九下l26教学设计

1、 Lesson 26: Where Is Danny? 教学设计一、教材分析：本单元是本册书的第四单元，以“Stay Healthy”为中心话题展开学习。健康是每个人都关心的话题，只有拥有一个健康的身体，我们才能学习、工作、生活的愉快。但当你得了病，你就应该去看医生，并按照医生的要求去做。本课是本单元的第二课时，通过Jenny 和 Brian 之间的对话，让学生学习如何表达病情及针对病情提出建议或治疗方法，内容与实际生活息息相关。为了体现课堂的完整性和语言的真实性，我对教材做了一点调整：第29课表示身体症状的句子：I feel terrible/bad(我感觉很不舒服)、31课要学习的对疾病提

2、建议的句子: Drink plenty of water and have a good rest.(多喝水，好好休息)调整为放在本课中学习，这样就给学生提供了更多素材，让学生有更多发挥的空间，创造口语练习的条件。二、学情分析九年级学生的心理特点反映在学习英语的能力上，他们模仿和记忆的能力特别强。他们的记忆以具体形象记忆为主，并习惯于机械性记忆，但理解和分析语言的能力相对较弱。在知识积累方面，九年级学生已经掌握了一定的语言基本知识和基本技能，获得了初步运用英语的能力，但综合运用知识的能力较差。在自觉性方面，他们的自主学习能力较差，大多数学生要在教师任务的驱使下才能自觉学习。在情感方面，他们感兴

3、趣的是如何用英语来表述与现实生活相关的话题并寻求合理的解决办法。但他们的口语表达能力有待高，写作能力欠缺。三、设计简述 以英语课程标准为准则，从学生的学习兴趣、生活经验和现有认知水平出发，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，注重激发和培养学生学习英语的兴趣，树立自信心；发展学生的综合语言运用能力，使语言学习的过程成为学生形成积极的情感态度、主动思维和大胆实践、提高跨文化意识和形成自主学习能力的过程。   四、教学策略:根据英语课程标准和学生认知规律及身心特点我采用了以下的教学策略：1、情景交际法：创设各个情景， 激发学生学习动机，引导学生在真实的情

4、境中体验、实践、参与、合作和交流中积极主动运用语言。2、任务型教学：设计贴近学生实际、目的明确并有可操作性的活动，吸引学生主动参与，完成学习任务，发展学生用英语解决问题的能力。3、小组合作学习：学生分成小组来完成任务，使学生之间互相学习，互相帮助。而且学生之间形成竞争，鼓励学生积极参与。4、成功教学法：适时适当地鼓励学生的每一处成功，帮助学生建立自信心，激发其学习英语的热情。 五、教学目标设计：Teaching aims: 1. Language goals:1) Be able to master the pronunciation, meaning and spelling of the

5、new words: cough, chest, lung, breathe, sneeze, bless, role-play, suppose, illness.2) Be able to learn the expressions: miss school, have got a cough, catch a cold, take that medicine three times a day.2. Ability goals:1) Be able to learn more expressions for describing illness and giving advice or

6、treatment.2) Be able to know how to see a doctor in foreign countries.3.Moral goals:1) To help students study on their own initiative cooperation and investigate.2) To encourage students to express their feelings in English.六、教学重难点：由于本节课的话题是谈论健康，学生需掌握有关疾病及身体部位的单词，描述病情并能针对疾病提出建议或治疗方法。因此本节课教学重点设置如下:Te

7、aching important points:1) Master the new words and phrases: cough, chest, lung, breathe, catch a cold,suppose, illness, miss school, have got a cough.2) How to express the illness and give advice or treatment.由于学生年龄、生活经验和词汇量的限制，在谈论如何给合理的治疗方法或建议时，会遇到一定的困难，而且学生的语言表达能力较差，因此本节课的教学难点设置如下： Teaching dific

8、ult points:1) Students may find it difficult to give appropriate advice or treatment to the certain disease.2) Students may find it difficult to express their feelings in English.七、教学资源： A recorder；a tape; Powerpoint; a picture of human body structure; some thermometers（温度计）; some stethoscopes（听诊器）;

9、 some doctors white robes（白大褂）八、教学过程：Step1 Warming upLet students think about the questions: How do you feel when you catch a cold? Then let them answer randomly in class. They can begin like this: When I catch a cold, I S1: When I catch a cold, I have a running nose.S2: When I catch a cold, I alway

10、s have a headache.S3: When I catch a cold, I often have a fever.Remember to give praises for a good try.设计理念：热身活动的目的是为学生营造一个轻松、愉快、积极的英语学习氛围，使学生能够快速地进入学习状态, 同时为后面学习新内容作铺垫。Step 2: Free talkAsk the students to talk about the following questions: What do your mother and father usually do when you are il

11、l? What do your mother and father usually tell you to do when you catch a cold?S4: My mother usually tells me to drink a lot of water and take some medicine three times a day.When Im ill, my mother cant do anything, only looks after me carefully.S5: My parents often tell me to keep warm and drink mo

12、re water.When I am ill, My parents are worried, they take care of me day and night.S6: My parents often take me to see a doctor and my mother does some delicious food for me when Im ill. My mother also tells me to have a good rest.If students need some words they dont know, teacher can help them.T:

