Unit 4 Wildlife protection
语法课
一、教学内容 Discovering useful structures (p. 29); Using structures (p. 64); Reading task (p. 65)
二、教学目标
在本节课结束时，学生能够
正确使用现在进行时的被动语态。
分清现在进行时、一般将来时和现在完成时三种时态被动语态的形式。
了解被动语态的用法。
三、教学步骤
步骤一 热身
检查预习作业：请学生举例说出阅读课文中的主要语法现象。若学生未能完成任务，教师可以请学生观察PPT中的句子，并在阅读课文中找出PPT中的句子，注意蓝字标出的谓语部分；之后请学生在课文中找出和本句型相同的句子。
2. 请学生翻译这几个句子，并总结现在进行时被动语态的构成形式。
设计意图：通过让学生观察课文中含有现在进行时被动语态的句子，自己归纳出现在进行时被动语态的结构，培养学生自主学习的能力。
步骤二 练习
请学生两人一组根据下面的情景和范例编写对话。
2. 请学生两人一组讨论以下情况下该怎么办。教师可以先请一名学生和自己一起为全班做示范。然后请学生两人一组一问一答，分别回答PPT中的八个问题。
设计意图：情景对话练习，既可以让学生熟悉现在进行时被动语态的构成形式，也可以让他们从中体会其用法。
步骤三 对比其它时态被动语态形式，说明被动语态用法
1. 请学生阅读学生用书p. 65的课文，找出课文中所有包含被动语态的句子。之后请一名学生读出自己找到的句子，其他学生补充。教师给出答案，并让学生注意红字部分。
教师用PPT呈现图表（PPT中）（没有设备可以将表画在黑板上），让学生两人一组填出表中动词几种时态被动语态的构成形式。之后教师公布正确答案。
设计意图：通过在课文中找被动语态的句子，复习其他时态被动语态的形式；通过引导学生归纳不同时态被动语态的构成形式，培养学生养成自我小结的好习惯，提高自主学习的能力。
步骤四 练习
请学生做三篇短文填空，练习三种时态被动语态的形式。请三个学生分别说出答案，其他学生或教师更正。
教师请学生两人一组观察被动语态用法，总结在哪些情况下需要使用被动语态。先请学生说出自己总结的结果，之后教师再综合大家的意见做小结。
设计意图：通过短文填空练习被动语态形式；通过总结被动语态用法使学生了解在什么情况下使用被动语态。
步骤五 作业
设计意图：做练习旨在巩固三种不同时态被动语态结构；小组活动旨在练习运用被动语态，培养学生合作意识和探究学习的意识，激发学生语法学习的兴趣。
课件16张PPT。 Unit 4 Wildlife protection
Grammar Look at the following sentence paying attention to the words in blue.
We are being killed for the wool beneath our stomachs.I. Warming upSentences using the same structure:“be being done”
Line 10: Our fur is being used to make sweaters for people like you.
Line 11: I wonder what is being done to help you.
Line 14: Daisy turned around and found that she was being watched by an elephant.
Line 24: So good things are being done here to save local wildlife.Warming up
Now you are visiting a zoo. In the zoo, there are a lot of people doing various things. Make a dialogue and tell us what they are doing.
Example:
Who is studying the rhino?
The rhino is being studied by John.
1. Who is feeding the Tibetan antelope?
The Tibetan antelope is …
2. Who is taking photos of the panda?
The panda is …II. Practice
3. Who is chasing after the whales?
The whales are …
4. What is being done for the Milu deer?
They are being kept in …
5. What is being done for the rhino?
It is being …
6. What is being done for the monkey?
It is being …
…
PracticeWork in pairs and discuss what you should do in the following situations.
Example:
Teacher: What should you do if your car is being stolen?
Student: If my car is being stolen, I should call the police station.
PracticeWhat should you do if your friend is being attacked?
What should you do if you are being followed by a stranger?
What should you do if you are being kept waiting?
What should you do if you are being asked difficult questions?
What should you do if you are being bitten by mosquitoes?
What should you do if you are being run after by a dog?
What should you say if you are being punished by your parent for something you did wrong?
What should you say if you are being praised?PracticeRead the passage on p. 65 and find out all the sentences with passive voice. Line 8: Milu deer were often hunted for food or sport in the past.
Line 9: The Ming and Qing dynasties did not protect them and many were killed.
Line 12: Luckily before all of them were killed, some were taken to Britain to improve the environment.
Line 20: There are now so many of them that a new park has been opened for them in Hebei Province.
