Module 6 Unit2第二课时教学设计2021-2022学年外研版九年级英语上册

Unit2Ifyoutellhimthetruthnow,youwillshowthatyouarehonest一、教学内容：Unit2Ifyoutellhimthetruthnow,youwillshowthatyouarehonest.二、课型：Readingandwriting三、教学目标：四、教学重难点：1、能够理解描述生活问题和给建议的书信2、能够正确运用if引导的状语从句写出困扰自己的问题并寻求建议。

五、教学准备：课堂整体运用任务型教学模式以及阅读课“四个阶段”教学模式。

本课指导学生通过阅读获取信息，培养学生阅读技能。

在教学过程中，采用多媒体手段辅助教学，利用各种图片和习题任务贯穿整个教学过程。

因此，本节课需准备：PPT课件。

六、教学过程：教师活动学生活动设计意图教学步骤StepO ne Warmi ng-up (3’)Leadin(Checkthehomework)1.Askstudentstogiveareportabouttheirsurvey，letthemtellthewholeclasstheirclassmates’problems.2.Guessinggames.Givethestudentssomepicturesandguesswhattheproblemis.1.Studentsgiveareportabouttheirsurvey，tellthewholeclasstheirclassmates’problems.2.Guessinggames.Guesstheanswersaccordingtothepictures.通过汇报的形式检查上节课布置的调查作业，回顾了上节课的内容，考验学生对Unit1知识的掌握程度。

提供学生几张情景画让他们猜出画中的所表达的问题，使学生的脑袋可以迅速地转动起来，daskthestudentsto discussinpairs,en couragethemtodeci dewherethey comef rom.StepT hree While - readi ng(24’)StepT hree While - readi 1.ScanningAskstudentstoscanthepassageandfindoutSteve’sproblem.2.Carefulreading.(1)Askthestudentstoreadtheletter,thenanswerthefollowingquestions.1.WhatdoesSteve’sfatherusethecomputerfor?2.CanSteveplay gamesonhisfather’StudentsscanthepassageandfindoutSteve’sproblem.（1）Readtheletterandanswerthequestions.1.Heusesthecomputerforhiswork.2.No,hecan’t.Thereasonisthathisfatherthinkssomethingwillgowrongifheplaysgamesonit.3.Theycopiedt hegametothecomputerandaft要求学生快速阅读课文，找出本课的中心思想。

外研版九年级上册英语《Module_6 Problems,Unit_2》教学设计一. 教材分析《Module 6 Problems, Unit 2》的主要内容是围绕日常生活中可能遇到的问题进行讨论，通过学习，学生能够掌握如何描述问题，并提出解决方案。

