必修2
Unit
4
Wildlife
Protection
课
题课
型
Using
language
年级
高一
日
期
Unit4
wildlife
protection
新授
主备人
复备人
授课人
教
学目
标
To
grasp
the
key
expressions
to
talk
about
advantages
and
disadvantagesTo
Enable
students
to
talk
about
advantages
and
disadvantagesTo
improve
students’
listening
and
speaking
skills.
重
点
the
key
expressions
to
talk
about
advantages
and
disadvantages
难
点
Talk
about
advantages
and
disadvantages
by
using
the
expressions
器
材
Multimedia
教学过程
学生活动
设计意图
授课人标注
Step1.
RevisionStep2.
Reading1.
Skimming1)
When
did
dinosaurs
live?2)
When
did
dinosaurs
die
out
quickly?3)
Why
did
dinosaurs
disappear?2.
Careful
reading1)
How
many
different
species
of
dinosaur
have
been
found
in
China?2)
What’s
the
rare
new
species
of
dinosaur?3)
Does
dinosaurs’
disappearing
have
something
to
do
with
human
beings?
Why?4)
According
to
a
UN
report,
how
many
wildlife
has
disappeared
in
the
last
500
years?5)
Where
did
the
dodo
live?Step3.
Listening1.
Before
listening??
Picture:
a
kind
of
bird/
small
wings/
cannot
fly/
good
at
running2.
While
listening???
1).
First
time:
Ex3
2).
Second
time:
Ex43).
Third
time:
check
the
answersStep4.
Language
study1.
come
into
being
产生，诞生，成立That
organization
came
into
being
in
e
into
进入（某状态），开始（活动）come
into
power
当权，上台????????????
come
into
use
开始使用come
into
office?
就职??????????????
come
into
effect
生效2.
inspect
vt.
检查，视察It’s
said
that
a
famous
scientist
will
inspect
our
school.3.
for
sure
确实，必定She
won’t
lend
you
any
money,
and
that’s
for
sure.I
don’t
know
for
sure
that
he’s
dead.4.
according
to
（介短）根据---所说，按照According
to
Tom,
she
is
a
great
athlete.accordingly
adv.
相应地，从而，因此These
are
the
rules.
Please
act
accordingly.5.
so
that为了，以便；结果，以致于既可引导结果状语从句，也可引导目的状语从句（目的状语从句中常有情态动词can,
may,
might等）Tom
got
up
early
so
that
he
caught
the
bus.（结果状语从句）Tom
got
up
so
that
he
could
catch
the
bus.（目的状语从句）Step5.
Summary
and
homework
Students
read
the
vocabularyStudents
listen
to
the
tapeStudents
discuss
with
their
partnersStudents
learn
the
expressions
of
advantages
and
disadvantagesStudents
learn
the
language
pointsStudents
talk
about
their
own
androidsStudents
read
the
vocabularyStudents
listen
to
the
tapeStudents
discuss
with
their
partnersStudents
learn
the
expressions
of
advantages
and
disadvantagesStudents
learn
the
language
pointsStudents
talk
about
their
own
androids
To
get
familiar
with
new
wordsTo
arouse
students’
interest.To
improve
students’
listening
skillsTo
get
the
general
idea
of
reading
and
practice
the
reading
skills.To
grasp
some
key
words.To
improve
students’
speaking
skills.
To
get
familiar
with
new
wordsTo
arouse
students’
interest.To
improve
students’
listening
skillsTo
get
the
general
idea
of
reading
and
practice
the
reading
skills.To
grasp
some
key
words.To
improve
students’
speaking
skills.
板书
设计
How
to
write
a
composition
about
wildlife
protection
教学反思必修2
Unit
4
Wildlife
protection
Speaking
and
Writing
Teaching
Aims：
1.Get
the
Ss
to
learn
to
express
“intention
and
purpose”
and
talk
about
solutions.
2.Help
the
Ss
learn
how
to
organize
a
letter
to
save
the
endangered
animal
dodo.
