Module 4 Home alone-Unit 1 I can look after myself, although it won’t be easy for me.-ppt课件-(含教案+音频)-市级公开课-外研版九年级上册英语(编号：a118f).zip

letsenjoyapieceofvideo.Unit1 I can look after myself, although it wont be easy for me.Module 4HOME ALONECanyoulookafteryourself?foodwashingtidyinguptimetableDo you know how to keep yourself safe ?Remember your parents contact telephone number.Know how to call the police, fire service or hospital.Dont answer the door to strangers.Dont touch dangerous things.DosDontsLets look through the Home alone rules for American children. Look at the picture ,then listen and answer the questions.1.Where are Betty and her parents ?2.Is Betty travelling with her parents ?3.Will you be _at home on your own ?4.Ill _ you too , and Ill _you _ .5. _ everything at home and keep the flat _.OKmisscalleverydayTakecareoftidy1.Beespeciallycarefulwith_._itwhenyouareinand_itwhenyougoout.2.Makesureyoueatplentyoffresh_and_.AndIveleftlotsofyourfavorite_.3.Therewontbeanybodyto_you_inthemorning.4.ImsureIve_something,butI_whatitis.5.Iknow!Ihaventgivenyouour_inLhasa.listen and completedoorShutlockfruitvegetablesbiscuitswakeupleftdontknowaddress When the door is shut, it is open / closed.When you lock the door, you keep people out / let people in. “I havent given you our address in Lhasa!” This means you do not know where we are staying / what we are doing.Yes,mum.Ican_,althoughitwontbeeasyforme.Beespeciallycarefulwiththedoor.Shutitwhenyouareinandlockitwhenyougoout.Makesureyoueatplentyoffreshfruitandvegetables.AndIveleftlotsofyourfavouritebiscuits.Dontworry.Ican_.Therewontbeanybodytowakeyouupinthemorning.Illbefine.Myclockringssoloudlythatitwillcertainly_.ImsureIveforgottensomething,butIdontknowwhatitis.Iknow!IhaventgivenyououraddressinLhasa.Sendmea_.lookaftermyselfcooksimplemealswakemeuptextmessage1.Yes,mum.Icanlookaftermyself,althoughitwontbeeasyforme.2.Dontworry.Icancooksimplemeals.3.Illbefine.Myclockringssoloudlythatitwillcertainlywakemeup.4.Sendmeatextmessage.Looking after herself wont be easy for Betty , but she can look after herself / so she cant look after herself .When you cook simple meals , it is easy / difficult .When your clock rings, it is quiet / makes a loud noise.The clock rings loudly , and as a result , Betty will /wont wake up.You receive a text message on your phone / by email.Listen and pay attention to the words which the speaker links.1 Be especially careful with the door. Shut it when youre in and lock it when you go out.2 I can look after myself, although it wont be easy for me.3 Im sure Ive forgotten something, but I dont know what it is! The meeting in Lhasa is _ important for Bettys parents _ they must be away for a couple of weeks . Betty cant go with them because she cant _ two weeks of school. Bettys parents are worried about her .Her mum reminds her to remember to _ the door when she is in and _ it when she is out . She also reminds Betty to eat plenty of fresh fruit, _ and biscuits. Her dad is worried that nobody will _ in the morning. Complete the passage with proper words.sothatmissshutlockvegetableswakeherupBut Betty isnt