牛津译林版九上全册教案unit2.docx
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牛津译林版九上全册教案unit2
9Bunit2全套教案
9BUnit2welcometotheunit
I. Teachingobjectives:
1. Tointroducethecontextabouthavingarobottohelpwiththeworkforhumans
2. Totalkaboutwhatarobotcando
3. Tolearnsomeoftheadvantagesofrobots
II. Teachingprocedure:
Step1:
Warm-up:
Toraisestudents’interest,getstudentsthinkingand
talkingaboutrobots:
① Haveyouseenrobotsinthefilms?
② Whatkindofrobotsdoyouknow?
③ Doyoulikerobots?
Why?
④ Whatdoyouthinkrobotscandoforyou?
⑤ Wouldyoubuyarobotinthefuture?
Why?
Step2:
welcometotheunit
1. Thepurposeofthispartistoactivatestudent’sknowledgeof
robotsandgenerateinterestsofthistopic.Askonestudenttoreadthe
phrasesinthewordboxatthetopofpage19.Makesurethatallstudents understandthemeaningsofthephrasessuchas‘dothelaundry,explorerdangerousplaces’intheirownwords.
2.Explainthecontext.DanielisexplainingtoAmywhatrobotscan
do.AskstudentstocompletetheconversationonPage19ontheirown.
3. Asktwostudentstoreadtheconversationandcheckmistakes.
4. Encouragestudentstotalkaboutifrobotsareharmful?
Divide
studentsintogroupstodiscuss.
① Wh
atdorobotsdoharmtohumanbeings?
② Whydotheydoharmtohumanbeings?
5. Listentothetapeforthefirsttimetolearnthemainideaof
thecomicstrip.
6. Listentothetapeforthesecondtimetoreadafterthetape.
7. Asksomestudentstoactoutthecomicstrip.
Step3:
Usefulexpressions
1.complaint:
不+可数名词“抱怨”；可数名词“抱怨的行动或话，投诉”
complain:
动词：
complainto/about
2. post：
动词‘邮寄’：
.postsomethingforsb.
III. Homework:
1. Recitetheusefulvocabularyandcomicstrip.
2. Completesomeexercise.
3. Previewreading
（1）
教学小结：
学生基本能掌握对话，理解机器人能为人类做好多事。
要求学生进行会话，课后学生都能背诵对话。
9BUnit2Reading
（1）
I. Teachingobjectives:
1. Tounderstandtheideaofhowrobotscanchangeourlives.
2. Torecognizeandunderstandvocabularyaboutlifewithrobots.
3. Toidentifythegoodpointsofowningarobot.
II. Teachingprocedure:
Step1:
Backgroundinformation:
Arobotisanautomatedmachinethatis
programmedtoperformfunctionsjustasahumanwoulddo.
Step2:
Reading“Thefirstpersontoownarobot”
1. Reviewthethingsthatarobotcandoin“welcometotheunit”.
Askstudentswhethertheybelievepeoplewilluserobotstodotheir
choresfortheminthefuture.
2. Explainthecontextofthereadingpassage.Danielisreadingan
articleabouthavingarobotathome.Therearegoodpointsandbad
points.
3. Askstudentstolistentothepassage,payingattent
iontothe
pronunciation,andmakesomeofthemtoreadtheparagraphsaloud.
4. Listthegoodpoints.
5. Askstudentstoreadeachparagraphandputforwardquestionsif
theyhave.
Step3:
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.
=inorderthat+从句:
ShelistenstoEnglisheverydayinorderthatshecan
getgoodmarks.
=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any
longer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”
III. Homework:
1. Recitetheusefulvocabularyandparagraphs.
2. Completesomeexercise.
3. Previewreading
（2）
教学小结：
了解机器人如何改变我们的生活，掌握课文里的语言点和重点。
以及机器人给我们带来的好处。
9BUnit2Reading
（2）
I. Teachingobjectives:
1. Toidentifythebadpointsofowningarobot.
2. Toidentifytrueandfalsestatementsaboutlifewitharobot.
II. Teachingprocedure:
Step1:
Revision:
Revisetheusefulexpressionsagainorallyandhavea
dictation.
