9B Unit 2 welcome to the unit(牛津英語(yǔ)教案)

1、9b unit 2 welcome to the unit(牛津英語(yǔ)教案)9bunit2welcometotheunitdate:i.teachingobjectives:.tointroducethecontextabouthavingarobottohelpwiththeworkforhumans2.totalkaboutwhatarobotcando3.tolearnsomeoftheadvantagesofrobotsii.teachingprocedure:step1:warm-up:toraisestudentsinterest,getstudentsthinkingandtalk

2、ingaboutrobots:haveyouseenrobotsinthefilms?whatkindofrobotsdoyouknow?doyoulikerobots?why?whatdoyouthinkrobotscandoforyou?wouldyoubuyarobotinthefuture?why?step2:welcometotheunit.thepurposeofthispartistoactivatestudentsknowledgeofrobotsandgenerateinterestsofthistopic.askonestudenttoreadthephrasesinthe

3、wordboxatthetopofpage19.makesurethatallstudentsunderstandthemeaningsofthephrasessuchasdothelaundry,explorerdangerousplacesintheirownwords.2.explainthecontext.danielisexplainingtoamywhatrobotscando.askstudentstocompletetheconversationonpage19ontheirown.3.asktwostudentstoreadtheconversationandcheckmis

4、takes.4.encouragestudentstotalkaboutifrobotsareharmful?dividestudentsintogroupstodiscuss.whatdorobotsdoharmtohumanbeings?whydotheydoharmtohumanbeings?5.listentothetapeforthefirsttimetolearnthemainideaofthecomicstrip.6.listentothetapeforthesecondtimetoreadafterthetape.7.asksomestudentstoactoutthecomi

5、cstrip.step3:uplaint:不+可數(shù)名詞抱怨；可數(shù)名詞抱怨的行動(dòng)或話，投訴complain:動(dòng)詞：complainto/about2.post：動(dòng)詞郵寄：.postsomethingforsb.iii.homework:.rpletesomeexercise.3.previewreading教學(xué)小結(jié)：學(xué)生基本能掌握對(duì)話，理解機(jī)器人能為人類做好多事。要求學(xué)生進(jìn)行會(huì)話，課后學(xué)生都能背誦對(duì)話。unit2readingdate:i.teachingobjectiv

6、es:.tounderstandtheideaofhowrobotscanchangeourlives.2.torecognizeandunderstandvocabularyaboutlifewithrobots.3.toidentifythegoodpointsofowningarobot.ii.teachingprocedure:step1:backgroundinformation:arobotisanautomatedmachinethatisprogrammedtoperformfunctionsjustasahumanwoulddo.step2:readingthefirstpe

7、rsontoownarobot.reviewthethingsthatarobotcandoinwelcometotheunit.askstudentswhethertheybelievepeoplewilluserobotstodotheirchoresfortheminthefuture.2.explainthecontextofthereadingpassage.danielisreadinganarticleabouthavingarobotathome.therearegoodpointsandbadpoints.3.askstudentstolistentothepassage,p

8、ayingattentiontothepronunciation,andmakesomeofthemtoreadtheparagraphsaloud.4.listthegoodpoints.5.askstudentstoreadeachparagraphandputforwardquestionsiftheyhave.step3:languagepoints.thefirstonetodosth.2.inorderto:引導(dǎo)目的狀語(yǔ)，后接動(dòng)詞原形，可以放在句首，或句末，否定形式inordernottodosth.：shelistenstoenglisheverydayinordertogetg

9、oodmarks.=soastodo:shelistenstoenglisheverydaysoastogetgoodmarks.=inorderthat+從句:shelistenstoenglisheverydayinorderthatshecangetgoodmarks.=sothat:shelistenstoenglisheverydaysothatshecangetgoodmarks.3.asaresult:因?yàn)?，由于，由于。結(jié)果,用來(lái)做結(jié)果狀語(yǔ)shewaslateasaresultofheavyrain.4.nolonger:不再，再也不，今后不再，指時(shí)間，多由于修飾某種具體狀態(tài)，相

