Module 4 Home alone
Unit 1 I can look after myself, although it won’t be easy for me.
课 题
Module 4 Home alone
课时
第一课时Unit 1 I can look after myself, although it won’t be easy for me.
课型
Listening and speaking
教学目标
知识目标
1. 学习并掌握下列词汇:
platform, anybody, miss, passenger, couple, happily, shut, address, lock, ourselves, a couple of, text message
2. 掌握以下句型:
①I can look after myself, although it won’t be easy for me.
②My clock rings so loudly that it will certainly wake me up.
③So am I , but I can’t miss two weeks of school.
④Your train is about to leave.
能力目标
1. 能够听懂家长嘱咐孩子的对话, 并获取细节信息。
2. 能通过相关词汇和图片描述自己或他人单独在家的经历。
情感目标
培养独立生活的能力, 做一名有能力、高素质的中学生。
教学重点
1. 掌握让步状语从句。
2. 能听懂家长嘱咐孩子的对话, 并获取细节信息。
教学难点
1. 掌握本课时出现的状语从句。
2. 能运用所学的知识介绍自己单独在家的经历。
课前预习
Preview the new words.
教学方法
Situational approach; Listening and speaking approach; Interactive approach;
Communicative approach; Task-based approach
教学过程
教学环节
教师活动
学生活动
备课札记
Step 1
Warming
up and
leading in.
1. Let the students watch a short film about home alone.
2. Ask the students: what’s the short film about?
3. Then lead in the new lesson.
1. Students watch a video about home alone.
2. Answer the questions.
3. Read the title together.
播放视频, 创设情境, 活跃课堂气氛, 激发学生的学习兴趣, 直接有效地把学生的思维引入话题。
Step 2
Pre-listening
(New words,
Activity 1)
1. Ask the students to learn the new words in groups.
2. Show the pictures about the dialogue. Ask the students to work in pairs to talk about the picture.
3. Teacher talks with the students.
Can you guess what’s the picture about?
1. Learn the new words.
2. Look at the picture and have a free talk about it in groups.
3. Show in pairs.
小组自学单词, 体现学生的主体地位; 图片呈现, 自然清晰, 直观明了, 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。
Step 3
While-listening
(Activities
2, 3, 4 & 5 )
1. Ask the students to listen and answer the questions. Then check the answers. (Activity 2)
2. Ask the students to listen again and complete the sentences. Then check the answers. (Activity 3)
3. Play the recorder and ask the students to complete the sentences in Activity 4. Check the answers.
4. Play the recorder again and ask the students to choose the correct answers. (Activity 5)
5. Organize the students to read the conversation with the video.
6. Ask the students to work with their groups to read the conversation.
1. Students listen and write down the correct answers.
2. Listen to the tape and and complete the sentences.
3. Students listen to the conversation and write down the answers.
4. Choose the correct answers.
5. Student read the conversation with the video.
6. Practice in groups.
从简单的听力开始, 训练学生的听力能力, 感知课题; 再次进行听力训练, 难度加深, 结合写加强综合能力的提高; 通过听对话, 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。
Step 4
Post-listening
(Activities
6&7)
1. Get the students to complete the form.
Who is leaving for Lhasa
How to go
Who is alone at home
How to look after herself at home
2. Play the recorder of Activity 6 and have the students listen and mark the words which the speaker links.
3. Ask them to ask and answer the questions about staying at home alone.
1. Students read the conversation again and complete the form.
2. Listen and mark the words which the speaker links.
3. Ask and answer the questions.
通过再次阅读对话完成表格, 提高学生综合概括能力; 初步培养学生正确连读的能力; 通过假设的情境让学生思考自己是否具备独立生活的能力, 培养口头表达能力。
Step 5
Summarize
1. Get the students to sum up the language points.
2. Let the students choose the best team in this lesson.
1. Sum up the language points
2. Choose the best groups.
引导学生总结, 培养学生自主学习、自主总结的良好学习习惯; 简短的评价激励学生的学习兴趣。
Step 6
Consolidation
教师设置巩固检测练习:
Ⅰ. 从方框内选择合适的词填空
shut text meeting address simple
1. 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. I’ll give you my _______ and telephone number. ?
