牛津译林版九上全册教案unit2.docx

1、牛津译林版九上全册教案unit29B unit2全套教案9B Unit 2 welcome to the unit I.Teaching objectives: 1. To introduce the context about having a robot to help with the work for humans 2. To talk about what a robot can do 3. To learn some of the advantages of robots II.Teaching procedure: Step 1: Warm-up: To raise studen

2、ts interest, get students thinking and talking about robots: Have you seen robots in the films? What kind of robots do you know? Do you like robots? Why? What do you think robots can do for you? Would you buy a robot in the future? Why? Step 2: welcome to the unit 1.The purpose of this part is to ac

3、tivate students knowledge of robots and generate interests of this topic. Ask one student to read the phrases in the word box at the top of page 19. Make sure that all studentsunderstand the meanings of the phrases such as do the laundry, explorer dangerous places in their own words. 2. Explain the

4、context. Daniel is explaining to Amy what robots can do. Ask students to complete the conversation on Page 19 on their own. 3. Ask two students to read the conversation and check mistakes. 4. Encourage students to talk about if robots are harmful? Divide students into groups to discuss. What do robo

5、ts do harm to human beings? Why do they do harm to human beings? 5. Listen to the tape for the first time to learn the main idea of the comic strip. 6. Listen to the tape for the second time to read after the tape. 7. Ask some students to act out the comic strip. Step 3: Useful expressions 1. compla

6、int: 不+可数名词“抱怨”；可数名词“抱怨的行动或话，投诉” complain: 动词：complain to / about 2. post：动词邮寄：. post something for sb. III. Homework: 1. Recite the useful vocabulary and comic strip. 2. Complete some exercise. 3. Preview reading(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。9B Unit2 Reading(1) I. Teaching ob

7、jectives: 1. To understand the idea of how robots can change our lives. 2. To recognize and understand vocabulary about life with robots. 3. To identify the good points of owning a robot. II.Teaching procedure: Step 1: Background information: A robot is an automated machine that is programmed to per

8、form functions just as a human would do. Step 2: Reading “The first person to own a robot” 1. Review the things that a robot can do in “welcome to the unit”. Ask students whether they believe people will use robots to do their chores for them in the future. 2. Explain the context of the reading pass

9、age. Daniel is reading an article about having a robot at home. There are good points and bad points. 3. Ask students to listen to the passage, paying attention to the pronunciation, and make some of them to read the paragraphs aloud. 4. List the good points. 5. Ask students to read each paragraph a

10、nd put forward questions if they have. Step 3: language points 1. the first one to do sth. 2. in order to: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in order not to do sth.： She listens to English every day in order to get good marks. =so as to do: She listens to English every day so as to get good marks. =in ord

11、er that +从句: She listens to English every day in order that she can get good marks. =so that: She listens to English every day so that she can get good marks. 3.as a result: “因为，由于，由于。结果”, 用来做结果状语 She was late as a result of heavy rain. 4.no longer: “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not any longer, 其

12、中any longer 一般放在句末。 I no longer go there.= I dont go there any longer. (no more也用来表示不再，再也不“，但是强调数量和程度=not any more) Theres no more water.=There is not water any more. 5.for an extra hour: extra “额外的，附加的” III. Homework: 1. Recite the useful vocabulary and paragraphs. 2. Complete some exercise. 3. Pre

13、view reading(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。9B Unit2 Reading(2) I.Teaching objectives: 1.To identify the bad points of owning a robot. 2. To identify true and false statements about life with a robot. II.Teaching procedure: Step 1: Revision: Revise the useful expressions again ora

14、lly and have a dictation. Step 2: Reading “The first person to own a robot” 1. Explain the context of the second part of the reading passage. Daniel is reading an article about having a robot at home. There are badpoints. 2.Ask students to listen to the passage, paying attention to the pronunciation

15、, and make some of them to read the paragraphs aloud. 3. List the bad points. catch a virus and cause a lot of problems no longer know when to cook and wake Mr. Jiang up at 4 in themorning. Find his breakfast in the washing machine, clean shirts in the dustbin, books in the sink. Move around the hou

16、se and knock things over 4.Ask students to read each paragraph and put forward questions if they have. Step 3: language points 1.be happy with = be satisfied/pleased with 2.wake sb. up 3.in the end = at last= finally 4. return sth. to sb.= give sth. back to sb. 5.decide to do sth. III. Homework: 1.R

17、ecite the useful vocabulary and paragraphs. 2.Complete some exercise. 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。9B Unit2 Vocabulary I. Teaching objectives: 1. To learn the names of different parts of a robot. 2. To design an ideal robot 3. To write an article to

18、 describe the ideal robot. II. Teaching procedure: Step 1: In weaker classes, students probably will not know what some of the words in Part A mean. Write the words on the blackboard and help them finish the part. e.g.: Whats the use of a camera/battery/hand/wheel/speaker? A camera takes pictures. A

19、 battery gives us power. A hand helps pick up things. Wheels help things move. We can hear sound through a speaker. Step 2: Show students robot pictures and ask students what other features a robot might have. This will help students with Part B. Encourage students to use their imagination. Ask stud

20、ents to look at the picture on page 24 and answer the questions. Ask students questions according to the pictures shown: What does it look like? What is there on the head/in the face/on both sides of its body? How does it speak? What is the use of the arms/hands? How does it move? What kind of energ

21、y does it have? Step 3: Explain the context of part b. Daniel is writing an article to describe his ideal robot. Have students work in pairs and complete the exercise. Step 4: Ask volunteers to read the completed article for the class. Check for mistakes and mispronunciations. III. Homework: 1.Previ

22、ew Grammar 1 plete some exercises.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。9B Unit 2Pronunciation I. Teaching objectives: 1. To understand the use of stress in sentences 2. To recognize the different meanings of a sentence based on where the stress is placed 3. To stress th

23、e right words in a sentence 4. To choose the correct meanings of a sentence based on stressed words. II. Teaching procedure: Step 1: Read the three example sentences clearly and slowly for students to listen to. Ask students to repeat sentence after you paying attention to the words that is stressed

24、. Step 2: Play the recording for part A through once and ask students to listen carefully to the stressed words. Step 3: Play the recording again and encourage students to imitate what they hear. Ask students to read the sentences aloud. Step 4: Explain how the stressed words affect the meanings of the sentences. Step 5: Divide the class into pairs. Ask students to read out the sentences to each other, stressing the words in bold. Listen to the sentences as you walk around the class. Praise areas where students perform well. Step 6: Explain that when we speak, we can stress different wo