上海牛津英语9A教学案

./上海牛津英语教案9ATOC\o"1-1"\h\z\u9AUnit1AncientGreeceReading–Thenightofthehorse〔129AUnit1AncientGreeceReading–Thenightofthehorse〔239AUnit1AncientGreeceGrammar-Thepresentperfecttense49AUnit1AncientGreeceMorepractice--Archimedesandthecrown59AUnit2TraditionalskillsReading–Fishingwithbirds〔169AUnit2TraditionalskillsReading–Fishingwithbirds〔279AUnit2TraditionalskillsGrammar—thePassivevoice89AUnit2TraditionalskillsMorepractice—somefactsoftea109AUnit2TraditionalskillsRevision119AUnit3PetsReading—Headtohead129AUnit3PetsGrammaradverbs139AUnit3PetsWriting-Myfavouriteshop149AUnit4ComputersReading-Computerfacts<1>159AUnit4ComputersReading-Computerfacts<2>179AUnit4ComputersGrammar-Comparisonofadj&adv199AUnit4ComputersSpeaking219AUnit5ThehumanbrainReading-Memory229AUnit5ThehumanbrainReading-Memory229AUnit5ThehumanbrainGrammar--Adverbialclauses<II>239AUnit5ThehumanbrainWriting-MemoryCorner249AUnit6DetectivesReading--Protectingtheinnocent259AUnit6DetectivesGrammar:Usinginfinitives279AUnit6DetectivesListening--MrsWhite’slostjewellery289AUnit6DetectivesWriting:Acrimereport299AUnit7EscapingfromkidnappersReading:Comicstrips<1>309AUnit7EscapingfromkidnappersReading-Comicstrips<2>319AUnit7EscapingfromkidnappersGrammar:Adjectives329AUnit1AncientGreeceReading–Thenightofthehorse〔1Objectives:Tounderstandthemeaningofthekeywordsinthetext.TogetfurtherunderstandingofthecontextofthetextTohelpthestudentsrealizetheimportanceofthinkingToimprovestudents’oralEnglishandteamspiritthroughactivitiesFocusanddifficultpoints:ToenablethestudentstoretellacompletehistoricaleventProcedure:I.Pre-task1.AskthestudentstolookatthepictureandthedialoguebetweenHiandLo.Thenanswerthefollowingquestions:WhereisHi?WhatisHidoingthere?DoesHithinkchildrenwholivedlongagowerelucky?Whydoeshethinkso?Fromthiscartoon,doyouthinkthatHilikeslearninghistory?Giveyourreasons.Introducesomefamouslandmarksinhistory.Askthestudentstolookatthepicturesandguesswhichcountrytheyarein.Pyramid:Stonehenge:ParthenonTempleAskthestudentstobrainstorm:whatdoyouknowaboutthestory:thenightofthehorse?Thenaskthemtousetheirimaginationtoarrangethepicturesinthecorrectorder.II.While-task1.AskthestudentstoreadthetextandmatchthewordswiththeirEnglishmeanings.<C1,2>2.Askthestudentstoanswersomeextraquestions. 1>HowlonghadtheGreekstriedtocapturethecityofTroy? 2>DidtheGreekstakeeverythingwiththem? 3>WasitdifficultfortheTrojanstotakethehugewoodenhorseintothecity?Whyorwhynot? 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〔2Objectives: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,歧视TheGreekshavetriedfortenyearstocaptureourcity.1>theGreeks希腊人姓氏的复数形式和民族名称前,表示全家和整个民族theTurners,theWangstheChinese,theBritish,theJapanese2>captureourcity=makeourcitytheirprisoner占领我们城capture+人/地点/动物/事物Youdon’thavetothink.don’thaveto=needn’t没必要drag<用力而缓慢地>拖拉dragsth.dragsb.硬拉,硬拖makejokesabout以……为笑柄,取笑playajokeon开<某人>玩笑haveajoke开玩笑EverybodyinTroywenttosleep,_____theguards.A.includeB.includesC.includingD.includedBymidnight,thesquarewasempty,exceptforthegianthorse.exceptfor除了……之外区别：besides;except;exceptforTheGreeksseizedthecaptain.Ithadreturnedinthedarkness.return=comebackInonenight,theysucceededincapturingitthroughatrick.succeedindoingsth.=besuccessfulindoingsth.词性转换：succeed;success;successful;successfully重点句型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〔1Objectives: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〔2Objectives:

