Teaching Plan

Unit 4 (9A)

1. Teaching Aims:

1.  Learn the new words and expressions.

2.  Understand the meaning of the passage .

3. Learn the use of the comparative degree and superlative degree of the adjectives.
4. Learn to complete an order form while listening .
5. Learn to give opinions, agreeing and disagreeing.
6. Learn how to write a letter which is about two cars.

Ⅱ.  Words and Expressions:

common knowledge, depend on, diagram, essential, for the time being, hardly ever, judge, operate,

raise questions, rarely, realize, super, unaware of,  plan to do, hidden helper, so many, be unaware of, depend on, teach sb., play with, more importantly, fly aeroplane, for these reasons, call them electronic brains, the answer to the questions, for the time being, be better than … at doing sth.,

happen to, for example, such as, listen to sb speaking, be more popular than, make a mistake,

want sb to do

Ⅲ.  Language focus:

1.  There may also be tiny, hidden computers in your home that you are unaware of.

2.   It’s common knowledge that …

3.  They can rarely give wrong answers.

    Tag question: can they?

4.  For these reasons, we call them electronic brains. (Why)

5.  The program is written by a human being. (passive voice)

Ⅳ.  Teaching aids and arrangements:

1.  teaching material, tape-recoding.

2.  nine periods.

Period 1

Teaching aims:

Language focus objective:

1. To learn the new words
2. understand the outlined meaning of the passage.

Procedure objective:

listening, note-taking, speaking and using a dictionary

Teaching key points and difficulties:

common knowledge, depend on, diagram, essential, for the time being, hardly ever, judge, operate,

raise questions, rarely, realize, super, unaware of,

Materials: Students book 9A

Cassette 9A and a cassette player

Multimedia equipment

Emotional aims:

1.  Learn to be interested in computers

Time allocation:  40 minutes

Preparation: look up the vocabulary before class

Suggested teaching procedure:

Ⅰ.Pre-task activity(10’)

1. briefly discuss whether the students have computers at home, and what they do with them. (but note that this topic is also the subject of the main speaking task.)   
2. Ask students to tell us any technical words associated with computers that they know and list them on the board. Write these words on the board, along with their meanings.
3. Talking time: ask students what we can often do on the computer.
4. finish ExA  What do you know about…?
       This exercise introduces the subject of computers further, and teaches some useful basic vocabulary items. Ask students to complete the exercise. Those students who are very familiar with computers can help those who are not.
     Ⅱ. While-task activity(20’)

1. read after teachers
2. teach the new words according their English meanings
3. Learn the new words.
4. practice the new words on PPT

III post-task activity:

    Do some exercises about the words.
    C  Find the meanings
    1. Tell students to do Ex C1 and C2. They must look carefully at the words in context and see which option has the correct meaning.
    2. Tell students to compare their answers with their partners', and then to discuss any differences.

IV. assignment:

Basically:

Written : copy the new words

Orally: read the new words fluently

Extended: daily topic: the use of computers

教后感：我的责任不在于教，而在教学生学。

Period 2

Teaching aims:

Language focus objective:

1. to review the new words and expressions and give some supplementary points
2. to learn something more about computer
3. to tell the students something more according to the pictures
4. learn the first part of the text

procedure objective:

listening, note-taking, speaking

Emotional aims:

Learn to be interested in computers

Materials: Students book 9A

Cassette 9A and a cassette player

Multimedia equipment

Teaching key points and difficulties

1. Plan to do
2. Write an article about …
3. Hardly ever=almost never
4. There may also be tiny, hidden computers in your home that you are unaware of.
5. Maybe/ may be
6. Depend on= rely on

Time allocation:  40 minutes

Suggested teaching procedure:

I.  pre-task activity : (10’)

1. Daily topic: the use of the computers
2. Review the new words by using PPT and read them loudly

II. While-task activity: (20’)

1. Tell students that this chapter is about computer and other machine. The main passage is a set of short texts about different aspects of computers and their effects on our life
2. Ask students to finish Ex B   Find the facts (As before, use this exercise to develop scanning skills.).
3. Listen to the tape twice.
4. Read the text after the tape.
5. Answer questions.

