老师在新授课程时，一般会准备教案课件，大家应该开始写教案课件了。对教案课件的工作进行一个详细的计划，可以更好完成工作任务！你们会写适合教案课件的范文吗？下面是小编为大家整理的“九年级下册Unit4Naturaldisasters教案”，仅供您在工作和学习中参考。

九年级下册Unit4Naturaldisasters教案

Unit4Naturaldisasters

Ⅰ.学习目标

1.Unit4重点单词、短语

2.it作形式主语的用法

Ⅱ.重点、难点分析

1、Whatothernaturaldisasterscanyouthinkof?你还能想到其他的自然灾害？

thinkof想起，想到，认为

辨析：thinkof,thinkabout与thinkover

（1）thinkof想出，记起，考虑

Eg:Whothoughtoftheidea？谁想出的这个主意？

（2）thinkabout思考，考虑

Eg:Illthinkaboutyoursuggestion，andgiveyouananswertomorrow．

我要考虑一下你的建议，明天给你答复。

（3）thinkover意为“仔细考虑”。

Eg:Thinkover，andyoullfindaway．仔细考虑一下，你就会有办法的。

Whatdoyouthinkof…?是固定句型，意为“你觉得……怎么样？”，相当于“Howdoyoulike…?”。

Eg:Whatdoyouthinkofthefilm?=Howdoyoulikethefilm?

2、BecauseheisinterestedintheNorthandSouthPoles.因为他对南北极感兴趣。

beinterestedin对…..感兴趣，后面跟名词或者动名词作宾语。

Theboyisinterestedinscience.

Theyareinterestedinplayingcomputergames.

辨析：interested与interesting

Interesting表示事物本身具有使人产生兴趣之处；如Thecatisinteresting.

而interested表示某人对某事感兴趣；如Iaminterestedinthebookboughtyesterday.

3、Whatwouldhappenifourcitywasbadlyflooded?如果我们的城市严重淹水，将会发生什么事情？

happen是不及物动词。happen的用法主要有以下三种：

（1）"sth.+happen+地点/时间"，意为"某地/某时发生了某事"。

Eg：Anaccidenthappenedinthatstreet.那条街发生了一起事故。

Whatshappeningoutside?外面发生什么事了？

（2）"sth.+happento+sb."意为"某人出了某事(常指不好的事发生在某人身上)"。

Eg:Acaraccidenthappenedtohimyesterday.昨天他发生了交通事故。

Whathappenedtoyou?(=Whatwaswrong/thematterwithyou?)你怎么啦？

（3）"sb.+happen+todosth."意为"某人碰巧做某事"；或者”Ithappens+that从句”，意为“碰巧…..”

Eg:Ihappenedtomeetherinthestreet.我碰巧在街上遇见她。

IthappenedthatIwasoutwhenhecalled.他来访时我碰巧不在。

辨析：happen与takeplace

1).takeplace表示“发生、举行、举办”，一般指非偶然性事件的“发生”，即这种事件的发生一定有某种原因或事先的安排。

Eg：Greatchangeshavetakenplaceinourhometownduringthepasttenyears.

TheOlympicGamesof2008willtakeplaceinBeijing.

2).happen作“发生、碰巧”解，一般用于偶然或突发性事件。

Eg：Whathappenedtoyou?

Ihappenedtoseehimonmywayhome.=IthappenedthatIsawhimonmywayhome.

4、Wouldanyoneremainalive?还有人活着吗？

（1）remain此处作连系动词，意为“一直保持；仍然处于某种状态”，后面可接形容词、名词、动名词ing形式、动词ed形式或介词短语。

Eg：Whateverachievementsyou’vemade,youshouldremainmodest.无论你取得多么大的成就，你都该保持谦虚。

remainstay都指“继续停留”或“继续保持某种状态、关系或行动。”remain常可与stay互换。

1）表示“继续呆在某处”时，应该用不及物动词remain或stay

Eg：ShallIgoorstay?

Heremainedinhisseatafteralltheotherstudentshadgonehome.

2）表示“继续保持或处于原来的状态”时，可用remain或stay

Eg：Thedoorstayedclosed.

3）表示“暂住、短期停留”时，只能用不及物动词stay

Eg：HeisstayingatHiltonHotel.

4）表示“残留、剩下”时，只能用不及物动词remain

Eg：Notmuchofthehouseremainedafterthefire.

5）remain强调“继续停留于一处或保持原状态、情况性质而不改变”,stay强调“某人[物]继续留在原地而不离开

Eg：Thisplaceremainscoolallsummer.

Hestayedtoseetheendofthegame.

（2）alive形容词，意为“活着的，在世的”。

Eg:Istheoldmanalivenow?

alive和living都可以表示“活着的”，但alive通常作表语或后置定语；而living修饰人或者物时需要前置。

Eg:Alllivingthingsneedair.

5、Itcoveredroads,parksandsmallhouses.水淹没了道路、公园和小房子。

Cover此处用作及物动词，意为“覆盖；盖上”，常与介词with搭配。

cover…with…意为“用……把……盖住”（表示动作）

becoveredwith...意为“被……覆盖”（表示状态）

Eg:Pleasecoverthetablewithawhitecloth.

Thehillsarecoveredwithtrees.

cover还可以用作名词，意为“覆盖物；封面等”

Eg：Thebookneedsanewcover.

6、Largeobjects,suchascoachesandboats,passedbymywindow.大件的物体，例如汽车和轮船，从窗前经过。

passby意为“通过；经过”；还可以表示“（时间）逝去；过去”。

Eg:Iseethempassbymyhouseeveryday.

Threeyearshadpassedbybeforeshefinallyfoundasuitablejob.

7、Ihadtodosomething.我必须做点什么！

辨析：haveto与must

（1）must多表示主观需要或责任感的驱使有必要或有义务去做某事，多译为“必须”，而haveto多表示客观存在的环境所限,即客观要求(无奈)而为之，多译为“不得不干某事”。

Eg：Imustcleantheroombecausetherearetoodirty.（无人强迫）因为太脏了，我必须要打扫房间。

Wemustbethereontime.（责任感的驱使）我们一定准时到达。

Ihavetodomyhomeworknow.（不得不做）我现在不得不做作业。

Ihavetoleaveschoolbecausemyfamilyispoornow.（无奈）因为家里穷了，我不得不退学。

（2）must没有时态的变化，而haveto有时态的变化。

Eg:Damingwashurt.Thedoctorsaidhehadtostayinhospitalforabouttwoweeks.His

fatherhastogototakecareofhim.

