牛津上海版英语九年级上册 Unit4 Computers 教案（6课时）

牛津上海版九年级第一学期unit4教案
Period
1
Learning
objectives:（学习目标）
Knowledge
objectives:（知识目标）
Help
the
students
to
understand
the
general
meaning
of
the
reading
material.
To
mater
some
language
points
about
the
reading
material
Ability
objectives:（能力目标）
To
construct
self-learning
ability
and
cooperative
learning
ability
Emotional
objectives:
（情感目标）
To
believe
in
ourselves
and
know
that
we
cannot
depend
on
computers
too
much
Main
and
difficult
points:
（重点和难点）
To
understand
the
general
meaning
of
the
reading
material
Learning
method:
（学习方法）
Self-learning
Method;
Cooperative
learning,
Discussion
Teaching
procedure:
（教学过程）
I.
Warm-up
1.
Salad
English
2．New
sentence:
I
might
say
that
success
is
won
by
three
things:
first,
effort:
second,
more
effort:
third,
still
more
effort.
可以说成功要靠三件事才能赢得：努力、努力、再努力。
II.
Reading
I).
Pre-reading
A.
what
do
you
know
about?
B.
Find
the
facts
II).
While-reading
Ask
students
to
read
the
text
quickly
and
carefully,
then
invite
students
to
answer
the
following
questions:
Paragraph
1:
What
is
hidden
helpers?
--
Tiny,
hidden
computers
Paragraph
2:
1)
What
kind
of
jobs
can
a
computer
do?
(just
give
key
words,
as
many
as
possible
)
--
calculate
very
fast,
type,
print,
draw
things,
teach
you,
play
with
you,operate
railways,
fly
aeroplanes
2)
What
do
we
often
call
computers?
--
electronic
brains
Paragraph
3:
Does
a
computer
work
by
himself?
--
No.
2)
What
do
we
have
to
do
if
we
want
a
computer
to
do
different
jobs
for
us?
--
give
it
different
programs.
Paragraph
5:
True
or
false
A
CD-ROM
can
hold
over
300,000
pages
of
writing,
but
cannot
contain
pictures
and
sound.
--
False.
A
CD-ROM
can
hold
over
300,000
pages
of
writing,
and
can
also
contain
pictures
and
sound.
2)
Some
people
think
that
CD-ROMs
will
never
be
more
popular
than
books.
--
False.
Some
people
think
that
CD-ROMs
will
soon
be
more
popular
than
books.
Paragraph
4:
Is
a
computer
cleverer
than
you?
–For
the
time
being,
no.
One
day
computers
may
be
able
to
do
most
things
that
a
human
brain
can
do
and
do
them
better.
Is
it
true?
--Yes.
3)
Free
talk:
What
will
happen
to
us
if
computers
can
do
our
jobs?
How
will
we
spend
our
lives?
Will
we
have
nothing
to
do?
Computers
may
change
our
lives.
But
will
they
make
them
better?
III).
Post-reading
Exercise
for
new
words:
Fill
in
the
blanks
and
guess
the
meanings
of
missing
words
according
to
the
context
of
sentences.
Maybe
you
depend
on
your
computers
more
than
you
.
(realize)
It
is
that
computers
are
super
calculators.
(common
knowledge)
Computers
can
also
type,
and
draw
things.
More
importantly,
they
can
railways.
(print,
operate)
We
often
call
them
brains.
(electronic)
Is
a
computer
clever
than
I
am?
,
it
is
not.
(For
the
time
being)
Your
brain
can
understand
the
of
things
better
and
create
new
ideas.
(meaning)
They
may
be
better
than
doctors,
and
teachers
at
doing
their
jobs.
(judges)
If
it
is
true,
it
interesting
questions.
(raises)
We
give
a
computer
instructions
by
putting
a
into
it.
(program)
A
CD-ROM
can
hold
300,000
pages
of
writing,
and
can
also
contain
pictures
and
sound.
