Unit2 Robots教案
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.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?
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. ask volunteers to read the completed article for the class. check for mistakes and mispronunciations. 1. preview grammar 1
2. complete some exercises. 英語組全體老師
總 課 題
9b unit2 robots
總課時(shí)
10
第 5 課時(shí)
課 題
grammar(1)課型
new
教學(xué)目標(biāo)
to use object clauses introduced by “wh-“words教學(xué)重點(diǎn)
to use object clauses introduced by “wh-“words教學(xué)難點(diǎn)
to use object clauses introduced by “wh-“words課前預(yù)習(xí)
1. learn the new words. 2. preview教學(xué)過程
教學(xué)環(huán)節(jié)
教 師 活 動(dòng)
學(xué) 生 活 動(dòng)
備課札記
step 1: review object clauses introduced by “if or whether” and “that”. explain that these clauses relate to “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…?