高中教案教案

Unit2welcometotheunit教案。

一般給學(xué)生們上課之前，老師就早早地準(zhǔn)備好了教案課件，大家在認(rèn)真準(zhǔn)備自己的教案課件了吧。只有制定教案課件工作計劃，可以更好完成工作任務(wù)！你們了解多少教案課件范文呢？為滿足您的需求，小編特地編輯了“Unit2welcometotheunit教案”，供大家參考，希望能幫助到有需要的朋友。

9Bunit2全套教案

9BUnit2welcometotheunit

I.Teachingobjectives:

1.Tointroducethecontextabouthavingarobottohelpwiththeworkforhumans

2.Totalkaboutwhatarobotcando

3.Tolearnsomeoftheadvantagesofrobots

II.Teachingprocedure:

Step1:Warm-up:Toraisestudents’interest,getstudentsthinkingand

talkingaboutrobots:

①Haveyouseenrobotsinthefilms?

②Whatkindofrobotsdoyouknow?

③Doyoulikerobots?Why?

④Whatdoyouthinkrobotscandoforyou?

⑤Wouldyoubuyarobotinthefuture?Why?

Step2:welcometotheunit

1.Thepurposeofthispartistoactivatestudent’sknowledgeof

robotsandgenerateinterestsofthistopic.Askonestudenttoreadthe

phrasesinthewordboxatthetopofpage19.Makesurethatallstudentsunderstandthemeaningsofthephrasessuchas‘dothelaundry,explorerdangerousplaces’intheirownwords.

2.Explainthecontext.DanielisexplainingtoAmywhatrobotscan

do.AskstudentstocompletetheconversationonPage19ontheirown.

3.Asktwostudentstoreadtheconversationandcheckmistakes.

4.Encouragestudentstotalkaboutifrobotsareharmful?Divide

studentsintogroupstodiscuss.

①Whatdorobotsdoharmtohumanbeings?

②Whydotheydoharmtohumanbeings?

5.Listentothetapeforthefirsttimetolearnthemainideaof

thecomicstrip.

6.Listentothetapeforthesecondtimetoreadafterthetape.

7.Asksomestudentstoactoutthecomicstrip.

Step3:Usefulexpressions

1.complaint:不+可數(shù)名詞“抱怨”；可數(shù)名詞“抱怨的行動或話，投訴”

complain:動詞：complainto/about

2.post：動詞‘郵寄’：.postsomethingforsb.

III.Homework:

1.Recitetheusefulvocabularyandcomicstrip.

2.Completesomeexercise.

3.Previewreading(1)

教學(xué)小結(jié)：學(xué)生基本能掌握對話，理解機(jī)器人能為人類做好多事。要求學(xué)生進(jìn)行會話，課后學(xué)生都能背誦對話。

9BUnit2Reading(1)

I.Teachingobjectives:

1.Tounderstandtheideaofhowrobotscanchangeourlives.

2.Torecognizeandunderstandvocabularyaboutlifewithrobots.

3.Toidentifythegoodpointsofowningarobot.

II.Teachingprocedure:

Step1:Backgroundinformation:Arobotisanautomatedmachinethatis

programmedtoperformfunctionsjustasahumanwoulddo.

Step2:Reading“Thefirstpersontoownarobot”

1.Reviewthethingsthatarobotcandoin“welcometotheunit”.

Askstudentswhethertheybelievepeoplewilluserobotstodotheir

choresfortheminthefuture.

2.Explainthecontextofthereadingpassage.Danielisreadingan

articleabouthavingarobotathome.Therearegoodpointsandbad

points.

3.Askstudentstolistentothepassage,payingattentiontothe

pronunciation,andmakesomeofthemtoreadtheparagraphsaloud.

4.Listthegoodpoints.

5.Askstudentstoreadeachparagraphandputforwardquestionsif

theyhave.

Step3:languagepoints

1.thefirstonetodosth.

2.inorderto:引導(dǎo)目的狀語，后接動詞原形，可以放在句首，或句末，否定形式inordernottodosth.：

ShelistenstoEnglisheverydayinordertogetgoodmarks.

=soastodo:ShelistenstoEnglisheverydaysoastogetgoodmarks.

=inorderthat+從句:ShelistenstoEnglisheverydayinorderthatshecan

getgoodmarks.

=sothat:ShelistenstoEnglisheverydaysothatshecangetgoodmarks.

3.asaresult:“因為，由于，由于。。。結(jié)果”,用來做結(jié)果狀語

Shewaslateasaresultofheavyrain.

4.nolonger:“不再，再也不，今后不再“，指時間，多由于修飾某種具體狀態(tài)，相當(dāng)于notanylonger,其中any

longer一般放在句末。

Inolongergothere.=Idon’tgothereanylonger.

(nomore也用來表示不再，再也不“，但是強(qiáng)調(diào)數(shù)量和程度=notanymore)

There’snomorewater.=Thereisnotwateranymore.

5.foranextrahour:extra“額外的，附加的”

III.Homework:

1.Recitetheusefulvocabularyandparagraphs.

2.Completesomeexercise.

3.Previewreading(2)

教學(xué)小結(jié)：了解機(jī)器人如何改變我們的生活，掌握課文里的語言點(diǎn)和重點(diǎn)。以及機(jī)器人給我們帶來的好處。

9BUnit2Reading(2)

I.Teachingobjectives:

1.Toidentifythebadpointsofowningarobot.

2.Toidentifytrueandfalsestatementsaboutlifewitharobot.

II.Teachingprocedure:

Step1:Revision:Revisetheusefulexpressionsagainorallyandhavea

dictation.

Step2:Reading“Thefirstpersontoownarobot”

1.Explainthecontextofthesecondpartofthereadingpassage.

Danielisreadinganarticleabouthavingarobotathome.Therearebadpoints.

2.Askstudentstolistentothepassage,payingattentiontothe

pronunciation,andmakesomeofthemtoreadtheparagraphsaloud.

3.Listthebadpoints.

①catchavirusandcausealotofproblems

②nolongerknowwhentocookandwakeMr.Jiangupat4inthemorning.

③Findhisbreakfastinthewashingmachine,cleanshirtsinthe

dustbin,booksinthesink.

④Movearoundthehouseandknockthingsover

4.Askstudentstoreadeachparagraphandputforwardquestionsif

theyhave.

Step3:languagepoints

1.behappywith=besatisfied/pleasedwith

2.wakesb.up

3.intheend=atlast=finally

4.returnsth.tosb.=givesth.backtosb.

5.decidetodosth.

III.Homework:

1.Recitetheusefulvocabularyandparagraphs.

2.Completesomeexercise.

3.Preview“Vocabulary“

教學(xué)小結(jié)：了解第一個擁有機(jī)器人的人以及機(jī)器人給他帶來的壞處。這一課時結(jié)實(shí)以后要求學(xué)生背誦課文。提高學(xué)生的口語能力。

9BUnit2Vocabulary

I.Teachingobjectives:

1.Tolearnthenamesofdifferentpartsofarobot.

2.Todesignanidealrobot

3.Towriteanarticletodescribetheidealrobot.

II.Teachingprocedure:

Step1:Inweakerclasses,studentsprobablywillnotknowwhatsomeof

thewordsinPartAmean.Writethewordsontheblackboardandhelpthem

finishthepart.

e.g.:What’stheuseofacamera/battery/hand/wheel/speaker?

Acameratakespictures.

Abatterygivesuspower.

Ahandhelpspickupthings.

Wheelshelpthingsmove.

Wecanhearsoundthroughaspeaker.

Step2:Showstudentsrobotpicturesandaskstudentswhatotherfeatures

arobotmighthave.ThiswillhelpstudentswithPartB.Encourage

studentstousetheirimagination.

①Askstudentstolookatthepictureonpage24andanswerthe

questions.

②Askstudentsquestionsaccordingtothepicturesshown:

Whatdoesitlooklike?

Whatisthereonthehead/intheface/onbothsidesofitsbody?

Howdoesitspeak?

Whatistheuseofthearms/hands?

Howdoesitmove?

Whatkindofenergydoesithave?

Step3:Explainthecontextofpartb.Danieliswritinganarticleto

describehisidealrobot.Havestudentsworkinpairsandcompletethe

exercise.

Step4:Askvolunteerstoreadthecompletedarticlefortheclass.Check

formistakesandmispronunciations.

III.Homework:

1.PreviewGrammar1

2.completesomeexercises.

教學(xué)小結(jié)：了解機(jī)器人的各部分零件。以及各部分零件的用處。幫助差一些的學(xué)生能更好的理解

它們的意思，把單詞寫在黑板上，使他們更好的掌握。

9BUnit2Pronunciation

I.Teachingobjectives:

1.Tounderstandtheuseofstressinsentences

2.Torecognizethedifferentmeaningsofasentencebasedonwhere

thestressisplaced

3.Tostresstherightwordsinasentence

4.Tochoosethecorrectmeaningsofasentencebasedonstressed

words.