Ⅱ. 单项选择
1. Don’t worry. She can look after your pet dog _______. ?
A. careful enough
B. enough careful
C. carefully enough
D. enough carefully
2. Look out! The traffic is
_______fast _______we can’t cross the street now. ?
A. too; to
B. enough; to
C. so; that
D. such; that
3. —Wow, so many new houses! I can’t believe that. It was a poor village five years ago.
—Yes. _______has changed here. ?
A. Nothing
B. Something
C. Everything
D. Anything
4. —We’d like to go on a picnic this Sunday!
—_______. It’s a good idea. ?
A. So I had
B. So I would
C. So had I
D. So would I
5. If you want to finish it successfully, you must do it _______. ?
A. carelessly
B. lonely
C. properly
D. usefully
独立完成检测练习, 并进行自评与互评。
通过习题的练习, 及时巩固已学的知识, 从而达到激励全体学生努力学习的目的。
Step 7
Homework
1. Remember the new words and follow the tape to read the dialogue.
2. Finish the exercises of Unit 1.
3. Preview the second unit.
板书设计
Unit 1 I can look after myself, although it won’t be easy for me.
1. So am I , but I can’t miss two weeks of school.
2. I can look after myself, although it won’t be easy for me.
3. My clock rings so loudly that it will certainly wake me up.
教学反思
本节课为听说课, 主要采用互动式教学法, 创设真实语境, 通过个人呈现, 同伴互动, 小组活动等师生、生生的交流, 充分体现了学生在学习过程中的主体地位, 教师只是课堂的引导者, 组织者和合作者, 让学生在使用中学会英语, 综合培养学生的英语语言运用能力。在教学过程中, 采用多媒体手段辅助教学, 利用各种图片和习题任务贯穿整个教学过程。
资料链接
小鬼当家
小鬼当家, 一般指福克斯公司出品的小鬼当家系列电影, 共五部, 它们分别是:
《小鬼当家1: 独自在家》/Home Alone (1990)
《小鬼当家2: 玩转纽约》/Home Alone 2: Kevin Allein in New York(1992)
《小鬼当家3: 智擒四大癫王》/Home Alone 3 (1997)
《小鬼当家4: 玩转新居》/Home Alone 4: Taking Back the House(2002)
《小鬼当家5: 假日劫案》/Home Alone 5: The Holiday Heist (2012)
基本信息:
《小鬼当家1》
虽然这是一部圣诞节的电影, 但《小鬼当家》确实是这个时代最好的节日电影之一。它没有像一般白色圣诞影片一样温馨的场面, 但每个人都会开心大笑, 即使他们已经看了十次。小凯文的家人飞到巴黎去度假, 家中只留下他一个人, 开始他有点害怕, 但慢慢的他开始享受一个人在家的自由时光。这是一部有趣的电影, 而且触动之处在于它告诉人们在节日里相互关爱是多么重要。
《小鬼当家2》
圣诞节, 凯文准备跟着家人一起出门度假, 这次小鬼没有留在家里, 却阴差阳错地搭上飞往纽约的班机, 一个人来到这个完全陌生的大都市, 竟又碰到了曾被他修理过的两个大笨贼, 一连串令人抓狂的故事再度上演……
《小鬼当家3》
一个存有美国国防机密的电脑芯片不见了, 而一些居心不轨的国家正悬赏1千万美元要买到这个芯片。一个国际性的盗匪四人帮, 将芯片藏在一个玩具车中从香港运到美国的芝加哥, 不幸却阴差阳错被一个老太太调了包, 当盗匪寻出老太太住址, 设法要夺回时不料却遭到一个足智多谋且胆识过人的小鬼的阻挠, 这次他是因为长了水痘而不得不……
《小鬼当家4》
在这一集里, 小鬼凯文的爸爸和妈妈离了婚, 爸爸和新的女友搬到了新家。在他俩一起出去庆祝圣诞节的时候, 那些可恶的匪徒又要来抢夺小朋友满怀希望的神秘装置, 小鬼凯文再次抵挡这两个匪徒, 不惜天翻地覆, 引发多场刺激爆笑的场面。
《小鬼当家5》
时隔10年以后, 《小鬼当家》系列电影正统续作《Home Alone 5: The Holiday Heist》诞生, 这是获得小鬼当家Home Alone版权后的第一次故事背景不在加州, 第三部后第二次故事不围绕McAlister一家展开的小鬼当家电影。
八岁的小男孩Finn得知父母准备将家从阳光明媚的加州搬到缅因州后不禁吓坏了——因为他的新家是一栋他所见过的最可怕的房子!他确信这栋房子在闹鬼, 于是精心布置了一系列陷阱, 准备捉住出来捣乱的“鬼魂”。一天, Finn的父母被困在外地无法及时赶回来, Finn只能和姐姐一起待在家中。Finn的陷阱终于起作用了……但闯进陷阱的不是“鬼魂”, 而是几个打算入室行窃的盗贼!