(over)
Word
Bank:
n./n.
phrases:
common
knowledge,
meaning,
judge,
program
v.:
realize,
print,
operate,
raise
adj.:
electronic
prep./
prep.
Phrases:
for
the
time
being,
over
3.
Post-
activities
1)
Find
the
meanings
(Exercise
C,
page20)
2)
Read
and
think
(Exercise
D,
page
20)
III.
Homework
Design
of
writing
on
the
blackboard:
(
refer
to
the
language
points
)(板书设计)
Reflection:
（课后反思）
Period
2
Learning
objectives:（学习目标）
Knowledge
objectives:（知识目标）
To
mater
some
language
points
about
the
reading
material
Ability
objectives:（能力目标）
To
construct
self-learning
ability
and
cooperative
learning
ability
Emotional
objectives:
（情感目标）
To
know
that
we
cannot
depend
on
computers
too
much
Main
and
difficult
points:
（重点和难点）
To
be
familiar
with
all
the
language
points
in
the
reading
material
Learning
method:
（学习方法）
Self-learning
Method;
Cooperative
learning,
Discussion
Teaching
procedure:
（教学过程）
I.
Warm-up
1.
An
English
sentence:
Life
is
measured
by
thought
and
action,
not
by
time.
衡量生命的尺子是思想和行动，而不是时间。
2.
Have
a
short
play
II.
Revision
Read
and
spell
the
new
words
III.
Summary
of
the
language
points
1.
Have
a
group
Discussion
2.
Raise
and
answer
the
questions
3.
Summarize
the
language
points
1.
Explain
the
main
phrases
in
the
text.
1)
hardly
(
adv.)
=
almost
not
这个词为否定，如果句子中含有这个词，句子为否定句。注意与hard
区分(
adj.
adv.
)
努力的、辛苦地
2）hide
(
hid,
hidden)
(v.)
躲藏，隐藏
hidden
(adj.)
隐藏的
3）depend
on
something/
doing
something
It
depends.
(视情况而定)
4)
calculate
(
v.)
calculator
(n.)
calculation(
n.)
do
some
calculations
5)
answer
(n.)
the
answer
to
the
question/
give
the
right
answers
answer
(v.)
answer
the
question
6)
job
(c.)
a
job
work
(v./n.)
a
piece
of
work
7)
maybe/
may
be
He
may
be
our
new
class
teacher.
He
is
maybe
our
new
class
teacher.
8)
be
aware/unaware
of:
realize
9）like/
such
as
10)
create/
creative/
creativity
11）by
doing
sth
12)
a
human
being/
a
man/
a
human
2.
Main
meaning
of
the
text.
These
are
five
short
texts
typical
of
information
leaflets
or
newspaper
or
magazine
articles,
discussing
different
aspects
of
computers
in
the
modern
world.
3.
Synopsis:
P1-2:
Hidden
helpers
---
The
use
of
computers
has
spread
very
quickly.
There
are
small
computers
inside
everyday
appliances
in
the
home.
P3:
What
kind
of
jobs
can
a
computer
do
?
---
Computers
are
electronic
brains.
They
can
perform
many
functions,
calculate
and
even
control
whole
railway
systems.
P4:
How
do
we
give
a
computer
instructions
?
---Computers
are
given
instructions
by
means
of
programs.
P5-6:
Is
a
computer
cleverer
than
I
am
?
---
At
present,
the
human
brain
is
superior
to
the
computer,
as
it
has
greater
understanding,
but
this
may
change.
If
computers
can
do
some
of
our
jobs
better
than
we
can,
how
will
our
lives
change?
P7:
CD-ROMs
---
Many
of
today’s
computers
use
CD-ROMs,
which
can
hold
huge
amounts
of
information
and
also
pictures
and
sound.
IV.
Homework:
1.
