英语学习上海版牛津英语9A第二单元教案名师优秀教案(完整版)资料

[英语学习]上海版牛津英语9A第二单元教案名师优秀教案（完整版）资料(可以直接使用，可编辑优秀版资料，欢迎下载）

[英语学习]上海版牛津英语9A第二单元教案[英语学习]上海版牛津英语9A第二单元教案名师优秀教案（完整版）资料(可以直接使用，可编辑优秀版资料，欢迎下载）上海版牛津英语9A第二单元教案一复习上节课非谓语动词二.1.beshortof“缺少，短缺”eg:Thisareaisshortofwater.2.howmuch与howmany“多少”howmuch修饰不可数名词;howmany修饰可数名词复数。Eg:Howmanystudentsarethereinyourclass?Howmuchjuicedoyouwant?3.Wouldyoulike…“你想要…..”eg:Wouldyouliketohaveacupoftea?答语:肯定:Yes,please./否定:No,thanks./I’dloveto,but…..Wouldyouliketogowithme?I’dloveto,butIhaven'tfinishmywork.Whatwouldyoulike?答语:肯定:I’dlike…./I’dloveto…..eg:whatwouldyoulike?I’dlikeaglassofwater.4.below在…..下方5.helpsb(to)dosth.帮助某人做某事Eg:Canyouhelpmefinishthetask?Sheoftenhelpsmedothehousework.=Sheoftenhelpsmetodothehousework.“n”“帮助，帮忙”eg:Thankyouforyourhelp.Withthehelpof在….的帮助下…eg:Withthehelpofmyteacher,myEnglishimproved.6.sound;noise;voice辨析:sound泛指一切可以听到的声音;noise指噪音，吵闹声，通常指不悦耳的，不和谐的，或令人讨厌的声音。Voice指嗓音，也可以指鸟鸣的声音。练习Themusicmademethinkofthe______ofarunningstream.A.shoutBnoiseCvoiceD.sound7.hardlyever“几乎不，很少”hardly是副词，位于助动词，be动词，情态动词之后，实义动词之前。hardly本身表示否定的含义，用于反义疑问句，附加疑问部分用肯定形式。Eg:Hecanhardlydoanyhousework,___________?他几乎不会做家务，是不是?Thereishardlyanymilkleftinthefridge,____________?冰箱里几乎没剩下多少牛奶了，是不是,hardly用于句首，句子要用于倒装。Eg:HardlyhadIfalledasleepwhensomeonekonckedatthedoor.我刚刚睡着就有人敲门。练习:IwassotiredthatIcould________walkanyfarther.A.nearlyB.hardlyC.reallyD.suddenly8.also副词“也”位于助动词，be动词，情态动词之后，实义动词之前，用法比较正式，而too和aswell一般位于句尾，在否定句之中用either.Eg:IstduyChinese,andIalsoStudyEnglish.Tomcanswim.Icanswimtoo.Shedoesn’twanttogotothepark,either.她也不想去公园引申:notonly…..butalso…..“不但…..而且….”注意:谓语动词要与also后的主语在人称和数上保持一致。Eg:NotonlyhebutalsoIamastudent.不但是他，而且我也是学生。9maybe“可能是”与maybe的辨析:Maybe是情态动词may与动词be连用作句子的谓语，意为“可能是”放于句中。maybe是副词，意为“大概”只能用作状语。放句首。Eg:Hemaybeatschool.他可能在学校。Maybeheisatschool.也许他在学校。10.beawareof“意识到”beunawareof“未意识到”11.辨析it与oneIt代词，可用来代替上文提到的同一人或事物。Eg:Iwanttouseyourpen,passittome.One所代替的是同类事物中的一个，泛指前面所提到的物或者人，复数是ones.Eg:Ihavenoexercisebooks.Lendmeone.One或ones前面可以加冠词或形容词，而it则不能。Eg:Theredsweateristoosmall.Iwantalargerone.这件衣服太小了，我想要件大的。练习:——Ineedsomethingforcutting_________thepaper.Oh,youwantaknif?OK,I’llget________foryou.A.itB.thatC.thisD.one12.dependon“依靠，依赖”Eg:Weshouldn’tdependonourparents.我们不应该总依赖我们的父母。.而定”;取决于….dependon/upon“视…Eg:Thesuccessoftheexperimentdependsontheweather.这次实验的成功与否取决于天气。13.Computersaretoldwhattodobyprogrames.电脑要通过程序被命令做什么。whattodo是“疑问词+不定式”的复合结构，在句中作及物动词的宾语。Eg:Idon’tknowwhattosay.Canyoutellmehowtodoit?Howtodoitisthemostimportant.练习:Therearesomanykindsofcomputersintheshop.Ireallydon’tknow______tochose.A.whatB.whichC.howD.where14.目前:atpresent15.Itiscommonkonwledgethat…..“众所周知”16.Itisessentialthat….必须，应该Itisessentialthatthehumansdoesnotmakeamistake.17.Theanswertothequestion.这个问题的答案。Thekeytothedoor18.forthetimebeing=forthepresent“暂时，目前”19.sometimes有时Sometime某时Sometime一段时间Sometimes一些次1.taste作系动词，“尝起来”，其后加形容词作表语。Eg:Thefoodtastesdelicious.这种食物尝起来很好吃。Themilktastesstrange.这种牛奶尝起来味道很怪。look，smell，taste，sound和feel是五个常用的系动词练习:Thecookies_______good.CouldIhavesomemore?A.tasteB.smellC.feelD.sound——Hi，Tony.Themilkshake______good.I’mgladyoulikeit.A.soundsBfalls.C.goesD.tastes2.agree同意(1)agreewith/on/toagreewith+某人/某人说的话——“同意某人的观点”eg:Iagreewithyou.agreeto+计划/建议——“同意某一计划或建议”Heagreestomyplanatlast.agreeon+表示具体的文件，计划，行动的词。Theyagreedonthatthing.(2)agreetodosth.同意做某事eg:Heagreedtocometohelpus.(3)agree+that从句eg:Herparentsagreedthatshewentonwithherstudy.3Whatdoyouthinkof….和Howdoyoulike…?可以互换——“认为…..怎么样”4payattentionto注意完成句子:1.我父亲认为牛肉尝起来比猪肉好吃。Myfatherthinksthatbeef_______________________pork.2.在他们看来，计算机将为人们做所有的事情。________________________,computerswilldo___________forpeople.3.你同意四川的食物比上海食物更辣这个观点吗,______you________thatSichuanfood_________________________Shanghaiesefood?4.我们应该更多地关注野生动物。Weshouldpay________________________thewildanimals.5.dieof与diefrom因….而死Dieof强调内因eg:Shediedofcancer.她死于癌症。Diefrom强调外因eg:Shediedfromachestwound.她死于胸部受伤。6.mean“意味着”其后可以接名词，代词，动名词和从句。Eg;Thedarkcloudsmeanrain.这些乌云是下雨的征兆。Missingthetrainmeanswaitingforanhour.