Unit 2 I became so bored with their orders that I
wished they would leave me alone.
课 题
Module 4 Home alone
课时
第二课时Unit 2 I became so bored with their orders that I wished they would leave me alone.
课型
Reading and writing
教学目标
知识目标
1. 学习并掌握下列词汇:
manage, unhappy, order, burn, hand in, midnight, empty, task, actually, turn off, on business, be worried about, wake up, unable to do sth, all day long
2. 掌握以下句型:
①Although they loved me, I felt a bit unhappy with them.
②I became so bored with their orders that I wished they would leave me alone.
能力目标
1. 能根据相关信息预测阅读文章内容, 并能通过阅读获取相关信息。
2. 能够简单描述自己home alone时的状态。
情感目标
学会珍惜与家人在一起的时光, 而不是抱怨与不理解。
教学重点
1. 能根据相关信息预测阅读文章内容, 并能通过阅读获取相关信息。
2. 能掌握so. . . that引导的结果状语从句, although /though引导的让步状语从句, 并运用到写作中去。
教学难点
能掌握so. . . that引导的结果状语从句, although /though引导的让步状语从句, 并运用到写作中去。
课前预习
Preview new words.
教学方法
Cooperative learning method; Task-based approach; Bottom-up approach;
Content-based instruction teaching; Function method
教学过程
教学环节
教师活动
学生活动
备课札记
Step 1
Warming up
and leading in.
1. Play a piece of music and then show some pictures about home alone.
2. Make the students have a free talk. Talk something about the pictures.
Look at the pictures, talk freely and answer in the whole class.
既是对上节课的复习又激发了学生的兴趣, 直接有效地把学生的思维引到本课话题上来, 让学生在轻松愉快的气氛中进入本课, 使学生全员参与进来。
Step 2
Pre-reading
(Activity 1)
1. Show a list of things to do daily: make bed, tidy up, sweep the floor, go to school, clean dishes, have classes, take out the rubbish, do the homework, cook, dinner, wash clothes.
2. Organize the students to talk about them with your partner.
①Which things do you do alone?
②Which things do your parents do for you?
1. Students talk about the daily things they do together.
2. Students discuss the questions in pairs which the teacher show on the screen and try to say as much as possible.
既锻炼了学生的口语又活跃了课堂气氛, 自然的过渡到课文内容。
Step 3
While-reading
(Activities
2, 3 & 4)
1. Fast-reading:
(1)Ask the students to scan the passage and choose the best summary. (Activity 2)
(2)Ask the students to look through the passage again and complete Activities 3～4.
2. Careful-reading:
(1)Ask students to read Para. 1 and use the words in the box to complete the sentences.
Happy bored unhappy sad
①Although my parents loved me, I felt a bit _______with them. ?
②I became so _______
with my parents’ orders. ?
(2)Ask students to read Para. 2 and answer the following questions.
①How did my wish come true?
②Make a list about what Zheng Chenyu did on the first day.
