Module 4 Home alone Unit 2 Reading and vocabulary教学设计 —外研版九年级上册

教学设计
课程基本信息
学科 英语 年级 九年级 学期 秋季
课题 Module 4 Home alone Unit2 I became so bored with their orders that I wished they would leave me alone.
教材分析
This class is a reading class, focusing on the cultivation of students' reading and understanding ability. And the type of discourse is a narrative essay. It mainly tells the story of a little boy who wanted to avoid his parents' control at first. When his parents left home accidentally, he found himself at a loss after leaving his parents. Finally, he realized the care and love that her parents give him and gained growth. The title of the article uses the word "perfect" to arouse students' thinking. By reading the story, students can sort out Zheng Chenyu's emotional changes and think about whether this holiday is perfect or not. Students can learn to understand their parents' love, cherish everything around them and understand the importance of independence.
教学目标
By the end of this class, students will be able to: Knowledge Aims: 1.know the meaning and the usage of new words and key expressions in this unit, like “actually”, “manage”, “be worried about”, “although”, “so...that...”... Ability Aims: 1.sort out the cause, process and result of the story through reading, summarize the author's different feelings towards parents and "staying at home alone" at different times with line charts and understand the main idea of the article; 2.make a deep analysis of the reasons why the author encountered difficulties when he was alone at home and the changes this experience might bring to him. Emotional Aims: understand their parents’ love, cherish everything around them and know the importance of independence based on their own life experience.
教学内容
教学重点： 1.To help students master the key vocabulary and structures: order, manage, burn, on business, hand in; adverbial clauses with although/ so...that... 2. To help students understand the sequence of the passage.
教学难点： 1. To help students understand the true meaning of “perfect holiday”. 2. To lead students describe the writer’s mood in the story. 3. To make students understand the love and care behind the orders from their parents.
教学过程
学习活动观主题探究活动设计意图教师活动学生活动A学习理解类A1感知与注意1. Show students’ photos at home during the pandemic. 2. Ask students to describe their life experience at home during the pandemic.1. Share their life with or without parents at home. 2.Talk about how they feel. 结合嘉兴近期居家云学习的实际情况，询问学生和爸妈共同居家或独自居家的感受，导入本课话题情境，提升学生的学习兴趣。C迁移创新类C3想象与创造 Show the title of passage My “perfect holiday” and let students predict. How was the writer’s holiday Predict from the title.通过文章标题中“perfect holiday” 预测作者的假期是否完美，培养学生的推测分析能力。A学习理解类A2获取与梳理 1.Ask students about the writing order of this passage. 2. Let students devide the passage into three parts. 3.Ask students that “How many days did this “holiday” last ” 4.Did Zheng Chenyu's mood(心情) change in this story 1. Read the whole passage and find out: the order of this passage and divide the passage into three parts. 2. Read again and answer: 整体略读通过探索叙述顺序、文章结构等完成文章框架结构梳理，让学生对故事有整体感知，理清时间线，并为文章暗线”心情线“埋下伏笔，培养学生快速获取信息能力。Make students read Para.1: 1 .Let studnets fill in the table. 2. Let students draw Zheng Chenyu’s mood map before the holiday.Scan: 1. Fill in the table. 2. Draw his mood map 通过表格梳理男孩“独立“梦想和父母管束的冲突，总结男孩的感受并绘画心情图, 用线状图进行梳理。C迁移创新类C3想象与创造Make students read Para.2: 1. Did his wish come true Why 2. What did he do on the first day 3. How did he feel 4. Let students draw Zheng Chenyu’s mood map on Day1. 5. Guess: What would happen the next day Scan: Answer the questions. Continue to draw his mood map. Guess what would happen the next day.通过问题链来梳理第一天作者的所做所感，继续用线状心情线来梳理本文暗线，培养学生的信息梳理整合能力。让学生通过本段男孩的所做所为猜测下一段故事情节，培养学生的推理能力。1. Make students read Para.3 and answer: (1)What awful things happened (2)Why would these things happen？ (3)How did he feel (4)What did he want to say to his parents 2. Let students draw Zheng Chenyu’s mood map on Day2 (at school). 3. Guess: Would he become happier after school 1.Scan and answer the questions. Continue to draw his mood map 3. Guess his feelings after school. 通过问题链来梳理第二天在学校发生的事及作者的感受，让学生反思这些事情发生的原因，继续用线状心情线来梳理本文暗线，培养学生的信息梳理整合能力。让学生猜测放学后会发生的故事，提升学生的预测能力。B应用实践类B2推理与判断1. Make students read Para.4 and share answers Let students draw Zheng Chenyu’s mood map on Day2 (back from school).Scan Para.4 and answer the questions. (1)What did he do when he got back home What happened (2)What do you think of the writer (3)What did his parents usually do for him (4)Did the writer really need them Why (5)What do you think of his parents (6)What did he want to say to his parents 2. Continue to draw his mood map. 通过问题链来梳理第二天在家中发生的事及作者的感受，继续用线状心情线来梳理本文暗线，培养学生的信息梳理整合能力。A学习理解类A2获取与梳理 1.Make students read Para.5 and answer. 2. Let students draw Zheng Chenyu’s mood map after the holiday. 1. Scan Para.5 and answer the questions. (1)How did his parents feel when they came home Why (2) How did the writer feel when his parents came home Why 2. Continue to draw his mood map. 通过问题链来展现作者和作者父母在父母归家后的心情，继续用线状心情线来完成本文暗线梳理，培养学生的信息梳理整合能力。C迁移创新类C1分析与辩证1.Make students think further： （1）Do you think Zheng’s holiday is “perfect” （2）What’s the differences between his life with and without his parents （3）What can you learn from it Read and think 深入解读文本，培养学生的发散性思维和思辨能力，理解标题的多层含义，深度思考父母唠叨背后的关爱。