【文章內(nèi)容簡(jiǎn)介】 ed one are demanded to act out in front of class and let the rest guess.4) Teacher encourages students to judge whether the description about the fisherman is similar to the one in the story. (Double Bubble Maps)2. Subtask 2: Depicturing an animal (Meeting)1) Teacher talks about the difference and similarity between a panda and a dog with some students. (Demonstration)2) Students are encouraged to simulate to hold a meeting to pare and contrast a cormorant and any other animal they like. There must be a chairperson and some participants. (GW amp。 Double Bubble Maps)3) Some groups may be asked to perform their meetings in front of class.3. Subtask 3: Exploring fishcatching methods (Debating)1) Teacher leads students to speak of the fishcatching methods and attempt to divide them into traditional method and modern method.2) Teacher divides the whole class into two groups. One group holds that the traditional fishcatching methods are better than the modern ones。 the other argues over the left shoulder. One student will be elected to be the referee. (GW)3) The referee should instigate the sides to debate more fiercely and decide the group who wins.4. Subtask 4: Considering the challenge of cormorant fishing (Discussing)1) Students are required to read the last paragraph and think about:What is the matter with cormorant fishing?2) Students discuss what challenges the cormorant fishing. (GW)3) Each group remends one speaker to make a report about their discussion.V. Posttask (Interviewing amp。 Designing)1. Interviewing the Culture Minister about how to develop Chinese traditional cultures. The reporters may e from different TV stations, newspapers and even different countries. (Inclass)2. Designing a project on Chinese traditional culture. (Afterclass)9A Unit 2 Traditional skills Grammar—the Passive voice語(yǔ)態(tài)概述 我吃了一個(gè)蘋果， 那現(xiàn)在蘋果怎樣了？蘋果被我吃了。正如漢語(yǔ)中的被字句，英語(yǔ)中的“被字句”我們稱之為被動(dòng)語(yǔ)態(tài)。英語(yǔ)中有兩種語(yǔ)態(tài)：主動(dòng)語(yǔ)態(tài)和被動(dòng)語(yǔ)態(tài)。英語(yǔ)的語(yǔ)態(tài)是通過(guò)動(dòng)詞形式的變化表現(xiàn)出來(lái)的。 五種基本句型結(jié)構(gòu)之一： 主+謂+賓 : I eat an apple. Tom plays basketball. （注:在“主+謂+賓”結(jié)構(gòu)中，主語(yǔ)是動(dòng)作的執(zhí)行者，賓語(yǔ)是動(dòng)作的承受者。）被動(dòng)語(yǔ)態(tài)謂語(yǔ)結(jié)構(gòu)：be done（過(guò)去分詞） ：主語(yǔ)是動(dòng)作的執(zhí)行者 .：Many people speak Chinese. ：主語(yǔ)是動(dòng)作的承受者 .：Chinese is spoken by many people. 被動(dòng)語(yǔ)態(tài)變化模式如圖： They make the bikes in the factory. The bikes are made by them in the factory.被動(dòng)語(yǔ)態(tài)的使用情況：1）、當(dāng)不知道誰(shuí)是動(dòng)作的執(zhí)行者時(shí)； Some new puters were stolen last night. 一些新電腦在昨晚被盜了。 2）、沒(méi)有必要或不想指出誰(shuí)是動(dòng)作的執(zhí)行者時(shí)； The door was opened.（沒(méi)有必要指出誰(shuí)是動(dòng)作的執(zhí)行者）3)、只需強(qiáng)調(diào)動(dòng)作的承受者時(shí)。 The window was broken by 。各種時(shí)態(tài)的被動(dòng)語(yǔ)態(tài)結(jié)構(gòu): be done( 總結(jié)構(gòu)) 時(shí)態(tài) 主動(dòng)語(yǔ)態(tài) 被動(dòng)語(yǔ)態(tài)一般現(xiàn)在時(shí)do\doesam\is\are+done一般過(guò)去時(shí)didwas\were+done現(xiàn)在進(jìn)行時(shí)am\is\are+doingam\is\are+being+done過(guò)去進(jìn)行時(shí)was\were+doingwas\were+being+done一般將來(lái)時(shí)will+dowill be +done現(xiàn)在完成時(shí)have\has+donehave\has+been+done有情態(tài)動(dòng)詞情態(tài)動(dòng)詞+do情態(tài)動(dòng)詞+be+done 主動(dòng)語(yǔ)態(tài)變被動(dòng)語(yǔ)態(tài)步驟： 1. 判斷時(shí)態(tài)：思考這種時(shí)態(tài)的被動(dòng)語(yǔ)態(tài)結(jié)構(gòu)。 2 主變賓：主動(dòng)語(yǔ)態(tài)句子中的賓語(yǔ)變被動(dòng)語(yǔ)態(tài)句子中的主語(yǔ)（同時(shí)賓變主）。 3. 謂動(dòng)變被動(dòng)：把謂語(yǔ)動(dòng)詞變成被動(dòng)結(jié)構(gòu)（be + done） 4. 主語(yǔ)放by后，主格變賓格：把主動(dòng)語(yǔ)態(tài)中的主語(yǔ)放在介詞by（被）之后，將主格變 為賓格。含有情態(tài)動(dòng)詞的被動(dòng)語(yǔ)態(tài) 含有情態(tài)動(dòng)詞的主動(dòng)句變成被動(dòng)句時(shí)，由“情態(tài)動(dòng)詞＋be＋過(guò)去分詞”構(gòu)成，原來(lái)帶to的情態(tài)動(dòng)詞變成被動(dòng)語(yǔ)態(tài)后“to”仍要保留。 （歌訣是：情態(tài)動(dòng)詞變被動(dòng)，情態(tài)加be，加“過(guò)分”。） 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