(3)Ask students to read Para. 3 and answer the question below.
What kind of troubles did he meet?
A. Wake up late.
B. Hurry to school without breakfast.
C. Late for school.
D. Can’t hand in his homework.
E. Unable to play basketball because of hunger.
F. Feel tired and sleepy at school all day long.
1. Scan the passage and choose the best summary.
2. Look through the passage again and complete Activities 3 ～4.
3. Read Paragraph 1 and complete the sentences.
4. Read Para. 2 and answer the following questions.
5. Read Para. 3 and answer the questions.
6. Read Para. 4 and fill in the table.
要求学生快速阅读课文, 找出本课的中心思想, 为了解主旨内容, 为进一步学习做好铺垫。
让学生带着任务(问题)去阅读课文, 去找答案, 有助于学生更加准确地获取信息, 提高阅读效果和技能。学生通过分层次阅读文章, 获取具体信息, 把知识点和课文理解在分段学习中得以突破。而小组活动能通过学生间的自主、合作学习, 让学生充分地实践运用语言, 并激发学生创造性思维的发展。
(4)Ask students to read Para. 4 and fill in the table.
Mum
Dad
Things he / she do for Zheng Chenyu every day
What did he realise?
3. Get the students watch a video and read with it, then let them read loudly in groups.
4. Organize some students to come to the blackboard and show out some difficult language points that they found in these paragraphs.
7. Watch the video and read the passage in groups.
8. Students Pk in groups.
通过跟读来学习正确的语音语调, 通过小组朗读来互相学习, 培养合作精神。
Step 4
Post-reading
(Activity 5)
Make a survey:
Ask the students to imagine: Your parents go away on business, and you have to stay at home alone. How do you think of this situation? Is it a perfect holiday for you? Or is it a hard time?
Make a list of what you can do and can’t do when your parents are away.
Fill in the table.
You can
You can’t
做调查使学生的笔头能力得到训练, 并能把所学知识运用到实际中去, 做到学以致用。
Step 5
Summarize
1. Retell the passage.
2. Get the students to sum up the language points.
1. Retell the passage.
2. Summarize the language points.
让学生进一步理解课文, 同时加强了对课文归纳总结的能力。
Step 6
Consolidation
教师设置巩固检测练习:
Ⅰ. 用括号中所给词的适当形式填空
1. Computer games are more and more popular with_______(teenager). ?
2. The farmers cut down the trees and _______(burn) them. ?
3. Two thirds of our _______ (classmate)are good at basketball. ?
4. —Do you know why he is _______(happy)??
—Because his dog is dead.
5. Sometimes a scientist is unable _______(answer)his strange question. ?
Ⅱ. 完成句子
1. 他醒来时发现屋里只有他一个人。
He _______ _______to find himself alone in the house. ?
2. 我把那块表交给了警察。
I _______the watch _______to the police. ?
3. 我试着和他联系, 却没联系上。
I tried to contact (联系) him, but ______ _______ _______. ?
独立完成检测练习, 并进行自评与互评。
有助于学生巩固已学的知识, 让学生完全掌握语言, 实践运用语言。
Step 7
Homework
1. Remember the new words and follow the tape to read the passage.
2. Write a passage about what you can do and what you cannot do when your parents are away.
板书设计
Unit 2 I became so bored with their orders that I wished they would leave me alone.
1. As a boy, like all other boys, I wanted to be a man.
2. Actually, they managed every minute of my life.
3. turn off turn on turn up turn down
教学反思
本节课的教学设计, 整体运用任务型教学模式以及阅读课“四个阶段”教学模式。本课指导学生通过阅读获取信息, 培养学生阅读技能。在教学过程中, 采用多媒体手段辅助教学, 利用各种图片和习题任务贯穿整个教学过程。
资料链接
溺爱的危害及防止溺爱的方法措施
小亮是个16岁的男孩子, 上高一, 随着年龄的增长, 他变得越来越沉闷, 整日愁眉不展, 有时还唉声叹气, 脾气特别大, 动不动就大着嗓门儿跟父母发火, 有一次还摔了杯子。
诊断: 小亮处于抑郁状态, 情绪中度抑郁和焦虑。原因是父母溺爱的抚养方式剥夺了孩子生活中许多重要的东西。
那么, 如何防止溺爱呢?
