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 bad

points.

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 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)

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.

2. Complete some exercise.

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 by asking and answering e.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 t o “wh-“questions,

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:

I’m thirsty. I need something to drink.

I’m tired. I need to get some sleep.

I’m cold. I need to wear more clothes.

Step 2

Explain to Ss that ‘need to’ is a strong verb. We use it when we want to talk about something we should do. Tell them that the meaning is similar to, yet weaker than ‘must’.

Step 3

Ask Ss what things they need to do today. Encourage them use ‘need to’.

Step 4

Ask Ss to read the example sentences on the top of page 27. Then ask them to work on their own to complete the exercise using ‘need to’ and the phrases in the box. Step 5

Ask Ss to complete the ‘Work out the rule!’ on their own. Then ask Ss ‘Do we use the simple past tense after need to?’(No.)

Integrated skills

I. Teaching objectives:

1. To extra information from a poster.

2. To complete notes about a robot exhibition

3. To extract information from a radio programme

4. To complete an e-mail

5. To talk about what robots can do and give opinions about

different types of robots.

II. Teaching procedure:

Part A: The robot exhibition

Step 1: Ask students whether they have ever been to an exhibition center

and what exhibitions they have seen before.

Step 2: Explain to students that they will not be able to find all the

information they need to complete the notes in Part A1 just from reading

the poster.. However, they should try to find as much information as they

can.

Step 3: Tell students they can complete the notes by listening to the

radio programme.

① Listen to the tape for the first time to get its main idea. Explain

the words: Japan, South Korea, language, memory.

② Listen to it to find the necessary information they need.

③ Play the recording without stopping

④ Ask students to give their own answers.

⑤ Check the answer with the class.

⑥ Play the recording again, all the way through, without stopping so

that students can check their own answers.

Step 4: Explain the context of part A3. Remind students they can refer to

the information on page 28 to fill in the blanks.

Step 5: Encourage students to complete this exercise on their own or in groups.

Part B: Speak up.

Step 6: Ask students to work in pairs. They should read the conversation through once, swap roles and then read the conversation again.

Step 7: Encourage students to make up their own conversations about

robots. Listen to the students’ as you walk around the classroom. Ask some pairs to present new ones to the class.

III. Homework:

1. Recite the conversation on page 29 and complete some exercises.

2. Preview pronunciation.

Pronunciation

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 par t 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. III. Homework:

1. Preview Main task.

2. Complete some exercise

Main task

I. Teaching objectives:

1. To read and understand a questionnaire

2. To use information from a questionnaire to complete a complaint

letter.

3. To write a complaint letter.

II. Teaching procedure:

Part A: The robot exhibition

Step 1: Ask students to read the seven different sections of the

questionnaire. Ask students to raise their hands if they have any

questions.

Step 2: Ask students whether they agree or disagree with Daniel’s answers.

If students disagree, ask them to justify their answers

I don’t agree with Daniel on question X because…

Step 3: Ask students to read the letter on their own.

Step 4: Ask students to describe how Daniel feels, and tell them that they can complete the letters using the information from the questionnaire on

page 31.

Step 5: Encourage students to complete the letter on their own. Once they have finished, read the whole letter aloud.

Step 6: Ask students to use the questionnaire they completed for the

extension activity on page T31 as a basis for completing their own

complaint letters in part C. Remind students that when they write a

complaint letter, they should maintain a formal style. Although they can

make their complaint letters clear, they should be polite.

Step 7: Ask students to read his or her draft letter to classmate to check

for mistakes.

III. Homework:

1. Write a complaint letter of their owns.

2. Preview Checkout and complete the exercises.

3. Review vocabulary and grammar in this unit.

Checkout

I. Teaching objective:

1. To review key vocabulary and grammar items taught in this unit.

2. To give students the opportunity to practice the vocabulary and

grammar items, and to gain confidence through doing so

3. To allow students to check their progress and ask any questions

they may still have.

II. Teaching procedure:

1. Tell students that this is revision and that they have already

learnt these words and grammar items.

2. Ask students to read the e-mail in part A for overall meaning

before they begin filling in the blanks.

