I. Teaching objectives: 1. To introduce the context about having a robot to help with the work for humans 2. To talk about what a robot can do 3. To learn some of the advantages of robots II. Teaching procedure: Step 1: Warm-up: To raise students’ interest, get students thinking and talking about robots: ① Have you seen robots in the films? ② What kind of robots do you know? ③ Do you like robots? Why? ④ What do you think robots can do for you? ⑤ Would you buy a robot in the future? Why? Step 2: welcome to the unit 1. The purpose of this part is to activate student’s knowledge of robots and generate interests of this topic. Ask one student to read the phrases in the word box at the top of page 19. Make sure that all students understand the meanings of the phrases such as ‘do the laundry, explorer dangerous places’ in their own words. 2. Explain the context. Daniel is explaining to Amy what robots can do. Ask students to complete the conversation on Page 19 on their own. 3. Ask two students to read the conversation and check mistakes. 4. Encourage students to talk about if robots are harmful? Divide students into groups to discuss. ① What do robots do harm to human beings? ② Why do they do harm to human beings? 5. Listen to the tape for the first time to learn the main idea of the comic strip. 6. Listen to the tape for the second time to read after the tape. 7. Ask some students to act out the comic strip. Step 3: Useful expressions 1. complaint: 不+可数名词“抱怨”；可数名词“抱怨的行动或话，投诉” complain: 动词：complain to / about 2. post：动词‘邮寄’：. post something for sb. III. Homework: 1. Recite the useful vocabulary and comic strip. 2. Complete some exercise. 3. Preview reading(1)
I. Teaching objectives: 1. To understand the idea of how robots can change our lives. 2. To recognize and understand vocabulary about life with robots. 3. To identify the good points of owning a robot. II. Teaching procedure: Step 1: Background information: A robot is an automated machine that is programmed to perform functions just as a human would do. Step 2: Reading “The first person to own a robot” 1. Review the things that a robot can do in “welcome to the unit”. Ask students whether they believe people will use robots to do their chores for them in the future. 2. Explain the context of the reading passage. Daniel is reading an article about having a robot at home. There are good points and bad points. 3. Ask students to listen to the passage, paying attention to the pronunciation, and make some of them to read the paragraphs aloud. 4. List the good points. 5. Ask students to read each paragraph and put forward questions if they have. Step 3: language points 1. the first one to do sth. 2. in order to:引导目的状语，后接动词原形，可以放在句首，或句末，否定形式in order not to do sth.： She listens to English every day in order to get good marks. =so as to do: She listens to English every day so as to get good marks. =in order that +从句: She listens to English every day in order that she can get good marks. =so that: She listens to English every day so that she can get good marks. 3. as a result: “因为，由于，由于。。。结果”, 用来做结果状语 She was late as a result of heavy rain. 4. no longer: “不再，再也不，今后不再“，指时间，多由于修饰某种具体状态，相当于not any longer, 其中any longer 一般放在句末。 I no longer go there.= I don’t go there any longer. (no more也用来表示不再，再也不“，但是强调数量和程度=not any more) There’s no more water.=There is not water any more. 5. for an extra hour: extra “额外的，附加的” III. Homework: 1. Recite the useful vocabulary and paragraphs. 2. Complete some exercise. 3. Preview reading(2)
教学小结：了解机器人如何改变我们的生活，掌握课文里的语言点和重点。以及机器人给我们带来的好处。9B Unit2 Reading(2) I. Teaching objectives: 1. To identify the bad points of owning a robot. 2. To identify true and false statements about life with a robot. II. Teaching procedure: Step 1: Revision: Revise the useful expressions again orally and have a dictation. Step 2: Reading “The first person to own a robot” 1. Explain the context of the second part of the reading passage. Daniel is reading an article about having a robot at home. There are bad points. 2. Ask students to listen to the passage, paying attention to the pronunciation, and make some of them to read the paragraphs aloud. 3. List the bad points. ① catch a virus and cause a lot of problems ② no longer know when to cook and wake Mr. Jiang up at 4 in the morning. ③ Find his breakfast in the washing machine, clean shirts in the dustbin, books in the sink. ④ Move around the house and knock things over 4. Ask students to read each paragraph and put forward questions if they have. Step 3: language points 1. be happy with = be satisfied/pleased with 2. wake sb. up 3. in the end = at last= finally 4. return sth. to sb.= give sth. back to sb. 5. decide to do sth. III. Homework: 1. Recite the useful vocabulary and paragraphs. 2. Complete some exercise. 3. Preview “Vocabulary “
I. Teaching objectives: 1. To learn the names of different parts of a robot. 2. To design an ideal robot 3. To write an article to describe the ideal robot. II. Teaching procedure: Step 1: 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. Step 2: 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? Step 3: 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. Step 4: Ask volunteers to read the completed article for the class. Check for mistakes and mispronunciations. III. Homework: 1. Preview Grammar 1 2. complete some exercises.