赶不上这趟火车意味着再等一个小时。ing形式。Mean还有“意欲，打算”之意，后接动词不定式做宾语，不用—Mean还有“意思是”eg:Theredlightmeans“stop”红灯表示停止。注:meandoingsth.意味着做某事meantodosth“打算做某事”7.inthe1960s“在20世纪60年代”in1960“在1960年”Eg:Mostofuswereborninthe1990s.我们大多数出生于20世纪90年代。7.as…..as“和……一样”中间用形容词或副词原形，其否定形式是notas/so…..as…“不如”Eg:HesingsaswellasMike.他唱的和迈克一样好。Thisbookisn’tas/sointerestingasthatone.这本书不如那本有趣。练习:Listeningisjustas_______asspeakinginlanguagelearing.A.importantB.moreimportantCmostimportantD.themostimportant8.thenumberof“….的数量”+可数名词复数”,作主语时，谓语动词要用单数。Thenumberofstudentsinourclassisforty.我们班学生的数量是40人。Anumberof“大量,许多”Anumberofstudentshavebeenthere.许多学生去过那了。练习:——Anumberofstudents_______inthedinninghall.——Letmecount.Thenumberofthestudents_______about400.A.are;isBis;areCare;areD.is;is9.turnon“打开….”反义turnoff关闭Eg:Turnonthelight,please.Turnoffthelightbeforeyouleavetheroom.Turnup调大声音turndown调小声音练习;1.Don’tdoanyotherthingswhileyouaredoingyourhomework.Soplease_______yourmp3.AturnupB.turndownCturnonD.turnoff2.Mike________hiscomputerandcheckedhise-mail.AturnonBturnoffCturnedupDturndown重点短语:依靠__________atpresent____________常识__________turnon___________犯错误________workout_________注意_____________infrontof________……的数量____________succeedindoingsth.______-缺少__________attheend___________形容词的比较等级考点:形容词的比较级或最高级，以单选形式出现。一(定义:修饰词二(用法:1.作主语:the+adjeg:Theyoungshouldgivetheirseatstotheold.2.作表语:Sheisverybeautiful.3.作定语:注:放在名词之前，不定代词之后。4.作补语:make,keep,leave,find.Shekeepshereyesclosed.5.作状语:Hewenthome,sleepyandhungry.三(比较等级:1.原级:asadj/adv原级as修饰词有:so,very,quiteEg:Sheisastallasyou.Herunsasfastasme.1单音节:(1)一般在词尾加er,est如:tall,long.(2)以e字母结尾的词加r,st.如:nice,fine比较级1.规则变化(3)以辅元辅结尾的词，双写未字母加:er,est.如:big,sit,thin.(4)辅音字母加y结尾，把y变I加er,est.最高级构成如:sunny,heavy.2.多音节:在形容词副词前加more,most.如:beautiful,careful,popular.2.不规则变化:好坏多少远老good/wellbetterbestbad/illworseworstmany/muchmoremostlittlelessleastfarfartherfarthestfurtherfurthestoldolderoldesteldereldest修饰比较级的词:much,far,abit/alittle,still,even,rather考点句型1.thaneg:Sheistallerthanme.2.whichis_____AorB?eg:Whichcolourdoyoulikebetter,redorblue?3.The+比较级，the+比较级eg:Themore,thebetter.4.比较级and比较级eg:It’sgettingwarmerandwarmerinspring.5.the+比较级ofthetwoeg:Heisthetallerofthetwins.最高级(the+最高级)考点(1)whichis_______A,BorC?eg:Whichcityisthemostbeautiful,Beijing,Shanghai,orHangzhou?(2)有限定范围的:intheworldofthethreeeg:ShanghaiisthebiggestcityinChina.注意:副词前不加theHeranfarthest.(3)oneofthe+最高级+名词复数eg:Heisoneofthemostpopularscholar.(学者)the+序数词+最高级+范围eg:thefirstlongestriverinChina练习:1.Nowtheairinourcityis______thanitusedtobe.Somethingmustbedonetostopit.A.verygoodB.muchbetterC.ratherbadD.evenworse2.Areyoufeelingbettertoday,dear,No，even______.A.wellB.betterC.badD.worse语法专项习题-形容词1()1.Thisboxis___thatone.A.heavythanB.soheavythan上海牛津英语教案9ATOC\o"1-1"\h\z\u9AUnit1AncientGreeceReading–Thenightofthehorse（1） 29AUnit1AncientGreeceReading–Thenightofthehorse（2） 39AUnit1AncientGreeceGrammar-Thepresentperfecttense 49AUnit1AncientGreeceMorepractice--Archimedesandthecrown 59AUnit2TraditionalskillsReading–Fishingwithbirds（1） 69AUnit2TraditionalskillsReading–Fishingwithbirds（2） 79AUnit2TraditionalskillsGrammar—thePassivevoice 89AUnit2TraditionalskillsMorepractice—somefactsoftea 109AUnit2TraditionalskillsRevision 119AUnit3PetsReading—Headtohead 129AUnit3PetsGrammaradverbs 139AUnit3PetsWriting-Myfavouriteshop 149AUnit4ComputersReading-Computerfacts(1) 159AUnit4ComputersReading-Computerfacts(2) 179AUnit4ComputersGrammar-Comparisonofadj&adv 199AUnit4ComputersSpeaking 219AUnit5ThehumanbrainReading-Memory 229AUnit5ThehumanbrainReading-Memory 229AUnit5ThehumanbrainGrammar--Adverbialclauses(II) 239AUnit5ThehumanbrainWriting-MemoryCorner 249AUnit6 DetectivesReading--Protectingtheinnocent 259AUnit6 DetectivesGrammar:Usinginfinitives 279AUnit6 DetectivesListening--MrsWhite’slostjewellery 289AUnit6 DetectivesWriting:Acrimereport 299AUnit7EscapingfromkidnappersReading:Comicstrips(1) 309AUnit7EscapingfromkidnappersReading-Comicstrips(2) 319AUnit7EscapingfromkidnappersGrammar:Adjectives 32

