9BUnit2VocabularyI.Teachingobjectives:1.Tolearnthenamesofdifferentpartsofarobot.2.Todesignanidealrobot3.Towriteanarticletodescribetheidealrobot.II.Teachingprocedure:Step1:Inweakerclasses,studentsprobablywillnotknowwhatsomeofthewordsinPartAmean.Writethewordsontheblackboardandhelpthemfinishthepart.e.g.:What’stheuseofacamera/battery/hand/wheel/speaker?Acameratakespictures.Abatterygivesuspower.Ahandhelpspickupthings.Wheelshelpthingsmove.Wecanhearsoundthroughaspeaker.Step2:Showstudentsrobotpicturesandaskstudentswhatotherfeaturesarobotmighthave.ThiswillhelpstudentswithPartB.Encouragestudentstousetheirimagination.①Askstudentstolookatthepictureonpage24andanswerthequestions.②Askstudentsquestionsaccordingtothepicturesshown:Whatdoesitlooklike?Whatisthereonthehead/intheface/onbothsidesofitsbody?Howdoesitspeak?Whatistheuseofthearms/hands?Howdoesitmove?Whatkindofenergydoesithave?Step3:Explainthecontextofpartb.Danieliswritinganarticletodescribehisidealrobot.Havestudentsworkinpairsandcompletetheexercise.Step4:Askvolunteerstoreadthecompletedarticlefortheclass.Checkformistakesandmispronunciations.III.Homework:1.PreviewGrammar12.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。9BUnit2Grammar(1)I.Teachingobjectives:1.Touseobjectclausesintroducedby“wh-“wordsII.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→Therobotnolongerknewwhenitshouldcookbreakfast.Step4:Writethefollowingsentencesontheblackboardandencouragestudentstousethefollowingstructures:⑴Iamnotsure…⑵I’dliketoknow…⑶Ican’timagine…⑷Canyoutellme…?①WhereisZhongshanPark?②Howdidyougotoschool?③WhatwillyoudonextSunday?④Whenwastheparceldelivered?⑤Whocalledinthemorning?Step5:Asksstudentstodotheexerciseonpage25.Studentswillbeabletocompleteitontheirown.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)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.Jiangnolongerneededtogetupearlytodothehousework.Step2:Askstudentsaquestion:“Whatshouldwedoifwewanttohavemorefreetime?”Writesomeoftheanswersontheblackboardandconnectthemwith“inorderto”.Step3:Explaintstudentsthat“inorderto”means“withthepurposeof“andthatwecanuseittointroducethepurposeofanaction.Itcanbeusedatthebeginningorinthemiddleofthesentences.Step4:Samemethodcanbeappliedtointroduce“asaresult”.Remindstudentsthatweuseittointroducetheresultofsomething.Step5:Askstudentstoreadthegrammarrulesandexamplesentencesatthetopofpage26totheclass.Step6:Asksstudentstocompletetheexerciseandchecktheanswersasawholeclass.Parttwo:“needto”Step7:Explaintostudentsthat“needto”isastrongverb.Weuseitwhenwewanttotalkaboutsomethingweshoulddo.Step8:Askstudentswhatthingstheyneedtodotoday.“Ineedto…”Step9...