II.Teachingprocedure:

Step1:Readthethreeexamplesentencesclearlyandslowlyforstudents

tolistento.Askstudentstorepeatsentenceafteryoupayingattention

tothewordsthatisstressed.

Step2:PlaytherecordingforpartAthroughonceandaskstudentsto

listencarefullytothestressedwords.

Step3:Playtherecordingagainandencouragestudentstoimitatewhat

theyhear.Askstudentstoreadthesentencesaloud.

Step4:Explainhowthestressedwordsaffectthemeaningsofthe

sentences.

Step5:Dividetheclassintopairs.Askstudentstoreadoutthe

sentencestoeachother,stressingthewordsinbold.Listentothe

sentencesasyouwalkaroundtheclass.Praiseareaswherestudents

performwell.

Step6:Explainthatwhenwespeak,wecanstressdifferentwordsinajAb88.coM

sentence.Thewordswestresscanchangethemeaningsofthesentence.

Writeanexamplesentenceontheblackboard:

“Thedogatefourtinsofbeansyesterday.”

①Whoatefourtinsbeansyesterday?

②Howmanytinsofbeansdidthedogeatyesterday?

③Whatdidthedogeatfourtinsofyesterday?

④Whendidthedogeatfourtinsofbeans?

Step7:ReadthetwosentencesinpartBaloud,stressingthewords“robot

andDaniel”.

Step8:Askstudentstoreadpointsa,bandcundereachsentence.Ask

themtocircletheletterwiththecorrectmeaningsforeachone.

Step9:Asktwostudentstoreadouttheirchoices.Encouragestudentsto

raisetheirhandsiftheydonotunderstandwhytheseanswersarecorrect.

III.Homework:

1.PreviewMaintask.

2.Completesomeexercises.

教學(xué)小結(jié)：能理解句子重音的使用，學(xué)生在聽了一遍后能讀出句子的重音。

9BUnit2Integratedskills

I.Teachingobjectives:

1.Toextrainformationfromaposter.

2.Tocompletenotesaboutarobotexhibition

3.Toextractinformationfromaradioprogramme

4.Tocompleteane-mail

5.Totalkaboutwhatrobotscandoandgiveopinionsabout

differenttypesofrobots.

II.Teachingprocedure:

PartA:Therobotexhibition

Step1:Askstudentswhethertheyhaveeverbeentoanexhibitioncenter

andwhatexhibitionstheyhaveseenbefore.

Step2:Explaintostudentsthattheywillnotbeabletofindallthe

informationtheyneedtocompletethenotesinPartA1justfromreading

theposter..However,theyshouldtrytofindasmuchinformationasthey

can.

Step3:Tellstudentstheycancompletethenotesbylisteningtothe

radioprogramme.

①Listentothetapeforthefirsttimetogetitsmainidea.Explain

thewords:Japan,SouthKorea,language,memory.

②Listentoittofindthenecessaryinformationtheyneed.

③Playtherecordingwithoutstopping

④Askstudentstogivetheirownanswers.

⑤Checktheanswerwiththeclass.

⑥Playtherecordingagain,allthewaythrough,withoutstoppingso

thatstudentscanchecktheirownanswers.

Step4:ExplainthecontextofpartA3.Remindstudentstheycanreferto

theinformationonpage28tofillintheblanks.

Step5:Encouragestudentstocompletethisexerciseontheirownorin

groups.

PartB:Speakup.

Step6:Askstudentstoworkinpairs.Theyshouldreadtheconversation

throughonce,swaprolesandthenreadtheconversationagain.

Step7:Encouragestudentstomakeuptheirownconversationsabout

robots.Listentothestudents’asyouwalkaroundtheclassroom.Asksome

pairstopresentnewonestotheclass.

III.Homework:

1.Recitetheconversationonpage29andcompletesomeexercises.

2.Previewpronunciation.

教學(xué)小結(jié)：學(xué)生基本能聽懂A1,A2,在聽的基礎(chǔ)上完成A3.了解國際展覽上不同國家的機(jī)器人。

學(xué)生在學(xué)的同時能互相對話，談?wù)摍C(jī)器人能為我們做些什么。

9BUnit2Grammar(1)

I.Teachingobjectives:

1.Touseobjectclausesintroducedby“wh-“words

II.Teachingprocedure:

Step1:Reviewobjectclausesintroducedby“iforwhether”and“that”.

Explainthattheseclausesrelateto“yes/no”questions.

Structures:主語+謂語+賓語從句①that+主語+謂語+其他

②if/whether+主語+謂語+其他

Step2:Tellstudentsthatwhenobjectclausesrelateto“wh-“questions,

weshoulduse“wh-“wordstointroduceobjectclauses.Askstudentstoreadthegrammarrulesandthetwoexamplesatthetop.

Step3:Remindthemthattheclausesshouldbeintroducedby“wh-“words

andthewordorderintheclauseshouldbethesameasinthestatements.

e.g:Therobotnolongerknew.

Whenshoulditcookbreakfast.

→Therobotnolongerknewwhenitshouldcookbreakfast.

Step4:Writethefollowingsentencesontheblackboardandencourage

studentstousethefollowingstructures:

⑴Iamnotsure…

⑵I’dliketoknow…

⑶Ican’timagine…

⑷Canyoutellme…?

①whereisZhongshanPark?

②Howdidyougotoschool?

③WhatwillyoudonextSunday?

④Whenwastheparceldelivered?

⑤Whocalledinthemorning?

Step5:Asksstudentstodotheexerciseonpage25.Studentswillbeable

tocompleteitontheirown.Checktheanswersasaclass.

III.Homework:

1.Reviewtherulesofobjectclausesintroducedby

“wh-/that/if/whether”.

2.Previewgrammar(2)

教學(xué)小結(jié)：學(xué)生能掌握以wh-特殊疑問句引導(dǎo)的賓語從句。掌握它的結(jié)構(gòu)。

9BUnit2Grammar(2)

I.Teachingobjectives:

1.Touse“inorderto”tointroducethepurposeofanaction.

2.Touse“asaresult”tointroducetheresultofsomething.

3.touse“needto”totalkaboutsomethingwehavetodo.

II.Teachingprocedure:

Partone:“inorderto/asaresult”

Step1:Listthetwosentencesinthereadingpassage:

①Inordertohavemorefreetime,Ihavetobuyarobot.

②Asaresult,Mr.Jiangnolongerneededtogetupearlytodothe

housework.

Step2:Askstudentsaquestion:“Whatshouldwedoifwewanttohave

morefreetime?”

Writesomeoftheanswersontheblackboardandconnectthemwith“in

orderto”.

Step3:Explaintstudentsthat“inorderto”means“withthepurposeof“

andthatwecanuseittointroducethepurposeofanaction.Itcanbe

usedatthebeginningorinthemiddleofthesentences.

Step4:Samemethodcanbeappliedtointroduce“asaresult”.Remind

studentsthatweuseittointroducetheresultofsomething.

Step5:Askstudentstoreadthegrammarrulesandexamplesentencesat

thetopofpage26totheclass.

Step6:Asksstudentstocompletetheexerciseandchecktheanswersasa

wholeclass.

Parttwo:“needto”

Step7:Explaintostudentsthat“needto”isastrongverb.Weuseit

whenwewanttotalkaboutsomethingweshoulddo.

Step8:Askstudentswhatthingstheyneedtodotoday.“Ineedto…”

Step9:Askstudentstoworkontheirowntocompletetheexerciseusing

“needto”andthephrasesinthebox.Checkanswerswiththeclass.

Step10:Askstudentstocomplete“workouttherule”.

III.Homework:

1.Reviewgrammar2andcompleteexercises.

2.Preview“Integratedskills”

教學(xué)小結(jié)：掌握asaresult,inorderto,needto的用法。

9BUnit2Maintask

I.Teachingobjectives:

1.Toreadandunderstandaquestionnaire

2.Touseinformationfromaquestionnairetocompleteacomplaint

letter.

3.Towriteacomplaintletter.

II.Teachingprocedure:

PartA:Therobotexhibition

Step1:Askstudentstoreadthesevendifferentsectionsofthe

questionnaire.Askstudentstoraisetheirhandsiftheyhaveany

questions.

Step2:AskstudentswhethertheyagreeordisagreewithDaniel’sanswers.

Ifstudentsdisagree,askthemtojustifytheiranswers

Idon’tagreewithDanielonquestionXbecause…

Step3:Askstudentstoreadtheletterontheirown.

Step4:AskstudentstodescribehowDanielfeels,andtellthemthatthey

cancompletethelettersusingtheinformationfromthequestionnaireon

page31.

Step5:Encouragestudentstocompletetheletterontheirown.Oncethey

havefinished,readthewholeletteraloud.

Step6:Askstudentstousethequestionnairetheycompletedforthe

extensionactivityonpageT31asabasisforcompletingtheirown

complaintlettersinpartC.Remindstudentsthatwhentheywritea

complaintletter,theyshouldmaintainaformalstyle.Althoughtheycan

maketheircomplaintlettersclear,theyshouldbepolite.