13、Motherslove are the greatest in the world, so we should thank our parents,we should do something that we can do to help them.设计理念：让学生针对自己生病时父母如何照顾我们来自由畅谈，不仅激发了学生说英语的兴趣，而且对学生进行了感恩教育，使学生学会感恩父母，增进了情感交流。Step3: Presentation of the new words1.Teacher uses body language to lead students to guess the words

14、and phrases: illness, cough, breath, catch a cold, sneeze, have got a cough.2. Teacher explains the words chest and lung by a picture of human body structure.Then glues the picture onto the blackboard and writes the words chest and lung in their corresponding location.3. When teaching the other new

15、words: bless, role-play, suppose, teacher puts them in the sentences and lets students understand them by language context.If students need any help, teacher should help them.设计理念：通过具体的图片、肢体语言及语境向学生展示新单词，使学生通过猜测来掌握新单词，即生动形象，又满足学生的好奇心及求知欲。Step 4: ListeningLet the students listen to the tape and imita

16、te after it. Play the tape twice. Let them read after it but keep silent.Thus all the students can listen clearly and repeat after it.设计理念:听录音为学生提供地道的语言材料和标准的语音语调, 有助于学生正确模仿, 强化记忆, 以便形成良好的语言素质。Step 5: Reading1. First reading. Students read the text by themselves. If they have trouble in pronunciatio

17、n, they can ask teacher for help.2. Let students read the text in roles.(First, boys read Brians parts and girls read Jennys parts, then change the parts. ) Let boys and girls compete and see who are the best. 3. Class activities. Encourage the students to ask as many questions as possible. They can

18、 ask any students any questions about the text. For example:a) Who almost never gets sick?b) Whats wrong with Brian?c) What did Jenny bring for lunch?d) What does Jenny do to help Brian?e) What will Brian do?设计理念:1. 通过学生自己读课文使学生对课文内容有更深的理解。2. 男女生分角色朗读课文, 使学生在一定的语境中体验语言的真实性，并且男女生之间分别形成合力，为自己小组的胜利而努力，

19、培养了小组合作精神。3. 让学生在课堂上自由提问并解答，活跃学生思维，练习掌握本节所学内容，促进学生成功体验。Step 6: language pointsLet students work in groups of four and discuss the following language points, then finish the exercises. Teacher can give them some tips if they need.1. Im not feeling well today myself. 我今天不舒服。常用的表达“不舒服”的句子有：Im not feeli

20、ng well.I dont feel well.I feel sick/terrible/bad.2. I cant remember the last time he missed school.我不记得他上次缺课的时间了。miss school 意思是“不能上学”。3. Ive got a cough. 我咳嗽。have got a cold 意思是“咳嗽”。4. I think you have caught a cold. 我想你是感冒了。catch a cold 意思是“患感冒”。 5. I will take that medicine three times a day. 我将

21、服那种药一天三次。take that medicine 意思是“吃那种药”。e.g. Youd better take the medicine after meals.你最好饭后服药。Exercises:Fill in the blanks according to the above examples.1. A: Whats wrong with you? B: _.（我感觉不舒服。）2. Please _（口服）the medicine three times a day after each meal.3. When I _（患感冒）, I always drink a lot of

22、water.4. Li Lei often _(不能上学)because of his illness.5. A: Whats the matter?B: I_(咳嗽) (由于在step 5中，学生对课文已经做了深入的讨论，所以此部分对学生来说较简单，大多数学生不存在问题。)设计理念:让学生看例句进行小组合作学习，获取知识;同时又把知识应用于练习中，使学生进一步掌握它。这样的设计不但能使学生牢固地记住知识，而且使每个学生都能平等的参与学习，并鼓励学生主动思考和主动探究。Step7: Doctor-patient role-playDivide the class in groups of fo

23、ur. In the group,one of them is a doctor, the other three can be patients and nurse. Ask the students to play the dialogue in roles. Then ask several groups to perform before the class .Ask other students to select the best doctor and the best patient.In the process, the patients describe what they

24、feel and the doctor describe how to cure the illness. If they need new words that they dont know, the teacher can help them.If the doctor cant have better treatment to the patients illness, the doctor can give them some advice.When they perform their dialogue, remember to wear their doctors white ro

25、bes and use the thermometers, stethoscopes and some other tools.设计理念：通过医生和病人的角色扮演，营造出一种融入式的真实语言环境，让学生体验用英语做事的快乐和自豪感，有效的提高学生对英语口语表达的兴趣，巩固所学知识，培养学生合作能力。让学生挑选出最好的表演者，增强学生的竞争意识，使学生之间形成你追我赶的学习氛围。九、板书设计 Lesson 26： Where Is Danny?一New words and phrases:illness, cough, breath, catch a cold, sneeze, chest，lungbless, role-play, suppose二Important sentences:1I cant remember the last time he missed school.2Im not feeling well today myself.3Ive got a cough.4I think you have caught a cold. 5I will take that medicing three times a day. 十、作业设计1. Write out a dialogue between the doctor