Period 2 A sample lesson plan for Learning about Language
Introduction
In this period students will be acting out the text first. Then they shall go on to learn about all kinds of passive voice, focusing on its present continuous uses. After that they may be asked to do the word and structure exercises on pages from 28 and 29.
Objectives
■ To help students learn about The Present Progressive Passive Voice
To help students discover and learn to use some useful words and expressions
To help students discover and learn to use some useful structures
Procedures
1. Warming up summing up all kinds of passive voice
The grammar focus of this unit is the present progressive passive voice. To better understand it let’s make a list of the makings for all the passive voices.
被动语态的种类和构成
be (was, were) + done; will (shall) + be + done; have (has) + been + done; be (am, is, are) + being +done; be (was, were) + being + done; had + been + done; would + be + done; shall (will) + have been + done; should (would) + have been +done
2. Acting a text play
We shall put our text HOW DAISY LEARNED TO HELP WILDLIFE on stage, that is, to act out our story. Now let’s welcome the class acting team to put on their text play HOW DAISY LEARNED TO HELP WILDLIFE!
A text play（课本剧）of HOW DAISY LEARNED TO HELP WILDLIFE
Daisy: (waking) Who are you? Why are you here in my bedroom?
Chair: Excuse me. I am the famous Flying Chair.
Daisy: What are you here for?
Chair: I am here to take you on a trip. Where would you go?
Daisy: I’d like to see animals that gave furs to make this sweater of mine.
Chair: During the history of the earth there have lived on the earth many, many kinds of animals. But many have disappeared because of various reasons.
Daisy: Yes, you are right. I learned from books that tens of millions of years ago, a rare new species of dinosaur, a bird-like dinosaur, came into being. It could climb trees and was very lovely. Then it died out because something hit the earth suddenly, putting much dust into the air. So the earth got too hot for the animal to live on.
Chair: But no one knows for sure what caused all those ancient animals to die out, disappearing from the earth for ever.
Daisy: I shall get dressed and put on my jeans and sweater soon. Then let’s fly away to Tibet China to see the antelopes.
Chair: Here we are in Tibet! Turn around. There is a antelope there with a sad face.
Antelope: Hello, friends. Welcome to my home. You two look so friendly, unlike those who came to kill us to use our furs make sweaters.
Daisy: Sweaters like the one I am wearing? Oh, I am terribly sorry.
Antelope: The bad men came in groups to kill my family members for the wool. They took it from under our stomach.
Chair: I shall take a picture of you and the antelope, to be shown to all the world people.
Daisy: Come Antelope! Let’s have a picture taken together. We shall be off to Zimbabwe too see elephants there.
Chair: Here we are. This is a national park for animals. People came to see them and help with them.
Daisy: Look, there comes an excited elephant. Hello, dear Elephant! Why are you so excited?
Elephant: We are all excited because things have changed a lot here.
Chair: Why? What happened?
Elephant: We became endangered years ago. People came to destroy the farm and kill us for trunks. They are actually our long teeth.
Daisy: I have heard of that. They take your teeth and make them into art work.
Chair: Man is really selfish and disgusting. But Daisy is a nice girl. Now let’s have a picture taken together.
Elephant: Those bad men used to come and kill us. But now are well protected by the government and the good people. We are happy now.
Daisy: Good- bye, Elephant!
Chair: Take care, Daisy. We shall hurry to our last stop, the thick rain forest in South America.
Daisy: Wow! Look to the right. A lovely mother monkey is there. She seems to be rubbing herself. Hi, Monkey Mother! What are you doing?
Monkey: I am rubbing a millipede insect over my body to protect myself from the mosquitoes.
Daisy: How intelligent you are!
Monkey: It contains a powerful drug which affects mosquitoes. There are lots of plants and little animals in the rain forest here which can be helpful to man.
Daisy: Is that so? I am going to take photos of all those useful plants and animals. I will show the photos to my classmates so that they understand you lovely animals and the forest better. I will apply to be allowed to work here to help you get a better living in the forest.
Monkey: Thank you so much! Some unfriendly people came to catch us, to put us in the zoo in the city. We monkeys prefer living in the forest.
Daisy: Good- bye, Monkey! I will report what I learned on this trip to WWF. I will invite all my schoolmates to join us in the protecting project. The future is to be bright for both you the animals and us the human beings. See you!
3. Doing vocabulary exercises
Turn to page 28 and do the vocabulary exercises 1, 2 and 3. You can simply write your answers in the blanks on the very page of 28.
4. Playing a game
Let’s go on to fist play the game described on page 29.
Then we play another game called “What can we do to protect the environment?” The following sentences can be used.
Plant native plants in your backyard.
Do not dump weeds in the bush.
Build a frog pond in your backyard.
Put your rubbish in the bin.
Leave your pets at home.
Do not take anything out of the park.
Encourage your friends to keep patches of bush as wildlife habitats.
Join a community group and offer to do voluntary work.
Find out about conservation activities happening in your local area.
Participate in local clean-up, tree planting and weed control activities.
Learn About Threatened Species
Look out for wildlife
Refuse to buy any rare or endangered plant or animal product.
Be alert and drive slowly at dawn and dusk in rural areas where wildlife may be active.
5. Studying the passive voice, focusing on the present progressive passive voice
Passive Voice
The passive voice is used when focusing on the person or thing affected by an action.
The Passive is formed: Passive Subject + To Be + Past Participle
It is often used in business and in other areas where the object of the action is more important than those who perform the action. For Example: We have produced over 20 different models in the past two years. Changes to: Over 20 different models have been produced in the past two years.
If the agent (the performer of the action) is important, use “by” For Example: Tim Wilson wrote “The Flight to Brunnswick” in 1987. Changes to: “The Flight to Brunnswick” was written in 1987 by Tim Wilson.
Only verbs that take an object can be used in the passive.
The following chart includes sentences changed from the active to the passive in the principal tenses.
Active
Passive
Time Reference
They make Fords in Cologne.
Fords are made in Cologne.
Present Simple
Susan is cooking dinner.
Dinner is being cooked by Susan
Present Continuous
James Joyce wrote "Dubliners".
"Dubliners" was written by James Joyces.
Past Simple
They were painting the house when I arrived.
The house was being painted when I arrived.
Past Continuous
They have produced over 20 models in the past two years.
Over 20 models have been produced in the past two years.
Present Perfect
They are going to build a new factory in Portland.
A new factory is going to be built in Portland.
Future Intention with Going to
I will finish it tomorrow.
It will be finished tomorrow.
Future Simple
6. Reading and identifying
Since you are clear about passive verb formation, go back to page 26 and scan the text for all the examples of the present progressive passive voice.
Our fur is being used to make sweaters like yours.
She was being watched by an excited elephant.
…
Now try to put the following sentences into the present progressive passive voice.
They are producing this new drug.
Antelope is looking at her.
They are killing us for the wool.
They are destroying the farm.
7. Discovering useful structures
To consolidate your learning of The Present Progressive Passive Voice, turn to page 29 and do the grammar exercises 1, 2 and 3.
8. Closing down by playing a game
To end this period go to page 29 and play the game of definitions. Answer questions using attributive clause containing a preposition +which/ whom structure.
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