9AUnit1AncientGreeceReading–Thenightofthehorse（1）Objectives:Tounderstandthemeaningofthekeywordsinthetext.TogetfurtherunderstandingofthecontextofthetextTohelpthestudentsrealizetheimportanceofthinkingToimprovestudents’oralEnglishandteamspiritthroughactivitiesFocusanddifficultpoints:ToenablethestudentstoretellacompletehistoricaleventProcedure:I.Pre-task1.AskthestudentstolookatthepictureandthedialoguebetweenHiandLo.Thenanswerthefollowingquestions:WhereisHi?WhatisHidoingthere?DoesHithinkchildrenwholivedlongagowerelucky?Whydoeshethinkso?Fromthiscartoon,doyouthinkthatHilikeslearninghistory?Giveyourreasons.Introducesomefamouslandmarksinhistory.Askthestudentstolookatthepicturesandguesswhichcountrytheyarein.Pyramid:Stonehenge:ParthenonAskthestudentstobrainstorm:whatdoyouknowaboutthestory:thenightofthehorse?Thenaskthemtousetheirimaginationtoarrangethepicturesinthecorrectorder.II.While-task1.AskthestudentstoreadthetextandmatchthewordswiththeirEnglishmeanings.(C1,2)2.Askthestudentstoanswersomeextraquestions. 1)HowlonghadtheGreekstriedtocapturethecityofTroy? 2)DidtheGreekstakeeverythingwiththem? 3)WasitdifficultfortheTrojanstotakethehugewoodenhorseintothecity?Whyorwhynot? 4)ReadLine13,14,whatdoyouthinkwouldthesoldiersay? 5)HowdidtheTrojansmovethehorseintothecity? 6)TheGreeksoldierswerecaughtbytheTrojans,weren’tthey?3.Askthestudentstoanswersomequestions.(D1)III.Post-taskAskthestudentstoretellthestory.Askthestudentstothinkaboutthequestionsanddiscusswiththeirgroupmembers.WhatcanwelearnfromtheGreeks?WhatlessoncanwegetfromtheTrojans?IV.AssignmentReadthenewwordsandtextfluently,andrecitethenewwords.Finishtheexerciseonworkbook.FinishtheextraEx.

