上海牛津英語9A教(學(xué))案上海牛津英語9A教(學(xué))案上海牛津英語9A教(學(xué))案資料僅供參考文件編號：2022年4月上海牛津英語9A教(學(xué))案版本號：A修改號：1頁次：1.0審核：批準(zhǔn):發(fā)布日期：上海牛津英語教案9ATOC\o"1-1"\h\z\u9AUnit1AncientGreeceReading–Thenightofthehorse（1） 29AUnit1AncientGreeceReading–Thenightofthehorse（2） 39AUnit1AncientGreeceGrammar-Thepresentperfecttense 49AUnit1AncientGreeceMorepractice--Archimedesandthecrown 59AUnit2TraditionalskillsReading–Fishingwithbirds（1） 69AUnit2TraditionalskillsReading–Fishingwithbirds（2） 79AUnit2TraditionalskillsGrammar—thePassivevoice 89AUnit2TraditionalskillsMorepractice—somefactsoftea 109AUnit2TraditionalskillsRevision 119AUnit3PetsReading—Headtohead 129AUnit3PetsGrammaradverbs 139AUnit3PetsWriting-Myfavouriteshop 149AUnit4ComputersReading-Computerfacts(1) 159AUnit4ComputersReading-Computerfacts(2) 179AUnit4ComputersGrammar-Comparisonofadj&adv 199AUnit4ComputersSpeaking 219AUnit5ThehumanbrainReading-Memory 229AUnit5ThehumanbrainReading-Memory 229AUnit5ThehumanbrainGrammar--Adverbialclauses(II) 239AUnit5ThehumanbrainWriting-MemoryCorner 249AUnit6 DetectivesReading--Protectingtheinnocent 259AUnit6 DetectivesGrammar:Usinginfinitives 279AUnit6 DetectivesListening--MrsWhite’slostjewellery 289AUnit6 DetectivesWriting:Acrimereport 299AUnit7EscapingfromkidnappersReading:Comicstrips(1) 309AUnit7EscapingfromkidnappersReading-Comicstrips(2) 319AUnit7EscapingfromkidnappersGrammar:Adjectives 32

9AUnit1AncientGreeceReading–Thenightofthehorse（1）Objectives:Tounderstandthemeaningofthekeywordsinthetext.TogetfurtherunderstandingofthecontextofthetextTohelpthestudentsrealizetheimportanceofthinkingToimprovestudents’oralEnglishandteamspiritthroughactivitiesFocusanddifficultpoints:ToenablethestudentstoretellacompletehistoricaleventProcedure:I.Pre-task1.AskthestudentstolookatthepictureandthedialoguebetweenHiandLo.Thenanswerthefollowingquestions:WhereisHiWhatisHidoingthere

DoesHithinkchildrenwholivedlongagowerelucky?Whydoeshethinkso?Fromthiscartoon,doyouthinkthatHilikeslearninghistoryGiveyourreasons.Introducesomefamouslandmarksinhistory.Askthestudentstolookatthepicturesandguesswhichcountrytheyarein.Pyramid:Stonehenge:ParthenonAskthestudentstobrainstorm:whatdoyouknowaboutthestory:thenightofthehorseThenaskthemtousetheirimaginationtoarrangethepicturesinthecorrectorder.II.While-task1.AskthestudentstoreadthetextandmatchthewordswiththeirEnglishmeanings.(C1,2)2.Askthestudentstoanswersomeextraquestions. 1)HowlonghadtheGreekstriedtocapturethecityofTroy

2)DidtheGreekstakeeverythingwiththem?

3)WasitdifficultfortheTrojanstotakethehugewoodenhorseintothecityWhyorwhynot 4)ReadLine13,14,whatdoyouthinkwouldthesoldiersay? 5)HowdidtheTrojansmovethehorseintothecity?

6)TheGreeksoldierswerecaughtbytheTrojans,weren’tthey?

3.Askthestudentstoanswersomequestions.(D1)III.Post-taskAskthestudentstoretellthestory.Askthestudentstothinkaboutthequestionsanddiscusswiththeirgroupmembers.WhatcanwelearnfromtheGreeks?WhatlessoncanwegetfromtheTrojans?

