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Unit 13 We’re trying to save the earth！
Section A（Grammar Focus-4c）
学习目标：
1.语言能力：在语境中理解、识记并运用本课时词汇：take
part in,afford,turn off,reusable,pay for,take
action,transportation 等。
Teaching
2.文化意识：能够用与污染相关的词汇，对环境污染和环境保
Aims 护进行简单描述。
3.思维品质：能运用目标语言谈论污染问题，能在实际情景对
话中认识解决空气污染和垃圾污染的方法。
4.学习能力：能正确区分和使用以下语法结构：现在进行时、
used to、被动语态、现在完成时、情态动词。
Teaching Let Ss review different tenses and voices.
Difficulties
Teaching CAI, multimedia courseware or other realia that the T needs for
Aids teaching
Teaching Procedures Tips
Step 1 Warm up
Revision
Ask Ss to work in pairs, then take turns to retell the passage of 3a.
(Optional choice: T can also ask Ss to retell the passage by writing
it down.) T can use the following questions to help Ss remember
the passage:
What's the sharks' problem?
Why are they endangered?
Some facts and numbers about sharks at present.
How to save the sharks?
(Tip: If the class is weak, T can use the diagram on PPT P6 to
help Ss review the passage. If the class is strong, T can use the
diagram to make a summary after Ss’ retelling.)
Step 2 Presentation &Grammar
Grammar Focus
Ask Ss to read the sentences in the columns ofGrammar Focus. Tell Ss that they’re going to review the
present progressive, used to, passive voice, present perfect and
modal verbs in this lesson.
Grammar
现在进行时
现在进行时的基本结构：be (am/is/are) + 动词-ing
现在进行时的基本用法： 1.表示现在正在进行或发生的动作。
1. 表示现阶段或当前一段时间之内正在进行的动作。
现在进行时的标志词：now、look、listen、these days等。
动词-ing形式的构成
a. 一般情况下，在动词词尾后加-ing。
b. 以不发音的e结尾的动词，去掉e加-ing。
c. 以重读闭音节结尾的动词，末尾只有一个辅音字母，双写这
个
辅音字母，再加-ing。
现在完成时
现在完成时的基本结构：have/has + 过去分词
现在完成时的基本用法：1. 表示过去发生或已经完成的动作对现在
造成的影响或结果。2. 从过去某一时间开始并一直持续到现在且还
有可能持续下去的动作。
现在完成时的标志词：already、yet、ever、never、for +时间段、
since +时间点、so far、in the last/past...years等。
过去分词的构成
1. 一般情况下，在动词后加-ed。如: work → worked。
2. 在以e结尾的动词后只加-d。如: close → closed。
3. 以辅音字母加y结尾的动词，应将y改为i再加-ed。如: study →
studied。
4. 以重读闭音节结尾的动词，要双写末尾的辅音字母再加-ed。
如: stop → stopped。
不规则动词的过去分词:
AAA型 put put put
AAB型 beat beat beaten
ABA型 become became become
ABB型 get got got/gotten
ABC型 begin began begun
被动语态
主动语态表示主语是动作的执行者。被动语态表示主语是动作的承
受者，即行为动作的对象。
在含有使役动词 (如：make) 或感官动词 (see、watch、notice、hear
等) 的主动语态的句子中，这些词后常跟省略to的动词不定式，但
是改为被动语态时则要把省去的to还原。被动语态的构成
被动语态的基本结构：助动词be + 及物动词的过去分词
一般现在时的被动语态：am/is/are + 过去分词
一般过去时的被动语态：was/were + 过去分词
一般将来时的被动语态：will be/is going to be + 过去分词
含情态动词的被动语态：情态动词 + be + 过去分词
情态动词
1. 情态动词一般没有人称和数的变化。
2. 情态动词后接动词原形。
3. 常用的情态动词有：can/could、may/might、must/have to、
should/ought to、would、need等。
used to的用法
used to意为“过去常常做某事”，后接动词原形。
used to句型的否定句形式：didn’t use to...
used to句型的一般疑问句形式：Did + 主语 + use to...?
used to do表示过去常常做某事，而现在往往不做了；
be used to doing表示习惯于做某事。
Step 3 Practice
4a
Ask Ss to fill in the blanks with the correct forms of
the verbs in brackets.
Answers: (from left to right, from top to bottom)
Have ... taken, helped, considered, had ... had, took, think, came,
trying, wait
4b
Ask Ss to fill in the blanks with the appropriate
modal verbs from the box.
Suggested answers:
may / might, must / have to, can / should / could,
can / could / should, have to,
can / could / should, can / could,
can / could, would / can / could
4c
T may want to have Ss work in groups of four to
make a list of things that people can do to help protect the
environment. When the groups have made their lists, conduct
an open class discussion and elicit suggestions from each
group. T can write the suggestions on the board, then
encourage Ss to comment on one another’s suggestions.
Suggested answers:
take your own shopping bags when you go shoppingdon’t use disposable items like disposable cutlery, cameras, etc.
turn off the lights when you leave the room
reduce the use of air conditioners in summer
grow more plants
Step 4 Language points learning
take part in的意思是“参加”，它多指参加会议或集体性的工作或活
动，且参加者在其中发挥一定的作用。
afford 作动词，意思是“承担得起（后果）；买得起”常用在 can、
could、be able to 等之后。afford sth.“买得起某物”；afford to do
sth.“负担得起做某事”。
Step 5 Exercise,Summary&Homework
Exercise
Do the exercises from PPT P25-P27.
Homework
Preview the new words and phrases in Section B(1a-1e).
Do the exercises in students’ book.
In this period, we should review the present progressive tense, present
perfect tense, passive voice, modal verbs and the structure “used to”
in reading and speaking activities. We will learn some new words
and expressions about environmental protection in language learning,
Teaching so it is necessary to get the students to pay enough attention to the new
Reflection words and try to collect more of them.
When we deal with the grammar, we should know how the students
learn them and get them to practice in different kinds of exercises.
Students should practice grammar in different activities. And we'd better
give them some written work after speaking and reading.