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。9B Unit 2Pronunciation I. Teaching objectives: 1. To understand the use of stress in sentences 2. To recognize the different meanings of a sentence based on where the stress is placed 3. To stress the right words in a sentence 4. To choose the correct meanings of a sentence based on stressed words. II. Teaching procedure: Step 1: Read the three example sentences clearly and slowly for students to listen to. Ask students to repeat sentence after you paying attention to the words that is stressed. Step 2: Play the recording for part A through once and ask students to listen carefully to the stressed words. Step 3: Play the recording again and encourage students to imitate what they hear. Ask students to read the sentences aloud. Step 4: Explain how the stressed words affect the meanings of the sentences. Step 5: Divide the class into pairs. Ask students to read out the sentences to each other, stressing the words in bold. Listen to the sentences as you walk around the class. Praise areas where students perform well. Step 6: Explain that when we speak, we can stress different words in a sentence. The words we stress can change the meanings of the sentence. Write an example sentence on the blackboard: “The dog ate four tins of beans yesterday.” ① Who ate four tins beans yesterday? ② How many tins of beans did the dog eat yesterday? ③ What did the dog eat four tins of yesterday? ④ When did the dog eat four tins of beans? Step 7: Read the two sentences in part B aloud, stressing the words “robot and Daniel”. Step 8: Ask students to read points a, b and c under each sentence. Ask them to circle the letter with the correct meanings for each one. Step 9: Ask two students to read out their choices. Encourage students to raise their hands if they do not understand why these answers are correct.
III. Homework: 1. Preview Main task. 2. Complete some exercises.
教学小结：能理解句子重音的使用，学生在听了一遍后能读出句子的重音。9B Unit 2 Integrated skills I. Teaching objectives: 1. To extra information from a poster. 2. To complete notes about a robot exhibition 3. To extract information from a radio programme 4. To complete an e-mail 5. To talk about what robots can do and give opinions about different types of robots. II. Teaching procedure: Part A: The robot exhibition Step 1: Ask students whether they have ever been to an exhibition center and what exhibitions they have seen before. Step 2: Explain to students that they will not be able to find all the information they need to complete the notes in Part A1 just from reading the poster.. However, they should try to find as much information as they can. Step 3: Tell students they can complete the notes by listening to the radio programme. ① Listen to the tape for the first time to get its main idea. Explain the words: Japan, South Korea, language, memory. ② Listen to it to find the necessary information they need. ③ Play the recording without stopping ④ Ask students to give their own answers. ⑤ Check the answer with the class. ⑥ Play the recording again, all the way through, without stopping so that students can check their own answers. Step 4: Explain the context of part A3. Remind students they can refer to the information on page 28 to fill in the blanks. Step 5: Encourage students to complete this exercise on their own or in groups. Part B: Speak up. Step 6: Ask students to work in pairs. They should read the conversation through once, swap roles and then read the conversation again. Step 7: Encourage students to make up their own conversations about robots. Listen to the students’ as you walk around the classroom. Ask some pairs to present new ones to the class. III. Homework: 1. Recite the conversation on page 29 and complete some exercises. 2. Preview pronunciation.