Teaching
Important
Points：
1.Get
the
Ss
to
learn
to
express
“intention
and
purpose”
and
talk
about
solutions.
2.Enable
the
students
to
organize
a
letter
in
the
proper
and
efficient
way.
Teaching
Difficult
Point：
How
to
write
a
letter
in
a
correct
way.
Teaching
Methods：
1.Create
some
situations
for
the
Ss
to
talk
actively
in
public.
2.Practice
to
improve
the
students’
writing
ability.
Teaching
Aid：
1.A
multimedia
computer.
2.A
projector.
Teaching
Procedures：
Step
1
Revision
1.Revise
some
information
about
some
endangered
animals.
T：Yesterday
we
learned
something
about
an
disappeared
animal.What
is
it?
Ss：Dodo.
S1：It
had
large
body
and
small
wings
so
it
couldn’t
fly
high
in
the
sky.
S2：It
was
kind
to
human
beings
but
it
was
cheated
by
human
and
hunter
to
disappearance.
T：Very
good.
2.Get
the
Ss
to
present
what
they
have
found
about
endangered
animals.Each
group
of
Ss
choose
one
representative
to
imitate
the
endangered
animal
and
describe
for
the
rest
of
the
class
to
guess
the
name
of
the
animal，its
appearance，habits
and
the
problems
they
are
facing，with
pictures
shown
on
the
screen.
Step
2
Speaking
T：So
you
know
many
species
of
endangered
animals.Do
you
feel
it
a
pity
that
so
many
animals
are
dying
out?
Ss：Of
course/Sure.
T：Now
imagine
that
you
are
with
one
of
the
species.You
try
to
help
them.How
to
help
them?
Talk
in
pairs
what
you
might
do.Try
to
use
as
many
useful
phrases
as
possible.
The
phrases
of
Speaking
on
Page
31
may
be
useful
to
you.
After
four
minutes，get
some
Ss
to
present
their
solutions
and
at
the
same
time
collect
their
ideas
on
the
Blackboard.
S1：I’m
going
to
do
something
to
help
the
Tibetan
antelopes，for
they
are
endangered.I
mean
to
take
them
away
from
people
and
hide
it
in
a
cave
on
a
separate
plain.And
I
will
dig
holes
around
to
prevent
man
from
attacking
and
killing
them
for
money
again.
S2：I
agree
with
you.I
will
encourage
man
to
raise
other
animals
and
stop
hunting
dodos.
S3：I
think
I’d
like
to
ask
the
government
build
some
nature
reserves
so
as
to
protect
them.
S4：In
my
opinion，I
prefer
to
ask
the
government
to
make
some
severe
regulations
to
punish
whoever
do
harm
to
the
endangered
animals.
S5：I
tend
to
request
the
government
to
call
on
all
citizens
to
love
and
protect
wildlife.
S6：We
intend
to
plant
more
trees
and
grow
more
grass.
S7：We
mean
to
persuade
the
TV
station
to
broadcast
programmes
to
show
the
importance
of
protecting
wildlife.
T：Good
ideas.In
fact
we
should
work
hard
together
and
devote
every
effort
to
helping
them.
Step
3
Writing
Ask
them
to
choose
the
ideas
that
they
like
best
and
put
them
under
the
headings.Make
a
plan.For
example：
1.How
to
protect
the
dodo
from
man.
Ask
the
government
to
make
some
severe
regulations
to
punish
whoever
do
harm
to
the
endangered
animals.Take
them
away
from
people
and
hide
it
in
a
cave
on
a
separate
plain.
2.How
to
stop
man
from
killing
dodos
Go
to
another
island.Hide
the
dodos.
3.How
to
teach
man
to
hunt
another
animal.
Encourage
man
to
raise
other
animals
and
stop
hunting
dodos.
Ask
the
Ss
to
make
the
first
draft
independently.Before
they
write，remind
them
to
begin
the
letter
with
their
address
and
the
solution
and
to
finish
the
letter
with
their
best
wishes
and
signature.
