九年级英语下册 Unit2 Robots 教案 牛津版.doc

总 课 题9B Unit2 Robots总课时10第 1 课时课 题Welcome to the unit 课型New教学目标1.To introduce the context about having a robot to help with the work for humans2.To talk about what a robot can do3.To learn some of the advantages of robots教学重点To talk about what a robot can doTo learn some of the advantages of robots教学难点To talk about what a robot can doTo learn some of the advantages of robots课前预习Preview the new words and phrases.教学过程教学环节教 师 活 动学 生 活 动备课札记Step1: Warm-up:Step2: welcome to the unitStep3: Useful expressionsStep4:HomeworkTo raise students 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?1.The purpose of this part is to activate 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 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 robots 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 ofthe 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.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：complain to / about2.post：动词邮寄：. post something for sb.1. Recite the useful vocabulary and comic strip.2.Complete some exercise.3.Preview reading(1) 学生听课文录音，回答有关漫画的问题,学生跟读， 学生进行小组练习学生根据词组进行造句，初步了解机器人的作用教学反思江苏省淮北中学英语学科教案初三年级教案活页纸 主备人：陈小军 审核人：初三英语组全体老师总 课 题9B Unit2 Robots总课时10第 2 课时课 题 Reading (1)课型New教学目标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.教学重点To recognize and understand vocabulary about life with robots.To identify the good points of owning a robot.教学难点To recognize and understand vocabulary about life with robots.To identify the good points of owning a robot.课前预习 Preview the new words and phrases.教学过程教学环节教 师 活 动学 生 活 动备课札记Step 1: Background information:Step2: PresentationStep3: Language pointsStep4 :HomeworkA robot is an automated machine that is programmed to perform functions just as a human would do. 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 passage. 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 and put forward questions if they have.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 order 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”1.Recite the useful vocabulary and paragraphs.2.Complete some exercise.3.Preview reading(2) 教学反思江苏省淮北中学英语学科教案初三年级教案活页纸 主备人：陈小军 审核人：初三英语组全体老师总 课 题9B Unit2 Robots总课时10第 3 课时课 题Reading (2) 课型New教学目标1. To identify the bad points of owning a robot.2.To identify true and false statements about life with a robot.教学重点To identify the bad points of owning a robot.To identify true and false statements about life with a robot.教学难点To identify the bad points of owning a robot.To identify true and false statements about life with a robot.课前预习Preview the new words.教学过程教学环节教 师 活 动学 生 活 动备课札记Step1: Revision:Step2:PresentationStep3: Language pointsStep4:HomeworkRevise the useful expressions again orally and have adictation.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, and make some of them to read the paragraphs aloud.3. List the bad points.catch a virus and cause a lot of problemsno 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, and books in the sink.Move around the house and knock things over4.Ask students to read each paragraph and put forward questions if they have.1.be happy with = be satisfied/pleased with2.wake sb. up3.in the end = at last= finally4.return sth. to sb.= give sth. back to sb.5.decide to do sth.1.Recite the useful vocabulary and paragraphs.2.Complete some exercise.3.Preview “Vocabulary “教学反思江苏省淮北中学英语学科教案初三年级教案活页纸 主备人：陈小军 审核人：初三英语组全体老师总 课 题9B Unit2 Robots总课时10第 4 课时课 题 Vocabulary 课型New教学目标1. To learn the names of different parts of a robot.2.To design an ideal robot3.To write an article to describe the ideal robot.教学重点1.To design an ideal robot2.To write an article to describe the ideal robot.教学难点1.To design an ideal robot2.To write an article to describe the ideal robot.课前预习Preview the new words.教学过程教学环节教 师 活 动学 生 活 动备课札记Step 1:Warm upStep 2:PresentationStep 3:ExplainStep4:HomeworkIn weaker classes, students probably will not know what some of the words in Part A mean. Write the words on the blackboard and help themfinish the part.e.g.: Whats the use of a camera/battery/hand/wheel/speaker?A camera takes pictures.A battery gives us power.A hand helps pick up things.Wheels help things move.We can hear sound through a speaker.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 students to look at the picture on page 24 and answer thequestions.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 energy does it have?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. Ask volunteers to read the completed article for the class. Check for mistakes and mispronunciations. 1.Preview Grammar 12.Complete some exercises.