IV.AssignmentReadthenewwordsandtextfluently,andrecitethenewwords.Finishtheexerciseonworkbook.FinishtheextraEx.

9AUnit1AncientGreeceReading–Thenightofthehorse（2）Objectives:Toletstudentsunderstandthetextbetterandknowsomemorewordsandexpressions.Toenablestudentstousethenewlanguage.Wordsandexpressions:history–historicalGreece–Greek;Egypt–Egyptian;Britain–British;America–AmericanThesoldierscamedownthestairs—twoatatime.1)downprep.Tearsrandownherface.2)upprep.Hewentupthestairs.3)twoatatime=Hecamedowntwostairsatatime.Butthecaptainoftheguardswasnolongerlistening.nolonger=not…anylongersecondslater=minuteslaterlookdownatlookupatlookdownupon瞧不起,歧視TheGreekshavetriedfortenyearstocaptureourcity.1)theGreeks希臘人姓氏的復(fù)數(shù)形式和民族名稱前，表示全家和整個民族theTurners,theWangstheChinese,theBritish,theJapanese2)captureourcity=makeourcitytheirprisoner占領(lǐng)我們城capture+人/地點/動物/事物Youdon’thavetothink.don’thaveto=needn’t沒必要drag(用力而緩慢地)拖拉dragsth.dragsb.硬拉，硬拖makejokesabout以……為笑柄，取笑playajokeon開(某人)玩笑haveajoke開玩笑EverybodyinTroywenttosleep,_____theguards.A.includeB.includesC.includingD.includedBymidnight,thesquarewasempty,exceptforthegianthorse.exceptfor除了……之外區(qū)別：besides;except;exceptforTheGreeksseizedthecaptain.Ithadreturnedinthedarkness.return=comebackInonenight,theysucceededincapturingitthroughatrick.succeedindoingsth.=besuccessfulindoingsth.詞性轉(zhuǎn)換：succeed;success;successful;successfully重點句型Itissobigthattheycouldn’ttakeitwiththem.so…that…如此……以致于……9AUnit1AncientGreeceGrammar-ThepresentperfecttenseObjectives:Tohavestudentsknowtherulesofthepresentperfecttense.Toletstudentsexpresstheirfeelingswiththepresentperfecttense.Steps:Theform.1)Wecanusethepresentperfecttensetotalkaboutthingsthathappenedinthepast,butareconnectedwiththepresent.Itisformedwithhas/have+thepastparticipleformoftheverb.2)Writedownthepresentperfecttenseforeachconjugation.3)completethesentenceswithhaveorhavenot,andsuitableverbs.II.just,alreadyandyet1)Wecanusejust,alreadyandyetwiththepresentperfecttense.2)Readtheconversation,puttheverbsintherighttense,andaddjust,alreadyoryet.III.everandnever1)Weoftenuseeverandneverwiththepresentperfecttense.IV.sinceandforWeoftenusesinceandforwiththepresentperfecttense.V.havebeentoandhavegoneto1)Thereisanimportantdifferenceinmeaningbetweenhavebeentoandhavegoneto.ComparethesetwosentencesaboutMrHuandMrLuowhoworkinthesameoffice.2)Completethesentencesbelowwithbeenorgone.VI.ReviewexerciseCompleteAnn’sdiarybyputtingtheverbsinitalicsinthepresentperfecttenseandchoosingthecorrectunderlinedwords.I(1)__________________(ever/justfinish)readingawonderfulbook.It’sthebestbookI(2)__________________(ever/neverread).MyfriendPennyisreadingittoo.She(3)______________________(notfinishit/already/yet),butshereallylikesit.Iaskedher,‘(4)_______________________(you/ever/alreadyenjoy)abooksomuch’

‘No,Ihaven’t.I(5)_____________________________(just/neverread)suchagoodbook,’shereplied.Ilovereading,andI(6)_______________________(already/neverstart)anotherbook.It’sthefirstsciencefictionstoryI(7)_________________(tryfor/since)alongtime—(8)_______(for/since)lastyear,infact.Assignments:Domoreexerciseswithwhatyouhavelearned.