10、當(dāng)于notanylonger,其中anylonger一般放在句末。inolongergothere.=idontgothereanylonger.theresnomorewater.=thereisnotwateranymore.5.foranextrahour:extra額外的，附加的iii.homework:.rpletesomeexercise.3.previewreading教學(xué)小結(jié)：了解機(jī)器人如何改變我們的生活，掌握課文里的語(yǔ)言點(diǎn)和重點(diǎn)。以及機(jī)器人給我們帶來(lái)的好處。9bunit2readingdat

11、e:i.teachingobjectives:.toidentifythebadpointsofowningarobot.2.toidentifytrueandfalsestatementsaboutlifewitharobot.ii.teachingprocedure:step1:revision:revisetheusefulexpressionsagainorallyandhaveadictation.step2:readingthefirstpersontoownarobot.explainthecontextofthesecondpartofthereadingpassage.dan

12、ielisreadinganarticleabouthavingarobotathome.therearebadpoints.2.askstudentstolistentothepassage,payingattentiontothepronunciation,andmakesomeofthemtoreadtheparagraphsaloud.3.listthebadpoints.catchavirusandcausealotofproblemsnolongerknowwhentocookandwakemr.jiangupat4inthemorning.findhisbreakfastinth

13、ewashingmachine,cleanshirtsinthedustbin,booksinthesink.movearoundthehouseandknockthingsover4.askstudentstoreadeachparagraphandputforwardquestionsiftheyhave.step3:languagepoints.behappywith=besatisfied/heend=atlast=finally4.returnsth.tosb.=givesth.backtosb.5.decidetodosth.i

14、ii.homework:.rpletesomeexercise.3.previewvocabulary教學(xué)小結(jié)：了解第一個(gè)擁有機(jī)器人的人以及機(jī)器人給他帶來(lái)的壞處。這一課時(shí)結(jié)實(shí)以后要求學(xué)生背誦課文。提高學(xué)生的口語(yǔ)能力。9bunit2vocabularydate:i.teachingobjectives:.tolearnthenamesofdifferentpartsofarobot.2.todesignanidealrobot3.towriteanarticletodescribetheidealrobot.i

15、i.teachingprocedure:step1:inweakerclasses,studentsprobablywillnotknowwhatsomeofthewordsinpartamean.writethewordsontheblackboardandhelpthemfinishthepart.e.g.:whatstheuseofacamera/battery/hand/wheel/speaker?acameratakespictures.abatterygivesuspower.ahandhelpspickupthings.wheelshelpthingsmove.wecanhear

16、soundthroughaspeaker.step2:showstudentsrobotpicturesandaskstudentswhatotherfeaturesarobotmighthave.thiswillhelpstudentswithpartb.encouragestudentstousetheirimagination.askstudentstolookatthepictureonpage24andanswerthequestions.askstudentsquestionsaccordingtothepicturesshown:whatdoesitlooklike?whatis

17、thereonthehead/intheface/onbothsidesofitsbody?howdoesitspeak?whatistheuseofthearms/hands?howdoesitmove?whatkindofenergydoesithave?step3:explainthecontextofpartb.danieliswritinganarticletodescribehisidealrobot.havestudentsworkinpairsandcompletetheexercise.step4:askvolunteerstoreadthecompletedarticlef

18、ortheclass.checkformistakesandmispronunciations.iii.homework:.previewgpletesomeexercises.教學(xué)小結(jié)：了解機(jī)器人的各部分零件。以及各部分零件的用處。幫助差一些的學(xué)生能更好的理解它們的意思，把單詞寫在黑板上，使他們更好的掌握。9bunit2pronunciationdate:i.teachingobjectives:.tounderstandtheuseofstressinsentences2.torecognizethedifferentmeaningsofasentencebased

19、onwherethestressisplaced3.tostresstherightwordsinasentence4.tochoosethecorrectmeaningsofasentencebasedonstressedwords.ii.teachingprocedure:step1:readthethreeexamplesentencesclearlyandslowlyforstudentstolistento.askstudentstorepeatsentenceafteryoupayingattentiontothewordsthatisstressed.step2:playther