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-task1.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、语态概述我吃了一个苹果,那现在苹果怎样了？苹果被我吃了。正如汉语中的被字句,英语中的"被字句"我们称之为被动语态。英语中有两种语态：主动语态和被动语态。英语的语态是通过动词形式的变化表现出来的。五种基本句型结构之一：主+谓+宾E.g:Ieatanapple.Tomplaysbasketball.〔注:在"主+谓+宾"结构中,主语是动作的执行者,宾语是动作的承受者。3、被动语态谓语结构：bedone〔过去分词1.主动语态：主语是动作的执行者e.g.：ManypeoplespeakChinese.2.被动语态：主语是动作的承受者e.g.：Chineseisspokenbymanypeople.被动语态变化模式如图：Theymakethebikesinthefactory.Thebikesaremadebytheminthefactory.4、被动语态的使用情况：1、当不知道谁是动作的执行者时；Somenewcomputerswerestolenlastnight.一些新电脑在昨晚被盗了。2、没有必要或不想指出谁是动作的执行者时；Thedoorwasopened.〔没有必要指出谁是动作的执行者3>、只需强调动作的承受者时。Thewindowwasbrokenbymike.窗户是迈克打破的。5、各种时态的被动语态结构:bedone<总结构>时态主动语态被动语态一般现在时do\doesam\is\are+done一般过去时didwas\were+done现在进行时am\is\are+doingam\is\are+being+done过去进行时was\were+doingwas\were+being+done一般将来时will+dowillbe+done现在完成时have\has+donehave\has+been+done有情态动词情态动词+do情态动词+be+done6、主动语态变被动语态步骤：1.判断时态：思考这种时态的被动语态结构。2主变宾：主动语态句子中的宾语变被动语态句子中的主语〔同时宾变主。3.谓动变被动：把谓语动词变成被动结构〔be+done4.主语放by后,主格变宾格：把主动语态中的主语放在介词by〔被之后,将主格变为宾格。7、含有情态动词的被动语态含有情态动词的主动句变成被动句时,由"情态动词＋be＋过去分词"构成,原来带to的情态动词变成被动语态后"to"仍要保留。〔歌诀是：情态动词变被动,情态加be,加"过分"。初中阶段可用于被动语态的情态动词有：can〔bedone能够被…may〔bedone可以\能被…must〔bedone必须被…need〔bedone需要被…should〔bedone应该被…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<课文巩固,单词拼写检查>5.Putthesentencesintocorrectorder<aboutDamin’swork>6.Saysomethingthatyou’remostinterestedaboutWangDamin.7.Summarizethemainpointsofdescribingapersonandhiswork.Post-taskactivity8.Writeacompositionwithtopic‘MygrandpaWangDamin’.Homework:MakessurveyaboutChinesetraditionalskill.1.Areyouinterestedincormorantfishing?Whyorwhynot?2.Howmuchdoyouknowaboutothertraditionalskillsthatyouhaveseeninyourlife?3.Aretraditionalskillsimportanttoyou?Whyorwhynot?9AUnit3PetsReading—HeadtoheadObjectives:Tounderstandthemeaningofthekeywordsinthetext.TogetfurtherunderstandingofthecontextofthetextTohelpthestudentsrealizetheimportanceofthinkingToimprovestudents’oralEnglishandteamspiritthroughactivitiesPre-readingpreparation1.InUnit3,wearegoingtotalkaboutpets.Readthethreeheadingsbelowandcomeuptotheboardonebyoneandaddawordunderoneoftheheadings.2.Whatdoyouknowaboutanimalsandpets?ArethesestatementsT<True>orF<False>?While-readingprocedures1.Wouldyouliketohaveapet?Giveyourreasons.Ifyouliketohaveapet,whatanimalwillyouprobablychoose?Giveyourreasonsaswell.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.AssignmentWorkbook9AP21-249AUnit3PetsWriting-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".AssignmentWorkbook9AP279AUnit4ComputersReading-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-readingPart1AsktheSsreadandthink:Whatisthetopicsentence?Whataboutthesizesofcomputers?Ssreadthepassageandthinkthesetwoquestions.Thencompleteatable.Toknowthedifferentkindsofcomputersandtheirsizes.Part2AsktheSsreadandthink:Whatisthetopicsentence?Whatcanacomputerdo?Readandlookforthemainsentenceandfindoutwhatacomputercandoandcompletethetable.Toknowwhatacomputercando.ParPart3AsktheSstoreadandthink:1.Whyarehumanbrainsclevererthancomputers?2.Giveanexamplethatshowscomputesmaybeabletodomostthingsthatahumanbraincandoandevendobetter?3.Ifacomputerisclevererthanahumanbrain,whatwillwemeet?Readandthink,Thencompletetheinformation.Tomakethestudentsknowthat:Atpresent,thehumanbrainissuperiortothecomputer,butthismaychange.Ifcomputerscandosomeofourjobsbetterthanwecan,howwillourliveschange?Part4Askthestudentstoreadandcompletetheflowchart.Readandcompletetheflowchart.Toknowthatpeoplecanbuyaprogramwhichwillrecognizetheirvoicesandwriteforyou.Part5AsktheSstoreadandcompletethetable.Readandcompletethetable.Toknow:Manyoftoday’scomputersuseCD-ROMsorDVD-ROMs,whichcanholdhugeamountsofinformation,includingwriting,picture,videosandsound.IV.Post-readingAsktheSstoaskandanswerthequestionsinpairs.Askandanswerthequestionsinpairs.TomaketheSshaveafurtherunderstandingofthepassage.TomaketheSspractiseaskingandansweringquestionseachother.V.AssignmentAssignmentsOralwork:RecitethenewwordsB:Readthetextfrequently.A:Recitethetext.<Part1,2>Writtenwork:P57DClassbegins!Goodmorningboysandgirls.Thislessonwe’lltalkaboutcomputers.FirstI’dliketoknowhowmanyofyouhavecomputersathome.Whatdoyoudowithyourcomputer?Doyouthinkcomputersareimportant?NowI’llshowyouapictureofacomputer.Pleasetellmethenamesoftheparts.Eachparthasitsuse.Doyouknowtheuseofthesethings?Whatkindoffactsdoyouthinkhepassagewillprobablytellus?9AUnit4ComputersGrammar-Compar