Chapter2《Computers》教案1（牛津上海九年级上）

1、Chapter 2 ComputersOverview: This chapter is about computer and other machine. The main passage is a set of short texts about different aspects of computers and their effects on our life. The listening section requires students to listen to a telephone order and complete an order form for some offic

2、e products. The language section features exercises on various products including suitcases and cameras. The main task in the speaking section includes a task in which students have to compare two radio-controlled cars, and then two flats. Reading A What do you know about? This exercise introduces t

3、he subject of computers further, and teaches some useful basic vocabulary items. Ask students to complete the exercise. Those students who are very familiar with computers can help those who are not. B Find the facts As before, use this exercise to develop scanning skills. Vocabulary 1.Learn the new

4、 words. 2.Do some exercises about the words. C Find the meanings 1. Tell students to do Ex C1 and C2. They must look carefully at the words in context and see which option has the correct meaning. 2. Tell students to compare their answers with their partners, and then to discuss any differences. Tex

5、t “Computers” This is an interview between Pansy and Detective Ken. 1.Listen to the tape twice. 2.Read the text after the tape. 3.Answer questions. (1)What do we call computers? (2)What kind of jobs can they do? (3)How do we give a computer instruction? (4)Who write the program? (5)Are all the progr

6、ams the same or different? (6)Is a computer cleverer than a man? (7)What is the CD-ROM used for? 4.Analyze the text. D Read and think This simple exercise draws attention to one of the principal methods of sentence building. Notes: 1. Introduce students to such as as an alternative way of including

7、examples in a sentence. When we use for example, we must have already defined what we are talking about. Such as can be used in the same way, but sometimes it can be the part of the definition. 2. Such as must be placed directly next to the words it refers to, and it must be followed by a noun or no

8、uns. Unlike for example, such as cannot be followed by a finite clause. Listening Fill in an order form 1.This exercise gives students practice in two skills: selecting the relevant information from a dialogue, and filling in a form correctly. 2.As usual. Explain the situation clearly. Students must

9、 act the role of the man, and write down the information. Explain any difficult words. Play the recording twice. 3.Check their answers. 4.Teach the new words: Screen filter contact reference no quantity 本章听力练习是将所给的图片排序。在做这类听力练习前同学们应该将所有的图片都看一遍。通常给出的图片构成一个完整的故事情节，图片与图片之间也有着很强的逻辑关系。利用听录音前的时间，迅速地捕捉每幅图片

10、所提供的信息，预测短文中可能涉及到的内容，这样听录音材料是就有的放矢。在看图片，也要努力辨别出图片与图片之间的不同之处，以便于准确找出与短文相匹配的图片。Language A Comparing two things 1.Draw some dissimilar pairs of lines, shapes or simple objects on the board and ask the class to tell you the differences between them. They should be able to make short sentences telling yo

11、u. 2.Read the introduction to the class. Ask students to give you examples of things which are cheaper, higher, and more useful than the others. 3.Point out that, usually, one-syllable adj take the -er ending. Two-syllable words can use either the -er ending or the more construction, but longer adj

12、always use more. Many two-syllable adj are almost found the -er form. Lucky-luckier funny-funnier quiet-quieter clever-cleverer 4.Ask students to do Ex A1 on their own. 5.Tell students to do Ex A2 and A3 with their partners. B Comparing more than two things. 1 Read the introduction with the class. N

13、ote that the rules for the formation of superlative adjectives are similar to those for the formation of comparative adjectives. The -er ending of the comparative adjective is replaced by the -est ending of the superlative, and more is replaced by the most. Irregular forms are considered on page 27.

14、 2 Tell students to do Exercises B1 and B2 on their own. 3 Do Exercises B3 with the class, telling the students to follow the given instructions. 4 Stress to the class the need to use the article the. There can only be one ocean that is the biggest, so there is definite reference, and the definite a

15、rticle must be used. C Using good, bad and far Read the introduction with the class. Ask students to do Exercises C1 and C3 on their own, and to do Exercises C2 with their partners. Notes: 1 Further and furthest have the same meaning as farther and farthest, except that further has the additional me

16、aning of extra/ more (e.g., The doctor will tell you if there are any further developments.). 2 The adjective ill is not usually used in the comparative or superlative forms. We use worse and worst instead. Speaking A Talk time Giving opinions, agreeing and disagreeing 1 This section continues to pr

17、actice the comparative and superlative forms and helps students to take part in conversations expressing opinions. 2 Linguists often use the concept of maintaining face to explain many language structures. If someone disagrees with you but does not wish to offend you, they must use language forms th

18、at soften any threat to you. When we say something that pleases someone, such as agreeing with them, we can be much more straightforward. 3 Read the examples in the Students Book, and then point out the following additional expressions of agreement. Yes, indeed. Yes, (thats) exactly what I think. I

19、agree totally/ 100%/ completely. Thats just what I was going to say. I think so, too. Yes, thats right. How true! 4 Expressing disagreement is sometimes more of a problem. Here students are taught a very bare form, suitable to their level. Certainly, a direct form such as I dont agree should be spok

20、en with some hesitation in the voice. 5 Adverbs are often used to weaken the force of the disagreement (e.g., I dont really agree; I dont altogether agree.). Point out these other forms of disagreements. Im not so sure about that. Do you really think so? Im a bit surprised you say that. Well, thats

21、a matter of opinion. I wouldnt say that. 6 Do ExA1. Read the dialogue to the class and tell them to practise it. Then ask one or two pairs of students to perform it.7 Do Ex A2 and A3.B Speak up 1 This activity requires students to prepare and carry out a simple survey in English. It also allows them

22、 to have some variety in the task. It is not essential for of them to have the same survey questions. 2 Let students work in pairs or in groups of three to produce eight questions on this topic. If possible, check their questions (mainly to make sure they make sense) before the next stage. Sample qu

23、estions are given below but students are free to have difference questions. 3 If time permits, let some students report back to the class. They cam this by simply reading out their questions and summarizing some of the results. Asking Yes, No questions This is a familiar game which is sometimes call

24、ed Twenty Questions. The game practices the skill of forming questions in English, which most students find difficult. However, this is an important skill in both life and exam. This game also develops logical thinking. In this variation, students must imagine that they are a famous person or a char

25、acter. Sample questions: Are you alive/dead/real/fictional? Were you in books/songs/films/poems? Do/Did you live in Europe/Asia/China? Did you live hundreds/thousands of years ago？ Did you live in the 18th/21st century? Did you write books/paint pictures/fight battles? Are you a film star/singer/pol

26、itician/sportsman/woman? Have you ever been in a film/visited China? Are you a cartoon character/character in a legend? Using English Abbreviations 1 Abbreviations are useful in note-taking, as well as being items that the students will see frequently. Ask the class to do Exercise A.Writing This exe

27、rcise gives further practice in using the comparative form of adjectives in a context analyzed task. It also practices information-transfer skills. Ask students to work individually to complete the two exercises. Additional activity: Ask students to write a few sentences comparing:their primary school and their secondary school;Shanghai and Beijing;Trams and buses. 本章的作文是记叙文。记叙文是以叙述描写为主要手法、以记人叙事为主要内容的。记叙中，记叙的可以是人，可以是事，也可以是景和物。写好记叙文要注意以下几个要点： 1审题分析题意，仔细研究和审查题目的含义及要求，避免写出文不对题的作文，犯作文中写作忌讳。 2确定中心思想即“立”什么样的“意”，它是文章的灵魂。 3选材与组材选择生动有趣而又紧扣主题的典型事例，恰当安排写作次序，一般是以情节发生的时间