对孩子爱的表达要适可而止, 不要什么时候、什么事情都围着孩子转, 时间一长, 孩子就会产生一种以自我为中心的思想, 认为凡事都必须以他为先。家长们要试着把关注的重心从孩子身上挪开, 分散到其他人和事情上。
面对孩子的无理要求, 家长们要硬起心肠说不。如果因为害怕孩子无休止地哭闹而一次次地妥协, 孩子就会慢慢知道父母的软肋, 今后再想要教育孩子就会很困难。只要在一开始就采取果断的态度, 就能够避免放任孩子一直耍无赖。
孩子渐渐长大, 家长们就要学着放手, 让孩子独立自主。从学会自己穿衣、吃饭、洗漱, 到帮助家人打扫卫生、烧菜洗碗、洗衣服, 只要是他们力所能及的, 就让他们去做。不要事事都包办, 不然的话, 孩子永远也不会成长成熟, 而且会很懒惰。
不要像母鸡护着小鸡一样, 这样的孩子只会一味躲在家里, 根本没办法独立生存。要勇于把孩子推出大人的庇护, 让他们走出家门, 多参加学校的集体活动, 尤其是夏令营之类的, 能够锻炼孩子的生活能力和意志。
Unit 3 Language in use
课 题
Module 4 Home alone
课时
第三课时Unit 3 Language in use
课型
Revision and application
教学目标
知识目标
1. Review the key words, phrases, and sentences of M4.
2. Use adverbial clauses with although, so. . . that. .
能力目标
1. 能够听懂家长嘱咐孩子的对话, 并获取细节信息。
2. 能通过相关词汇和图片描述自己或他人单独在家的经历。
3. 能根据相关信息预测阅读文章内容, 并能通过阅读获取相关信息。
4. 能够简单描述自己home alone时的状态。
情感目标
了解独自在家的建议, 拓展视野, 培养自己独立生活的能力。
教学重点
1. Summarize and consolidate the use of adverbial clauses with although / though, so. . . that and the new vocabulary.
2. Write a passage about a hero in your heart.
教学难点
Write a passage about a hero in your heart.
课前预习
Preview adverbial clauses with because, so, so. . . that and the new vocabulary.
教学方法
Formal and interactive approach; grammar practice and application;
PWP method; Task-based approach
教学过程
教学环节
教师活动
学生活动
备课札记
Step 1
Warming up
and leading in.
1. Words revision
Show some pictures and the words to the students. Ask them to say them out as fast as possible.
2. Grammar revision
①Explain the use of although / so. . . that by students.
②Show some examples and then have a memory competition.
③Let the students read the following sentences as quickly as they can.
1. Stand up and say the words quickly.
2. Read the following sentences as quickly as they can.
3. Have a memory competition.
通过图片复习本单元所学过的词汇, 为下面的活动做准备。
通过游戏复习本单元的语法句子, 让学生感知so. . . that. . . , although / though 的用法, 活跃课堂气氛。
Step 2
Language
Practice
Go through the sentences and ask them to translate the sentences into Chinese.
Read and translate.
体会让步和结果状语从句的用法。
Step 3
Explanation.
(Activities
1～6)
1. Ask the students to complete the sentences with the words in the box. There may be more than one answer. (Activity 1)
2. Ask the students complete the sentences with your own ideas.
(Activity 2)
3. Ask the students to complete the passage with the correct form of the words in brackets. (Activity 3)
Check the answers and organize the students to read the passage together once.
4. Ask the students to complete the passage with the words and expressions in the box. (Activity 4)
Check the answers and organize the students to read the passage together once.
5. Ask the students to complete the sentences with the words in the box. (Activity 5)
6. Ask the students to complete the passage with the expressions in the box. (Activity 6)
Check the answers and organize the students to read the passage together once.
