教學設計
金川公司總校龍首學校英語組 王慧萍
一、教材分析
1、教材簡析
本單元的主要話題是談論健康，此課為本單元的第六節課，主要講述一位名字叫做Jane 的殘疾人對待生活的態度，是一篇閱讀課文，通過閱讀，使學生明白誰是真正的殘疾人。
2、教學目標
⑴知識目標：
①If you have a problem, what do you do first?
① Can disabled people live a happy life? Why or why not?
② be unable to do something (be not able to do something)
③ She enjoys encouraging her daughter to play the piano.
⑵能力目標：
發展學生的聽、說、識記及閱讀能力，培養學生語言綜合運用能力。
⑶情感、態度和價值觀：
通過本節課的學習，使學生對生活充滿積極向上的態度，培養
學生要用健康的心理對待生活和學習，使學生形成積極的情感
態度，主動思維，大膽表述，提高語言的實際運用能力。
3、重點和難點
⑴重點句子：
She is unable to do many things.
She enjoys encouraging her daughter to play the piano.
⑵難點：Let’s do it!
Which of these things do you think is the most important: money, family, jobs, health, good looks or friends? Why? Try using this phrase to express their own ideas:
I think that_______ is the most important because________.
原因是學生詞匯量有限，口語表達能力欠缺，設置為小作文的形式讓學生自由表達，以降低難度。
4、 教學輔助工具：錄音機，圖片。
二、學情分析
枯燥的話題很難提高學生的學習興趣。在這節課，通過一個有趣的假想的話題--假如你是一位殘疾人，你會怎么做，來激起學生的興趣，讓學生主動談自己的想法和看法，學有所得。
三、教學方法
本課采用任務型閱讀教學法，用If you are a disabled person, what do you do ?這個問句，引出談論假想情況的話題。 采用提問、啟發、討論和歸納的教法，讓學生易于接受教材內容，理解閱讀內容，培養學生的語言運用能力。
四、教學過程設計
Step Ⅰ. Greet the whole class as usual.
Step Ⅱ. Warming-up questions:
T: Do you know Helen Keller?
S1: Yes, I know.
T: Can you say something about her?
S1: I only know she is a very famous writer, but she is blind.
T: Yeah. You are right. She is a disabled person. Thank you. Sit down, please.
(To the whole class) Now class, do you know another disabled people? Can you give me their names?
S2: Zhang Haidi and SangLan.
T: Thank you.
(To the whole class) Now class, you know Zhang Haidi SangLan and Helen Keller are all disabled people, but do you know what is their attitude toward life? Suppose:
If you don’t have arms or legs, what do you do?
If you can’t see anything, what do you do?
If you can’t hear anybody say something, what do you do?
S3: I’ll buy a wheelchair to help me.
S4: I’ll be very sad and cry all the time.
S5: I’ll try my best to touch everything in the world.
T: OK, stop here. Please listen to me carefully, that is my answers:
If I were a blind person, I would use my ears to listen to the sound of the world carefully.
If I were a deaf people, I would use my eyes to say the beauty of the world.
If I don’t have arms or legs, I can use my heart to feel the world, and try my best to enjoy the life.
Step Ⅲ.Listening
1. Play the audiotape. Have the class follow the audiotape while looking at the text. And try to answer the following questions:
① What happened to Jane when she was ten years old?
② How Jane became disabled?
③ How old is Jane now?
④ What did she do after she became disabled?
⑤ Did she have any children?
⑥ What did she think of her disability?
⑦ Why Jane think her life is full of good things?
2. Correct the answer.
Step Ⅳ. Reading
1. Have the class to read the text and do the exercise Ⅱ on Activity Books.
2. Check the answers while give them some important language points of the text. For example:
She is unable to do many things.
be unable to do sth. (be not able to do sth)
be able to do sth.
She enjoys encouraging her daughter to play the piano.
enjoy doing sth /finish, dislike, hate, feel like doing
encourage somebody to do sth.
Conclusion:
Everyone has problems, if you think about your problems; you will have a life full of problems.
Do you know who is really disabled? People who don’t know how lucky they are.
StepⅤ. Do the Project
Which of these things do you think is the most important: money, family jobs, health, good looks or friends? Why? Ask the students to talk about each other. Using this phrase:
I think that_____ is the most important because_____.
Discussion:
I think money is important because money can buy everything.
I think health is the most important because…
I think family is the most important because…
Step Ⅵ. Summary and Homework
1. Read the fifth reading in the reader.
2. The remaining exercises in the activity book.
3. The next reading in the student book.
1、以這樣的問題提問，會使學生很感興趣。因為在語文閱讀課中剛剛讀過海倫凱勒的文章《假如給我三天光明》
2、從海倫凱勒到張海迪和桑蘭，讓學生的思維有準備的過程，并且使學生積極地思考，找出她們的共同點，主動學習。
3、學生考慮的層次較低，有些同學還帶有消極的想法和做法，而沒有積極進取的思想和正確對待生活的態度，教師應積極引導。
4、這個內容也為下一步做聽力練習奠定了語言基礎，適當減輕了聽力難度，同時使學生能對課文有一個整體的了解，學會怎樣獲得文章中的關鍵信息。
5、有了熱身部分的聽力鋪墊和聽音后的反饋練習，這一部分的問題回答顯得很簡單.語言點的理解也很容易了,并很快概括出文章的中心句.啟發學生自己講出要用健康的心理對待生活,并珍視自己的健康.
6、進一步熟悉鞏固前幾課學過的句型：
I think that ____is
The most important because________.
7、通過討論讓學生明白健康的重要，同時需要教師進一步引導學生正確處理家庭、金錢、健康、容貌及朋友在生活中的關系。增強他們的學習興趣和信心。
8、積極預習，為下一節課做準備。
五、 板書設計
Lesson 30 Jane’s Lucky Life
Question: If you are a disabled person, what do you do ?
Language points:
She is unable to do many things.
be unable to do sth. (be not able to do sth)
be able to do sth.
She enjoys encouraging her daughter to play the piano.
enjoy doing sth /finish, dislike, hate, feel like doing
encourage somebody to do sth.
六、教學反思
1．用假設的條件句引導學生循序漸進，順利進入閱讀課文。
2．學生對閱讀課的理解能力有所提高，表現在能迅速找到文章的中心句和課后反思的問題。
3．學生討論后，做口頭報告時，表達不夠順利，原因是學生詞匯量有限，口語表達能力欠缺。
4．閱讀與思考的時間較多，使得口語練習的機會相對較少。