。
The new plan is being discussed nw.
这个计划正在被讨论。
2.表示现阶段正在进行的被动动作，但该动作不一定此时此刻发生。
Several new rads are being built in Heze.
菏泽有几条新的公路正在建设中。
3.表示一种经常的被动行为，常与always，cnstantly 等副词连用，往往带有夸奖、羡慕、埋怨、讨厌等感情色彩。
Tm is always being praised by his teacher.
汤姆总受到老师的表扬。
4.可与情态动词连用，表示说话者对正在发生的被动行为的推测。
—D yu knw what Mary is ding?
你知道玛丽在干什么吗？
—She may be being interviewed in the ffice.
她可能正在办公室接受面试。
【设计意图】通过讲解,在让学生进一步巩固现在进行时的被动语态的用法。
Step I应用实践
活动三:学习辨别时态（SB，P18, Part 2)
Chse the suitable verb frms t cmplete the sentences.
l. I’m (wrking/being wrked) at hme tday because my ffice is (painted/being painted).
2. The alarming reprt is (written/being written). It will be finished sn.
3. What part f the city is (attacked/being attacked) nw?
4. Rightnw, the deer are (watched/being watched) ver by many vlunteers.
5. Wh is (hunting/being hunted) the kangars? Where are they (hunted/being hunted)?
6. It is reprted that living spaces fr wildlife are (reduced/being reduced) due t the cutting f trees.
Suggested answers :
1.wrking;being painted2. being written
3.being attacked4. being watched
5.hunting;being hunted6. being reduced
活动四:学习使用时态（SB, P18，Part 3)
Liu Ta wuld like t express his cncern ver thewetland in his hmetwn. Help him finish the passage with the present cntinuus passive vice f the verbs in brackets.
In the wetland f my hmetwn, there are many different kinds f animals, including wild birds, fish, snakes, insects and s n. When I was in primary schl, I ften went there with my friends t watch the birds and study them. That was an interesting place fr all f us. But things have begun t change in recent years. Small birds ________ (catch) with nets. Wild ducks________ (sell) at fd markets. Fish and snake_______ (kill) fr fd in restaurants. And even wrse, the wetland _______ (destry). Sme parts(cver) with new huses. Yu can see rubbish everywhere. The wetland______ (pllute) seriusly every day. I am very wrried abut it. What can we d?
Suggested answers :
are being caught; are being sld; are being killed; is being destryed; are being cvered; is being plluted
【设计意图】在对现在进行时的被动语态有了初步了解之后，设计了选出动词的恰当形式和根据语境填空两个活动，有助于学生区别现在进行时和现在进行时的被动语态，同时加深对现在进行时的被动语态的理解，并提高在语境中使用现在进行时的被动时态的能力。
Step III迁移创新
活动五:语境中应用时态(SB，P18, Part 4)
1. In grups, discuss the questins belw. Prepare t give a presentatin f yur ideas t the class.
(1) What d yu knw is being dne in yur neighburhd t prtect animals and plants?
(2)What suggestins d yu have?
2. Ask students t wrk in grups and discuss their suggestins. Then ask ne f the students in grups t write dwn the sentences with the present cntinuus passive vice.
3. Share the suggestins with the whle class.
【设计意图】在学习和练习了现在进行时的被动语态之后，让学生置入新的语境中。通过讨论如何保护自己身边的动植物，让学生发难,自己的想象力并提出合理建议，有助于对所学现在进行时的被动语态有更深刻的理解和更准确地把握。
板书设计
Unit 2 Wildlife Prtectin Perid
Perid III Discvering Useful Structures
I .学习理解
活动一:识别时态
活动二:用法讲解
II.应用实践
活动三:学习辨别时态
活动四:学习使用时态
III.迁移创新
活动五:语境中应用时态