Jane's lucky life 教案设计
Lesson 5 Jane’s Lucky Life教案1
Unit 1 Stay HealthyLesson 5: Jane’s Lucky LifeI. Learning aims: Master the new words:damage, unable, dare, wheelchair, control,telephone, hers, cheer, kick, disabled, pityII. Learning important and difficult points:1) She can answer it just by saying “hello”.2) She likes to watch her eleven-year-old son play soccer.3) If you only focus on your problems, you’ll have a l ife full of them.4) People who don’t know how lucky they are.Language Points:1 control【用法】作不可数名词，意为“控制、管理、支配”。
【举例】All the things are back in control. 所有的事情都已在控制之中。
【用法】作及物动词，意为“控制、管理、支配”，后加名词或代词作宾语。
【举例】The young manager controls a large company. 一位年轻的经理管理一家大公司。
2. She can answer it just by saying “hello”. 她只能通过说“hello”回答它。
【用法】介词by加动名词表示通过某种方式做某事，在句中作状语。
【举例】She learns English by reading and speaking. 她通过读和说学英语。
3. She likes to watch her eleven-year-old son play soccer. 她喜欢看她11岁的儿子踢足球。
九年级英语优秀教学案例Unit1Lesson5Jane’sLuckyLife冀教版
3.学生能够通过任务型教学法，提高自己的实际应用能力。
4.学生能够利用网络资源和多媒体手段，拓宽自己的英语学习渠道。
（三）情感态度与价值观
1.学生能够培养对英语学习的兴趣和积极性，树立自信心。
2.学生能够学会尊重和理解他人的文化差异，培养跨文化交际意识。
九年级英语优秀教学案例Unit1Lesson5Jane’sLuckyLife冀教版
一、案例背景
本案例背景以冀教版九年级英语Unit1Lesson5《Jane’s Lucky Life》为例。本节课主要围绕Jane的生活展开，通过描述她的幸运生活，让学生学会使用一般现在时描述人的性格和习惯。同时，本节课还涉及到形容词比较级和最高级的用法，让学生能够更好地描述人和事物的特征。在教学过程中，我以学生为中心，注重激发学生的学习兴趣和积极性，培养他们的英语思维能力和语言运用能力。
2.鼓励学生提出问题，培养他们的问题意识和解决问题的能力。
3.通过问题驱动，引导学生深入探究教材内容，提高他们的理解能力。
（三）小组合作
1.组织学生进行小组讨论和合作，培养他们的团队合作精神和沟通能力。
2.设计具有挑战性的小组任务，让学生共同完成，提高他们的实际应用能力。
3.利用小组合作学习，激发学生的学习动力，促进他们的主动参与。
（四）反思与评价
1.引导学生进行自我反思，培养他们的自我评价和自我调整能力。
2.组织学生进行同伴评价，让他们学会相互欣赏和鼓励，提高他们的团队意识。
3.定期进行课堂评价和总结，让学生了解自己的学习进度和不足之处，为他们的后续学习提供指导。
作为一名特级教师，我深知教学策略的重要性，因此在教学过程中，我会巧妙运用上述策略，注重培养学生的情景创设能力、问题导向思维、小组合作技巧以及反思与评价能力，努力提高他们的英语综合素质，为他们的未来奠定坚实基础。
冀教版英语九年级全一册Unit1：Lesson5Jane’sLuckylife.教学设计
3.通过阅读策略的训练，培养学生独立阅读、思考和分析问题的能力。
4.设计不同难度的听力任务，使学生在完成任务的过程中，逐步提高听力水平，培养自主学习能力。
5.创设丰富的写作任务，鼓励学生发挥想象力，将所学知识运用到写作中，提高写作能力。
然而，学生在学习过程中，仍然存在一些问题。例如，对某些词汇和短语的掌握不够熟练，导致在表达时出现障碍；听力技巧方面，部分学生仍需提高关键词识别和预测能力；此外，学生在情感态度上，对成功的认识存在一定程度的偏差，部分学生过于强调运气的作用，而忽视努力的重要性。
针对以上学情，教师在教学过程中应关注学生的个体差异，设计不同层次的教学活动，激发学生的学习兴趣，提高他们的自信心。同时，注重培养学生的团队合作精神，引导他们正确看待成功与挫折，形成积极向上的人生态度。通过本节课的学习，帮助学生全面提升英语综合运用能力，为今后的学习打下坚实基础。
2.教师提供写作素材，让学生运用一般过去时态，写一篇关于自己幸运时刻或成功经历的小短文。
-学生写作：“Once, I was late for school, but luckily, I caught the bus in the last minute.”
