home alone教学设计

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新外研九上M4 Home alone教案

Module 4 Home aloneUnit1 I can look after myself, although it won’t be easy for me《教与学设计案》Period 1-2【学习目标】1. 知识与技能〔1〕学会本单元重点词汇和短语——platform, meeting, miss, shut, lock, simple, anybody, clock, ring, passenger, address, text, text message, couple, a c ouple of…〔2〕能听懂对话并能用所学句型谈论单独在家的安排和方案。

〔3〕复习由so..that…引导的结果状语从句并初步认识although引导让步状语从句2. 过程与方法教师创设环境，通过合作、讨论等活动为口语输出铺垫语言；设置任务通过活动来完成对对话内容的理解以及掌握语言结构。

3. 情感、态度与价值观通过对本单元的学习，培养孩子的自强意识，提高生活自理能力。

【重点难点】重点：训练学生的听力技巧。

难点：如何运用所学的短语和句型描述单独在家的活动以及打算。

重点句子：So am I.I can look after myself, although it won’t be easy for me.My clock rings so loudly that it will certainly wake me up.【学法指导】课前熟读单词和句子完成自主检测，或与小组成员合作完成。

对未能解答的做上标记，完成后交小组长检查登记打等级。

课堂上，随老师的引导，完成听说读训练，同时纠正自主检测的内容。

师生总结让学生知道本节课要学习掌握的内容，然后完成检测反应练习再稳固本节课的内容，上交练习或当堂检查。

Unit 2 I became so bored with their orders that I wished they would leave me alone.《教与学设计案》Period 3-4【学习目标】1. 知识与技能〔1〕the Ss can understand the passage and learn to sum up what the story is about by reading.〔2〕the Ss can learn and master some new words and expressions,such as:manage, unhappy, turn off, order, be worried about, business, on business, wake up, hand in, empty, unable...2. 过程与方法本文讲述了少年郑晨宇单独在家生活了几天的故事。

Home alone教案

Module 1 Unit2 Reading Home alonePeriod oneTeaching objectives:1. To enable students to read a short play and develop their ability of reading a play2.To know about American family life and problems that are common to American teenagers and their parents3.To form a positive attitude towards solving problems between teenagers and parentsImportant and difficult points:Learn to analyze the emotions of each character from the instructions of the play. Teaching methodsSkimming, scanning, discussion and role-play.Teaching aids:CAI blackboardTeaching procedures:Step 1 Lead-in:Show the students some picures of the American TV series :Growing pains, and ask:1. Have you ever watched this comedy? Tell what you know about it.2.Do you get along with your parents well? Describe your relationship.3. Have you ever been left alone ? Describe that experience.If not, can you imagine what might happen if you were left alone? Can you look after your home and keep everything clean and safe?Step 2 Pre-reading (Reading Strategy)Please go through the Reading strategy and tell me how to read a play.(make sure students know how to read a play.)Some points about a play:1.It is often in the form of _________. ( a dialogue)2.It usually includes___________, and each act can have_____________. (acts; scenes)3.The words or speeches in a play are very________, and some of the words in a sentence are______________. (short; omitted)4.There are some helpful_____________ in a play.(directions)Step 3 First reading:Get students to skim the play and finish Part A individually.1.Who are the main characters in the play?The main characters are Dad, Mom, Eric and Daniel.2.Why was Dad very angry with Daniel?Dad was very angry because the house was very dirty, and th room was in a mess.3.What happened to their dog, Spot?Spot was ill and was taken to the vet by Daniel and Eric.Step 6 Word studyTurn to Part D1. Find the words in the play and check the meanings of them. Choose the correct one:1.I just finished my vacation to Yunnan.A. workB. holiday2. The man explained to the people that the factory had been closed.A. to give meaning of sth.B. to give a reason for sth.3. When I went into the room, I found the room was in a mess.A. a difficult stateB. a dirty or untidy state4. A teacher should trust his students.A. look afterB. believe that sb. is good5. The woman was mad at the dog for eating her shoes.A. worriedB. angry6. It is rude to run into other’s house without knocking at the door.A. not politeB. anxiousStep7: Role-playDivide students into groups of five and one is the narrator and the others are the main characters. Role-play Act One and Act Two.Step8: Discussion1.Suppose you were one of the children what would you do?2.How do you think good parents should treat their children?3.Do you think there is a generation gap between you and your family? How can you deal with it?Step 9 Homework：1 Write an end to the play with the help of D2 and E.2 Act out the dialogue in groups of five.。