as worried as her parents . Shes sure she can look after herself _it wont be easy for her . She can cook _ meals and she will _ on time with the help of the clock . She also advises her mum to send her a _ to tell her their _ in Lhasa . Will it be a good holiday for Betty?Complete the passage with proper words.althoughsimplewakeuptextmessageaddressImagine your parents have to be away on business for a week .You are staying at home by yourself. Ask and answer.TalkHomealoneBasiclifeskills1.Willyouwakeupontimeinthemorning?2.Whatwillyoueatforbreakfastandlunch?3.Aftercookingoreating,whatwillyoudowiththeplates?4.willyouwatchTVorplaycomputergamesinsteadofdoingyourhomework?5.Willyouwashyoursockseveryday?Solvetheproblems1.Ifsomeoneknocksonthedoor,whatwillyoudo?2.Ifthelightsgooffwhenyouaredoingyourhomework,whatwillyoudo?3.Ifyouhaveproblemsinyourhomework,whatwillyoudo?4.Ifyoucatchacold,whatwillyoudo?Themoreyoudependonyourself,themoreyoucanachieve.-Mrs.Curie1. At our first _ I was nervous.2. Philip went into his room and _ the door behind him.3. Read the _ carefully and then answer the questions.4. The life in the countryside is _, but enjoyable.5. Ill give you my _ and telephone number.I. 从方框内选择合适的词填空。 shut text meeting address simpleII.选择适当的词完成句子。选择适当的词完成句子。 _ Norman Bethune cut his finger during an operation , he continued his work . We usually eat too much on Thanksgiving , _ its only once a year . Norman Bethune wrote books _ _ local doctors could learn about how he treated the sick . Deng Yaping trained _ hard _ she won many world competitions. sothat,sothat,although,butHomeworkMust do :1.Preview the new words and expressions in Unit 2.2. Search for more information about Home alone rules in the UK. Can do :Write a passage to tell about what you should do when you are staying at home alone.课文标题 Module 4 Home alone 单元名称 Unit1 I can look after myself ,although it wont be easy for me .教材版本 外研社授课年级 九年级授课教师 一、课型：一、课型：Listening and speaking二、教学内容分析二、教学内容分析根据教材“题材功能结构任务”的编写原则来分析本模块的具体内容如下：本模块以日常活动中的家庭生活为话题，以“独立在家”为题材展开听、说、读、写的语言实践活动。功能是能够在日常交往中恰当理解和运用态度（希望和愿望 Have a good trip.）和情感(遗憾 Im sorry /So am I）的语言形式。语法是由 although 引导的让步状语从句和由 so that 引导的结果状语从句。任务是谈论独自在家的自立性问题。本单元是整个模块的第一单元，是一节听说课。对话中以 Betty 在火车站为父母送行为背景，以父母对她独立在家两周的担心为基调，以关于饮食、安全、时间管理等方面父母的嘱托和 Betty 的回答为主要内容，巧妙而真实地使用了让步状语从句和结果状语从句。针对独立生活的讨论，是本课的中心，尤其是基于核心素养下的英语教学，更是要把学生的能力培养放在教育的首位。对于本课的语法， 由于 although 在八年级上册 Module 10 ，so that 在八年级下册 Module 8 学生已经接触过，对于句意的理解应该没有问题，关键是语言输出中的准确性。三、教学对象分析三、教学对象分析本单元的“独立在家”的内容对于有些学生来说比较陌生，因为他们大多没有过类似的经历, 甚至没有考虑过类似的问题。初三学生有一定的语言基础，通过交互式白板的使用，在听、说、读、写中使用词汇及句型，以不同形式反复出现，学生理解对话的文本信息应该没有问题，但是进一步思考这个问题的实际价值的确需要进一步的引导。因此，确定本单元的重点是通过听读等活动，学生理解并运用相关句型提出独自在家的做法。难点是学生如何借鉴所学独自在家的规则和做法指导自己的实际并从点滴做起，培养自己的独立意识。四、学习目标分析四、学习目标分析（一）语言知识目标（一）语言知识目标1. 话题：话题：Daily routines2. 语音：语音：能够掌握句子中的连读。3. 词汇：词汇：理解和领悟以下词汇和短语在本课中的意义并学会运用。名词：platform meeting clock passenger address text couple midnight 动词：miss shut (shut,shut), lock ring (rang ,rung) 形容词：simple 短语：text message a couple of 4. 语法：语法：由 although 引导的让步状语从句和由 so that 引导的结果状语从句。5. 功能：功能：能够在日常交往中恰当理解和运用恰当理解和运用态度（希望和愿望Have a good trip.）和情感(遗憾 Im sorry /So am I）的语言形式。（二）语言技能目标（二）语言技能目标1. 能听懂有关家长叮嘱孩子的日常对话，获取细节信息。2. 能熟练谈论独自在家的规则。3. 能读懂有关“独自在家的对话，并能获取相关信息。 （三）学习策略目标（三）学习策略目标能够乐于学习他人“独自在家”的做法，并给出归纳性的总结。（四）情感态度目标（四）情感态度目标通过对话学习，学生能借鉴所学的独自在家的规则和做法指导自己的实际并从点滴做起，培养自己的独立意识。五、教学过程五、教学过程Pre - listening 视频创境，问题导入，引起反思视频创境，问题导入，引起反思Step 1 教师由一段电影 Home alone 的视频导入,学生观看视频后回答问题： Whats the name of the film ? If you have seen the film , can you tell us what it is about ? When Kevin is at home alone ,can he look after himself ? When Kevin is at home alone ,can he keep himself safe ?【设计意图设计意图】教师利用交互式白板的视频播放功能，展示视频。激发学生的思维和背景知识，并且快速导入模块主题。Step 2教师针对视频继续提问：When he is at home alone , he can look after himself and keep himself safe. Is he dependent or independent ? Are you dependent or independent ?【设计意图设计意图】通过问题引发学生的思考，以使学生产生对于这个话题谈论的重 要性的认识，并引导学生积极地反思自己的实际。 Step 3 教师以两个问题引发学生更具体的思考。 When you are at home alone ,can you look after yourself ? 学生根据表格和自身实际，用 but 或 and 连接句子 。 When you are at home alone ,can you keep yourself safe?cook heat upbuyfoodwash underwearwash coats ,sweaters, trousers, shoeswashingtidy up your own roomtidy up the whole housetidying upmanage when to get upManage when to do homeworkCan you Manage when to go to bed time 学生谈自己的做法，并参考更多的规则。【设计意图设计意图】通过具体的问题引发学生进一步的反思与思考，并利用交互式白板的遮盖功能，逐步呈现安全方面的做法，以给予学生更多的启示与指导。Step 4教师根据学生对自身行为的反馈，引导学生思考如何独立。 教师首先展示 Home alone rules for American children ，学生阅读 并学习做法。【设计意图设计意图】通过交互式白板的放大镜功能，为学生逐条展示规则，丰富学生的思维，使他们更多了解独自在家的规则，逐步提高他们的独立能力。 While-listening 听中听力训练，获取对话背景及细节听中听力训练，获取对话背景及细节Step 1 .教师播放 Activity 2-3 的听力，学生回答问题 1-2 。学生再听一遍对话，回答问题 3-5。 【设计意图设计意图】先利用交互式白板的遮挡功能遮挡问题 3-5，利用交互式白板插入音频功能，播放录音，学生听对话，独立完成问题回答 1-2。再播放录音，学生独立完成问题 3-5。利用交互式白板的遮挡拖拽功能全班核对，意在培养学生听对话感知对话发生的背景，初步感知对话，为下一步细节理解做铺垫。听力素材作为学生学习独立生活的例子呈现，意在帮助学生逐渐丰富独自在家的应对策略。Step 2教师引导学生回答问题 Which sentence is said by her parents ? How do they feel about leaving Betty at home alone ?【设计意图设计意图】 分析对话中体现出来的父母的担心，感受对话中父母的情绪特点。Step 3教师播放 Activity 4 的听力，并呈现问题，学生边听边完成父母对于Betty 的担忧。句子核对答案的同时，引导学生归纳父母担心的类别，如：tidying up ,managing time , food , safety 等。继而通过选择性的问题加强学生对于新词汇的理解。【设计意图设计意图】利用交互式白板插入音频功能，播放录音，学生听音填空。利用交 互式白板的遮盖和拖拽功能，实现生机互动，全班核对答案。旨在 培养学生听对话获取细节信息的能力，感知对话中父母对于 Betty 担忧的具体内容，提高信息素养，为之后的听力打好基础。利用交 互式白板的拖拽功能检测学生是否理解词汇。Step4教师再次播放 Activity 4 的听力，并呈现 Betty 对于父母种种担忧的 答复，学生独立完成。 继而通过选择性的问题加强学生对于新词汇的理解。【设计意图设计意图】聚焦于 Betty 对于父母提出的问题的答复，有助于学生学习 Betty处理问题的方法。利用白板的遮盖与拖拽功能核对答案。利用交互式白板的拖拽功能检测学生是否理解词汇。 Post-listening 听后语言模仿与输出，注重运用提升听后语言模仿与输出，注重运用提升Step 1 教师指导学生注意连读的方法，播放录音，学生模仿【设计意图设计意图】利用交互式白板插入音频功能，播放录音，学生听音模仿跟读，培养语感，掌握地道的语音语调，为语言输出打好基础。模仿句中单词连读，利用点读笔和交互式白板的标注功能，学生听音画出连读，实现生机互动，并引导学生注意连读技巧，完成本单元的语音学习目标。Step 2 教师播放 Activity 4 的视频，学生观看、跟读、模仿并展 示。【设计意图设计意图】利用交互式白板插入视频功能，播放视频，学生身临其境地理解对话的背景及人物的情绪，培养语感，为语言输出打好基础。Step 3 教师呈现课文复述的文本，学生独立填写。【设计意图设计意图】学生独立完成课文复述，完成对对话内容的信息转换，巩固对于独立在家的规则和做法。利用交互式白板的书写功能，实现生机互动，全班核对答案。Step 4 教师呈现真实语境，学生依据所学设想并回答。【设计意图设计意图】学生看表格回答问题，完成语言重组，应用所学指导自己的实践，尤其是解决问题的能力。Step 5 教师呈现居里夫人的名言【设计意图设计意图】在自主能力提升的基础上，唤醒学生的自立意识。Step 6 随堂测验【设计意图设计意图】检验学生对于本课词汇及语法是否掌握，所用素材以本册书前几个模块为主，同时起到复习和拓展学生对于词汇认识的作用。Step 7 作业【设计意图设计意图】作业分必做题和选做题，学生会有更多的选择空间，培养预习习惯，提高学习兴趣，学有所获。利用交互式白板的标注功能，引起学生注意不同作业的侧重点，尤其是选做题，利用网络资源，拓宽学生的知识面，激发学生研究欲望，从而高效完成作业，巩固所学知识。