Wedon’thavetogotoschoolonSundays.星期天我们不必上学。

（3）must的否定为mustnt，多表示“禁令”。

Eg：No!Youmustntturnleft!YoumustturnrightintoTheStrand.不！你不能向左转！你应该向右转进入到strand中。

由must引起的疑问句，肯定回答要用must或haveto，否定回答要用needn’t或don’thaveto，意思是“不必”；此用法在中考中的单选题中容易出现！

Eg:1）—MustIfinishmyhomeworkbeforeeighto’clock?我必须要在8点之前完成作业吗?

—Yes,youmust.是的，必须。

2）—MustIattendthemeeting?我必须要参加这次会议吗？

—No,youneedn’t/don’thaveto.YoucanaskTomtogoinstead.不，你不必。你可以让汤姆替你去。

7、Itriedtocallmydad,butthelinewasdead.我试图给我爸爸打电话，但是电话线路不通。

（1）trytodosth.意为“试图/努力做某事”，侧重尽力，为了达到目的而努力；否定形式为trynottodosth.

I’mtryingtolearnEnglishwell.

（2）trydoingsth.意为“试着/尝试做某事”，只是一种新的尝试，不一定付出很大的努力。

Let’stryknockingatthebackdoor.

1）tryone’sbesttodosth.意为“尽某人最大努力做某事”

WeshouldtryourbesttopracticespeakingEnglish.

2）tryon意为“试穿”

CanItryinon?

3）try作可数名词，意为“尝试”，常构成haveatry，意为“试一试”

Ican’topenthedoor.WillIhaveatry?

8、It’simpossibletostickwithit.坚持工作很重要。

（1）It’s+形容词+forsb.+todosth.意为“对某人来说做某事时……的”

It’s+形容词+ofsb.+todosth.意为“某人做某事是…..的“，此句式中的形容词是描述人的性格、品质的，如：polite,nice,kind,good,friendly等。此句式也可以改为Sb.+be+形容词+todosth.

Eg:It’shardformetoansweryourquestions.

Itwasfoolishofhimtogoalone.=Hewasfoolishtogoalone.

（2）stickwith意为“持续；坚持；不放弃”；还可以表示“紧接；不离开；和……呆在一起”

Eg:Stickwithyourschedulefortheweek.

Stickwiththem.There’ssafetyinnumbers.

9、Myfriendsreplied,”Ihavenotimetodrinkabouttheflood…”我的朋友说：“我没有时间考虑洪水…..”

辨析：reply与answer

（1）两者均可表示“回答”，但answer属常用词，多用于一般性应答，而reply则较正式，多指经过考虑而作出答复。

Eg:IwassonervousthatIcouldn’tanswer[reply].我紧张得没作回答。

（2）answer可自由地用作及物或不及物动词，而reply除后接that从句或引出直接引语是及物动词外，一般只用作不及物动词。其后若接名词或代词作宾语，应借助介词to。

Eg：Herepliedthathehadchangedhismind.他回答说他改变了主意。

Hedidn’tanswer[replyto]myquestion.他没有回答我的问题。比较下面两句：

Hedidnotknowwhattoreply.他不知道回答什么(即：用什么回答)。

Hedidnotknowwhattoreplyto.他不知道回答什么问题(即：对什么作回答)。

（3）answer除表示“回答”外，还可表示接听(电话)或对门铃等声响作出反应等(常与telephone,door,bell,door-bell等连用)。但reply不能这样用。

Eg：Whoansweredthetelephone?谁接的电话?

Alittlegirlansweredthedoor.一个小女孩应声去开门。

Nobodyansweredmycallforhelp.没有人理会我的呼救。

（4）两者除用作动词外，都可用作名词。要表示“对……的回答(答复，答案)”等，其后均接介词to(不用of)。

Eg：Haveyouhadananswertoyourletter?你寄出的信有回音没有?

Ireceivednoreplytomyrequest.我的要求没有收到任何答复。

10、Insurprisepeoplefinallystartedtonoticetheflood,butitwastoolate.最后人们惊讶地开始注意到洪水，但是已经太晚了。

insurprise惊讶地toone’ssurprise令人吃惊的是

noticesb.doingsth.注意到某个人正在做某事；noticesb.dosth.注意到某人做了某事

我注意到她正在房间里哭。___________________________________

我注意到她在房间里哭。_____________________________________

10、Mycomputerisdead,soIwillhavetobuyanewone.我的电脑不运转了，所以我必须买一台新的。

辨析：one,it,that

it指代的是同类同物，that指代的是同类异物，one指的是上下文中提到的同类事物中的一个。

Eg:①Imlookingforaflat.Idreallylikeonewithagarden.

②-Wheredidyoufindyourwatch?-Ifinditinourclassroom.

③ThepopulationofChinaislargerthanthatofanyothercountry.

11、Theboywassoquietthatoftennoonewouldnoticewhenhecameintheroom.那个男孩如此安静，以至于当他进入房间时经常没有人会注意到。

So…that意为“如此……以至于”，引导结果状语从句，so后接形容词或副词。

Eg：Heissuchacleverboythateverybodylikeshim.

在so…that结构中，若that从句的主语一致，在否定句中可与too…to…或not…enoughto…结构互换。

Heissoyoungthathecan’tjointhearmy.

=Heistooyoungtojointhearmy.

=Heisn’toldenoughtojointhearmy.

12、Whatawfulweather!多糟糕的天气啊！

（1）what+(a/an)+adj.+n.+主语+谓语+(itis).

Whataclevergirlsheis!

（2）How+adj.（adv.）+主语+谓语+(itis).

Howcolditistoday!

13、Thegovernmentaskedpeopletoleaveforhigherground…

leavefor动身去……；启程去……

昨天他们动身去北京。_____________________________________

（1）leave可用作及物或不及物动词，意为“离开。出发。”常用于短语，意为“动身，出发(去某地)”HeleftPairsforNewYork.

（2）leave属非延续性动词，它不能和表示一段时间的词连用，如果要表示离开一段时间，要用beaway来代替。Ihavebeenawayforaweek.

（3）leave用作名词时，可以表达多种含义，如“休假。假期，许可，同意”Ihadatwoweekleave.

（4）takeleaveof=takeone’sleave意为“向…告别”Hetookhisleaveandwenthome.