外研版九年级英语上册 Module 4 Home alone Unit 2 教学设计

九年级英语教学设计
Module 4 Home alone
Unit2 I became so bored with their orders that I wished they would leave me alone. 本节课结束后，我能：
1.梳理概括作者在不同时间对于父母及“独自在家”这件事情的不同感受及原因的相关信息，理解文章的主旨大意；
2.深层分析作者独自在家时遇到困难和挫折的原因以及这个经历可能会给作者带来的变化。

3.谈论自己从作者经历中的所学所思，感悟独立生活能力的重要性以及父母对自己的付出。

教学重点：
1. 培养学生的阅读策略，发展思维能力。

2. 通过分析人物情感变化及原因，明确生活能力的重要性。

教学难点：
1. 由于学生缺少相关经历，可能对作者的经历难以产生共鸣。

难点突破：让学生读文章之前想象一下独自在家一周的情景。

2. 学生可能总结不出来作者不顺利的经历的原因。

难点突破：运用不断追问的教学策略启发学生不断深层思考。

【教学活动设计】。

Module4HomeAloneUnit1教学设计

（2）Her parents tell her to ________.
（3）Betty can _________________.
（4）Betty’s parents usually ______.
（5）Betty’s mum has not _________.
教师点名，学生用完整的句子作答，并说出信息来源。
语音：能识别并正确朗读句子中词语的连读。
语法方面：能够运用although,so…that引导的让步状语从句和结果状语从句。
B语言技能目标
听：能听懂家长叮嘱孩子的对话，并获取细节信息。
说：能够谈论独自在家生活的规划。
读：能够读懂描述独自在家生活的文章。
演示与表达：能制作一张单子，介绍自己独自在家生活时的规划。
Module4Home Alone
Unit1 I can look after myself, although it won’t be easy for me.标
掌握单词：platform, meeting, miss, shut, lock, simple, anybody, wake sb. up, clock, ring, passenger, address, text, text message, couple, a couple of.
2Go over the new words.
3Check the new words in pairs.
播放PPT课件中的词汇，学生最快速、最清晰、最大声地朗读和识记这些词汇。
播放PPT教学课件,让学生识记生单词，解决生词短语障碍,继续为下面的听说活动做好铺垫。
Step 3
听说训练
1Let’s talk about the picture.播放PPT课件中的图片。回答：（1）How many people?（2）Where are they?

Module4Homealone大单元教案

-例：学生需掌握并正确运用词汇描述独自在家时遇到的问题，以及如何解决这些问题。
（2）语法：现在进行时和一般过去时的运用，以及情态动词can的疑问句和肯定回答。
-例：学生应学会用现在进行时描述正在进行的动作，如“Can I help you? I'm making dinner.”
（3）听说技能：在家庭生活场景中进行有效沟通，包括求助、描述问题、给出建议等。
2.教学难点
（1）词汇运用：学生往往在词汇的实际应用上存在困难，如词性、搭配和语境的准确性。
-例：正确区分动词和名词的用法，如“groceries”是名词，表示“杂货”，而不是动词。
（2）语法时态：学生对现在进行时和一般过去时的区别和使用场景容易混淆。
-例：在描述过去发生的事情时，学生可能会错误地使用现在进行时。
1.加强词汇的实际应用训练，提高学生的语言运用能力。
2.通过丰富多样的实例和练习，帮助学生巩固语法知识点。
3.更多地关注内向学生，鼓励他们积极参与课堂讨论。
4.培养学生的独立思考能力，引导他们深入探讨问题。
我相信，通过不断反思和改进，我能够为学生们提供更加优质的教学，帮助他们更好地掌握英语知识，提高综合运用能力。
-例：通过听力练习，学生能理解并模仿电话求助的场景，学会在实际生活中运用。
（4）阅读理解：理解故事情节，提取关键信息，并能够用自己的话复述故事。
-例：学生需阅读关于独自在家的故事，理解故事中的问题解决过程。
（5）写作能力：撰写简单的食谱和购物清单，学会基本的写作格式和表达。
-例：学生根据所学内容，编写一份晚餐食谱，包括食材和步骤。
（二）新课讲授（用时10分钟）
1.理论介绍：首先，我们要了解在家庭生活中遇到问题时如何使用英语进行求助和描述。这是提高自我管理和交际能力的基础。

