Module 4 Home alone 模块表格式教案（3课时）

课题 Module 4 Home alone
教材分析 现在的学生多为独生子女，平时很少有独立生活的锻炼机会，也缺乏独立生活的能力。本模块“独自在家”的话题非常切合学生的生活实际，这使得学习本模块的内容变得更有意义。它由三个单元组成，分别是： Unit1 I can look after myself,although it won’t easy for me9 Unit2 I became so bored that I wished they would leave me alone. Unit3 language in use(知识归纳） 第一单元中，父母外出开会，不得不把女儿独自留在家中但是伴有种种忧虑，所以对女儿千叮咛万嘱咐，相比之下女儿却很从容。其语言知识和技能紧紧围绕之一话题展开，本单元的内容以对话的形式展现，让学生在一种轻松愉悦的氛围中了解本文的知识结构。它既复习了祈使句和让步状语从句，也锻炼了学生的交际能力和口语表达能力。本模块的语法although引导的让步状语从句和so...that引导的结果状语从句，与第二，三，五，六模块均为状语从句，这五个模块放到一起来学习，使学生能整体感知状语从句的功用，从属连词的意义。
模块教学目标 1.知识目标 掌握本单元的词汇，句型，出现的口语和日常交际用语，能就“独自在家”进行自如的交谈。 用英语写出独自在家时要注意的事项。 通过本模块对 “aithough,so...that,but”的用法的复习，使学生达到运用自如的程度。 能力目标：提高学生的感受能力，写作能力和自理能力 情感目标：通过自己对生活的解读，让学生明白，要自强自立，感恩父母的付出 学习策略 自学策略 课前通过让学生学习Boxfish,掌握本模块的词汇，语法；课上能从正反两方面来论述问题，并给予归纳性总结。 合作学习策略 能够通过交谈，了解他人的独立生活能力，并积极培养自己的生活自理自立能力。 文化意识 了解西方国家对孩子独自在家生活的一些建议，拓展视野，培养自己的独立生活能力。
教学重点及难点 1.能就独自在家用英语进行自如的交谈；、 2.掌握文中的日常交际用语； 3.复习although,so...that...,but 的用法； 4.能以自述的形式用英语写出独自在家时要注意的事项
教学辅助 在教学中使用Boxfish软件学习词汇和语法
教学方法 主要采用讲授法（阅读技巧）；演示法（写作范本）；练习法（读写技能训练）；交际法（组内，组间交流）等
教学过程
第一课时教学设计
教材分析 本模块“独自在家”的话题非常契合学生的生活实际，通过对学生独自在家生活状况的生活实际的描述和讨论，展开语言学习活动，恰当地呈现了让步状语从句这一新的语法知识，给学生形象的语言的感受。第一单元介绍了贝蒂在火车站与父母告别的情况。（简单介绍本课时如配图故事、话题、词汇、句型、功能等等）
课时教学目标 知识目标： 1. 四会(听、说、读、初步运用)的单词：platform,meeting,miss,shut,lock,simply,anybody,clock,ring,passenger,address,text,couple和两个词组： text message， a couple of 2. 理解和初步运用由although引导的让步状语从句和so… that 引导的结果状语从句。 技能目标： （1） 听：能够听懂家长叮嘱孩子的对话，并获取细节信息。 （2） 说：能够围绕“Home alone”话题进行交流。 （3） 读：能通过读获取独自在家生活的细节信息。 （4） 写：能写自己独自在家时的状况。 3.情感目标： 通过学习对话，让学生培养自己的独立生活能力。 学习策略 合作学习策略 能够通过交谈，了解他人的独立生活能力，并积极培养自己的生活自理自立能力； 听力学习策略 能根据具体的听力任务，将注意力集中在相关信息之上；记录听力过程中的关键信息等。
教学重点与难点 1. 本单元的单词和词组。 2. 理解和初步运用由although 引导的让步状语从句和so… that 引导的结果状语从句。
教学辅助 英语数字教材；在预习和检测时使用Boxfish软件
教学方法 交际法（组内，组际交流）；练习法（能根据具体的听力任务，将注意力集中在相关信息之上；记录听力过程中的关键信息等）。
教学内容 教学活动 设计意图
教师活动 学生活动
Step 1: Warming up Present the questions 1. Have you ever stayed at home alone 2. Can you look after yourself How 3. What do your parents tell you to do and not to do Answer the questions in pairs 1. Have you ever stayed at home alone 2. Can you look after yourself How 3. What do your parents tell you to do and not to do 新课开始，让学生说说如果自己在家，自己会怎么做，是茫然无助还是积极调整自己适应现在的生活，使学生畅所欲言，克服了学习的紧张感，以及对将要学习的知识有一些了解。
Step2: Presentatio＆Listening 1.Check if students have grasped the new words with Boxfish. 2.Show three aspects students should look after themselves from. 3.Ask them to look at the picture and talk about it. 4.Play the tape(three times). Let students listen and answer the questions then complete the sentences. Read the sentences after Boxfish and spell the new words . Talk about what they should do and shouldn’t do alone at home. Work in pairs.Talk about the picture. Listen and answer the questions;Listen again and complete the sentences. Boxfish特有的随机点名机制及两人竞赛方式能激发学生们的学习动力，为后面的对话学习做好铺垫。 进一步巩固词汇，为更好地理解对话打下基础。 通过听力训练，锻炼了学生们获取有效信息的能力.
