外研版九年级英语上册Module 4 Unit 1教案
Module 4Home alone
Unit 1I can look after myself||，although it won't be easy for me.
【教学目标】
【教学思路】
1．就学生感兴趣的话题引入教学||，使学生能快速投入到课堂活动中||。
2．利用多媒体和多种对话形式||，引导学生积极参与课堂活动||。
3．让学生把所学的语言知识运用到生活中||，讨论自己独自在家时遇到的问题||，以及如何解决这些问题||。
【教学准备】
黑板||，录音机||，卡片等||。
【教学过程】
Step 1 Warming up
1．师生问候||。
2．师生对话||，师生谈论学生的生活方式及细节||。
如：
T：Have you ever been home alone?
S：Yes||，I have.(No||，I haven't.)
T：Do you dislike your parents sometimes?
S：Yes||，sometimes.
T：Why?
S：Because sometimes I'm so bored with their orders.
活动小结：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||。
Step 2 Presentation
1．Work in pairs.Talk about the picture.
教师把第26页图片用幻灯片呈现出来||，让学生讨论||。
2．Play the tape||，and let students listen and answer the questions.
(1)Where are Betty and her parents?
(2)Is Betty travelling with her parents?
3．Ask students to listen again and complete the sentences in Activity 3.
完成Activity 3中的三个句子||，并核对答案||。
4．学习新单词||。
利用图片、实物或多媒体呈现新单词和短语||，让学生了解其用法和读音：
(1)用幻灯片展示一张(供上下车用的)月台、站台图片||，从而引出名词
platform||。
(2)展示一张正在开会的图片||，引出句子：We are having a meeting.从而引出单词meeting||，名词“会议||，集会”||。
(3)教学单词||，动词shut“关上、合上”||。
词组shut up“闭嘴”||，shut＝close||。
如：shut the door＝close the door关上门||。
(4)教学单词lock||，动词“锁上、锁住”||，还可作为名词“锁”||。
(5)不定代词anybody一般用于否定句和疑问句中||，肯定句中一般用somebody||。
(6)展示一张钟表的图片||，引出单词clock“钟||，时钟”||。
(7)ring动词“鸣响||，发出铃声”||，过去式和过去分词为：rung||。
(8)passenger名词“乘客||，旅客”||。
(9)address名词“地址”||。
5．操练单词||。
活动小结：教师以图片的形式导入新单词||，以图记忆||，利用图片让学生拼读||，加深记忆||。
找几名学生比赛记单词||，巩固记忆||。
利用多种形式激发他们的学习热情||。
Step 3 Practice & Listening
1．让学生听Activity 4中的对话录音||，并跟读||，列出Betty能做的事情||，并说说为什么她的父母不放心她一个人在家||。
2．让学生逐句翻译对话内容||。
3．教师引导学生学习重点短语和句型||。
Language points：
(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(我也一样)||。
句型：“so＋be/助动词＋主语”表示主语与前一个人的情况相同||，意为“……也这样”||。
Joe was a little upset||，and so was I.
(3)Have a good trip！祝你旅行愉快！祝福用语||。
(4)be about to do sth就要/正要……
She looked as if she was about to cry.
(5)wake sb up叫某人起床
There won't be anybody to wake you up in the morning.
(6)text message短信
Please send me a text message as soon as you get home.
(7)a couple of两个/少数几个
See you in a couple of weeks!
活动小结：通过听力训练||，锻炼了学生听的能力||，也进一步熟悉了本课的目标语言||。
Step 4 Speaking
教师选几组学生表演对话||，锻炼学生的口语表达能力||。
活动小结：找几组学生分角色表演对话||，使学生进入情境中||，从而更好地理解对话||，同时也锻炼了学生的口语表达能力||。
Step 5 Discussion & Consolidation
1．根据对话内容||，让学生以小组的形式完成对话后面的五个句子||，答案可以不一样||，并让学生把自己的答案展示在黑板上||，教师检查核对||。
2．完成Activity 5中的七个句子||，选出正确的答案||。
3．听Activity 6中的录音||，注意学习语音、语调、语速及连读部分||，并且跟读||。
4．通过Activity 7中所给出的问题||，让学生把答案组合在一起形成一小段对话||，既锻炼了学生的组织能力||，也培养了学生语言运用的能力||。
Step 6 Summary
1．教师引导学生复述本单元所学的词汇和句型||。
2．让学生考虑一下问题：If you were Betty||，what would you do at home alone?