Module4Homealone教案

Module 4 Home alone【教材分析】Module 4的主要内容为运用让步状语从句和结果状语从句来描述自己单独在家的经历。

从全书来看，本模块承接上一模块对状语从句的学习和运用，内容有层次的展开，学生容易接受。

Unit 1 I can look after myself, although it won’t be easy for me.【教学目标】Knowledge objective词汇和短语:platform, meeting, miss, shut, lock, simple, anybody, clock, ring, passenger, address, text, text message, couple, a couple of结果状语从句Ability objective能听懂和阅读关于介绍单独在家经历的语言材料，能通过相关词汇和图片描述自己和他人单独在家的经历；能编写关于独自在家的对话。

Moral objective学会倾听他人独自在家的经历，理解他人的喜怒哀乐；养成关心、帮助他人的良好品质。

【教学重点】结果状语从句和让步状语从句。

【教学方法】PWP method, task-based method and interactive approach【教学手段】A tape recorder, multimedia and some pictures【教学过程】Teaching Procedures:Step 1 Warming upWhat do you usually do to look after yourself when you are at home alone?Step 2 PresentationThe teacher shows the pictures of new words or expressions and let the students to say as quickly as possible.Step 3 Work in pairs. Talk about the pictureLook at the picture and talk about what they will do in pairs.Step 4 Listening1. Listen to Part 2 and answer the questions.1) Where are Betty and her parents?2) Is Betty travelling with her parents?2. Finish Activity3. Listen again and complete the sentences.1.Will you be OK at home __________?2. I’ll ______ you too, and I’ll call you every day.3. I’ll keep it tidy so that you’ll ___________ me when you get home.Keys: on your own, miss, be proud ofStep 5 Reading1. Listen and answer the following questions.1) Who is leaving for Lhasa?2) How do they go there?2. Read and complete the sentences. There may be more than one answer.1) Betty’s parents are going to ______.2) Her parents tell her to_______________.3) Betty can __________.4) Betty’s parents usually__________.5) Betty’s mum has not _____________.Keys: Lhasa, be careful with the door when she goes out…, look after herselfwake her up in the morning, given her their address in Lhasa3. Act out the dialogue in groups according to the following words.Mum: train number, meeting, the door, plenty of fresh fruit and vegetables, give our addressDad: wake upBetty: two weeks of school, look after myself, cook simple meals, text messageStep 6 Language points1. So am I, but I can’t miss two weeks of school.So am I承接上一句贝蒂妈妈说的话: … I’m sorry you can’t come with us, Betty. (贝蒂, 你不能和我们一起去, 很遗憾), 表示“我也很遗憾无法同行”。