9AUnit1AncientGreeceReading–Thenightofthehorse（2）Objectives:Toletstudentsunderstandthetextbetterandknowsomemorewordsandexpressions.Toenablestudentstousethenewlanguage.Wordsandexpressions:history–historicalGreece–Greek;Egypt–Egyptian;Britain–British;America–AmericanThesoldierscamedownthestairs—twoatatime.1)downprep.Tearsrandownherface.2)upprep.Hewentupthestairs.3)twoatatime=Hecamedowntwostairsatatime.Butthecaptainoftheguardswasnolongerlistening.nolonger=not…anylongersecondslater=minuteslaterlookdownatlookupatlookdownupon瞧不起,歧视TheGreekshavetriedfortenyearstocaptureourcity.1)theGreeks希腊人姓氏的复数形式和民族名称前，表示全家和整个民族theTurners,theWangstheChinese,theBritish,theJapanese2)captureourcity=makeourcitytheirprisoner占领我们城capture+人/地点/动物/事物Youdon’thavetothink.don’thaveto=needn’t没必要drag(用力而缓慢地)拖拉dragsth.dragsb.硬拉，硬拖makejokesabout以……为笑柄，取笑playajokeon开(某人)玩笑haveajoke开玩笑EverybodyinTroywenttosleep,_____theguards.A.includeB.includesC.includingD.includedBymidnight,thesquarewasempty,exceptforthegianthorse.exceptfor除了……之外区别：besides;except;exceptforTheGreeksseizedthecaptain.Ithadreturnedinthedarkness.return=comebackInonenight,theysucceededincapturingitthroughatrick.succeedindoingsth.=besuccessfulindoingsth.词性转换：succeed;success;successful;successfully重点句型Itissobigthattheycouldn’ttakeitwiththem.so…that…如此……以致于……9AUnit1AncientGreeceGrammar-ThepresentperfecttenseObjectives:Tohavestudentsknowtherulesofthepresentperfecttense.Toletstudentsexpresstheirfeelingswiththepresentperfecttense.Steps:Theform.1)Wecanusethepresentperfecttensetotalkaboutthingsthathappenedinthepast,butareconnectedwiththepresent.Itisformedwithhas/have+thepastparticipleformoftheverb.2)Writedownthepresentperfecttenseforeachconjugation.3)completethesentenceswithhaveorhavenot,andsuitableverbs.II.just,alreadyandyet1)Wecanusejust,alreadyandyetwiththepresentperfecttense.2)Readtheconversation,puttheverbsintherighttense,andaddjust,alreadyoryet.III.everandnever1)Weoftenuseeverandneverwiththepresentperfecttense.IV.sinceandforWeoftenusesinceandforwiththepresentperfecttense.V.havebeentoandhavegoneto1)Thereisanimportantdifferenceinmeaningbetweenhavebeentoandhavegoneto.ComparethesetwosentencesaboutMrHuandMrLuowhoworkinthesameoffice.2)Completethesentencesbelowwithbeenorgone.VI.ReviewexerciseCompleteAnn’sdiarybyputtingtheverbsinitalicsinthepresentperfecttenseandchoosingthecorrectunderlinedwords.I(1)__________________(ever/justfinish)readingawonderfulbook.It’sthebestbookI(2)__________________(ever/neverread).MyfriendPennyisreadingittoo.She(3)______________________(notfinishit/already/yet),butshereallylikesit.Iaskedher,‘(4)_______________________(you/ever/alreadyenjoy)abooksomuch?’‘No,Ihaven’t.I(5)_____________________________(just/neverread)suchagoodbook,’shereplied.Ilovereading,andI(6)_______________________(already/neverstart)anotherbook.It’sthefirstsciencefictionstoryI(7)_________________(tryfor/since)alongtime—(8)_______(for/since)lastyear,infact.Assignments:Domoreexerciseswithwhatyouhavelearned.