Step 7 Homework
1．Memorize the words||，main phrases and sentences in this unit.
2．Make a short speech to talk about what you can do at home alone.
【板书设计】
Unit 1I can look after myself||，although it won't be easy for me.
Main phrases：Main sentences：
be about to do sth I'm sorry …
wake sb up So am I.
a couple of Have a good trip!
text message … although …
… but …。
外研版(新标准)英语九年级上册Module 4 Home alone Module4 Unit 1教案
Module 4 Unit1Home alone一、教学内容:I can look after myself, although it won’t be easy for me.二、课型：Listening and speaking三、教学目标：1、能正确运用词汇：platform, anybody, miss, passenger, couple, happily, shut, address, a couple of, text message, lock, ourselves.2、掌握重点句型：(1)I can look after myself, although it won’t be easy for me.(2) My clock rings so loudly that it will certainly wake me up.(3) So am I , but I can’t miss two weeks of school.(4)Your train is about to leave.3 、初步学习结果状语从句。
4、能听懂和阅读关于介绍单独在家经历的语言材料。
5、能通过相关词汇和图片描述自己和他人单独在家的经历；能编写关于独自在家的对话。
四、教学重难点：1、能听懂和阅读关于介绍单独在家经历的语言材料。
2、能运用所学的知识介绍自己单独在家的经历。
五、教学准备：本次课堂为听说课，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。
因此，本节课需准备：PPT课件、录音机、课堂练习、奖品。
六、预习要求：1、根据音标自学本课新单词；2、查找相关资料，找出你认为本课较重要的语言点和短语。
九年级英语下外研版Module4Unit1教学设计
2.重点：培养学生通过阅读获取信息、分析问题和解决问题的能力。
难点：学生如何运用阅读策略，如预测、概括和推断，来提高阅读理解水平。
3.重点：通过讨论成功和失败的经历，培养学生的情感态度和价值观。
难点：引导学生从个人经历中提炼出普遍的价值观，并将其内化为自己的行动指南。
3.分析课文中的一般过去时和现在完成时的句子，引导学生理解并区分这两种时态的用法，同时提供相关例句和练习，帮助学生巩固所学知识。
（三）学生小组讨论
1.教师提出讨论主题：“How to set and achieve a goal?”将学生分成若干小组，进行小组讨论。
2.每个小组根据讨论结果，设计一个关于设定和实现目标的小剧本，要求运用所学词汇和语法知识。
3.各小组进行展示，教师和其他同学给予评价和反馈。
（四）课堂练习
1.教师设计一系列练习题，包括词汇填空、语法改错、阅读理解和写作等，旨在巩固学生对本节课 Nhomakorabea识的掌握。
2.练习题难度适中，分别针对不同层次的学生，使每个学生都能在练习中得到提升。
3.教师在学生完成练习后，及时给予反馈和指导，帮助学生查漏补缺。
2.培养学生的团队合作意识，学会倾听、尊重他人，共同为实现小组目标而努力。
3.激发学生的自信心，鼓励他们在课堂上积极发言，勇于表达自己的观点。
4.引导学生学会感恩，珍惜身边的人和事，努力实现自己的目标，回报父母和社会。
5.培养学生的责任感，让他们明白自己的行为和决定对他人和环境产生的影响，学会为自己的行为负责。
四、教学内容与过程
（一）导入新课
为了激发学生对本节课的兴趣，教师将通过以下方式导入新课：
外研版九年级上册英语全册教案
Module 1 Wonders of the worldUnit 1 What is a wonder of the world?上课教师学生年级教材课时教学设计课型Listening and speaking教材分析This unit aims to review the learnt tenses so far and help students to be able to present some important and creative ideas about writing a school magazine.教学目标To learn and understand the topic words through talking and listening.To know something about the pyramids and the Grand Canyon.To understand the conversation about starting a school magazine involving different tenses.知识与能力 1. Vocabulary and expressions: ancient, club, composition, pupil, meeting, call, event, listen up. That’s news to me. Anyone else?2. To enable the Ss to express in different tenses according to the set situations.3. To learn to give ideas on writing a school magazine.过程与方法 1. Top-down approach, enabling Ss to understand and talk about writing a school magazine.2. To learn by listening, speaking and discussing.情感、态度与价值观To help students enlarge their vision on wonders of the world and help to know more about writing a school magazine of their own.教学过程教学步骤教师活动学生活动活动目的Step 1Lead-in Start the lesson by showing groups of pictures about the wonders of the world on the screen including the ancient pyramids. Ask students to talk about the picture on Page 2.T: Where can you see the pictures and the brief introduction probably? (Newspaper / the Internet / Magazine…)T: Yes, magazines like Crazy English / National Geography…Who started…?Learn the new vocabulary. (ancient, py ramid, review, wonder…)Have a talk about the picture using the words in Activity 1. Learn a bit about magazines. Get the Ss to be attentive and focus on the theme of the lesson. (Magazine)Step 2Listening &Vocabulary Play the tape and check the words. Listen to the tape again. Make up possible questions according to the answers. Give examples. Listen and check the words. Make up questions according to the given answers.( Wh-questions) Practise listening and get specific information. Check their understanding by making questions.Step 3.Listen &read Play the tape for the 1st time. Ask Ss questions.T: What are the children doing?Is there a school magazine inDa Ming’s school?Listen to the tape and get the answers. Listen to get a general idea for the 1st time.Play the tape again and ask students to decide T OR F.①Crazy feet is a band.②Becky Wang started a school magazine.③Da Ming watched the interview on TV yesterday④Tony is writing a composition. Listen more carefully for the 2nd time. Decide whether they are true or false. Check the answers with the class. Listen for the specific information and understand the details of the conversation.Step 4.Read Play the tape again and get Ss to practise the conversation. Check the language points. Focus on everyday English and useful expressions.(Listen up, Anyone else? do some review, do an interview, on=about, get better grades)Get Ss to make a list of the articles in magazines.Check the answers in Activity 4. Read theconversation aloud, and read in role. Answer the questions in Activity 4. Practise reading and go over how to give suggestions when in discussion. Learn more about writing a school magazine.Step 5.Pair work Go through the five questions and highlight the key words. Ask for more answers on Question 3. Ss take turns to answer the questions. Consolidate the key words and transit to the next step by Question 3.Step 6.Discussion Tell the Ss:If your school decides to start a magazine, what are you going to write about? And why? They can make up lists and take Activity 3 as an example.Report their discussion. Work out the lists and talk about their plans to write the magazine. Beginning: Our school will start a magazine. What articles are you going to write... Learn to discuss in the way as the children do. Check Ss’ creativity.作业布置Collect information about the seven wonders of the world. (Pictures and brief introductions)板书设计Unit 1 What is a wonder of the world?school magazine That’s news to me!a wonder What’s it about?ancient pyramids listen upwrite a composition Any more ideas?/ Anyone else?do some reviews about… on=aboutdo an interview withUnit 2 Ｉwas on the edge of the Grand Canyon.上课教师学生年级教材课时教学设计课型Reading and writing教材分析By example this unit presents a good way to describe what one sees and feels after a journey. It can help students to know more about the Grand Canyon, and inspire Ss to love and explore the natural wonders.教学目标To get information from the reading material about the Grand Canyon;To learn the way of writing about what you see and your feelings when traveling;知识与能力 1. Vocabulary and expressions: waterfall, stranger, rock, ground, canyon, reply, rise, face, get out of, look over, disappear into, look (across) to…light-dark, clear, huge, beside, below, at the bottom of, reach the top. …too…to…2. To enable the Ss to express in different tenses according to the set situations.3. To love the wonders of the natural world and give facts and opinions.过程方法 1. Interactive approach.2. To improve Ss reading skills and get them to talk and practise writing by imitating.情感、态度与价值观To help students enlarge their vision on wonders of the world and help to write a description of a wonder that they have seen or visited.教学过程教学步骤教师活动学生活动活动目的Step 1Lead-in Ask Ss to show information about the seven natural wonders. (The teacher can get the related pictures ready beforehand)Present words in Activity 1. Talk and give facts about the wonders. Encourage Ss to describe withthe words given. Check up Ss’ homework and start the new topic.(Wonders)Step 2.Ask andanswer Ask Ss to make questions about facts of the natural wonders.Demonstrate and get Ss to follow. Ask andanswer.How tall/deep…is it?It’s…meters tall/deep.Practise asking about detailed information and learn the sentence pattern.Step 3.Read(Skimming)Tell Ss to read the passage in Activity 2. Find out the name of the wonder and its facts.T: Where did the writer visit?How deep/wide/long is it? Read thepassage andanswer thequestions. Find out the facts and write them down in Activity 5. Practise reading skills and get specific information.Step 4Readand match Play the tape and get Ss to follow silently. Find out the main idea of each paragraph. Present the five topic sentences on the screen (Bb).A. The writer arrived there on the rainymorning;B. The first impression/sight of theGrand Canyon.C. The Grand Canyon is the greatestwonder in his opinion.D. Details about the Grand Canyon.E. After minutes’ walk, he came to it.Ss follow the lines and match thetopic sentences tothe paragraphs.(or they canconclude the main idea by themselves if possible) R ead for the main idea of each paragraph. Learn to sum up and help to understand the whole passage.Step 5Read aloudGet Ss to read aloud after the tape and find the details about the trip.①When did he get to the GrandCanyon?②Why was there nothing to see?③Where was he facing on the edge ofthe Grand Canyon?④How did he feel about the Canyon? Read aloud and answer questions in Activity 3. Ask for help if they have any problems. Practise reading and learn about the details, check their understanding.Step 6.Focus Now get Ss’ attention to those phrasal verbs and prepositional phrases. Try to check by a gap-filling exercise.(get out of, go through, look over, fall away, on the edge of, look down/across to, at the bottom of,disappear into, ask oneself ) Learn the verbs and phrases. Practising usingthem with thehelp of thegap-filling. Focus on the phrasal verbs and prepositions.Step 7.Match Activity 4Ask Ss to find these words in the passage and guess their meaning within the sentence.Underline thewords and match the Englishmeaning. Practise guessing the meaning of words in the context.Step 8.Writing Tell Ss to imagine they have seen (some of them did see) one of the wonders of the world. Write sentences describing how they felt. Remind them of the four keywords: saw, size, happened, felt.First get them to work in pairs and then report the sentences or passage if possible. Write sentences according to the given beginning. Report theiranswers and tryto make theminto a passage. Practise writing and using the language on the basis of imaging and personal experience.作业布置Finish writing the description of one of the wonders of the world, trying to collect some details and take the text as a model.板书设计Unit 2 I was on the edge of the Grand CanyonThe seven natural wonders of the worldHow tall/wide/deep is it? It’s…tall/wide/tall.get out of on the edge of ask oneselfgo through look down/across to huge=very very biglook over at the bottom of the greatest wonderfall away disappear intoUnit 3 Language in use上课教师学生年级教材课时教学设计课型Revision and application教材分析This unit serves to give a review and summary towards the language points learnt in U1&.2.And it helps to clarify the exact differences among tenses.教学目标To review and check the words learned in this module;To summarise and consolidate tenses learnt before;知识与能力 1. Vocabulary and expressions: height, lift, view, attract, description, location, design2. To enable the Ss to differ the tenses learned in situations.3. To make a poster of a wonder of the world/ one’s hometown.过程方法 1. Formal and interactive practice, task-based.2. Comprehensive ways of practising and consolidating.情感、态度与价值观To help students enlarge their vision on wonders of the world;To make a poster of a wonder of the world or his hometown and help to love one’s motherland.教学步骤教师活动学生活动活动目的教学过程Step 1Revision Ask Ss to watch and listen to the MV Chinese by Andy Lau. Get them to find out the wonder in it.Encourage Ss to describe what they see in it , e.g.The Great Wall is a great wonder.Andy Lau went to the Great Wall.He was singing on it.He has sung many popular songs.…Watch and talk about things appear in the MV. Learn to tell the differences amongthe tenses. Help to establish the concepts of tenses in situations.Step 2.Grammar focus 1. Read through the sentences in the box with the whole class. Call back ideas about the structure highlighted from the students.2. Give hand-out to Ss and ask them to match the exact meaning with the corresponding sentence. (Activity 1)Check the answers right after that. 1. Read aloud the seven sentences. And tell the making-up of each tense.2. Read through the 5 pairs of sentences in different tenses and match. Practise telling the differences and meanings.Step 3.Writing1. Go back to the picture of the Great Wall. Give examples by matching the three parts.The Great Wall + is + about 6,700 km long.Give Ss tips on how to decide.2. Encourage Ss to observe and decide the forms of verbs in different tenses. 1. Observe thesubjects and theadverbial or even the phrasal verbs. Match the three parts to make possiblesentences.2. Read through the uncompleted passage and try to give the correct forms of verbs in the situations. Learn to observe and practise language in different tenses.Step 4Speaking 1. Show up the photo of visiting the Great Wall. Get Ss to ask the teacher questions in Activity 4. (Example)Get Ss to work in pairs, and ask and answer the questions.2. Present wonders in the local area.Get Ss to talk about them. 1. Ss follow theteacher and make up their ownconversations.Perform in front of the class.2. Learn the example in Activity 5 and make a similar introduction to the wonders in local area.Practise speaking and enable Ss to use the language and understand its meaning.Step 5VocabularyGame Present nine pictures about wonders of the world, each of which links an exercise in Activity 6/8. Get Ss to finish them first and check in forms of game. Elaborate on the Pyramids in Egypt. (More related