（五）总结归纳
1.教师引导学生回顾本节课所学内容，总结一般过去时态的用法和文章主旨。
-学生讨论并回答：“Jane is successful because she is hard-working and helpful. Luck plays a part, but it's not everything.”
2.教师引导学生在小组内用一般过去时态描述自己的成功经历或幸运时刻。
冀教版英语九年级全一册 Unit 1：Lesson 5 Jane’s Lucky life 教案设
Lesson 5 Jane’s Lucky LifeTeaching content analysis:本课时的教学内容是冀教版九年级英语全一册第一单元的第五课时,本单元主要围绕“保持健康”展开话题，本课借助简这一人物，讲述其身残志坚的人生经历，使学生学习她热爱生活，热爱生命，积极乐观的生活态度，从而意识到健康的重要性。
Ⅰ.Teaching objectives:1.我能掌握和正确运用本课重点单词和短语。
2.我能读懂有关人物介绍的文章，并从中获取有效信息。
3.我能通过小组合作克服难点问题，体会合作学习的乐趣。
4.我会学习简不畏艰难，积极乐观的精神，自信勇敢地面对生活。
Ⅱ.Key points:正确熟练使用本课的单词和短语以及掌握做英语阅读的方法。
Ⅲ.Difficult points:通过小组合作讨论学习简的精神。
Ⅳ.Teaching assistance:教学PPT,多媒体,课本，粉笔，导学案Ⅴ.Teaching methods :问题探究法、小组讨论法Ⅵ.Teaching procedure:Step1：Lead-in(播放命运交响曲)T: How are you today?Ss: I’m fine, thank you. And you?T: I’m fine, too. Thank you! Today we are going to learn Lesson 5 Jane’s Lucky Life. Let’s look at the learning aims first, Please read it together.(设计意图：课前展示可以锻炼展示学生的表达能力，有利于引起其他学生注意，激起学生的学习兴趣。
)Step2: Preview checkT: You have previewed the words and phrases, right? Ok, let’s have a dictation. No.4 from each group, please write on the blackboard, other students write on your guide paper.(设计意图：大概了解学生的课前预习情况，为之后的课堂环节做铺垫。
Lesson5Jane‘sLuckyLife教案2023-2024学年冀教版九年级英语全册
教学总结：
总体来说，本节课的教学效果是积极的。学生们对故事内容表现出浓厚的兴趣，并在小组讨论中积极互动，展现出了良好的合作精神。在随堂测试中，大部分学生能够正确运用被动语态，显示出他们对课堂所学知识的掌握程度。
（2）语法结构：本节课主要涉及一般现在时和一般过去时的被动语态，例如：“She is often visited by friends.”和“She was visited by friends often last year.”，学生需要理解并能够正确运用这两种语态。
（3）阅读理解：通过阅读故事，培养学生获取信息、理解意义、推理判断的能力。
本节课的核心素养目标主要包括语言能力、文化意识、思维品质和学习能力。
1. 语言能力：通过阅读和理解故事内容，提高学生的英语阅读能力，引导学生运用所学词汇和语法进行口头和书面表达。
2. 文化意识：通过学习故事中的人物和生活场景，让学生了解和感知不同的文化背景，培养学生的跨文化交际意识。
3. 思维品质：通过分析故事中的情节和人物行为，提升学生的逻辑思维和批判性思维能力，引导学生进行思考和讨论。
（四）巩固练习（预计用时：5分钟）
随堂练习：
随堂练习题，让学生在课堂上完成，检查学生对语态知识的掌握情况。
鼓励学生相互讨论、互相帮助，共同解决练习题。
错题订正：
针对学生在随堂练习中出现的错误，进行及时订正和讲解。
引导学生分析错误原因，避免类似错误再次发生。
冀教版九年级英语Lesson5Jane'sLuckyLife教学设计
a.逐步增加听力材料的难度，从简单句子到复杂句子，帮助学生逐步适应。
b.设计问题，引导学生关注听力材料中的关键信息，提高听力理解能力。
5.阅读指导：
a.通过快速阅读和精读，训练学生抓住文章主旨和细节信息的能力。
b.引导学生进行推理和判断，深入理解文章含义。
6.作业设计：
a.设计不同层次的书面作业，如填空、改错、翻译等，巩固所学知识。
冀教版九年级英语Lesson5Jane'sLuckyLife教学设计
一、教学目标
（一）知识与技能
1.掌握本课的生词和短语，如"luckily", "accident", "nearly", "crossing", "guard",等，并能熟练运用这些词汇进行交流。
2.学会使用一般过去时态来描述过去的事件，特别是强调偶然性和幸运性的句子结构。
4.培养学生的阅读技巧，能够从文中提取细节信息，进行推理和判断。
（二）教学难点
1.对一般过去时态的掌握和运用，特别是对于动词过去式的变化规则。
2.在口语交流中，能够流利地运用所学词汇和句型描述自己的幸运或不幸经历。
3.对于听力材料中的一些复杂句子结构和语速的适应。
4.学生在阅读理解中，对文章深层含义的把握和推理能力的运用。
2.利用图片和情景创设引入话题，激发学生的背景知识和学习兴趣，引导学生通过观察、思考、表达来学习英语。
3.运用问题引导法，鼓励学生预测课文内容，培养学生独立思考和解决问题的能力。
4.通过听力训练和阅读训练，教授学生如何抓住文章主旨，学习如何从语境中推测词义，提高学生的语言理解能力。
5.设计不同层次的练习活动，如填空、改错、角色扮演等，满足不同学生的学习需求，巩固所学知识。
《Jane's Lucky Life》 说课稿
《Jane's Lucky Life》说课稿尊敬的各位评委、老师们：大家好！今天我说课的内容是《Jane's Lucky Life》。
下面我将从教材分析、学情分析、教学目标、教学重难点、教学方法、教学过程以及教学反思这几个方面来展开我的说课。
一、教材分析《Jane's Lucky Life》是一篇具有一定教育意义和趣味性的文章。
它通过讲述主人公 Jane 的生活经历，展现了生活中的幸运与挑战，以及积极面对生活的重要性。
这篇文章的语言简洁明了，句式结构较为常见，有利于学生理解和掌握。
