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教版新目标九年级英语
Unit8 reading
《I’ll send you a photo of Lucky》
教学反思
河南省鹤壁市淇县第五中学
燕 霞
人教版新目标九年级英语
Unit8 reading《I’ll send you a photo of Lucky.》
教学反思
河南省鹤壁市淇县第五中学 燕霞
“享受阅读，享受快乐”是自课改以来，我一直追求的英语reading课的教学理念和努力尝试要实现的目标。传统阅读课的老师逐句讲解翻译，学生枯燥记笔记的沉闷课堂，阅读题分值占试卷比重高，但学生得分率低，阅读能力提高缓慢等现状，促使我们教师必须对阅读课进行改革。
英语阅读训练可以潜移默化地帮助学生“开口说”“动笔写”。通过多读反复读来获得大量的词汇储备，在不知不觉中熟悉英语国家的文化及语言习惯，更容易学会用英语思考、交流、写作。本着这样的阅读理论指导，本节课我大胆尝试了阅读课“预-导-速-精-听-疑-赏”-“七读”教学模式中的“五读”。用我的“步步诱导”，学生的“生生自学，生生合作”方式顺利完成了本节reading课的拟定的教学目标。“大组竞赛、小组合作”等教学手段的运用，极大地调动了学生学习的积极性，课堂气氛活跃，打破了传统阅读课堂的沉闷气氛。“合作学习”方式，也让学生在互动合作中相互学习，取长补短，共同提高。“读-说-论-述-写”等由易到难,不同层次的阅读任务的设计，兼顾了学生的个性差异和听、说、读、写能力的综合发展。充分体现了课堂上“分层教学，分层推进，使不同层次的学生有不同程度的进步”的目标，较贴近新课程的教学理念、教学方法。最后写“倡议书”献爱心环节，激起了孩子们为残疾人奉献爱心的热情，学生小组合作丰富地运用了本单元的词组、句型，倡议书完成的很好。
不足之处：1.预读检测环节设计竞赛抢答方式，使学生只顾抢答速读，忽略了语音表达的准确性。2.本节课环节设计较多，我对部分环节的时间安排不够合理。在复述环节小组合作练习时间长，而展示表达的时间少。应多增加学生参与机会，表达机会。 3.课堂鼓励性语言不够丰富，部分点评不够及时精准。4.概括段落大意，我为了降低难度，给了提示词语。如果不给，也许会给孩子们更多自由表达的空间，使学生的创造力和表达力能得以更大的发挥。
基于以上情况，我将加强反思，加强备课，系统安排和科学地制定计划、设计教学，利用情境、协作、会话等学习环境要素充分发挥学生的主动性、积极性和团体协作精神。通过“课前自学、课上助学” 真正使学生成为课堂的“主导者”。老师做好阅读前的“导入者”，阅读中的“协助者”，阅读后的“分析者”，以确保学生学习的效果能有更大的进步。真正使学生体会到阅读课带来的快乐与成就，真正能够享受阅读，享受快乐！
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Unit8 reading
I’ll send you a photo of Lucky
教学设计
单位：河南省鹤壁市淇县第五中学
执教人：燕霞
课题名称：人教版新目标九年级教材 Unit8 reading
Teaching aims：
1、Understand the passage, master the key words and phrases.
2、Train students’ reading, speaking, and writing skills.
3、Make students feel thankful and know how to give love for the disabled.
Key points of the lesson：
Read the text skilfully, summarize the main idea of each paragraph .
Difficult points of the lesson：
1、retell the story
2、how to write a proposal.
Teaching mode:
“seven-step reading”
Teaching aids:　
flashcards,heart-shaped cards,learning case(导学案).
Teaching process:
(整节课将全班分成3大组，9小组以竞赛的方式展开，以人物线索图来引领课文，以画鱼骨头图概括各段大意的形式来衔接阅读段落，具体设计如下：)
一、导读(lead -reading) ：
Play a video about a guide dog,lead into today’s topic.
(设计目的：创设情境，引出话题，激发学生的阅读兴趣。)
二、预读检测（prepare-reading）：
Have “a memeory competition”among Group A/B/C to have a preview check.
(设计目的：以小组竞赛方式，设置适当的检测题，检测学生的预读情况，促进学生课前的积极主动预读。)
三、速读(fast-reading) ：
Give students one and a half minutes ,make students read the passage fast,fill in the blanks with the given words according to the clue map.
（设计目的：导出本文的阅读线索，帮助学生理清文章思路，引领下文。
四，精读(careful-reading)：
（1）Read paragraph 1 and answer:
Task 1: What is the “Animal Helpers”
Task 2. Use a sentence to summarize the main idea of Paragrah 1.
（2）Read paragraph 2 and fill in the blanks：
1.Liz is a disabled person. She can’t _________or_________well.
2. Normal things are a,_________________________________.
difficult for liz, like b,_________________________________.
c,__________________________________.
3.A friend would like a, She would talk to___________.
to help Liz out b, Liz would like to have________________.
4. Use a sentence to summarize the main idea of Paragrah 2.
(3)Read paragraph 3＆4 and fill in the blanks:
1, After _____________ months of training with a dog.