Home alone详案

M1 Unit2 Growing pains Teaching Procedures:Step1 lead-in (5 minutes)T：Who have seen this video Growing pains or《家有儿女》? Please hand your hands up. Well, I believe that most of you have seen the video《家有儿女》.So who can tell me what it talks about.S: 《家有儿女》talks about a reorganized family, which includes 2 adults and 3 children. They often have inevitable (不可避免的)arguments and conflicts because of different habits and characters.T: Very good .Pay attention to the word “conflict“. It is a very important word in this unit. It means disagreement or argument.中文意思是“冲突”.Read after me“conflict”. T: We all know that there are a lot of conflicts between Liu Mei and Liu Xing. Liu Mei often punishes Liu Xing. Do you know why? Liu Xing is very naughty. Pay attention to the word “punish”, it means make sb suffer because they have done sth wrong. Its noun form is punishment.T: However, in parents’ view, they have to tolerate children’s faults.” tolerant” is the noun form of “tolerate”. It means “stand”. So children should respect their parents. These words in red deserve our high attention. “Deserve” is also a very important word. It means “值得”T: Are we supposed to be frightened with our parents? Please answer it with the phrase “be supposed to"S: They are supposed to respect each other.T: very good! Now let’s open the book and learn the reading part of Unit2. Firstly, answer me one question: If you were left alone, can you imagine what might happen?S: …Step2 presentationBefore—reading (5 minutes)T: From Unit1, we have learnt two of the basic reading skills: skimming and scanning. In this unit, we are going to learn to how to read a play. Answer the three questions:a.Have you read an English play before?b.Do you know something about a play?c.Can you tell me something about that?S: A play is about…T: Let’s open the book on page23. Focus on the reading strategy of this unit, which is how to read a play. I give 2 minutes to answer the questions then express the play and its elements. Time is up! Who can answer the first question? Then the next?S: …T: According to the strategy, fill in the blanks. Let’s do it together!1.Most of a play is a2.Plays are written to be3.Playwrights always useT: you have done a good job! Now let’s learn the reading part. I believe that you have previewed the passage. So, I give you 3 minutes to read it quickly then tell me the answers of the 3 questions!T: Time is up! Who can tell me the first one?Next? And the last?S: …T: very good! Let’s listen to the tape of act one. I give you 7 minutes to read the act one then fill in the blanks. Time is up!I will ask someone to answer them.T: Now let’s listen to second part of the passage. In the same, I give you 7 minutes to read the act two then fill in the blanks. Time is up! I will ask someone to answer them.S: …T: Turn the book to page 24, finish partC1 and check the answer. (3 minutes)S: …T: Divide the passage into 4 parts: Onset, Development, Climax,and Ending. Then match the 4 parts with the passage. (2 minutes)S: …T: Look at your paper. I give you 3 minutes to finish the two questions.T: A play is quite different from an article in a magazine or a newspaper .It is a piece of work written to be by actors and actresses on stage. I need four students to act the four main characters in this play. Please pay attention to the instructions and don’t read them, but act them out.(5minutes)T: Good job! Look at the PPT.I want 8 students to translate the 8 sentences. (10 minutes)T: Let’s have a discussion:What would you do if you were Daniel? To have a talk with your parents or to continue to keep a cold war with your parents? Please explain the reason and how would you talk with your parents. Write down your group’s ideas. (5 minutes)Step4 HomeworkHow to solve family’s problem (150 words).T: Please write a passage according to the passage.。

外研版英语九上Module 4《Home alone》教学设计

外研版英语九上Module 4《Home alone》教学设计一. 教材分析《Home alone》是外研版英语九上Module 4的一篇阅读文章，主要讲述了一个12岁的男孩Alex在父母外出时独自在家，经历了恐惧、孤独、成长的过程。