同时，文章中包含了丰富的词汇和常用的表达方式，对于提升学生的语言运用能力有很大的帮助。
二、学情分析我所授课的学生处于具体年级，他们已经具备了一定的英语基础知识和阅读能力。
但是，在词汇量、语法运用以及阅读理解的深度和广度方面，还需要进一步提高。
学生们对于新鲜事物充满好奇心，喜欢通过故事来学习知识。
因此，以这篇有趣的文章为载体，能够激发他们的学习兴趣，提高他们的学习积极性。
三、教学目标基于对教材和学情的分析，我制定了以下教学目标：1、知识目标学生能够掌握文章中的重点词汇，如“lucky”“challenge”“overcome”等。
学生能够理解文章的主要内容，把握文章的主旨大意。
2、技能目标提高学生的阅读理解能力，能够快速准确地获取文章中的关键信息。
培养学生的语言表达能力，能够用英语简单地描述自己的生活经历。
3、情感目标引导学生树立积极乐观的生活态度，珍惜生活中的幸运，勇敢面对挑战。
四、教学重难点1、教学重点理解文章中的重点词汇和句型。
掌握文章的主要内容和细节信息。
2、教学难点如何引导学生深入理解文章的内涵，体会主人公的情感变化。
培养学生运用所学知识进行语言输出的能力。
五、教学方法为了实现教学目标，突破教学重难点，我将采用以下教学方法：1、任务驱动法通过布置各种阅读任务，让学生在完成任务的过程中提高阅读能力和语言运用能力。
冀教版九年级英语Lesson5Jane'sLuckyLife说课稿
（二）新知讲授
在新知讲授阶段，我会采取逐步呈现知识点的方式，引导学生深入理解。首先，我会通过展示故事图片，让学生对故事情节有个整体的了解。然后，我会逐段讲解课文内容，边讲解边提问，引导学生关注故事中的细节。在讲解过程中，我会重点强调一般现在时态的用法，以及主语为第三人称单数时的谓语动词变化规则。通过这种方式，我可以帮助学生逐步理解知识点。
2.教学难点：一般现在时态的用法，尤其是主语为第三人称单数时的谓语动词变化。同时，如何引导学生运用阅读理解技巧找出文章的主旨大意，也是教学的难点。
二、学情分析导
（一）学生特点
本节课面向的是九年级的学生，他们正处于青少年时期，好奇心强，求知欲旺盛。认知水平方面，他们已经具备了一定的英语基础，能够理解和运用一般现在时态描述人或事物的特征。在学习兴趣方面，大部分学生对英语学习保持积极态度，尤其是对于富有生活气息的英语故事。在学习习惯方面，学生们习惯于通过阅读和讨论来获取知识，善于在小组合作中发挥团队精神。
（三）巩固练习
为了帮助学生巩固所学知识并提升应用能力，我计划设计以下巩固练习和实践活动：1.填空练习：让学生根据课文内容，填入适当的一般现在时态动词形式，以巩固时态知识；2.角色扮演：让学生分组扮演故事中的角色，用英语进行对话，以提高口语表达能力；3.小组讨论：让学生分组讨论课文中的幸运经历，分享自己的幸运故事，以培养学生的团队合作精神。
冀教版英语九上Unit 1《Lesson 5 Jane’s Lucky Life》教学设计
冀教版英语九上Unit 1《Lesson 5 Jane’s lucky life》教学设计一. 教材分析冀教版英语九上Unit 1《Lesson 5 Jane’s lucky life》是一篇关于人物故事的文章。
通过讲述Jane的幸运生活，引导学生学习并掌握一般过去时态的运用。
本文主要通过Jane的故事，让学生了解并学会描述过去发生的事情，并能够用英语进行简单的交流。
二. 学情分析学生在学习本课之前，已经掌握了一般现在时态和一般将来时态，对英语的听说读写能力有了一定的基础。
但部分学生对一般过去时态的掌握还不够熟练，需要通过本节课的学习来进一步巩固。
同时，学生需要提高对英语文章的阅读理解能力，能够理解并描述过去发生的事情。
三. 教学目标1.知识目标：–学生能够掌握一般过去时态的构成和用法。
–学生能够听懂、会说、会读、会写本文中的核心词汇和句型。
2.能力目标：–学生能够用英语描述过去发生的事情。
–学生能够提高阅读理解能力，理解并描述Jane的幸运生活。
3.情感目标：–学生能够激发对英语学习的兴趣，培养积极的学习态度。
–学生能够通过学习Jane的故事，认识到生活中的幸运，更加珍惜自己的生活。
四. 教学重难点•学生能够掌握一般过去时态的构成和用法。
•学生能够听懂、会说、会读、会写本文中的核心词汇和句型。
•学生能够用英语描述过去发生的事情。
•学生能够提高阅读理解能力，理解并描述Jane的幸运生活。
五. 教学方法1.情境教学法：通过设置情境，让学生在实际语境中学习和使用英语。
2.任务型教学法：通过完成任务，引导学生主动参与学习，提高学生的实践能力。
3.小组合作学习：通过小组讨论、分享，促进学生之间的交流与合作，提高学生的团队协作能力。
六. 教学准备1.教师准备：–熟透教材，明确教学目标、重难点。
–准备相关的教学材料和教具，如PPT、图片、卡片等。
2.学生准备：–预习教材，了解本节课的学习内容。
–准备好笔记本，记录重点知识。
冀教版九年级英语Lesson5Jane'sLuckyLife优秀教学案例
3.设计符合学生生活实际的情境，让学生在角色扮演、情景对话等活动中，自然地运用所学语言知识。
4.创设互动交流的氛围，鼓励学生主动参与课堂讨论，提出问题，分享经验，提高他们的思维能力和语言表达能力。
（二）问题导向
1.教师提出引导性问题，激发学生的思考，帮助他们发现语言规律和知识点。
2.引导学生通过观察、分析、推理等思维活动，自主探索和解决问题。
二、教学目标
（一）知识与技能
1.学生能够正确运用一般现在时态描述一个人的日常生活。
2.学生能够掌握一般疑问句的构成和回答方式。
3.学生能够熟练运用日常英语表达方式进行交流。
4.学生能够理解并运用本节课的核心词汇和短语。
（二）过程与方法
1.学生通过观察、思考、讨论和实践等方式，主动探索和发现语言规律。
3.学生分享自己的幸运经历，教师引导学生用英语进行表达，为学习本节课内容做好铺垫。
（二）讲授新知
1.教师讲解一般现在时态的构成和用法，通过示例和练习，让学生掌握一般现在时态的描述方法。
2.教师介绍一般疑问句的构成和回答方式，引导学生进行实际操作，巩固知识点。
3.教师讲解日常英语表达方式，如问候、道谢、道歉等，并通过情景模拟，让学生进行实际运用。
2.学生通过总结归纳，加深对语言知识的理解和记忆。
3.教师强调本节课的重点和难点，为学生的课后学习提供明确的指导。
（五）作业小结
1.教师布置作业，要求学生运用一般现在时态和一般疑问句进行实际操作，如写一篇关于自己日常生活的短文，并用一般疑问句进行提问。
九年级英语上册Unit1StayHealthyLesson5Jane’sLuckyLife教案新版冀