Step7:Askstudentstoreadhisorherdraftlettertoclassmatetocheck

formistakes.

III.Homework:

1.Writeacomplaintletteroftheirowns.

2.PreviewCheckoutandcompletetheexercises.

3.Reviewvocabularyandgrammarinthisunit.

教學(xué)小結(jié)：能看懂投訴信的問卷調(diào)查，能使用問卷調(diào)查的內(nèi)容完成一封投訴信。

根據(jù)所學(xué)內(nèi)容學(xué)生能自己完成一篇作文。

9BUnit2Checkout

I.Teachingobjective:

1.Toreviewkeyvocabularyandgrammaritemstaughtinthisunit.

2.Togivestudentstheopportunitytopracticethevocabularyand

grammaritems,andtogainconfidencethroughdoingso

3.Toallowstudentstochecktheirprogressandaskanyquestions

theymaystillhave.

II.Teachingprocedure:

1.Tellstudentsthatthisisrevisionandthattheyhavealready

learntthesewordsandgrammaritems.

2.Askstudentstoreadthee-mailinpartAforoverallmeaning

beforetheybeginfillingintheblanks.

3.Askstudentstocompletetheexerciseontheirown.Remindthem

ofthegrammaritemstheywillneedtouse.

4.Gothroughtheanswerswithstudents.Askstudentstoeachread

outoneparagraph.Listenformistakesandmispronunciations.

5.TellstudentsthatpartBisavocabularygame.Itisnot

difficultasthefirstletterofeachanswerisprovided.Encourage

studentstocompletethisexerciseindependently.

6.Askstudentstoraisetheirhandswhentheyhavefinished.Have

thefirststudentwhoraisesthehandtoreadoutthetaskonthelist.

Checkformistakesandmispronunciation.

III.Homework:

1.Completesomeexercises.

2.Previewthewholeunitandprepareforanexam

教學(xué)小結(jié)：通過這一課時，學(xué)生能掌握本課的語言點(diǎn)和語法要點(diǎn)。

教學(xué)反思：通過本單元的教學(xué)，學(xué)生能學(xué)習(xí)思考機(jī)器人為我們工作的可能性。激發(fā)學(xué)生的興趣，學(xué)生有機(jī)會進(jìn)一步發(fā)揮想象力，更獨(dú)立地開展學(xué)習(xí)。

相關(guān)推薦

Unit4Doityourself---Welcometotheunit

老師會對課本中的主要教學(xué)內(nèi)容整理到教案課件中，到寫教案課件的時候了。將教案課件的工作計劃制定好，才能夠使以后的工作更有目標(biāo)性！你們清楚有哪些教案課件范文呢？為滿足您的需求，小編特地編輯了“Unit4Doityourself---Welcometotheunit”，歡迎閱讀，希望您能夠喜歡并分享！

課題

Unit4Doityourself---Welcometotheunit

課時

第一課時

執(zhí)教時間

復(fù)備人

教學(xué)目標(biāo)

1.知識目標(biāo)：

學(xué)習(xí)詞匯：Instruction，hadbetter，tool，brush，glue，rope，scissors，tape，DIY，exactly，standfor，repair，decorate，insteadof，rose

學(xué)習(xí)詞組：hadbetterdosth.,Noproblem,doityourself,standfor，insteadof，makesomepaperroses

學(xué)習(xí)句子：

—What’sDIYexactly,Suzy?

—Itstandsfor“do-it-yourself”.

WhenyoudoDIY,youmake,repairordecoratethingsyourselfinsteadofpayingsomeonetodoit.

She’sgoingtomakesomepaperroses.Sheneedssomepaper,glueandapairofscissors.

Youdbettergetsometools.

2.技能目標(biāo)：

a.TolearntounderstandtheconversationbetweenHoboandEddie.

b.TolearnsometoolsforDIY.

c.TolearntotalkaboutDIY.

3.情感目標(biāo)：培養(yǎng)親自動手能力。

教學(xué)重點(diǎn)

詞匯識記運(yùn)用，重點(diǎn)句型的運(yùn)用。

教學(xué)難點(diǎn)

LearntotalkaboutDIY.教學(xué)媒體

錄影機(jī)，多媒體，實(shí)物等

教學(xué)過程

Step1：預(yù)習(xí)指導(dǎo)與檢測見導(dǎo)學(xué)案

交流預(yù)習(xí)情況，討論預(yù)習(xí)中存在的問題

Step2：展示目標(biāo)見導(dǎo)學(xué)案

Step3：課堂導(dǎo)學(xué)與互動

任務(wù)一：FreetalkShowsomepicturestotalkaboutwhatisdo-it-yourself.

任務(wù)二：PresentationShowsomepicturestotalkabouthowtodoityourself.

T:EddieandHobowanttodosomethingbythemselves.

Ask:Howcanwedoityourself?

