初中英語-I became so bored with their orders that I wished they would leave me alone.教學(xué)設(shè)計學(xué)情分析教材分析課后反思

Module4HomealoneUnit2IbecamesoboredwiththeirordersthatIwishedtheywouldleavemealone.（一）教學(xué)目標(biāo)1.語言知識目標(biāo)掌握本單元重點(diǎn)單詞及短語，能運(yùn)用although，so…that引導(dǎo)的讓步狀語從句和結(jié)果狀語從句。2.語言技能目標(biāo)讀：能夠讀懂描述獨(dú)自在家生活的文章，并獲取細(xì)節(jié)信息。寫：能夠?qū)懸黄恼抡f明獨(dú)自在家生活時的經(jīng)歷。3.情感態(tài)度要注意培養(yǎng)自己的獨(dú)立生活能力，做一名有能力、高素質(zhì)的中學(xué)生。（二）教學(xué)資源教材，多媒體教學(xué)設(shè)備，教學(xué)課件等（三）教學(xué)過程與方法Step1.WarmupFirst,showtwolivelypicturestothessandaskthem“Arethemothersinthepicturethesameasyourmother?”(It’squiteclosetothessexperience,soitcaneasyarousess’interest.)Then,askthesstoimagine:Ifyourparentsgoawayonbusinessandyouhavetostayathomealoneforafewdays,whatdoyouthinkofthissituation(情形)?Isitaperfecttimeforyou?Orisitahardtimeforyou?Whatabouttheboyinunit2?Then,leadintoUnit2.Step2.Fastreading1.Askthesstoreadthepassagequicklyanddivideitinto3parts.Summarizethemainideaofeachpart.Part1:beforetheholiday.Part2:duringtheholidayandPart3:aftertheholiday.2.Askthefollowingtwoquestionstohelpthessgettoknowthestyleofthepassage.(1.Whatkindofstyle(文體)isthispassage?2.Whatkindoforder（寫作順序）doesituse?)Step3.CarefulreadingAskthesstoreadPart1carefullyandanswerthequestion.Trytofindthewordsaboutthewriter’sfeeling.He’sunhappyandbored.WecansummarythemainideaofPart1:.Hebecamesoboredwiththeirordersthathewishedtheywouldleavehimalone.Askthesstopayattentiontotheadverbialclauseofrusultwithsothat.Tohelpthessunderstandtheboy’sfeelingclearly,I’lldrawamoodchangemap.Idividethemapinto3partsaccordingtothepassage.Wecanseebeforetheholiday,theboyisunhappyandbored.Askthesstoreadpart2andfindtheanswertothequestion.Listtheanswerstothequestionandaskthesstojoininthesetwosentenceswith‘a(chǎn)lthough’.Askthesstopayattentiontotheadverbialclauseofconcessionwithalthough.Itthekeypoints.Then,askthesstocirclethewordsabouttimeinPart2.Fillintheblankwitheventsaccordingtothetime.Payattentiontothemoodchangeoftheboy.Continuedrawingthemoodchangemap.Duringtheholiday,theboyishappyandexcitedatfirst,andthenextday,hebecametiredandsleepy.Atlast,hefeelslonely.Then,itcomestolastpart.Whatwastheboy’sfeelingaftertheholiday?Itdidn’tmentionedinthepassage.Sothessshouldinferthefeelingoftheboyaccrodingtothispassage.Thesscanalsotalkaboutitingroups.Afterthetalking,I’msuretheycaninferthattheboyishappy.Finishthemoodchangemap:Aftertheholiday,theboyfeelshappy.Step4:RetellingAsksstoretellthepassageaccordingtothemoodchangemapinfrontoftheclassroom.Step5:DebatingThetopicis“Isitgoodornottobealone?