14、Barrysuggestedputtingfood,waterandmedicineinadisastersurvivalkit.巴里建议把食物、水和药品放进一个灾难救生包里。

（1）suggest后接名词、代词或动词-ing形式，但不接动词不定式。

Hesuggestedgoingbyplane,butIthoughtitwouldcosttoomuch.

（2）suggestsb.todosth.向某人建议某事

Whatdidyousuggesttothemanager?

（3）suggest表“建议”，其后接that引导的宾语从句时，从句要用虚拟语气，即“主语（+should）+动词原形”

Isuggest（that）we（should）holdameeting.

15、Intheend,theasteroiddidnothittheEarth.最后，小行星没有撞击地球。

辨析：intheend,finally,atlast

（1）intheend意为“终于”“最后”，表示经过许多变化、周折或捉摸不定的情况后发生了某事，也许是期待中的情况，也许是非期待中的情况。还可以表示一种推测。

Heworkedhard,andintheendhesucceeded.

（2）atlast仅仅用于表示经过周折、等待或努力出现所期待的结果，不用于出现非期待的结果。

Mysonisathomeintheend/atlast.

（3）finally既可用于表示时间位置，相当于intheend，也可以用于表示时间的先后顺序，如同first(ly)，second(ly)，next，then，last，lastly等词的用法。

Finally,I’dliketothankyouallforcoming.

第五讲

Unit5Sport

Ⅰ.学习目标

1.Unit5重点单词、短语

2.语法：时态和被动语态

Ⅱ.重点、难点分析

1、Asthebusclimbedthroughthemountains,wesawthethicksnowonthetrees.

through作介词，意为“穿过；从…..一端到另一端；across穿过，表示从表面的一端到另一端。

Theywalkedthroughtheforestandcametovillage.

Don’twalkacrosstheroad.

2、Iwasdyingtogetoutandplaywithit.

bedyingtodosth.渴望做某事

3、Atlast,wereachedtheresortandquicklyjumpedoutofthebus.

辨析：reach,arrive,getto

(1)arrive表示“到达某地”时，后面要接介词，到达的地方范围大是多用in，地方较小时用at。

WearrivedinParis.Wearrivedatthestation.

(2)reach后面直接跟表示地点的词。

HereachedLondon.

(3)getto是口头用语；后接表地点的home,here,there等副词时，to省略。

WhattimeshallwegettoShanghai?

4、Wecouldnotwaittogetoutandski.我们迫不及待要出去滑雪。

can’twaittodosth.迫不及待地想做某事

waitfor等待；等候waittodosth.等着做某事

5、Wearingskisforthefirsttimemademefeelstrange.第一次穿上滑雪板让我感觉怪怪的。

wearingskis是动名词短语；动名词用法如下：

动名词的用法

(1)作主语

Walkingisgoodexercise.走路是很好的运动

Seeingisbelieving.眼见为实。

(2)作表语

Hispart-timejobispromotingnewproductsforthecompany.

(3)作宾语。

Heisfondofplayingfootball.Ilikeswimming.

(4)作定语

swimmingpool游泳池readingmaterial阅读材料waitingroom候车室

6、Ikeptonfallingover,andIhadtoholdontoaropetokeepmybalance.

(1)辨析：Keepondoingsth.与Keepdoing

Keepondoingsth.表示动作反复，意为“不断地做某事”

Keepdoing表示动作或状态的持续

Newsofsuccesseskeeps(on)pouringin.

约翰总是问个不停。

Wekeptworkinginthefieldsinspiteoftherain.

尽管下雨，我们还是坚持在地里干活。

(2)辨析：fallover,falldown,falloff

1)fallover强调的是“向前摔倒、跌倒”。

Shefelloverandbrokeherleg.她跌倒并把腿摔断了。

2)falldown强调的是“滑倒、倒下”，后接宾语时应加上介词from。

Theboyhitthetreetohardthathefelldown.

3)falloff强调的是“跌落、从……掉下来”，后直接接宾语，相当于falldownfrom

Thegirlisfallingoffthebike.(=Thegirlisfallingdownfromthebike.)

(3)holdon(tosb./sth.)抓紧，不放开（某人或某物）

7、However,thenextday,Ionlyfelloverafewtimes,andImanagedtodoafewrapidruns.然而，第二天，我只跌倒了几次，我设法做一些快速地滑行。

afew和few修饰可数名词复数，afew表示有几个，few表示几乎没有；而alittle和little后接不可数名词。

延伸阅读

Unit6Naturaldisasters教学案

8AUnit6

主备人总10-1课时上课时间

课题8Aunit6Nationaldisasters

comicstripewelcometotheunit

学习目标

知识目标单词：natural，accident，wash，lightning，storm，rainstorm，thunder，earthquake

词组：Losethegame，acaraccident，killthousandsofpeople，washthevillageaway

句型：Iwassleepingwhenitstartedtorain.

能力目标了解有关自然灾害的词汇

情感目标了解一些自然灾害并学会在灾难面前保护自己。

学习重点学习天气和自然灾害的词和词组。

学习难点能够掌握自然灾害的英文名称。

课前自学

一．翻译下列重点单词并借助于单词表的音标会读下列单词。

1．自然的，大自然的2.事故3.闪电4.冲掉

5.地震6.暴雨7.雷,雷声8.台风

9.暴风雪10.闪电

二．预习课文并翻译下列重点词组

1．自然灾害2.一场车祸3.一次地震

4.输掉比赛5.雷鸣和闪电6.冲垮村庄

7.mopthefloor8.crashintothetree

9.killthousandsofpeople10.台风

11.暴风雪12.暴风雨

三.句型理解

1.Thefloorisallwet.Who’sgoingto______________(把它拖洗干净)ifyoudon’tComewithme.

2.Theschoolfootballteam_________________(输掉了比赛).

3._______________(一场车祸)killedthreemen.

4.Acoach_____________(猛撞了)atreelastnight.

5.Aflood______________________________________(冲走了村庄).

6.Lightning_________________________(引起了一场大火)inahouse.

7.Ayoungboy__________________(从树上摔下来)andhurthislegs.

四.熟读漫画EddieandHobo的对话，并回答下列问题。

1.What’stheweatherliketoday?

2.What’shappenedtoHobo?

3.WhatwasHobodoingwhenitstartedtorain?

4.HowdoeshefeelatEddie’shome?

5.WhathappenedtoHobo’shouse?

6.Whydoesn’thewanttogohomealone?