Lesson 5 Jane’s Lucky Life同步教案Navigation of the course(课程导航)Teaching aims（教学目标）1. 掌握本课单词和短语2. 复述Jane的生活3. 通过学习这课，使学生具有一个乐观、积极向上的人生态度Teaching important points(教学重点)Grasp words and patters of the lessonTeaching difficult points(教学难点)Retell the life of JaneGuiding teaching scene(教学情景导入)Listen to the song; do you know who the singer is? (S: He is Zheng Zhihua.). He is a disabled person, but he is successful. He is a famous singer right now. Although he is disabled, he is full of happiness in his life.Let’s know about another disabled named Jane.Teaching steps(教学过程设计)Step1. Warming up: Show some pictures of famous people who are crippled. And then let the students discuss the following questions.❖If you have a problem, what do you do first?❖Can disabled people live a happy life? Why or why not?Step2. Learning new words of the text.control v. 控制telephone n. 电话hers pron.她的cheer v. 欢呼kick v. 踢focus v. 集中pity n. 同情dare v. 敢于Jane 珍妮damage v. 损害unable adj. 不能的wheelchair n. 轮椅disabled adj. 残疾的Step3. Listening tasks: Listen to the tape twice and then tell the sentences are true or false.Jane became disabled when she was forty.Jane controls her wheelchair with her mouth.Jane has 11 children.Step4. Reading tasks: Read the text with the following questions and then answer them, please.❖Jane can’t do many things because_____❖She can’t move her arms or legs.❖How does she write letters?❖She writes letters by talking to a special computer.❖Does she live a happy life? Why or why not?❖Yes. Because she thinks about the good things in her life.Step5. Explain the text and learn the language notes.❖ 1. She is unable to do many things. 很多事情她都不能做。
2020冀教版英语九年级上册Unit1Lesson5Jane’sLuckyLife教学设计
2020冀教版英语九年级上册Unit1Lesson5Jane’sLuckyLife教学设计初中英语冀教版九年级Unit 1 Stay HealthyLesson5: Jane’s lucky lifeTeaching aims: By the end of the lesson, the students will be able to:1.Learn and use the new words in specific language situations and reading skill practice2.Talk about the problems they may meet every day and find ways to solve the problems by learning from different examples and getting help from others.Teaching important point: the use of the new phrasesTeaching difficult point: talk about the ways to solve the problems in their lifeTeaching tools: PPTTeaching procedure:Step1: Lead –in and warm upWrite the title of the class while listening to music -- Fate SymphonyPeople hope to have a lucky life. What kind of life do you think is lucky?Let the students finish the sentence on the screen.Introduce three famous disabled people to them.Step 2: New ConceptI. ListeningT: I’d like to introduce a disabled woman Jane to you. P lease listen and circle the correct answers.Q: What is Jane unable to do?II. Read and answerT: Jane is unable to do many things, but some people say Jane is lucky. Read the passage and answer the questions.1.How does Jane move around?2.What’s the key sentence in Para. 3?3.What special things does