文章情节紧凑，富有悬念，适合学生进行阅读和讨论。

通过对本文的学习，学生可以提高阅读理解能力，学习到日常生活中的安全知识，提高自我保护意识。

二. 学情分析九年级的学生已经具备了一定的英语基础，能够独立阅读中等难度的文章。

但部分学生对英语阅读仍存在恐惧心理，阅读速度和理解能力有待提高。

此外，学生在日常生活中对安全问题的关注度不高，需要通过本文的学习，提高他们的安全意识。

三. 教学目标1.知识目标：–能够正确拼读和理解文章中的生词和短语。

–能够理解文章的主旨和细节信息。

–能够运用所学知识，进行日常生活中的安全判断和自我保护。

2.能力目标：–提高学生的阅读理解能力，提高阅读速度。

–培养学生的猜测词义、推理判断的能力。

–提高学生的口语表达能力和小组合作能力。

3.情感目标：–培养学生独立思考和解决问题的能力。

–提高学生对家庭安全的关注，增强自我保护意识。

四. 教学重难点•能够正确拼读和理解文章中的生词和短语。

•能够理解文章的主旨和细节信息。

•能够运用所学知识，进行日常生活中的安全判断和自我保护。

•能够运用文章中的词汇和短语，进行口语表达。

•能够理解并运用文章中的推理判断和逻辑关系。

五. 教学方法1.任务型教学法：通过设置各种任务，引导学生主动参与学习，提高学生的阅读理解能力和口语表达能力。

2.情境教学法：通过创设情境，让学生在实际情境中学习英语，提高学生的学习兴趣和积极性。

3.合作学习法：通过小组合作，培养学生的团队精神和自主学习能力。

六. 教学准备1.教学PPT：制作包含文章内容、图片、问题等教学PPT，方便学生直观地理解文章内容。

2.学习资料：准备与文章相关的学习资料，以便进行拓展学习。

外研版九年级上册 Module 4 Home alone Unit 1大单元教学设计

外研版九年级上册Modu1e4Homea1one大单元教学设计在今后的学习、生活中能够自我认识，培养学生自我认识、自我管理的意识。

第三单元是把前两个单元出现的知识点和重点句型进行概括性的归纳和总结，使学生在学习时有了方向，能更好的掌握知识，明确学习目标。

本单元语篇主要围绕“独自在家”这一主题开展，分别通过对话、阅读等形式来完成学习，掌握文中的日常交际用语，同时学习让步和结果状语从句。

学生在完成课本里包含的活动外，还通过学习引入了状语从句，通过阅读培养了学生对语篇的理解能力、简述个人经历的写作能力。

在学的过程中培养学生的语言综合运用能力，发展其思维能力。

同时，使学生初步形成“自我认识、自我管理”的意识，并鼓励他们在生活中实践。

核心语言知识分析：本模块主要语法为状语从句的用法，主要学习让步和结果状语从句的用法，使学生能够准确表达，达到自如运用的程度。

知识储备：1.学生对“独自在家”话题应该很感兴趣，但是词汇量及相应的知识储备可能不足，让学生自己尝试表达的话，应该会有一定的难度。

本模块主要通过Betty 和ZhengChengyU 独自自家的经历及影片《小鬼当家》来进行学习。

学生通过听、说、读、写等环节来学习独自在家的一些注意事项、独自自家是不是很美好等来引导学生进行一个自我的认识。

内容比较丰富、有趣，所以学生对话题会比较感兴趣，也很容易进行讨论。

模块内容分析(Ana1ysisof the1earning materia1s)学情分析(Ana1ysisof thestudents)3.完成相应的练习、学习重点知识点。

7.学生对课文、分角色朗读课文。

8 .对对话内容进行总结、概括。

复述本对话的内容。

观察学生是否能准确、流利地朗读课文。

概括能力。

引导学生将对话形式的内容进行复述，培养他们总结、概括及提取信息的能力。

作业设计(Homework):1 .Readandrecitetheconversation.2 .Finishofftheexerciseintheexercisebook.1≡fa⅛f板书设计(BoardP1an):Unit11canIOOkaftermyse1f»a1thoughitwon'tbeeasyforme.p1entyofBetty,sdad Wakeup Betty“oksimp 1emea1s 1ookaftermyse1fso...that...becarefu1with Betty'smum makesure。