五．大自然中存在很多自然灾害，我们现在学习这些新词汇吧!预习P93页B部分并完成填写部分。

六．恶劣的天气可导致哪些自然灾害.请通过讨论或上网查资料后完成下列表格。并完成P93页B部分。

WeatherconditionNaturaldisaster

Heavyrain

Heavysnow

Strongwind

Thunderandlights

Dryweather

七．讨论自然灾害和事故的区别。并完成P93的A部分。

课堂交流展示

展示一:在组内和班内展示课前预习题一，二，三并大声朗读。

展示二:有感情的朗读comicstip部分，展示习题四

展示三:Doyouknowotherbadweatherconditions？

请讨论坏天气的新词，核对93页B部分答案后朗读。

展示四:恶劣的天气会导致哪些自然灾害呢？请小组展示，其它小组可补充（每种坏天气所引起的自然灾害种类不限）

展示五：完成93页的A部分，组内核对答案。

课堂达标检测

(一)根据所给中文及名意完成单词。

1．--I’mafraidofthe___________（电闪雷鸣）.Whataboutyou?

--Me,too.

2．Theflood__________（冲掉）manyhousesawaylastyear.

3．Doyouenjoythe___________（大自然的）sightsinyourhometown.

4．Therewasan_________（意外的事故）justnow,somepeopledied.

5．Therewas_____________（一次地震）inJapanlastyear.

6．Therewillbea_______(暴风雨)inafewdaysinthesouth.

7．Theschoolteam__________(输了)thegamelastweek.

8.He___________(猛撞)hiscarintothewalllastnight.

(二)根据英文描述，写出表示天气现象的单词。

1．Peoplecan’tgobacktotheirhomes.Everythingisshaking.Manythingsfalldown.（）

2.Theweatheristerrible.Thewindisverystrong.Sometimesitrains.（）

3.Itrainsheavilywithastrongwind.Peoplecanhearthunderandseelightning,theyhavetowalkinwaterinthestreet.

（）

4.Itsnowsheavilywithastrongwind.Peoplecan’tgoout.Everythinglookswhite.（）

5.Thewindisvery,verystrong.Itusuallycomesfromthesea.Sometimesitrains.（）

(三)用括号中所给单词的适当形式填空:

1.Manypeoplelosttheir_________(life)intheaccident.

2.Therearemany__________(nature)disastersintheworld.

3.TheearthquakeinTaiWankilled____________(thousand)ofpeople.

4.Therearelotsof__________(people)ontheplayground.

5.Iwas__________(sleep)whenitstartedtorain.

1.2010年的特大洪水冲垮了许多房屋和大树。

Thebigfloodin2010_____________________

2.在四川大地震中,成千上万人遇难。

TheSiChuanearthquake___________________

3.昨天一个年轻人从树上摔下来,竟然安然无恙。

Yesterdayayoungman______________,buthedoesn’thurtbadly.

4.上个星期五两个小学生在教室里玩火,将整幢大楼烧了起来。

TwopupilsplayedwithfireintheirclassroomlastFridayand_______________.

5.在昨晚的事故中，一辆大客车撞倒了数上。

Acoachcrashedintoatree_______________lastnight.

学习感悟：

导学案

主备人总10-2课时上课时间

课题Unit6Reading（1）Anearthquakesurvivor’shomepage

TheTaiwanearthquake

学习目标

知识目标单词：shaking，fear，scream，direction,wildly，calm，loudly……

词组：feelslightshaking,lookateachotherinfear，runinalldirections,inagreathurry,calmdown……

能力目标能够读懂文章，了解台湾地震的基本情况。

情感目标了解自然灾害，并学会在自然灾害中自我保护。

学习重点提高学生阅读能力，更好的理解文章。

进一步理解并运用过去进行时

学习难点培养学生根据关键词和语境猜测大意的能力

课前自学

一．复习上节自然灾害的内容(词汇，词组和句子)和其它相关内容。

二．翻译下列重点单词并借助于单词表的音标会读下列单词。

1．轻微的2.害怕,恐惧(名词)3.尖叫4.摇动,震动5.方向6.失去控制地7.平静下来8.陷入困境9.大声地10.到处11.由于12.砖块

三.写出下列单词的变化

1.shake(名词)______(过去式)_______2.direct(名词)_______3.wild(副词)________4.loud(副词)______trap(过去式)_______

四.通过预习课文翻译下列短语。

1.在一个购物中心2.恐惧地互相看着

3.碎玻璃4.一阵恐惧

5.一种像打雷一样的声音6.陷入困境地

7.aslightshaking8.runinalldirections

9.calmdown10.inagreathurry

11.trymybesttodo12.moveawaythebricksandstones

五.课文理解

1.当地震开始时,我正在购物.

I___________________whenitstarted.

2.当玻璃和砖片落下的时候,人们发了疯一样的乱跑.

People___________Whilepiecesofglass

andbricks________________.

3.一阵恐惧闪过我的脑海,但我告诉自已要冷静,因为我还活着.

Amomentoffear______________mymind,butItold____________SinceIamstill_______.

4.我正在试着找出路的时候,我突然听到头顶上有声音.

I_____________________whenIsuddenlyheardsomenoiseaboveme.

六．通读课文，回答下列问题题。

1．WhatwasTimmydoingwhentheearthstarted?

2.WasTimmytrappedaftertheearthquakestopped?

3.WasTimmysavedatlast?

七．尝试完成新单词的理解和记忆。完成课本96页的B1

八．预习课文，朗读课文，熟读课文。

课堂交流展示

展示一:复习课前自习一，先在组内展示复习内容，然后班内展示各组结果。

展示二：对课前自学二，三，四,五的重要的语言知识点(单词、短语、句型)在组内和班内展示并大声朗读。

展示三：老师解释1999年的台湾大地震的背景知识(有条件的播放一段地震的录像)导入新课。

展示三:Whilereading

（一）班内展示课前自学七，八。

（二）播放课文录音，边听边完成97页D部分判断正误题。

（三）跟读磁带，分段阅读并完成课文每段的问题，检查同学们对每段的理解。

Para1:1.WhatwasTimmydoingwhentheearthquakestarted?

2.Whathappenedtointheshoppingcentre?

Para2:1.Whathappenedtothebuildings?

2.Howdidpeoplereact(反应)?

Para3:WherewasTimmywhentheshakingstopped?

Para4:HowdidTimmyfeel?