教学小结：学生基本能听懂A1,A2,在听的基础上完成A3.了解国际展览上不同国家的机器人。 学生在学的同时能互相对话，谈论机器人能为我们做些什么。9B Unit 2 Grammar(1) I. Teaching objectives: 1. To use object clauses introduced by “wh-“words II. Teaching procedure: Step 1: Review object clauses introduced by “if or whether” and “that”. Explain that these clauses relate to “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 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…? ① where is Zhongshan Park? ② How did you go to school? ③ What will you do next Sunday? ④ When was the parcel delivered? ⑤ Who called in the morning? Step 5: Asks students to do the exercise on page 25. Students will be able to complete it on their own. Check the answers as a class. III. Homework: 1. Review the rules of object clauses introduced by “wh-/that/if/whether”. 2. Preview grammar(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。9B Unit 2 Grammar(2)
I. Teaching objectives: 1. To use “in order to” to introduce the purpose of an action. 2. To use “as a result” to introduce the result of something. 3. to use “need to” to talk about something we have to do. II. Teaching procedure: Part one: “in order to/as a result” Step 1: List the two sentences in the reading passage: ① In order to have more free time, I have to buy a robot. ② As a result, Mr. Jiang no longer needed to get up early to do the housework. Step 2: Ask students a question: “What should we do if we want to have more free time?” Write some of the answers on the blackboard and connect them with “in order to”. Step 3: Explain t students that “in order to” means “with the purpose of “ and that we can use it to introduce the purpose of an action. It can be used at the beginning or in the middle of the sentences. Step 4: Same method can be applied to introduce “as a result”. Remind students that we use it to introduce the result of something. Step 5: Ask students to read the grammar rules and example sentences at the top of page 26 to the class. Step 6: Asks students to complete the exercise and check the answers as a whole class. Part two: “need to” Step 7: Explain to students that “need to” is a strong verb. We use it when we want to talk about something we should do. Step 8: Ask students what things they need to do today. “ I need to …” Step 9: Ask students to work on their own to complete the exercise using “need to” and the phrases in the box. Check answers with the class. Step 10: Ask students to complete “work out the rule”. III. Homework: 1. Review grammar 2 and complete exercises. 2. Preview “Integrated skills”
教学小结：掌握 as a result,in order to,need to 的用法。 9B Unit 2 Main task I. Teaching objectives: 1. To read and understand a questionnaire 2. To use information from a questionnaire to complete a complaint letter. 3. To write a complaint letter. II. Teaching procedure: Part A: The robot exhibition Step 1: Ask students to read the seven different sections of the questionnaire. Ask students to raise their hands if they have any questions. Step 2: Ask students whether they agree or disagree with Daniel’s answers. If students disagree, ask them to justify their answers I don’t agree with Daniel on question X because… Step 3: Ask students to read the letter on their own. Step 4: Ask students to describe how Daniel feels, and tell them that they can complete the letters using the information from the questionnaire on page 31. Step 5: Encourage students to complete the letter on their own. Once they have finished, read the whole letter aloud. Step 6: Ask students to use the questionnaire they completed for the extension activity on page T31 as a basis for completing their own complaint letters in part C. Remind students that when they write a complaint letter, they should maintain a formal style. Although they can make their complaint letters clear, they should be polite. Step 7: Ask students to read his or her draft letter to classmate to check for mistakes. III. Homework: 1. Write a complaint letter of their owns. 2. Preview Checkout and complete the exercises. 3. Review vocabulary and grammar in this unit.
教学小结：能看懂投诉信的问卷调查，能使用问卷调查的内容完成一封投诉信。 根据所学内容学生能自己完成一篇作文。 9B Unit 2 Checkout I. Teaching objective: 1. To review key vocabulary and grammar items taught in this unit. 2. To give students the opportunity to practice the vocabulary and grammar items, and to gain confidence through doing so 3. To allow students to check their progress and ask any questions they may still have. II. Teaching procedure: 1. Tell students that this is revision and that they have already learnt these words and grammar items. 2. Ask students to read the e-mail in part A for overall meaning before they begin filling in the blanks. 3. Ask students to complete the exercise on their own. Remind them of the grammar items they will need to use. 4. Go through the answers with students. Ask students to each read out one paragraph. Listen for mistakes and mispronunciations. 5. Tell students that part B is a vocabulary game. It is not difficult as the first letter of each answer is provided. Encourage students to complete this exercise independently. 6. Ask students to raise their hands when they have finished. Have the first student who raises the hand to read out the task on the list. Check for mistakes and mispronunciation. III. Homework: 1. Complete some exercises. 2. Preview the whole unit and prepare for an exam