Homealone学案

M1 Unit2 Growing pains Teaching Procedures:Step1 lead-in1.illustrations：Have you seen the video Growing pains or《家有儿女》？2.definition introduction :《家有儿女》talks about areorganized family, which includes 2 adults and 3children. They often have inevitable (不可避免的)arguments and conflicts because of different habitsand characters.3.If you were left alone, can you imagine what mighthappen? (Reading books，Playing computer games，Doing housework…）Step2 presentationBefore—readingFrom Unit1, we have learnt two of the basic reading skills: skimming and scanning. In this unit, we are going to learn to how to read a play. Answer the three questions:a.Have you read an English play before?b.Do you know something about a play?1.Focus on the reading strategy of this unit, which is howto read a play.2.Express the play and its elements.a.What is a play?b.Elements of a play.3.According to the strategy, fill in the blanks (3 minutes).4.Most of a play is a5.Plays are written to be6.Playwrights always useWhile--reading1.Fast reading---You have 2minutes to read this passagewith three questions in the book.•(1). who are the main characters in the play?•(2). Why do parents get angry?•(3). what really happened to their dog, Spot?2.Check the answers3.Find the details--Read Act One of the play carefully andfill in form.4.Find the details--Read Act Two carefully and fill in form.5.Turn the book to page 24, finish partC1 and check theanswer.6.Divide the passage into 4 parts:Onset,Development,Climax,and Ending. Then match the 4 parts with the passage.7.Finish partC2 and check the answer.8.Reading Comprehension.(1).From the passage, we can infer (推断) that _________A. children often hate their parents.B. parents often hate their parents.C. children and parents often hate each otherD. parents and children should explain to each other when some misunderstanding (误解) occurs.(2).what would probably happen in the following act?A. Dad and Daniel will quarrel again.B. Mom and Eric will help Dad and Daniel to get rid of the misunderstanding.C. Eric will not play football any longer.D. Daniel will desert (抛弃) the dog.9.Group work: try to perform Act one. Then ask fourstudents to perform it in front of the students.Post--reading：DiscussionStep3 TranslationStep4 HomeworkHow to solve family’s problem (150 words)。

home alone教学设计【范本模板】

Home alone 教学设计Period 2 & 3§Reading Home aloneTeaching Aims：To develop the skills of how to read a play;To know about American family life and problems that happen between American teenagers and their parents；To form a positive attitude towards solving problems between teenagers and parents；Teaching Important ＆Difficult Points:Learn to analyze the emotions of each character from the instructions of the play. Teaching Methods：Discussion in pairs or in groups; task-based in—class activities; explanations of some language pointsTeaching Aids: a multimedia classroom；a tape—recorderTeaching Procedures：StepⅠRevision and Lead—in.Check the homework。

Get students to think about the following questions：Have you ever watched the famous American TV comedy “Growing Pains”?Could you list some of the members of the family？（Show them a photo and tell them the family members。

Module 4 Home alone教案

Module 4 Home aloneUnit 1 I can look after myself, although it won’t be easy for meLearning aims:1.Words and vocabulary :2.Be careful with……. Look after, wake up , forget to do sth, forget doing sth,a couple of3.Sentences :I can look after myself, although it won’t b e easy for me.I’m sorry.So am I.Your train is about to leave.Have a good trip.Teaching procedure:Step1. Lead-inShowing the learning aims to the studentsStep 2. Listening1. Work in pairs and talk about what you can see in the picture2. Play the recording, listen and answer the following questions:(1)Where are Betty and her parents?(2)Is Betty traveling with her parents?3. Listen again and complete the sentences in Act3, and then check the answers Step3: Reading1. Read the conversation in activity42. Read the conversation again. Work in pairs and do activity5 and activity63. Check the answers4. Read it after the recording5. Read it together and underline the important phrases and sentences6. Explain some phrases and sentencesStep4: Everyday English1、now 现在。

