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Properties: Recorder; Overhead Projector; Pictures.

Teaching aims:

1. Measurement.

2. The Passive Voice

3. With modal auxiliaries ( can, may, must. . . . )

Language Focus:

Learn how to use measurement and the Passive Voice with modal auxiliaries

Teaching Procedures:

I. Showing the teaching aims

II. Revision

Check the students’ retelling.

III. Leading in

Let the students look at the following sentences. Pay more attention to the underlined words.

1. Peter is one metre seventy tall.

2. The room is ten metres long.

3. The window is 3 metres wide.

4. The hill is 50 metres high.

5. The well is 4 metres deep.

Ask the students to tell the structure. Point out the position of the adjective at the end of the sentence again.

IV. Practice

Do Exercise 1 in the students' books. Read through the phrases in the boxes, and make up true sentences by themselves. Then check the answers with the whole class.

Let the students do some translation exercises.

V. Presentation

Revise the instruction for planting trees, using “should” and “must” .

(not + be + past participle). Then tell the students that we can use the Passive Voice in the same way. Give them some examples.

1. The homework must be done.

2. The fish must be cooked.

3. The books should be returned tomorrow.

4. The tree must be tied to the stick.

5. The hole should be dug first.

Let them repeat the sentences. Point out the use of must/ should + Passive Voice. Then help the students change the sentences into the Active Voice and make sure they can understand the difference between the Active and Passive Voice.

For instance:

We should plant many more trees. (Active)

Many more trees should be planted. ( Passive)

The Passive Voice is used when it is not necessary to mention the doer of the action.

VI. Practice

Get the students to make up sentences using the words in the boxes. Do Exercise 2 and Exercise 3. First do the first one as an example, then let the students work in pails, and make up sentences. Collect some examples from the whole class.

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