冀教版九年級英語Lesson5Jane'sLuckyLife課程教學設計

1、冀教版九年級英語 Lesson 5 Jane's Lucky Life 課程教學設計6 / 7冀教版九年級英語教學設計 T0piC： Les son 5Jane s Lucky Life教材版本：冀教版一、教學課型：新授課(45分鐘)二、教材分析(Analysis of the teaching materials):本課是冀教版 Book 5、第 1 單元的第5課，本單元的話題是：談論健康(Stay Health),內容兼顧了身 體和心理健康兩者的統(tǒng)一。本課主要介紹了身殘志堅的珍妮(Jane)的生活以及其對生活的態(tài)度。以該文為依托，要使學生懂得什么是“真正的殘 疾”-精神上的而非身體

2、上的，從而激發(fā)他們更加珍愛健康，樂觀向上， 使身心得到全面健康地發(fā)展。三、教學目標(Teaching Aims)：unable, disabled, control .1、知識目標(Knowledge Aims ):掌握下列詞匯和詞組： lucky, be able to/unable to等； 認知詞匯： damage, wheelchair,2、技能目標(Ability Aims):能聽懂大意，回答問題；熟讀課文，能簡單用所學 英語表述自己的觀點，培養(yǎng)綜合語言應用能力。3、情感態(tài)度和價值觀(Emotion Aims):通過本課的學習，培養(yǎng)學生以健康積極 心態(tài)對待生活和學習，激發(fā)學生的自立頑

3、強拼搏的進取之心，更 好發(fā)揮健康之軀的優(yōu)勢，增強努力奮斗的決心和信心。4、學習策略(Learning strategy):通過聽讀初步了解課文大意，自讀理解文章 主旨，視頻資料和相關信息感受、體驗，用目標語言討論與交流 信息與感悟。四、教學重點難點：(Teaching focal and difficult points)1、重點： 掌握詞組 be able/unable to do somethings旬型 She enjoys encouraging her daughter to play the piano.2、難點：培養(yǎng)學生利用信息表述自己的觀點：Try using this sen

4、tence to expresstheir own ideas: I think that is the most important because.五、教學輔助手段(Teaching Resources： ).ppt 課件，recorder,六、教學方法(Teaching methods) Communicate approach,Inductive approach.七、學習方法(Learning methods ) :Disscussion,Cooperation.八、教學總體設計思路：(The ways of the teaching process design)新課程標準強調語言

5、教學應從學生的興趣、生活經(jīng)驗和認知水平出發(fā)，倡導體驗、實踐、合作與交流的學習方式。由于大多數(shù)學生都是健全人，因此，對殘疾人的生活缺乏了解，難以體會。目前，不少學生不能認識和珍惜健康這一寶貴財富，因此，在進行本課教學時，擬通過視頻和成功殘疾人(邰麗華、張海迪、鄭智化等)的事跡來震撼、感染、激勵學生，并通過 任務型教學途徑滲透培養(yǎng)閱讀技巧。九、教學過程：(Teaching procedure)Step1. GreetingsGreet the whole class with finger languge(手語).Then explain itmeans “Hello,everyone ” .設計

6、說明用手語問候學生，引發(fā)學生興趣，引出本課關于殘疾人的話題.Step2. Warming upWatch the video tape of Thousand-hand BodhisattvOf 手觀音):thenQuestions:T: Do you know the face of Thousand-hand Bodhisattva?51: Yes, I know. She is Tai Lihua (邰麗華)T: Can you say something about her ?52: She is a famous dancer. But she is deaf.T: Yeah! Yo

7、u are right. She is a disabled person. (Wtite the word disabled on the Bb)How about the other dancers?Ss: They are all disabled. They are all deaf. They csinhear the music. But they dance so well,too.How wonderful!T: What makes them succeed? They practised it thousands of times. Practice makes perfe

8、ct. Can you name some other successful disabled persons?Ss: Hellen Keller/ Hocking/ Zhang Haidi/Zheng Zhihua/設計說明觀看千手觀音視頻資料讓學生受到情緒震撼，引起學生反思，通過談論其它幾個成功殘疾人一一國內的鄭智化、張海迪以及國外Hellen Keller和Hocking的事跡，讓學生練習口頭表達，激活背景知識，同時創(chuàng)設寬松課 堂氛圍，使學生積極融入課堂情境。Step3 Suppose.(to the whole class)Now ,class,you know these perso