“I’lldividethessinto2groups.Onegroupstandforthepositivesideandtheothergroupstandsforthenegativeside.Itcantrainthesslanguageapplicationability.Step6:Writing.I’llshowsomepicturestohelpthess.Askthemtopayattentiontotheuseoftimemarkandemotionalwords.Thenshare.Step7:EmotionaleducationAfterlearningthispassage,askthess:areyoustillboredwithyourparents’orders?Whydoyourparentstrytomanageyourlife?Maybewhenwegettheabilitytolivebyourselves,we’llnotheartheordersanymore.It’stheloveofourparents.Whenweatschool,ourteachersalsogiveuslotsoforders.It’stheloveaswell.So,weshouldtreattheteachers’criticismcorrectlyandshowrespecttoourteachers.Step8：HomeworkIalsodivideitintotwoparts.Must:Rewritethepassage.Choose:Makealeafletaboutlivingalone.本單元的文章與學(xué)生的生活息息相關(guān)，能讓學(xué)生在實際生活情境中體會文章的意思以及重點(diǎn)語法的應(yīng)用。本模塊繼續(xù)學(xué)習(xí)狀語從句，由于上兩個模塊的重點(diǎn)語法知識都是狀語從句，學(xué)生對該知識點(diǎn)并不陌生。經(jīng)過本單元的學(xué)習(xí)，學(xué)生能夠較熟練的使用so...that...以及although引導(dǎo)的讓步狀語從句，能夠讀懂描述獨(dú)自在家生活的文章，并獲取細(xì)節(jié)信息。并能夠運(yùn)用所學(xué)描述獨(dú)自在家生活時的經(jīng)歷，但在具體使用當(dāng)中仍存在個別單詞使用不規(guī)范，讀音不正確的現(xiàn)象，需加以解釋以及講解，及時查漏補(bǔ)缺。通過辯論，學(xué)生更好的認(rèn)識到了獨(dú)自生活的利弊以及獨(dú)立自主的重要性，了解了老師和家長的批評與關(guān)心。Module4的主要內(nèi)容為運(yùn)用讓步狀語從句和結(jié)果狀語從句來描述自己單獨(dú)在家的經(jīng)歷，從全書來看，本模塊兒承接上一模塊兒對于狀語從句的學(xué)習(xí)和運(yùn)用，內(nèi)容有層次的展開，學(xué)生容易接受。Unit2語篇講述了少年鄭晨宇獨(dú)自在家生活了幾天的故事。從鄭晨宇的身上，讀者可以看出一些青少年對大人們過度的悉心照顧，表現(xiàn)出的厭煩態(tài)度，他們往往覺得大人們對他們的生活干涉過多，然而實際上，他們常常缺乏獨(dú)自生活，自食其力的能力，通過這樣的生活實例分析，青少年應(yīng)該有所感悟，今后要注意培養(yǎng)自己的獨(dú)立生活能力，多參與實踐，早日成長為能夠自食其力、有擔(dān)當(dāng)、有生活技能的人。在閱讀過程中，要引導(dǎo)學(xué)生找出文章的主旨句，并捕捉文章中描述人物感受的細(xì)節(jié)信息。Ⅰ.單項選擇。1.Theboxis_______heavy______wecan’tcarryit.A.so;that B.such;that C.too;to2.—Look!Somepeoplearerunningtheredlights.—Weshouldwait_____othersarebreakingtherule.A.if B.unlessC.although D.because3.—Susan,whataretheadvantagesofMP5players?—Mom,theyaresmallerandlighter______theycanbecarriedveryeasily.A.unless B.if C.until D.sothat4.MyChineseteacherisveryknowledgeable______shereadslotsofbooks.A.but B.soC.because D.althoughⅡ.填入適當(dāng)?shù)囊龑?dǎo)詞。1.Itwas_____dark______theycouldn’tseeeachother’sfaces.2.Hewillnotgotothecinema_______heisverybusy.3.________thetwogirlsaretwins,theydon’tlookthesame.4.Heisexplainingclearly_______theycouldunderstand.答案Ⅰ.單項選擇。1-4ACDCⅡ.填入適當(dāng)?shù)囊龑?dǎo)詞。1.so;that2.because3.Although4.sothat本單元主要通過學(xué)習(xí)短文進(jìn)行語言的練習(xí)，教材設(shè)計上主要偏向于閱讀能力的培養(yǎng)和寫作能力的培養(yǎng)，而在聽力和口語方面，本單元沒有多做安排和要求，因此在教學(xué)活動當(dāng)中，在聽力和口語的培養(yǎng)上，多讓學(xué)生回答問題，在回答問題的過程中，也可以檢測和鍛煉學(xué)生的口語。另外，閱讀短文講完以后，可以讓學(xué)生精聽全文以及跟讀。同時，段落概括也比較難以把握，在培養(yǎng)學(xué)生這方面的能力過程中，要注意首先讓學(xué)生理解整個段落的意思，在理解的基礎(chǔ)上去精簡語句，整合信息，進(jìn)行語言組織，最終達(dá)到完成概括的目的?！队⒄Z課程標(biāo)準(zhǔn)》對初中學(xué)生閱讀能力和閱讀量有如下要求：初中