9AUnit1AncientGreeceMorepractice--ArchimedesandthecrownObjectives:ToofferthestudentsanotherchancetoreadstoriesinancientGreece.Toenlargestudentsvocabulary.Tohavestudentstrytofindinformationfromalongtext.Pre-reading1.Readthequestionsbelowandcirclethecorrectanswers.WhichoftheseancientcountrieswasinEurope?WhenwasancientGreekcivilizationatitsstrongestinhistory?WhichofthesepeoplelivedinancientGreece?WhatwasArchimedes?Archimedesdiedin212BC.Howlonghashebeendead?2.AskstudentswhethertheyknowanystoriesaboutArchimedesorotherfamousancientGreeksandletthemdiscusswiththeirfriends.3.Lookatthepicture,thetitle,thefirstandthelastparagraphsofthestoryonpage14.Thendecidewhetherthefollowingstatementsaretrueorfalse.While-reading1.Findwordstomatchthesemeaningsinthestoryonpage14.2.ReadthestoryagainanddecidewhetherthestatementsbelowareT(true)orF(false).Ifthestorydoesnottellyouaboutthem,circleDK(Don’tknow).3.Askstudentstoarrangethepicturesinorder,1–9,astheyhappenedinthestory.Post-reading1.Pairwork:AskstudentstothinkaboutwhatArchimedesandhisservantwouldtalkabout.RememberthatArchimedesownstheservant;theservantisnothisfriend!2.Moreexercises.Assignments:1.Readthetexttwice.2.Trytomemorizethenewwordsandknowhowtomakesentenceswithsomecertainphrases.