教学反思江苏省淮北中学英语学科教案初三年级教案活页纸 主备人：陈小军 审核人：初三英语组全体老师总 课 题9B Unit2 Robots总课时10第 5 课时课 题Grammar(1)课型New教学目标To use object clauses introduced by “wh-“words教学重点To use object clauses introduced by “wh-“words教学难点To use object clauses introduced by “wh-“words课前预习1. Learn the new words.2. Preview 教学过程教学环节教 师 活 动学 生 活 动备课札记Step 1: Review object clauses introduced by “if or whether” and “that”. Explain that these clauses relate to “yes/no” questions.Structures: 主语+谓语+宾语从句that +主语+谓语+其他if/whether+主语+谓语+其他Step 2: Tell students that when object clauses relate to “wh-“questions, we should use “wh-“words to introduce object clauses. Ask students to readthe grammar rules and the two examples at the top. Step 3: Remind them that the clauses should be introduced by “wh-“words and the word order in the clause should be the same as in the statements. e.g: The robot no longer knew. When should it cook breakfast?The robot no longer knew when it should cook breakfast.Step 4: Write the following sentences on the blackboard and encourage students to use the following structures: I am not sureId like to knowI cant imagineCan you tell me?Where is Zhongshan Park?How did you go to school?What will you do next Sunday?When was the parcel delivered? Who called in the morning?Step 5: Asks students to do the exercise on page 25. Students will be able to complete it on their own. Check the answers as a class.Step6: Homework:1.Review the rules of object clauses introduced by “wh-/that/if/whether”.2.Preview grammar(2)教学反思江苏省淮北中学英语学科教案初三年级教案活页纸 主备人：陈小军 审核人：初三英语组全体老师总 课 题9B Unit2 Robots总课时10第 6 课时课 题Grammar(2)课型New教学目标1.To use “in order to” to introduce the purpose of an action.2.To use “as a result” to introduce the result of something. 3.To use “need to” to talk about something we have to do.教学重点1.To use “in order to” to introduce the purpose of an action.2.To use “as a result” to introduce the result of something.教学难点1.To use “as a result” to introduce the result of something. 2.To use “need to” to talk about something we have to do.课前预习1. Preview the new words.教学过程教学环节教 师 活 动学 生 活 动备课札记Part one: “in order to/as a result”Step 1: List the two sentences in the reading passage:In order to have more free time, I have to buy a robot.As a result, Mr. Jiang no longer needed to get up early to do the housework.Step 2: Ask students a question: “What should we do if we want to havemore free time?” Write some of the answers on the blackboard and connect them with “in order to”. Step 3: Explain t students that “in order to” means “with the purpose of “and that we can use it to introduce the purpose of an action. It can be used at the beginning or in the middle of the sentences. Step 4: Same method can be applied to introduce “as a result”. Remind students that we use it to introduce the result of something.Step 5: Ask students to read the grammar rules and example sentences at the top of page 26 to the class. Step 6: Asks students to complete the exercise and check the answers as a whole class. Part two: “need to”Step 7: Explain to students that “need to” is a strong verb. We use it when we want to talk about something we should do. Step 8: Ask students what things they need to do today. “I need to ”Step 9: Ask students to work on their own to complete the exercise using“need to” and the phrases in the box. Check answers with the class.Step 10: Ask students to complete “work out the rule”.Step 11: Homework1. Review grammar 2 and complete exercises.2.Preview “Integrated skills”教学反思江苏省淮北中学英语学科教案初三年级教案活页纸 主备人：陈小军 审核人：初三英语组全体老师总 课 题9B Unit2 Robots总课时10第 7 课时课 题Pronunciation课型New教学目标1. To understand the use of stress in sentences 2.To recognize the different meanings of a sentence based on where the stress is placed3.To stress the right words in a sentence4.To choose the correct meanings of a sentence based on stressedwords.教学重点To recognize the different meanings of a sentence based on where the stress is placedTo stress the right words in a sentence教学难点To recognize the different meanings of a sentence based on where the stress is placedTo stress the right words in a sentence课前预习 Preview the new words.教学过程教学环节教 师 活 动学 生 活 动备课札记Step 1: Read the three example sentences clearly and slowly for studentsto listen to. Ask students to repeat sentence after you paying attention to the words that is stressed.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 studentsperform well. Step 6: Explain that when we speak, we can stress different words in a sentence. The words we stress can change the meanings of the sentence. Write an example sentence on the blackboard: “The dog ate four tins of beans yesterday.”Who ate four tins beans yesterday?How many tins of beans did the dog eat yesterday?What did the dog eat four tins of yesterday?When did the dog eat four tins of beans?Step 7: Read the two sentences in part B aloud, stressing the words “robot and Daniel”.Step 8: Ask students to read points a, b and c under each sentence. Ask them to circle the letter with the correct meanings for each one. Step 9: Ask two students to read out their choices. Encourage students to raise their hands if they do not understand why these answers are correct. Step 10: Homework:1.Preview Main task.2. Complete some exercises.教学反思 江苏省淮北中学英语学科教案初三年级教案活页纸 主备人：陈小军 审核人：初三英语组全体老师总 课 题9B Unit2 Robots总课时10第 8 课时课 题Integrated skills课型New教学目标1. To extra information from a poster.2.To complete notes about a robot exhibition3.To extract information from a radio programme4. To complete an e-mail5.To talk about what robots can do and give opinions about different types of robots.教学重点To complete notes about a robot exhibitionTo extract information from a radio programme教学难点To complete an e-mailTo talk about what robots can do and give opinions about different types of robots.课前预习1. Preview the new words.2. Do the Exercises before c