Step2:
Reading“Thefirstpersontoownarobot”
1.Explainthecontextofthesecondpartofthereadingpassage.
Danielisreadinganarticleabouthavingarobotathome.Therearebad points.
2. Askstudentstolistentothepassage,payingattentiontothe
pronunciation,andmakesomeofthemtoreadtheparagraphsaloud.
3.Listthebadpoints.
① catchavirusandcausealotofproblems
② nolongerknowwhentocookandwakeMr.Jiangupat4inthe morning.
③ Findhisbreakfastinthewashingmachine,cleanshirtsinthe
dustbin,booksinthesink.
④ Movearoundthehouseandknockthingsover
4. Askstudentstoreadeachparagraphandputforwardquestionsif
theyhave.
Step3:
languagepoints
1. behappywith=besatisfied/pleasedwith
2. wakesb.up
3. intheend=atlast=finally
4. returnsth.tosb.=givesth.backtosb.
5. decidetodosth.
III. Homework:
1. Recitetheusefulvocabularyandparagraphs.
2. Completesomeexercise.
3. Preview“Vocabulary“
教学小结：
了解第一个拥有机器人的人以及机器人给他带来的坏处。
这一课时结实以后要求学生背诵课文。
提高学生的口语能力。
9BUnit2Vocabulary
I. Teachingobjectives:
1. Tolearnthenamesofdifferentpartsofarobot.
2. Todesignanidealrobot
3. Towriteanarticletodescribetheidealrobot.
II. Teachingprocedure:
Step1:
Inweakerclasses,studentsprobablywillnotknowwhatsomeof
thewordsinPartAmean.Writethewordsontheblackboardandhelpthem
finishthepart.
e.g.:
What’stheuseofacamera/battery/hand/wheel/speaker?
Acameratakespictures.
Abatterygivesuspower.
Ahandhelpspickupthings.
Wheelshelpthingsmove.
Wecanhearsoundthroughaspeaker.
Step2:
Showstudentsrobotpicturesandaskstudentswhatotherfeatures
arobotmighthave.ThiswillhelpstudentswithPartB.Encourage
studentstousetheirimagination.
① Askstudentstolookatthepictureonpage24andanswerthe
questions.
② Askstudentsquestionsaccordingtothepicturesshown:
Whatdoesitlooklike?
Whatisthereonthehead/intheface/onbothsidesofitsbody?
Howdoesitspeak?
Whatistheuseofthearms/hands?
Howdoesitmove?
Whatkindofenergydoesithave?
Step3:
Explainthecontextofpartb.Danieliswritinganarticleto
describehisidealrobot.Havestudentsworkinpairsandcompletethe
exercise.
Step4:
Askvolunteerstoreadthecompletedart
iclefortheclass.Check
formistakesandmispronunciations.
III. Homework:
1. PreviewGrammar1
2. completesomeexercises.
教学小结：
了解机器人的各部分零件。
以及各部分零件的用处。
帮助差一些的学生能更好的理解
它们的意思，把单词写在黑板上，使他们更好的掌握。
9BUnit2Pronunciation
I. Teachingobjectives:
1. Tounderstandtheuseofstressinsentences
2. Torecognizethedifferentmeaningsofasentencebasedonwhere
thestressisplaced
3. Tostresstherightwordsinasentence
4. Tochoosethecorrectmeaningsofasentencebasedonstressed
words.
II. Teachingprocedure:
Step1:
Readthethreeexamplesentencesclearlyandslowlyforstudents
tolistento.Askstudentstorepeatsentenceafteryoupayingattention
tothewordsthatisstressed.
Step2:
PlaytherecordingforpartAthroughonceandaskstudentsto
listencarefullytothestressedwords.
Step3:
Playtherecordingagainandencouragestudentstoimitatewhat
theyhear.Askstudentstoreadthesentencesaloud.
Step4:
Explainhowthestressedwordsaffectthemeanings
ofthe
sentences.
Step5:
Dividetheclassintopairs.Askstudentstoreadoutthe
sentencestoeachother,stressingthewordsinbold.Listentothe
sentencesasyouwalkaroundtheclass.Praiseareaswherestudents
performwell.
Step6:
Explainthatwhenwespeak,wecanstressdifferentwo
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