外研版九上：Module 6 unit1 If I start after dinner, I'll finish it before I go to bed.教案

1130300011379200教学设计模板
教学设计
课题名称：Module 6 Problems
Unit 1 If I start after dinner, I’ll finish it before I go to bed.
姓名：
工作单位：
学科年级：
九年级
教材版本：
外研版
一、课程标准要求
使学生形成对英语学习的积极态度和强烈兴趣。
使学生掌握基本的英语知识和听、说、读、写技能，提升英语语言的运用能力。
使学生形成有效的英语学习策略。
使学生增强对世界文化的了解，培养自己的跨文化交流意识。
二、教材编写意图分析
本课是九年级第六模块的第一单元，以“homework”为中心话题，让学生掌握if引导的条件状语从句的用法，以及如何合理地安排好自己的学习和做自己喜欢做的事情的时间。
三、学情分析
从整体上来说，学生的学习积极性和主动性比较强，大多数学生基础知识掌握比较牢固，能灵活运用所学知识完成练习，英语阅读能力较强。但是还有四分之一的学生基础比较弱，理解能力和运用知识还需要大力加强。
四、教学目标（包括重点、难点）
能正确运用词汇：deal, exam, fail, guitar, musical, habit, volunteer,
instead, point, consider; get into the habit of..., instead of, last word
语法 :能够正确运用if引导的条件状语从句（重点和难点）。
能够听懂谈论家庭作业和社区活动时间安排的对话。
能够交流学业中或家长相处时遇到的问题并提出建议。
五、教学流程与策略的简要说明
本单元的教学流程为：导入、新单词、播放听力、阅读对话、语言点的讲解、对话表演、语法练习、
复述对话、课堂小结、作业。
教学策略：任务教学法，直观教学法。
六、教学过程（这一部分是该教学设计方案的关键所在，此处要说明教学的环节及所需的资源支持、具体的活动及设计意图，以及那些需要特别说明的教师引导语）
教师活动
预设学生活动
设计意图
Lead in
1. Let the students watch a video about the growing pains.
Ask Do you have any problems in your daily life?
2. Then introduce the title.
1. Students watch a video about the growing pains.
Say out their problems.
通过展示有关成长烦恼的视频及对学生日常生活中遇到的问题的提问来引起学生的共鸣，自然导出本课话题。
Task1 Check the new words.
1. Show some pictures of the new words, let the students say them out quickly. The first one to say it is the winner..
2. Ask one little teacher to teach the students to read the new words.
1. Stand up and say out the new words quickly. Try to be the first one.
2. Students read the new words together after the little teacher.
展示有关协议等的图片，并引导学生谈论ppt上的图片,检查学生对词汇的掌握程度，训练学生的表达能力，通过图片、情景学单词，做到词不离句。
Task2 Do Activity 1
Show the words in the box in Act 1 to the students and ask them to try to list some expressions, using the words in the box. e.g. make a deal, fail the exam
Ask the students to listen to the conversation and decide what Tony’s problem it is.
3 .Check their answers.
Task 3 Listening(Activity 2)
1.Ask the students to listen and check the true sentences.
2 .Check their answers.
Task4 Listening(Activity 3)
Ask the students to listen to the conversation and choose the best answer:
Tony’s Dad asks him to do his homework _______.
A. after dinner B. before dinner C. at seven
Tony wants to go to ____ after class in the afternoon.
A. the library B. the park C. the playground
2 .Check their answers.
Task 4 Reading(Activity 3)
1. Get the Ss to read the conversation. Discuss what the problem is between Tony and his father in groups.
2. Ask the students to read the conversation again and finish Act 4.
3. Call back the answers.
Task 5 Practice reading.
1. Organize the students to read the conversation with the video.
2. Ask the Ss to work with their groups to read the conversation.
3. Organize the students to have a competition: Read the dialogue in groups and choose the best group.
Task 6 Solve the language points
(1).Organize students to read the conversation again and find the language points. Let them discuss in groups and solve their problems.
(2).Ask three little teachers to help the students solve their problems.
Task 7 Dialogue show
Have the Ss act out the dialogue.
Task 8 Grammar and exercises
Summary all the sentences of the Adverbial Clause of if. Give more examples.
Look at the words in the box in Act 1 and try to list some expressions, using the words in the box, then say out the answers.
.
Listen and decide what Tony’s problem it is.
3. Give the answers.
1.Students listen and check the true sentences.
2. Give the answers.
Students listen to the the conversation and choose the best answer:
①Tony’s Dad asks him to do his homework _______.
A. after dinner B. before dinner C. at seven
Tony wants to go to ____ after class in the afternoon.
A. the library B. the park C. the playground
2. Give the answers.
1. Read the conversation. Discuss what the problem is between Tony and his father in groups.
Students to read the conversation again and finish Act 4.
3. Give the answers.
Student read the conversation with the video.
Then practice in groups.
3. Have a competition: Read the dialogue in groups and choose the best group. Try to read the best.
(1). Students read the conversation again and find the language points. Discuss in groups and solve their problems.
(2)Little teachers come to the front and help other students solve the language points, the other students listen carefully and make notes .
Ss act out the dialogue.

