20（九年级）Unit 5 Section A（GF-4c） （教案1）

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Unit 5 What are the shirts made of ?
Section A（Grammar Focus-4c）

Teaching Aims	Language goals    Learn the usage of the passive voice. Key words and phrases    boss, Germany, surface, material, traffic, postman, cap, glove. Key sentences    1. Children under 18 are not allowed to watch this show without      their parents.    2. We are paid by the boss on the last Friday of each month.    3. Most of the earth’s surface is covered by water.
Teaching Difficulties	The mutual transformation of active voice and passive voice.
Teaching Aids	A tape recorder ,CAI or multimedia courseware

Teaching Procedures	Tips
Step 1 Warm-up & Revision
The T can play a video of several films excerpts which contain lines with passive voice so that Ss can learn and practice the target structure in natural speech. The T can guide Ss to review what they have learned by asking them to describe the pictures of local products in different countries. Pay attention to the accuracy of Ss’ words and remind Ss to use the target structure.
Step 2 Grammar learning
Ask Ss to find sentences with passive voice in Section A and the T may write them on the board. For example:    Tea is produced in many areas in China.    Anxi and Hangzhou are widely known for their tea.    The leaves are picked by hand.    The tea is packed and sent to many different countries. Grammar Focus The T can ask Ss to read aloud the sentences in the chart, observe these sentences and trying to find the rules about the target structure. Ss can have a discussion to check their findings in pairs. At last the T can summarize the usage of the target grammar structure from several aspects. The T can also explain to Ss when and where we should use the passive voice instead of active voice.
Step 3Presentation & Practice
4a Ask Ss to finish the task in 4a quickly. Ss who finish can put up hands and the T can take down the time Ss spend and give positive feedback to those Ss who spend less time. The T can invite Ss to read aloud the sentences to check their answers as well as their pronunciation and intonation. Answers: are not allowed are paid     3.is spoken     4.is covered    5.is cleaned 4a Compare the two voices. Draw Ss’ attention to the question 3 and 5 and ask them to turn the two questions into active voice. The T may write them on the board to guide Ss to tell the differences between them in structure and function like this: What language is spoken in Germany? What language do people speak in Germany? The classroom is cleaned by the students every day. The students clean the classroom every day.    4b Ss finish the task in 4b and then communicate with their partners. Then the T can invite some Ss to share their answers in class and the T can make assessments. Answers: 2.The best materials are used to make dresses by this shop.   3.Many traffic accidents are caused by careless driving.   4.Letters and postcards are brought to people's homes by the postman. This silver plate is not used very often by our family. 4c     The activity is to reinforce the target language for talking about what things are made of and where they were made. The T may prompt Ss to name the things they are wearing and the things they have on their desks and in their schoolbags. Write these words on the board. Have Ss work in pairs to make similar conversations using the things they have just named. The T can then invite a few pairs to role-play their alternative conversations.
Step 4 Summary & Homework
Summary  The T can encourage Ss to summarize the key points of this class to help Ss consolidate the knowledge. Homework:     Preview the new words and phrases in Section B(1a-1e). Do the exercises in students’ book.	The homework can vary with the specific conditions.
Teaching Reflection	Grammar focus arranges the general present tense usage of the passive voice in this unit, including declarative sentences, general questions, special questions and answers. The activity 4a highlights the structure of the passive voice. Activity 4b is to turn the active voice into the passive voice. It aims to break through the difficult points and let students compare the different structures and functions of the two voices. Activity 4c reproduce the language knowledge learned in this unit in the form of dialogue. Let students consolidate the language through reading and oral practice. While teaching, teachers should also focus Ss’ attention to the past participle of irregular verbs involved in the structure.