Line 20: At the moment the Milu deer live in centres where they are being well protected and cared for.
Line 21: It is hoped that one day there will be enough animals to let them live in the wild again.
III. SummarySummarySummaryTo prepare for the 30th Olympics, a lot of money ____________ (spend) by the British government. New buildings and sports venues __________ (build). New large areas of grassland will appear and the environment ______________ (improve). More people _________________ (encourage) to become volunteers for the Olympics. The city of London will take on a new look in 2012.IV. ExercisePresent Future Passive Voicewill be spentwill be builtwill be improvedwill be encouraged
Over the past ten years, a great many changes have taken place in my hometown. A new park ____________ (build) for villagers to do exercises. The muddy roads _______________ (repair) and a lot of flowers _______________ (plant) on both sides of the roads. In a word, the village has become tidy and clean. In order to increase villagers’ incomes, some new factories ______________ (set up). Many villagers without jobs before _________________ (employ) by the factory, so the quality of their life has improved. Now, many old houses __________________ (tear down) and a lot of new buildings ______________ (build).ExercisePresent Perfect Passive Voicehas been builthave been repairedhave been plantedhave been set uphave been employedhave been torn downhave been built
Pandas are the mascot of WWF and ______________ (protect) both by WWF and the Chinese government. However, they are not the only animals in danger. Other endangered species _______________(discover) in China by WWF on a regular basis. One example is the porpoise (江豚) in the Yangtze River. They ________________ (now study) as their numbers decrease. Another is the tiger in Northeast China, which ______________ (observe) because it is almost extinct. (to be continued)
Exerciseare being protectedare being discoveredare now being studiedis being observedOver the years WWF has won many prizes for its work, but now it will be given the task of presenting prizes of its own. Prizes will be given to the organizations that protect wildlife well. People in the world ___________________ (encourage) to give more importance to wildlife.Present Progressive Passive VoiceExerciseare being encouragedUse summary
被动语态一般用于正式文体中，陈述论点、论 据或者看法。
当不知道或不必要提出动作的执行者时。
当强调或侧重动作的承受者时。
为了避免指出个人责任时。
Exercise1. Do exercise 1 on page 64.
2. Group work:
Surf the Internet and find some information about some other endangered animals.
Choose one animal and prepare to tell your classmates in the next class what happened to this animal in the past, at present and in the future.
Try to use passive voice in your presentation.
You can use PPT to help you present your work. Your presentation will last no more than 5 minutes.V. Homework
Unit 4 Wildlife protection
阅读课
一、教学内容 Warming up; Pre-reading; Reading; Comprehending (pp. 25-27)
二、教学目标
在本节课结束时，学生能够
了解野生动物的处境和保护野生动物的重要性；增强保护野生动物的意识。
通过图片和标题预测文章内容；运用略读和找读策略迅速获取信息,并能够精读文章获取信息和分析信息。
利用上下文猜测生词词义。
学会总结故事体裁文章主题的方法。
利用已获取的信息发表自己对野生动物保护问题的看法。
三、教学步骤
步骤一 热身
1. 请学生看PPT中的野生动物图片。请全班学生根据已有知识谈谈为什么这些野生动物处于危险之中。教师可以先请几个学生说出自己的看法，再总结并补充，和学生一起归纳出野生动物处于危险中的原因。
请学生阅读学生用书p.25关于中国保护濒危野生动物的报告，了解中国保护野生动物的现状。报告中有若干生词，教师可以引导学生根据上下文猜测词义。不好猜的生词，建议给出英文释义，让学生根据释义在文段中找词。
设计意图：通过图片激发学生兴趣，引出本单元的话题：许多动物都处于危险之中，唤起学生的忧患意识，为后面的阅读做铺垫；通过处理词汇扫除生词障碍,帮助学生顺利完成报告阅读。
步骤二 读前
请学生两人一组回答问题一。列出自己了解的我国或其他国家的其它濒危动物，然后教师将全班学生列出的动物写在黑板上。
请学生回答问题二：为了保护这些濒危动物，人们正在采取哪些措施。教师将学生提到的措施写在黑板上。
请学生通过看学生用书p. 26的图片和标题预测课文内容。
设计意图：用问题引起学生对野生动物保护问题的关注，并引出他们已有的相关知识，为下面的学习做准备；通过看图片和标题对课文内容进行预测，培养学生预测阅读内容的能力。
步骤三 读中
1. 快速阅读
1) 请学生先看一遍PPT上的问题，之后略读课文，回答三个与课文大意有关的问题。第三个问题如果学生答不出，可以请他们再读一遍课文后回答。最后引导学生概括课文大意。教师可以采取让学生填空的形式给学生以提示，帮助他 们归纳出课文大意。然后启发学生总结 出概括故事类文章大意的方法。
2） 请学生先浏览一下需要排序的五个句子，然后快速阅读课文，找到相关信息在课文中的位置，最后排列句子的顺序。
2. 精读
1） 处理生词：首先教师可以以几个根据上下文能够猜出词义的生词为例，告诉学生如何根据生词前后的句子猜测词义。例如：
Daisy responded immediately. 教师可以这样说：If you do something “immediately” then you do it at that moment. So Daisy did something very quickly. The next sentence shows that Daisy began to speak, so “responded” must have something to do with speaking, meaning “answered”.
