九年级英语下册unit2全套教案

1 / 20 九年级英语下册 unit2 全套教案 九年级英语下册 unit2全套教案 9BUnit2welcometotheunit : s : Step1:Warm-up:Toraisestudents interest,getstudentsthinkingand talkingaboutrobots: Haveyouseenrobotsinthefilms? Whatkindofrobotsdoyouknow? Doyoulikerobots?Why? Whatd oyouthinkrobotscandoforyou? Wouldyoubuyarobotinthefuture?Why? Step2:welcometotheunit sknowledgeof dothelaundry,explorerdangerousplaces intheirownwords. 2 / 20 ?Divide studentsintogroupstodiscuss. Whatdorobotsdoharmtohumanbeings? Whydotheydoha rmtohumanbeings? thecomicstrip. Step3:Usefulexpressions :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 ：动词 邮寄 ： .postsomethingforsb. : (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) 3 / 20 : : Step1:Backgroundinformation:Arobotisanautomatedmachinethatis programmedtoperformfunctionsjustasahumanwoulddo. Step2:Reading“Thefirstpersontoownarobot” “welcometotheunit”. Askstudentswhethertheybelievepeoplewilluserobotstodotheir choresfortheminthefuture. points. ,payingattentiontothe pronunciation,andmakesomeofthemtoreadtheparagraphsaloud. 4 / 20 theyhave. Step3:languagepoints :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. :“ 因为，由于，由于。结果 ”, 用来做结果状语 Shewaslateasaresultofheavyrain. :“ 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. 5 / 20 :extra“ 额外的，附加的 ” : (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。 9BUnit2Reading(2) : : Step1:Revision:Revisetheusefulexpressionsagainorallyandhavea dictation. Step2:Reading“Thefirstpers ontoownarobot” ,payingattentiontothe pronunciation,andmakesomeofthemtoreadtheparagraphsaloud. 6 / 20 catchavirusandcausealotofproblems Findhisbreakfastinthewashingmachine,cleanshirtsinthe dustbin,booksinthesink. movearoundthehouseandknockthingso ver theyhave. Step3:languagepoints =besatisfied/pleasedwith =atlast=finally = : “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。 9BUnit2Vocabulary 7 / 20 : : Step1:Inweakerclasses,studentsprobablywillnotknowwhatsomeof finishthepart. :What stheuseofacamera/battery/hand/wheel/speaker? Acameratakespictures. Abatterygivesuspower. Ahandhelpspickupthings. Wheelshelpthingsmove. Wecanhearsoundthroughaspeaker. Step2:Showstudentsrobotpicturesandaskstudentswhatotherfeatures studentstousetheirimagination. Askstudentstolookatthepictureonpage24andanswerthe questions. 8 / 20 Askstudentsquestionsaccordingtothepicturesshown: Whatdoesitlooklike? Whatisthereonthehead/intheface/onbothsidesofitsbody? Howdoesitspeak? Whatistheuseofthearms/hands? Howdoesitmove? Whatkindofenergydoesithave? Step3: exercise. Step4: formistakesandmispronunciations. : 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。 9BUnit2Pronunciation : 9 / 20 thestressisplaced words. : Step1:Readthethreeexamplesentencesclearlyandslowlyforstudents tothewordsthatisstressed. Step2:PlaytherecordingforpartAthroughonceandaskstudentsto listencarefullytothestressedwords. Step3:Playtherecordingagainandencouragestudentstoimitatewhat Step4:Explainhowthestressedwordsaffectthemeaningsofthe sentences. Step5: sentencestoeachother, performwell. 10 / 20 Step6:Explainthatwhenwespeak,wecanstressdifferentwordsina Writeanexamplesentenceontheblackboard: “Thedogatefourtins ofbeansyesterday.” Whoatefourtinsbeansyesterday? Howmanytinsofbeansdidthedogeatyesterday? Whatdidthedogeatfourtinsofyesterday? Whendidthedogeatfourtinsofbeans? Step7:ReadthetwosentencesinpartBaloud,stressingthewords“robot andDaniel”. Step8:Askstudentstoreadpointsa, themtocircletheletterwiththecorrectmeaningsforeachone. Step9: raisetheirhandsiftheydonotunderstandwhytheseanswersarecorrect. : 教学小结：能理解句子重音的使用，学生在听了一遍后11 / 20 能读出句子的重音。 