9A Unit 2 Traditional skills Reading – Fishing with birds （1）
Objectives:
1. To understand the meaning of the key words in the text. 2. To get further understanding of the context of the text 3. To help the students realize the importance of thinking
4. To improve students‘ oral English and team spirit through activities
Focus and difficult points:
To enable the students to retell a complete historical event Procedure: I. Pre-task
1. Introduce some traditional skills or jobs to students.
2. Tell students that people and animals have always worked together. Ask them too match the beginning of each sentence with its ending.
3. Tell students to match the words in the box with the things in the picture.
4. Tell students to read the first sentence of each paragraph on pages 20 and 21. Then close their books and answer the following questions.
5 Read the four sentences below. Then look quickly at the article on pages 20 and 21, and write the numbers 1 – 4 in the blanks. II. While-reading
1. Ask students to read through the text.
2. Read the first paragraph again and complete the information about Damin and a cormorant. 3. Read the second paragraph again and complete the flow chart. 4. Ask some questions about the text.
? What does Damin do after the birds bring fish back to the raft? ? How does Damin deal with the fish that he gets? ? How old is cormorant fishing?
? What is Damin teaching his grandson?
? How soon will cormorant fishing probably disappear in the world? III. Post-reading
1. Pretend that you are Damin‘s grandson. Tell whether you would like to learn this traditional skill of cormorant fishing and give your reasons as well. 2. Consolidation
Have students read the text and new words again.
Assignments:
1. Read the new words and text fluently, and recite the new words. 2. Finish the exercise on workbook. 3. Finish the extra Ex.
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9A Unit 2 Traditional skills Reading – Fishing with birds （2）
Objectives:
1. Knowledge: Know about cormorant fishing.
2. Ability: Improve students‘ divergent, convergent and creative thinking. 3. Moral education: Care about and develop Chinese traditional cultures. Teaching procedures: I. Organizing the class
Greet students and have them read the words of this chapter. II. Brainstorming
1. Display a set of pictures about Chinese traditional cultures.
2. Encourage students to talk more about Chinese traditional cultures. III. Pre-task
1. What elements does a story consist of? 2. Complete the table about the story.
3. Use one sentence to generalize the information in the table. IV. While-task
1. Sub-task 1: Describing a person (Guessing & arguing)
1) Teacher describes a person and let students guess who it is. (Demonstration)
2) Students practice this guessing game and teacher assigns one or more pairs to describe the fisherman. 3) Two or three pairs including the appointed 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. Sub-task 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 compare and contrast a cormorant and any other animal they like. There must be a chairperson and some participants. (GW & Double Bubble Maps) 3) Some groups may be asked to perform their meetings in front of class. 3. Sub-task 3: Exploring fish-catching methods (Debating)
1) Teacher leads students to speak of the fish-catching 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 fish-catching 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. Sub-task 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 recommends one speaker to make a report about their discussion. V. Post-task (Interviewing & Designing)
1. Interviewing the Culture Minister about how to develop Chinese traditional cultures. The reporters may come from different TV stations, newspapers and even different countries. (In-class) 2. Designing a project on Chinese traditional culture. (After-class)
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9A Unit 2 Traditional skills Grammar—the Passive voice
1、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。 2、五种基本句型结构之一： 主+谓+宾 E.g: I eat an apple. Tom plays basketball.
（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：be done（过去分词） 1.主动语态：主语是动作的执行者 e.g.：Many people speak Chinese.
2.被动语态：主语是动作的承受者 e.g.：Chinese is spoken by many people.
被动语态变化模式如图：
They make the bikes in the factory.
The bikes are made by them in the factory. 4、被动语态的使用情况：
1）、当不知道谁是动作的执行者时；
Some new computers were stolen last night. 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；
The door was opened.（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。
The window was broken by mike.窗户是迈克打破的。 5、各种时态的被动语态结构: be done( 总结构)
时态
主动语态 8 被动语态
一般现在时 一般过去时 现在进行时 过去进行时 一般将来时 现在完成时 有情态动词 do\\does did am\\is\\are+doing was\\were+doing will+do have\\has+done 情态动词+do am\\is\\are+done was\\were+done am\\is\\are+being+done was\\were+being+done will be +done have\\has+been+done 情态动词+be+done 6、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（be done） may（be done） must（be done） need（be done） should（be done） 能够被… 可以\\能被… 必须被… 需要被… 应该被…
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9A Unit 2 Traditional skills More practice—some facts of tea
Objectives:
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 reading
1. 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 reading
1. 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. 2) Black tea can keep fresh for a long time.
T / F T / F
3) Black tea first came to China during the Ming Dynasty. T / F 4) Herbal tea is a kind of real tea. 5) Tea leaves contain caffeine.
T / F T / F
3. 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 reading
1. 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. Assignments
1. Read the text three times.
2. Remember some new words and sentences.
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