Para5:WhatdidTimmydowhilehewaswaitingforhelp?

Para6:Howwashesaved?

展示四:Afterreading

（一）完成97页C部分，并将图片按事件顺序复述整个故事(先组内展示，后班内展示)。

（二）完成96页B2的日记并核对答案。

人教版九年级Unit4Whatwouldyoudo?教案

每个老师为了上好课需要写教案课件，又到了写教案课件的时候了。只有规划好教案课件工作计划，才能更好地安排接下来的工作！你们会写多少教案课件范文呢？小编特地为大家精心收集和整理了“人教版九年级Unit4Whatwouldyoudo?教案”，希望对您的工作和生活有所帮助。

人教版九年级Unit4Whatwouldyoudo?教案

Part1:Teachingdesign(第一部分：教学设计)

Structures:Secondconditional,Shouldforadvice

Targetlanguage:

Whatwouldyoudoifyouwonamilliondollars?

I’dgiveittomedicalresearch.

Ican’tsleepthenightbeforeanexam.WhatshouldIdo?

IfIwereyou,I’dtakealongwalkbeforegoingtobed.

Vocabulary:million,charity,pimple,confident,shirt,tie,medicalresearch

Learningstrategies:Matching,Listeningforkeywords

ECTIONSA

Goals

●TolearntouseSecondconditionalandShouldforadvice

●Tolistenandtalkaboutimaginedlife

Procedures

WarmingupbylearningaboutSecondconditionalandShouldforadvice

Thesecondconditional(alsocalledconditionaltype2)isastructureusedfortalkingaboutunrealsituationsinthepresentorinthefuture.Thispagewillexplainhowthesecondconditionalisformed,andwhentouseit.

Thestructureofasecondconditionalsentence

Likeafirstconditional,asecondconditionalsentenceconsistsoftwoclauses,an"if"clauseandamainclause:

ifclausemainclause

IfIhadamilliondollars,Iwouldbuyabighouse.

Ifthe"if"clausecomesfirst,acommaisusuallyused.Ifthe"if"clausecomessecond,thereisnoneedforacomma:

mainclauseifclause

IwouldbuyabighouseifIhadamilliondollars.

Weusedifferentverbformsineachpartofasecondconditional:

ifclauseif+subject+simplepastverb*

mainclausesubject+would+verb

1aTalkingaboutimaginarysituations

Whatwouldyoudoifyouhadalotofmoney?

IfIhadalotofmoney,Iwouldgiveittocharity.

IfIhadalotofmoney,Iwouldbuysnacks.

IfIhadalotofmoney,IwouldgiveittoHopeProject.

IfIhadalotofmoney,Iwouldbuybooksforthepoor.

1bListeningandnumbering

Nowyouaregoingtolistenandnumberthepictures1to3intheorderyouhearthem.

Tapescript

Girl1:Hey,didyouseethisnewspaperarticle?Anoldmanhadamilliondollars.Andhegaveittocharity.

Boy1:Wow,whataniceman!

Girl1:Whatwouldyoudoifyouhadamilliondollars?

Boy1:IfIhadamilliondollars,I’dgivethemoneytothezoo.Iwanttohelpthepandas.

Girl1:That’sagookidea!IknowwhatI’ddo.I’dbuyabighouseformyfamily.

Girl2:Really?I’dputthemoneyinthebank.ThenI’djustwatchitgrow!

Boy2:Hmmmm…IthinkI’dgivethemoneytomedicalresearch.I’dwanttohelpotherpeople.

NowlistenagainandwritedownthesentenceswithSecondconditionalandShouldforadvice

1cDoingpairwork

Let’spretendthatwearethepeopleinthepictureonpage26.Talkwithyourpartneraboutwhatyouwoulddoifyouhadamilliondollars.

Look.Thisoldmanhadamilliondollars,andhegaveittocharity.

Wow!Whatwouldyoudoifyouwonamilliondollars?

I’dgiveittomedicalresearch.

I’dtakeachancetoachievemydreamofflyingtothemoon.

IfIwonamilliondollars,I’dstopworkingandbecomeaprofessionalrunner.

I’dgotoanoldpeople’shometohelpthem.

I’dvolunteeratthehospitaltwiceeveryweek.

2aListeningandcircling

Listentothetapeandcirclethereasonsintheboxonpage27whyLarryisnervous.

Tapescript

Girl1:Whereareyougoing,Larry?

Boy1:ToTom’sparty.

Girl1:Luckyyou!I’dlovetogotothatparty!

Boy1:Yeah,well,I’malittlenervous.Idon’tknowwhattowear.

Girl1:IfIwereyou,I’dwearashirtandtie.

Boy1:AndIdon’thaveapresent.Whatifeveryonebringsapresent?

Girl1:IfIwereyou,I’dtakeasmallpresent—apenor

something.Keepitinyourpocketandifeveryonehasapresent,

youcangivehimyours.Ifnot,youcankeepit.

Boy1:OK.ButwhatifIdon’tknowanyone?

Girl1:Ifyoudon’tknowanyone,youcantalktoTom.He’llintroduceyoutopeople.

Boy1:IguessIcandothat.

Girl1:Look!You’resuretohavefun.Butifyou’restillnervous,youcanleave.

Nowlistenagainandwritedownalltheexpressionsontoyourphrasebook.

gotothatparty,alittlenervous,wearashirtandtie,haveapresent,bringapresent,takeasmallpresent,keep…inyourpocket,knowanyone,talkto…,introduce…to…,havefun

2bListeningandchecking

Listentothetapeagainandcheckonpage27thefourthingsLarry’ssistersaystohim.

2cDoingpairwork

XuLinfeng,youareLarry.MenYating,youareLarry’ssister.XuisgoingtotalkabouthisworriesandMenisgoingtogivehimadvice.

X:Idon’tknowwhattowear.M:IfIwereyou,I’dwearashirtandtie.

X:Idon’thaveapresent.Whatifeveryoneelsebringsapresent?M:IfIwereyou,I’dtakeasmallpresent—apenorsomething.

X:WhatifIdon’tknowanyone?M:Ifyoudon’tknowanyone,youcantalktoTom.He’llintroduceyoutopeople.

……

3aReadingandmatching

Gotopage28.Readtheproblemsintheboxesandmatchthemwiththecorrectadvice.