When
they
finish，ask
them
to
share
their
ideas
with
their
partners
and
get
some
advice
from
him/her.
Then
ask
them
to
write
a
second
draft
in
consideration
of
their
partner’s
suggestions，making
necessary
changes.
At
last
show
some
of
their
drafts
on
the
slide，pointing
out
the
mistakes
and
appreciating
the
beautiful
sentences.
Sample
letter
to
the
Dodo：
Dear
Dodo，
I
am
writing
to
you
because
I
have
heard
of
your
problems.I
know
man
is
trying
to
kill
all
the
dodos
and
I
want
to
help
you.Here
are
my
ideas.
First，I
would
like
to
come
and
attack
them
for
you
so
that
they
will
leave
you
alone.I
want
to
build
a
trap
and
catch
them
and
put
them
in
a
cage.Then
they
will
not
feel
like
killing
any
dodos
again.
Second，I
wish
I
could
take
you
away
to
another
island
where
you
will
be
happy
and
peaceful.
I
wish
I
were
with
you
now.Good
luck
till
I
come.
Yours
sincerely，
Xiao
Xing
Step
4
Summary
and
Homework
T：Time
is
running
out.We
have
to
stop
here.Today
we
again
talked
about
endangered
animals
and
you
gave
solutions
to
their
dilemmas.After
class
we
should
go
on
to
care
for
wildlife
protection
and
do
our
best
for
them，will
you?
Ss：Yes/Sure/Of
course.
Homework：
Check
their
compositions
again
and
write
one.
Sum
up
what
we
have
learnt
in
this
unit.
Step
5
The
Design
of
the
Writing
on
the
Blackboard
Unit
4
Wildlife
protection
Period
5
Intention
Purpose
I
mean/tend/intend
to
I’m
going
to
I
shall/will...
I
would
like
to...
I
feel
like...
Writing
a
letter
to
the
dodo
1.How
to
protect
the
dodo
from
man.
2.How
to
stop
man
from
killing
dodos.
3.How
to
teach
man
to
hunt
an
other
animal.
Step
6
Record
after
Teaching必修2
Unit
4
Wildlife
protection
Reading
Teaching
Aims：
1.Train
the
students’
reading
ability.
2.Learn
some
useful
words
and
expressions.
3.Learn
more
about
the
endangered
animals
and
wildlife
protection.
Teaching
Important
Points：
1.Help
the
students
to
understand
the
passage
better.
2.Learn
and
master
some
important
words
and
phrases
in
this
period.
Teaching
Difficult
Points：
1.How
to
help
the
students
improve
their
reading
ability
and
understand
the
passage
better.
2.How
to
master
the
important
language
points
in
this
passage.
Teaching
Methods：
1.Fast
reading
to
get
the
general
idea
of
the
text.
2.Careful
reading
to
understand
the
passage
better.
3.Explanation
to
help
the
students
master
some
language
points.
4.Discussion
to
help
the
students
understand
better
what
they’ve
learned
and
to
use
the
knowledge
they’ve
learned
in
this
period.
Teaching
Aids：
1.A
tape
recorder
2.A
multimedia.
Teaching
Procedures：
Step
1
Lead-in
1.Greet
the
students
as
usual.
2.Introduce
the
topic
of
wildlife
protection.
Show
the
pictures
of
some
endangered
animals
and
let
the
students
name
them
in
English.（Through
this
task，students
can
have
a
general
idea
about
what
they
are
going
to
learn.Besides，students
are
expected
to
classify
the
animals
and
find
out
which
are
endangered
animals.Then，teacher
gives
the
definition
of
endangered.Students
are
expected
to
say
out
the
problems
that
face
these
animals
as
well.）
T：Boys
and
girls，today
I
am
going
to
introduce
some
friends
to
you.Now
let’s
see
whether
you
can
name
them
in
English
correctly.
