Module 4 Unit 1 公开课教学设计（外研版九年级英语上册）

6/6Module4HomealoneUnit1Icanlookaftermyself,althoughitwon’tbeeasyforme.教学设计Teachingaims:1、能正确运用词汇：platform,anybody,miss,passenger,couple,shut,address,acoupleof,textmessage,lock,meeting,simple,clock,ring2、掌握重点句型：(1)Icanlookaftermyself,althoughitwon’tbeeasyforme.(2)Myclockringssoloudlythatitwillcertainlywakemeup.(3)SoamI,butIcan’tmisstwoweeksofschool.(4)Yourtrainisabouttoleave.3、初步学习结果状语从句。4、能听懂和阅读关于介绍单独在家经历的语言材料。5、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。Teachingimportantanddifficult

points:1、能听懂和阅读关于介绍单独在家经历的语言材料。2、能运用所学的知识介绍自己单独在家的经历。Teachingsteps:教学步骤教师活动学生活动设计意图StepOneWarming-up(3’)LeadinGreetthestudentsasusual.1.Letthestudentswatchashortfilmabouthomealone.2.Askthestudents:what’stheshortfilmabout?3.Thenleadinthenewlesson.1.Studentswatchavideoabouthomealone.2.Answerthequestion.3.Readthetitletogether.通过播放一段Homealone的视频，创设情境，激发学生的学习兴趣，直接有效地把学生的思维引到“Homealone”这个话题上来。通过这个环节，既可以活跃课堂气氛，还调动了学生的学习兴趣。StepTwoPre-task(5’)Task1Checkthenewwords1.Learnthenewwordsingroups.2.Showsomepicturesofthenewwords,letthestudentssaythemoutquickly.3.Askaboyandagirltobelittleteacherstoteachthestudentstoreadthenewwords.4.Checktheanswersofthehandout.1.Handsupandsayoutthenewwordsquickly.2.Studentsreadthenewwordstogetherafterthelittleteacher.3.Checktheanswersofthehandout.(Sstrytobethefirstone)小组自学单词，体现学生的主体地位，能使全班同学参与其中；通过图片创设情景学习新单词，加深学生对新单词的记忆，增加学生学习的趣味性；小老师带读，锻炼学生，丰富课堂教学形式；完成导学案的词汇练习，是加强对所学词汇的巩固和运用。StepThreeWhile-task(20’)StepFourPost-task(9’)Task2Doactivity11.Showthepicturesaboutthedialogue.Askthestudentstoworkinpairstotalkaboutthepicture.2.Teachertalkswiththestudents.T:Canyouguesswhat’sthepictureabout?S:…Task3Listening1.Askthestudentstolistenandanswerthequestions.Thenchecktheanswers.(Activity2)(1)WhereareBettyandherparents?(2)IsBettytravellingwithherparents?2.Askthestudentstolistenagainandcompletethesentences.Thenchecktheanswers.(Activity3)(1)WillyoubeOKathome_________________?(2)I’ll___________youtoo,andI’llcallyoueveryday.(3)I’llkeepittidysothatyou’ll________mewhenyougethome.Task4Reading(Activity4)1.Listentotheconversationandanswerthefollowingquestions.(1)Whydidn’tBettygowithherparents?(2)WhatdidBetty’smumaskhertoremember?*be________withthedoor.*eatplentyof____________.*_________ontime2.Organizethestudentstoreadtheconversationwiththevideo.3.AsktheSstoworkwiththeirgroupstoreadtheconversation.4.Organizethestudentstohaveacompetition:Readthedialogueingroupsandchoosethebestgroup.5.Organizethestudentstocompletethesentences.Theremaybemorethanoneanswer.6.Organizethestudentstochoosethecorrectanswer.(Activity5)7.Organizethestudentstochecktheiranswersonebyone.8.GettheSstocompletetheform.WhoisleavingforLhasaHowtogoWhoisaloneathomeHowtolookafterherselfathomeTask5RetellingOrganizethestudentstoretelltheconversationwiththeaboveform.Task6Solvethelanguagepoints1.Askthestudentstounderlinethelanguagepointsonthebookaccordingtothehandout,andshowoutsomedifficultlanguagepointsthattheyfound.2.Helpthestudentstosolvethedifficultpointsanddosomeexercises.Task7Dosomespeaking1.Showsomeexamplesabouthomealone.2.Organizethestudentstomakeadialogueingroups.Askandanswerthequestions:(1)Canyoulookafteryourself?(2)Howwillyoumakesureyouwakeupinthemorning?(3)Whatwillyoueat?(4)Howwillyoumanageyourhomework?3.Organizethestudentstoshowthedialogue.4.Askstudentstodosomeexercisesandthencheck.1.Lookatthepictureandhaveafreetalkaboutitingroups.2.Showinpairs.1.Studentslistenandwritedownthecorrectanswers.(1)Theyareatthestation.(2)No,sheisn’t.2.Listentothetapeandcompletethesentences.Answers:onyourown;miss;beproudof3.Givetheanswersonebyone.1.Studentslistentotheconversationandwritedowntheanswers.2.Pairwork.Oneasksandtheotheranswer.3.Studentreadtheconversationwiththevideo.4.Thenpracticeingroups.5.Haveacompetition:choosethebestgroup.6.Studentsreadtheconversationagainandfinishtheexercises.7.Trytocompletetheform.Studentstrytoretelltheconversationwiththeaboveform.1.Studentsreadtheconversationagainandfindthelanguagepoints.Discussingroupsandsolvetheirproblems.2.Solvethedifficultpointswiththeteacher’shelp.3.Studentsdosomeexercises.1.Studentsworkingroups.2.Studentsactoutthedialogue.3.Dotheexercises,thencheck.图片呈现，自然清晰，直观明了，使学生很清楚知道本课主题，利于引人课文内容。小组活动能活跃课堂气氛，锻炼学生口语。从简单的听力开始，训练学生的听力能力，感知本课课题。再次进行听力训练，难度加深，结合写的部分，加强综合能力的提高。小组竞赛，提高学生的积极性。课文听力训练，通过自己设计两个问题让学生完成，加深学生对课文的理解。通过看视频听读对话，帮助学生进一步理解课文内容，模仿正确的语音语调。通过小组合作，让学生充分地实践运用语言，并培养团结合作精神。同时通过小组读课文竞赛，更能调动学生读课文的积极性，有利于提高课堂学习效率。听读训练之后，让学生完成与课本相关的练习题，加深对课文的理解。复述课文既锻炼口语又提高学生综合概括能力。让学生通过导学案的语言点在文章中画出对应的句子和语言点，培养了学生的自主学习的能力和课前预习能力。教师补充讲解本课难点，让学生进一步理解知识点。在每个语言点后面有对应的即学即练，让学生进行巩固。通过做对话训练学生说的能力，能使学生加深对课文内容的理解，提高学生英语语言的综合运用能力。通过习题的练习，加强巩固。StepFiveSummary(2’)1.Getthestudentstosumupthelanguagepoints.T:Whathavewelearnedtoday?Ss:…2.Letthestudentstochoosethebestteaminthislesson.1.Sumupthelanguagepoints:2.Tochoosethebestgroups.引导学生对这节课的总结，让学生做自由发言，培养学生自主学习，自主总结的良好学习习惯。