DIYasweater:如果你覺得自己的sweater太過單調(diào)，可以試著在上面畫一幅畫。

Readthepictureandmatchthetoolswiththepictures.(Studentsreadandmatchthemwithpictures.Teacheravoidstopresentthewordsdirectlywithpictures.Givethestudentschancestoguessthemeaningofplaceswithcontextandpictures.)Discuss:Whichpicturedoyouwanttochoose?Why?任務(wù)三：Listenandanswer:ListentotheconversationbetweenEddieandHobo.WhatshouldHobodo?(見課件)WatchandPracticeingroups.Practiceactingoutthedialogue.任務(wù)四:TellastoryaboutEddiewiththehelpofsomesentences.Hobohasanewhouse.WhatshouldHoboandEddiedo?Theyreadthei______________first.Thentheyhadb___________getsomet_____________.Next,Hoboshouldmakehisnewhousebyh________.任務(wù)五:MillieandSuzyaretalkingaboutDIY.Listentotheirconversationandanswerthequestions.1.What’sDIY?2.WhatisSuzygoingtodo?3.WhatdoesSuzyneedforherDIY?任務(wù)六：ExercisesStep4：總結(jié)提升Wordsphrasereview1.Youdbetter(not)dosth.2.standfor3.or并列連詞，表示選擇關(guān)系，多中選一4.insteadof5.enjoydoingsth.Step5：當(dāng)堂反饋見導(dǎo)學(xué)案Step6：課后拓展見導(dǎo)學(xué)案Step7：布置作業(yè)1.WriteaboutyourDIYstories.2.ToreadthenewwordsonPage127。3.ToreadthetextonPage44andtrytogetageneralidea。再備教學(xué)反思課題Unit4Doityourself---Reading1課時第二課時執(zhí)教時間復(fù)備人教學(xué)目標(biāo)1.知識目標(biāo)：學(xué)習(xí)詞匯：crazy,terrible,once,mistake,pipe,fill,ceiling,shelf,Whoops,advise,course,already,instead,attend學(xué)習(xí)詞組：becrazyabout,makeamistake,putin,powercut,fill…with…,notonly…,but(also),makesomethingfullofsomethingelse，takeacourse，haveapowercut,keeponpainting,hitapipe,putup學(xué)習(xí)句子：1.Suzy’scousiniscrazyaboutDIY.2.Heoncetriedtoputinabrighterlightinhisbedroom,buthemadeamistake.3.Anothertime,hewantedtoputupapictureonhisbedroomwall,buthehitapipeandfilledtheroomwithwater.4.Nowthelivingroomhasnotonlybluewallsbutalsoablueceilingandfloor.5.Stopit.2.技能目標(biāo)：a.Tolearnthenewwordsandexpressionsinthearticle.b.Tograspthemainideaofthearticle.c.TolearntodescribeAndrew’sworking.3.情感目標(biāo)：引導(dǎo)學(xué)生的DIY意識。教學(xué)重點(diǎn)a.Tolearnthenewwordsandexpressionsinthearticle.b.Tograspthemainideaofthearticle.教學(xué)難點(diǎn)TolearntodescribeAndrew’sworking.學(xué)法指導(dǎo)學(xué)會運(yùn)用略讀和精讀相結(jié)合的方法去學(xué)習(xí)課文教學(xué)過程Step1：預(yù)習(xí)指導(dǎo)與檢測見導(dǎo)學(xué)案Step2：展示目標(biāo)見導(dǎo)學(xué)案Step3：課堂導(dǎo)學(xué)與互動任務(wù)一：Freetalk1.DoyoulikeDIY?2.HaveyouevertriedDIY?Whatisit?3.DoyouwanttotakeacourseinDIY?任務(wù)二：ListenandfinishPartB1onPage45.Matchthewordsontheleftwiththemeaningsontheright.任務(wù)三：FinishPartB2onPage45.Suzy’scousinAndrewiscrazyaboutDIY,butheisnotverygoodatit.ListentoSuzy’sarticleandmatchthejobshedidwiththeproblemshecaused.任務(wù)四：ReadandfinishPartB3onPage46.任務(wù)五：WatchandfinishPartB4onPage46.Step4：總結(jié)提升Workinseveralgroups.Makeupsentenceswithyourpartnerswiththephrasesabove.Speakthemouttous.Let’sseewhichgroupisthemostactive.Step5：當(dāng)堂反饋見導(dǎo)學(xué)案Step6：課后拓展見導(dǎo)學(xué)案Step7：布置作業(yè)1.FinishExerciseB4onPage46.2.PracticereadingthestoryonPage44.再備教學(xué)反思課題Unit4Doityourself---Reading2課時第三課時執(zhí)教時間復(fù)備人教學(xué)目標(biāo)1.知識目標(biāo)：學(xué)習(xí)詞匯：crazy,terrible,once,mistake,pipe,fill,ceiling,shelf,Whoops,advise,course,already,instead,attend學(xué)習(xí)詞組：becrazyabout,makeamistake,putin,powercut,fill…with…,notonly…but(also),makesomethingfullofsomethingelse，takeacourse，haveapowercut學(xué)習(xí)句子：1.Suzy’scousiniscrazyaboutDIY.2.Heoncetriedtoputinabrighterlightinhisbedroom,buthemadeamistake.3.Anothertime,hewantedtoputupapictureonhisbedroomwall,buthehitapipeandfilledtheroomwithwater.4.Nowthelivingroomhasnotonlybluewallsbutalsoablueceilingandfloor.5.Stopit.2.技能目標(biāo)：a.Tolearnthenewwordsandexpressionsinthearticle.b.Tograspthemainideaofthearticle.c.TolearntodescribeAndrew’sworking.3.情感目標(biāo)：引導(dǎo)學(xué)生的DIY意識。教學(xué)重點(diǎn)a.Tolearnthenewwordsandexpressionsinthearticle.b.Tograspthemainideaofthearticle.教學(xué)難點(diǎn)TolearntodescribeAndrew’sworking.學(xué)法指導(dǎo)查閱資料與練習(xí)相結(jié)合。教學(xué)過程Step1：預(yù)習(xí)指導(dǎo)與檢測見導(dǎo)學(xué)案Step2：展示目標(biāo)見導(dǎo)學(xué)案Step3：課堂導(dǎo)學(xué)與互動任務(wù)一：Freetalk1.Whatdoyouliketodo?2.Whatdoyouoftenhelpyourparentsdo?3.Doyouthinkitisgoodtohelpwiththehousework?4.AreyougoodatDIY?5.WhatdoyouthinkisthebestthingaboutDIY?6.DoyouhaveanyproblemswithDIY?7.WhocanyouaskforDIYadvice?任務(wù)二：Makeadialogueusingthequestionsabove.任務(wù)三：細(xì)讀Reading部分，Practiceandretellthestory.Usethekeywordsandusefulphrasestoretellthestory.Paragraph1:becrazyabout,repair,decorate,lookterribleParagraph2:abrighterlight,makeamistake,powercut,putupapicture,hitapipe,fill…with…//Paragraph3:livingroom,boring,paint…blue,ceiling,floor,catParagraph4:ashelf,above,spendfivehours,notstay,muchhigherParagraph5:buy,advise,makehimangry,attendlessons,knowmuchmore任務(wù)四：小組討論BenefitsofDIYAnopportunity(機(jī)會)touseyourhandsandyourbrain.Thesatisfaction(滿足)fromseeingyourprojectmovefromconcepttoreality.Havingsomethingtoyourname,thatyouhavedesigned(設(shè)計).任務(wù)五：教師解釋語言點(diǎn)，歸納總結(jié)。Step4：總結(jié)提升Thingslearntthroughpracticearemoreeffectivethantheoneslearntfrombooks.TrytodosomeDIYworkandyoucanlearnwhatyouhaveneverexpected.Step5：當(dāng)堂反饋見導(dǎo)學(xué)案Step6：課后拓展見導(dǎo)學(xué)案Step7：布置作業(yè)1.FinishExercises.2.PreviewGrammarabout1)givinginstructions2)shouldhadbetter3.PracticereadingthestoryonPage44.再備教學(xué)反思課題Unit4Doityourself---Grammar課時第四課時執(zhí)教時間復(fù)備人教學(xué)目標(biāo)1．知識目標(biāo)：a.學(xué)習(xí)詞匯：cut，sentenceb.學(xué)習(xí)詞組：ontheothersideofc.學(xué)習(xí)句型：Putupapictureonthewall.Paintthewallsblue.Don’tpaintthecat.Pleasefixtheshelfforme.Don’ttouchthewetpaint,please.YoushouldknowalittleaboutDIY.Youshouldnotputsomanybooksontheshelf.Yourwatchisbroken.Youhadbetterbuyanewone.Youhadbetternotbelateforschool.2.技能目標(biāo)：a.Tolearntogiveinstructionsb.Tolearntouseshouldhadbetter3．情感目標(biāo)：培養(yǎng)學(xué)生用委婉的方式表達(dá)自己的意愿。

教學(xué)重點(diǎn)1.Tolearntogiveinstructions.2.Tolearntouseshouldhadbetter.教學(xué)難點(diǎn)Tolearntogiveinstructions.學(xué)法指導(dǎo)歸納法和演繹法。教學(xué)過程Step1：預(yù)習(xí)指導(dǎo)與檢測見導(dǎo)學(xué)案Step2：展示目標(biāo)見導(dǎo)學(xué)案Step3：課堂導(dǎo)學(xué)與互動任務(wù)一GivinginstructionsWestartasentencewiththebaseformofaverbwhenwewanttotellpeoplewhattodo.Putupapictureonthewall.Paintthewallsblue.Weadddonot/don’tinfrontofaverbwhenwewanttotellpeoplenottodosomething.Don’tpaintthecat.Weoftenaddpleaseinasentencetomakeaninstructionmorepolite.Pleasefixtheshelfforme.Don’ttouchthewetpaint,please.Lookatthefollowingsentences.Sentencesfromthisunit:1.Whatshouldwedo?2.Readthemfirst.3.You’dbettergetsometools.4.Doityourself.5.Stopit.Exercises任務(wù)二Generalizehowtogiveinstructions任務(wù)三LookatthepicturesandhelpMilliecompletetheinstructionsonPage47.任務(wù)四UsingshouldandhadbetterWeuseshouldandhadbetterwhengivingadviceandtellingpeoplewethinkisthebestorrightthingtodo.Thetoneofhadbetterisstrongthanshould.任務(wù)五WorkouttheruleGeneralizehowtouseshouldandhadbetter任務(wù)六完成課本P.48的練習(xí)。Step4：總結(jié)提升1.當(dāng)我們向他人發(fā)出命令、提出要求或建議時，常使用祈使句。其主語通常不明確表示出來。其否定形式是在動詞原形前加donot/don’t。為了表示客氣和禮貌，可以加上please。2.當(dāng)我們給他人提建議時，可以用hadbetter和should，表示“最好”或“應(yīng)該”做某事。否定形式是hadbetternot和shouldnot/shouldn’t。3.PracticethefollowingsentencesPutupapictureonthewall.Paintthewallsblue.Don’tpaintthecat.Pleasefixtheshelfforme.Don’ttouchthewetpaint,please.YoushouldknowalittleaboutDIY.Youshouldnotputsomanybooksontheshelf.Yourwatchisbroken.Youhadbetterbuyanewone.Youhadbetternotbelateforschool.Step5：當(dāng)堂反饋見導(dǎo)學(xué)案Step6：課后拓展見導(dǎo)學(xué)案Step7：布置作業(yè)1.Copynewwordsandphrases.2.Recitethedialogue再備教學(xué)反思課題Unit4Doityourself---Integratedskills課時第五課時執(zhí)教時間復(fù)備人教學(xué)目標(biāo)1.知識目標(biāo)：學(xué)習(xí)詞匯：grape,strawberry,spoon,Salad,cream,mix,add,tip,example,Leave,sauce,ham,correct,finished學(xué)習(xí)詞組：forexample,howtomakeafruitsalad,makeafruitsalad,makesure,turndown,afewminuteslater,lateron,cutup,put…into…,pour…into…,turnoff學(xué)習(xí)句子：Washthefruit.Mixthemtogether.Addsomesaladcreamifyoulike.Cutsomeofthelargerfruitintosmallpieces.Chooseyourfavouritefruit.Tipsformakingafruitsalad2.技能目標(biāo)：TolearntograbdetailswhenlisteningTolearntomakeafruitsaladTolearntomakesomesandwichesTolearntodescribeaprocess3.情感目標(biāo)：通過學(xué)習(xí)，學(xué)會珍惜勞動成果。