M1U2 Home Alone教案

Unit 2 Home aloneTeacher: Tan Xia Instructor: Zeng MinTeaching aims:By the end of this period, students are expected to:1. have a better understanding of the play through some reading exercises2. write a short passage to describe an unhappy experience between parents and children3. learn to solve the problems between parents and children properlyTeaching key points and difficult points:1.to get the students to understand the theme of the play properly2.to get the students to learn some useful words and phrases and use them in their writingTeaching and learning methodsTask-based teaching method; Pair-work; Group-workTeaching procedures:Step1 Lead-inShow the students a short video of the movie- Home Alone. After that, they will be required to answer two questions:What did you see in this video?What was the movie about?Step 2 ReviewRequire the students to skim the text to answer some questions on the screen and then conduct a feedback activity.Step 3 Blank-filling exerciseexercise by using the words and phrases above.3. After the reading exercise, students will need to answer one question:Was the story related to the play pleasant or unpleasant?Step 4 Oral discussionDid you have any unpleasant experience with your parents? Why did it happen? Could you tell something about it?After the discussion, we will come to a conclusion that almost every child will have some unhappy experiences with their parents because of the “generation gap”. Then a brief introduction of “generation gap”will be shown on the PPT: most conflicts (between parents and children) come from “generation gap”, differences in ways of doing things and understanding things.Step 5 Group-workShow some pictures for the students to talk about in spoken English. Through this activity, students will know how to describe a story briefly and how to describe a person’s feeling by using the proper adjectives.Step 6 WritingStudents will be given 7 minutes to write a short passage to describe an unhappy experience between parents and children. Some students will be asked to read their writings. The other students and the teacher will comment on them.Step 7 ConclusionMake a short conclusion of the lesson and ask students to polish their writings after class.。

Module Home alone 【公开课教案】

Module 4 Home alone【教材分析】Module 4的主要内容为运用让步状语从句和结果状语从句来描述自己单独在家的经历。

从全书来看，本模块承接上一模块对状语从句的学习和运用，内容有层次的展开，学生容易接受。

Moral objective学会倾听他人独自在家的经历，理解他人的喜怒哀乐；养成关心、帮助他人的良好品质。

【教学重点】结果状语从句和让步状语从句。

九年级(初三)上册英语教学设计_初中英语_M4Homealone

Module 4 Home aloneUnit 3 Language in use复习课教学设计【教学基本信息】1. 教材： New Standard English, Module 4 Home alone, Unit 3Language in use2. 出版社：外语教学与研究出版社（2016年7月）3. 年级：九年级上册4. 授课班级：九年级七班【教学目标】知识目标：1. 记住重点词汇：ring, simple, empty, shut, lock, manage, miss，on business, be worried about, wake up, hand in, text message2. 掌握结果状语从句和让步状语从句。

能力目标：1. 能听懂家长叮嘱孩子的对话，并获取细节信息；2. 能够读懂描述独自在家生活的文章，并获取细节信息；3. 能够写一篇文章说明独自在家生活时该做什么、不该做什么。

情感目标：1. 了解西方国家对孩子独自在家生活的一些建议拓展视野，培养自己独自生活的能力，做一名有能力、高素质的中学生。

【教学重点】1. 能灵活运用有关独自生存建议的新词汇及although, so…that句型；2. 能熟练地把有关独自生存建议的词汇、句型和结构等汇集成文章。

【教学难点】1. 能熟练地把有关独自生存建议的词汇、句型和结构等汇集成文章。

【教学方法】合作探究法，实物展示法，情境教学法。

课前延伸Step1 词句诵读（一） Words and phrases:meeting, miss, shut, lock, simple, clock, ring, passenger, address, text message, a couple of, manage, unhappy, turn off, order, be worried about, on business, sofa, snack, midnight, wake up, hand in, empty, unable, all day long, burn, cup, task . （二）Sentences:1. Shut it when you are in and lock it when you go out.2. I can look after myself, although it won’t be easy for me.3. My clock rings so loudly that it will certainly wake me up.4. Although they loved me, I felt a bit unhappy with them.5. Although my parents were very worried about leaving me, they had to go away on business for a few days.〖设计意图〗本节课为复习课，重在引导学生复习本模块的重点词汇句型及话题建议，课前预习环节实际上是让学生提前感知复习重点，以为后面的高效复习做好准备，同时红体字更是提醒大家本模块重点之重。

