Unit5 Power of Ideas Section A (4a-4c) 教学设计-2026-2027学年人教版英语九年级上册

Unit5 Power of Ideas

Section A (4a-4c)

一、Teaching Aims

1. Students can identify and circle the verbs in the passive voice in given sentences (4a).

2. Students can complete sentences with the correct passive forms of verbs in brackets (4b).

3. Students can complete a passage about the Qinghai-Xizang Railway using correct passive verb forms (4c).

4. Students can understand the structure and usage of the passive voice (be + past participle) in different tenses.

二、Key and Difficult Points

1. Key points:

   (1) The structure of passive voice: am/is/are + past participle; was/were + past participle; can be + past participle.

   (2) Vocabulary related to inventions and 3D printing: connect, add, make, send, invent, introduce, press, find.

   (3) Reading and understanding the passage about the Qinghai-Xizang Railway.

2. Difficult points:

   (1) Distinguishing between active voice and passive voice.

   (2) Using the correct passive form, especially choosing the right form of "be" (is/are/was/were) according to the subject and tense.

   (3) Understanding context and applying the passive voice in real-life situations.

三、Teaching Tools

Textbook, blackboard and markers, verb cards (past participles), pictures of 3D printing and the Qinghai-Xizang Railway, 4a-4c worksheet, dictionary, computer/PPT (optional).

四、Teaching Procedures

Step 1：Warm-up and Lead-in (5 mins)

1. Teacher shows pictures of a 3D printer and some products made by it, and asks students: "What can you see in the pictures? What do you know about 3D printing?"

2. Teacher writes "passive voice" on the blackboard and asks students if they have heard of this term. Then teacher says: "Today we will learn about the passive voice."

[Purpose] To activate students' background knowledge about inventions and 3D printing, and to introduce the grammar topic naturally.

Step 2：Presentation (4a) (10 mins)

1. Teacher asks students to read the four sentences in 4a silently and circle the verbs in the passive voice.

2. Teacher checks answers with the class and writes the circled verbs on the blackboard: is connected, are added, can be made, was sent.

3. Teacher guides students to notice the common structure: be (am/is/are/was/were) + past participle. Teacher also points out "can be made" as the passive with a modal verb.

4. Teacher gives two more examples on the board and asks students to identify whether they are in active or passive voice:

   a) The worker makes toys. (active)    b) Toys are made by the worker. (passive)

[Purpose] To help students notice and understand the form of the passive voice through observation and comparison. The contrast between active and passive helps students grasp the concept.

Step 3：Practice (4b) (10 mins)

1. Teacher asks students to read the five sentences in 4b and complete them with the correct passive forms of the verbs in brackets.

2. Students work individually first (3 mins), then check answers with a partner (2 mins).

3. Teacher reviews answers with the whole class. The answers are: 1. was invented  2. are connected  3. was introduced  4. was pressed  5. was found.

4. Teacher highlights the tense differences: sentences 1, 3, 4, 5 use past simple passive (was/were + past participle), while sentence 2 uses present simple passive (am/is/are + past participle).

5. Teacher writes the key sentences on the board and asks students to read them aloud.

[Purpose] To practice using the passive voice in controlled exercises. Working individually then in pairs gives all students a chance to think and speak. Reviewing answers together ensures accuracy.

Step 4：Reading and Consolidation (4c) (10 mins)

1. Teacher introduces the topic: "Now let's read about a great railway in China -- the Qinghai-Xizang Railway." Teacher shows a map or picture of the railway.

2. Teacher asks students to read the passage in 4c quickly and try to understand the main idea.