2019春九年級英語下冊 Unit 3 Robots（第2課時）教案 （新版）牛津版.doc

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Unit 3 Robots 第二課時　Reading (1) ◇目標導航◇ 類別 課時要點 重點單詞 order vt.訂購 smoothly adv.平整地;順利地 satisfy vt.滿足,使……滿意 need n.需要的事物;欲望 properly adv.正確地,適當地 plete adj.完全的,徹底的 mess n.亂七八糟 lay vt.放,擱 store n.儲藏,存儲 coin n.硬幣 bill n.賬單 private adj.私人的 paper n.文件,證明 spread vt.& vi.(使)散開;擴散 wheel n.輪子,車輪 重點短語 make sb happy 使某人高興 be ready for 準備好 in general 總的來說;大體上 no longer 不再 make mistakes 犯錯 knock over 把……撞翻 in the end 最后 重點句型 1.I have to buy a robot so that I can have more free time.我得買個機器人,以便我能有更多的空閑時間。 2.It seemed that in general the robot satisfied Mr Jiang’s needs.似乎這個機器人大體上滿足了江先生的需求。 教學重點 1.讓學生掌握基本的四會單詞、短語及句型。 2.讓學生理解課文內容,了解機器人在日常生活中發(fā)揮的作用。 教學難點 1.讓學生能夠用所學單詞和句式討論機器人的利與弊。 2.讓學生了解機器人是如何改變我們的生活的。 ◇教學過程◇ 預習指導 一、方法指導 預習Page 38~39中的文章,并預習課后新單詞,自主背默。 二、預習檢測 Ⅰ.漢譯英 1.太……而不能 　too...to...　 2.有時間做某事 　have time for sth　 3.以便 　so that　 4.使某人高興 　make sb happy　 5.拖地 　mop the floor　 6.下班回到家 　return home from work　 7.準備好的 　be ready for　 8.允許某人做某事 　allow sb to do sth　 9.休閑閱讀 　do some light reading　 10.犯錯 　make mistakes　 11.遍及整個地板 　all over the floor　 12.把……撞翻 　knock over　 13.最后 　in the end　 14.把某物歸還給某人 　return sth to sb　 Ⅱ.根據句意及漢語提示完成單詞 1.That bus had only three 　wheels　(輪子) left after a terrible accident. 2.Yancheng Middle School is a public school,not a 　private　(私立的) one. 3.When I got to the classroom,I found that my books were 　spread　(散開) all over the floor. 4.The important 　papers　(文件) were stored in a secret place so that none could find them. 5.The illness caused by a kind of 　virus　(病毒) has made thousands of people lose their lives. 課堂教學 Step 1 情景導入 Teacher:We know that robots can do many things for us,such as doing dangerous jobs,exploring outer space and helping with homework and housework.Would you like to have a robot?What would you like a robot to do for you? Step 2 閱讀前 1.學習本課新單詞,掌握單詞釋義。 2.分析Page 38中文章的語境。 Step 3 閱讀中 1.快速閱讀Part A的文章,回答下列問題。 (1)Why did Mr Jiang buy a robot? He bought the robot so that he can have more free time to relax. 　 (2)What did he decide to do at last? He decided to return the robot to the robot shop in the end. 　 2.仔細閱讀一遍文章,分析段落層次,把文章分成四個部分。 Paragraph 1 Part 1 　Why　 Mr Jiang bought a robot Paragraph 2 Part 2 　Good　 points of having a robot Paragraph 3 Paragraph 4 Paragraph 5 Part 3 Bad points of having a robot Paragraph 6 Part 4 Sent the robot back to the shop 3.四人一組討論下面的問題。 Do you think the robot is always good in our life? 限時訓練 根據句意用所給詞的適當形式填空 1.He was told not 　to knock　(knock) over anything. 2.He knocked a glass of water over and the water 　was spread　(spread) all over the floor. 3.—I nearly can’t recognize the place. —Yes,things 　have changed　(change) a lot over the years. 4.　Is　 English 　spoken　(speak) in European countries? 5.Some people are very hard 　to satisfy　(satisfy). Step 4 閱讀后 1.在本篇課文中找出B1左欄的單詞,并選出右欄中與之對應的釋義。 2.根據文章信息,將B2補充完整。 3.核對B1和B2的答案。 4.再次大聲朗讀Page 38~39中的文章,理解B2的答案。 限時訓練 單項填空 (D)1.The teacher asks me to read aloud　　　　everyone can hear me clearly. A.for B.such that C.because D.so that (B)2.Before leaving the classroom,all the students began to　　　　their desks. A.give up B.tidy up C.put up D.look up (D)3.—Must I do my homework now? —No,you　　　　.You may take a rest first. A.mustn’t B.can’t C.shouldn’t D.needn’t (C)4.I haven’t seen my grandparents for long.I am　　　　busy　　　　them these days. A.so;that I see B.to;to see C.too;to see D.such;that I see (C)5.　　　　I am in trouble,my classmates will help me out. A.Whatever B.Whoever C.Whenever D.Although 板書設計 1.tidy up意為“收拾;整理”,是由“動詞+副詞”構成的短語,當名詞作賓語時,可以位于其后,也可以位于它們之間。當人稱代詞作其賓語時,必須放在tidy和up中間。 常見的“動詞+副詞”型短語: put on 穿上　take off 脫下　write down記下　turn on 打開　take out 拿出　pick up 拾起,撿起 give up 放棄　get back 拿回,取回 2.satisfy作及物動詞,意為“滿足,使……滿意”。 satisfied作形容詞,意為“感到滿意的”,主語通常是人。 satisfying作形容詞,意為“令人滿意的,滿意的,使人滿足的”,主語通常是物。 3.no longer意為“不再”,位于實義動詞前,系動詞、助動詞、情態(tài)動詞后,相當于not...any longer,any longer常置于句末。 辨析no longer與no more no longer 著重表示時間的不再延續(xù),意為“如今不再”。no longer相當于not...any longer。no more 著重表示數量或程度的減小,意為“再也沒有更多(大)的數量(程度)”。no more相當于not...any more。 ◇教學反思◇ 本課時的設計主要體現了“學以致用”這一教學理念。老師引導學生積極回答問題,并讓學生之間互相探討,培養(yǎng)其主動求知的精神,充分鍛煉其英語口語表達能力,讓學生在領會了課本內容的基礎上更上一層樓,將所學的東西表達出來。快速閱讀旨在培養(yǎng)學生快速獲取信息的能力。精讀提高了學生的語言綜合應用能力。最后圍繞課文展開討論,復述課文內容,強化了課文的主題思想,加深了學生對所學知識的把握。