教學(xué)重點(diǎn)知識目標(biāo)+技能目標(biāo)。教學(xué)難點(diǎn)聽力能力的提高。學(xué)法指導(dǎo)做聽力訓(xùn)練時捕捉關(guān)鍵詞理解文章主要意思。教學(xué)過程Step1：預(yù)習(xí)指導(dǎo)與檢測見導(dǎo)學(xué)案Step2：展示目標(biāo)見導(dǎo)學(xué)案Step3：課堂導(dǎo)學(xué)與互動任務(wù)一：WarmupDoyouknowhowtomakeafruitsalad?任務(wù)二：AmyandSuzyaremakingafruitsalad.Listentotheirconversationandtickthethingstheyneed.(PartA1onPage49)任務(wù)三：ReadAmy’snotesofhowtomakeafruitsalad.Puthernotesinthecorrectorder.Writethenumbers1-4intheboxes.(PartA2onPage49)任務(wù)四：ListentoSuzygivingAmysometipsformakingafruitsalad.HelpAmycompletehernoteswiththecorrectwords.(PartA3onPage50)任務(wù)五：AskandanswerinpairsDoyoulikecooking?2.Doyouknowhowtocook?3.Haveyouevercookedbyyourself?任務(wù)六：Speakup:Let’smakesomesandwichesPleaselistentoSandyandhermum’sconversation.Let’sseehowtomakesomesandwiches.Thenfillintheblanks.任務(wù)七：兩人一組模仿50頁B部分編對話，進(jìn)行操練。You’regoingtohaveapicnicwithyourbestfriends.Youdecidetomakesomethingforeatbutyoudon’tknowhowtomakeit.Youandyourmotheraretalkingaboutwhattomakeforthepicnic.UseSandyandhermum’sconversationasamodel.任務(wù)八：DiscussionHowdoyoumakeabananamilkshake?Step4：總結(jié)提升AskSstoreadthedialogueinpairsanddiscussanywordstheydonotunderstand.Completethedialoguewithoutlookingatthefactsheetsonpage50.Thenaskthemtolookatthefactsheetstochecktheanswersandmakecorrectionsifnecessary.Step5：當(dāng)堂反饋見導(dǎo)學(xué)案Step6：布置作業(yè)1.Copynewwordsandphrases.2.Recitethedialogue再備教學(xué)反思課題Unit4Doityourself----Studyskills課時第六課時執(zhí)教時間復(fù)備人教學(xué)目標(biāo)1.知識目標(biāo)：學(xué)習(xí)詞匯：certain,active,possible,tidy,uncertain,inactive,impossible,untidy,incorrect,impatient學(xué)習(xí)詞組：tidyup,beusualfor,bepossibletodosth.alloverthefloor,rightnow學(xué)習(xí)句子：It’susualformetostayathomeallday,It’spossibletosleepwithalthatnoise.I’mcertainthatIcanfixitmyself.Thingsarealloverthefloor.I’lltidyuprightnow.2.技能目標(biāo)：1)學(xué)習(xí)用否定前綴un-、in-和im-構(gòu)成反義形容詞的方法。2)學(xué)會使用否定前綴un-、in-和im-的形容詞表達(dá)否定含義。

教學(xué)重點(diǎn)學(xué)習(xí)用否定前綴un-、in-和im-構(gòu)成反義形容詞的方法。教學(xué)難點(diǎn)學(xué)會使用否定前綴un-、in-和im-的形容詞表達(dá)否定含義。

學(xué)法指導(dǎo)比較分析法。教學(xué)過程Step1：預(yù)習(xí)指導(dǎo)與檢測見導(dǎo)學(xué)案Step2：展示目標(biāo)見導(dǎo)學(xué)案Step3：課堂導(dǎo)學(xué)與互動任務(wù)一：Lead-inAsk：Howdoyouthinkaboutdo-it-yourself?Ithinkdo-it-yourselfisimportantItisreallyinterestingtodoit.Idon’tthinkdo-it-yourselfismeaningful.Ithinkdo-it-yourselfisimportant.Itisn’treallyinterestingtodoit.Itisreallyuninterestingtodoit.任務(wù)二PresentationAprefixisaletteroragroupoflettersthataddtothefrontofawordtoformanewword.任務(wù)三Theprefixesun-,in-andim-Oneofthemostcommonprefixesforadjectivesisun-.Itmeans“not”.Weaddittosomeadjectivestogivethemtheoppositemeaning.certaincomfortableimportantinterestingfriendlywelcomemannedWecanusesomeotherprefixes,suchasin-andim-,toformnewwordswiththeoppositemeaning.activecorrectpatientpossibleperfectpolitepersonal前綴dis-,dis-“不”、“無”，加在某些動詞或名詞前構(gòu)成反義詞。likeagreeHonestAppearorderbelieveability任務(wù)四Addthecorrectprefixestosomeoftheadjectivessothatallthesentencesmakesense.(Page51)Checktheanswerswiththem.Step4：總結(jié)提升Step5：當(dāng)堂反饋見導(dǎo)學(xué)案Step6：布置作業(yè)1.Copynewwordsandphrases.2.Recitethedialogue3.Finishtheexercisesinyourexercisebook.再備教學(xué)反思課題Unit4Doityourself---Task課時第七課時執(zhí)教時間復(fù)備人教學(xué)目標(biāo)1．知識目標(biāo)：學(xué)習(xí)單詞：secret,wrong,spell,balloon,stick,cover,complete,paint學(xué)習(xí)詞組：keepitsecret,plantodo,havefundoing…,gowrong,spellthewordswrong,cutout學(xué)習(xí)句型：Idecidedtomakeherabirthdaycardbymyself.ImadesomemistakeswheniIwrotethesentences“Happybirthday,Mum”.Ikeptspellingthewordswrong.2.技能目標(biāo)：a.培養(yǎng)學(xué)生的語篇意識。b.學(xué)會如何寫日記，包括段落分布、句子銜接等。c.學(xué)會圍繞本單元話題，寫一篇關(guān)于DIY的日記。3．情感目標(biāo)：通過DIY，培養(yǎng)學(xué)生學(xué)習(xí)英語的強(qiáng)烈興趣。

教學(xué)重點(diǎn)學(xué)會圍繞本單元話題，寫一篇關(guān)于DIY的日記。教學(xué)難點(diǎn)培養(yǎng)學(xué)生的語篇意識。學(xué)法指導(dǎo)先構(gòu)思DIY，再注意格式。教學(xué)過程Step1：預(yù)習(xí)指導(dǎo)與檢測見導(dǎo)學(xué)案Step2：展示目標(biāo)見導(dǎo)學(xué)案Step3：課堂導(dǎo)學(xué)與互動任務(wù)一：Leadin:FreetalkT:WeknowSuzyisgoodatDIY.Hermother’sbirthdayiscoming.Doyouknowwhatshedecidedtogivehermother?DidshedosomeDIY?S:Yes,shedidsomeDIY.Shemadeabirthdaycardforhermother.任務(wù)二：Suzymadeabirthdaycardattheweekend.Listentoherdiaryentrycarefullyandfindouttheanswerstothesequestions.Whydidn’tSuzymakethecardathome?DidSandyhelp?HowlongdidSuzyandSandyspendmakingit?WhatmistakesdidSuzykeepmakingwhenworkingonit?Whatcolourdidsheusefortheroses?Didtheymakeamessinthehouse?任務(wù)三：Repeatafterthetapesentencebysentence.任務(wù)四：FourstudentsreadSuzy’sdiaryentry.Eachstudentwillreadoneparagraph.Pleasetelluswhateachparagraphisaboutafterreading.Paragraph1:ThereasonwhySuzymadeabirthdaycard.Paragraph2:Howshemadethecard.Paragraph3:Whathappenedintheend.Paragraph4:Suzy’shope.任務(wù)五：WritingWriteyourowndiaryentryaboutoneoftheDIYjobsyoudid.UsethediaryentryinPartAasamodel.Theideasbelowmayfollowyou.Makingyourmum/dadacardPaintingaroomFixingabicycleMakingthingsfromoldclothesMakingbiscuits,cakesorapizzaRepairingacomputerPuttingtogetherapieceoffurniture小組交流討論一個新的計劃。（參照A部分的日記和B部分的diaryentry）任務(wù)六：Writeyourowndiaryentry.任務(wù)七：Groupwork每個同學(xué)根據(jù)提綱獨(dú)立完成自己的文章。教師可給學(xué)生提供一些有用的詞匯。兩人一組，互相批閱對方的文章。用紅筆標(biāo)注錯誤的地方。成果展示（Workingroups）。Thereporterofeachgroupshouldbemadetoreadtheirdiaryentrybeforethewholeclass.SamplewritingSaturday,30OctoberFather’sbirthdayiscoming,soIdecidedtoputupabookshelfformyfatherbecausehelovesreadingandhasmanybooks.Iorderedthebuildingmaterialsonline.MybestfriendDanielcametohelpmeandbroughtsometools.Wereadtheinstructionsfirstandquicklystartedtowork.Ihadalittletroubleusingthehammer.Danieltaughtmehowtouseitproperlyandwehadfunworkingtogether.Wealsotriedtopaintthebookshelfblue-myfather’sfavouritecolour.Whenwefinished,itlookedreallycool.IfeelhappywithmyworkandIbelievemyfatherwillbeproudofitaswell.Step4：總結(jié)提升你知道diaryentry的書寫格式以及所包含的內(nèi)容嗎？Step5：當(dāng)堂反饋見導(dǎo)學(xué)案Step6：課后拓展見導(dǎo)學(xué)案Step7：布置作業(yè)1.WriteyourowndiaryentryaboutoneoftheDIYjobsyoudid.2.TrytogetmoreinformationaboutjobsfromtheInternet.再備教學(xué)反思課題Unit4Doityourself---Self-assessment課時第八課時執(zhí)教時間復(fù)備人教學(xué)目標(biāo)1.知識目標(biāo)：掌握本單元重要單詞和詞組。2.技能目標(biāo)：能熟讀課本上有關(guān)DIY的文章。能運(yùn)用本單元所學(xué)詞匯較完整地介紹一次DIY經(jīng)歷。能正確使用un-，in-和im-構(gòu)成反義形容詞，并靈活運(yùn)用。3.情感目標(biāo)：意識到合作學(xué)習(xí)的重要性。