Listen and note. Do some exercises about the Adverbial Clause.
听力前把听力内容的中心词展示出来并让学生把这些词组成词组，这使学生听力内容有了初步了解，更易于获取听力信息。提高学生做听力题的答题技巧和增强他们的答题自信心。
进一步的了解Tony 的问题，为本课Activity 3的学习做铺垫。
训练学生听并获取信息
通过阅读、讨论，了解对话的主旨信息，以及结合练习四，便于理解他与他父亲矛盾，有利于下阶段的授课。
通过观看课本视频代替枯燥乏味的凭空想象，同时获取正确的语音语调。
通过小组内朗读，互相纠正错误，培养团结合作精神。
小组合作探究，共同完成学习任务，培养他们自主学习的能力。
通过小老师讲解语言点，让学生更有兴趣进一步理解课文内容。
通过让学生表演课文的对话，来达到任务输出的目的，这是整节课的高潮部分，让学生在情境中进行交际，可以很好地提高学生英语语言的综合运用能力。
教师补充讲解本课难点，起画龙点睛的作用。
Task 9 Retelling
1. Ask the students to complete the passage with the words in the box..(Activity 5)
2. Get the Ss to retell the conversation with the information in Activity 3.
Organize the Ss to work in pairs to discuss their problem and solutions.
Summary:
1.Get the students to sum up the language points.
T: What have we learned today?
Ss:……
Let the students to choose the best team in this lesson.

Homework:
1.Students complete the passage with the words in the box..(Activity 5)
2.Try to retell the conversation with the information in Activity 3. e.g.
3. Work in pairs to discuss their problem and solutions.
1.Sum up the language points:
①If 引导的时间状语从句，主句用一般将来时，从句用一般现在时。
②get into the habit of”沾染了……恶习”etc.
To choose the best groups.
1.Make a survey
Make a survey, ask your classmates about their problems.
2.Try to give some advice to your classmates.
3.Remember the words and expressions.
通过活动5的习题巩固本课所学内容，加深印象,为复述做好准备。
通过引导学生复述对话，培养学生表达能力。
运用所学的状语从句，谈论各自在学习和家庭生活中遇到的问题并提出解决办法。
引导学生对这节课的总结，让学生做自由发言，培养学生自主学习，自主总结的良好学习习惯。
简短的评价使学生的课堂表现得到肯定并且可以激励学生的学习兴趣，树立学习英语的信心。
口头作业和笔头作业相结合，有助于学生各方面能力的培养，及时巩固已学的知识，并把所学知识运用到实际当中去。
七、教学评价设计（创建量规，向学生展示他们将被如何评价<来自教师和小组其他成员的评价>，也可以创建一个自我评价表，这样学生可以用它对自己的学习进行评价。）
评价小组：
The winner:
G1 G2 G3 G4 G5 G6 G7 G8
八※、板书设计（本节课的主板书）
Module 6 Problems
Unit 1 If I start after dinner, I’ll finish it before I go to bed.
If…从句（一般现在时），主句（一般将来时）。
get into the habit of......
instead of +V-ing/n.
九、实践反思
在学习新单词时，我先让学生根据音标自读本单元的词汇并且记住它们，然后在大屏幕上展示出一些关于所学词汇的图片，让学生回答它们是什么新词，并且用这些新词造句，做到词不离句，便于学生对词汇的记忆。
在上本课时，最让我满意的地方是学生们在课堂上积极活跃，能高效而且出色地完成老师安排的教学任务。遗憾的是有大约十几个学生对if从句的用法还没有理解，还需要在加强对他们的个别指导。
听课的老师对我的这节课评价很高，他们说我的课确实在教学上起到了积极引领的作用，从组织教学到学生的接受知识的各个环节都安排得巧妙灵活。需要改进的地方是在课堂上要多锻炼学生的口语表达能力。