2,The ways Lucky helps her:
a,.Undersand___________________instructions.For example (用短语）_________________________.
b.Understand ________________________________.
3, Use a sentence to summarize the main idea of Paragrah3＆4
(4)Read paragraph 5 and answer:
1.What does Liz think of Lucky
2.What is important for the organization “Animal Helpers”
3.Use a sentence to summarize the main idea of Paragrah5.
（设计目的：此文共5段，采取逐段精读、逐段设计由易到难不同层次的阅读任务的方式，培养学生细节阅读和语言表达能力。）
五，赏读 （enjoy-reading）
1、Retell the story in groups according to the clue map.
（设计目的：是对阅读的提升，小组合作，培养学生对阅读材料的概括总结能力，从而进一步提高学生的语言表达能力和小组合作能力。）
2，Write a proposal in groups on a heart-shaped card, using the phrases and sentences about helping others in this unit. After writing,ask the leader of each group to read it out,then glue the card on the blackboard to make up a love figure.
Dear friends,
World Disabled Day is coming. We would like to do something for the disabled.
We’ll____________________________________________________________________________________________________________ __________________________________________________________。
I think if everyone gives love, the world will become more and more beautiful！
（设计目的：将阅读提升到写的训练，同时又渗透情感教育，给本单元以helping others为主题的教学画上一个圆满的句号！）
板书设计：
Unit8 reading
I’ll send you a photo of Lucky
How 3
I’ll send you a photo of Lucky.
Paragraph
Why 1
Why 2
How 4
So 5
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Enjoy reading,
enjoy happiness!
No.5 Middle School Yan Xia
Hebi, Henan Province
Lucky
be blind
be unable to walk
be deaf and be unable to speak
be unable to use hands
make it possible
（预习检测）
核对学案上的短语
Which group has the most correct answers
送你一张Lucky的照片
send you a photo of Lucky
2.一个被建立起来帮助残疾人的组织
an organization set up to
help disabled people
3.用快乐填满我的生活
fill my life with pleasure
4. 不会走路
be unable to walk
5.帮我解决困难
help me out
6.得到一只特别训练的狗
get a specially trained dog
7.由于您善意的捐赠
because of your kind donation (n.)
8.去拿来我的书
fetch my book
9.像接电话这样正常的事
normal thingslike answering the phone
10.美好的祝愿
best wishes
Dear Miss Li,
① I’d like to thank you for sending money to “Animal Helpers”, an organization set up to help disabled people. For sure, you have helped make it possible for me to have “Lucky”, who has filled my life with pleasure. Let me tell you my story.
②Being blind, deaf, unable to walk, or use your hands easily is something that most people cannot imagine. But there are many people who face these challenges, and I am one of them. Because I can’t use my arms or legs well, normal things like answering the telephone, opening and shutting doors, or carrying things have always been difficult for me. Then one day last year, a friend of mine said that she would like to help me out. She said she would talk to “Animal Helpers” to see if it would be possible for me to get a specially trained dog. she also thought a dog might cheer me up. I told her that I love animals, and that I’d love to have a dog.
③After six months of training with a dog at “Animal Helpers”, I was able to bring him home. My dog’s name is “Lucky” – a good name for him because I feel very lucky to have him. You see, I’m only able to have a :dog-helper” because of your kind donation!
④How does Lucky help me, you might ask Well, he has been trained to understand different instructions. for example, I say, “Lucky! Fetch my book,” and he does it at once. He is very clever, and understands many English words, even some difficult ones like “upstairs”.
⑤ Lucky is an amazing dog. I’ll send you a photo of him if you like, and I could show you how he helps me too one day. And so I thank you again for supporting “Animal Helpers”. It is very important that this organization does not run out of money. Your donation is greatly appreciated and the money is well used to help disabled people like me.
Best wishes,
Liz Smith
from
The letter is from Liz Smith to Miss Li.
Read fast : fill in the blanks
donate
train
help
thank
donate train help thank
L
Liz Smith
Miss Li
Lucky
（________ ）
（________）
（________）
（________）
Animal Helpers
Task 1: What is the “Animal Helpers”
It’s an organization set up
to help disabled people.
Read paragraph 1 and finish:
（精读）
Task 2. Use a sentence to describe the main idea of Paragrah 1.
Read paragraph 2 and finish the following tasks
1.Liz is a disabled person. She can’t
or well.
use her arms
legs
2.Normal things are
difficult for liz, like
answering the telephone
⑴
⑵
⑶
opening and shutting doors
carrying things
3.A friend would like
to help Liz out
She would talk to
“Animal Helpers”
Liz would love to have
a dog
Para.2
why
Task 2. Use a sentence to describe the main idea of Paragrah 2.
Read paragraph 3＆4
and finish the following tasks:
After months of
training with a dog.
1.Understand instructions
For example, (用短语）
2.Understand
The ways Lucky helps her:
six
different
fetch her book
many English words
fetch
Para.3
how
Para.4
how
(Use a sentence to describe the main idea of Paragrah3, 4）
Read paragraph 5 and answer:
1.What does Liz think of Lucky
She thinks Lucky is an amazing dog.
