9B Unit 2 Robots.docx
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9BUnit2Robots
扬州市江都区小纪镇高徐中学教学案备课纸
年级GradeNine学科English主备人陈志祥第1页
课题
9BUnit2RobotsComicstrip&Welcometotheunit第1课时
教学目标
1.Tointroducethecontextabouthavingarobottohelpwiththeworkforhumans
2.Totalkaboutwhatarobotcando
3.Tolearnsomeoftheadvantagesofrobots
教学重点
Tolearnsomeoftheadvantagesofrobots
教学难点
Tolearnsomeoftheadvantagesofrobots
Totalkaboutwhatarobotcando
教法
Task-basedapproach
学法
Task-basedapproach
课前准备
Acomputer,arecorder
教学设想
Letthestudentsdiscusstheadvantagesofarobot,askthemtoimaginewhatthelifeinthefutureislike.
教学程序
教师活动
学生活动
StepI:
Lead-in
Step2:
Comicstrip
WhoisEddie?
WhoisHobo?
WhatistherelationshipbetweenEddieandHobo?
Eddieistheowner/masterofHobowhoisane-dog.
Hoboisarobot;hisjobistolookafterEddie---hismaster.
ButheneverlooksafterEddie,instead,heasksEddietodothingsforhim.
WhatwillEddiethinkofHobo?
Listentothetapeandanswerthefollowingquestions:
WhatisEddiedoing?
WhyisEddiewritingacomplaintletter?
WhatdoesEddieaskHobotodo?
Readandactthedialogue.
Answertheteacher’squestions.
Listentothetapeandanswerthefollowingquestions
.
Readandactthedialogue
扬州市江都区小纪镇高徐中学教学案备课纸
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Step3:
Welcometotheunit
FromtheconversationbetweenEddieandHobo,weknowthatHoboisverylazy.Arealltherobotsverylazy?
Whatcanarobotdo?
Letthestudentshaveadiscussion.
Readthephrasesonpage23.
Encouragethestudentstoexplainthephrasesintheirownwords.
Ask---Besidesthethingswelistonpage23,whatotherthingsdoyouthinkarobotcando?
Askstudentstomakesimilardialogues.
Homework:
LearnComicstripbyheart.
Finishofftheworkbookexercises.
Answerthequestions.
Discusswiththeirpartner.
扬州市江都区小纪镇高徐中学教学案备课纸
年级学科主备人第3页
课题
9BUnit2RobotsReading（1，2）第2，3课时
教学目标
1.Tounderstandtheideaofhowrobotscanchangeourlives.
2.Torecognizeandunderstandvocabularyaboutlifewithrobots.
3.Toidentifythegoodpointsofowningarobot.
教学重点
Tounderstandtheideaofhowrobotscanchangeourlives.
Torecognizeandunderstandvocabularyaboutlifewithrobots.
Toidentifythegoodpointsofowningarobot.
教学难点
Torecognizeandunderstandvocabularyaboutlifewithrobots.
教法
Task-basedapproach
学法
Task-basedapproach
课前准备
Acomputer,theppt
教学设想
Throughthereading,theycanimprovethereadingskills.
教学程序
教师活动
学生活动
StepI.Lead-in
StepII.Fastreading
Weknowthatrobotscandomanythingsforus,suchascookingdinner,doingthelaundry,lookingafterchildrenandmakingthebed.Wouldyouliketohavearobot?
Danielisreallyinterestedinrobots.Nowheisreadinganinterestingarticlecalled‘Therobotathome’.
Givethestudentstwominutestoscanthefollowing.
WhoisthefirstpersoninSunshineTowntoownarobot?
WhatdoesMrJiangdo?
Whydidhebuyarobot?
Wheredidhebuytherobot?
Howdidhedealwiththerobotatlast?
Answertheteacher’squestions.
Readthearticlequicklytofindtheanswertothequestions.
扬州市江都区小纪镇高徐中学教学案备课纸
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StepIII.Furtherreading
Givethestudents3or4moreminutesforsomethingtheydon’tknowclearly.
Letthestudentsaskandanswer.
Askthestudentstoreadthetextbythemselves.
DoB1onpage26---Matchthewordswiththemeanings
Listentothetapeanddosometrueorfalse.
Haveadiscussion---advantagesanddisadvantages
B2onpage26---goodpointsandbadpoints
Ask---IfyouhavesucharobotlikeMrJiang’s,whatwouldyoudo?
Why?
Conpage27---correctthemistakes
Act---youareinterviewingMrJiang,askquestionsaboutrobots.
Discuss---Whatisyouridealrobots?
Homework:
Readthetextaloud.
HelpMrJiangwriteacomplaintletter.
languagepoints
1.thefirstonetodosth.
2.inorderto:
引导目的状语，后接动词原形，可以放在句首，或句末，否定形式inordernottodosth.：
ShelistenstoEnglisheverydayinordertogetgoodmarks.
=soastodo:
ShelistenstoEnglisheverydaysoastogetgoodmarks.
Re-readthetexttofindtheanswerthequestions.
readthetexttofindtheanswer
Discusswiththeirpartner.
扬州市江都区小纪镇高徐中学教学案备课纸
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=inorderthat+从句:
ShelistenstoEnglisheverydayinorderthatshecangetgoodmarks.
=sothat:
ShelistenstoEnglisheverydaysothatshecangetgoodmarks.
3.asaresult:
“因为，由于，由于。
。
。
结果”,用来做结果状语
Shewaslateasaresultofheavyrain.
4.nolonger:
“不再，再也不，今后不再“，指时间，多由于修饰某种具体状态，相当于notanylonger,其中anylonger一般放在句末。
Inolongergothere.=Idon’tgothereanylonger.
