牛津英语9bunit2教案
【篇一：9b unit2教案】
9b unit 2 welcome to the unit
date:
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
3to learn some of the advantages of robots
ii. teaching procedure:
step 1: warm-up: to raise students interest, get students thinking and
talking about robots:
① have you seen robots in the films?
② what kind of robots do you know?
③ do you like robots? why?
④ what do you think robots can do for you?
⑤ would you buy a robot in the future? why?
step 2: welcome to the unit
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 students understand 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.
① what do robots do harm to human beings?
② 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. 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 / 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。
unit2 reading(1)
date:
i.teaching objectives:
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 perform 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 theirchores 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.
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 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
iii.homework:
1.recite the useful vocabulary and paragraphs.
3.preview 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)
date:
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:
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 bad points.
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.
① catch a virus and cause a lot of problems
② no longer know when to cook and wake mr. jiang up at 4 in the morning.
③ find his breakfast in the washing machine, clean shirts in
the
dustbin, books in the sink.
④ move around the house 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. recite 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
date:
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 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 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. encouragestudents to use their imagination.
① ask students to look at the picture on page 24 and answer the questions.
② 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?
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 theexercise.
step 4: ask volunteers to read the completed article for the class. check
for mistakes and mispronunciations.
iii.homework:
1. preview grammar 1
2. complete 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
date:
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 the 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.
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 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.
① who ate four tins beans yesterday?
② how many tins of beans did the dog eat yesterday?
③ what did the dog eat four tins of yesterday?
④ 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
【篇二：9bunit2 教案】
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【篇三：9bunit2 教案】
welcome to the unit and comic
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 students’ interest, get students thinking and
talking about robots:
① have you seen robots in the films?
② what kind of robots do you know?
③ do you like robots? why?
④ what do you think robots can do for you?
⑤ would you buy a robot in the future? why?
step 2: welcome to the unit
1. the purpose of this part is to activate student’s 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
students understand 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. (for stronger class)encourage students to talk about if robots are
harmful? divide
students into groups to discuss.
① what do robots do harm to human beings?
② 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 by asking some questions.
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. 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 / about
2. post：动词‘邮寄’：. post something for sb.
iii.homework:
1. recite the useful vocabulary and comic strip.
2. complete the exercise in workbook.(period1).
3. preview reading(1)
reading(1)
i.teaching objectives:
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: review the things that a robot can do in “welcome to the unit”.by asking
what can robots do?
what do you want them help do?
step 2: reading “the first person to own a robot”
1.explain the context of the reading passage. daniel is reading an
article about having a robot at home. there are good points and badpoints.
2.ask students to listen to the passages(1-5), paying attention to the
pronunciation, and make some of them to read the paragraphs aloud.
3.list the good points.
4. ask students to listen to the other passages.
5. list the bad points.
① catch a virus and cause a lot of problems
② no longer know when to cook and wake mr. jiang up at 4 in the morning. ③ find his breakfast in the washing machine, clean shirts in the
dustbin, books in the sink.
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.
=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 don’t go t here 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) there’s no more water.=there is not water any more.
5. make a great difference to:对…..有影响/作用
6. for an extra hour: extra “额外的，附加的”
7. be happy with = be satisfied/pleased with
8. wake sb. up
9. in the end = at last= finally
10.return sth. to sb.= give sth. back to sb.
11. decide to do sth.
iii.homework:
1.recite the useful vocabulary and paragraphs.
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 describe the ideal robot.
ii. teaching procedure:
step 1: in weaker classes, students probably will not know what some of
the words in partb mean. draw a picture of a robot and learn the words byasking and answeringe.g.: what’s this?
what’s the use of a camera/battery/hand/wheel/speaker?
then complete part b and check the answers.
step 2: show students robot pictures and ask students what other features
a robot might have.
① ask students to look at the picture on the blackboard and answer the
questions.
② 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?
step 3: explain the context of part a.
have students work complete the exercise.
step 4: ask volunteers to read the completed article for the class. check
for mistakes and mispronunciations.
iii.homework:
1. preview grammar 1
2. complete some exercises.
grammar(1)
i.teaching objectives:
1.to use object clauses introduced by “wh-“words
ii. teaching procedure:
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①that +主语+谓语+其他
②if/whether+主语+谓语+其他
step 2: tell students that when object clauses relate to “wh-“qu estions,
we should use “wh-“words to introduce object clauses. ask students to read the 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:
⑴i am not sure…
⑵i’d like to know…
⑶i can’t imagine…
⑷can you tell me…?
① where is zhongshan park?
② how did you go to school?
③ what will you do next sunday?
④ when was the parcel delivered?
⑤ 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.
iii. homework:
1. review the rules of object clauses introduced by
“wh-/that/if/whether”.
2. preview grammar(2)
grammar(2)
i. teaching objectives:
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.
ii.teaching procedure:
part one: “in order to/as a result”
。step 1
ask ‘if you want to have more free time, what will you do?’ help ss to answer with ‘in order to have more free time, we should …’
e.g. in order to have more free time, we should make good plans.
we should make good plans in order to have more free time. step 2
explain to students that ‘in order to’ means ‘with the purpose of’ and that we can use ‘in order to’ to introduce the purpose of an action.
tell students that ‘in order to’ can be used at the beginning or in the middle of a sentence. remind them when we use ‘in order to’ at the beginning a sentence, we use a comma to separate the two parts.
step 3
go to ‘as a result’ by reviewing the sentence ‘the victim was attacked with a knife and bled to death as a result.’
remind ss that we use ‘as a result’ to introduce the result of something.
step 4
ask some volunteers to read the grammar rules and example sentences at the top of page 26 to the class.
step 5
ask ss to do the exercises on page 26 which requires ss to decide whether a sentence is talking about the purpose of result of something and add ‘in order to’ or ‘as a result’ to make a complete sentence.
step 6
ask ss to complete the ‘work out the rule!’ on their own.
part c using ‘need to’
step 1
1 ask ss ‘if you are hungry, what do you want to do?’
2 help them to answer like: ‘i’m hungry. i need to eat.’
3 more practice: