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课题 外研版九年级上册英语module 4 home alone unit 2教案 班级 备课教师
课型 课时 1
一、Teaching Objectives 1. Language knowledge Students will be able to master the key words and phrases such as “order, bored, be worried about, wake up, hand in” and understand the sentence pattern “so...that...”. 2. Language skills Students will be able to read and understand the passage about being home alone. They will be able to retell the story in their own words and write a short passage about a similar experience. 3. Affective objectives Students will realize the importance of independence and responsibility. They will be able to understand and respect their parents' love and care. 二、Teaching Key Points 1. Vocabulary and phrases: order, bored, be worried about, wake up, hand in 2. Sentence pattern: so...that... 3. Comprehension of the text 三、Teaching Difficult Points 1. The understanding and application of the sentence pattern “so...that...”. 2. The expression of feelings and experiences in English. 四、Teaching Methods 1. Task based teaching method 2. Communicative teaching method 3. Reading and writing teaching method 五、Teaching Aids Multimedia, blackboard, chalk 六、Teaching Procedures Step 1: Warming -up 1. Greet the students and have a free talk about their weekends. T: How was your weekend Did you stay at home alone or with your family 2. Show some pictures of children staying at home alone and ask students to describe what they see. T: Look at these pictures. What do you think these children are doing Step 2: Pre-reading 1. Present the title of the passage “I became so bored with their orders that I wished they would leave me alone.” and ask students to predict what the passage might be about. T: Based on the title, what do you think this passage will talk about 2. Teach the new words and phrases: order, bored, be worried about, wake up, hand in T: Let's learn some new words and phrases. For example, “order” means a command or instruction. “Bored” means feeling tired and unhappy because something is not interesting. Step 3: While-reading 1. Fast reading Ask students to read the passage quickly and answer the following questions: Who was at home alone Why did the writer feel bored T: Now, please read the passage quickly and try to answer these two questions. 2. Careful reading Ask students to read the passage carefully again and complete the table on the blackboard: TimeWhat happened FeelingsMorning Afternoon Evening
3. Language points Explain the key language points such as “so...that...” and ask students to make sentences with it. T: Look at this sentence “I became so bored with their orders that I wished they would leave me alone.” Here, “so...that...” means “如此......以至于......”. Can you make a sentence using “so...that...” Step 4: Post- reading 1. Group discussion Divide the students into groups of four and ask them to discuss the following questions: Do you think it's good to stay at home alone Why or why not What should we do when we are home alone 2. Retelling Ask some students to retell the story in their own words. T: Now, who can retell the story for us Step 5: Writing Ask students to write a short passage about a time when they were alone at home or had a similar experience. T: Now, it's your turn to write. Please write a short passage about your own experience of being alone at home or something similar. Step 6: Summary and Homework 1. Summary Summarize the key points of this lesson and praise the students for their active participation. T: Today, we learned a passage about being home alone. We also learned some new words and sentence patterns. I hope you can review them after class. 2. Homework Finish the exercises in the workbook. Read the passage aloud and try to recite it.

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