Lesson 5 Jane’s Lucky Lifeppt配套教案和课堂实录

九年级英语教学设计一则----

Lesson 5 Jane’s Lucky Life 适用教材:冀教版

适用年级:九年级（Book 5

Unit 1 Stay Healthy）

一、教学课型：综合技能课(45分钟) 二、教材分析：第一单元的话题是谈论健康。兼顾了身体健康和心理健康两者的统一。本课主要介绍身残志坚的Jane的生活以及其对生活的态度。以该文为依托，使学生懂得什么是真正的残疾，从而更加珍爱健康，乐观向上，使身心全面健康发展。

三、教学目标：

1、技能目标：能听懂大意，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、知识目标：掌握下列词汇和词组：unable,disabled,lucky,be able to/unable to

认知词汇：damage，wheelchair 3、学习策略：通过听读初步了解课文大意，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。

4、情感态度和价值观：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。

5、文化意识：了解国外残疾人生活，感悟中外成功残疾人共有的生活态度。

四、教学重点难点：

1、重点掌握be able/unable to do something和She enjoys encouraging her daughter to play the piano. 2、难点是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_________. 五、教学辅助手段：CAI，recorder 六、教学总体设计思路：

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。大多数学生都是健全人，他们对残疾人的生活缺乏了解。不少学生不能认识和珍惜健康这一宝贵财富。而枯燥的话题很难提起学生的学习兴趣。通过视频和成功残疾人来震撼感染激励学生。通过任务型教学途径渗透培养阅读技巧。

七、教学过程：

StepⅠ Greetings Greet

the whole 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

Ⅱ Warming up

Watch the video tape of Thousand-hand Bodhisattva(千手观音)

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 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 can’t hear the music.They dance well,too…

T: What makes them succeed? They practised it thousands of times. Practice makes perfect. Can you name some other successful disabled persons? Ss: Zheng Zhihua/Zhang Haidi/Hocking/ Hellen Keller/Ma

Li

and Zhai Xiaowei…

〔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、独臂马丽和翟晓伟以及国外的Hocking /Hellen Keller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 all disabled.But they are all successful. Do you know their attitude toward life? Suppose: If you don’t have arms or legs,what will 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’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 arms or legs, I would use my heart to feel the world, 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 Play the audio tape. Ss 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. 〔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 kind of disease. She can’t 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 Can’t.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. Skimming Ask 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. Scanning The Ss will be required to find out the topic sentence of each paragraph. Finnally in this step they fill in the form. Jane’s Lucky Life Para.1

ill with disease(disabled) Para.2

unable to do many things Para. 3

dares to try many things

Para.4

looks after her two children Para.5/6/7

her attitude toward life

〔设计说明〕

如何准确、快捷地找到段落主题句是一种重要的阅读技巧。主题句常出现在段落的首句或尾句。这一环节要求学生在规定的时间内通过寻找主题句快速浏览文章，引导学生运用略读技巧寻找段落主题句，初步了解文章主要内容。旨在培养学生自觉运用阅读策略，获取主要信息，分析文章结构。

Task3. Detailed reading The Ss read the text again and fill the blank with the information they have got. 1. When she was_______. She became _______ with a kind of _______.

She can’t ________her arms and legs. 2. Now she is _______, she is unable to do many things. She can’t __________. She can’t ___________. She can’t ___________. She can’t ___________. 3. But she dares to try many things. She controls wheelchair _____ her mouth. She can answer phone calls by_____“hello”. 4. She is ______and has ______children. She likes to watch _______. She enjoys _________. 5. Now she speaks to people. I have a life_______ good things. People who don’t know _______are really disabled. Check the answers.

〔设计说明〕

加深对文章的理解.重意义的同时兼顾语言形式,如: unable to do sth.和can’t的互换, encourage sb. to do sth.在核对答案时可适当关注. Task4. Competition Ask the Ss to read the text and work in groups of four.And each group can choose one or two paragraphs.Each group should ask 2 to 4 questions about the two chosen paragraghs.The group who answer the questions quickly and correctly will win one point for her or his group. 〔设计说明〕

本环节设置旨在采用竞争机制激发学生学习积极性,真正实现课标要求的要以学生为主体,还时间与空间于学生.要学生完成自主学习与探究.由学生问学生答,实现生生互动,教师可评价与指导. Step6.Conclusion:

1.Everyone has problems,if you think about your problems,you will have a life full of problems. 2.People who don’t know how lucky they are are really disabled. 〔设计说明〕帮助、引导学生树立正确价值观，形成正确人生态度. Step8.Homework:Let’s do it Which of these things do you think is the most important:money,family,jobs,health,good looks or friends? Why? Talk about your choice with your partner. Try using this phrase: I think that _______is the most important because _________. 〔设计说明〕

课后继续对本课主题进行深入剖析。

Step9. Class closing Say goodbye to the class with finger language.

〔设计说明〕

以手语方式向学生告别，密切联系本课主题。且与开头呼应。

附：《板书设计》 Lesson 5 Jane’s lucky life

Jane’s Lucky Life Para.1 ill with disease(disabled) can’t move her arms or legs (ten) Para.2

unable to do many things can’t brush/put on/run/jump/make Para. 3

dares to try many things

control

wheelchair/write letter /phone Para.4

looks after her two children watch and cheers /encourages

Para.5/6/7

her attitude toward life

think about the good things in life