【正文】 tart) another book. It’s the first science fiction story I (7)_________________ (try for/since) a long time — (8)_______ (for/since) last year, in fact.Assignments:Do more exercises with what you have learned. 9A Unit 1 Ancient Greece More practice Archimedes and the crownObjectives:1. To offer the students another chance to read stories in ancient Greece.2. To enlarge students vocabulary.3. To have students try to find information from a long text.Prereading1. Read the questions below and circle the correct answers.1) Which of these ancient countries was in Europe?2) When was ancient Greek civilization at its strongest in history?3) Which of these people lived in ancient Greece?4) What was Archimedes?5) Archimedes died in 212 BC. How long has he been dead?2. Ask students whether they know any stories about Archimedes or other famous ancient Greeks and let them discuss with their friends.3. Look at the picture, the title, the first and the last paragraphs of the story on page 14. Then decide whether the following statements are true or false. Whilereading1. Find words to match these meanings in the story on page 14.2. Read the story again and decide whether the statements below are T (true) or F (false). If the story does not tell you about them, circle DK (Don’t know).3. Ask students to arrange the pictures in order, 1–9, as they happened in the story.Postreading1. Pair work: Ask students to think about what Archimedes and his servant would talk about. Remember that Archimedes owns the servant。1.2.3. Moral education: Care about and develop Chinese traditional cultures.Teaching procedures:I. Organizing the class2.1.Complete the table about the story.Use one sentence to generalize the information in the table.IV. Whiletask arguing)2) Students practice this guessing game and teacher assigns one or more pairs to describe the fisherman. 4) Teacher encourages students to judge whether the description about the fisherman is similar to the one in the story. (Double Bubble Maps)1) Teacher talks about the difference and similarity between a panda and a dog with some students. (Demonstration) Double Bubble Maps)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. the other argues over the left shoulder. One student will be elected to be the referee. (GW)4. Subtask 4: Considering the challenge of cormorant fishing (Discussing)What is the matter with cormorant fishing?3) Each group remends one speaker to make a report about their discussion.V. Posttask (Interviewing amp。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)正如漢語中的被字句，英語中的“被字句”我們稱之為被動(dòng)語態(tài)。英語的語態(tài)是通過動(dòng)詞形式的變化表現(xiàn)出來的。）被動(dòng)語態(tài)謂語結(jié)構(gòu)：be done（過去分詞） ：主語是動(dòng)作的執(zhí)行者 .：Many people speak Chinese. ：主語是動(dòng)作的承受者 .：Chinese is spoken by many people. 被動(dòng)語態(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)語態(tài)的使用情況：1）、當(dāng)不知道誰是動(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。 The window was broken by 。 2 主變賓：主動(dòng)語態(tài)句子中的賓語變被動(dòng)語態(tài)句子中的主語（同時(shí)賓變主）。含有情態(tài)動(dòng)詞的被動(dòng)語態(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＋過去分詞”構(gòu)成，原來帶to的情態(tài)動(dòng)詞變成被動(dòng)語態(tài)后“to”仍要保留。） 初中階段可用于被動(dòng)語態(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.