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a. To enable students how to work out the rules according to the thinking questions.
b. To enable Ss to analyze and finish the exercises correctly.
Difficult points:
a. To get the ability of thinking and acquiring information.
b. To make a short passage about protecting environment with the passive voice.
Teaching methods:
“Task-based” language teaching and “Communicative” Approach
?Teaching aids:
PPT, Multimedia and Printed exercises
Teaching procedure and class activities:
Step 1: Presentation
a. To ask students whether they know about the forest fire which happened in Muli on the afternoon of March 30.
b. To ask students to look at four pictures try to find out what happened in the fire.
1. Many trees were burnt. (Picture 1)
2. Firemen were asked to help to put out the fire. (Picture 2)
3. Finally, the fire was put out. (Picture 3)
4. Sadly, 30 firemen were killed in the fire. (Picture 4)
c. To ask students to watch the four sentences and try to find out the basic structure of the passive voice.
Step 2: Practice
Examination knowledge point1: be done
a. To ask students to look at the example and work out the method to change the active voice into the passive voice.
The boy broke the glass.
The glass was broken by the boy.
b. To ask students to do the exercises changing the active voice into the passive voice.
c. To ask students to work out the different tenses of the passive voice according to the exercises before.
d. To ask students to do some exercises.
Examination knowledge point 2:
Five special items of the passive voice
Item 1:
a. To ask students to think about the sentences with double objects, finish the exercises.