Jane have?4.Who does Jane think is really disabled?5.Do you think Jane is lucky? Why or why not?III. ConsolidationAfter learning and understanding, give the Ss chances to use the language to do things. Ask the students to read a story of Hawking.T: Ask the students to read a story of Hawking, and fill in the blanks.control, wheelchair, make a big difference,be unable to, focus on, dare toStephen William Hawking is a world famous physicist. He is disabled. He _____________________ do many things. But he________________ try everything. He can dance with the help of his______________, though he hurt a toe of Prince Charles’s. He can even ____________ a computer with his three fingers. He _________________ t he things of universe all his life, and his book ABrief History of Time is still a best seller. So no matter what happened,we can ________________________, a nd there is always hope in ourlife.Step 3:T: Jane and Hawking are disabled, but they still dare to domanythings. People meet troubles everywhere. There are some people just asshow you a video.brave as them! I’d like toWatch the video.T: You can learn more about him.Read the passage and answer the questionsNick Vujicic was born in Australia with a rare disease—limbless,missing both arms and legs, but with two small feet, one of which has twotoes. People thought he is unable to do all the things. But they werewrong.Nick dares to try everything. He can swim with his shoulders andtwo toes, he can throw tennis balls, he can even control a computer andtype.When he was 17, he started to give talks, and eventually started hisnon-profit organization, Life Without Limbs. Nick graduated fromcollage at the age of 21 with double majors. He began his travels as aspeaker. He focuses on the topics that teenagers might face. He hasspoken to over two million people so far, in twelve countries on fourcontinents. He also wrote a book called No Arms, No Legs, No Worries!1. Nick comes from New York. ( ) (T/F)2. Nick is limbless means he has no ___________________.3. What topics does Nick focus on?________________________________________________4. What’s the topic sentence in Para.2?________________________________________________5. Pleas e translate the name of Nick’s book.________________________________________________Ⅳ. Show TimeT: What do you think after you know the stories of Jane and Nick?We are so lucky that we don’t have such big problems, but we may meet other problems.Look at the screen and talk about the problems they might meet.Exercise 1:A: It’s awful that… ( I quarreled with my best friend today. ) B: Oh, what happened?A: …problems, understand B: Maybe you should …(think about your owneach other, write a letter, m ake a telephone call… )Exercise 2:Dear … :Sometimes , I also …(failed in exams.) I think you can…(ask f or your teacher’s advice, learn from the experience of other students)…Just remember, ( Failure is the mother of success. You haveto believe in you rself. That’s the secret of success.)