本节课的主要话题是关于如何处理家庭作业的问题，通过本节课的学习，学生能够学会如何用英语表达家庭作业的难度，以及如何向他人寻求帮助。

二. 学情分析九年级的学生已经具备了一定的英语基础，能够进行简单的英语交流。

但是，对于一些较复杂的句子结构和词汇，学生可能还不太熟悉。

因此，在教学过程中，需要结合学生的实际情况，适当降低难度，让学生能够更好地理解和掌握所学内容。

三. 教学目标1.知识目标：学生能够掌握与家庭作业相关的词汇和短语，如“homework”, “difficult”, “help”。

2.能力目标：学生能够用英语描述家庭作业的难度，并能够向他人寻求帮助。

3.情感目标：学生能够意识到合作的重要性，学会与他人共同解决问题。

四. 教学重难点1.重点：家庭作业相关的词汇和短语。

2.难点：如何用英语描述家庭作业的难度，并能够向他人寻求帮助。

五. 教学方法采用任务型教学法，让学生在实际的任务中，学会如何用英语描述问题，并提出解决方案。

同时，结合小组合作学习，让学生在互动中，提高英语表达能力。

六. 教学准备1.准备相关的家庭作业图片，用于展示和引导学生进行讨论。

2.准备一些关于家庭作业难度的词汇和短语，用于教学。

七. 教学过程1.导入（5分钟）教师展示一些关于家庭作业的图片，引导学生进行讨论。

例如，可以问学生：“你们觉得家庭作业难吗？为什么？”让学生用英语表达自己的观点。

2.呈现（10分钟）教师呈现本节课的主要内容，包括与家庭作业相关的词汇和短语，以及如何用英语描述家庭作业的难度。

教师可以通过例句和情景模拟，让学生理解和掌握所学内容。

3.操练（10分钟）教师学生进行小组操练，让学生模拟真实场景，用英语描述家庭作业的难度，并寻求他人帮助。

Module 6 ProblemsUnit2 If you tell him the truth now,you will show that you are honest.教学目标【知识目标】1. 让学生学会使用本课的单词，reason, point, truth, least, honest2. 学生能在情景对话中熟练运用所学知识。

【能力目标】能正确掌握并运用连词if引导的条件状语从句的用法;能运用所学知识写出自我成长的问题，并能对别人的问题给予建议。

【情感态度目标】正确乐观地解决自我成长遇到的常见问题；学会正确地面对自己，面对朋友，面对社会；遇到问题，多于家长，朋友沟通交流。

教学重难点【教学重点】1. 领会并灵活使用下列词汇，，reason, point, truth, least, honest2. 掌握重点句型：①He could no longer find the documents anywhere!②I did not want him to be angry with me.③It is bad enough that you used your dad’s computer to play games when he toldyou not to.3. 理解并掌握if 从句【教学难点】理解并掌握if 从句教学过程Step 1 Warming up and presentation1. 课前导入，图片搭配问题展示本课内容。

2. 列出本语篇重要单词，领读这些单词，让学生们尽力熟悉并记住它们。

Step 2 Pre-readingLook at the letter and the reply in Activity 2, and decide where they come from.a) A report. b) A magazine. c) A story. d) A play.Step 3 Reading1 Scanning (略读)Read the letter and the reply to choose the best summary of Steve’s problem.a) Steve and his friend played a computer game on his father’s computer, though his father warned him not to do so. Steve’s father was really angry.b) Steve’s friend cut some documents by mistake from Steve’s father’s computer. His father wasvery angry. Steve did not know how to repair it.c) Steve and his friend played a computer game on his father’s computer. Some importantdocuments were missing. His father was angry. Steve was worried about what to do.2 Extensive reading（精读）Read the passage and answer the questions.1. What did David take with him to my home last week?2. Where did they play the computer game?3. Was Steve’s dad’s angry?4. Why was his father really angry?Complete the advice to Steve.1. Steve should never ____________________ when his father told him not to do so.2. Steve should tell his father the truth now to show ____________________.3. Steve should __________ to his father and pay__________________________.4. Steve should give up his _________ so that his father will realise _____________.Complete the passage with the words in the box.If Steve tells his father the (1)_______, at (2)______ he will show that he is (3)______.If Steve wants to get his father’s documents back, he will have to ask a computer (4)_________ shop for help. Steve should use his pocket money to pay the (5) _______. The (6)_________ for this is that it will show he is sorry.Step 4 Learning to learnLet Ss know how to learn about the structures better.In English, some structures look similar, such a s the “if” structure in this module and that in Module 5. Comparing similar structures and making notes can help you learn the structures better.Step 5 Language pointsTo learn about the main points in the passage.1. Last week, my friend David came round with a new computer game.come round表示“拜访（某人的家）”。

Module 6 ProblemsUnit 2 If you tell him the truth now, you will show that you are honest.单词reason, angry, engineer, repair,if引导的条件状语从句。

if引导的条件状语从句主从句的时态问题。

通过图片所提供的信息导入新课，引起学生的兴趣。

Step 1 Warming up and presentation1. 课前导入，图片搭配问题展示本课内容。

2. 列出本语篇重要单词，领读这些单词，让学生们尽力熟悉并记住它Step 2 Pre-reading1.Look at the letter and the reply in Activity2. Decide where they come from. (Activity 1)（1）教师请一位学生读一封有关自己或他人烦恼的信，让全班帮忙想一想有什么可行的解决办法。