9BUnit2Integratedskills : differenttypesofrobots. : PartA:Therobotexhibition Step1:Askstudentswhethertheyhaveeverbeentoanexhibitioncenter andwhatexhibitionstheyhaveseenbefore. Step2:Explaintostudentsthattheywillnotbeabletofindallthe informationtheyneedtocompletethenotesinPartA1justfromreading theposter.However,theyshouldtrytofindasmuchinformationasthey can. Step3:Tellstudentstheycancompletethenotesbylistenin12 / 20 gtothe radioprogramme. thewords:japan,Southkorea,language,memory. Listentoittofindthenecessaryinformationtheyneed. Playtherecordingwithoutstopping Askstudentstogivetheirownanswers. checktheanswerwiththeclass. Playtherecordingagain,allthewaythrough,withoutstoppingso thatstudentscanchecktheirownanswers. Step4: theinformationonpage28tofillintheblanks. Step5:Encouragestudentstocompletethisexerciseontheirownorin groups. PartB:Speakup. Step6: throughonce,swaprolesandthenreadtheconversationagain. Step7:Encouragestudentstomakeuptheirownconversationsabout 13 / 20 pairstopresentnewonestotheclass. : 教学小结：学生基本能听懂 A1,A2,在听的基础上完成A3.了解国际展览上不同国家的机器人。 学生在学的同时能互相对话，谈论机器人能为我们做些什么。 9BUnit2Grammar(1) : “wh -“words : Step1:Reviewobjectclausesintroducedby“iforwhether”and“that”. Explainthattheseclausesrelateto“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 Step2:Tellstudentsthatwhenobjectclausesrelateto“wh-“questions, weshoulduse“wh -“ Step3:Remindthemthattheclausesshouldbeintroducedby14 / 20 “wh -“words andthewordorderintheclauseshouldbethesameasinthestatements. :Therobotnolongerknew. Whenshoulditcookbreakfast. Therobotnolongerknewwhenitshouldcookbreakfast. Step4:Writethefollowingsentencesontheblackboardandencourage studentstousethefollowingstructures: Iamnotsure I dliketoknow Ican timagine canyoutellme? whereisZhong shanPark? Howdidyougotoschool? WhatwillyoudonextSunday? Whenwastheparceldelivered? Whocalledinthemorning? Step5: : 15 / 20 “wh -/that/if/whether”. (2) 教学小结：学生能掌握以 wh-特殊疑问句引导的宾语从句。掌握它的结构。 9BUnit2Grammar(2) : “inorderto”tointroducethe purposeofanaction. “asaresult”tointroducetheresultofsomething. “needto”totalkaboutsomethingwehavetodo. : Partone:“inorderto/asaresult” Step1:Listthetwosentencesinthereadingpassage: Inordertohavemorefreetime,Ihavetobuyarobot. Asaresult, housework. Step2:Askstudentsaquestion:“Whatshouldwedoifwewanttohave morefreetime?” Writesomeoftheanswersontheblackboardandconnectthemwith“in orderto”. 16 / 20 Step3:Explaintstudentsthat“inorderto”means“withthepurposeof“ usedatthebeginningorinthemiddleofthesentences. Step4:Samemethodcanbeappliedtointroduce“asaresult”.Remind studentsthatweuseittointroducetheresultofsomething. Step5:Askstudentstoreadthegrammarrulesandexamplesentencesat thetopofpage26totheclass. Step6:Asksstudentstocompletetheexerciseandchecktheanswersasa wholeclass. Parttwo:“needto” Step7:Explaintostudentsthat“needto” whenwewanttotalkaboutsomethingweshoulddo. Step8:Askstudentswhatthingstheyneedtodotoday.“Ineedto” Step9:Askstudentstoworkontheirowntocompletetheexerciseusing “needto” Step10:Askstudentstocomplete“workouttherule”. 17 / 20 : “Integratedskills” 教学小结：掌握 asaresult,inorderto,needto 的用法。 9BUnit2maintask : letter. : PartA:Therobotexhibition Step1:Askstudentstoreadthesevendifferentsectionsofthe questions. Step2:AskstudentswhethertheyagreeordisagreewithDaniel sanswers. Ifstudentsdisagree,askthemtojustifytheiranswers Idon tagreewithDanielonquestionXbecause Step3:Askstudentstoreadtheletterontheirown. 18 / 20 Step4:AskstudentstodescribehowDanielfeels,andtellthemthatthey cancompletethelettersusingtheinform