9AUnit1AncientGreeceMorepractice--ArchimedesandthecrownObjectives:ToofferthestudentsanotherchancetoreadstoriesinancientGreece.Toenlargestudentsvocabulary.Tohavestudentstrytofindinformationfromalongtext.Pre-reading1.Readthequestionsbelowandcirclethecorrectanswers.WhichoftheseancientcountrieswasinEurope

WhenwasancientGreekcivilizationatitsstrongestinhistory?WhichofthesepeoplelivedinancientGreece

WhatwasArchimedes?Archimedesdiedin212BC.Howlonghashebeendead?2.AskstudentswhethertheyknowanystoriesaboutArchimedesorotherfamousancientGreeksandletthemdiscusswiththeirfriends.3.Lookatthepicture,thetitle,thefirstandthelastparagraphsofthestoryonpage14.Thendecidewhetherthefollowingstatementsaretrueorfalse.While-reading1.Findwordstomatchthesemeaningsinthestoryonpage14.2.ReadthestoryagainanddecidewhetherthestatementsbelowareT(true)orF(false).Ifthestorydoesnottellyouaboutthem,circleDK(Don’tknow).3.Askstudentstoarrangethepicturesinorder,1–9,astheyhappenedinthestory.Post-reading1.Pairwork:AskstudentstothinkaboutwhatArchimedesandhisservantwouldtalkabout.RememberthatArchimedesownstheservant;theservantisnothisfriend!2.Moreexercises.Assignments:1.Readthetexttwice.2.Trytomemorizethenewwordsandknowhowtomakesentenceswithsomecertainphrases.

9AUnit2TraditionalskillsReading–Fishingwithbirds（1）Objectives:Tounderstandthemeaningofthekeywordsinthetext.TogetfurtherunderstandingofthecontextofthetextTohelpthestudentsrealizetheimportanceofthinkingToimprovestudents’oralEnglishandteamspiritthroughactivitiesFocusanddifficultpoints:ToenablethestudentstoretellacompletehistoricaleventProcedure:I.Pre-task1.Introducesometraditionalskillsorjobstostudents.2.Tellstudentsthatpeopleandanimalshavealwaysworkedtogether.Askthemtoomatchthebeginningofeachsentencewithitsending.3.Tellstudentstomatchthewordsintheboxwiththethingsinthepicture.4.Tellstudentstoreadthefirstsentenceofeachparagraphonpages20and21.Thenclosetheirbooksandanswerthefollowingquestions.5Readthefoursentencesbelow.Thenlookquicklyatthearticleonpages20and21,andwritethenumbers1–4intheblanks.II.While-reading1.Askstudentstoreadthroughthetext.2.ReadthefirstparagraphagainandcompletetheinformationaboutDaminandacormorant.3.Readthesecondparagraphagainandcompletetheflowchart.4.Asksomequestionsaboutthetext.WhatdoesDamindoafterthebirdsbringfishbacktotheraft?HowdoesDamindealwiththefishthathegets?Howoldiscormorantfishing?WhatisDaminteachinghisgrandson?Howsoonwillcormorantfishingprobablydisappearintheworld?III.Post-reading1.PretendthatyouareDamin’sgrandson.Tellwhetheryouwouldliketolearnthistraditionalskillofcormorantfishingandgiveyourreasonsaswell.2.ConsolidationHavestudentsreadthetextandnewwordsagain.Assignments:Readthenewwordsandtextfluently,andrecitethenewwords.Finishtheexerciseonworkbook.FinishtheextraEx.

9AUnit2TraditionalskillsReading–Fishingwithbirds（2）Objectives:

1.

Knowledge:Knowaboutcormorantfishing.

2.

Ability:Improvestudents’divergent,convergentandcreativethinking.

3.Moraleducation:CareaboutanddevelopChinesetraditionalcultures.Teachingprocedures:I.Organizingtheclass

Greetstudentsandhavethemreadthewordsofthischapter.II.Brainstorming

1.DisplayasetofpicturesaboutChinesetraditionalcultures.

2.

EncouragestudentstotalkmoreaboutChinesetraditionalcultures.III.Pre-task

1.

Whatelementsdoesastoryconsistof?

2.

Completethetableaboutthestory.

3.