(1)  What do we call computers?

(2)  What kind of jobs can they do?

(3)  How do we give a computer instruction?

(4)  Who write the program?

(5)  Are all the programs the same or different?

(6)  Is a computer cleverer than a man?

(7)  What is the CD-ROM used for?

6. Analyze the first part of the text.

(shown on PPT)

3. post-task activity: (10’)

retell the first part of the text

IV. assignment:

basically:

orally : read the text three times

written: arrange the notes of the points

extended:

daily topic : hidden helpers

supplementary Exatch exercises

1. have a dictation
2. about the text

教后感：这节课我设计了口头评价、等级评价、学生之间互相评价等方法，充分发觉了学生的进步。

Period 3

Teaching aims:

Language focus objective:

Review the new words and expressions and supplementary points

Learn the second part of the text

procedure objective:

listening, note-taking, speaking

Emotional aims:

Learn to be interested in computers

Materials: Students book 9A

Cassette 9A and a cassette player

Multimedia teaching project

Time allocation:  40 minutes

Teaching key points and difficulties:

1. It is common knowledge that computers are super calculators. (it作形式主语)
2. They rarely give wrong answers, do they? (tag question)
3. They can type… like diagrams and graphs. (like: prep.)
4. For these reasons, we often call them electronic brains.
5. We give a computer instructions by putting a program into it.
6. The program is written by a human being.

I. Pre-task activity(10’)

1.    Daily topic: hidden helpers
2.    Ask students to read the first part of the text
3.    Words and expressions consolidation:

Finish Ex on PPT

II. while-task activity (20’)

Listen and answer the following questions (the second part of the text)

1. What is common knowledge about computers? Computers are super calculators.
2. Computers rarely give wrong answers, can they?
3. Why do we often computers electronic brains?
4. how do we give a computer instructions?
5. who writes the program?
6. what should we do if we want to a computer do different jobs?

Give the main idea of the passage

Key points: (shown on PPT)

1. It is common knowledge that computers are super calculators. (it作形式主语)
2. They rarely give wrong answers, do they? (tag question)
3. They can type… like diagrams and graphs. (like: prep.)
4. For these reasons, we often call them electronic brains. (why)
5. We give a computer instructions by putting a program into it.
6. The program is written by a human being.

III．Post-task activity (20’)

Retell the first and second parts of the text according to the key points given

Finish cloze test on PPT

IV. assignment:

Basically:

Arrange the notes of the difficulties

Extended:

Orally: retell the first and second parts of the text

Supplementary Ex

教后感：本课的内容与学生的日常生活关系密切，学生兴趣浓厚，课堂发言积极踊跃，有的学生除了学会使用课文中出现的词组，还灵活运用了以前所学的知识。

Period 4

Teaching aims:

Language focus objective:

Review the first four passages and supplementary points

Learn the rest part of the text

procedure objective:

listening, note-taking, speaking

Emotional aims:

Learn to be interested in computers

Materials: Students book 9A

Cassette 9A and a cassette player

Multimedia equipment

Time allocation:  40 minutes

Teaching key points and difficulties:

1. However, one day computers may be able to do most things…
2. Be good at= do well in
3. Raise/ rise
4. Happen to do/ happen to sb.
5. Have nothing to do
6. Many of today’s computers
7. For example/ such as
8. A photograph of him/his
9. Listen to sb. Doing sth.

Suggested teaching procedure:

1. pre-task activity (10’)
   1.     retell the first four passages
   2.     review the key points in the first four passages

2. while-task activity (20’)

pair work: ask questions of the rest text

read and answer:

1. Is a computers cleverer than human beings? Why?
2. If one day computers can do their jobs better than human beings, what interesting questions will it raise?
3. What can a CD_ROM do?
4. Could you give me an example of it?
5. Do you think that CD_ROMD will be more popular than books? Why?

