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1、冀教版九年级上英语教学设计一则Topic: Lesson 30 Janes Lucky Life一、教材依据：(Teaching material basis)本教案依据河北教育出版社初中起始版Learning English第五单元第六课内容设计二、设计思路：(Design mentality)1.指导思想和设计理念：(Guiding ideology & Design idea)新课程标准强调语言教学应从学生的兴趣、生活经验和认知水平出发，倡导体验、实践、合作与交流的学习方式。由于大多数学生都是健全人，因此，对残疾人的生活缺乏了解，难以体会。目前，不少学生不能认识和珍惜健康这一宝贵财富，因
2、此，在进行本课教学时，拟通过视频和成功残疾人（邰丽华、张海迪、郑智化等）的事迹来震撼、感染、激励学生，并通过任务型教学途径渗透培养阅读技巧。2.教材分析 (Analysis of the teaching materials)：本课是冀教版Book 5、第五单元的第六课，本单元的话题是：谈论健康（Stay Health），内容兼顾了身体和心理健康两者的统一。本课主要介绍了身残志坚的珍妮（Jane）的生活以及其对生活的态度。以该文为依托，要使学生懂得什么是“真正的残疾”-精神上的而非身体上的，从而激发他们更加珍爱健康，乐观向上，使身心得到全面健康地发展。 3.学情分析：(Student situ
3、ation analysis)作为大多是健全人的学生而言，很难体会到残疾人的痛楚与苦难，因此，不能很好的珍惜现时代的美好光阴，珍惜健康，乐观向上，本课的设计刚好能对学生有针对性较强的教育意义，以期收到良好的效果。三、教学目标(Teaching Aims)：1、知识与技能目标(（Knowledge & Ability Aims）：掌握下列词汇和词组：unable, disabled, lucky, be able to/unable to等 ；认知词汇：damage，wheelchair，control.掌握结构：dare to do sth./encourage sb. to dosth. 辨
4、析：watchdo/watchdoing.以及play soccer/play the piano.并能依据录音听懂文章大意，回答问题；熟读课文，能简单用所学英语表述自己的观点，培养综合语言应用能力。2.过程与方法：(Process and methods)通过听读录音初步了解课文大意，自读理解文章主旨，视频资料和相关信息感受、体验，用目标语言讨论与交流信息与感悟。3.情感态度和价值观(Emotion Aims)：通过本课的学习，培养学生以健康积极心态对待生活和学习，激发学生的自立顽强拼搏的进取之心，更好发挥健康之躯的优势，增强努力奋斗的决心和信心。四、教学重点:(Teaching focoa
5、l points)掌握词组be able/unable to do something和句型She enjoys encouraging her daughter to play the piano. 辨析：watchdo/watchdoing.以及play soccer/play the piano.五、教学难点：(Teaching difficult points)培养学生利用信息表述自己的观点：Try using this sentence to express their own ideas: I think that _is the most important because_.通
6、过教学使学生体会到拥有健康躯体之幸，成功残疾人之可敬可学之处，以激起他们奋发有为之志。六、教学方法选择（Teaching methods）:Communicate approach,Inductive approach. 七、学习方法指导（Learning methods）:Disscussion,Cooperation.八、教学辅助手段(Teaching Resources：) .ppt课件，recorder, small blackboard九、教学课时：one period十、教学过程：(Teaching procedure) Step1. Greetings Greet the who
7、le class with finger languge（手语）. Then explain it means “Hello,everyone”. 设计说明用手语问候学生,引发学生兴趣,引出本课关于残疾人的话题.Step 2. Warming up Watch the video tape of Thousand-hand Bodhisattva(千手观音)： then Questions:T: Do you know the face of Thousand-hand Bodhisattva?S1: Yes, I know. She is Tai Lihua（邰丽华）.T: Can you
8、say something about her ?S2: She is a famous dancer. But she is deaf.T: Yeah! You 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 cant hear the music. But they dance so well,too.How wonderful!T:
9、What makes them succeed? They practised it thousands of times. Practice makes perfect. Can you name some other successful disabled persons?What do you know about them?Ss: Hellen Keller/ Hocking/ Zhang Haidi/Zheng Zhihua/(Work in groups to have a free discussion.They can even sing the famous song “sa
10、ilor” of Zheng Zhihuas.Through this ,get them know how great these disabled successful people are !)设计说明 观看千手观音视频资料让学生受到情绪震撼，引起学生反思，通过谈论其它几个成功残疾人国内的郑智化、张海迪以及国外Hellen Keller和 Hocking 的事迹，让学生练习口头表达，激活背景知识，同时创设宽松课堂氛围，使学生积极融入课堂情境。Step3 Suppose. (to the whole class)Now ,class,you know these persons are a
11、ll disabled.But they are all successful. Do you know their attitude toward life? Suppose: If you dont have arms or legs,what will you do? If you cant see anything,what will you do? If you cant hear anything,what will you do? Ss:Ill buy a wheelchair to help me. Ill be very sad and cry all the time. I
12、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 didnt have arms or legs, I would use my heart to feel the wo
13、rld, and try my best to enjoy the life.设计说明 让学生假设自己是残疾人,设想一下自己会怎样做.通过该假想活动,让学生尝试思考从未想过的话题，以新异调动学生参与积极性，并引导学生树立正确的人生观。在体验交流中培养学生口语表达能力，鼓励他们敢于用英语表达自己的观点。在本环节学生还可以闭上眼睛，捂上耳朵，收起胳膊和腿做事，感受体验，在情景中表述自己的想法。Step4.Listening with questions: Play the audio tape. Ss listen with the following questions: Q1: What ha
14、ppened 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 dont know how_they are. After listening， check out the answers.设计说明带问题有目的的听,既利于听力能力的培养,又可对文章大意有所了解.且问题设置1可对主人公Jane 的生理状况有大概了解,She became ill with a
15、 kind of disease. She cant move her arms and legs.问题答案可以是重点关键词disabled的强化.问题2刚好突出本课重点短语:be unable to _-another way of saying Cant.问题3略有难度,可让学生打开课本寻求答案.问题重在强调lucky引导学生珍惜拥有，且可与disabled联系点拨构词法.Step5.Task-reading Task1. SkimmingAsk the Ss to skim the text and find out the answer to Q3(In Step 3 Listening)设计说明略读是一种快速阅读法.在进行略读时,学生不需要将文章全部看完,也不要彻底理解文章.要求学生浏览所读材料,了解文章的主要信息.它节时高速,是阅读技巧之一,引导学生在阅读中运用阅读策略,学会受益终身的方法.Task2. ScanningThe Ss will be required to find out the topic sentence of e
