九年級(jí)英語(yǔ)下冊(cè)u(píng)nit2全套教案
9B Unit 2 welcome to the unit

I. Teaching objectives:
1. To introduce the context about having a robot to help with the work for humans
2. To talk about what a robot can do
3. To learn some of the advantages of robots
II. Teaching procedure:
Step 1: Warm-up: To raise students’ interest, get students thinking and
talking about robots:
① Have you seen robots in the films?
② What kind of robots do you know?
③ Do you like robots? Why?
④ What do you think robots can do for you?
⑤ Would you buy a robot in the future? Why?
Step 2: welcome to the unit
1. The purpose of this part is to activate student’s knowledge of
robots and generate interests of this topic. Ask one student to read the
phrases in the word box at the top of page 19. Make sure that all students understand the meanings of the phrases such as ‘do the laundry, explorer dangerous places’ in their own words.
2. Explain the context. Daniel is explaining to Amy what robots can
do. Ask students to complete the conversation on Page 19 on their own.
3. Ask two students to read the conversation and check mistakes.
4. Encourage students to talk about if robots are harmful? Divide
students into groups to discuss.
① What do robots do harm to human beings?
② Why do they do harm to human beings?
5. Listen to the tape for the first time to learn the main idea of
the comic strip.
6. Listen to the tape for the second time to read after the tape.
7. Ask some students to act out the comic strip.
Step 3: Useful expressions
1. complaint: 不+可數(shù)名詞“抱怨”；可數(shù)名詞“抱怨的行動(dòng)或話，投訴”
complain: 動(dòng)詞：complain to / about
2. post：動(dòng)詞‘郵寄’：. post something for sb.
III. Homework:
1. Recite the useful vocabulary and comic strip.
2. Complete some exercise.
3. Preview reading(1)

小結(jié)：學(xué)生基本能掌握對(duì)話，理解機(jī)器人能為人類做好多事。要求學(xué)生進(jìn)行會(huì)話，課后學(xué)生都能背誦對(duì)話。
9B Unit2 Reading(1)

I. Teaching objectives:
1. To understand the idea of how robots can change our lives.
2. To recognize and understand vocabulary about life with robots.
3. To identify the good points of owning a robot.
II. Teaching procedure:
Step 1: Background information: A robot is an automated machine that is
programmed to perform functions just as a human would do.
Step 2: Reading “The first person to own a robot”
1. Review the things that a robot can do in “welcome to the unit”.
Ask students whether they believe people will use robots to do their
chores for them in the future.
2. Explain the context of the reading passage. Daniel is reading an
article about having a robot at home. There are good points and bad
points.
3. Ask students to listen to the passage, paying attention to the
pronunciation, and make some of them to read the paragraphs aloud.
4. List the good points.
5. Ask students to read each paragraph and put forward questions if
they have.
Step 3: language points
1. the first one to do sth.
2. in order to:引導(dǎo)目的狀語(yǔ)，后接動(dòng)詞原形，可以放在句首，或句末，否定形式in order not to do sth.：
She listens to English every day in order to get good marks.
=so as to do: She listens to English every day so as to get good marks.
=in order that +從句: She listens to English every day in order that she can
get good marks.
=so that: She listens to English every day so that she can get good marks.
3. as a result: “因?yàn)�，由于，由于。。。結(jié)果”, 用來做結(jié)果狀語(yǔ)
She was late as a result of heavy rain.
4. no longer: “不再，再也不，今后不再“，指時(shí)間，多由于修飾某種具體狀態(tài)，相當(dāng)于not any longer, 其中any
longer 一般放在句末。
I no longer go there.= I don’t go there any longer.
(no more也用來表示不再，再也不“，但是強(qiáng)調(diào)數(shù)量和程度=not any more)
There’s no more water.=There is not water any more.
5. for an extra hour: extra “額外的，附加的”
III. Homework:
1. Recite the useful vocabulary and paragraphs.
2. Complete some exercise.
3. Preview reading(2)

