home alone教学设计

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。

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.。

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】。

最新外研版英语九年级上册module4《homealone》教案.docModule 4 Home aloneUnit 1 I can look after myself, although it won’t be easy for me一、学习目标:A.单词和短语：platform, meeting, miss, shut, lock, simple, anybody, clock, ring, passenger, address, text, text message, couple, a couple ofB.交际用语：1. Can you look after yourself?2. How will you make sure you wake up in the morning?3. What will you eat?4. —Can you look after yourself? —Yes, I can./No, I can’t.—How will you...? —I will...二. 教学目标1. Function: Making a leaflet about living alone2. Structure: Past continuous3. Skills:1) Listening and understanding familiar topics (Home alone) finding specific information.2) Describing intentions and plans at home alone in simple langu age.3) Reading and understanding the sequence of events4) Writing a short passage about what happened when you are sta ying at home by yourselves.4. Around the world: Films5. Task: Writing a short story about your own experience.三、重点及难点: Grammar: Past continuous四、教学设计:Unit 1 I can look after myself, although it won’t be easy for meⅠTeaching modelListening and speakingⅡTeaching methodPWP approachⅢ Teaching aims1.Key vocabulary: platform, meeting, miss, shut, lock, simple, anybo dy, clock, ring,passenger, address, text, text message, couple, a couple of2. Key structures: Past continuous: was / were + v-ingⅣTeaching aidsTape recorder, OHP , videoⅤTeaching StepsStep 1 Warming-up1. Enjoy a film: Home alone2.Show some pictures and tell the story:Home alone3. Look at the pictures, and talk something about the pictures.4. Introduce the new words.5. Learn the new words.6. Read the new words.Step 2 Listening practice.1.Ask the students to read the words in the conversation.platform, meeting, miss, shut, lock, simple, anybody, clock, ring, passenger, address,text, text message, couple, a couple of2. Look at the pictures in Activity 1, and talk about them.3. Work in pairs. Use the words from the box to help you.Pla y the recording oncewithout stopping.Step 3 Listening practice.1. Ask the students to look at the pictures and answer the que stion in Activity 22. Play the recording once without stopping.3. Play the recording again and ask the whole class to check w ith a partner.5. Check the answers:Step 4 Listen and read.1. Show some pictures, and ask the students to talk about them.2. Ask the students to read the conversation silently.3. Play the recording and ask the students to listen and read the conversation.4. Read the conversation.5. Act it out.6. Learn “Everyday English”1)Now,...2)I m sorry...3)So am I…4) Have a good trip!Step 5 Complete the sentences.1. Ask the students to read the sentences in the box in Activi ty 4.2. Read through the sentences.1) Betty’s parents are going to _________________________.2) Betty’s mum tells her to ____________________________.3) Betty can _______________________________________.4) Betty’s parents usually_____________________________.5) Betty’s mum has not _______________________________.3. Now complete the sentences. Use the words in the conversation to help you.4. Ask the students to check with a partner.5. Check the answers:Step 6 Choose the correct answer.1. Ask the students to read the words in the box in Activity 5.Address lock meeting passenger ring shut text message2. Read through the sentences.3. Choose the correct answer.4. Ask the students to check with a partner.5. Check the answers:Step 7 Listen and mark.1. Play the recording once without stopping.2. Play the recording again and ask the whole class to repeat.3. Now work in pairs. Listen and mark.Step 8 Work in pairs.1. Ask the students to read the conversations in Activity 7 aloud.2. Imagine that:You are staying at home by yourself.Student A: Can you look after yourself?Student B: Yes, I can./No, I can’t.Student A: How will you...?Student B: I’ll...3. Work in pairs.Step 9 HomeworkRemember the words of Unit 1 and prepare the text of Unit2. Unit 2 I became so bored with their orders that I wished they wouldleave me alone.一、学习目标:A.单词和短语：actually, manage, unhappy, turn off, order, be worried about, bus iness, on business,sofa, snack, midnight, wake up, hand in, empty, unable, all day long, burn, cup, taskB.交际用语：1. Can you look after yourself?2. How will you make sure you wake up in the morning?3. What will you eat?4. —Can you look after yourself?—Yes, I can./No, I can’t.—How will you...?—I will...二.教学目标1. Function: Making a leaflet about living alone2. Structure: Past continuous3. Skills:1) Listening and understanding familiar topics (Home alone) finding specific information.2) Describing intentions and plans at home alone in simple langu age.3) Reading and understanding the sequence of events4) Writing a short passage about what happened when you are sta ying at home by yourselves.4. Around the world: Films5. Task: Writing a short story about your own experience.三、重点及难点:Grammar: Past continuous四、教学设计:Unit 2I became so bored with their orders that I wished they would leave mealone.ⅠTeaching modelReading and writing.ⅡTeaching methodTop-down approachⅢ Teaching aims1. Listening and understanding familiar topics (Home alone) finding specific information.2. Describing intentions and plans at home alone in simple langu age.3. Reading and understanding the sequence of events4. Writing a short passage about what happened when you are sta ying at home by yourselves.5. Writing a short story about your own experience.ⅣTeaching Objectives1.Key vocabulary:actually, manage, unhappy, turn off, order, be worried about, business, on business, sofa, snack, midnight, wake up, hand in,empty, unable, all daylong, burn, cup, task2. Keys structure: Past continuous: was / were + v-ingⅤTeaching aidsRecorder , OHP , videoⅥTeaching StepsStep 1 Warming-up1. Enjoy a film: Home alone2. Review the text of Unit 1.3. Show some pictures.4. Look at the pictures, and talk something about the pictures. Step 2 Work in pairs.1. Ask the students to talk about daily things you do alone and the things your parents do for youin Activity 1.2. Introduce the new phrases.3. Learn the new phrases.4. Read the new phrases.Step 3 Reading.1. Play the recording and listen to the tape carefully.2. Read the start of Paragraph1 and guess what happens next.3. Ask the students to read through the passage.4. Read the passage by themselves.5. Read the text together.Step 4 Number the events in the order.1. Read the passage again.2. Complete the sentences in Activity3.See how Zheng Chenyus fe elings changed.3. Check with a partner.4. Call back the answers from the whole class.Step 5 Complete the passage..1.Ask the students to the words in the box in Activity 4. Burn cup empty order simple task2. Ask the students to read through the passage in Activity 4.3. Answer the questions. Use the correct forms of the words in the box.4. Check with a partner.5. Call back the answers from the whole class.Step 6 Writing.1.Write a passage about what you can do and cannot do when you r parents are away.2.Make lists of what you can do and cannot do when your parent s are away.I can wake up on time.I cannot make breakfast.3.Join the sentences with although, but or so...that. I can wake up on time,although I cannot make breakfast.4.Write a conclusion to the sentences.I will miss my parents, but I think I can look after myself very well.5. Share passage with classmates.Step 8 Homework1. Finish the passage of Writing in Activity 5.2. emember the words of Unit 2 and prepare the text of Unit3.。

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”。

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。