Suggested
answers：
polar
bear，milu
deer，rhino，tiger，crocodile，tropic
fish，leopard，koala，giraffe，turtle，whale，dolphin，panda，gorilla.
（Teacher
shows
a
picture
of
an
animal
and
students
give
the
answers
at
once.Then
teacher
checks
whether
the
answer
is
correct
and
asks
the
students
to
read
after
her/him.）
T：Well，you
all
give
the
correct
answers.You
are
really
smart.OK，so
can
you
be
smart
enough
to
find
out
their
common?You
see，there
is
bear，deer，tiger，fish，turtle
and
so
on，different
kinds
of
animals.Then，what
species
are
they?Can
you
use
an
adjective
to
describe
them?
S1：Endangered.
T：Good.They
are
all
endangered
species.Endangered
means
“faced
with
the
danger
of
extinction”
or
“dying
out”.Now，let’s
take
whale
for
example.What
problem
makes
the
whale
endangered?
S2：They
are
being
hunted
and
killed.
T：Well
done.What
else
animals
have
the
same
problem?
S3：Milu
deer，rhino，tiger，crocodile，leopard，gorilla.
T：Right，then
what
problem
faces
the
panda?
S4：They
don’t
have
enough
food.
T：What
else
animals
have
the
same
problem?
S5：Koala，giraffe.
T：Good.Then
what
problem
faces
the
polar
bear?
S6：Their
living
environment
is
being
destroyed
and
the
animals
are
dying
out.
T：Good
job!Then
what
else
animals
have
the
same
problem?
S7：Tiger，tropic
fish，turtle，dolphin，gorilla.
T：Excellent!
Step
2
Skimming
T：OK，you
have
got
the
general
knowledge
of
endangered
animals.Now
today
we
are
going
to
learn
a
story
about
the
experience
of
a
little
girl
called
Daisy.She
has
been
to
three
places，and
met
three
different
kinds
of
animals.Which
three
places
has
she
been
to?What
endangered
animals
are
they?What
problems
face
them?Now，I
will
give
you
a
few
minutes
to
skim
the
text
to
find
out
the
three
kinds
of
endangered
animals
in
three
different
places
and
put
them
in
the
right
blank
of
the
form.
Problems
Examples
Animals
from
the
text
Animals
that
are
being
hunted
and
killed
whale，milu
deer，rhino，tiger，crocodile，leopard，gorilla
Animals
that
have
not
enough
food
panda，koala，giraffe
Area
in
which
the
environment
is
being
destroyed
and
animals
are
dying
out
polar
bear，tiger，tropic
fish，turtle，dolphin，gorilla
T：OK，time’s
up.The
whole
class，which
three
places
have
Daisy
been
to?
Ss：Tibet，Zimbabwe
and
a
rain
forest.
T：What
are
the
three
kinds
of
endangered
animals?
S1：Antelopes
in
Tibet，elephants
in
Zimbabwe，and
monkeys
in
the
rain
forest.
T：Among
these
three
kinds
of
animals，which
are
being
hunted
and
killed?
S2：Antelopes.
T：Which
have
not
enough
food?
S3：Elephants.
T：Whose
living
environment
is
being
destroyed
and
they
are
dying
out?
S4：Monkeys.
T：Excellent.
Step
3
Scanning
T：OK，class，you
now
have
a
general
idea
about
the
text.This
text
is
mainly
about
Daisy’s
experience.She
has
been
to
Tibet，Zimbabwe
and
the
rain
forest.She
has
talked
with
antelopes，elephants
and
monkeys
separately.Now
let’s
go
in
detail
and
find
more
information
about
these
three
places
and
animals.
T：I’ll
give
you
5
minutes
to
scan
the
text
and
fill
in
the
blank.
T：Time’s
up.Who
has
got
the
answers?Any
volunteers?
S1：In
Tibet，antelopes’
fur
is
used
to
make
sweater.Antelopes
are
killed
for
wool.Every
year，over
29000
antelopes
are
killed.