In relief Daisy burst into laughter. 教师可以这样说：Daisy has just arrived in Zimbabwe, and the first thing she sees is an elephant. Elephants can be very cruel if they think people are too close to them, and a charging elephant will kill you. So Daisy understandably feels very nervous, but when the elephant asks if she has come to take its picture, Daisy feels more relaxed. She burst into laughter（学生学过laugh，可以根据词的形式猜出laughter的意思）, which means she laughs suddenly and loudly because she does not feel nervous anymore.. So we can guess “in relief” means “suddenly feeling more relaxed”.
根据上下文无法猜出的生词，教师可以通过释义确定练习，让学生选择该词在课文中的含义。剩下的生词可以让学生课前或课上通过查英英词典了解生词的含义。这些词汇的用法可以在专门的词汇课上处理。
2） 让学生认真阅读课文，两人一组回答与课文相关的五个问题。然后教师提问全班，一道探讨出最佳答案。
3） 让学生认真阅读每一段，填写表格中所缺少的信息并写出每段段意。以第一段为例，教给学生通过归纳、分析文段细节总结段意的方法。
设计意图：通过设计三个问题引导学生运用略读策略快速了解课文的主要内容，并检查读前预测是否正确；考虑到学生归纳概括的能力比较薄弱，采用提问和填空的形式给予学生帮助，可以降低难度，同时也教给学生如何总结故事类文章的主题；排列故事情节顺序旨在教给学生运用找读策略了解课文具体内容；五个句子概括了故事的主要情节，通过对课文主要信息的寻找，可以培养学生迅速搜索信息的能力；这篇课文生词较多，为解决精读时的障碍，首先解决生词问题；用五个问题引领出课文的细节内容，并让学生归纳每段段意，提供具体信息，旨在帮助学生把握课文要点，学会总结和归纳课文内容。
步骤四 读后
1. 教师向学生介绍更多关于WWF的有关信息。
2. 讨论：请学生四人一组讨论PPT中的问题。每组推选一个学生为组长，组织讨论，一个学生记录讨论内容，一个学生代表小组发言。
3. 讨论问题中有四个生词，讨论前教师可以请学生根据上下文猜测词义。之后教师提供英文释义。
4. 四人一组一起分析问题，讨论并填写表格一、二中所缺少的信息。
5. 根据表格中填写的信息提出本组的解决方案，填写表三。最后教师请两到三组学生向全班介绍小组方案。
注：教师可以将下列表格打印出来，在小组讨论前发给每个学生。
表一
Problem
Farmers
1. The farmers are poor.
2. The farmers …
3. The park has good farmland.
4. The coffee …
Wildlife
1. The park has many endangered species.
2. Their habitat …
表二
Question
Outcome
Result
Should the poor farmers move to another place?
1. The animals would have their park back.
2. The farmers …
1. The animals …
2. The farmers …
3. Not a good result for the farmers.
Can they be employed in the park?
Possible jobs:
Guide (for tourists)
…
Guide: need training
…
How can animals be protected from more people coming into the park?
1.
2.
3.
4. removal of people
1.
2.
3.
4. unfair to people
What should be done to punish people who do harm to the animals?
1. removal from park
2.
3.
1. people may come back
2.
3.
表三
Plan for action
1. Arrange the farmers to stop growing coffee.
2.
3.
4.