20、ecordingforpartathroughonceandaskstudentstolistencarefullytothestressedwords.step3:playtherecordingagainandencouragestudentstoimitatewhattheyhear.askstudentstoreadthesentencesaloud.step4:explainhowthestressedwordsaffectthemeaningsofthesentences.step5:dividetheclassintopairs.askstudentstoreadoutthese

21、ntencestoeachother,stressingthewordsinbold.listentothesentencesasyouwalkaroundtheclass.praiseareaswherestudentsperformwell.step6:explainthatwhenwespeak,wecanstressdifferentwordsinasentence.thewordswestresscanchangethemeaningsofthesentence.writeanexamplesentenceontheblackboard:thedogatefourtinsofbean

22、syesterday.whoatefourtinsbeansyesterday?howmanytinsofbeansdidthedogeatyesterday?whatdidthedogeatfourtinsofyesterday?whendidthedogeatfourtinsofbeans?step7:readthetwosentencesinpartbaloud,stressingthewordsrobotanddaniel.step8:askstudentstoreadpointsa,bandcundereachsentence.askthemtocircletheletterwith

23、thecorrectmeaningsforeachone.step9:asktwostudentstoreadouttheirchoices.encouragestudentstoraisetheirhandsiftheydonotunderstandwhytheseanswersarecorrect.iii.homework:.ppletesomeexercises.教學(xué)小結(jié)：能理解句子重音的使用，學(xué)生在聽了一遍后能讀出句子的重音。9bunit2integratedskillsdate:i.teachingobjectives:.toextrainfo

24、rmationfromaposter.2.tocompletenotesaboutarobotexhibition3.toextractinformationfromaradioprogramme4.tocompleteane-mail5.totalkaboutwhatrobotscandoandgiveopinionsaboutdifferenttypesofrobots.ii.teachingprocedure:parta:therobotexhibitionstep1:askstudentswhethertheyhaveeverbeentoanexhibitioncenterandwha

25、texhibitionstheyhaveseenbefore.step2:explaintostudentsthattheywillnotbeabletofindalltheinformationtheyneedtocompletethenotesinparta1justfromreadingtheposter.however,theyshouldtrytofindasmuchinformationastheycan.step3:tellstudentstheycancompletethenotesbylisteningtotheradioprogramme.listentothetapefo

26、rthefirsttimetogetitsmainidea.explainthewords:japan,southkorea,language,memory.listentoittofindthenecessaryinformationtheyneed.playtherecordingwithoutstoppingaskstudentstogivetheirownanswers.checktheanswerwiththeclass.playtherecordingagain,allthewaythrough,withoutstoppingsothatstudentscanchecktheiro

27、wnanswers.step4:explainthecontextofparta3.remindstudentstheycanrefertotheinformationonpage28tofillintheblanks.step5:encouragestudentstocompletethisexerciseontheirownoringroups.partb:speakup.step6:askstudentstoworkinpairs.theyshouldreadtheconversationthroughonce,swaprolesandthenreadtheconversationaga

28、in.step7:encouragestudentstomakeuptheirownconversationsaboutrobots.listentothestudentsasyouwalkaroundtheclassroom.asksomepairstopresentnewonestotheclass.iii.homework:.recitetheconversationonpage29andcompletesomeexercises.2.previewpronunciation.教學(xué)小結(jié)：學(xué)生基本能聽懂a(chǎn)1,a2,在聽的基礎(chǔ)上完成a3.了解國(guó)際展覽上不同國(guó)家的機(jī)器人。學(xué)生在學(xué)的同時(shí)能互相對(duì)

29、話，談?wù)摍C(jī)器人能為我們做些什么。9bunit2grammardate:i.teachingobjectives:.touseobjectclausesintroducedbywh-wordsii.teachingprocedure:step1:reviewobjectclausesintroducedbyiforwhetherandthat.explainthattheseclausesrelatetoyes/noquestions.structures:主語(yǔ)+謂語(yǔ)+賓語(yǔ)從句that+主語(yǔ)+謂語(yǔ)+其他if/whether+主語(yǔ)+謂語(yǔ)+其他step2:tellstudentsthatwhenob