…Ⅴ: Wishes of the teachers (play the music with pictures)T: Dear students,I am so happy that all of you have good ways to solve your problems.Life has two sides, and your life is what you choose. A rose may be beautiful or maybe not. It depends on your attitude only. Even a great life is only a life until you make it. Don’t be afraid to face problems! Enjoy the sunshine on your way!Step 4: Homework(1) Finish exercise II and exercise III on P11(2)Better the passage you made in the class and hand in next class.Board Design:Lesson 5 Jane’s Lucky LifeWords: Phrases: Sentences:with…If you telephone control…focus on yourhers problems, you’ll havecheer dare to do.. a life fullof them.kick She is unable to dopity many things.Summary：___________________________________________________________。
Jane's Lucky Life教案
Jane's Lucky Life教案
冀教版初一英语教学设计
Lesson30Jane’sLuckyLife
一、教学课型：综合技能课(45分钟)
二、教材分析：第五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，使学生懂得什幺是真正的残疾，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,beableto/unableto 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。
九年级英语教学设计Unit1Lesson5Jane’sLuckyLife冀教版
b.新课呈现：以故事为主线，逐步呈现一般过去时、时间顺序短语等知识点；
c.活动设计：设计各种听说读写活动，让学生在互动中掌握所学知识；
d.总结和反馈：教师对学生的学习情况进行总结，给予及时的反馈和指导。
四、教学内容与过程
a.利用多媒体教学资源，如课件、视频等，生动形象地展示教学内容，激发学生学习兴趣；
b.采用小组合作学习方式，促进学生之间的互动交流，提高他们的团队协作能力；
c.注重课堂评价，鼓励学生积极参与课堂活动，培养他们的自信心；
d.关注学生的个体差异，实施差异化教学，确保每个学生都能在课堂上获得有效的学习。
4.教学过程设计：
（一）导入新课
1.教师通过向学生展示一幅描绘Jane生活场景的图片，引导学生观察并预测故事情节，激发学生的好奇心和兴趣。
“Can you guess what happened to Jane? Let's look at this picture and make some predictions.”
5.家庭作业：家长协助孩子完成以上作业，关注孩子的学习进度，鼓励他们在生活中运用所学英语知识，提高英语实际运用能力。
"Parents, please help your child complete the above homework, pay attention to their learning progress, and encourage them to use the learned English knowledge in real life."
2.针对教学难点，采用以下设想：
《Lesson 30 Jane’s Lucky Life》教案-01
Lesson 30: Jane’s Lucky LifeTeaching Content:Mastery words and expressions: unable, dare, control, disabled, luckyOral words and expressions: be able / unable to, not at all, thank youTeaching Aims:1.The spirit of the disabled.2.Know more about the disabled people.Teaching Important Points:1.Learn the spirit of the disabled people.2.Call on the whole world to take more care of the disabled.Teaching Difficult Points:Know about the difficulties that the disabled people have to face in the world. Teaching Preparation: picturesTeaching Aids: audiotape, flashcards, picturesType of lesson: new lessonTeaching Procedure:Step1.Warming upIf you are a disabled person, what problems will you meet?Divide the class into groups of three or four. The teacher can design the task for every group.Group1 lost an arm in an accident. Now what difficulties will you meet?Group 2 lost a leg in an accident. Now what difficulties