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(yǔ)言點(diǎn)和重點(diǎn)。以及機(jī)器人給我們帶來的好處。
9B Unit2 Reading(2)
I. Teaching objectives:
1. To identify the bad points of owning a robot.
2. To identify true and false statements about life with a robot.
II. Teaching procedure:
Step 1: Revision: Revise the useful expressions again orally and have a
dictation.
Step 2: Reading “The first person to own a robot”
1. Explain the context of the second part of the reading passage.
Daniel is reading an article about having a robot at home. There are bad points.
2. Ask students to listen to the passage, paying attention to the
pronunciation, and make some of them to read the paragraphs aloud.
3. List the bad points.
① catch a virus and cause a lot of problems
② no longer know when to cook and wake Mr. Jiang up at 4 in the morning.
③ Find his breakfast in the washing machine, clean shirts in the
dustbin, books in the sink.
④ Move around the house and knock things over
4. Ask students to read each paragraph and put forward questions if
they have.
Step 3: language points
1. be happy with = be satisfied/pleased with
2. wake sb. up
3. in the end = at last= finally
4. return sth. to sb.= give sth. back to sb.
5. decide to do sth.
III. Homework:
1. Recite the useful vocabulary and paragraphs.
2. Complete some exercise.
3. Preview “Vocabulary “

教學(xué)小結(jié)：了解第一個(gè)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(shí)結(jié)實(shí)以后要求學(xué)生背誦課文。提高學(xué)生的口語(yǔ)能力。
9B Unit2 Vocabulary

I. Teaching objectives:
1. To learn the names of different parts of a robot.
2. To design an ideal robot
3. To write an article to describe the ideal robot.
II. Teaching procedure:
Step 1: In weaker classes, students probably will not know what some of
the words in Part A mean. Write the words on the blackboard and help them
finish the part.
e.g.: What’s the use of a camera/battery/hand/wheel/speaker?
A camera takes pictures.
A battery gives us power.
A hand helps pick up things.
Wheels help things move.
We can hear sound through a speaker.
Step 2: Show students robot pictures and ask students what other features
a robot might have. This will help students with Part B. Encourage
students to use their imagination.
① Ask students to look at the picture on page 24 and answer the
questions.
② Ask students questions according to the pictures shown:
What does it look like?
What is there on the head/in the face/on both sides of its body?
How does it speak?
What is the use of the arms/hands?
How does it move?
What kind of energy does it have?
Step 3: Explain the context of part b. Daniel is writing an article to
describe his ideal robot. Have students work in pairs and complete the
exercise.
Step 4: Ask volunteers to read the completed article for the class. Check
for mistakes and mispronunciations.
III. Homework:
1. Preview Grammar 1
2. complete some exercises.

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。
9B Unit 2Pronunciation
I. Teaching objectives:
1. To understand the use of stress in sentences
2. To recognize the different meanings of a sentence based on where
the stress is placed
3. To stress the right words in a sentence
4. To choose the correct meanings of a sentence based on stressed
words.
II. Teaching procedure:
Step 1: Read the three example sentences clearly and slowly for students
to listen to. Ask students to repeat sentence after you paying attention
to the words that is stressed.
Step 2: Play the recording for part A through once and ask students to
listen carefully to the stressed words.
Step 3: Play the recording again and encourage students to imitate what
they hear. Ask students to read the sentences aloud.
Step 4: Explain how the stressed words affect the meanings of the
sentences.
Step 5: Divide the class into pairs. Ask students to read out the
sentences to each other, stressing the words in bold. Listen to the
sentences as you walk around the class. Praise areas where students
perform well.
Step 6: Explain that when we speak, we can stress different words in a
sentence. The words we stress can change the meanings of the sentence.
Write an example sentence on the blackboard:
“The dog ate four tins of beans yesterday.”
① Who ate four tins beans yesterday?
② How many tins of beans did the dog eat yesterday?
③ What did the dog eat four tins of yesterday?
④ When did the dog eat four tins of beans?
Step 7: Read the two sentences in part B aloud, stressing the words “robot
and Daniel”.
Step 8: Ask students to read points a, b and c under each sentence. Ask
them to circle the letter with the correct meanings for each one.
Step 9: Ask two students to read out their choices. Encourage students to
raise their hands if they do not understand why these answers are correct.