（2）全班讨论如果自己遇到烦恼时会通过什么方法或途径去解决，教师总结学生提供的方法, 然后引入本课话题：阅读Steve有什么烦恼，他是通过什么方式来解决的。

（3）快速略读来信及回复，进行判断。

（4）教师点名，个体回答，交流反馈。

环节说明：本环节旨在明确本单元学习主题，让学生快速进入学习状态和英语语言情境中。

2.Read the letter and the reply. Choose the best summary of Steve’sproblem. (Activity 2) （1）学生个体活动，阅读文后给出的三个选项，理解其意思。

（2）快速略读，提炼课文主旨，进行选择。

（3）两人一组核对答案。

（4）教师点名，个体汇报，陈述排除其他选项的理由。

Step 3 Language pointsTo learn about the main points in the passage.1. Last week, my friend David came round with a new computer game. come round表示“拜访（某人的家）”。

教学设计Book9 Module 6 ProblemsUnit2 If you tell him the truth now,you will show that you are honest.Book9 Module 6 Problems一、教学内容：Unit2 If you tell him the truth now,you will show that you are honest.二、课型：reading and writing三、教学目标1.To understand the usage of adverbial clause of conditions in context.2.Be able to read Steve’s problems and Diana’s advice,and find out the useful information.3.Be able to analyze the problems in life ,and ask someone for help by different ways; be able to give advice to others actively.四、教学重难点Key points：1.Read two letters and find out the useful information.2.To understand the usage of adverbial clause of conditions incontext.Difficult points：Be able to analyze the problems in life,and give advice.五、教学方法由浅入深，逐步递进，概括分析总结方法。

六、教学准备课本、课件、学生学习资料; 本课采用多媒体辅助教学，通过图片、视频等多媒体手段，从视觉和听觉上，调动学生的积极性，培养学生的兴趣；通过师生互动、生生互动的方式，使学生轻松习得知识及能力。

Module 6 Eating togetherUnit 2 Knives and forks are usedfor most Western food.教学模式介绍探究式教学模式是指在教学过程中，要求学生在教师指导下，通过以“自主、探究、合作”为特征的学习方式对当前教学内容中的主要知识点进行自主学习、深入探究并进行小组合作交流，从而较好地达到课程标准中关于认知目标与情感目标要求的一种教学模式。

其中认知目标涉及与学科相关知识、概念、原理与能力的掌握；情感目标则涉及思想感情与道德品质的培养。

探究式课堂教学模式的教学环节：创设情境——启发思考——自主（或小组）探究——协作交流——总结提高设计思路说明【创设情境】引导学生讨论中国人吃饭的习惯，引出新内容的学习。

【启发思考】请学生描述西餐的特点，可以从餐具和菜品种类进行描述，和中餐进行对比，总结出不同之处。

【自主或小组探究】分为读前、读中、读后三个部分。

读前主要让学生们以小组为单位，在文中找出新单词的位置，了解单词的用法并大声朗读。

读中注意通过细读课文回答问题，读后主要是根据文章内容回答问题并选词填空。

【协作交流】朗读课文，让学生找出课文中让自己觉得惊讶、有趣或者不一般的地方，然后让学生分组讨论。

【总结提高】学习本课重点表达和语法。

并能够熟练运用。

教材分析Module 6的主要内容为通过对中西方饮食文化的介绍来复习被动语态，重点学习heat up, be similar to, help yourself等短语的用法。