3. Ask students to complete the exercise on their own. Remind them

of the grammar items they will need to use.

4. Go through the answers with students. Ask students to each read

out one paragraph. Listen for mistakes and mispronunciations.

5. Tell students that part B is a vocabulary game. It is not

difficult as the first letter of each answer is provided. Encourage

students to complete this exercise independently.

6. Ask students to raise their hands when they have finished. Have

the first student who raises the hand to read out the task on the list.

Check for mistakes and mispronunciation.

III. Homework:

1. Complete some exercises.

2. Preview the whole unit and prepare for an exam

教学小结：通过这一课时，学生能掌握本课的语言点和语法要点。

教学反思：通过本单元的教学，学生能学习思考机器人为我们工作的可能性。激发学生的兴趣，学生有机会进一步发挥想象力，更独立地开展学习。

Exercise for Welcome to the unit

一．翻译下列短语

1 一封投诉信 2. 给我寄这封信

3. 向超市投诉

4. 煮饭

5. 干洗衣活 6 .铺床

7. 拖地8. 洗碟子

9. 外太空10. 熨衬衫

11. 帮我做家庭作业12. 照料孩子

二．根据句意或中英文提示写出单词

1. He is a kind boy. He often helps his mother do the l________.

2. Look, my mother is i________ my clothes.

3. After getting up, you should _________ the bed for yourself.

4. Children should help parents do some housework, such as _______ the floor.

5. Excuse me, is there a _________(信) for me?

6. Eddie is writing a ___________(投诉) letter.

三．选择题

1. Please tell Simon he _____ return his magazine to the library at once

A. need to

B. does need to

C. needn’t to D needs to

2. I don’t want to hear ________.

A. you have to say B what you have to say

C you have to say

D what you would say

3. I have no time this afternoon. Who will ____ this card ____ for me?

A. post, to

B. post for

C. past , to D posted , for

4. I don’t know _______ . I’ll send the letter for you.

A who

B that

C when

D what

5. He is a person who likes to complain _____ his ______ others

A to; on

B to; about

C about; on

D about; to

Exercise for reading

一翻译下列短语

1 第一个拥有电脑的人 2. 容易得多

3 为了有根多的业余时间 4. 结果

5. 在床上再呆一个小时

6. 在工作

7. 给房间通风8. 下班回家

9. 看起来像新的一样好10. 对他的机器人满意

11. 几周后12. 发生故障

13. 感染病毒14. 不再

15. 把我弄醒16. 把东西撞翻

17. 发现公寓一团糟18. 把机器人还给商店

19.对…..有影响20. 对…..满意

二．根据句意或中英文提示写出单词

1. Mr. Johnson is a s__________ and he sells computers in the mall.

2. Now I can stay in bed for an e________ hour because my robot does the housework.

3. Please put dirty things into the _________(垃圾箱) over there.

4. Every day a d_________ dinner will be ready for me on the table.

5. I always find his flat in a m________.

6. My pet loves to look at itself in the ________(镜子)

7. Mr Jiang is the first person to _________(拥有) a robot.

8. The robot made a great __________(different) to his life.

9. Mr. White r________ home from home at 5 o’clock yesterday evening.

10. In o_____ to have more spare time, I bought a robot.

三．用所给词的适当形式填空

Wash many easy five proper wrong satisfy

1.Several months later, things started to go ______________.

2.I bought my ________ machine in that shop.

3.The robot made Daniel’s life much _______.

4.The little dog is just too_______ trouble.

5.On the _______ day of my school, I can name all my students.

6.Can you explain how to use the words ______?

7.The teacher was _________with what I did.

Exercise for vocabulary

一根据句意或中英文提示写出单词

1 .The robots use c_____ to take photos.