9AUnit2TraditionalskillsReading–Fishingwithbirds（1）Objectives:Tounderstandthemeaningofthekeywordsinthetext.TogetfurtherunderstandingofthecontextofthetextTohelpthestudentsrealizetheimportanceofthinkingToimprovestudents’oralEnglishandteamspiritthroughactivitiesFocusanddifficultpoints:ToenablethestudentstoretellacompletehistoricaleventProcedure:I.Pre-task1.Introducesometraditionalskillsorjobstostudents.2.Tellstudentsthatpeopleandanimalshavealwaysworkedtogether.Askthemtoomatchthebeginningofeachsentencewithitsending.3.Tellstudentstomatchthewordsintheboxwiththethingsinthepicture.4.Tellstudentstoreadthefirstsentenceofeachparagraphonpages20and21.Thenclosetheirbooksandanswerthefollowingquestions.5Readthefoursentencesbelow.Thenlookquicklyatthearticleonpages20and21,andwritethenumbers1–4intheblanks.II.While-reading1.Askstudentstoreadthroughthetext.2.ReadthefirstparagraphagainandcompletetheinformationaboutDaminandacormorant.3.Readthesecondparagraphagainandcompletetheflowchart.4.Asksomequestionsaboutthetext.WhatdoesDamindoafterthebirdsbringfishbacktotheraft?HowdoesDamindealwiththefishthathegets?Howoldiscormorantfishing?WhatisDaminteachinghisgrandson?Howsoonwillcormorantfishingprobablydisappearintheworld?III.Post-reading1.PretendthatyouareDamin’sgrandson.Tellwhetheryouwouldliketolearnthistraditionalskillofcormorantfishingandgiveyourreasonsaswell.2.ConsolidationHavestudentsreadthetextandnewwordsagain.Assignments:Readthenewwordsandtextfluently,andrecitethenewwords.Finishtheexerciseonworkbook.FinishtheextraEx.

9AUnit2TraditionalskillsReading–Fishingwithbirds（2）Objectives:

1.

Knowledge:Knowaboutcormorantfishing.

2.

Ability:Improvestudents’divergent,convergentandcreativethinking.

3.Moraleducation:CareaboutanddevelopChinesetraditionalcultures.Teachingprocedures:I.Organizingtheclass

Greetstudentsandhavethemreadthewordsofthischapter.II.Brainstorming

1.DisplayasetofpicturesaboutChinesetraditionalcultures.

2.

EncouragestudentstotalkmoreaboutChinesetraditionalcultures.III.Pre-task

1.

Whatelementsdoesastoryconsistof?

2.

Completethetableaboutthestory.

3.

Useonesentencetogeneralizetheinformationinthetable.IV.While-task

1.Sub-task1:Describingaperson(Guessing&arguing)

1)Teacherdescribesapersonandletstudentsguesswhoitis.(Demonstration)

2)Studentspracticethisguessinggameandteacherassignsoneormorepairstodescribethefisherman.