1. Complete the sentences.
2. Complete the sentences with their own ideas.
3. Complete the passages and the sentences.
4. Read the passage together once.
通过习题练习, 加强学生对本课知识的运用如: 让步状语从句, 结果状语从句的引导词, 本课的单词、短语不定代词的用法等。
朗读的目的是能加深对文章的理解并能不断地纠正自己的语音和语调, 逐步形成英语语感。
Step 4
Practice and
improving
(Act 6&7)
1. Play the recorder and organize the students to listen and match the people with their activities. (Activity 7)
2. Read the passage and complete the sentences. Let the students know what they can learn from the passage. (Activity 8)
1. Do some listening and match.
The fastest one to answer the questions.
2. Do some reading and finish Activity 3. Read the passage together once.
训练学生通过听迅速从长篇幅的对话中获取关键信息的能力; 培养概括能力。
Step 5
Knowledge
extension and
application
(Around the
world &
Module task)
1. Ask the students to read the passage and complete the information card.
Home alone rules
Things can do
Things can’t do
Check the answers and organize the students to read the passage together once.
2. Put students in groups of four and ask them to make a list about how to live alone.
3. Ask the students to write“Home alone rules”.
1. Read around the word and complete the table. Read the passage together once.
2. Make a list about how to live alone.
3. Write “Home alone rules”.
增加阅读量及提高阅读速度; 制订“Home alone rules”延伸学生的能力, 做到真正的掌握。
Step 6
Summarize
Ask the students to conclude the usage of the Adverbial Clause.
Students conclude the usage of Superlative adjectives and adverbs.
让学生自己总结本模块的知识点, 加深理解。
Step 7
Consolidation
教师设置巩固检测练习:
Ⅰ. 单项选择
1. The box is heavy we can’t carry it. ?
A. so; that
B. such; that
C. too; to
2. —Look! Some people are running the red lights.
—We should wait others are breaking the rule. ?
A. if
B. unless
C. although
D. because
3. —Susan, what are the advantages of MP5 players?
—Mom, they are smaller and lighter they can be carried very easily. ?
A. unless
B. if
C. until
D. so that
独立完成检测练习, 并进行自评与互评。
完成相应练习能使学生巩固所学知识, 客观地反映学生各方面的语言运用能力。
4. My Chinese teacher is very knowledgeable she reads lots of books.
A. but
B. so
C. because
D. although
Ⅱ. 同义句转换
1. Could you tell me how I can make breakfast?
Could you tell me how _______ _____ breakfast??
2. The Greens will take the plane to Paris.
The Greens will _______ _______ Paris. ?
3. I stayed at home and took care of my mother yesterday.
I stayed at home and
______ _______my mother yesterday. ?
4. The parents seem to be worried about their son’s safety.
The parents seem to _______ ______their son’s safety. ?
5. Mary got up late and she hurried to school.
Mary got up late and she was_______
______go to school. ?
Step 8
Homework
1. Making a leaflet about living alone.
2. Preview Module 5.
3. More exercises about Adverbial Clauses with although / though and so. . . that.
板书设计
Unit 3 Language in use
从句类型
引导词
结果状语从句
so. . . that
让步状语从句
although /though(不与but 同时使用)
教学反思
本节课型为Revision and application, 根据新课标的要求, 结合教材和学生特点, 主要采用任务型互动式进行教学, 结合情景法、交际法、游戏等教学方法实施课堂活动, 开启学生思维, 通过一系列有条理的教学活动, 引导学生自主探究学习和与他人互动合作学习, 让学生体验愉快学习。
资料链接
成长的烦恼
《成长的烦恼》(Growing Pains)主要讲述住在纽约长岛的西佛一家(The Seavers)的日常生活故事, 是中国大陆较早引进的国外情景喜剧。在中国, 从1990年一直播出至1994年。90年代初期一经播出就引发了收视高潮, 片中迈克开朗调皮的形象为广大观众所喜爱。而剧中西佛医生对子女采取启发式教育的方式也让观众得到启示。