Andnowwritedownalltheexpressionsintoyourphrasebook.

bereallyshy,enjoyparties,getnervousbeforebigparties,getpimples,lookterrible,thenightbefore…,takeabigexam,dowell,helpwith…,eatlotsoffruits,drinklotsofwater,takealongwalk,gotobed,lookfriendly,feelshy

3bThinkingandroleplaying

Nextyouaregoingtothinkofdifferentadvicefortheproblemsinactivity3a.Roleplayconversationswithyourpartner.

A:Iamreallyshy.Idon’tenjoyparties.B:IfIwereyou,I’dgoandshoutinthestreet.I’dsetuppartiesandinviteallmyclassmatestocomeandsinganddance.

A:IgetnervousbeforebigpartiesandIgetpimples.B:Pimpleslookgoodtome.Theyarenotterribleatall.IfIwereyou,thenightbeforethebigexamI’dlieinbedcountingthecows,thesheep,thecattleandthehorses.ThenI’dhaveanicesleep.Ifyoucountasmanycowsaspossibleyou’ddowellintheexam.

A:Ican’tlosemyweight.B:IfIwereyou,I’deatlotsoffruits,drinklotsofwaterandtakealongwalkbeforegoingtobedeveryevening.

4.Doinggroupwork

Youareputintopairsandfindouteachother’sproblemsatschoolandathome.Thengiveeachotheradvice.

Ireallywanttogotothemallwithmyparents,butIdon’thavethetime.FinishyourhomeworkatschoolandstopgoingtoSundayclasses.You’llfindtimethatway.

Ifailedthedriver’sexamandcannotgetmydriver’slicense.Gopracticingdrivingmoreoftenandgooverthetextbookthreemoretimes.Youwon’tfailnexttime.

Myfatherdoesnotwantmetogetmyearspierced.IfIwereyou,I’dgotomymotherforsupport.Oryoucanaskyourmothertohaveherearspiercedfirst.

Ihavetogotoschoolonfoot.Iwanttotakethebus.Goingtoschoolonfootisgoodforyourhealth.Goongoingtoschool,toanyplacesnearbyonfoot.Itsavemoney,too.

Iliketochoosemyownclothes,butmymotherdoesn’tallowmetodothat.Wearyourschooluniformswhileyouarestillastudent.Waittillyouareabigmanandyou’dhavetherighttochooseyourownclothes.

……

ClosingdownbytakingatestonSecondconditional

Matchupthepartsofthesentence

1.IfIlostmyjob,

a)wedbothbenefit.

b)Idhavealotofproblemsgettinganotherone.

c)youdbemoreawareofwhatpeoplereallyfelt.

d)wewouldntbesobehindtechnologically.

2.IfIwereinyourposition,

a)Idresignratherthanwaittobesacked.

b)Idhavealotofproblemsgettinganotherone.

c)youdbemoreawareofwhatpeoplereallyfelt.

d)wewouldntbesobehindtechnologically.

3.IfIspokeJapaneseaswellasyoudo,

a)Idresignratherthanwaittobesacked.

b)IdtrytofindajobwithoneoftheJapanesebanks.

c)wedbothbenefit.

d)wewouldntbesobehindtechnologically.

4.IfwespentmoreonResearchandDevelopment,

a)Idresignratherthanwaittobesacked.

b)Idhavealotofproblemsgettinganotherone.

c)IdtrytofindajobwithoneoftheJapanesebanks.

d)wewouldntbesobehindtechnologically.

5.Ifyouspokelessandlistenedmore,

a)Idresignratherthanwaittobesacked.

b)Idhavealotofproblemsgettinganotherone.

c)IdtrytofindajobwithoneoftheJapanesebanks.

d)youdbemoreawareofwhatpeoplereallyfelt.

6.Ifyouspentmoretimeonyourownproblemsandabitlessonmine,

a)Idresignratherthanwaittobesacked.

b)Idhavealotofproblemsgettinganotherone.

c)wedbothbenefit.

d)IdtrytofindajobwithoneoftheJapanesebanks.

7.Ifwecontrolledourexpensesabitbetter,

a)Idresignratherthanwaittobesacked.

b)Idhavealotofproblemsgettinganotherone.

c)wedsavealotofmoney.

d)IdtrytofindajobwithoneoftheJapanesebanks.

8.IfyouinvestedsometimeintolearninghowtheInternetworks,

a)youdfindthatitcouldreallyhelpyouinyourjob.

b)Idhavealotofproblemsgettinganotherone.

c)wewouldntbesobehindtechnologically.

d)IdtrytofindajobwithoneoftheJapanesebanks.

9.IfweopenedanofficeinTokyo,

a)wewouldntbesobehindtechnologically.

b)youdbemoreawareofwhatpeoplereallyfelt.

c)Idbeinterestedinworkingthere.

d)wedbothbenefit.

10.Ifyoudidnttakethejob,

a)youdregretitlater.

b)youdbemoreawareofwhatpeoplereallyfelt.

c)wewouldntbesobehindtechnologically.

d)IdtrytofindajobwithoneoftheJapanesebanks.

SECTIONB

Goals

●Tofindoutaboutpeople’spersonalities

●TolearntocommunicatebySecondconditionalandShouldforadvice

Procedures

Warmingupbylearningaboutpersonality

Whatispersonality?Whatisyourpersonality?

Inpsychology,personalitydescribesthecharacterofemotion,thought,andbehaviorpatternsuniquetoaperson.Thereareseveraltheoreticalperspectivesonpersonalityinpsychology,whichinvolvedifferentideasabouttherelationshipbetweenpersonalityandotherpsychologicalconstructs,aswellasdifferenttheoriesaboutthewaypersonalitydevelops.

1aDescribingandfilling

Turntopage29andfillintheblankswithwordsgiven.

1bWhichwordsinactivity1adescribeyou?Tellyourpartner.

Whatareyoulike?IthinkIamcreativeandoutgoing.