2.What is important for the organization “Animal Helpers”
It’s very important that this organization
does not run out of money.
Why I wrote the letter
Why I’d like a dog
How I got Lucky
I’ll send you a photo of Lucky.
Summary(总结）:
Paragraph
How
So
2
3
4
5
1
Lucky helped me
Reading method---Fishbone
Miss Li
Disabled people
Animal Helpers
Lucky’s help
What difficulties
Liz
thanks
Liz, more pleasure
She can’t use her arms or legs well.
She can’t answer the telephone, open and shut doors or carry things.
Lucky can understand different instructions,
and he understands many English words
复述Retell
The value of life is not what you gain, but what you give.
生命的价值不是索取，而在于奉献。
What kind of people in the world need help
the old
the poor children
the sick kids
the disabled people
“Hope Project ” is an organization set up to help the poor children who have no money for education.
“The Red Cross” is an organization set up to help the sick people all over the
world.
People set up some organizations to help others.
“Disabled Persons' Federation”(残疾人联合会) is an organization set up to help the disabled people.
[, :ɡ nai`zei n] 组织
October 15th
World Disabled Day
（国际残疾人日）
December 3rd
donate money to the disabled
We must do something to support these organizations
A proposal(倡议书)
Dear friends,
World Disabled Day is coming. We would like to do something for the disabled.
We’ll_______________________
_______________________
_______________________
_____
I think if everyone gives love, the world will become more and more beautiful.
Helping others will benefit yourself as well.
(予人玫瑰，手留余香)
Write a thank-you letter to somebody who has ever helped you.
Thank you登陆21世纪教育 助您教考全无忧
人教版新目标九年级英语
Unit 8 reading《 I’ll send you a photo of Lucky》说课稿
河南省鹤壁市淇县第五中学 燕 霞
各位评委老师：大家好！今天我说课的内容是人教版新目标九年级英语Unit 8 reading《 I’ll send you a photo of Lucky》.我从教材分析、教法学法、教学过程和教学效果四个方面说课。
一、教材分析
（一）教材地位
分析近年来中考阅读题的短文选材、词汇要求、句子难易、语篇结构和题目设置等方面都渗透了新课标对学生阅读理解能力的要求，但大部分初中生的判断、推理和总结能力却很低.而每单元reading课的教学正是英语教学中实施和培养学生听、说、读、写四项技能和表达性能力的关键一环。所以阅读课的设计也显的尤为重要。
（二）教学目标
1、知识目标：熟读课文，理解文章大意。
2、能力目标：训练和提高听、说（复述课文）、读、写（倡议书）和概括段落大意的能力。
3、情感目标：让学生懂得为残疾人奉献爱心，懂得感恩。
(三)重点和难点：
1、重点： 熟读课文理解大意，能概括出每段中心。
2、难点： a,复述课文.
b,如何写好倡议书.
二、教法学法
1、教法：本节reading课文段长，层次多，我采用校本教研成果-阅读课“七读”教学模式中的“五读”，即“预读-导读-速读-精读-赏读”，将“听读”和“疑读”放在第二课时进行。
2、学法：任务型和合作型。
三、教学过程.
整节课将全班分成3大组，9小组以竞赛方式展开，用人物线索图来引领课文，以画鱼骨的形式来衔接阅读段落，具体如下：
<一>、导读(lead-reading) ：播放一则导盲犬的公益广告，引出今天的话题.
<二>、预读检测（prepare-reading）：在A/B/C三大组间开展“a memeory competition 记忆大比拼”，检测学生预读情况。
<三>、速读(fast-reading) ：
限时快读1分半，以填词的方式，完成人物线索图，帮助理清文章思路，引领下文。
<四>、精读(carful-reading)：
此文共5段，采用逐段精读的模式，每段设计出两个由易到难的阅读任务（完成表格和概括段落大意）,培养学生细节阅读和语言概括能力。
<五>、赏读 （enjoy-reading）：
1，小组合作 复述retell the story,进一步提高语言表达能力和小组合作能力。
2，小组合作用本单元积累的helping others 的词组、句子，写一份“呼吁帮助残疾人”的倡议书，将阅读提升到写的训练，同时又渗透情感教育，给本单元以helping others为主题的教学画上一个圆满的句号！
四、教学效果
本节课采用“五读”教学模式，用老师的“步步诱导”，学生的“生生自学，生生合作”来完成本节阅读课的拟定的教学目标。“预读”让学生课下先动起来，“赏读”是对阅读内容和学生情感的提升，阅读贯穿于课堂“前、中、后”,打破传统阅读课的沉闷课堂，创造充满激情与活力的 “生命课堂”！“读-说-论-述-写”等由易到难,不同层次的阅读任务的设计，“大组竞赛、小组合作，个人展示”等教学手段的运用，增加了学生参与机会，留给学生更多自疑、自悟、自学、自练、自得的时间。让学生在互动合作中相互学习，取长补短，共同提高,使学生进一步体会到英语阅读带来的快乐与成就!
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