VoiceChoice:ActiveandPassiveStructureUnit3Thescenarioofinstructionprovidedasfollowsisdesignedjustforreference.Theteacherissupposedtocombineillustratingthefocusedpointswithdoingthegivenexercisesintheunit.Unit3Classroomteachingiscompletelypresupposedonpre-readingthetextoutsideclassroom.I.Lead-inWhatdoyouknowaboutvoiceinEnglish?Mainlybythemeansoftypesandfunctions.Whatkindofroledoesvoiceplayinestablishinganagent-recipientrelationinsentences.Sotheknowledgevoiceisessentialforlearninghowtowrite.Lookatthefollowingsentencefromthetextandanswerthequestion.TheyaretestinganewMAVwithbetteraerodynamicproperties,whichcanflylongdistancesandwillbemoreeconomicaltorun.Passivemeaningsareusuallyexpressedbypassiveforms.Butwhyinthissentencedoestheauthoruseanactiveformtoruninsteadofapassiveformtoberun?Doyouknowmorestructureswhoseactiveformsexpresspassivemeanings?Inthisunitorinthisbook,wewilllearnhowtousevoiceaccuratelyandappropriatelyinwriting.

I.Lead-inActivatingknowledgemeansmakingvoiceknowledge

lyinginthemindsofstudentsstartworking.II.ActivatingKnowledgeTherearetwotypesofvoiceinEnglish.Doyouknowhowtoclassifythem?Twocategories:activevoiceandpassivevoiceintermsoftherelationshipbetweentheactionthattheverbexpressesandtheparticipantsidentifiedbyitsarguments(subject,object,etc.).Whenthesubjectistheagentordoeroftheaction,theverbisusedinactivevoice.Whenthesubjectisthetargetorrecipientoftheaction,theverbisusedinpassivevoice.Thechoiceofcorrectactiveorpassiveformsisveryimportantinthewritingprocess.Therearesomebasicknowledgeandtechniquesintheuseofvoice:Useactivesentencestoemphasizetheresponsibilityoftheagentwhoperformsanaction;Usepassivesentencestolayemphasisontheactionperformedbytheagent;Donotusecopularandintransitiveverbsinactivevoice;Donotuseactivesentenceswhentheagentisnotrelevanttotheinformation.II.ActivatingKnowledgeApplyingknowledgemeansdoingyourwritingpracticebasedontheknowledgeyouhaveacquired.TaskOneFillingintheblankisdesignedtohelpstudentstodifferentiateactivevoicefrompassivevoice.Notethatstudentsareremindedofthedifferencesbetweentwotypesofvoice.III.ApplyingKnowledgeTaskTwoThistaskisdesignedtohelpstudentstopracticechangingfromonevoicetotheothervoice.Studentsshouldpayattentiontothefunctionsoftheagentandrecipientintwotypesofvoice.e.g.Wehavetotesttheseproducts.(be).Theseproductshavetobetested.III.ApplyingKnowledgeTaskThreeThistaskisdesignedtogetstudentstopracticepassivevoiceaccuratelyandappropriately.NotethatstudentsareremindedoftheformationofpassivevoiceIII.ApplyingKnowledgeIV.WritingThroughExperiencingandReadingWritingthroughexperiencingandreadingmeansinvolvingstudentsinwritingpracticebasedontheirpersonalexperienceandwhattheyhavelearnedfromthetext.IV.WritingThroughExperiencingandReadingRewriting

isdesignedtogetstudentstopracticerewritingapassagebyusingpassivestructures.Studentsareaskedtotellthedifferencebycomparingtheoriginalparagraphandtherewrittenone.IV.WritingThroughExperiencingandReadingIV.WritingThroughExperiencingandReadingWritingThroughExperiencingandReadingGuidedwritinginvolvesstudentsinwritingapassageofatleast150wordswhichmakesabriefdescriptionofhowtechnologyaffectsourlife.Remembertomakeeffectiveuseofvoice.Studentsshouldpayspecialattentiontothecorrectandeffectiveuseofactiveandpassivestructureswhendescribinghowtechnologyaffectseveryaspectofourlife.IV.WritingThroughExperiencingandReadingWritingafterreading(TextB)involvesstudentsinwritingashortpassagebasedonTextBwiththerelevantinformationofJurassicparksinChinathroughtheinternet.StudentsneedtorefertoTextBandgetageneralideathatC