Explain the key points (shown on PPT)

Notes:
    1. Introduce students to such as as an alternative way of including examples in a sentence. When we use for example, we must have already defined what we are talking about. Such as can be used in the same way, but sometimes it can be the part of the definition.
    2. Such as must be placed directly next to the words it refers to, and it must be followed by a noun or nouns. Unlike for example, such as cannot be followed by a finite clause.
 

3. post-task activity (10’)

Finish the cloze test of the rest passages

do Ex D-read and think

4. assignment:

basically:

recite the text

extended:

daily topic: what will happen to us if computers can do our jobs?

Supplementary Ex

教后感：不学习语言规则、不掌握相当数量的词汇，英语应用能力就是空中楼阁。在课堂里这些都要加强训练。

Period 5

Teaching aims:

Language focus objective:

Learn to fill in and order form

procedure objective:

listening, note-taking, speaking

Emotional aims:

Learn to be interested in computers

Materials: Students book 9A

Cassette 9A and a cassette player

Multimedia equipment

Time allocation:  40 minutes

Teaching key points and difficulties:

Select the relevant information from a dialogue

Suggested teaching procedure:

1.                  pre-task activity (10’)

recite the whole passage in chorus and individually

daily topic: what will happen to us if computers can do our jobs?

2. while-task activity (20’)

 Fill in an order form
    1.This exercise gives students practice in two skills: selecting the relevant information from a dialogue, and filling in a form correctly.
    2.As usual. Explain the situation clearly. Students must act the role of the man, and write down the information. Explain any difficult words. Play the recording twice.
    3.Check their answers.
    4.Teach the new words:

 Screen filter contact reference no quantity

3. post-task activity (10’)

work in pairs and then role-play the dialogue

4. assignment

daily topic: computers

教后感：怎么样向孩子们呈现最好的老师形象，怎么样让他们喜欢我而且喜欢上英语，怎么样让我的班级的孩子们英语个个学得棒棒的。课堂是主渠道。

Period 6

Teaching aims:

Language focus objective:

Learn to compare two things and more than two things

procedure objective:

listening, note-taking, speaking

materials: Students book 9A

Cassette 9A and a cassette player

Multimedia equipment

Time allocation:  40 minutes

Teaching key points and difficulties:

The use of comparative degree and superlative degree

Suggested teaching procedure:

1. Pre-task activity: (10’)

Daily topic: computers

II. while-task activity: (20’)

 A  Comparing two things
    1.Draw some dissimilar pairs of lines, shapes or simple objects on the board and ask the class to tell you the differences between them. They should be able to make short sentences telling you.
    2.Read the introduction to the class. Ask students to give you examples of things which are cheaper, higher, and more useful than the others.
    3.Point out that, usually, one-syllable adj take the -er ending. Two-syllable words can use either the -er ending or the more construction, but longer adj always use more. Many two-syllable adj are almost found the -er form.
    Lucky-luckier  funny-funnier  quiet-quieter   clever-cleverer
    4.Ask students to do Ex A1 on their own.
    5.Tell students to do Ex A2 and A3 with their partners.
    B  Comparing more than two things.
    1 Read the introduction with the class. Note that the rules for the formation of superlative adjectives are similar to those for the formation of comparative adjectives. The -er ending of the comparative adjective is replaced by the -est ending of the superlative, and more is replaced by the most. Irregular forms are considered on page 27.
    2 Tell students to do Exercises B1 and B2 on their own.
    3 Do Exercises B3 with the class, telling the students to follow the given instructions.
    4 Stress to the class the need to use the article the. There can only be one ocean that is the biggest, so there is definite reference, and the definite article must be used.
    C  Using good, bad and far
    Read the introduction with the class. Ask students to do Exercises C1 and C3 on their own, and to do Exercises C2 with their partners.
    Notes:
    1 Further and furthest have the same meaning as farther and farthest, except that further has the additional meaning of extra/ more (e.g., The doctor will tell you if there are any further developments.).
    2 The adjective ill is not usually used in the comparative or superlative forms. We use worse and worst instead.
 

