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.