Wordsusedtodescribepeople

Adventurous,superstitious,dependant(on),unfriendly,aggressive,active,old-fashioned,anxious,adaptable,decent,moral,annoyed,irritated,arrogant,veryirritating,enlightened,well-informed,upset,excited,open,open-minded,sincere,honest,crazy,flipped-out,well-balanced,stable,shy,timid,talented,gifted,excited,enthusiastic,crazy,mad,persevering,persistent;dogged,helpful,well-known/famous,crazy,loopy,mad,zany,popular,modest,humble,self-effacing,demented,crazy,possessive,spellbinding,fascinating,silly,ignorant,stupid,spiteful,evil,angry,mean,spiteful,well-behaved,good,chaotic,disorganized,charming,cool,thankful,grateful,dumb,self-centred,ambitious,honest,jealous,selfish,simple,plain,simply,arrogant,smug,vain,unique,matchless,lonely,lonesome,vain,verymean,detestable,disgusting,elegant,classy,touchy,sensitive(to),sensitive,feeling,energetic;assertive,committed,dedicated,narrow-minded,successful

serious,first-class,fair,fantastic,fascinating,lazy,cowardly,fainthearted,refined,unchanging,solid,fit,feelinggood,hard-working,industrious,progress-minded,cheeky,kind,friendly,happy,cheerful,merry,thoughtful,considerate,hospitable,generous,educated,cultured;wellinformed,patient,dangerous,full-of-feeling,sentimental,brilliant,stingy,cheap,tight,rude,low,ignorant,pleasant,brilliant,genius,just;fair;impartial,valued,dear,appreciated,clever,skillful,skillful,clever(at),closed,reserved,talkative,chatty,talkative,sociable,healthy,conscientious,greedy,reliable,trustworthy,pathetic(towards);unconcerned(about),indifferent(to),happy,lucky,rude,generous,well-dressed,good-humoured,wellinformed(on),good-natured,stubborn,hard-headed,stubborn,domestic,home-loving,cheerful,bright,clear-headed,uninhibited,unworried,wonderful,magnificent,heartless,helpful,cooperative,helpful,deceitful,tricky,naughty,proud,snobby,stuck-up,polite,hungry,realistic

2aListeningandchecking

CellaisaskingBillquestionsfromapersonalitysurvey.CheckthequestionsCellaasks.

Tapescript

Girl1:IjustdidapersonalitysurveyinTeenTimemagazine.Ittellsyouhowconfidentyouare.

Boy1:Oh?Howdidyoudo,Celia?

Girl1:Idon’tknowyet.Butit’sareallyinterestingtest.Youshouldtryit,Bill.

Boy1:OK.

Girl1:Howaboutquestion1?Whatwouldyoudoiftheteacheraskedyoutogiveaspeechinfrontofthewholeschool?

Boy1:I’dsayIhadacoldandcouldn’tspeak.Iwouldbeafraidtomakeaspeechinfrontofthewholeschool.

Girl1:Howaboutthismoviequestion?Whatwouldyoudoifsomeoneaskedyoutobeinamovie?

Boy1:Oh,I’dsayno.I’dbetoonervous.What’sthenextquestion?

Girl1:Let’ssee…

2bListeningandcircling

YoushalllistenagaintotherecordingandcircleBill’sresponses.Copythephrasesfromthelisteningscript.

doapersonalitysurvey,inTeenTimemagazine,areallyinterestingtest,giveaspeech,infrontofthewholeschool,haveacold,beafraidtomakeaspeech,infrontofthewholeschool,inamovie

2cDoingpairwork

Inpairsaskandanswerthequestionsinthepersonalitysurveyonpage29.

3aReadingandfilling

Lookatthesurveyin2aandreadthepersonalitysurveyresultbelowonpage30.Fillinthebalnkswitha,borc.

3bLookingandwriting

Nextyouaretowriteyourownpersonalitysurveybasedonthethatin2a.

4Doinggroupwork

Askstudentsinyourgroupthequestionsfromyoursurvey.Discusstheresults.

Closingdownbytakingapersonalitysurvey

Readeachstatementcarefully,andchooseoneanswerfrom“StronglyAgree”,“Agree”,“Disagree”,“StronglyDisagree”asadescriptionofyou.

QuestionsStronglyAgreeAgreeDisagreeStronglyDisagree

Wastemytime?

Oftenfeelblue?

Seldomfeelblue?

Havelittletosay?

Donotlikeart?

Believeintheimportanceofart?

Dislikemyself?

Haveagoodwordforeveryone?

Feelcomfortablewithmyself?

Feelcomfortablearoundpeople?

Amnotinterestedinabstractideas?

Haveasharptongue?

Arealwaysprepared?

Keepinthebackground?

Payattentiontodetails?

Rarelygetirritated?

Respectothers?

Makefriendseasily?

Haveavividimagination?

Finditdifficulttogetdowntowork?

Amnoteasilybotheredbythings?

Knowhowtocaptivatepeople?

Avoidphilosophicaldiscussions?

Acceptpeopleastheyare?

Getchoresdonerightaway?

skilledinhandlingsocialsituations?

Cutotherstopieces?

Carryoutmyplans?

Amverypleasedwithmyself?

Woulddescribemyexperiencesassomewhatdull?

Donotenjoygoingtoartmuseums?

Suspecthiddenmotivesinothers?

Dojustenoughworktogetby?

oftendowninthedumps?

Tendtovoteforliberalpoliticalcandidates?

Tendtovoteforconservativepoliticalcandidates?

Makepeoplefeelatease?

Makeplansandsticktothem?

Havefrequentmoodswings?

Dontliketodrawattentiontomyself?

Carrytheconversationtoahigherlevel?

Getbackatothers?

Dontseethingsthrough?

Paniceasily?

Donttalkalot?

Enjoyhearingnewideas?

Insultpeople?

Shirkmyduties.

Believethatothershavegoodintentions?

SELFCHECK

1.Fillingtheblanks

Onpage31isaboxwithsentencesinblack.Readthemandfillintheblankswithacorrectwordgiven.Makechangestotheformifnecessary.

2.Readingane-mail

Readthee-mailfromFranandcopyalltheexpressions.

Subject:Canyouhelp?From:Fran

DearKnowledgeable,

Mybestfriend,Mei,hasaproblem.ThereisareallyimportantEnglishspeechcontestforourwholecitynextmonth.Ourclassmateswanthertorepresenttheclassintheschoolcontest.Everyoneissureshewillwin.It’sprobablytrue.Meiisveryclever,andcanspeakEnglishreallywell.Infact,shealwayscomestopintheschoolexams.Theproblemisthatshe’sveryshy.Shedoesn’twanttoletherfriendsdown,butshe’sterrifiedofspeakinginfrontofotherpeople.She’smyfriend,soshecantellmethatshe’sshy.Butshecan’ttelleveryonethat.Idon’tthinktheywouldbelieveher.Ican’tthinkofanygoodadvicetogiveher,butyoualwayscomeupwithgoodsolutionstopeople’sproblems.WhatdoyouthinkIshouldtellMei?WhatdoyouthinkIshouldtelltherestofthestudents?Fran

Justforfun

Toendthisperiodlet’sdosomethingfun—tofindtheanimals.

