内容正文:
Unit 1 Language Lesson 1 Body Language(第二课时)
Exercise 6
Purpose: to help students identify the“doer”of sentences in the passive voice
· Direct students to the sentences. Say "Identify the verb in each sentence". Students should identify is cooked, is spoken and is broken. Ask "What's the verb tense in these sentences?" Elicit or provide Present simple in the passive voice. If you feel your students are ready, you may skip this step.
· Say“Circle the doer in the sentences”. 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. Challenge students to say the sentences in the active voice. (1. My grandpa cooked this meal. 2. Many people around the world speak English. 3. Tim broke the glass.)
Answers
1. my grandpa, 2. many people, 3. Tim
Expansion: Do Some Research!
Note: Use this activity to give students more practice. One of the ways that passive voice is used in real life is when describing countries. Find out some facts about your hometown or city, or about China. Write them on note cards, using the active voice for example, People find the Giant Panda near the Yangtze River. Don't worry if the sentences sound awkward. That's why we put them in the passive voice! Make sets of cards, enough for each pair of students, and give each pair a set. Have them take turns reading the sentences aloud and then changing the sentences into the passive voice: The Giant Panda is found near the Yangtze River. You may also have students do the research and come in with note cards. They can then exchange with other pairs and practise.
Exercise 7
Purpose: to help students complete sentences with the simple present in the passive voice
· Revise how to form the passive voice: be (is / are) + past participle. If you feel your students are ready, you may skip this step.
· Direct students to the sentences. Say“Complete the following sentences with the passive voice”. Monitor, offering hel