教學(xué)重點(diǎn)知識目標(biāo)+技能目標(biāo)教學(xué)難點(diǎn)本單元語法和詞匯的掌握學(xué)法指導(dǎo)及時復(fù)習(xí)+練習(xí)教學(xué)過程Step1：預(yù)習(xí)指導(dǎo)與檢測見導(dǎo)學(xué)案Step2：展示目標(biāo)見導(dǎo)學(xué)案Step3：課堂導(dǎo)學(xué)與互動任務(wù)一：回顧本單元所學(xué)內(nèi)容：詞匯、語法、寫作等復(fù)習(xí)本單元單詞和詞組（見課件）任務(wù)二：復(fù)習(xí)語篇能熟讀課本上有關(guān)DIY的文章。能運(yùn)用本單元所學(xué)詞匯較完整地介紹一次DIY經(jīng)歷。任務(wù)三：復(fù)習(xí)語法能正確使用un-，in-和im-構(gòu)成反義形容詞，并靈活運(yùn)用。Step4：總結(jié)提升本單元語法內(nèi)容是什么？單元話題是什么？Step5：當(dāng)堂反饋見導(dǎo)學(xué)案Step6：課后拓展見導(dǎo)學(xué)案Step7：布置作業(yè)1.復(fù)習(xí)本單元詞匯、詞組和重要句子.2.Finishtheexercisesinyourexercisebook.再備教學(xué)反思

9BUnit2welcometotheunit(牛津英語教案)

9BUnit2welcometotheunit

Date:

I.Teachingobjectives:

1.Tointroducethecontextabouthavingarobottohelpwiththeworkforhumans

2.Totalkaboutwhatarobotcando

3.Tolearnsomeoftheadvantagesofrobots

II.Teachingprocedure:

Step1:Warm-up:Toraisestudentsinterest,getstudentsthinkingand

talkingaboutrobots:

①Haveyouseenrobotsinthefilms?

②Whatkindofrobotsdoyouknow?

③Doyoulikerobots?Why?

④Whatdoyouthinkrobotscandoforyou?

⑤Wouldyoubuyarobotinthefuture?Why?

Step2:welcometotheunit

1.Thepurposeofthispartistoactivatestudentsknowledgeof

robotsandgenerateinterestsofthistopic.Askonestudenttoreadthe

phrasesinthewordboxatthetopofpage19.Makesurethatallstudentsunderstandthemeaningsofthephrasessuchasdothelaundry,explorerdangerousplacesintheirownwords.

2.Explainthecontext.DanielisexplainingtoAmywhatrobotscan

do.AskstudentstocompletetheconversationonPage19ontheirown.

3.Asktwostudentstoreadtheconversationandcheckmistakes.

4.Encouragestudentstotalkaboutifrobotsareharmful?Divide

studentsintogroupstodiscuss.

①Whatdorobotsdoharmtohumanbeings?

②Whydotheydoharmtohumanbeings?

5.Listentothetapeforthefirsttimetolearnthemainideaof

thecomicstrip.

6.Listentothetapeforthesecondtimetoreadafterthetape.

7.Asksomestudentstoactoutthecomicstrip.

Step3:Usefulexpressions

1.complaint:不+可數(shù)名詞"抱怨"；可數(shù)名詞"抱怨的行動或話，投訴"

complain:動詞：complainto/about

2.post：動詞郵寄：.postsomethingforsb.

III.Homework:

1.Recitetheusefulvocabularyandcomicstrip.

2.Completesomeexercise.

3.Previewreading(1)

教學(xué)小結(jié)：學(xué)生基本能掌握對話，理解機(jī)器人能為人類做好多事。要求學(xué)生進(jìn)行會話，課后學(xué)生都能背誦對話。

Unit2Reading(1)

Date:

I.Teachingobjectives:

1.Tounderstandtheideaofhowrobotscanchangeourlives.

2.Torecognizeandunderstandvocabularyaboutlifewithrobots.

3.Toidentifythegoodpointsofowningarobot.

II.Teachingprocedure:

Step1:Backgroundinformation:Arobotisanautomatedmachinethatis

programmedtoperformfunctionsjustasahumanwoulddo.

Step2:Reading"Thefirstpersontoownarobot"

1.Reviewthethingsthatarobotcandoin"welcometotheunit".

Askstudentswhethertheybelievepeoplewilluserobotstodotheir

choresfortheminthefuture.

2.Explainthecontextofthereadingpassage.Danielisreadingan

articleabouthavingarobotathome.Therearegoodpointsandbad

points.

3.Askstudentstolistentothepassage,payingattentiontothe

pronunciation,andmakesomeofthemtoreadtheparagraphsaloud.

4.Listthegoodpoints.

5.Askstudentstoreadeachparagraphandputforwardquestionsif

theyhave.

Step3:languagepoints

1.thefirstonetodosth.

2.inorderto:引導(dǎo)目的狀語，后接動詞原形，可以放在句首，或句末，否定形式inordernottodosth.：

ShelistenstoEnglisheverydayinordertogetgoodmarks.

=soastodo:ShelistenstoEnglisheverydaysoastogetgoodmarks.

=inorderthat+從句:ShelistenstoEnglisheverydayinorderthatshecan

getgoodmarks.

=sothat:ShelistenstoEnglisheverydaysothatshecangetgoodmarks.

3.asaresult:"因為，由于，由于。。。結(jié)果",用來做結(jié)果狀語

Shewaslateasaresultofheavyrain.

4.nolonger:"不再，再也不，今后不再"，指時間，多由于修飾某種具體狀態(tài)，相當(dāng)于notanylonger,其中any

longer一般放在句末。

Inolongergothere.=Idontgothereanylonger.

(nomore也用來表示不再，再也不"，但是強(qiáng)調(diào)數(shù)量和程度=notanymore)

Theresnomorewater.=Thereisnotwateranymore.

5.foranextrahour:extra"額外的，附加的"

III.Homework:

1.Recitetheusefulvocabularyandparagraphs.

2.Completesomeexercise.

3.Previewreading(2)

教學(xué)小結(jié)：了解機(jī)器人如何改變我們的生活，掌握課文里的語言點(diǎn)和重點(diǎn)。以及機(jī)器人給我們帶來的好處。

9BUnit2Reading(2)

Date:

I.Teachingobjectives:

1.Toidentifythebadpointsofowningarobot.

2.Toidentifytrueandfalsestatementsaboutlifewitharobot.

II.Teachingprocedure:

Step1:Revision:Revisetheusefulexpressionsagainorallyandhavea

dictation.

Step2:Reading"Thefirstpersontoownarobot"

1.Explainthecontextofthesecondpartofthereadingpassage.

Danielisreadinganarticleabouthavingarobotathome.Therearebadpoints.

2.Askstudentstolistentothepassage,payingattentiontothe

pronunciation,andmakesomeofthemtoreadtheparagraphsaloud.

3.Listthebadpoints.

①catchavirusandcausealotofproblems

②nolongerknowwhentocookandwakeMr.Jiangupat4inthemorning.

③Findhisbreakfastinthewashingmachine,cleanshirtsinthe

dustbin,booksinthesink.

④Movearoundthehouseandknockthingsover

4.Askstudentstoreadeachparagraphandputforwardquestionsif

theyhave.

Step3:languagepoints

1.behappywith=besatisfied/pleasedwith

2.wakesb.up

3.intheend=atlast=finally

4.returnsth.tosb.=givesth.backtosb.

5.decidetodosth.

III.Homework:

1.Recitetheusefulvocabularyandparagraphs.

2.Completesomeexercise.