III. Homework:
1. Preview Main task.
2. Complete some exercises.

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。
9B Unit 2 Integrated skills
I. Teaching objectives:
1. To extra information from a poster.
2. To complete notes about a robot exhibition
3. To extract information from a radio programme
4. To complete an e-mail
5. To talk about what robots can do and give opinions about
different types of robots.
II. Teaching procedure:
Part A: The robot exhibition
Step 1: Ask students whether they have ever been to an exhibition center
and what exhibitions they have seen before.
Step 2: Explain to students that they will not be able to find all the
information they need to complete the notes in Part A1 just from reading
the poster.. However, they should try to find as much information as they
can.
Step 3: Tell students they can complete the notes by listening to the
radio programme.
① Listen to the tape for the first time to get its main idea. Explain
the words: Japan, South Korea, language, memory.
② Listen to it to find the necessary information they need.
③ Play the recording without stopping
④ Ask students to give their own answers.
⑤ Check the answer with the class.
⑥ Play the recording again, all the way through, without stopping so
that students can check their own answers.
Step 4: Explain the context of part A3. Remind students they can refer to
the information on page 28 to fill in the blanks.
Step 5: Encourage students to complete this exercise on their own or in
groups.
Part B: Speak up.
Step 6: Ask students to work in pairs. They should read the conversation
through once, swap roles and then read the conversation again.
Step 7: Encourage students to make up their own conversations about
robots. Listen to the students’ as you walk around the classroom. Ask some
pairs to present new ones to the class.
III. Homework:
1. Recite the conversation on page 29 and complete some exercises.
2. Preview pronunciation.

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(guó)際展覽上不同國(guó)家的機(jī)器人。
學(xué)生在學(xué)的同時(shí)能互相對(duì)話，談?wù)摍C(jī)器人能為我們做些什么。
9B Unit 2 Grammar(1)
I. Teaching objectives:
1. To use object clauses introduced by “wh-“words
II. Teaching procedure:
Step 1: Review object clauses introduced by “if or whether” and “that”.
Explain that these clauses relate to “yes/no” questions.
Structures: 主語(yǔ)+謂語(yǔ)+賓語(yǔ)從句①that +主語(yǔ)+謂語(yǔ)+其他
②if/whether+主語(yǔ)+謂語(yǔ)+其他
Step 2: Tell students that when object clauses relate to “wh-“questions,
we should use “wh-“words to introduce object clauses. Ask students to read the grammar rules and the two examples at the top.
Step 3: Remind them that the clauses should be introduced by “wh-“words
and the word order in the clause should be the same as in the statements.
e.g: The robot no longer knew.
When should it cook breakfast.
→The robot no longer knew when it should cook breakfast.
Step 4: Write the following sentences on the blackboard and encourage
students to use the following structures:
⑴I am not sure…
⑵I’d like to know…
⑶I can’t imagine…
⑷Can you tell me…?
① where is Zhongshan Park?
② How did you go to school?
③ What will you do next Sunday?
④ When was the parcel delivered?
⑤ Who called in the morning?
Step 5: Asks students to do the exercise on page 25. Students will be able
to complete it on their own. Check the answers as a class.
III. Homework:
1. Review the rules of object clauses introduced by
“wh-/that/if/whether”.
2. Preview grammar(2)

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(yǔ)從句。掌握它的結(jié)構(gòu)。

9B Unit 2 Grammar(2)