S2：In
Zimbabwe，farmers
used
to
hunt
the
elephants
but
now
farmers
like
them.
S3：In
Rain
forest，a
millipede
insect
affects
mosquitoes.No
rain
forest，no
animals
and
no
drugs.
Step
4
Intensive
Reading
Ask
the
students
to
look
through
the
questions
on
Page
27
and
read
the
text
silently.Students
are
expected
to
sum
up
the
main
ideas
by
themselves.
T：OK，boys
and
girls.Now
let’s
read
the
text
in
detail
and
answer
the
questions
on
Page
27.
Suggested
answers：
1.Who
is
hunting
and
killing
the
Tibetan
antelope?
People
are
hunting
and
killing
the
Tibetan
antelope.
2.Why
are
we
humans
part
of
this
problem?
People
who
buy
sweaters
made
with
Tibetan
wool
are
encouraging
more
people
to
go
out
and
kill
the
animals.
3.How
did
life
improve
for
the
farmers
in
Zimbabwe?
The
farmers
got
money
when
the
government
made
sure
that
the
tour
companies
had
to
pay
them
to
visit
and
hunt
the
animals.
4.How
did
it
improve
for
the
animals?
The
animals
were
no
longer
killed
by
the
farmers
for
destroying
the
crops.
5.In
what
ways
does
looking
after
the
rain
forest
help
with
wildlife
protection?
Looking
after
the
rain
forest
helps
wildlife
protection
because
it
contains
many
medicines
and
drugs.
6.Why
do
you
think
the
animals
have
to
speak
for
themselves?
Answers
may
vary.Because
the
animals
have
no
human
to
speak
for
them.If
they
speak
for
themselves，they
can
put
their
case
more
effectively
and
they
can
win
more
sympathy.
7.What
must
happen
if
wildlife
protection
is
to
succeed?
Answers
may
vary.If
wildlife
protection
is
to
succeed，people
must
not
kill
animals
but
try
to
live
in
harmony
with
them.What’s
more，people
must
stop
destroying
the
habitat
of
animals
and
using
animals
to
make
luxury
goods.
Step
5
Retell
the
Story
T：Since
you
have
read
the
text
for
three
times，I
guess
you
have
totally
understand
the
text.Now
let’s
check
whether
you
have
comprehended
the
text.On
the
blackboard，it’s
the
summary
of
our
reading
text.But
it’s
not
complete.You
have
to
think
out
a
proper
word
to
fill
in
each
blank
without
reading
your
textbook.After
filling
the
missing
words，you
will
have
a
complete
summary
of
the
text.Now，I
will
give
you
5
minutes
to
do
this
task.
One
day，Daisy
______
a
strange
dream.She
flew
in
a
wonderful
______
to
______
with
an
______
in
Tibet.The
antelope
told
her
they
were
hunted
because
of
their
______
which
can
be
used
to
make
______
like
hers.In
three
years
they
may
all
be
______.Later，she
______
to
Zimbabwe
where
she
talked
with
an
______
and
got
to
know
the
farmers
there
no
longer
______
them.That’s
because
the
______
decided
to
help
and
the
farmers
finally
made
a
lot
of
______.At
last
she
______
at
the
thick
rain
______
where
a
monkey
told
her
“No
rain
forest，no
______
and
no
______.”
Although
finally
everything
was
______，she
had
______
so
much!
Suggested
answers：
dreamed；chair；talk；antelope；fur；sweaters；gone；flew；elephant；hunted；government；money；arrived；forest；animals；drugs；gone；learned
Step
6
Language
Points
Focus
Teacher
explains
the
important
words
and
expressions
from
the
reading.Try
to
use
as
many
examples
as
possible
to
illustrate
the
point.After
illustration，teacher
can
give
students
some
exercise
to
consolidate
their
understanding.
1.Daisy
hurried
to
get
dressed
and
put
on
her
jeans
and
sweater.