Listen
to
the
recording
of
the
text
on
P18,19
and
read
the
text
some
times.
2.
Recite
the
text
P1-3.
Design
of
writing
on
the
blackboard:
(
refer
to
the
language
points
)(板书设计)
Reflection:
（课后反思）
Period
3
Learning
objectives:（学习目标）
Knowledge
objectives:（知识目标）
Help
the
students
to
master
comparative
degree
and
superlative
degree.
To
mater
the
uses
of
some
irregular
adjectives
like
bad,
good
and
far.
Ability
objectives:（能力目标）
Students
can
use
adjectives
to
compare
things.
Emotional
objectives:
（情感目标）
Students
will
feel
that
it’s
really
easy
to
master
this
language
point.
Main
and
difficult
points:
（重点和难点）
The
use
of
the
in
superlative
degree.
The
comparative
and
superlative
forms
of
some
irregular
adjectives.
Learning
method:
（学习方法）
Self-learning
Method;
Cooperative
learning,
Discussion
Teaching
procedure:
（教学过程）
I.
Warm-up
1.
Salad
English
2.
Spelling
competition:
Do
like
this:
red-redder-reddest
II.
Teaching
procedure:
Pre-tast:
?1．语法复习：
（1）构成
A
大多数单音节形容词的比较级和最高级的构成是在其原级后面加上-er和-est：
small----smaller----smallest
new----newer----newest
B
许多单音节形容词只有一个元音字母，其末尾为一辅音字母。在比较级和最高级形式中，这个辅音字母要双写：
big----bigger----biggest
thin----thinner----thinnest
C
许多单音节形容词以-e结尾，如
nice。这些形容词只需在原级形式后加-r和-st：
large----larger----largest
nice----nicer----nicest
D
有些形容词以-y结尾，而在-y前是一个辅音字母。这些形容词一般有两个音节。变为比较级和最高级时，-y要变成
-i，末尾再加-er和-est：
easy----easier----easiest
heavy----heavier----heaviest
E
大多数较长的形容词（即有两个以上音节的词）可与more连用构成其比较级形式，与most连用构成其最高级形式。
useful----more
useful
expensive----more
expensive
F
但有少数形容词的比较级和最高级是不规则的，必须熟记，如：
good----better----best
bad----worse----worst
far----farther----farthest
（2）用法
比较级只用于两者之间，通常与than连用。形容词比较级之所指如果很清楚，它也可独立存在：
This
bike
is
newer
than
that
one.
Which
is
more
expensive,
the
red
one
or
the
yellow
one？
This
coat
is
longer.
最高级用于3者或3者以上。形容词的最高级在使用时必须加定冠词，并常伴有一个表示范围的介词
短语或从句：
That
girl
is
the
tallest
student
in
our
class.
注意识别比较级和最高级的标志。
While-task:
2．相关练习：
1）
Ask
students
to
do
the
exercises
(A--C)on
the
book.
2)
Invite
some
students
to
share
their
answers
with
the
whole
class,
and
encourage
them
to
explain
the
basis
for
their
answer.
Post-task:
A
competition:
Make
sentences
with
the
following
adjectives.
Requirements:
2
sentences
for
each
adjective,
one
is
comparative
degree,
and
the
other
is
superlative
degree.
Rules:
The
student
who
can
say
the
sentences
most
quickly
can
get
a
point.
(
PPT
will
show
the
following
words
one
by
one.
hot
slow
short
interesting
far
bad
happy
modern
)
Period
4
Listening
and
Using
English
Learning
objectives:（学习目标）
Students
will
learn
some
abbreviations
from
USING
ENGLISH.
Help
students
to
improve
the
ability
of
listening.
Students
learn
some
skills
of
writing
while
listening.
Main
and
difficult
points:
（重点和难点）
Wring
while
listening.
Teaching
procedure:
（教学过程）
I.
Warm-up
Reading
newspaper
II.
Using
English
Explain
what
abbreviation
is.
