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2019-2020年九年级英语上册Unit4Lesson30Jane’sLuckyLife教案冀教版
一、教材分析
1、教材简析本单元的主要话题是谈论健康,此课为本单元的第六节课,主要讲述一位名字叫做Jane的残疾人对待生活的态度,是一篇阅读课文,通过阅读,使学生明白谁是真正的残疾人
2、教学目标⑴知识目标
①Ifyouhaveaproblemwhatdoyoudofirst1CandisabledpeopleliveahappylifeWhyorwhynot2beunabletodosomethingbenotabletodosomething3Sheenjoysencouragingherdaughtertoplaythepiano.⑵能力目标发展学生的听、说、识记及阅读能力,培养学生语言综合运用能力⑶情感、态度和价值观通过本节课的学习,使学生对生活充满积极向上的态度,培养学生要用健康的心理对待生活和学习,使学生形成积极的情感态度,主动思维,大胆表述,提高语言的实际运用能力
3、重点和难点⑴重点句子Sheisunabletodomanythings.Sheenjoysencouragingherdaughtertoplaythepiano.⑵难点Let’sdoit!Whichofthesethingsdoyouthinkisthemostimportant:moneyfamilyjobshealthgoodlooksorfriendsWhyTryusingthisphrasetoexpresstheirownideas:Ithinkthat_______isthemostimportantbecause________.原因是学生词汇量有限,口语表达能力欠缺,设置为小作文的形式让学生自由表达,以降低难度
4、教学辅助工具录音机,图片
二、学情分析枯燥的话题很难提高学生的学习兴趣在这节课,通过一个有趣的假想的话题——假如你是一位残疾人,你会怎么做,来激起学生的兴趣,让学生主动谈自己的想法和看法,学有所得
三、教学方法本课采用任务型阅读教学法,用Ifyouareadisabledpersonwhatdoyoudo这个问句,引出谈论假想情况的话题采用提问、启发、讨论和归纳的教法,让学生易于接受教材内容,理解阅读内容,培养学生的语言运用能力
四、教学过程设计StepⅠ.Greetthewholeclassasusual.StepⅡ.Warming-upquestions:T:DoyouknowHelenKellerS1:YesIknow.T:CanyousaysomethingaboutherS1:Ionlyknowsheisaveryfamouswriterbutsheisblind.T:Yeah.Youareright.Sheisadisabledperson.Thankyou.Sitdownplease.TothewholeclassNowclassdoyouknowanotherdisabledpeopleCanyougivemetheirnamesS2:ZhangHaidiandSangLan.T:Thankyou.TothewholeclassNowclassyouknowZhangHaidiSangLanandHelenKellerarealldisabledpeoplebutdoyouknowwhatistheirattitudetowardlifeSuppose:Ifyoudon’thavearmsorlegswhatdoyoudoIfyoucan’tseeanythingwhatdoyoudoIfyoucan’thearanybodysaysomethingwhatdoyoudoS3:I’llbuyawheelchairtohelpme.S4:I’llbeverysadandcryallthetime.S5:I’lltrymybesttotoucheverythingintheworld.T:OKstophere.Pleaselistentomecarefullythatismyanswers:IfIwereablindpersonIwouldusemyearstolistentothesoundoftheworldcarefully.IfIwereadeafpeopleIwouldusemyeyestosaythebeautyoftheworld.IfIdon’thavearmsorlegsIcanusemyhearttofeeltheworldandtrymybesttoenjoythelife.StepⅢ.Listening
1.Playtheaudiotape.Havetheclassfollowtheaudiotapewhilelookingatthetext.Andtrytoanswerthefollowingquestions:WhathappenedtoJanewhenshewastenyearsoldHowJanebecamedisabledHowoldisJanenowWhatdidshedoaftershebecamedisabledDidshehaveanychildrenWhatdidshethinkofherdisabilityWhyJanethinkherlifeisfullofgoodthings
2.Correcttheanswer.StepⅣ.Reading
1.HavetheclasstoreadthetextanddotheexerciseⅡonActivityBooks.
2.Checktheanswerswhilegivethemsomeimportantlanguagepointsofthetext.Forexample:Sheisunabletodomanythings.beunabletodosth.benotabletodosthbeabletodosth.Sheenjoysencouragingherdaughtertoplaythepiano.enjoydoingsth/finishdislikehatefeellikedoingencouragesomebodytodosth.Conclusion:Everyonehasproblemsifyouthinkaboutyourproblems;youwillhavealifefullofproblems.DoyouknowwhoisreallydisabledPeoplewhodon’tknowhowluckytheyare.StepⅤ.DotheProjectWhichofthesethingsdoyouthinkisthemostimportant:moneyfamilyjobshealthgoodlooksorfriendsWhyAskthestudentstotalkabouteachother.Usingthisphrase:Ithinkthat_____isthemostimportantbecause_____.Discussion:Ithinkmoneyisimportantbecausemoneycanbuyeverything.Ithinkhealthisthemostimportantbecause…Ithinkfamilyisthemostimportantbecause…StepⅥ.SummaryandHomework
1.Readthefifthreadinginthereader.
2.Theremainingexercisesintheactivitybook.
3.Thenextreadinginthestudentbook.
1、以这样的问题提问,会使学生很感兴趣因为在语文阅读课中刚刚读过海伦·凯勒的文章《假如给我三天光明》
2、从海伦·凯勒到张海迪和桑兰,让学生的思维有准备的过程,并且使学生积极地思考,找出她们的共同点,主动学习
3、学生考虑的层次较低,有些同学还带有消极的想法和做法,而没有积极进取的思想和正确对待生活的态度,教师应积极引导
4、这个内容也为下一步做听力练习奠定了语言基础,适当减轻了听力难度,同时使学生能对课文有一个整体的了解,学会怎样获得文章中的关键信息
5、有了热身部分的听力铺垫和听音后的反馈练习,这一部分的问题回答显得很简单.语言点的理解也很容易了并很快概括出文章的中心句.启发学生自己讲出要用健康的心理对待生活并珍视自己的健康.
6、进一步熟悉巩固前几课学过的句型Ithinkthat____isThemostimportantbecause________.
7、通过讨论让学生明白健康的重要,同时需要教师进一步引导学生正确处理家庭、金钱、健康、容貌及朋友在生活中的关系增强他们的学习兴趣和信心
8、积极预习,为下一节课做准备
五、板书设计Lesson30Jane’sLuckyLifeQuestion:IfyouareadisabledpersonwhatdoyoudoLanguagepoints:Sheisunabletodomanythings.beunabletodosth.benotabletodosthbeabletodosth.Sheenjoysencouragingherdaughtertoplaythepiano.enjoydoingsth/finishdislikehatefeellikedoingencouragesomebodytodosth.
六、教学反思1.用假设的条件句引导学生循序渐进,顺利进入阅读课文2.学生对阅读课的理解能力有所提高,表现在能迅速找到文章的中心句和课后反思的问题3.学生讨论后,做口头报告时,表达不够顺利,原因是学生词汇量有限,口语表达能力欠缺4.阅读与思考的时间较多,使得口语练习的机会相对较少。