Reading:Whatwouldyoudoif…?

Beforeyouread,gotopage148tolearnthewordsforthisreadingpassagefirst.

Whileyouread,putthesentencesintothoughtgroupsandunderlinealltheusefulphrasestobecopiedlaterafterclass.

MartinRobinsonisafamousdoctor/whohasalotofexperience/dealingwithteenagers.Hisnewbook/WhatWouldYouDo/If…?cameout/lastmonth.Itgivesadvice/onwhattodo/inlotsofdifferentsituations.Herearetwopages/fromthebook.

ACCIDENTS

Question1:Whatwouldyoudo/ifyoucutyourself/byaccident?

Doctor:Youshouldcoverthecut/withacleancloth/andpressit/hard.Ifit’sadeepcut,youshouldseeadoctor.

Question2:Ifmygrandmotherfelldownstairs,andwasn’tmoving,I’dhurry/tocallthehospital/first.Isthat/correct?

Doctor:Yes,speedisveryimportant.Getthemedicalhelp/first,thenmakehercomfortable/andstay/withher.

Question3:Whatwouldyoudo/ifyouburnedyourself/byaccident?

Doctor:Well,firstfindout/howbad/itis.Then/puttheburnedarea/undercoldrunningwater.

Question4:Whatwouldyoudo/ifyouinjuredyourknee/whilerunning?

Doctor:IfIfeltsomepain,I’dstopexercising.And/ifithurt/formorethanafewdays,I’dseeadoctor.

PROBLEMS

Problem1:Afriendoffersyoucigarettes/ataparty.

Advice:Ofcourse/youshouldrefuse！IfIwereyou,I’dalsotalktoyourfriend/aboutthedangersofsmoking.

Problem2:Childrenoftenthink/medicineiscandy/andeatit.

Advice:Youmustalwayshidemedicine/fromchildren,and/youshouldtellchildren/toasktheirparents/beforetheyeat“candy”/theyfind.

Problem3:An“internetfriend”hasasked/ifyoucouldmeet.

Advice:Youshouldtellyourparents/aboutit,agreetomeet/inapublicplace,andyoushouldn’tgoalone.

Problem4:Yougetpimples/whenyouarenervous.

Advice:Youshoulddrinklotsofwater/andaskyourdoctorforadvice.

Part2:TeachingResources(第二部分：教学资源)

APersonalitysurvey

InSchool

1.Iliketeacherswhosetroutinesandhaveorganizedwaysofconductingclasses.

2.Ilikeclassestobe"handson,"Iliketoplaygames,compete,andsolveproblems.

3.Ilikemyteachers,especiallythosewhoarefriendly.

4.Ilearnbestbyworkingbymyself.

5.Ipreferteacherswhostayononetopicatatime.

6.Ilikeclassesthathavecontests,changesofpace,andvariety.

7.Myfavoritesubjectsareaboutpeople,suchaslanguage,drama,andliterature.

8.Iameasilyboredifthesubjectholdsnointeresttome.

9.Ilikesubjectsthatareusefulandtraditional,suchashistoryandgovernment.

10.Myfavoritesubjectsaremusic,art,andcrafts.

11.Iamsocialandworkbestinagroupsetting.

12.Sometimes,itishardformetodecidewhatsimportant,becausesomanythingsareinterestingtome.

WithFriends

13.Ipreferfriendswhoarecarefulwiththeirmoneyandwhomakeplansaheadoftime.

14.PlanningaheadboresmebecauseIneverknowwhatIwanttodountilthemomentarrives.

15.Iamsensitivetorejectionandneedtoknowthatapersoncaresaboutme.

16.Imayseemdistantandwithoutemotions.

17.Ilikemyfriendstobeloyal,dependable,andontime.

18.Iliketoexcitemyfriendswithnewanddifferentthings.

19.Iappreciatereal,humanfeedbackandliketoreceivenotesandgifts.

20.Iamuneasyaboutshowingmyemotions.

WithFamily

21.Ilikestabilityandsecurityandenjoytraditionsandcelebrations.

22.Ineedalotofspaceandfreedom.

23.Iliketobehappyandloving.

24.IamprobablyseenasalonerbecauseIlikealotofprivatetimetothink.

25.Iliketospendholidayswithfamilymembersandplanonsuchgatheringsformonthsandmonths.

26.ItishardformetofollowrulesandIfeelweallshouldjustenjoyoneanother.

27.Iamverysensitivetorejectionfrommyfamilyandtofamilyconflicts.

28.Sometimes,Ifindactivitiesboringandhavedifficultyfollowingfamilyrulesthatdontmakesensetome.

九年级英语下册unit2--unit4教学案1

教案课件是老师不可缺少的课件，大家在认真写教案课件了。只有写好教案课件计划，这对我们接下来发展有着重要的意义！有多少经典范文是适合教案课件呢？为满足您的需求，小编特地编辑了“九年级英语下册unit2--unit4教学案1”，供您参考，希望能够帮助到大家。

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+可数名词"抱怨"；可数名词"抱怨的行动或话，投诉"

complain:动词：complainto/about

2.post：动词邮寄：.postsomethingforsb.

III.Homework:

1.Recitetheusefulvocabularyandcomicstrip.

2.Completesomeexercise.

3.Previewreading(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。

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.

3.asaresult:"因为，由于，由于。。。结果",用来做结果状语

Shewaslateasaresultofheavyrain.

4.nolonger:"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.=Idontgothereanylonger.

(nomore也用来表示不再，再也不"，但是强调数量和程度=notanymore)

Theresnomorewater.=Thereisnotwateranymore.

5.foranextrahour:extra"额外的，附加的"

III.Homework:

1.Recitetheusefulvocabularyandparagraphs.

2.Completesomeexercise.

3.Previewreading(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)

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

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

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.

教学小结：能理解句子重音的使用，学生在听了一遍后能读出句子的重音。

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)

Date:

I.Teachingobjectives:

1.Touseobjectclausesintroducedby"wh-"words

II.Teachingprocedure:

Step1:Reviewobjectclausesintroducedby"iforwhether"and"that".

Explainthattheseclausesrelateto"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

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)

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"

教学小结：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.

教学小结：能看懂投诉信的问卷调查，能使用问卷调查的内容完成一封投诉信。

根据所学内容学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。

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