Useonesentencetogeneralizetheinformationinthetable.IV.While-task

1.Sub-task1:Describingaperson(Guessing&arguing)

1)Teacherdescribesapersonandletstudentsguesswhoitis.(Demonstration)

2)Studentspracticethisguessinggameandteacherassignsoneormorepairstodescribethefisherman.

3)Twoorthreepairsincludingtheappointedonearedemandedtoactoutinfrontofclassandlettherestguess.

4)Teacherencouragesstudentstojudgewhetherthedescriptionaboutthefishermanissimilartotheoneinthestory.(DoubleBubbleMaps)

2.Sub-task2:Depicturingananimal(Meeting)

1)Teachertalksaboutthedifferenceandsimilaritybetweenapandaandadogwithsomestudents.(Demonstration)

2)Studentsareencouragedtosimulatetoholdameetingtocompareandcontrastacormorantandanyotheranimaltheylike.Theremustbeachairpersonandsomeparticipants.(GW&DoubleBubbleMaps)

3)Somegroupsmaybeaskedtoperformtheirmeetingsinfrontofclass.

3.Sub-task3:Exploringfish-catchingmethods(Debating)

1)Teacherleadsstudentstospeakofthefish-catchingmethodsandattempttodividethemintotraditionalmethodandmodernmethod.

2)Teacherdividesthewholeclassintotwogroups.Onegroupholdsthatthetraditionalfish-catchingmethodsarebetterthanthemodernones;theotherarguesovertheleftshoulder.Onestudentwillbeelectedtobethereferee.(GW)

3)Therefereeshouldinstigatethesidestodebatemorefiercelyanddecidethegroupwhowins.

4.Sub-task4:Consideringthechallengeofcormorantfishing(Discussing)

1)Studentsarerequiredtoreadthelastparagraphandthinkabout:

Whatisthematterwithcormorantfishing?

2)Studentsdiscusswhatchallengesthecormorantfishing.(GW)

3)Eachgrouprecommendsonespeakertomakeareportabouttheirdiscussion.V.Post-task(Interviewing&Designing)

1.InterviewingtheCultureMinisterabouthowtodevelopChinesetraditionalcultures.ThereportersmaycomefromdifferentTVstations,newspapersandevendifferentcountries.(In-class)

2.DesigningaprojectonChinesetraditionalculture.(After-class)9AUnit2TraditionalskillsGrammar—thePassivevoice1、語態(tài)概述我吃了一個蘋果，那現(xiàn)在蘋果怎樣了？蘋果被我吃了。正如漢語中的被字句，英語中的“被字句”我們稱之為被動語態(tài)。英語中有兩種語態(tài)：主動語態(tài)和被動語態(tài)。英語的語態(tài)是通過動詞形式的變化表現(xiàn)出來的。五種基本句型結(jié)構(gòu)之一：主+謂+賓E.g:Ieatanapple.Tomplaysbasketball.（注:在“主+謂+賓”結(jié)構(gòu)中，主語是動作的執(zhí)行者，賓語是動作的承受者。）3、被動語態(tài)謂語結(jié)構(gòu)：bedone（過去分詞）1.主動語態(tài)：主語是動作的執(zhí)行者e.g.：ManypeoplespeakChinese.2.被動語態(tài)：主語是動作的承受者e.g.：Chineseisspokenbymanypeople.被動語態(tài)變化模式如圖：Theymakethebikesinthefactory.Thebikesaremadebytheminthefactory.4、被動語態(tài)的使用情況：1）、當(dāng)不知道誰是動作的執(zhí)行者時；Somenewcomputerswerestolenlastnight.一些新電腦在昨晚被盜了。2）、沒有必要或不想指出誰是動作的執(zhí)行者時；Thedoorwasopened.（沒有必要指出誰是動作的執(zhí)行者）3)、只需強(qiáng)調(diào)動作的承受者時。Thewindowwasbrokenbymike.窗戶是邁克打破的。5、各種時態(tài)的被動語態(tài)結(jié)構(gòu):bedone(總結(jié)構(gòu))時態(tài)主動語態(tài)被動語態(tài)一般現(xiàn)在時do\doesam\is\are+done一般過去時didwas\were+done現(xiàn)在進(jìn)行時am\is\are+doingam\is\are+being+done過去進(jìn)行時was\were+doingwas\were+being+done一般將來時will+dowillbe+done現(xiàn)在完成時have\has+donehave\has+been+done有情態(tài)動詞情態(tài)動詞+do情態(tài)動詞+be+done6、主動語態(tài)變被動語態(tài)步驟：1.判斷時態(tài)：思考這種時態(tài)的被動語態(tài)結(jié)構(gòu)。2主變賓：主動語態(tài)句子中的賓語變被動語態(tài)句子中的主語（同時賓變主）。3.謂動變被動：把謂語動詞變成被動結(jié)構(gòu)（be+done）4.主語放by后，主格變賓格：把主動語態(tài)中的主語放在介詞by（被）之后，將主格變?yōu)橘e格。7、含有情態(tài)動詞的被動語態(tài)含有情態(tài)動詞的主動句變成被動句時，由“情態(tài)動詞＋be＋過去分詞”構(gòu)成，原來帶to的情態(tài)動詞變成被動語態(tài)后“to”仍要保留。（歌訣是：情態(tài)動詞變被動，情態(tài)加be，加“過分”。）初中階段可用于被動語態(tài)的情態(tài)動詞有：can（bedone）能夠被…may（bedone）可以\能被…must（bedone）必須被…need（bedone）需要被…should（bedone）應(yīng)該被…