photos) Finish the multiple- choices exercises and choose the pictures they’re interested in to check the answers. With the help of games, Ss can review the phrasal verbs and concepts of tenses.Step 6.Listening Present the three photos in Activity 7Ask about facts about any one of them. Play the tape for Ss to learn more. Listen and match the notes with the photos.Check the answers after listening and report about the three wonders with the help of the table.Learn more about the three wonders, practising describing.Step 7.Around the world Get Ss to look at the picture and read silently through the introduction. Give questions to check theirunderstanding. Read and decide, trying to grasp the main information. Learn about another wonder of the world.Step 8.Module task Tell Ss to work in groups of 4. Read through the instructions. Help them to decide what to write about.Hold up a show-and-tell session where Ss can display and discuss. Work in groups of 4 and write about one wonder they like. Collect sufficient information and make the poster. Take part in the show-and-tell session.Take this task as an extensive learning activity to get Ss to learn more about the wonders.作业布置Finish off the poster after class and get ready for the show at the back wall of the classroom. Prepare the show-and-tell session in groups of four.板书设计Unit 3 Language in useStructures of different tenses ancientThe Great Wall is a wonder… modern wondersAndy Lau went to the Great Wall. naturalHe was singing on it height—What’s the height of…?We are listening to him now. on the journey of…He has sung many pop songs. because / because ofHe will visit it some other day.Module 2 Great books一、教学内容分析本模块的话题是谈论书、作家、思想家、戏剧、电影、诗歌等。
Module 4 Unit 1 外研版英语九年级上册单元教案
Module4Home aloneUnit1I can look after myself,although it won’t be easy for me.◇目标导航◇类别课时要点重点单词platform n.(供上下火车用的)月台;站台meeting n.会议;集会miss v.未出席;未出现shut v.关上;合上lock v.锁;锁住simple adj.简单的;容易的anybody pron.任何人clock n.钟;时钟ring v.鸣响;发出铃声passenger n.乘客;旅客address n.地址text n.文本;正文couple n.一对;两个◇教学过程◇预习指导一、方法指导1.在Activity 4的对话中画出although和so...that引导的状语从句。
2.找出本单元生词和短语所在的句子,体会它们的用法。
二、预习检测Ⅰ.英汉互译1.一对;几个a couple of2.小心/谨慎地对待be careful with3.照顾;照料look after4.出去go out5.make sure确保6.plenty of许多7.wake up唤醒,叫醒8.be about to do sth.正准备要做某事Ⅱ.根据汉语意思完成句子,每空一词1.特别小心门。
Be especially careful with the door.2.我会照顾我自己,尽管对于我来说不容易。
I can look after myself,though/although it won’t be easy for me.3.确保你吃大量的新鲜水果和蔬菜。
Make sure you eat plenty of fresh fruit and vegetables.4.我的闹钟声音那么响,它肯定会叫醒我的。
My clock rings so loudly that it will certainly wake me up.5.您的火车马上就要开了。
外研版九年级上册英语Module4集体备课单元整体说课稿
外研版九年级上册英语Module4集体备课单元整体说课稿一. 教材分析外研版九年级上册英语Module 4的主题是“Films”，包含五个单元，分别是Unit 1、Unit 2、Unit 3、Unit 4和Unit 5。
本模块的主要目标是让学生掌握关于电影的相关词汇和表达方式，能够谈论自己喜欢的电影和电影明星，并能够描述电影的情节和角色。
通过学习本模块，学生能够提高自己的语言运用能力和交际能力。
二. 学情分析九年级的学生已经具备了一定的英语基础，能够听、说、读、写一些简单的英语句子。
但是，对于一些关于电影的专业词汇和表达方式，学生可能比较陌生。
此外，学生的阅读兴趣和爱好各不相同，对于电影的认知程度也有所不同。
因此，在教学过程中，需要关注学生的个体差异，调动他们的学习积极性，引导他们主动参与课堂活动。
三. 说教学目标1.知识目标：让学生掌握关于电影的基本词汇和表达方式，如actor、actress、director、comedy、drama等；能够正确运用这些词汇和表达方式进行口语交流和写作。
2.能力目标：通过听、说、读、写等多种方式，提高学生的语言运用能力和交际能力；培养学生独立思考、合作学习的能力。
3.情感目标：激发学生对电影的兴趣，培养他们积极向上的生活态度和审美观。
四. 说教学重难点1.教学重点：让学生掌握关于电影的基本词汇和表达方式，能够正确运用这些词汇和表达方式进行口语交流和写作。
2.教学难点：引导学生运用所学知识，谈论自己喜欢的电影和电影明星，并能够描述电影的情节和角色。
五. 说教学方法与手段1.教学方法：采用任务型教学法、交际法、情境教学法等，让学生在实际语境中学习、运用英语。
2.教学手段：利用多媒体课件、电影片段、图片等教学资源，丰富教学内容，提高学生的学习兴趣。