will you meet?Group 3 is deaf.Group4 is blind.Let the students talk about their problems for five minutes. Then give a report in the class.Step 2. Come to “THINK ABOUT IT”.Ask some students to talk about the questions in pairs. Then let some students demonstrate their opinions in class.We may think if we are disabled, we must be very sad, even we want to die. But we must live for our parents and friends. If they lose us, they will not be happy. Let some students to have a talk about this.Step3. Look at the picture of Jane. Do you think what’s wrong with Jane? Do you think she is happy? Why?Step4. Read the text and let’s learn more about Jane. Encourage the students to ask more questions about this part.S1: How old is Jane?S2: She is forty years old.S3: What is she unable to do?S4: She is unable to brush her teeth. She can’t run or jump. She can’t make breakfast.S5: Is she married?S6: Yes, she has a daughter and a son.If some students can’t answer some of the students, the teacher helps them.Step5. Demonstrate the dialogue in part 2.Let some students act out the dialogue in front of the class.Step6: Listen to the tape and read after it for several times. Play the tape for several times in order to let them have correct answers.Step7. Imagine you are Jane. What difficulties will you meet in your life? Ask some students to answer the questions in class. Do you think when you are happy?Step8. Come to “LET’S DO IT”.Divide the class in groups and discuss the questions. Let them demonstrate their opinions freely. The teacher should help them if they are in trouble. Remember them to think about the problem in right ways.Step9. Homework1.Finish off the activity book.2.Go on the next reading in the student book.Summary:Sometimes in the life we don’t feel happy. We even think of death when we have much trouble. Now let’s look at these disabled people, although they are disabled, they have a happy life. They can do some things even better than us. What can we learn from them? It’s the spirit that we face the difficulties.。
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冀教版九年级英语（上）Unit 4 Stay HealthyLesson 30: Jane’s Lucky Life教案设计一、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，感受心灵的震撼，只有心理的残疾才是真正的残疾，鼓励学生学习这种身残而志坚的精神。
2、教学目标⑴知识目标：①学习掌握以下单词:lucky、damage、unable、dare、control、disabled②阅读并理解文章意思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：She is unable to do many things.She enjoys encouraging her daughter to play the piano.⑵难点：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________.4、教学辅助工具：计算机，多媒体二、教学方法本课采用情景教学法，任务型阅读教学法和合作探究法。
用If you are a disabled person, what do you do ?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。
三、教学过程设计StepⅠ. Lead-in: Show some pictures aboutdisable people to make the students be interested in the passage.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 attitude1、以这样的视频，图片和提问导入课文，会使学生很感关趣。
照片上聋人灿烂的笑容使同学们感受到她们美丼的内心世界。
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。
toward life? Suppose:●If you don’t have arms or legs, what do youdo?●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 earsto listen to the sound of the world carefully.●If I were a deaf people, I would use my eyesto say the beauty of the world.●If I don’t have arms or legs, I can use myheart to feel the world, and try my best to enjoy the life.Step Ⅲ.Listening1. Play the audiotape. Have the class followthe audiotape while looking at the text. And 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，而没有积极迚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try to answer these questions:①What happened to Jane when she wasten years old?②How Jane became disabled?③How old is Jane now?④What things does she do as a disabledperson?⑤Does she have any children?⑥How much does she know about music?⑦Why Jane has a life full of good things?⑧Who is really disabled?Step Ⅳ. ReadingRead and judge True or False:①Jane became ill at the age of ten months old.( )②Jane can’t move her arms and legs after an illness.( )③Jane isn’t able to brush her teeth, put on her shoes or make breakfast.( )④Jane can write letters with a pen in her mouth.( )⑤There are four people in Jane’s 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兲键信息。
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family.( )⑥Her son likes playing the piano.( )⑦Jane knows a lot about music and she oftenmakes examples for her daughter in playing the piano.( )⑧Jane lives an active and happy life.( )2. Check the answers while give them someimportant language points of the text. Forexample:●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 playthe piano.enjoy doing sth /finish, dislike, hate, feel like doingencourage somebody to do sth.●But she dares to try many things.dare to do sth.（作为实义动词）dare +动词原形（作为情态动词）●What do you think about Jane’s attitudetoward life?toward prep. (=towards)朝着…的方向●When Jane was ten years old, she became illwith a kind of disease .with= because of “由于”表示原因Conclusion:●Everyone has problems, if you think about 讲出要用健康的心理对待生活,并珍视自己的健康.6、难点释疑加深对语言知识的巩固.your problems; you will have a life full of problems.●Do you know who is really disabled? Peoplewho don’t know how lucky they are.Write the summary of the text.Retell the story with five sentencesStepⅤ. Do the ProjectWhich 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 importantbecause_____.Discussion:●I think money is important because moneycan buy everything.●I think health is the most important because…●I think family is the most important because…Step Ⅵ. Summary and Homework1. Read the fifth reading in the reader.2. The next reading in the student book. 7、迚一步熟悉巩固前几课学过的句型：I think that ____is The most important because________.8、通过讨论让学生明白健康的重要，同时需要教师迚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兲系。