3.Preview"Vocabulary"

教學(xué)小結(jié)：了解第一個擁有機(jī)器人的人以及機(jī)器人給他帶來的壞處。這一課時結(jié)實(shí)以后要求學(xué)生背誦課文。提高學(xué)生的口語能力。

9BUnit2Vocabulary

Date:

I.Teachingobjectives:

1.Tolearnthenamesofdifferentpartsofarobot.

2.Todesignanidealrobot

3.Towriteanarticletodescribetheidealrobot.

II.Teachingprocedure:

Step1:Inweakerclasses,studentsprobablywillnotknowwhatsomeof

thewordsinPartAmean.Writethewordsontheblackboardandhelpthem

finishthepart.

e.g.:Whatstheuseofacamera/battery/hand/wheel/speaker?

Acameratakespictures.

Abatterygivesuspower.

Ahandhelpspickupthings.

Wheelshelpthingsmove.

Wecanhearsoundthroughaspeaker.

Step2:Showstudentsrobotpicturesandaskstudentswhatotherfeatures

arobotmighthave.ThiswillhelpstudentswithPartB.Encourage

studentstousetheirimagination.

①Askstudentstolookatthepictureonpage24andanswerthe

questions.

②Askstudentsquestionsaccordingtothepicturesshown:

Whatdoesitlooklike?

Whatisthereonthehead/intheface/onbothsidesofitsbody?

Howdoesitspeak?

Whatistheuseofthearms/hands?

Howdoesitmove?

Whatkindofenergydoesithave?

Step3:Explainthecontextofpartb.Danieliswritinganarticleto

describehisidealrobot.Havestudentsworkinpairsandcompletethe

exercise.

Step4:Askvolunteerstoreadthecompletedarticlefortheclass.Check

formistakesandmispronunciations.

III.Homework:

1.PreviewGrammar1

2.completesomeexercises.

教學(xué)小結(jié)：了解機(jī)器人的各部分零件。以及各部分零件的用處。幫助差一些的學(xué)生能更好的理解它們的意思，把單詞寫在黑板上，使他們更好的掌握。

9BUnit2Pronunciation

Date:

I.Teachingobjectives:

1.Tounderstandtheuseofstressinsentences

2.Torecognizethedifferentmeaningsofasentencebasedonwhere

thestressisplaced

3.Tostresstherightwordsinasentence

4.Tochoosethecorrectmeaningsofasentencebasedonstressed

words.

II.Teachingprocedure:

Step1:Readthethreeexamplesentencesclearlyandslowlyforstudents

tolistento.Askstudentstorepeatsentenceafteryoupayingattention

tothewordsthatisstressed.

Step2:PlaytherecordingforpartAthroughonceandaskstudentsto

listencarefullytothestressedwords.

Step3:Playtherecordingagainandencouragestudentstoimitatewhat

theyhear.Askstudentstoreadthesentencesaloud.

Step4:Explainhowthestressedwordsaffectthemeaningsofthe

sentences.

Step5:Dividetheclassintopairs.Askstudentstoreadoutthe

sentencestoeachother,stressingthewordsinbold.Listentothe

sentencesasyouwalkaroundtheclass.Praiseareaswherestudents

performwell.

Step6:Explainthatwhenwespeak,wecanstressdifferentwordsina

sentence.Thewordswestresscanchangethemeaningsofthesentence.

Writeanexamplesentenceontheblackboard:

"Thedogatefourtinsofbeansyesterday."

①Whoatefourtinsbeansyesterday?

②Howmanytinsofbeansdidthedogeatyesterday?

③Whatdidthedogeatfourtinsofyesterday?

④Whendidthedogeatfourtinsofbeans?

Step7:ReadthetwosentencesinpartBaloud,stressingthewords"robot

andDaniel".

Step8:Askstudentstoreadpointsa,bandcundereachsentence.Ask

themtocircletheletterwiththecorrectmeaningsforeachone.

Step9:Asktwostudentstoreadouttheirchoices.Encouragestudentsto

raisetheirhandsiftheydonotunderstandwhytheseanswersarecorrect.

III.Homework:

1.PreviewMaintask.

2.Completesomeexercises.

教學(xué)小結(jié)：能理解句子重音的使用，學(xué)生在聽了一遍后能讀出句子的重音。

9BUnit2Integratedskills

Date:

I.Teachingobjectives:

1.Toextrainformationfromaposter.

2.Tocompletenotesaboutarobotexhibition

3.Toextractinformationfromaradioprogramme

4.Tocompleteane-mail

5.Totalkaboutwhatrobotscandoandgiveopinionsabout

differenttypesofrobots.

II.Teachingprocedure:

PartA:Therobotexhibition

Step1:Askstudentswhethertheyhaveeverbeentoanexhibitioncenter

andwhatexhibitionstheyhaveseenbefore.

Step2:Explaintostudentsthattheywillnotbeabletofindallthe

informationtheyneedtocompletethenotesinPartA1justfromreading

theposter..However,theyshouldtrytofindasmuchinformationasthey

can.

Step3:Tellstudentstheycancompletethenotesbylisteningtothe

radioprogramme.

①Listentothetapeforthefirsttimetogetitsmainidea.Explain

thewords:Japan,SouthKorea,language,memory.

②Listentoittofindthenecessaryinformationtheyneed.

③Playtherecordingwithoutstopping

④Askstudentstogivetheirownanswers.

⑤Checktheanswerwiththeclass.

⑥Playtherecordingagain,allthewaythrough,withoutstoppingso

thatstudentscanchecktheirownanswers.

Step4:ExplainthecontextofpartA3.Remindstudentstheycanreferto

theinformationonpage28tofillintheblanks.

Step5:Encouragestudentstocompletethisexerciseontheirownorin

groups.

PartB:Speakup.

Step6:Askstudentstoworkinpairs.Theyshouldreadtheconversation

throughonce,swaprolesandthenreadtheconversationagain.

Step7:Encouragestudentstomakeuptheirownconversationsabout

robots.Listentothestudentsasyouwalkaroundtheclassroom.Asksome

pairstopresentnewonestotheclass.

III.Homework:

1.Recitetheconversationonpage29andcompletesomeexercises.

2.Previewpronunciation.

教學(xué)小結(jié)：學(xué)生基本能聽懂A1,A2,在聽的基礎(chǔ)上完成A3.了解國際展覽上不同國家的機(jī)器人。學(xué)生在學(xué)的同時能互相對話，談?wù)摍C(jī)器人能為我們做些什么。

9BUnit2Grammar(1)

Date:

I.Teachingobjectives:

1.Touseobjectclausesintroducedby"wh-"words

II.Teachingprocedure:

Step1:Reviewobjectclausesintroducedby"iforwhether"and"that".

Explainthattheseclausesrelateto"yes/no"questions.

Structures:主語+謂語+賓語從句①that+主語+謂語+其他

②if/whether+主語+謂語+其他

Step2:Tellstudentsthatwhenobjectclausesrelateto"wh-"questions,

weshoulduse"wh-"wordstointroduceobjectclauses.Askstudentstoreadthegrammarrulesandthetwoexamplesatthetop.

Step3:Remindthemthattheclausesshouldbeintroducedby"wh-"words

andthewordorderintheclauseshouldbethesameasinthestatements.

e.g:Therobotnolongerknew.

Whenshoulditcookbreakfast.

→Therobotnolongerknewwhenitshouldcookbreakfast.

Step4:Writethefollowingsentencesontheblackboardandencourage

studentstousethefollowingstructures:

⑴Iamnotsure…

⑵Idliketoknow…

⑶Icantimagine…

⑷Canyoutellme…?

①whereisZhongshanPark?

②Howdidyougotoschool?

③WhatwillyoudonextSunday?

④Whenwastheparceldelivered?

⑤Whocalledinthemorning?

Step5:Asksstudentstodotheexerciseonpage25.Studentswillbeable

tocompleteitontheirown.Checktheanswersasaclass.

III.Homework:

1.Reviewtherulesofobjectclausesintroducedby

"wh-/that/if/whether".

2.Previewgrammar(2)

教學(xué)小結(jié)：學(xué)生能掌握以wh-特殊疑問句引導(dǎo)的賓語從句。掌握它的結(jié)構(gòu)。

9BUnit2Grammar(2)

Date:

I.Teachingobjectives:

1.Touse"inorderto"tointroducethepurposeofanaction.

2.Touse"asaresult"tointroducetheresultofsomething.

3.touse"needto"totalkaboutsomethingwehavetodo.

II.Teachingprocedure:

Partone:"inorderto/asaresult"

Step1:Listthetwosentencesinthereadingpassage:

①Inordertohavemorefreetime,Ihavetobuyarobot.

②Asaresult,Mr.Jiangnolongerneededtogetupearlytodothe

housework.

Step2:Askstudentsaquestion:"Whatshouldwedoifwewanttohave

morefreetime?"

Writesomeoftheanswersontheblackboardandconnectthemwith"in

orderto".

Step3:Explaintstudentsthat"inorderto"means"withthepurposeof"

andthatwecanuseittointroducethepurposeofanaction.Itcanbe

usedatthebeginningorinthemiddleofthesentences.

