北师大版九年级全册Unit 2 BooksLesson 4 Classics(第二课时)教学设计

Unit 2 Lesson 4 Classics（第二课时）
Lesson Focus
Talk about preparations for a birthday party
Passive voice
Gammar: Passive voice
Exercise 5
Purpose: to help students complete a table with the correct form of the passive voice
Teach how to form the past simple in the passive voice using this procedure:
Write this sentence on the board: The book shows how language was spoken at the time. Ask "What's the subject " Elicit The book. Then ask " Who is the doer of the action " Remind students that when the doer of the action is not known, or is not important, it is omitted and we use passive voice. Ask "What's the verb " Elicit was spoken and underline it. Ask "What's the verb tense " Elicit Past simple. Ask "How do we form the passive voice in the pas simple tense " Elicit was + the past parti.
Write this sentence on the board: The silly creatures were created by Lewis Carroll.
Again, elicit the subject (The silly creatures); ask about the doer (Lewis Car. roll). Explain that in this sentence, the doer is known and is important, but less important than the action, so we use passive voice and state the doer in the by: phrase. Then elicit the verb (were created) and underline it. Finally, ask about the tense (simple past). Ask "How do we form the passive voice in the simple past tense " Elicit was or were + the past participle.
Now teach the present perfect in the passive voice using this procedure:
Write the sentence from the reading Two films have been made of the story. on the board. Again, elicit the subject ( Two films); ask about the doer (unknown).Then elicit or provide the verb ( have been made) and underline it. Ask " What's the tense " Students may have difficulty; if so, rewrite the sentence in the active voice, providing a doer: Peter Brook and Harry Hook have made films of the story.Underline the verb, have made, and elicit or provide present perfect. Remind students that the passive voice always has a form of be and a past participle, pointing to the passive sentence. Then ask "How do we form the passive voice in present perfect " Elicit or provide has or have + been ( the past participle of be) + the past participle.
Now teach the present and past continuous in the passive voice using this procedure:
Write this sentence on the board: They are making the latest Harry Potter book into a movie. Guide your students into rewriting it in the passive voice. Ask about the subject and verb (They, are making) and underline the verb. Ask about the tense (present continuous). Help your students identify the object of the sentence, and write it on the board: The latest Harry Potter book Say " Now this is the new subject of the sentence. How can we change the active verb into passive voice " Guide your students by asking " What is the present continuous form of be " Remind them the present continuous is formed with be + verb + ing. Elicit or provide am / is / are being. Write is being to the subject: The latest Harry Potter book is being. Then point to the word making and ask, "What's the past participle of make " Elicit made and complete the sentence: The latest Harry Potter book is being made into a movie.Point out that there is no by-phrase because the doer is not known and not important. o Ask " What if the sentence is in the past continuous How can we put this sentence in the passive voice " Write on the board They were making a new film about Alice's Adventures in Wonderland. Guide your students into forming the passive voice, u-sing the same pattern: past tense of be + the ing form of verb + the past participle of make. Elicit or provide and write on the board A new film was being made about Alice's Adventures in Wonderland.
Finally, teach how to form the future simple in the passive voice using this procedure:
Write this sentence on the board: The filmmakers will give a talk after the movie. Guide your students into forming the passive voice using the same pattern, but with the future verb will: will + be + the past participle of give. Elicit or provide A talk will be given after the movie by the filmmakers.
Revise pronoun changes in the passive voice following this procedure:
Write these sentences on the board; He writes these science fiction books. They are building that house. We will take the books. Point out the subject pronouns in each sentence. Remind students that a by-phrase is also a prepositional phrase, and prepositions are always followed by an object. You may wish to revise subject and object pronouns at this time: I→me, you→you, he→him, she→her, we→us, they→them.
As a class, rewrite the sentences in the passive voice. These science fiction books are written by him. That house is being built by them. The books will be taken by us.
Direct students to the table. Say " Now complete the table with the correct form of the passive voice". Monitor, offering help as needed. If students need support, have them work in pairs.
Go over the answers, having individual students read the sentences aloud.
