Module 4 Home alone Unit 1 教学设计-2025-2026学年外研版（2012）九年级上册

课题：Module 4 Home alone Unit 1 I can look after myself, although it won’t be easy for me. Teaching background Teaching content Unit 1 I can look after myself, although it won’t be easy for me. Analysis of the Teaching Material What: Unit 1 is a dialogue from Betty and her parents at the station before her parents are about to leave for Lhasa. Her parents are worried about whether she can do well at home alone. The topic of this unit is home alone which belongs to the theme of human and ego. Why: It is a dialogue. In the conversation, Betty’s parents are worried about her safety, health and study at home alone. Betty tries to reduce their worries from her intonation as well as words by using adverbial clauses with although, so…that. How: It helps students to know the worries from parents to develop mutual understanding and to encourage students to have some daily life skills and look after themselves well. Analysis of the Target Students The students are ninth graders who can use the basic listening skills to understand the passage. They are interested in listening, quick-minded and trained with cooperative learning. They have known adverbial clause with because, so that, so before, but they are weak in talking about their home alone stay with adverbial clause. Teaching objectives After this lesson, students are able to: 1.To To learn and master the new vocabulary. 2.To practice listening about home alone and learn to get information from the conversation. 3.To help the students to know what the children in western countries do when they stay at home alone, and at the same time make them learn to be more independent. 4.To pay more attention to improving Ss’ abilities on living alone at home. Teaching key points and difficult points Key points: 1.To describe their home stay stories and give reasons with adverbial clause. 2.To know how to reduce the worries from their parents by considering home alone rules such as safety and health and daily life skills and develop their critical thinking. Difficult points: To be able to tell rules when they are home alone with adverbial clauses. Teaching and learning methods Teaching methods: 1.Task-based approach; 2.the communicative approach Learning methods: 1. Individual learning; 2.Cooperation Teaching procedures: Step 1: Lead-in 1. Let the students watch a short film about home alone. 2. Ask the students: what’s the short film about? 3. Free talk. What will you do if you stay at home alone? What should you consider most when you stay at home alone? 【设计意图】 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“Home alone”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。 Step 2: Pre-listening 1.Talk about the picture. 1)What can you see in the picture? 2)What is the relationship between them? 3)What are they doing there? 2.Extension: What does T mean? 【设计意图】 借助图片和语境，对对话内容进行预测，帮助学生理解词汇在具体的语境中的意义，为后续的听力活动做准备。 Step3: While-listening Activity 1 Listen and answer the questions. 1) Is Betty travelling with her parents? 2) How do Betty and her parents feel? Activity 2 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. Activity 3 Listen and choose the correct answer. 1)Why are Betty’s parents going to do in Lhasa? 2)Why isn’t Betty travelling with them? Activity 4 Listen and fill in the blanks. 【设计意图】 1.听力策略培养。学生通过听从对话中获取贝蒂的父母对她担忧的细节信息和贝蒂宽 慰父母的细节信息,从而培养学生的听力策略，内化本课所学。 2.学习习惯培养。指导学生边听边记录主要信息，培养学生良好的学习习惯，并形成 学习策略。 Step4: Post-listening 1.Discussion: What do you think of Betty’s parents? Why does Betty say these words? 2.Further thinking:What can we learn from the passage? What should you do and should not do when you are at home alone? 【设计意图】 1.对文本内容进行一个升华，让学生更好地理解文本内容的同时，培养学生的思维能力，让学生能对任务或事件做出自己的判断和评价。 2.将文本过渡到学生自己，完成知识的迁移，让学生设身处地的思考，自己如有相同类似的经历会如何面对。 Step 5 Summary Step 6 Homework You must do: Read and imitate the dialogue fluently. Try to act it out with your friends. You can do: Create three original sentences using "although" and write them down in the notebooks. Blackboard Design: Module 4 Home alone Unit 1 I can look after myself, although it won’t be easy for me. Parents’ worries Betty’s responses Safety shut/lock the door look after Eating eat vegetables cook simple meals Time management wake up ring loudly although so...that... Exercise: I.单项填空。 1. The little boy is _____ lovely _____ everyone likes him. A. such; that B. too; to C. so; that D. enough; to 2. Bill was late _____ school this morning． A. for B. at C. with D. on 3. —How about going to school by boat, Li Lei? —Good idea．That must be__________than taking a bus． A.interesting B. much interesting C.more interesting D. most interesting 4. Of all the students, Linda draws the__________ carefully． A.very B. much C. more D. most 5. —I think we should plant more trees． —Yes, __________ trees we plant, __________ the environment will be． A.the much; the good B. the more; the better C. the less; the better D. the more; the good II.根据汉语意思完成英语句子, 每空一词。 1.Travelling by plane is the f__________way. 2.I don't like people standing too c__________to me. 3.The bus stop is c __________ with people at eight o'clock in the morning. 4.She was hurt in a road a __________. 5.It's difficult to make a c__________(选择). Reflection 培优学生： 本节听说课以观看与话题相关视频导入，学生的学习兴趣比较高，积极参与课堂活动，大部分单词都能完成，但是最后一个“rings”, 部分同学没有加s，当堂给学生讲解了做题方法，也提醒学生要注意此类题的做题技巧。最后，让学生归纳总结本节课的主要内容，帮助学生巩固所学知识。 1 学科网（北京）股份有限公司 $