9AUnit2TraditionalskillsMorepractice—somefactsofteaObjectives:1.Toletstudentshavethechancetoreadmoreabouttraditionalskills.2.Toletstudentspracticesomereadingskillslikeguessing,findinginformationfromatextandgraspthemainideaofapassage.3.Toenlargestudents’vocabularyandletthemmakedialoguesaboutwhattheyhavelearntinthetext.Procedures:Beforereading1.Askstudentssomequestionsaboutteaandleadtothetopic:somefactsoftea.2.Dealwithsomenewwordsthatmaymaketheunderstandingofthetextdifficult.Whilereading1.Askstudentstoreadthetextquicklyandaskthemtotellthemainideaofthetext.2.Askstudentstoreadthefirstparagraphanddecidewhetherthefollowingsentencesaretrueorfalse.Teaisthemostpopulardrinkintheworld. T/FBlackteacankeepfreshforalongtime. T/FBlackteafirstcametoChinaduringtheMingDynasty. T/FHerbalteaisakindofrealtea. T/FTealeavescontaincaffeine. T/F3.FindthewordsinColumnAinthepassageandmatchthemwiththemeaningsinColumnB.4.Readthepassageagain.Thenanswerthefollowingquestions.Postreading1.AskstudentsiftheyknowhowmanytypesofteathereareinChina.Iftheydo,askthemtolistthenameofthem.2.Askstudentstomakeadialoguetopracticewhattheyhavelearnedfromthetext.AssignmentsReadthetextthreetimes.Remembersomenewwordsandsentences.

9AUnit2TraditionalskillsRevisionTeachingaims:1.Tohelpstudentsusekeywordsandphrasescorrectlybyreviewingthem.2.Tobeabletousepassivevoiceofthreetensesproperlyinacertainsituation.3.Tohelpstudentsbemorefamiliartothetextandunderstanditwellbydoingsomeactivities.4.Tolearntodescribeaperson.5.ToholdtheirattentiononsometraditionaloccupationsorskillswhicharedisappearinginChina.Teachingkeypoints1.Usekeywordsandphrasescorrectly.2.MakesureSsmasterthePassivevoice(3tenses),thenuseitproperlyinacertainsituation.3.Helpstudentsunderstandthetextwell.Pre-taskpreparation1.UseEnglishexplanationstohelpSsreviewsomewordsandphrases.While-taskprocedures2.Finishsomeexerciseaboutkeywordsandphrases.1)Choosetherightwordstofillintheblanks.(Usingtheircorrectform)2)Rewritethefollowingsentencesasrequired.3.Dopairwork.Usethefivewordstomakesentencesandthenchangethemintopassivevoice.removerequirebangcontrolhang4.Fillintheform(課文鞏固，單詞拼寫檢查)5.Putthesentencesintocorrectorder(aboutDamin’swork)6.Saysomethingthatyou’remostinterestedaboutWangDamin.7.Summarizethemainpointsofdescribingapersonandhiswork.Post-taskactivity8.Writeacompositionwithtopic‘MygrandpaWangDamin’.Homework:MakessurveyaboutChinesetraditionalskill.1.AreyouinterestedincormorantfishingWhyorwhynot

2.Howmuchdoyouknowaboutothertraditionalskillsthatyouhaveseeninyourlife?3.Aretraditionalskillsimportanttoyou

Whyorwhynot?

