【正文】 ） 初中階段可用于被動(dòng)語(yǔ)態(tài)的情態(tài)動(dòng)詞有：can（be done）能夠被…may（be done）可以\能被…must（be done）必須被…need（be done）需要被…should（be done）應(yīng)該被… 9A Unit 2 Traditional skills More practice—some facts of teaObjectives:1. To let students have the chance to read more about traditional skills.2. To let students practice some reading skills like guessing, finding information from a text and grasp the main idea of a passage.3. To enlarge students’ vocabulary and let them make dialogues about what they have learnt in the text.Procedures:Before reading1. Ask students some questions about tea and lead to the topic: some facts of tea.2. Deal with some new words that may make the understanding of the text difficult.While reading1. Ask students to read the text quickly and ask them to tell the main idea of the text.2. Ask students to read the first paragraph and decide whether the following sentences are true or false.1) Tea is the most popular drink in the world. T / F2) Black tea can keep fresh for a long time. T / F3) Black tea first came to China during the Ming Dynasty. T / F4) Herbal tea is a kind of real tea. T / F5) Tea leaves contain caffeine. T / F3. Find the words in Column A in the passage and match them with the meanings in Column B.4. Read the passage again. Then answer the following questions.Post reading1. Ask students if they know how many types of tea there are in China. If they do, ask them to list the name of them.2. Ask students to make a dialogue to practice what they have learned from the text.Assignments1. Read the text three times.2. Remember some new words and sentences. 9A Unit 2 Traditional skills RevisionTeaching aims:1. To help students use key words and phrases correctly by reviewing them.2. To be able to use passive voice of three tenses properly in a certain situation.3. To help students be more familiar to the text and understand it well by doing some activities.4. To learn to describe a person.5. To hold their attention on some traditional occupations or skills which are disappearing in China.Teaching key points1. Use key words and phrases correctly.2. Make sure Ss master the Passive voice (3 tenses), then use it properly in a certain situation. 3. Help students understand the text well.Pretask preparation1. Use English explanations to help Ss review some words and phrases.Whiletask procedures2. Finish some exercise about key words and phrases. 1)Choose the right words to fill in the blanks. (Using their correct form) 2)Rewrite the following sentences as required.3. Do pair work. Use the five words to make sentences and then change them into passive voice. remove require bang control hang4. Fill in the form (課文鞏固，單詞拼寫(xiě)檢查)5. Put the sentences into correct order(about Damin’s work)6. Say something that you’re most interested about Wang Damin.7. Summarize the main points of describing a person and his work.Posttask activity8. Write a position with topic ‘My grandpa Wang Damin’.Homework:Make s survey about Chinese traditional skill.1. Are you interested in cormorant fishing? Why or why not?2. How much do you know about other traditional skills that you have seen in your life?3. Are traditional skills important to you? Why or why not?9A Unit 3 Pets Reading—Head to headObjectives:1. To understand the meaning of the key words in the text.2. To get further understanding of the context of the text3. To help the students realize the importance of thinking4. To improve students’ oral English and team spirit through activitiesPrereading preparation1. In Unit 3, we are going to talk about pets. Read the three headings below and e up to the board one by one and add a word under one of the headings.2. What do you know about animals and pets? Are these statements T (True) or F (False)?Whilereading procedures1. Would you like to have a pet? Give your reasons. If you like to have a pet, what animal will you probably choose? Give your reasons as well.2. Look at the two pictures on page 37. What will the article probably be about? 3. Now, read the title and headings on page 37 and then answer these questions.4. Emma and Matt both give us many reasons to support their opinions. Read the article again and plete the following notes.5. Complete the two tables of their point of views.Postreading activities6. Answer the following questions.7. Work in pairs. Have a discussion with your partner about whether it is a good idea to have a pet cat or not. Give some reasons and examples to support your opinions and views.HomeworkWorkbook 9A, pages 20 and 26.Read the text three times.9A Unit 3 Pets GrammaradverbsTeaching objectives:1. To master some key words and phrases.2. To learn how to use the adverbs skillfully.3. To learn to describe how people do things with adverbs.4. To develop the students’ interest in learning English.Teaching Procedures:Teaching procedureTeaching contentStudents’ activityTeacher’s activityPretaskpreparationUsing adverbsSome adverbs tell us how people do things. We usually make these adverbs by adding –ly to adjectives.How did he drives?He drove badly/well/carefully/fast.To be aware of how to form adverbs by listening to the teacherTo elicit the forms of adverbs by showing students some sentences.Whiletaskprocedures1. Complete what Happy says to his staff with adverbial forms of the adjectives in the box. Use each word once only.2. How to use the verbs:\We can use some adverbs before adjectives.We can also use some adverbs before some other adverbs.Sometimes we use adverbs to modify the whole sentence.Use adverbs to finish the manager Happy’s words. Make the students to use adverbs in conversationsPosttask activitiesFinish what Happy says to his staff a month later.To have further practice on t