九年级英语上册M4HomealoneU1教案(1)

1.学生自学生词，并记住单词拼写和拼读。

2.预习课本，找出重点短语和句式。

3.读、记后完成学案中自学导练作业。

Step 1情景导入T:I hope someone can perform the dialogue or tell me where they will go and how they will go there. What will Betty do?…环节说明：本活动旨在帮助学生复习、巩固对话中的重点词汇及句型。

Step 2 完成教材 Activities 5~7的任务1.Choose the correct answer.(Activity 5)(1)学生个体活动，浏览方框内的词汇，并明确其意思。

(2)仔细阅读每个语句，尤其注意理解上色部分的含义，然后根据语境作出选择。

(3)两人一组核对答案，然后全班核对。

（『答案』1.where we are staying 2.travelling by train 3.makes a loud noise 4.on your phone 5.closed 6.keep people out 7.work)环节说明：本活动为词汇运用活动，要求学生根据语境作出选择。

2.Listen and mark the words which the speaker links. Now listen again and repeat. (Activity 6)(1)学生听录音，找出每个单句中的连读部分，并标上连续符号。

(2)再次听录音，核实连读位置，反复朗读。

(3)两人一组活动，相互听读。

(4)教师点名，部分学生展示，全班反馈。

Pronunciation tipWhen a word ending in a vowel is in front of a word beginning with a vowel, we often add a /w/ or a /j/(like a “y”） to link the words more easily.环节说明：本活动旨在帮助学生培养在语句中根据词组或意群进行连读的能力。

英语九年级上册Module4HomealoneU1教学案2

教学案课型听说课课题M4Unit1（第二课时）年级九年级学科英语设计人田金玲审核人张凤芹授课人：编号17 日期课题:Module 4 Home alone 学案Unit 1 I can look after myself, although it won’t be easy for me.（第二课时）【教学目标】知识目标：1. 掌握本单元所出现的重点单词及短语句型2. 掌握although/though引导的让步状语从句能力目标：能听懂有关描述独立生活的简短材料，能用简单的句子描述独立生活，能读懂有关独立生活的短文，写一篇有关自己在家生活的文章。

情感目标：培养自立自强意识，提高生活自理能力。

【教学重点】1. 领会并灵活使用本单元词汇短语platform, meeting, miss, shut, lock, anybody,order, empty, simple, wake sb. up, a couple of2. 掌握重点句型：1) So am I, but I can’t miss two weeks of school.2)I can look after myself, although it won’t be easy for me.3)My clock rings so loudly that it will certainly wake me up.3.理解并掌握although/though引导的让步状语从句【教学难点】although/though引导的让步状语从句【教学方法】PWP method, task-based method【重难点突破】：以训练为核心，通过小组活动，在听、说、读、写中使单词及句型以不不同的形式反复出现，从而强化学习重难点。

【教具】A tape recorder, multimedia(七)达标检测：一、根据句意及首字母提示补全单词。

1. It was so late that all the shops were s_______.2. Lin Hua l______ the door and took the key with him.3. ---Listen! Is there a________ knocking at the door?---Let me have a look.4. When the bell r_______, most of the students ran out of theclassroom.9. The police are looking for the _______(miss)girl.板书设计：M4U11. miss2. simple3. wake sb. up4. a couple of5. So am I.6. although引导的让步状语从句7. so…that句式课后反思：5. As soon as the bus stopped in the station, all the p________ got off.6. Please write your home a_______ and telephone number on the notebook.7. We have a class m________ every Monday afternoon.little girl is standing on the p_______ of the train station. She wants to take the train to her hometown.9. Modern cameras are very s_______ to us. Even the children can easily use them.10. Linda, I’m going shopping now. Please l_______ after your little sister at home.二、根据汉语提示完成句子。