六. 说教学过程1.导入：以一段电影片段或歌曲作为导入，激发学生的学习兴趣，引导学生进入主题。
2.呈现：展示与电影相关的图片、海报等，引导学生用英语描述图片内容，从而引出本节课的主题。
外研版英语九年级上册模块4 Unit 1 听说课教案
Module 4 Home aloneUnit 1 I can look after myself,although it won’t be easy for me.(听说课教案)Ⅰ、Teaching model：Listening and speakingⅡ、Teaching method：Communicative approachⅢ、Teaching Objectives●Knowledge objectiveKey vocabulary:----platform,meeting,miss,shut,lock,simple,anybody,clock,ring,passenger,address, test,test message,couple,a couple ofKey structures:-----although和so...that...引导的状语从句。
●Ability objective1. To listen and understand sentences with although and so...that....2. To understand the conversation.3. To learn to use although and so ...that....●Moral objective1. To talk about things staying at home alone..2.. To develop the ability to cooperate with others.Ⅳ、Teaching importance and difficulty1. To learn about some expressions in the passage.2. To learn to use although and so ...that...V、Teaching methodPWP method, task-based methodVI、Teaching aidsA tape recorder, multimedia and some picturesⅦ、Teaching ProceduresLearning Aims （学习目标）1. To listen and understand the conversation with although and so...that...2. To learn to use the patterns with although and so ... that...correctly:I can look after myself , although it won’t be easy for me.My clock rings so loudly that it will certainly wake me up.3. To talk about someone’s feelings with although and so...that...4. To remember the words and expressions（师傅学友明确学习任务)Step 1: Check the new words . （学习单词）1.师友朗读platform meeting miss shut lock simple anybody clock ring passenger address test test message couple, a couple of（师傅注意学友的发音）2.教师检查Task1:请快速说出你看到的单词（师友举手抢答）Step 2: Talk and learn.（学习对话）I.师友听读感知1）Work in pairs Talk about the picture..2）Listen and answer the questions.1.Where are Betty and her parents?2.Is Betty traveling with her parents?2）Listen again and complete the sentences.1.Will you be OK at home________?2.I’ll ________ you too, and I’ll call you every day.3.I’ll keep it tidy so that you’ll _________me when you get home .（先自主完成再互助交流）3)Listen and read again and find out Everyday English1.Now…2.I’m sorry...3.So am I.4.Have a good trip!( 1)学友自主在课文中找到每日英语原句勾画出来。
外研版九年级上册英语Module 4 Unit 1 教案
Module 4 Home aloneUnit 1 I can look after myself,although it won’t be easy for me.教学目标【知识目标】词汇和短语platform, meeting, miss, shut, lock, simple, anybody, clock, ring, passenger, address, text, text message, couple, a couple of；结果状语从句【能力目标】能听懂和阅读关于介绍单独在家经历的语言材料，能通过相关词汇和图片描述自己和他人单独在家的经历；能编写关于独自在家的对话。
【情感态度目标】学会倾听他人独自在家的经历，理解他人的喜怒哀乐；养成关心、帮助他人的良好品质。
教学重难点结果状语从句和让步状语从句。
教学过程Step 1 Warming upWhat do you usually do to look after yourself when you are at home alone? Step 2 PresentationThe teacher shows the pictures of new words or expressions and let the students to say as quickly as possible.Step 3 Work in pairs. Talk about the pictureLook at the picture and talk about what they will do in pairs.Step 4 Listening1. Listen to Part 2 and answer the questions.1) Where are Betty and her parents?2) Is Betty travelling with her parents?2. Finish Activity3. Listen again and complete the sentences.1. Will you be OK at home __________?2. I’ll ______ you too, and I’ll call you every day.3. I’ll keep it tidy so that you’ll ___________ me when you get home. Keys: on your own, miss, be proud ofStep 5 Reading1. Listen and answer the following questions.1) Who is leaving for