I. Teaching objectives:
1. To use “in order to” to introduce the purpose of an action.
2. To use “as a result” to introduce the result of something.
3. to use “need to” to talk about something we have to do.
II. Teaching procedure:
Part one: “in order to/as a result”
Step 1: List the two sentences in the reading passage:
① In order to have more free time, I have to buy a robot.
② As a result, Mr. Jiang no longer needed to get up early to do the
housework.
Step 2: Ask students a question: “What should we do if we want to have
more free time?”
Write some of the answers on the blackboard and connect them with “in
order to”.
Step 3: Explain t students that “in order to” means “with the purpose of “
and that we can use it to introduce the purpose of an action. It can be
used at the beginning or in the middle of the sentences.
Step 4: Same method can be applied to introduce “as a result”. Remind
students that we use it to introduce the result of something.
Step 5: Ask students to read the grammar rules and example sentences at
the top of page 26 to the class.
Step 6: Asks students to complete the exercise and check the answers as a
whole class.
Part two: “need to”
Step 7: Explain to students that “need to” is a strong verb. We use it
when we want to talk about something we should do.
Step 8: Ask students what things they need to do today. “ I need to …”
Step 9: Ask students to work on their own to complete the exercise using
“need to” and the phrases in the box. Check answers with the class.
Step 10: Ask students to complete “work out the rule”.
III. Homework:
1. Review grammar 2 and complete exercises.
2. Preview “Integrated skills”

教學(xué)小結(jié)：掌握 as a result,in order to,need to 的用法。

9B Unit 2 Main task
I. Teaching objectives:
1. To read and understand a questionnaire
2. To use information from a questionnaire to complete a complaint
letter.
3. To write a complaint letter.
II. Teaching procedure:
Part A: The robot exhibition
Step 1: Ask students to read the seven different sections of the
questionnaire. Ask students to raise their hands if they have any
questions.
Step 2: Ask students whether they agree or disagree with Daniel’s answers.
If students disagree, ask them to justify their answers
I don’t agree with Daniel on question X because…
Step 3: Ask students to read the letter on their own.
Step 4: Ask students to describe how Daniel feels, and tell them that they
can complete the letters using the information from the questionnaire on
page 31.
Step 5: Encourage students to complete the letter on their own. Once they
have finished, read the whole letter aloud.
Step 6: Ask students to use the questionnaire they completed for the
extension activity on page T31 as a basis for completing their own
complaint letters in part C. Remind students that when they write a
complaint letter, they should maintain a formal style. Although they can
make their complaint letters clear, they should be polite.
Step 7: Ask students to read his or her draft letter to classmate to check
for mistakes.
III. Homework:
1. Write a complaint letter of their owns.
2. Preview Checkout and complete the exercises.
3. Review vocabulary and grammar in this unit.

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。

9B Unit 2 Checkout
I. Teaching objective:
1. To review key vocabulary and grammar items taught in this unit.
2. To give students the opportunity to practice the vocabulary and
grammar items, and to gain confidence through doing so
3. To allow students to check their progress and ask any questions
they may still have.
II. Teaching procedure:
1. Tell students that this is revision and that they have already
learnt these words and grammar items.
2. Ask students to read the e-mail in part A for overall meaning
before they begin filling in the blanks.
3. Ask students to complete the exercise on their own. Remind them
of the grammar items they will need to use.
4. Go through the answers with students. Ask students to each read
out one paragraph. Listen for mistakes and mispronunciations.
5. Tell students that part B is a vocabulary game. It is not
difficult as the first letter of each answer is provided. Encourage
students to complete this exercise independently.
6. Ask students to raise their hands when they have finished. Have
the first student who raises the hand to read out the task on the list.
Check for mistakes and mispronunciation.
III. Homework:
1. Complete some exercises.
2. Preview the whole unit and prepare for an exam

教學(xué)小結(jié)：通過這一課時(shí)，學(xué)生能掌握本課的語(yǔ)言點(diǎn)和語(yǔ)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(huì)進(jìn)一步發(fā)揮想象力，更獨(dú)立地開展學(xué)習(xí)。

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