戴西急忙穿衣服，穿上牛仔裤和毛衣。
get
dressed
穿上衣服
“get+过去分词”相当于“be+过去分词”，表达被动的意味。但是“get+过去分词”更着重强调动作，动作不能延续，因此不能和表示一段时间的状语连用。而“be+过去分词”着重强调状态，动作可以延续，因此可以和表示一段时间的状语连用。如：
They
have
been
married
for
twenty
years.
他们结婚20年了。
Her
blouse
got
caught
on
the
nail
and
a
button
went
off.
她的衬衣被钩在钉子上，一个纽扣掉了下来。
2.We
are
killed
for
the
wool
that
is
taken
from
under
our
stomachs.
人们杀死我们以获取我们肚子底下的羊毛。
from
under
our
stomachs是“介词from+介词短语”结构。如：
He
jumped
out
from
behind
the
door.
他从门后跳出来。
Bamboo
shoots
grow
from
around
the
roots.
从根部周围生长出竹子嫩芽。
A
man
came
out
from
under
the
bed.
一个人从床底下（爬）出来。
3.The
tour
companies
applied
to
be
allowed
to
hunt
some
for
a
fee，which
made
a
lot
of
money
for
the
farmers.
旅游公司可以申请交费猎捕，这为农民赚取了许多钱。
apply
v.
（1）make
a
formal
request
请求，申请。如：
I
want
to
apply
for
the
job.
我想申请这项工作。
（2）make
a
practical
use
of
sth.运用，应用。如：
Scientific
discoveries
are
often
applied
to
industrial
production
methods.
科学的发明时常应用到工业生产的方法上。
（3）bring
into
nearness
or
contact
with
something；put
on，upon，or
to
敷，涂
A
nurse
is
applying
some
medicine
to
his
wound.
有个护士正在给他的伤口敷药。
（4）devote
（oneself
or
one’s
efforts）to
something
专心于、致力于某物。如：
The
new
comer
applied
his
mind
to
the
job.
新来的职员工作专心致志。
Students
should
apply
themselves
to
their
study.
学生们应该专心致志地学习。
4.As
a
result，farmers
like
us
and
no
longer
hunt
us.
因此，农民们喜欢我们就不再猎杀我们了。
as
a
result
结果是；作为结果。如：
He
had
an
accident
and
broke
his
leg.As
a
result，he
had
to
stay
in
bed
for
three
months.
他出了一次事故，断了腿，结果不得不在床上躺了三个月。
no
longer
不再，再也不
no
longer
表示“（时间）不再”时，一般修饰延续性或状态动词，通常位于第一个助动词、系动词、情态动词后，其他动词前。no
longer
置于句首，句子使用倒装语序。如：
He
no
longer
lives
here.
他不再住在这里。
Mr
Smith
no
longer
works
in
our
company.
史密斯先生不再在我们公司上班。
No
longer
is
he
studying
with
us.
他不再和我们一起学习。
5.This
protects
me
from
mosquitoes.
这保护我防蚊虫叮咬。
protect...from...保护……免受……的伤害。如：
The
sunglasses
can
protect
your
eyes
from
the
strong
sunlight.
太阳镜能够保护你的眼睛免受强烈太阳光线的伤害。
A
new
material
was
painted
to
protect
the
roof
from
rain.
涂上一种新材料以保护房屋防雨。
Step
7
Discussion
After
the
explanation
of
the
language
points，students
have
got
the
total
understanding
of
the
reading
text.Then
teacher
draws
students’
attention
back
to
the
text
and
put
forward
a
topic
for
them
to
discuss.Divide
the
students
into
the
four?person
groups
and
give
them
five
minutes
to
think
about
the
topic
“What
should
we
do
to
protect
wildlife?”.After
the
discussion，let
the
students
have
a
competition
to
see
which
group
can
think
out
the
most
pieces
of
advice
to
protect
wildlife.
The
possible
advice：
1.We
should
treat
the
wildlife
plants
and
animals
the
same
as
our
friends
and
relatives.