3)Twoorthreepairsincludingtheappointedonearedemandedtoactoutinfrontofclassandlettherestguess.

4)Teacherencouragesstudentstojudgewhetherthedescriptionaboutthefishermanissimilartotheoneinthestory.(DoubleBubbleMaps)

2.Sub-task2:Depicturingananimal(Meeting)

1)Teachertalksaboutthedifferenceandsimilaritybetweenapandaandadogwithsomestudents.(Demonstration)

2)Studentsareencouragedtosimulatetoholdameetingtocompareandcontrastacormorantandanyotheranimaltheylike.Theremustbeachairpersonandsomeparticipants.(GW&DoubleBubbleMaps)

3)Somegroupsmaybeaskedtoperformtheirmeetingsinfrontofclass.

3.Sub-task3:Exploringfish-catchingmethods(Debating)

1)Teacherleadsstudentstospeakofthefish-catchingmethodsandattempttodividethemintotraditionalmethodandmodernmethod.

2)Teacherdividesthewholeclassintotwogroups.Onegroupholdsthatthetraditionalfish-catchingmethodsarebetterthanthemodernones;theotherarguesovertheleftshoulder.Onestudentwillbeelectedtobethereferee.(GW)

3)Therefereeshouldinstigatethesidestodebatemorefiercelyanddecidethegroupwhowins.

4.Sub-task4:Consideringthechallengeofcormorantfishing(Discussing)

1)Studentsarerequiredtoreadthelastparagraphandthinkabout:

Whatisthematterwithcormorantfishing?

2)Studentsdiscusswhatchallengesthecormorantfishing.(GW)

3)Eachgrouprecommendsonespeakertomakeareportabouttheirdiscussion.V.Post-task(Interviewing&Designing)

1.InterviewingtheCultureMinisterabouthowtodevelopChinesetraditionalcultures.ThereportersmaycomefromdifferentTVstations,newspapersandevendifferentcountries.(In-class)

2.DesigningaprojectonChinesetraditionalculture.(After-class)9AUnit2TraditionalskillsGrammar—thePassivevoice1、语态概述我吃了一个苹果，那现在苹果怎样了？苹果被我吃了。正如汉语中的被字句，英语中的“被字句”我们称之为被动语态。英语中有两种语态：主动语态和被动语态。英语的语态是通过动词形式的变化表现出来的。五种基本句型结构之一：主+谓+宾E.g:Ieatanapple.Tomplaysbasketball.（注:在“主+谓+宾”结构中，主语是动作的执行者，宾语是动作的承受者。）3、被动语态谓语结构：bedone（过去分词）1.主动语态：主语是动作的执行者e.g.：ManypeoplespeakChinese.2.被动语态：主语是动作的承受者e.g.：Chineseisspokenbymanypeople.被动语态变化模式如图：Theymakethebikesinthefactory.Thebikesaremadebytheminthefactory.4、被动语态的使用情况：1）、当不知道谁是动作的执行者时；Somenewcomputerswerestolenlastnight.一些新电脑在昨晚被盗了。2）、没有必要或不想指出谁是动作的执行者时；Thedoorwasopened.（没有必要指出谁是动作的执行者）3)、只需强调动作的承受者时。Thewindowwasbrokenbymike.窗户是迈克打破的。5、各种时态的被动语态结构:bedone(总结构)时态主动语态被动语态一般现在时do\doesam\is\are+done一般过去时didwas\were+done现在进行时am\is\are+doingam\is\are+being+done过去进行时was\were+doingwas\were+being+done一般将来时will+dowillbe+done现在完成时have\has+donehave\has+been+done有情态动词情态动词+do情态动词+be+done6、主动语态变被动语态步骤：1.判断时态：思考这种时态的被动语态结构。2主变宾：主动语态句子中的宾语变被动语态句子中的主语（同时宾变主）。3.谓动变被动：把谓语动词变成被动结构（be+done）4.主语放by后，主格变宾格：把主动语态中的主语放在介词by（被）之后，将主格变为宾格。7、含有情态动词的被动语态含有情态动词的主动句变成被动句时，由“情态动词＋be＋过去分词”构成，原来带to的情态动词变成被动语态后“to”仍要保留。（歌诀是：情态动词变被动，情态加be，加“过分”。）初中阶段可用于被动语态的情态动词有：can（bedone）能够被…may（bedone）可以\能被…must（bedone）必须被…need（bedone）需要被…should（bedone）应该被…