Step4:Samemethodcanbeappliedtointroduce"asaresult".Remind

studentsthatweuseittointroducetheresultofsomething.

Step5:Askstudentstoreadthegrammarrulesandexamplesentencesat

thetopofpage26totheclass.

Step6:Asksstudentstocompletetheexerciseandchecktheanswersasa

wholeclass.

Parttwo:"needto"

Step7:Explaintostudentsthat"needto"isastrongverb.Weuseit

whenwewanttotalkaboutsomethingweshoulddo.

Step8:Askstudentswhatthingstheyneedtodotoday."Ineedto…"

Step9:Askstudentstoworkontheirowntocompletetheexerciseusing

"needto"andthephrasesinthebox.Checkanswerswiththeclass.

Step10:Askstudentstocomplete"workouttherule".

III.Homework:

1.Reviewgrammar2andcompleteexercises.

2.Preview"Integratedskills"

教學(xué)小結(jié)：掌握asaresult,inorderto,needto的用法。

9BUnit2Maintask

Date:

I.Teachingobjectives:

1.Toreadandunderstandaquestionnaire

2.Touseinformationfromaquestionnairetocompleteacomplaint

letter.

3.Towriteacomplaintletter.

II.Teachingprocedure:

PartA:Therobotexhibition

Step1:Askstudentstoreadthesevendifferentsectionsofthe

questionnaire.Askstudentstoraisetheirhandsiftheyhaveany

questions.

Step2:AskstudentswhethertheyagreeordisagreewithDanielsanswers.

Ifstudentsdisagree,askthemtojustifytheiranswers

IdontagreewithDanielonquestionXbecause…

Step3:Askstudentstoreadtheletterontheirown.

Step4:AskstudentstodescribehowDanielfeels,andtellthemthatthey

cancompletethelettersusingtheinformationfromthequestionnaireon

page31.

Step5:Encouragestudentstocompletetheletterontheirown.Oncethey

havefinished,readthewholeletteraloud.

Step6:Askstudentstousethequestionnairetheycompletedforthe

extensionactivityonpageT31asabasisforcompletingtheirown

complaintlettersinpartC.Remindstudentsthatwhentheywritea

complaintletter,theyshouldmaintainaformalstyle.Althoughtheycan

maketheircomplaintlettersclear,theyshouldbepolite.

Step7:Askstudentstoreadhisorherdraftlettertoclassmatetocheck

formistakes.

III.Homework:

1.Writeacomplaintletteroftheirowns.

2.PreviewCheckoutandcompletetheexercises.

3.Reviewvocabularyandgrammarinthisunit.

教學(xué)小結(jié)：能看懂投訴信的問卷調(diào)查，能使用問卷調(diào)查的內(nèi)容完成一封投訴信。

根據(jù)所學(xué)內(nèi)容學(xué)生能自己完成一篇作文。

9BUnit2Checkout

Date:

I.Teachingobjective:

1.Toreviewkeyvocabularyandgrammaritemstaughtinthisunit.

2.Togivestudentstheopportunitytopracticethevocabularyand

grammaritems,andtogainconfidencethroughdoingso

3.Toallowstudentstochecktheirprogressandaskanyquestions

theymaystillhave.

II.Teachingprocedure:

1.Tellstudentsthatthisisrevisionandthattheyhavealready

learntthesewordsandgrammaritems.

2.Askstudentstoreadthee-mailinpartAforoverallmeaning

beforetheybeginfillingintheblanks.

3.Askstudentstocompletetheexerciseontheirown.Remindthem

ofthegrammaritemstheywillneedtouse.

4.Gothroughtheanswerswithstudents.Askstudentstoeachread

outoneparagraph.Listenformistakesandmispronunciations.

5.TellstudentsthatpartBisavocabularygame.Itisnot

difficultasthefirstletterofeachanswerisprovided.Encourage

studentstocompletethisexerciseindependently.

6.Askstudentstoraisetheirhandswhentheyhavefinished.Have

thefirststudentwhoraisesthehandtoreadoutthetaskonthelist.

Checkformistakesandmispronunciation.

III.Homework:

1.Completesomeexercises.

2.Previewthewholeunitandprepareforanexam

教學(xué)小結(jié)：通過這一課時，學(xué)生能掌握本課的語言點(diǎn)和語法要點(diǎn)。

教學(xué)反思：通過本單元的教學(xué)，學(xué)生能學(xué)習(xí)思考機(jī)器人為我們工作的可能性。激發(fā)學(xué)生的興趣，學(xué)生有機(jī)會進(jìn)一步發(fā)揮想象力，更獨(dú)立地開展學(xué)習(xí)。

7BUnit5Welcometotheunit教案

教案課件是老師需要精心準(zhǔn)備的，大家在仔細(xì)設(shè)想教案課件了。只有寫好教案課件計劃，這對我們接下來發(fā)展有著重要的意義！你們會寫一段優(yōu)秀的教案課件嗎？下面是小編為大家整理的“7BUnit5Welcometotheunit教案”，供大家參考，希望能幫助到有需要的朋友。

教學(xué)內(nèi)容

7BUnit5Welcometotheunit

課型

新授課

教學(xué)目標(biāo)

1.通過朗讀漫畫教會學(xué)生談?wù)撃芰Φ幕揪湫汀?p>2.談?wù)撛谌粘Ｉ钪形覀兡転樗怂龅氖虑榕囵B(yǎng)學(xué)生樂于助人的品質(zhì)。

3.通過談?wù)撊绾侮P(guān)心和幫助他人引出本單元的中心任務(wù)。

教學(xué)重難點(diǎn)

1.學(xué)習(xí)使用一些做好事的詞匯。

2.掌握情態(tài)動詞can的用法

教學(xué)方法

教具準(zhǔn)備

教學(xué)步驟

教師活動

學(xué)生活動

個性化補(bǔ)充

STEP2.Lead-in

1.Showsomepicturestothestudents.Getthemtosaywhattheycando.

2.Encouragethestudentstobecreativeandtrytomakemoresentenceswith“can”.Andteach“ability”.

3.Getthestudentstomakeasimilardialogue.

S1:Whatistheboydoing?

S2:He’sridingabike.

S1:Canyourideabike?

S2:Yes,Ican./No,Ican’t.

S1:Isitdangeroustorideabikeonabusystreet?

S2:Yes,itis.

S1:Soyoumustbecareful.

Teach:fly,asuperdog,becareful……

4.listentothetapeandansweraquestion

CanEddiefly?

5.Getthestudentstoreadthedialogueagainandactitout.

(Encouragethestudentstoaddsomethingtomakethedialoguefunnier.)

STEP3Presentation

1.Say“Peoplehavedifferentabilities.Somepeopleusetheirabilitiestohelpothers.Wouldyouliketohelpothersifyoucan?Whatcanwedoforothers?

2.Askstudentstomakesentenceswith“Wecanhelp……………..”

3.Tellthestudentstheuseof“can”

4.Teachsomephrases:

Cleanup,giveseatstotheelderly

Ahomefortheelderly,ProjectHope

Collectthings,onthebus……..

5.Readthephrasesinthebook.P77

6.Dothematch.Andthenchecktheanswers

STEP7Consolidation

1.Playagame“Canyouguess?”.Askstudentstoguesswhatthestudentscando.

2.Dosomeexercises讓學(xué)生復(fù)習(xí)有關(guān)

能力方面的詞匯鼓勵學(xué)生增加適當(dāng)

的內(nèi)容，擴(kuò)大語言

的輸出量要求學(xué)生根據(jù)所給

的句型造出盡可能

的句子，然后總結(jié)

Can的基本用法引導(dǎo)學(xué)生說出這些

詞組的中文意思

與學(xué)生核對答案鼓勵學(xué)生說出更多的能力方面的詞匯盡量讓更多的孩子

開口說出英語句子閱讀對話并能模仿

出類似的情景對話學(xué)生聽課文錄音，回答有關(guān)漫畫的問題

學(xué)生進(jìn)行小組練習(xí)，準(zhǔn)備短劇表演

（可以競賽）學(xué)生跟讀，并熟記

對主要的詞組作和句子的用法做記錄

學(xué)生根據(jù)這一句型進(jìn)行造句，熟練掌握can的用法（可以競賽）

學(xué)生進(jìn)行頭腦風(fēng)暴，說出很多本課的新詞匯

作業(yè)設(shè)計

1.背誦本課的單詞與詞組

2.完成《同步導(dǎo)學(xué)》上本課時的作業(yè)

3.預(yù)習(xí)Reading，完成預(yù)習(xí)作業(yè)

板書設(shè)計

7BUnit1Welcometotheunit

Abilitiesflylikeasuperdog,…….

Activitiesbecareful,planttrees,cleanup,

Giveseatstosb.,onthebus,

Collectthingsfor…..,ProjectHope,ahomefortheelderly

情態(tài)動詞can+動詞原形