2.We
shouldn’t
cut
or
kill
them
freely.
3.We
should
protect
the
environment
around
us
to
let
them
have
enough
food
and
good
living
conditions.
4.We
should
not
buy
the
luxury
such
as
fur，etc
to
support
the
protection
campaign.
5.We
should
collect
money
to
protect
the
endangered
animals.
6.We
can
join
the
WWF
to
protect
the
endangered
animals
with
the
other
protectors
all
over
the
world.
Step
8
Summary
and
Homework
T：Today
we’ve
learned
a
text
about
Daisy’s
experience
in
Tibet，Zimbabwe
and
the
rain
forest.She
has
met
three
animals，the
antelope，the
elephant
and
the
monkey.Through
Daisy’s
talk
with
them，we
know
the
serious
problems
are
facing
them.They
need
help
badly.They
are
our
humans’
friends.We
are
living
in
the
same
planet.Now
it’s
time
for
us
to
take
action
of
a
better
living
planet.We
have
to
try
our
best
to
protect
their
living
environment，their
food
supply
and
them.Every
one
of
us
is
obliged
to
stop
hunting
and
killing
them.Let’s
live
in
harmony
with
them.
T：So
much
for
today.Here
is
the
homework
for
you
to
do
so
that
your
knowledge
can
be
consolidated.
1.Recite
the
key
sentences
on
the
text.
2.Finish
the
word
exercise.Ex.1，2，3
on
Page
28.
Step
9
The
Design
of
the
Writing
on
the
Blackboard
Unit
4
Wildlife
protection
Period
1ProblemsExamplesAnimals
from
the
textAnimals
that
are
being
hunted
and
killedwhale，milu
deer，rhino，tiger，crocodile，leopard，gorillaantelopesAnimals
that
have
not
enough
foodpanda，koala，giraffeelephantsArea
in
which
the
environment
is
being
destroyed
and
animals
are
dying
outpolar
bear，tiger，tropic
fish，turtle，dolphin，gorillamonkeys1.get
dressed
穿上衣服2.from
under
our
stomachs
“介词from+介词短语”结构。3.apply
v.
申请，运用，专心于4.as
a
result
结果是；作为结果no
longer
不再，再也不5.protect...from...保护……免受……的伤害
Step
10
Record
after
Teaching必修2
Unit
4
Wildlife
protection
Grammar
教学目标
Learn
the
grammar
knowledge
of
the
passive
voice
of
the
present
Continuous
Passive
Voice
教学重点
The
formation
and
usage
of
the
Present
Continuous
Passive
Voice.
教学难点
How
to
use
Attributive
Clause
correctly.
教学过程
Forming
Present
Progressive
Passive
Affirmative
Form
Object
+
am
/
is
/
are
+
being
+
verb3
Question
Form
Am
/
is
/
are
+
Object
+
being
+
verb3
?
Something
is
being
done
by
someone
at
the
moment.
Active
:
The
postman
is
delivering
the
mail.
Passive:
The
mail
is
being
delivered
by
the
postman.
Active
:
Harry
Potter
is
measuring
the
room.
Passive:
The
room
is
being
measured
by
Harry
Potter.
Discovering
useful
structures
1.?Find
out
the
sentences
in
the
passive
voice
using
the
present
continuous
tence.
---
is
being
protected—
---are
being
killed---
---is
being
used---
---is
being
done---
---are
being
done---
2.
Formation
and
usage
am/is/are??
being??
done
现在进行时态
的
被动语态
The
door
is
being
closed.
表示说话时正在进行的一个被动的动作。
Many
buildings
are
being
built.
表示目前这一阶段正在进行的一个被动的动作
Quick
Exercise
Put
the
following
sentences
into
passive
voice.
(present
continuous
passive)
1.
The
cat
is
tearing
the
new
book.?
2.
Is
the
agent
chasing
the
criminal?
3.
We
are
collecting
the
donations
at
the
moment
4.
They
are
washing
my
car
now..
教学反思