30、jectclausesrelatetowh-questions,weshouldusewh-wordstointroduceobjectclauses.askstudentstoreadthegrammarrulesandthetwoexamplesatthetop.step3:remindthemthattheclausesshouldbeintroducedbywh-wordsandthewordorderintheclauseshouldbethesameasinthestatements.e.g:therobotnolongerknew.whenshoulditcookbreakfas

31、t.therobotnolongerknewwhenitshouldcookbreakfast.step4:writethefollowingsentencesontheblackboardandencouragestudentstousethefollowingstructures:iamnotsureidliketoknowicantimaginecanyoutellme?whereiszhongshanpark?howdidyougotoschool?whatwillyoudonextsunday?whenwastheparceldelivered?whocalledinthemorni

32、ng?step5:asksstudentstodotheexerciseonpage25.studentswillbeabletocompleteitontheirown.checktheanswersasaclass.iii.homework:.reviewtherulesofobjectclausesintroducedbywh-/that/if/whether.2.previewgrammar教學(xué)小結(jié)：學(xué)生能掌握以wh-特殊疑問(wèn)句引導(dǎo)的賓語(yǔ)從句。掌握它的結(jié)構(gòu)。9bunit2grammardate:i.teachingobjectives:.touseinordertotointroduc

33、ethepurposeofanaction.2.touseasaresulttointroducetheresultofsomething.3.touseneedtototalkaboutsomethingwehavetodo.ii.teachingprocedure:partone:inorderto/asaresultstep1:listthetwosentencesinthereadingpassage:inordertohavemorefreetime,ihavetobuyarobot.asaresult,mr.jiangnolongerneededtogetupearlytodoth

34、ehousework.step2:askstudentsaquestion:whatshouldwedoifwewanttohavemorefreetime?writesomeoftheanswersontheblackboardandconnectthemwithinorderto.step3:explaintstudentsthatinordertomeanswiththepurposeofandthatwecanuseittointroducethepurposeofanaction.itcanbeusedatthebeginningorinthemiddleofthesentences

35、.step4:samemethodcanbeappliedtointroduceasaresult.remindstudentsthatweuseittointroducetheresultofsomething.step5:askstudentstoreadthegrammarrulesandexamplesentencesatthetopofpage26totheclass.step6:asksstudentstocompletetheexerciseandchecktheanswersasawholeclass.parttwo:needtostep7:explaintostudentst

36、hatneedtoisastrongverb.weuseitwhenwewanttotalkaboutsomethingweshoulddo.step8:askstudentswhatthingstheyneedtodotoday.ineedtostep9:askstudentstoworkontheirowntocompletetheexerciseusingneedtoandthephrasesinthebox.checkanswerswiththeclass.step10:askstudentstocompleteworkouttherule.iii.homework:.reviewgr

37、ammar2andcompleteexercises.2.previewintegratedskills教學(xué)小結(jié)：掌握asaresult,inorderto,needto的用法。9bunit2maintaskdate:i.teachingobjectives:.toreadandunderstandaquestionnaire2.touseinformationfromaquestionnairetocompleteacomplaintletter.3.towriteacomplaintletter.ii.teachingprocedure:parta:therobotexhibitionst

38、ep1:askstudentstoreadthesevendifferentsectionsofthequestionnaire.askstudentstoraisetheirhandsiftheyhaveanyquestions.step2:askstudentswhethertheyagreeordisagreewithdanielsanswers.ifstudentsdisagree,askthemtojustifytheiranswersidontagreewithdanielonquestionxbecausestep3:askstudentstoreadtheletteronthe

39、irown.step4:askstudentstodescribehowdanielfeels,andtellthemthattheycancompletethelettersusingtheinformationfromthequestionnaireonpage31.step5:encouragestudentstocompletetheletterontheirown.oncetheyhavefinished,readthewholeletteraloud.step6:askstudentstousethequestionnairetheycompletedfortheextensionactivityonpaget31asabasisforcompletingtheirowncomplaintlettersinpartc.remindstudentsthatwhentheywriteacomplaintletter,theyshouldmaintainaformalstyle.althoughtheycanmaketheircomplaintlettersclear,theyshouldbepolite.step7:askstudentstoreadhisorherdraftlettertoclass