九下l26教学设计（教育精品）.doc

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 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 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:Teaching 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 dificult 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）; some doctor’s 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 always 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 ill? 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 I’m ill, my mother can’t do anything, only looks after me carefully.S5: My parents often tell me to keep warm and drink more 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 I’m ill. My mother also tells me to have a good rest.……If students need some words they don’t know, teacher can help them.T: Mothers’love 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 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 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 imitate 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 pronunciation, they can ask teacher for help.2. Let students。