牛津译林版九上全册教案unit2文档格式.docx
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牛津译林版九上全册教案unit2文档格式.docx
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Whatkindofrobotsdoyouknow?
③
Doyoulikerobots?
Why?
④
Whatdoyouthinkrobotscandoforyou?
⑤
Wouldyoubuyarobotinthefuture?
Step2:
welcometotheunit
1.
Thepurposeofthispartistoactivatestudent’sknowledgeof
robotsandgenerateinterestsofthistopic.Askonestudenttoreadthe
phrasesinthewordboxatthetopofpage19.Makesurethatallstudents
understandthemeaningsofthephrasessuchas‘dothelaundry,explorerdangerousplaces’intheirownwords.
2.Explainthecontext.DanielisexplainingtoAmywhatrobotscan
do.AskstudentstocompletetheconversationonPage19ontheirown.
Asktwostudentstoreadtheconversationandcheckmistakes.
4.
Encouragestudentstotalkaboutifrobotsareharmful?
Divide
studentsintogroupstodiscuss.
Wh
atdorobotsdoharmtohumanbeings?
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:
Recitetheusefulvocabularyandcomicstrip.
Completesomeexercise.
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)
Tounderstandtheideaofhowrobotscanchangeourlives.
Torecognizeandunderstandvocabularyaboutlifewithrobots.
Toidentifythegoodpointsofowningarobot.
Step1:
Backgroundinformation:
Arobotisanautomatedmachinethatis
programmedtoperformfunctionsjustasahumanwoulddo.
Reading“Thefirstpersontoownarobot”
Reviewthethingsthatarobotcandoin“welcometotheunit”.
Askstudentswhethertheybelievepeoplewilluserobotstodotheir
choresfortheminthefuture.
Explainthecontextofthereadingpassage.Danielisreadingan
articleabouthavingarobotathome.Therearegoodpointsandbad
points.
Askstudentstolistentothepassage,payingattent
iontothe
pronunciation,andmakesomeofthemtoreadtheparagraphsaloud.
Listthegoodpoints.
Askstudentstoreadeachparagraphandputforwardquestionsif
theyhave.
Step3:
languagepoints
thefirstonetodosth.
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.
asaresult:
“因为,
由于,由于。
。
结果”,用来做结果状语
Shewaslateasaresultofheavyrain.
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.
foranextrahour:
extra“额外的,附加的”
Recitetheusefulvocabularyandparagraphs.
Completesomeexercise.
Previewreading
(2)
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)
Toidentifythebadpointsofowningarobot.
Toidentifytrueandfalsestatementsaboutlifewitharobot.
Revision:
Revisetheusefulexpressionsagainorallyandhavea
dictation.
1.Explainthecontextofthesecondpartofthereadingpassage.
Danielisreadinganarticleabouthavingarobotathome.Therearebad
points.
Askstudentstolistentothepassage,payingattentiontothe
pronunciation,andmakesomeofthemtoreadtheparagraphsaloud.
3.Listthebadpoints.
catchavirusandcausealotofproblems
nolongerknowwhentocookandwakeMr.Jiangupat4inthe
morning.
Findhisbreakfastinthewashingmachine,cleanshirtsinthe
dustbin,booksinthesink.
Movearoundthehouseandknockthingsover
behappywith=besatisfied/pleasedwith
wakesb.up
3.
intheend=atlast=finally
returnsth.tosb.=givesth.backtosb.
decidetodosth.
III.
Homework:
Preview“Vocabulary“
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
Teachingobjectives:
Tolearnthenamesofdifferentpartsofarobot.
Todesignanidealrobot
Towriteanarticletodescribetheidealrobot.
Teachingprocedure:
Inweakerclasses,studentsprobablywillnotknowwhatsomeof
thewordsinPartAmean.Writethewordsontheblackboardandhelpthem
finishthepart.
e.g.:
What’stheuseofacamera/battery/hand/wheel/speaker?
Acameratakespictures.
Abatterygivesuspower.
Ahandhelpspickupthings.
Wheelshelpthingsmove.
Wecanhearsoundthroughaspeaker.
Showstudentsrobotpicturesandaskstudentswhatotherfeatures
arobotmighthave.ThiswillhelpstudentswithPartB.Encourage
studentstousetheirimagination.
Askstudentstolookatthepictureonpage24andanswerthe
questions.
Askstudentsquestionsaccordingtothepicturesshown:
Whatdoesitlooklike?
Whatisthereonthehead/intheface/onbothsidesofitsbody?
Howdoesitspeak?
Whatistheuseofthearms/hands?
Howdoesitmove?
Whatkindofenergydoesithave?
Explainthecontextofpartb.Danieliswritinganarticleto
describehisidealrobot.Havestudentsworkinpairsandcompletethe
exercise.
Step4:
Askvolunteerstoreadthecompletedart
iclefortheclass.Check
formistakesandmispronunciations.
PreviewGrammar1
completesomeexercises.
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
Tounderstandtheuseofstressinsentences
Torecognizethedifferentmeaningsofasentencebasedonwhere
thestressisplaced
Tostresstherightwordsinasentence
Tochoosethecorrectmeaningsofasentencebasedonstressed
words.
Readthethreeexamplesentencesclearlyandslowlyforstudents
tolistento.Askstudentstorepeatsentenceafteryoupayingattention
tothewordsthatisstressed.
Step2:
PlaytherecordingforpartAthroughonceandaskstudentsto
listencarefullytothestressedwords.
Playtherecordingagainandencouragestudentstoimitatewhat
theyhear.Askstudentstoreadthesentencesaloud.
Explainhowthestressedwordsaffectthemeanings
ofthe
sentences.
Step5:
Dividetheclassintopairs.Askstudentstoreadoutthe
sentencestoeachother,stressingthewordsinbold.Listentothe
sentencesasyouwalkaroundtheclass.Praiseareaswherestudents
performwell.
Step6:
Explainthatwhenwespeak,wecanstressdifferentwo
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