Answers
were made, will be finished, have been planted
Exercise 6
Purpose: to help students rewrite sentences into passive voice
Direct students to the sentences. Say "Re-write these sentences into passive voice" Monitor, offering help as needed. If students need support, have them work in pairs.
Go over the answers, asking individual students to say them aloud.
Answers
1. The painting was stolen by two thieves last night.
2. A new TV has been bought by my parents.
3. Some nice photos have been taken by Dad.4. The glasses were broken this morning by the baby.
5. The work will be finished at 7 pm by Judy.
6. This toy house was built by Ben last week.
Expansion: More Practice !
Note: Use this activity to give students more practice. Provide more controlled practice of this challenging concept. Create a worksheet to give students more practice forming the passive voice. Here are some example sentences:
1. Thomas Jefferson signed the Declaration of Independence.
The Declaration of Independence was signed by Thomas Jefferson. ]
2. He has given his books to the library.
[The library has been given his books. / His books have been given to the library. ]
3. She is serving sushi at the party.
[Sushi is being served at the party. ]
4. They will finish the movie in April.
[The movie will be finished in April. ]
5. Sam writes those books.
[Those books are written by Sam. ]
You can as well, have sentences in the passive voice and have students rewrite them into the active voice. You can also, or instead, prepare cards, enough sets for each pair of students, with passive or active sentences.
Have students work in pairs and take turns saying the sentences aloud, changing them from active to passive or passive to active. Either way, be sure to provide more practice for this challenging grammar topic.
Speaking
Exercise 7
Purpose: to help students talk about preparations for a birthday party
Say "Imagine you are going to have a birthday party. There are many preparations to make. What do you think is more important: the person who does the preparations or the preparations " Elicit or provide The preparations. Explain that this is an example of when you can use the passive voice. If you feel your students are ready, you may skip this step.
Say "You are going to have a birthday party. What do you need to do " Elicit some ideas. Direct students to the photo for help, pointing out the cake. Elicit one of the phrases from the list, for example, make the cake. Then direct students to the list and the photo. Ask" What preparations have been done " If necessary, explain that a tick indicates done and a cross indicates not done.
Have students work in pairs to talk about what preparations have been done. Remind them of the information in the Watch out! box about leaving out the doer of the action. Encourage them to take turns using complete sentences in the passive voice. Monitor, offering help as needed. Make sure students understand how to form passive voice with the phrasal verbs hang up, take out and put on. Make note of any errors in the passive voice and have an anonymous feedback session at the end of the activity.
Answers
The decorations have been hung up.
The cake has been made.
The food has been bought.
The plates haven't been taken out.
The flowers haven't been put on the table.
The candles haven't been put on the cake.
Exercise 8
Purpose: to help students talk about their favourite books
Tell students a little about your favourite book. Include the points from the bulleted list. Then direct students to the list. Ask them if they can remember what you said about your favourite book. Elicit an appropriate response.
Then have students get into pairs. Say "Now talk to your partner about your favourite book. Use the questions to help you". Monitor, offering help as needed.
When students have finished speaking, ask them to form new pairs, or small groups, and talk about their favourite books with other students, and as well tell about their partner's favourite book. Monitor, offering help as needed. Make note of any serious errors and have a feedback session at the end of the activity.
Expansion: Be a Reporter!
Note: Use this activity with more proficient students. This activity will help your students practise past tenses and passive voice. Cut out photos from newspapers or magazines. You should have five photos for each group of three or four students. Bring these to class. Give each group five photos, and tell them they are going to write a newspaper report. They have to choose three photos to use in their report, and the photos should all be linked to the story. Have students work on what their story will be about, encouraging all students to con-tribute. They should write their stories, as you monitor and help as needed. Then each group reads their story aloud to the class, showing the pictures. Some variations include: ①Each group chooses three pictures and another group has to write about them; ②After the students write the reports, the pictures are displayed in groups on the board or wall. After each group reads their report, the rest of the class guesses which pictures fit the report;③The reports are starting points for interviews and role-plays.
If time allows, do Workbook pages 124 and 125 in class. Alternatively, assign for homework.