9AUnit3PetsReading—HeadtoheadObjectives:Tounderstandthemeaningofthekeywordsinthetext.TogetfurtherunderstandingofthecontextofthetextTohelpthestudentsrealizetheimportanceofthinkingToimprovestudents’oralEnglishandteamspiritthroughactivitiesPre-readingpreparation1.InUnit3,wearegoingtotalkaboutpets.Readthethreeheadingsbelowandcomeuptotheboardonebyoneandaddawordunderoneoftheheadings.2.Whatdoyouknowaboutanimalsandpets

ArethesestatementsT(True)orF(False)

While-readingprocedures1.WouldyouliketohaveapetGiveyourreasons.Ifyouliketohaveapet,whatanimalwillyouprobablychooseGiveyourreasonsaswell.2.Lookatthetwopicturesonpage37.Whatwillthearticleprobablybeabout

3.Now,readthetitleandheadingsonpage37andthenanswerthesequestions.4.EmmaandMattbothgiveusmanyreasonstosupporttheiropinions.Readthearticleagainandcompletethefollowingnotes.5.Completethetwotablesoftheirpointofviews.Post-readingactivities6.Answerthefollowingquestions.7.Workinpairs.Haveadiscussionwithyourpartneraboutwhetheritisagoodideatohaveapetcatornot.Givesomereasonsandexamplestosupportyouropinionsandviews.HomeworkWorkbook9A,pages20and26.Readthetextthreetimes.

9AUnit3PetsGrammaradverbsTeachingobjectives:1.Tomastersomekeywordsandphrases.2.Tolearnhowtousetheadverbsskillfully.3.Tolearntodescribehowpeopledothingswithadverbs.4.Todevelopthestudents’interestinlearningEnglish.TeachingProcedures:TeachingprocedureTeachingcontentStudents’activityTeacher’sactivityPre-taskpreparationUsingadverbsSomeadverbstellushowpeopledothings.Weusuallymaketheseadverbsbyadding–lytoadjectives.Howdidhedrives?Hedrovebadly/well/carefully/fast.TobeawareofhowtoformadverbsbylisteningtotheteacherToelicittheformsofadverbsbyshowingstudentssomesentences.While-taskprocedures1.CompletewhatHappysaystohisstaffwithadverbialformsoftheadjectivesinthebox.Useeachwordonceonly.2.Howtousetheverbs:\Wecanusesomeadverbsbeforeadjectives.Wecanalsousesomeadverbsbeforesomeotheradverbs.Sometimesweuseadverbstomodifythewholesentence.UseadverbstofinishthemanagerHappy’swords.MakethestudentstouseadverbsinconversationsPost-taskactivitiesFinishwhatHappysaystohisstaffamonthlater.Tohavefurtherpracticeontheadverbs.Makethestudentsputwhattheyhavelearntintopracticaluse.AssignmentWorkbook9AP21-24

9AUnit3PetsWriting-MyfavouriteshopTeachingobjectives:1.Tomasterthestepstowriteagoodarticle.2.Toimprovestudents’writingability.3.Toarousethestudents’interestindaily-lifeEnglish.TeachingProcedure:TeachingprocedureTeachingcontentStudents’activityTeacher’sactivityPre-taskpreparationJennyandherfriendsdecidedtohaveanarticlecalled“Myfavouriteshop”intheirnewspaper.1.Thinkaboutyourfavouriteshopandanswerthefollowingquestions.2.ReadMartin‘sarticleinpairs.3.Discussthequestionsbelowwithyourpartner.1.Thinkaboutafavouriteshopandthereasonforlikingit.2.Readamodelarticle.3.Answersomequestionsonthemodelarticle.Toinstructthestudentshowtowritetheirfavouriteshopstepbystep.While-taskprocedures1.Onyourown,writeashortarticleaboutyourfavoriteshopinShanghai.Writethreeparagraphs,usingtheplanbelow.2.Youcanusetheusefulwordsandpatternstohelpyouwithyourwriting.Writetheirownarticleinlessthantenminutes.Presenttheirownarticles.Letthestudentswritetheirownarticlebyshowingthemsomeusefulsentencestructures.AskSsreadouttheirarticleandgivereviewstoeacharticle.Post-taskactivitiesTherearesomeadvantagesofhavingpets.Ingroups,placeeachadvantageinitspropercategory.Thencomeupwithoneotheradvantageforeachcategory.Havemorepracticeondebateaboutpets.Consolidatethearticle“HeadtoHead”.AssignmentWorkbook9AP27

