上海牛津英语9A教案

PAGE上海牛津英语教案----9ATOC\o"1-1"\h\z\uHYPERLINK\l"_Toc408084693"9AUnit1AncientGreeceReading–Thenightofthehorse（1）PAGEREF_Toc408084693\h2HYPERLINK\l"_Toc408084694"9AUnit1AncientGreeceReading–Thenightofthehorse（2）PAGEREF_Toc408084694\h3HYPERLINK\l"_Toc408084695"9AUnit1AncientGreeceGrammar-ThepresentperfecttensePAGEREF_Toc408084695\h4HYPERLINK\l"_Toc408084696"9AUnit1AncientGreeceMorepractice--ArchimedesandthecrownPAGEREF_Toc408084696\h5HYPERLINK\l"_Toc408084697"9AUnit2TraditionalskillsReading–Fishingwithbirds（1）PAGEREF_Toc408084697\h6HYPERLINK\l"_Toc408084698"9AUnit2TraditionalskillsReading–Fishingwithbirds（2）PAGEREF_Toc408084698\h7HYPERLINK\l"_Toc408084699"9AUnit2TraditionalskillsGrammar—thePassivevoicePAGEREF_Toc408084699\h8HYPERLINK\l"_Toc408084700"9AUnit2TraditionalskillsMorepractice—somefactsofteaPAGEREF_Toc408084700\h10HYPERLINK\l"_Toc408084701"9AUnit2TraditionalskillsRevisionPAGEREF_Toc408084701\h11HYPERLINK\l"_Toc408084702"9AUnit3PetsReading—HeadtoheadPAGEREF_Toc408084702\h12HYPERLINK\l"_Toc408084703"9AUnit3PetsGrammar---adverbsPAGEREF_Toc408084703\h13HYPERLINK\l"_Toc408084704"9AUnit3PetsWriting-MyfavouriteshopPAGEREF_Toc408084704\h14HYPERLINK\l"_Toc408084705"9AUnit4ComputersReading-Computerfacts(1)PAGEREF_Toc408084705\h15HYPERLINK\l"_Toc408084706"9AUnit4ComputersReading-Computerfacts(2)PAGEREF_Toc408084706\h17HYPERLINK\l"_Toc408084707"9AUnit4ComputersGrammar-Comparisonofadj&advPAGEREF_Toc408084707\h19HYPERLINK\l"_Toc408084708"9AUnit4ComputersSpeakingPAGEREF_Toc408084708\h21HYPERLINK\l"_Toc408084709"9AUnit5ThehumanbrainReading-MemoryPAGEREF_Toc408084709\h22HYPERLINK\l"_Toc408084710"9AUnit5ThehumanbrainReading-MemoryPAGEREF_Toc408084710\h22HYPERLINK\l"_Toc408084711"9AUnit5ThehumanbrainGrammar--Adverbialclauses(II)PAGEREF_Toc408084711\h23HYPERLINK\l"_Toc408084712"9AUnit5ThehumanbrainWriting-MemoryCornerPAGEREF_Toc408084712\h24HYPERLINK\l"_Toc408084713"9AUnit6DetectivesReading--ProtectingtheinnocentPAGEREF_Toc408084713\h25HYPERLINK\l"_Toc408084714"9AUnit6DetectivesGrammar:UsinginfinitivesPAGEREF_Toc408084714\h27HYPERLINK\l"_Toc408084715"9AUnit6DetectivesListening--MrsWhite’slostjewelleryPAGEREF_Toc408084715\h28HYPERLINK\l"_Toc408084716"9AUnit6DetectivesWriting:AcrimereportPAGEREF_Toc408084716\h29HYPERLINK\l"_Toc408084717"9AUnit7EscapingfromkidnappersReading:Comicstrips(1)PAGEREF_Toc408084717\h30HYPERLINK\l"_Toc408084718"9AUnit7EscapingfromkidnappersReading-Comicstrips(2)PAGEREF_Toc408084718\h31HYPERLINK\l"_Toc408084719"9AUnit7EscapingfromkidnappersGrammar:AdjectivesPAGEREF_Toc408084719\h329AUnit1AncientGreeceReading–Thenightofthehorse（1）Objectives:Tounderstandthemeaningofthekeywordsinthetext.TogetfurtherunderstandingofthecontextofthetextTohelpthestudentsrealizetheimportanceofthinkingToimprovestudents’oralEnglishandteamspiritthroughactivitiesFocusanddifficultpoints:ToenablethestudentstoretellacompletehistoricaleventProcedure:I.Pre-task1.AskthestudentstolookatthepictureandthedialoguebetweenHiandLo.Thenanswerthefollowingquestions:WhereisHiWhatisHidoingthereDoesHithinkchildrenwholivedlongagowerelucky?Whydoeshethinkso?Fromthiscartoon,doyouthinkthatHilikeslearninghistoryGiveyourreasons.Introducesomefamouslandmarksinhistory.Askthestudentstolookatthepicturesandguesswhichcountrytheyarein.Pyramid:Stonehenge:ParthenonTemple:Askthestudentstobrainstorm:whatdoyouknowaboutthestory:thenightofthehorseThenaskthemtousetheirimaginationtoarrangethepicturesinthecorrectorder.II.While-task1.AskthestudentstoreadthetextandmatchthewordswiththeirEnglishmeanings.