Step3: Practice＆Speaking 1.Ask students to watch the video and answer some questions. 2.Tell them to complete the sentences（Activity4）. There may be more than one answer；Then talk about it. 3.To read the dialogue in groups. Choose some groups to act it out. 4.Lead them to learn the language points. I’m sorry...我很抱歉...... I’m sorry I can’t go to your party. So am I.我也是。So+be/助动词/情态动词+主语“表示后一个人的情况与前一个人完全相同” He has been to Hongkong and so has his sister. Joe was afraid of snakes and so was I. have a good trip！祝你旅途愉快！ be about to do就要...... She looked as if she was about to cry. wake sb.up叫醒某人 There won’t be anybody to wake you up. acouple of两个,几个 See you in a couple of weeks. 1.watch the video and answer some questions. 2.Complete the sentences（Activity4）. There may be more than one answer；Then talk about it. 3.Read the dialogue in groups.Act it out. 4.Learn the language points with the teacher. （1）I’m sorry...我很抱歉...... I’m sorry I can’t go to your party. （2）So am I.我也是。So+be/助动词/情态动词+主语“表示后一个人的情况与前一个人完全相同” He has been toHongkong and so has his sister. Joe was afraid of snakes and so was I. Have a good trip！祝你旅途愉快！ （4）be about to do就要...... She looked as if she was about to cry. （5）wake sb.up叫醒某人 There won’t be anybody to wake you up. acouple of两个，几个 See you in a couple of weeks. 观看视频，使学生们身临其境，能更好地理解对话；通过活动四的练习,培养学生对细节的把握能力，为语言输出创造条件。 通过有感情的朗读对话，体会Betty的父母不放心Betty独自在家，而Betty则从容得多的情感。教师和学生一起用数字教材学习语言点，直观具体，帮助学生学会总结归纳重要知识。
Step4：consolida-tion ＆Discussion 1.Let’s choose the correct answer in Activity 5. Check the answes. 2.Play the recording,ask them to read after it. 3.Ask them to imagine they are staying at home on their own and ask and answer.Join their answers into a short dialoguage. Choose the correct answer in Activity5. Check the answers Listen and mark the words which the speaker links. Listen again and repeat. Imagine you are staying at home on your own , ask and answer. Join your answers into a short dialoguage. 活动五旨在巩固学生们对词汇的理解。通过以上的练习，学生们能互相问答有关独自在家的问题，完成语言输出。
第二课时
教材分析 在第二单元语篇中郑晨宇以自述的形式向我们记录了他父母外出时遇到的一些困难，以及离开父母后由短暂的快乐逐步变为对父母的思念，使学生意识到父母为自己付出很多，对父母更加心怀感恩。
课时教学目标 1.能够运用所掌握的语法、句型和词汇进行交际，说说自己独自在家时的遭遇； 2.能够用语言和语法知识进行阅读并理解文章的意思，获取细节信息； 3.通过本课学习，能够写一篇文章说明独自在家生活时该做什么，不该做什么 ； 4.通过学习，培养学生的生活自理能力和使其了解父母的辛苦。
教学重点与难点 1.掌握本单元的重点词汇和句型 2.在阅读过程中获取有用的信息 3.培养自己的独立生活能力，感恩父母的付出。
教学辅助 在教学中使用Boxfish软件学习词汇和语法 ；英语数字教材
教学方法 主要采用讲授法（阅读技巧）；演示法（写作范本）；练习法（读写技能训练）
教学内容 教学活动 设计意图
教师活动 学生活动
Step 1: Leading in Play an episode of the movie Home Alone.Ask some questions.Do you love the movie Have you got an experience to stay at home alone Can you look after yourself What things can you do Watch the movie.Then answer the questions. Do you love the movie Have you got an experience to stay at home alone Can you look after yourself What things can you do 用视频导入，能吸引学生们的兴趣，为后面课文学习做好铺垫。
Step2: Presenta -tion Use the software Boxfish to check if the students have grasped the new words Accordingto the pictures and Pronounciation,spell the new words . 课前学生们已经利用Boxfish学习了本单元的词汇和句式，通过反馈和检查可以了解学生们对词汇的掌握情况，为下面学习课文打好基础。
Step3: Skimming Ask the students to read the passage quickly and choose the best summary. Read the passage quickly and choose the best summary. 培养学生跳读课文，迅速选出主旨大意的能力，为进一步理解文章做好准备。
Step4：Scanning Step1:Ask them to read Paragraph1 and answer questions: 1.What did Zheng Chenyu’s parents do for him 2.How did he feel Step2:Ask them to read P2,then finish the task and answer the question. Make a list about what Zheng Chenyu did on the first day. .How did he feel when his parents went away on business 3:Get them to read P3＆4,answer (1)What troubles did he meet the next morning (2)What did he realise about his home alone holiday 4.Let’s watch the video and try to retell the passage. Step1:Read P1 and answer the questions: 1.What did Zheng Chenyu’s parents do for him 2.How did he feel Step2:Read P2,then finish the task and answer the question. Make a list about what Zheng Chenyu did on the first day. How did he feel when his parents went away on business 3:Read P3＆4,answer (1).What troubles did he meet the next morning (2).What did he realise about his home alone holiday 4.Watch the video and try to retell the passage. 通过逐段细读，找出有关郑晨宇生活的细节信息，体会他的情感变化，联想自己的实际生活，提高自理能力，感恩父母的付出。最后以思维导图的形式呈现，帮助学生梳理文章脉络，为学生复述课文创造条件。