9AUnit4ComputersReading-Computerfacts(1)I.Learningobjectives:Knowledgeobjectives:Helpthestudentstounderstandthegeneralmeaningofthereadingmaterial.HelpSstomastersomelanguagepointsaboutthereadingmaterial.Abilityobjectives:EnableSstoconstructself-learningabilityandcooperativelearningability.Trainstudents'readingskills,eg.Scanning,skimming,guessing…..Emotionalobjectives:LetSsbelieveinourselvesandknowthatwecannotdependoncomputerstoomuch.II.Mainanddifficultpoints:HowtomakestudentsunderstandthegeneralmeaningofthereadingmaterialIII.TeachingproceduresTeachersactivityStudents’activityAimsStepIWarmingupProvidestudentssomevocabularyexercises.TrytofinishtheexerciseasquicklyaspossibleToreviseandcheckhomework.StepIIBeforereading1.Tellstudentsthatwearegoingreadfiveshorttextsaboutdifferentaspectsofcomputersinthemodernworld.2.Showthestudentsheadingsandpictures.1.Lookatthetitle,headings,andpictures,andguessthetopicofthistext.2.Matchtheheadingsandpictures.Toletstudentsbefamiliarwiththetopicofthetext.Totraintheabilityofskimmingandguessing.StepIIIWhilereading1.Playthetaperecorder,letstudentsreadParagraph1.2.Makestudentsreadparagraph2,4and5.3.Makestudentsreadparagraph3.1.Completeatable.2.Trytofindtheverbsthatdescribewhatcomputerscando.3.Thinkaboutsomequestionsandtrytoraisenewquestions(ifpossible).Tohelpstudentsunderstandthetextbetterandtraintheabilityofscanning,skimming.StepIVAfterreading1.Asksomequestionsaboutthetext.2.Explainsomegrammarpoints.1.Answerthequestions.2.Trytofindsomephrasesinthetextandunderstandthem.1.Letstudentsunderstandthewholetext.2.Teachsomenewknowledge.StepVConsolidationOffersomeexercise.Finishsomeexercise.Letstudentsgraspsomenewgrammarknowledgebetter.HomeworkReadthewholetextatleasttwicefluentlywiththerecorder’shelp.Learnthenewphrasesbyheartandfinishthedictationathome.Finishtheexercisesonpage57.

9AUnit4ComputersReading-Computerfacts(2)TeachingobjectivesLanguageobjectives:Thestudentswillunderstandwhatthepassageisabout.(skimming)understandthedetailsofthepassage(scanning)Abilityobjectives:Tofosterstudents’abilityinfindingspecificinformationthroughskimmingandscanning.Emotionobjectives:TolettheSsknowsomefactsaboutcomputersTeachingproceduresStepsTeachingactivitiesLearningactivitiesPurposesI.Warm-upAsktheSstolookatthepicturesandsaythenamesofthem.Saythenamesofthethingsaccordingtothepictures.Toknowsomethingsofacomputer.2.AsktheSstousethecorrectnamestofillintheblanks.Usethenamestofilltheblanks.Toknowtheuseofthesethings.II.Beforereading1.AsktheSsreadthetitleofthepassage.Ask:Whatkindoffactsdoyouthinkhepassagewillprobablytellus?Read,thinkandanswerthequestion.Toguesswhattheywillread.about.2.AsktheSstoreadtheheadingsandmatchtheillustrationwitheachheading.Matchtheillustrationwitheachheading.Toknowthemainideasaboutthearticle.III.While-readingPart1AsktheSs