9、ns are all disabled.But they are all successful. Do you know their attitude toward life? Suppose:If you don ' t have arms or legs,what wi ll you do?If you can ' t see anything,what will you do?If you can ' t hear anything,what will you do?Ss:I ' ll buy a wheelchair to help me.I '

10、 ll be very sad and cry all the time.I ' ll try my best to touch everything in the world.T: Oh,different ideas.Next is my turn.If I were blind,I would use my eyes to ears to listen to the world carefully.If I were deaf,I would use my eyes to watch the beauty of the world.If I didn ' t have a

11、rms or legs, I would use my heart to feel the world, and try my best to enjoy the life.設計說明讓學生假設自己是殘疾人，設想一下自己會怎樣做.通過該假想活動，讓學生嘗 試思考從未想過的話題，以新異調動學生參與積極性，并引導學生樹立正 確的人生觀。在體驗交流中培養(yǎng)學生口語表達能力，鼓勵他們敢于用英語 表達自己的觀點。在本環(huán)節(jié)學生還可以閉上眼睛，捂上耳朵，收起胳膊和 腿做事，感受體驗，在情景中表述自己的想法。Step4.Listening with questions:Play the audio tape. S

12、s listen with the following questions:Q1: What happened to Jane when she was ten years old?Q2:What can Jane not do ?Q3:Why does Jane say she has a life of good things?Q4:Who is really disabled? People don ' t know how they are.After listening , check out the answers.設計說明帶問題有目的的聽，既利于聽力能力的培養(yǎng)，又可對文章

13、大意有所了解.且 問題設置1可對主人公Jane的生理狀況有大概了解,She became川with a kind of disease. She can ' t move her arms and legs.問題答案可以是重點關鍵詞disabled的強化.問題2剛好突出本課重點短語：be unable to _- another way of saying Can ' t.問題3略有難度，可讓學生打開課本尋求答案 問題重在強調lucky引導學生珍惜擁有，且可與disabled聯(lián)系點撥構詞法.Step 6 Reading and analysising.(after reding

14、 together ,leading the Ss with me together to analysis of the text. Listing the language notes on the blackboard.)設計說明體現(xiàn)互動，師生共同學習，符合新課程學生主體、教師主導的要求。Step 7 Drills & Competition(Showing some exercise to practise the language notes.Encourage them to work together and answer the questions as quickly

15、 as possibiewithout putting up their hands, Give much praise to the ones who did well.)設計說明本環(huán)節(jié)設置旨在采用競爭機制激發(fā)學生學習積極性，真正實現(xiàn)課標要求的要以學生為主體，還時間與空間于學生.要學生完成自主學習與探究.由學生問學生答， 實現(xiàn)生生互動，教師可評價與指導.Step 8 Come to part 2.the dialongue & role-playing it.設計說明給予學生表現(xiàn)的機會，充分調動他們的了他們的積極主動性，同時很好地體現(xiàn) 了英語作為一門語言的交際功能。Step9 Con

16、clusion:Question: What can we learn from this lesson?(1.People who don ' t know how lucky they are are really disabled.We are healthy and we are so lucky ,so we should master the time ,study hard and make progress every day .Try to become a successful person someday ,such as xxx 、xxxx)(2.We shou

17、ld always try to help the disabled people ,even the old 、the youngWe should be kind-hearted.)設計說明幫助、引導學生樹立正確價值觀，形成正確人生態(tài)度.Step10 Homework:Let ' s do itWhich of these things do you think is the mostimportant:money,family,jobs,health,good looks or friends? Why? Talkabout your choice with your partn

18、er. Try using this phrase:I think that is the most important because.設計說明課后繼續(xù)對本課主題進行深入剖析。Stepll. Class closingSay goodbye to the class with finger language.設計說明以手語方式向學生告別，密切聯(lián)系本課主題。且與開頭呼應。附：板書設計Lesson5 Jane' s lucky life一、詞組：be able/unable to do sth.能/ 不能做.Controlwith用 控制.be/get married 結婚二、語法結構：dare to do sth. 敢于做.encourage sb. to do sth. 鼓勵 做三、辨析：Watch.doing.看見正在做.（正在發(fā)生）.Watch. do.看見 做了（看見了全過程）"play soccer 踢足球（球類運動前不用冠詞）YL pla