Lhasa?2) How do they go there?2. Read and complete the sentences. There may be more than one answer.1) Betty’s parents are going to ______.2) Her parents tell her to _______________.3) Betty can __________.4) Betty’s parents usually __________.5) Betty’s mum has not _____________.Keys: Lhasa, be c areful with the door when she goes out…, look after herselfwake her up in the morning, given her their address in Lhasa 3. Act out the dialogue in groups according to the following words. Mum: train number, meeting, the door, plenty of fresh fruit and vegetables, give our addressDad: wake upBetty: two weeks of school, look after myself, cook simple meals, text messageStep 6 Language points1. So am I, but I can’t miss two weeks of school.So am I承接上一句贝蒂妈妈说的话: … I’m sorry you can’t come with us, Betty. (贝蒂, 你不能和我们一起去, 很遗憾), 表示“我也很遗憾无法同行”。
Module4Unit1外研版英语九年级上册教案详解
举例：教师可提供一些表达观点的句型模板，如"I think...because..."，帮助学生更好地参与讨论。
四、教学流程
（一）导入新课（用时5分钟）
同学们，今天我们将要学习的是《Module 4 Unit 1外研版英语九年级上册》中的"Healthy eating"。在开始之前，我想先问大家一个问题：“你们在日常生活中是否注意过自己的饮食习惯？”这个问题与我们将要学习的内容密切相关。通过这个问题，我希望能够引起大家的兴趣和好奇心，让我们一同探索健康饮食的奥秘。
4.学习能力：指导学生运用阅读策略，提高阅读效率，培养学生自主、合作、探究的学习能力，激发学习兴趣。
三、教学难点与重点
1.教学重点
（1）词汇：学生需要掌握的关键词汇，如balanced diet, nutrition, calorie, obese, slender等，并能运用这些词汇描述饮食习惯。
2.学习一般现在时态，了解其用法，并能在实际情境中运用；
3.学习阅读策略，如预测、扫描、略读等，提高阅读理解能力；
4.学习关于健康饮食的对话和文章，分析饮食习惯对身体的影响；
5.通过小组讨论，培养学生运用英语进行讨论和表达观点的能力；
6.完成与本单元相关的写作任务，描述自己的饮食习惯，并提出改进措施。
五、教学反思
在今天的教学过程中，我发现学生们对健康饮食这个话题非常感兴趣，这让我感到很高兴。在导入新课环节，通过提问学生们日常生活中的饮食习惯，成功引起了他们的好奇心，为接下来的学习打下了良好的基础。
在新课讲授环节，我尝试用简单明了的语言解释健康饮食的基本概念和重要性，并通过案例分析让学生们更直观地理解。同时，针对一般现在时态和健康饮食相关词汇这两个重点，我尽量用丰富的实例进行讲解，希望学生们能够更好地掌握。
外研版九年级英语上册Module 4 Unit 1知识点
Module 4 Home aloneUnit 1 I can look after myself, although it won’t be easy for me.1.It’s leaving from platform2. 火车将要从2号站台离开（发车）。
Your train is about to leave. 您乘坐的火车马上就要开了。
（教材第26页）我们都知道一般将来时的两种基本结构：will+do和be going to do。
本课出现了另外两种表示将来时的特殊结构：be+doing 现在进行时表将来此类用法要用于表示位置移动的动词，如come, go, leave, move, drive, fly, start, arrive等。
✧I’m flying to Shanghai tomorrow. 我明天要飞往上海。
✧He’s leaving for Shenzhen the day after tomorrow.他后天动身去深圳。
be about to do sth正要做某事此句型通常表示动作马上要发生，在时间上指最近的将来，故不能再加tomorrow, next week等表将来的时间状语。
常与when连用be about to do sth when…“正要做什么事情突然间……”。
✧I was about to leave when the phone rang. 我正要离开，手机突然响了。
✧We should always believe that something wonderful is about to happen.我们应该永远相信美好的事情就要发生。
(2021·全国·单元测试)My father ______ Beijing next week.A. leave forB. leaves forC. is leaving forD. left for2.So am I, but I can’t miss two weeks of school.我也是（很遗憾），但是我不能缺席两周的学校课程。
外研版英语九年级上册ModuleUnit教学课件1
外 研 版 英 语 九年级 上册Mo duleUn it1
What does the photo show?
Students are running.
外 研 版 英 语 九年级 上册Mo duleUn it1
外 研 版 英 语 九年级 上册Mo duleUn it1
What does the photo show?
外 研 版 英 语 九年级 上册Mo duleUn it1
3. What does Daming suggest Tony should do? A. Take some photos of Beijing B. Add some photos of Cambridge that Tony took recently C. Both A and B
外 研 版 英 语 九年级 上册Mo duleUn it1
Read and complete the table Information Card
The person who wants to beat He Zhong
1 Tony
The subjects this year
2 Nature, Home and
17. 我有感觉我们能够解决这些小问题。 I have a feeling that we can
__s_o_l_v_e_t_h_e_s_e__l_it_t_le__d_i_f_fi_c_u_l_t_ie_s___.
外 研 版 英 语 九年级 上册Mo duleUn it1
外 研 版 英 语 九年级 上册Mo duleUn it1 外 研 版 英 语 九年级 上册Mo duleUn it1
13. be in with a chance to do sth. 有可能/机会做某事 I think I am in with a chance to pass this test. 我认为，我有可能通过这次测试。