(C1,2)2.Askthestudentstoanswersomeextraquestions.1)HowlonghadtheGreekstriedtocapturethecityofTroy2)DidtheGreekstakeeverythingwiththem?3)WasitdifficultfortheTrojanstotakethehugewoodenhorseintothecityWhyorwhynot4)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（2）Objectives: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=minuteslaterlookdownatlookupatlookdownupon瞧不起,歧视TheGreekshavetriedfortenyearstocaptureourcity.1)theGreeks希腊人姓氏的复数形式和民族名称前，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.WhichoftheseancientcountrieswasinEuropeWhenwasancientGreekcivilizationatitsstrongestinhistory?WhichofthesepeoplelivedinancientGreeceWhatwasArchimedes?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（1）Objectives: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（2）Objectives:   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-task   1.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+done）4.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，拼写检查)5.Putthesentencesintocorrectorder(aboutDamin’swork)6.Saysomethingthatyou’remostinterestedaboutWangDamin.7.Summarizethemainpointsofdescribingapersonandhiswork.Post-taskactivity8.Writeacompositionwithtopic‘MygrandpaWangDamin’.Homework:MakessurveyaboutChinesetraditionalskill.1.AreyouinterestedincormorantfishingWhyorwhynot2.Howmuchdoyouknowaboutothertraditionalskillsthatyouhaveseeninyourlife?3.AretraditionalskillsimportanttoyouWhyorwhynot?9AUnit3PetsReading—HeadtoheadObjectives:Tounderstandthemeaningofthekeywordsinthetext.TogetfurtherunderstandingofthecontextofthetextTohelpthestudentsrealizetheimportanceofthinkingToimprovestudents’oralEnglishandteamspiritthroughactivitiesPre-readingpreparation1.InUnit3,wearegoingtotalkaboutpets.Readthethreeheadingsbelowandcomeuptotheboardonebyoneandaddawordunderoneoftheheadings.2.WhatdoyouknowaboutanimalsandpetsArethesestatementsT(True)orF(False)While-readingprocedures1.WouldyouliketohaveapetGiveyourreasons.Ifyouliketohaveapet,whatanimalwillyouprobablychooseGiveyourreasonsaswell.2.Lookatthetwopicturesonpage37.Whatwillthearticleprobablybeabout3.Now,readthetitleandheadingsonpage37andthenanswerthesequestions.4.EmmaandMattbothgiveusmanyreasonstosupporttheiropinions.Readthearticleagainandcompletethefollowingnotes.5.Completethetwotablesoftheirpointofviews.Post-readingactivities6.Answerthefollowingquestions.7.Workinpairs.Haveadiscussionwithyourpartneraboutwhetheritisagoodideatohaveapetcatornot.Givesomereasonsandexamplestosupportyouropinionsandviews.HomeworkWorkbook9A,pages20and26.Readthetextthreetimes.9AUnit3PetsGrammar---adverbsTeachingobjectives: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.A