III. post-task activity: (10’)

Finish the part of the grammar book

IV. assignment:

Finish the rest of the grammar book

教后感：这节课的语法内容是形容词的比较级和最高级，我在讲解时虽然比较细致，口头练习也比较到位。

Period 7

Teaching aims:

Language focus objective:

1. Learn to give opinions, agreeing and disagreeing
2. Write a letter

procedure objective:

listening, note-taking, speaking and writing

materials: Students book 9A

Cassette 9A and a cassette player

Multimedia equipment

Time allocation:  40 minutes

Teaching key points and difficulties:

give opinions, agreeing and disagreeing

Suggested teaching procedure:

1. Pre-task activity: (10’)

Comments on assignment

II. while-task activity: (20’)

 Speaking
    A  Talk time
    Giving opinions, agreeing and disagreeing
    1 This section continues to practice the comparative and superlative forms and helps students to take part in conversations expressing opinions.
    2 Linguists often use the concept of maintaining face to explain many language structures. If someone disagrees with you but does not wish to offend you, they must use language forms that soften any threat to you. When we say something that pleases someone, such as agreeing with them, we can be much more straightforward.
    3 Read the examples in the Student's Book, and then point out the following additional expressions of agreement.
    Yes, indeed.
    Yes, (that's) exactly what I think.
    I agree totally/ 100%/ completely.
    That's just what I was going to say.
    I think so, too.
    Yes, that's right.
    How true!
    4 Expressing disagreement is sometimes more of a problem. Here students are taught a very bare form, suitable to their level. Certainly, a direct form such as I don't agree should be spoken with some hesitation in the voice.
     5 Adverbs are often used to weaken the force of the disagreement (e.g., I don't really agree; I don't altogether agree.). Point out these other forms of disagreements.
    I'm not so sure about that.
    Do you really think so?
    I'm a bit surprised you say that.
    Well, that's a matter of opinion.
    I wouldn't say that.
    6 Do ExA1. Read the dialogue to the class and tell them to practise it. Then ask one or two pairs of students to perform it.
    7 Do Ex A2 and A3.

B Speak up
    1 This activity requires students to prepare and carry out a simple survey in English. It also allows them to have some variety in the task. It is not essential for of them to have the same survey questions.
    2 Let students work in pairs or in groups of three to produce eight questions on this topic. If possible, check their questions (mainly to make sure they make sense) before the next stage.
    Sample questions are given below but students are free to have difference questions.
    3 If time permits, let some students report back to the class. They cam this by simply reading out their questions and summarizing some of the results.

    Asking 'Yes', 'No' questions
    This is a familiar game which is sometimes called 'Twenty Questions'. The game practices the skill of forming questions in English, which most students find difficult. However, this is an important skill in both life and exam. This game also develops logical thinking. In this variation, students must imagine that they are a famous person or a character.

    Sample questions:
    Are you alive/dead/real/fictional?
    Were you in books/songs/films/poems?
    Do/Did you live in Europe/Asia/China?
    Did you live hundreds/thousands of years ago？
    Did you live in the 18th/21st century?
    Did you write books/paint pictures/fight battles?
    Are you a film star/singer/politician/sportsman/woman?
    Have you ever been in a film/visited China?
    Are you a cartoon character/character in a legend?

    Using English Abbreviations
1.Abbreviations are useful in note-taking, as well as being items that the students will see frequently. Ask the class to do Exercise A.
Writing
2.This exercise gives further practice in using the comparative form of adjectives in a context analyzed task. It also practices information-transfer skills. Ask students to work individually to complete the two exercises.

III. post-task activity: (10’)

Additional activity:

Ask students to write a few sentences comparing:

        their primary school and their secondary school;

        Shanghai and Beijing;

        Trains and buses.

IV. assignment:

 write a short passage with a few sentences comparing

Period8-9

Exercises and test for chapter 2

教后感：让学生将所学知识运用到自己的生活中，学会give opinions, agreeing and disagreeing.