（nomore也用来表示不再，再也不“，但是强调数量和程度=notanymore）
There’snomorewater.=Thereisnotwateranymore.
5.foranextrahour:
extra“额外的，附加的”
Homework:
1.Recitetheusefulvocabularyandparagraphs.
2.Completesomeexercise.
3.Previewreading
（2）
扬州市江都区小纪镇高徐中学教学案备课纸
年级学科主备人第6页
课题
9BUnit2RobotsVocabulary第4课时
教学目标
1.Tolearnthenamesofdifferentpartsofarobot.
2.Todesignanidealrobot
3.Towriteanarticletodescribetheidealrobot.
教学重点
Tolearnthenamesofdifferentpartsofarobot.
Todesignanidealrobot
教学难点
Tolearnthenamesofdifferentpartsofarobot.
教法
Task-basedapproach
学法
Task-basedapproach
课前准备
Acomputer,aprojector
教学设想
教学程序
教师活动
学生活动
Step1:
Lead-in
Inweakerclasses,studentsprobablywillnotknowwhatsomeofthewordsinPartAmean.Writethewordsontheblackboardandhelpthemfinishthepart.
e.g.:
What’stheuseofacamera/battery/hand/wheel/speaker?
Acameratakespictures.
Abatterygivesuspower.
Ahandhelpspickupthings.
Wheelshelpthingsmove.
Wecanhearsoundthroughaspeaker.
Answertheteacher’squestions.
扬州市江都区小纪镇高徐中学教学案备课纸
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Step2:
presentation
Step3:
presentation
Step4:
exercise
Showstudentsrobotpicturesandaskstudentswhatotherfeaturesarobotmighthave.ThiswillhelpstudentswithPartB.Encouragestudentstousetheirimagination.
①Askstudentstolookatthepictureonpage24andanswerthequestions.
②Askstudentsquestionsaccordingtothepicturesshown:
Whatdoesitlooklike?
Whatisthereonthehead/intheface/onbothsidesofitsbody?
Howdoesitspeak?
Whatistheuseofthearms/hands?
Howdoesitmove?
Whatkindofenergydoesithave?
Explainthecontextofpartb.Danieliswritinganarticletodescribehisidealrobot.Havestudentsworkinpairsandcompletetheexercise.
Askvolunteerstoreadthecompletedarticlefortheclass.Checkformistakesandmispronunciations.
Homework:
1.PreviewGrammar1
2.completesomeexercises.
Answertheteacher’squestions.
Readthetext.
扬州市江都区小纪镇高徐中学教学案备课纸
年级学科主备人第8页
课题
9BUnit2RobotsGrammar
（1）第5课时
教学目标
Touseobjectclausesintroducedby“wh-“words
教学重点
Touseobjectclausesintroducedby“wh-“words
教学难点
Touseobjectclausesintroducedby“wh-“words
教法
Task-basedapproach
学法
Task-basedapproach
课前准备
Acomputer,someexercise
教学设想
教学程序
教师活动
学生活动
Step1:
Lead-in
Step2:
presentation
Step3:
presentation
Reviewobjectclausesintroducedby“iforwhether”and“that”.
Explainthattheseclausesrelateto“yes/no”questions.
Structures:
主语+谓语+宾语从句①that+主语+谓语+其他
②if/whether+主语+谓语+其他
Tellstudentsthatwhenobjectclausesrelateto“wh-“questions,weshoulduse“wh-“wordstointroduceobjectclauses.Askstudentstoreadthegrammarrulesandthetwoexamplesatthetop.
Remindthemthattheclausesshouldbeintroducedby“wh-“words
Readthegrammerrules.
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Step4:
exercise
Step5:
exercise
andthewordorderintheclauseshouldbethesameasinthestatements.
e.g:
Therobotnolongerknew.
Whenshoulditcookbreakfast.
→Therobotnolongerknewwhenitshouldcookbreakfast.
Writethefollowingsentencesontheblackboardandencouragestudentstousethefollowingstructures:
⑴Iamnotsure…
⑵I’dliketoknow…
⑶Ican’timagine…
⑷Canyoutellme…?
①WhereisZhongshanPark?
②Howdidyougotoschool?
③WhatwillyoudonextSunday?
④Whenwastheparceldelivered?
⑤Whocalledinthemorning?
Asksstudentstodotheexerciseonpage25.Studentswillbeabletocompleteitontheirown.Checktheanswersasaclass.
Homework:
1.Reviewtherulesofobjectclausesintroducedby“wh-/that/if/whether”.
2.Previewgrammar
（2）
Makesomesentencesaftertheteacher.
扬州市江都区小纪镇高徐中学教学案备课纸
年级学科主备人第10页
课题
9BUnit2RobotsGrammar
（2）第6课时
教学目标
1.Touse“inorderto”tointroducethepurposeofanaction.
2.Touse“asaresult”tointroducetheresultofsomething.
3.Touse“needto”totalkaboutsomethingwehavetodo.
教学重点
Touse“inorderto”tointroducethepurposeofanaction.
Touse“asaresult”tointroducetheresultofsomething.
Touse“needto”totalkaboutsomethingwehavetodo.
教学难点
Touse“inorderto”tointroducethepurposeofanaction.
教法
Task-basedapproach
学法
Task-basedapproach
课前准备
Acomputer,arecorder
教学设想
教学程序
教师活动
学生活动
Step1:
Lead-in
Step2:
presentation
Step3:
presentation
Partone:
“inorderto/asaresult”
Listthetwosentencesinthereadingpassage:
①Inordertohavemorefreetime,Ihavetobuyarobot.
②Asaresult,Mr.Jiangnolongerneededtogetupearlytodothehousework.
Askstudentsaquestion:
“Whatshouldwedoifwewanttohavemorefreetime?
”
Writesomeoftheanswerso
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