2. The robots have s______ as their mouths.

3. The robots use w______ to move around easily.

4. You should put ________(电池) in the remote control.

二．单词小测验：写出下列单词

1 邮寄 2. 熨烫 3 打扫

4 推销员

5 日常的

6 使通风

7 垃圾箱8 混乱9 电饭煲

10 镜子11 硬币12 扩散

13 垃圾14 轮子15 胸膛

16 电池17 扩音器18 光滑的

19 干的20 病毒

三．选择题

4. Excuse me，can you tell me _________?

A. does the train leave

B. the train had left

C. the train leaves

D. did the train leave

5. I wonder _________.

A. where have you gone

B. where you have gone

C. where have you been

D. where you have been

6. He wants to know _________ America.

A. when will Mr.Li leave for

B. when will Mr.Wang stay in

C. why will Mr.Wang stay in

D. when Mr.Wang will leave for

7. I want to know if _________ a meeting tomorrow.

A. you have

B. you will have

C. do you have

D. will you have

8. I'd like to know _________.

A. when will he give back the tape

B. whether has he received higher education

C. that he has been busy

D. whether she will join in our English Evening

9. He asked me whether I ____to his birthday party if I __ time.

A. was going, had

B. would go , would have

C. was going,was going to have

D. will go, have

一．用in order to或as a result组合下列句子

1.arrive there on time/ I caught the firs bus

2.I missed the meeting/ I got up late

3.keep the classroom clean/ they sweep the floor every day.

4.It didn’t work/ my computer caught a virus

5.he got high marks in the exam/ he worked hard

二．句型转换，用宾语从句合并下列句子

1. Does his mother work in that hospital? Could you tell us?

Could you tell us ____ his mother _____ in that hospital?

2. Who is the best student in her class? The teacher can’t tell me. The teacher can’t tell me____ ____ ____ _____student in her class.

3. How many students are there in your class? Please tell me

Please tell me_____ _____ students _____ _____ in your class. 4. He knows. Where has he been?

He knows_____ _____ ____ been.

5.The teacher told us. The sun goes up in the east every day.

The teacher told us_____ the sun ____ up in the east every day. 6. Who are you waiting for? Can you tell me?

Can you tell me______ _____ ______ waiting for?

7.I wonder. What’s wrong with them?

I wonder ______ ______ ______ _______.

8.What’s in the box? The little boy wants to see.

The little boy wants to see.______ ______ ______ ______.

一．翻译下列词组

1. 为了有更多的业余时间

2. 对…..满意

3. 对…..不满意

4. 送我一个小的

5. 持续一周

6. 需要检查

7. 完全停止工作8. 要回我的钱

9．给它指示10 中等型号的机器人二．根据句意或中英文提示写出单词

1 . He wrote a letter to c-________ that it doesn’t work well.

2. What’s your _______(理想的) robot like?

3. My computer has stopped working _________(完全地).

4. Usually I have l______ free time than others. I’m too busy.

5. Are you _________（满意）with your robot?

6. How long do you _________ (期望0your robot to last?

7. How often should your robot need ________(检查)?

8. Its ______(电池) only lasted for one week.

三．选择题

1. Complete this questionnaire and ________, please.

A return us it B. return it us C. return it to us

2. Daniel chose a _______ robot from this list.

A. medium- size

B. medium- sized

C. medium size D medium- sizes

3. He doesn’t know______ with the robot.

A. what was the matter

B. what the matter was

C. what the matter is D B and C

4. Daniel needs ______ the robot instructions all the time.

A. to give

B. giving

C. to be given

D. give

5. My robot needs________ every 6 months

A. check

B. checking

C. to be checked

D. B and C

Exercise for Check out

一．根据句意或中英文提示写出单词

1.My robot doesn’t work. I will put a new_____ (电池) into it.

2.His robot can stand on four small_______(轮子)

3.Put your things away. Your room is always in a _____(杂乱).

4.He doesn’t know the answer, I don’t know, _____(too).

5.The robot has three long arms ______(连接) to its chest.

6.The computer caught _______(病毒) and could not work.

7.Can you use an _______(熨斗)?

8.She has no ______(wash) machine at home.

9.Every morning he looks at himself in a m_______.

10.There will be an ________(exhibit) in Shanghai next week.

11.I have decided to write a ____(complain) letter for my broken bike.

12.Who is the first person ______(help) this poor girl?

13.A good robot should only need_______(check) every year.