(Refer
to
the
textbook)
Ask
students
to
do
Exercise
A.
Check
the
answers
in
the
whole
class.
Ask
students
to
do
Exercise
B.
Check
the
answers
in
the
whole
class.
III.
Listening
Play
the
recording
and
ask
the
students
to
get
a
general
meaning
of
the
dialogue.
They
should
try
to
write
as
much
information
as
possible
in
the
blanks.
Tell
students:
They
can
write
abbreviations
or
only
a
part
of
the
words
in
a
blank
if
they
cannot
write
quickly
enough.
For
example:
metres--------m
floppy
disks--------flo
dis
3
boxes--------3
Play
the
recording
again
and
ask
students
to
check
their
answers
as
well
as
finishing
the
uncompleted
words
or
blanks.
Check
the
answers
in
the
whole
class.
Quick
repeat
and
translation
(Keep
scores
for
each
group)
Play
the
recording
sentence
by
sentence.
The
students
should
listen
carefully
and
try
to
repeat
the
whole
sentence
and
translate
it
correctly.
When
the
recording
stops,
they
should
raise
their
hands
quickly.
Period
5
Speaking
Learning
objectives:（学习目标）
Continue
help
students
to
practice
the
comparative
and
superlative
forms.
Help
students
to
take
part
in
conversations
expressing
opinions.
Main
and
difficult
points:
（重点和难点）
Make
conversations
by
students
themselves.
Teaching
procedure:
（教学过程）
I.Warm-up
Reading
newspaper
II.
Talk
Time:
Ask
students
to
read
the
dialogue
in
pairs.
Stress
the
comparative
and
superlative
forms
in
the
dialogue.
Ask
some
pairs
to
act
the
dialogue
out.
Exercise
A1:
Ask
the
class
to
read
the
conversation
and
practice
it
until
they
can
say
it
well.
A
contest:
Who
can
say
it
best?
Invite
some
students
to
act
the
conversation
out
in
pairs.
The
teacher
should
give
them
some
suggestions
if
their
pronunciation
and
intonation
are
not
good.
Exercise
A2:
A
contest:
Who
can
answer
the
questions
most
quickly?
The
student
who
raises
his
or
her
hand
most
quickly
can
answer
a
question,
but
he
or
she
should
answer
it
in
complete
sentence.
Exercise
A3:
A
contest:
Which
pair
is
the
best?
Ask
students
to
work
in
pairs
to
make
a
similar
conversation
with
the
words
given.
Invite
some
pairs
to
act
their
conversations
out.
III.
Speak
up
Do
it
as
B1
and
B2.
Period
6
Writing
Learning
objectives:（学习目标）
Continue
help
students
to
practice
the
comparative
and
superlative
forms.
Main
and
difficult
points:
（重点和难点）
The
spelling
of
comparative
and
superlative
adjectives.
Teaching
procedure:
（教学过程）
I.Warm-up
Reading
newspaper
II.
Exercise
A
Do
it
as
the
exercise
requires.
Invite
some
to
students
to
read
passage
and
spell
the
missing
words
while
reading.
Check
the
answers.
Notes:
We
use
the
comparative
adjectives
higher
and
lower
when
we
are
referring
to
price.
III.
Exercise
B
Do
it
as
the
exercise
requires.
Invite
some
to
students
to
read
passage
and
spell
the
missing
words
while
reading.
Check
the
answers.
Remind
students
to
pay
attention
to
the
use
of
prepositions:
Nearer
to
Farther
from
IV.
Additional
activity:
1.
Ask
students
to
write
a
few
sentences
comparing:
※their
primary
school
and
their
secondary
school;
※Shanghai
and
Beijing;
※trams
and
buses;
2.
Invite
some
students
to
read
their
sentences.
V.
Summary:
How
many
mistakes
did
you
make
during
this
class?
Do
you
know
how
to
correct
them
now?