9AUnit2TraditionalskillsMorepractice—somefactsofteaObjectives:1.Toletstudentshavethechancetoreadmoreabouttraditionalskills.2.Toletstudentspracticesomereadingskillslikeguessing,findinginformationfromatextandgraspthemainideaofapassage.3.Toenlargestudents’vocabularyandletthemmakedialoguesaboutwhattheyhavelearntinthetext.Procedures:Beforereading1.Askstudentssomequestionsaboutteaandleadtothetopic:somefactsoftea.2.Dealwithsomenewwordsthatmaymaketheunderstandingofthetextdifficult.Whilereading1.Askstudentstoreadthetextquicklyandaskthemtotellthemainideaofthetext.2.Askstudentstoreadthefirstparagraphanddecidewhetherthefollowingsentencesaretrueorfalse.Teaisthemostpopulardrinkintheworld. T/FBlackteacankeepfreshforalongtime. T/FBlackteafirstcametoChinaduringtheMingDynasty. T/FHerbalteaisakindofrealtea. T/FTealeavescontaincaffeine. T/F3.FindthewordsinColumnAinthepassageandmatchthemwiththemeaningsinColumnB.4.Readthepassageagain.Thenanswerthefollowingquestions.Postreading1.AskstudentsiftheyknowhowmanytypesofteathereareinChina.Iftheydo,askthemtolistthenameofthem.2.Askstudentstomakeadialoguetopracticewhattheyhavelearnedfromthetext.AssignmentsReadthetextthreetimes.Remembersomenewwordsandsentences.

9AUnit2TraditionalskillsRevisionTeachingaims:1.Tohelpstudentsusekeywordsandphrasescorrectlybyreviewingthem.2.Tobeabletousepassivevoiceofthreetensesproperlyinacertainsituation.3.Tohelpstudentsbemorefamiliartothetextandunderstanditwellbydoingsomeactivities.4.Tolearntodescribeaperson.5.ToholdtheirattentiononsometraditionaloccupationsorskillswhicharedisappearinginChina.Teachingkeypoints1.Usekeywordsandphrasescorrectly.2.MakesureSsmasterthePassivevoice(3tenses),thenuseitproperlyinacertainsituation.3.Helpstudentsunderstandthetextwell.Pre-taskpreparation1.UseEnglishexplanationstohelpSsreviewsomewordsandphrases.While-taskprocedures2.Finishsomeexerciseaboutkeywordsandphrases.1)Choosetherightwordstofillintheblanks.(Usingtheircorrectform)2)Rewritethefollowingsentencesasrequired.3.Dopairwork.Usethefivewordstomakesentencesandthenchangethemintopassivevoice.removerequirebangcontrolhang4.Fillintheform(课文巩固，单词拼写检查)5.Putthesentencesintocorrectorder(aboutDamin’swork)6.Saysomethingthatyou’remostinterestedaboutWangDamin.7.Summarizethemainpointsofdescribingapersonandhiswork.Post-taskactivity8.Writeacompositionwithtopic‘MygrandpaWangDamin’.Homework:MakessurveyaboutChinesetraditionalskill.1.Areyouinterestedincormorantfishing?Whyorwhynot?2.Howmuchdoyouknowaboutothertraditionalskillsthatyouhaveseeninyourlife?3.Aretraditionalskillsimportanttoyou?Whyorwhynot?

9AUnit3PetsReading—HeadtoheadOb