Step5 Consolid-ation Read the passage again. Ask students to complete the sentences in Activity3 and complete the passage in Activity4 Lead them to learn the language points: so...that...如此......以至于...... My brother is so young that he can’t go to school. turn off 关闭 Turn off the light before you leave the room. on business 出差 My dad always goes to Hongkong on business. tidy up 整理 I could tidy up my room at the age of 8. hand in上交 Our teacher asks us to hand in homework on time. ask sb. for sth.向某人要某物 Ask the police for help when you are in trouble. Read the passage again. 1.Complete the sentences in Activity3 and complete the passage in Activity4 2.Learn the language points: (1)so...that...如此......以至于...... My brother is so young that he can’t go to school. (2)turn off 关闭 Turn off the light before you leave the room. (3)on business 出差 My dad always goes to Hongkong on business. (4)tidy up 整理 I could tidy up my room at the age of 8. (5)hand in上交 Our teacher asks us to hand in homework on time. (6)ask sb. for sth.向某人要某物 Ask the police for help when you are in trouble. 通过完成活动三和四，进一步巩固词汇，加深对细节的理解；让学生去找文中的重点知识，发挥学生自主学习的能力，并通过练习达到对知识点巩固加深的目的。
Step6: Writing Ask them to read the passage again and make lists of what Zheng Chenyu can do and can’t do when his parents are away. Tell them to write down the things that they are able to do and aren’t able to do.Join the sentences with“although/but”.End their composition with“I will miss my parents,but Ithink Ican look after myself very well.” Check each other then share their writings Read the passage again and make lists of what Zheng Chenyu can do and can’t do when his parents are away. Write down the things that they are able to do and aren’t able to do.Join the sentences with“although/but”.End their composition with“I will miss my parents,but Ithink Ican look after myself very well.” 3.Check each other then share their writings 本环节是最终的输出，通过列出郑晨宇能做和不能做的事，写出学生们在家能做和不能做的事，再用although/but连成复合句，降低了写作的难度。同伴之间互相检查错误，生生互动，提高写作效率。
第三课时
教材分析 第三单元是综合语用部分，主要学习although,but及so...that...引导的状语从句以及不定代词的用法，巩固前两个单元所学词汇和句型
课时教学目标 1. 知识目标： 学习although,but及so...that...引导的状语从句以及不定代词的用法 2.能力目标： 能制作一张单子，介绍自己独自在家生活时的规划 3.文化意识 ：了解西方国家对孩子独自在家生活的一些建议，拓展视野，培养自己的独立生活能力。
教学重点与难点 1. 能运用目标语法进行交际 2. 掌握重点词汇，句型和不定代词的用法
教学辅助 英语数字教材
教学方法 讲授法，演绎法
教学内容 教学活动 设计意图
教师活动 学生活动
Step 1: Warming up Show the main sentences,and say, “ Are you familiar with these sentences They are all from this module. Observe them carefully.We’ll have a guessing game.” Observe the sentences carefully .Play a guessing game. 以猜词的形式导入，既复习了重点词汇，又调动起了学生们参与课堂的积极性。
Step2: Presenta -tion 1.Ask some students to sum up the grammar-the adverbial clause with although/though,so... that...,such...that 2.Tell them to complete the sentences with the words in the box(Activity1) 1.Sum up the grammar-the adverbial clause with although/though,so... that...,such...that 2.Complete the sentences with the words in the box(Activity1) 由学生总结本模块的语法能帮助他们勤思善问，教师适时予以点拨，能收到很好的教学效果。活动一的练习考查学生们对从属连词的理解。
Step3: Practice 1.Ask them to complete the sentences with their own ideas (Activity2);complete Activities3,4,6 Ask students to finish A5 Sum up the use of indefinite pronouns 1.Complete the sentences with your own ideas (Activity2);complete Activities3,4,6 2.Finish A5 3.Learn the use of indefinite pronouns 通过造句，锻炼学生对语法的掌握情况；活动三，四，六旨在巩固词汇和词组。 教师总结不定代词的用法，让学生对于重点知识有深入的了解。
Step4：Summary Let’s learn about home alone rules in theUK. Lead students to sum up all the contents. Learn about home alone rules in theUK. Sum up the contents. 教师引导学生总结本节课的内容，加深印象。