从全书来看，本模块承接上册书对被动语态的学习和运用，内容有层次的展开，学生容易接受。

教学目标【知识与能力目标】Key vocabulary—Westerner, West, serve, similar, wing, lady, gentleman, cr ossKey structures—help yourself, do as the Romans do【过程与方法目标】To get information about Western diet culture.To master the passive voice.【情感态度价值观目标】To respect Western diet culture; To be proud of our own Chinese diet culture.教学重难点【教学重点】1. To learn some expressions in the passage.2. To learn the passive voice.【教学难点】1. To get information from the article.2. The use of do as the Romans do and help oneself.课前准备智慧课堂教师平板教学过程一、创设情境Look at the pictures and talk about Chinese diet culture.二、启发思考Look at the photo of a Western meal. Talk about the differences between a Western meal and a Chinese meal.三、自主或小组探究Step I Before-readingLearn some new words: westerner, west, wing, lady, gentlemanStep II While-reading1. Listen and read the passage, then answer the questions.1) Who is the passage written for?2) Where might you see a passage like this?2. Finish Activity 3:Complete the table with the information from the passage.Step III Post-readingFinish Activity 4:Read the passage again and answer the questions.1) “So when you eat W estern food, do as Westerners do.” So what should you do?2) “At the start of a mea l, the French say ‘Bon appetit’.” What do you say at the start of a Chinese meal?3) “I’m sorry. I don’t eat meat.” When might you want to say this?4) “No, thank s. It was delicious, but I’ve had enough.” Do you mean you do not like the food?5) “It is sometimes difficult to know w hen the meal is over.” How do you know that a meal is over in China?Keys: 1) We should watch what other people do and copy them.2) We say “Chi ba!” at the start of normal meals or “Da jia chi hao!” at the start of more formal meals.3) If I am offered something which I do not like.4) No, it means “I like the food but I’m full.”5) In China, a meal is usually over when the food is finished.四、协作交流Read the passage in Activity 2 again. Decide which part is surprising, interesting or unusual to you. Then discuss with partners.五、总结提高Step I Language points1. We often say, “When in Rome, do as the Romans do.”我们常说:“入乡随俗”。

Module 6 Eating togetherUnit 2 Knives and forks are used for most Western food.教学目标【知识与技能】1. 掌握本课单词与短语：Westerner, West, serve, similar, wing, lady, gentleman, cross, help yourself, do as the Romans do2. 掌握本课语法：被动语态【过程与方法】PWP method, task-based method教学重难点【教学重点】1. To learn some expressions in the passage.2. To learn the passive voice.【教学难点】1. To get information from the article.2. The usage of do as the Romans do and help oneself.教学准备录音机、图片、多媒体等教学过程Step 1 Warming up1. Look at the pictures and talk about Chinese diet culture.2. Look at the photo of a Western meal. Talk about the differences between a Western mealand a Chinese meal.Step 2 PresentationLearn some new words.Step 3 Reading1. Listen and read the passage, then answer the questions.1) Who is the passage written for?2) Where might you see a passage like this?2. Finish Activity 3:Complete the table with the information from the passage.3. Finish Activity 4:Read the passage again and answer the questions.1) “So when you eat Western food, do as Westerners do.” So what should you do?2) “At the start of a meal, the French say ‘Bon appetit’.” What do you say at the start of aChinese meal?3) “I’m sorry. I don’t eat meat.” When might you want to say this?4) “No, thanks. It was delicious, but I’ve had enough.” Do you mean you do not like thefood?5) “It is sometimes difficult to know when the meal is over.” How do you know thata meal is over in China?Keys: 1) We should watch what other people do and copy them.2) We say “Chi ba!” at the start of normal meals or “Da jia chi hao!” at the startof more formal meals.3) If I am offered something which I do not like.4) No, it means “I like the food but I’m full.”5) In China, a meal is usually over when the food is finished.4. Read the passage in Activity 2 again. Decide which part is surprising, interesting or unusualto you.Step 4 Language points1. We often say, “When in Rome, do as the Romans do.”我们常说:“入乡随俗”。