设计意图：首先，介绍有关WWF的背景信息是让学生对该组织有进一步的了解，为后面的讨论做好背景方面的准备。然后，让学生讨论当经济与野生动物保护发生矛盾时我们应该怎么办，不仅可以让学生利用本节课所学知识来讨论话题，也可以培养学生勤于思考的习惯。讨论的问题对于高一的学生比较复杂，教师可以采用上述表格的形式，引导学生分析问题，理清思路，最后讨论出问题的解决方案。
步骤五 作业
设计意图：故事复述旨在让学生熟悉故事体裁文章的写法，加深对故事内容的理解，练习口头表达能力；找出新的语法现象是预习作业，旨在为下节语法课做好准备。
课件22张PPT。Unit 4 Wildlife protection
Reading What are these animals?I. Warming uppanda
tigerWarming upantelopeWarming upelephantWarming upLook at a report on some endangered wildlife in China.They are endangered animals.Why?Lack of foodHabitats destroyedClimate changedKilled by Man…PollutionWarming up
the process of having less of something that you used to have ______
running after animals in order to kill or catch them _______Warming up
losshunting
1. What other endangered animals do you know of?
2. What is being done to protect them?
3. Look at the title and the pictures of the reading passage. Predict what it is about.
II. Pre-reading
III. While-readingRead the passage and answer the following questions. Who is the main character in the story?
What animals has she seen and talked with?
What has she learned?
Daisy
She has seen and talked with an antelope, an elephant and a monkey.
She has learned the importance of wildlife protection.Daisy took ______________ to travel and talked with ______________, which made her know ________________ of the wildlife protection.a flying carpetsome animalsthe importanceWhile-reading
Read the passage quickly and write down its main idea.Tips for summing up the main idea of a story
Who?
What happened?
What’s the meaning of the story?
Read the passage quickly and put these sentences in the right order.Daisy found her being watched by an elephant.
Daisy woke up and found a flying carpet.
As Daisy landed, things began to disappear including the monkey.
Daisy and her flying carpet were in a thick rainforest.
Daisy looked at an antelope which was looking sad.
12345While-reading
Look at the words below. Each has two meanings listed, but only one is used in the reading passage. Choose the meaning that has been used.11212While-readingRead the story carefully and answer the following
questions.Why has the antelope in Tibet become an endangered
species?
Its fur is being used to make sweaters. As the sweaters
become popular, more and more animals are killed. So
very few antelopes are left.
2. Why are elephant numbers increasing in Zimbabwe?
The farmers stopped killing the elephants, so
the numbers are increasing.
While-reading3. How does the government of Zimbabwe help protect wild animals?
The government helps the farmers. It makes sure that the tour companies pay the farmers when tourists come to visit and hunt a few animals.
4. Why is it important to protect the rainforest?
Looking after the rainforest helps protect plants and
animals we know nothing about. They may make it
possible for us to produce medicines and drugs that we don’t yet know about.
5. What must be done if wildlife protection is to succeed?
While-reading
Fill in the chart below.While-readingWhile-reading keyA good example
of wildlife
protectionWhat we can get from wildlife protectionan elephant in Zimbabwepreviously hunted with
numbers decreasing rapidlyprotection by farmers who make money from tourisma millipede from tropical
rainforest
produces a drug naturally which can protect us from mosquitoes
Daisy plans to tell WWF about the drug
From the text we know that WWF is an organization that works to save endangered wildlife.
Do you want to know more about WWF? IV. Post-reading WWF (World Wide Fund for Nature) was founded in the UK in 1961. It began a way to deal with the environmental problems of Africa, but it soon became involved in other projects. Now there are 52 offices in around 100 countries. The WWF has three aims:
to protect endangered species
to conserve endangered species
to try to find solutions to threats to the environment of the world for the benefit of people and nature Post-readingHere is a problem which WWF has to deal with. Read the problem first.
In Indonesia there is a wildlife park for endangered animals such as tigers, elephants and rhinos. It is very large and has some of the best farmland. Some poor farmers have moved into the park to grow coffee. Although this is not allowed,
the coffee is excellent quality and has sold very well. Now
20 per cent of the wildlife park is used in this way.
WWF is very concerned about it as this is a very important park for endangered animals. However, they know that the farmers are very poor and need to have a secure income. What should be done?
Post-reading Discussion: Imagine you work for WWF. Discuss in groups of 4 what you would suggest and give a report in class.
Should the poor farmers move to another place? Can they be employed to work in the park and not hurt the animals?
How can the animals be protected from more people coming into the park? What should be done to punish people who do harm to the animals?
Post-reading
secure: adj. feeling confident and certain about a situation and not worried that it might change
income: n. the money that you earn from your work or that you receive
employ: vt. give work to sb usually for payment
harm: n. damage; injury Post-reading1. Choose one story from the reading passage and retell it. You can add your own ideas while retelling your new story.
2. Read the reading passage carefully and try to find the new grammatical structure in it.V. Homework
