I,will,send,you,a,photo,of,lucky,教案设计

导读：　I,will,send,you,a,photo,of,lucky,教案设计(共4篇)Ill send you a photo of Lucky 教案Unit8 Reading I’ll send you a photo of Lucky I Teaching Aims1 Ask students to prepare key words and phrases before c...

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I,will,send,you,a,photo,of,lucky,教案设计(一)
I'll send you a photo of Lucky.教案

Unit8 Reading I’ll send you a photo of Lucky.

I. Teaching Aims

1. Ask students to prepare key words and phrases before class and master the usages in class by doing some exercises. (学生课前自主预习重点单词和短语,并通过课堂习题操练掌握重点词汇的用法。)

2. Develop the students’ reading and writing skills. （通过由整体到细节分层次的阅读，使学生学会并逐步理解“Animal Helpers”的含义，发现在社会生活中有很多需要帮助的人，通过复述感谢信、写倡议书使学生真正掌握课文意思并理解关爱他人、造福社会这一主旨。）

3、Deal with the language goals in this unit: offer help. （培养学生热爱社会公益事业、扶危济困、乐于助人的优秀品质。）

II. Teaching Important and Difficult Points

Train the students’ reading and writing skills and stimulate the students' emotion of helping others in trouble.

III. Teaching Procedures

Step 1 Warming up and leading in.

Watch a video about a guide dog to help students understand the special relationship and emotion between the blind and the guide dogs.

Discuss in pairs then answer the question.

【设计意图】文化背景知识的突破。鉴于学生对国外导盲犬知之甚少的现状，在课前先播放一段关于导盲犬的视频，让学生充分感知导盲

犬这一文中将要出现的角色。通过导盲犬而引出关爱残疾人这一中心话题。

Step 2 Reading

T: Today we’re going to learn Reading, read the title together.

Ss: I’ll send you a photo of Lucky.

T: Good! (Point to the picture and say) Lucky is a guide dog, this is his owner Liz Smith. Do you want to know the story about them? Now let’s listen to the tape and try to finish the following tasks:

【设计意图】学生通过听一方面可以对这封信有一个整体的理解，把握中心思想；另一方面掌握单词句子的发音，为下文的自读和表达奠定基础。

Step 3 Fast reading

Ask students to read the reading fast in mind, then finish the reading tasks.

【设计意图】学生通过快速阅读，弄清楚这封信中不同人物的作用；同时通过这个活动培养学生快速获得指定信息的能力。

Step 4 Read carefully and answer the questions.

【设计意图】学生通过仔细阅读，进一步熟悉这封信的细节意思；为下文复述感谢信做铺垫；培养学生快速获得文章细节的能力。 Step 5 Groupwork. According to the notes, retell the letter.【I,will,send,you,a,photo,of,lucky,教案设计】

【设计意图】学生通过复述感谢信这个环节，将会对文章的框架更加清晰，巩固了所学的内容，加深了对爱心助人这一话题的理解；同时培养学生将语言知识转化为语言运用的能力。

Step 6 First, play a video about the disable’s hard life to make students experience their sufferings in emotion, then get the students discuss “What should we do for the disabled?” in groups. Assign the groups different tasks and provide some useful structures and expressions to students. While talking, the leader of each group write down their opinions then have a report like this: “In my group, we’ll...”

【情感渗透】使学生了解残疾人的困难，激起学生的爱心，对志愿者活动有充分的认识和体会，联系自身，增强乐于助人，热爱公益事业的意识和品质。

【情感渗透】让学生能够根据所学的内容并加以整理和归纳，在学习中积极思考，并且能灵活的使用语言，从学生身边谈起，贴近 生活，渗透德育教育。

【情感渗透】创设与本节课相关的情景，先播放一些关于名人和普通人为慈善机构募捐的图片及一些乐于助人的图片。然后让

学生展开讨论，激发学生在日常生活中展开助人为乐的实际行动，让学生学会如何提供帮助。使学生在小组活动中积极与他人

合作，相互帮助。培养学生助人为乐的品质，唤起学生的爱心，对公益事业的热爱。培养合作精神和合作意识，主动参与学习

活动，善于和他人合作。通过小组合作学习，各位成员各抒己见，互通有无，使学生在人际交往中学会尊重和理解别人，交换

不同的看法，在合作中完成学习任务，增进友谊。

I,will,send,you,a,photo,of,lucky,教案设计(二)
Unite 8I'll send you a photo of lucky教学案

Unit8 Reading

I’ll send you a photo of Lucky. 教学案

I. Read the 1st paragraph and answer 2 questions.

1. Why does Liz write a letter to Miss Li?

2. What is “Animal Helpers”?

II. Go over the letter and answer the following questions

1. What’s wrong with Liz Smith?

2. What does Lucky do to help Liz?

3. Lucky is a dog. Why did Liz use “he” instead of “it” to talk about Lucky in the letter?

III. 判断词性猜词义。

1.You see , you have helped make it possible for me to have Lucky, Who has A. noun B. verb C. adjective

2.Being blind, deaf, unable to walk or use your hands easily is something can + 动词原形

A. noun B. verb C. Adjective A. noun B. verb C . adjective

4.I’ because of +名词短语

A. noun B. verb C . Adjective

5.“” and he does it at once

A. noun B. verb C . adjective A. noun B. verb C . adjective

IV. Complete the sentences with the words.

pleasure imagine help...out

fetch donation appreciate

1. The little girl seemed to get into trouble. We should try to ______ her ______.

2. Everyone should learn to _________ the people who have help you out.

3. Our organization can’t work well without your ____.

4. Volunteers get a lot of ________out of helping others.

5. I can hardly _________ what will happen in 20 years.

6. Could you please _________ the glasses to me?

V. 3c. Match three parts to make sentences.

Miss Li can fetch unable to move well【I,will,send,you,a,photo,of,lucky,教案设计】

Liz Smith trains money to “Animal Helpers

Lucky donated animals like lucky

“Animal Helpers” is things for disabled people

VI. Find out the relationships between people and things

donate appreciate train fetch

Miss Li ————→ Liz

↓

↑

Animal Helpers ————→ Lucy

VII. Group work Let’s talk about the pictures.

1. Miss Li _______money _____“ Animal Helpers”.

2.“ Animal Helpers”______ animals like Lucky.

3. Liz is unable to move well. She ____a specially trained dog ____“Animal Helpers”.

4. Lucky can _______many English words. For example, “______ my book”. He ______ Liz out.

5. Lucky ______Liz up. He filled her life with ______.

6. Liz ______ a letter to Miss Li and _______ her help.

VIII. What could you do to help people?

Be always ready to help others.

I,will,send,you,a,photo,of,lucky,教案设计(三)
U8Reading I'll send you a photo of Lucky.教学反思

【I,will,send,you,a,photo,of,lucky,教案设计】

Unit 8 Reading I’ll send you a photo of Lucky.

教学反思

本课以素质教育为目的，结合教材重、难点，利用任务型教学模式，学生能积极主动地参与英语教学活动。通过本课的教学活动，学生能够在阅读理解的同时提高猜测单词词性的能力，从而提高文章阅读理解能力。同时，多媒体课件的应用，从学生的视、听等感官着手，采用活泼色彩鲜艳的图片进行情景教学，在获取新知识的过程中以学生为主体，以学生为中心，轻松、愉快地训练学生阅读的语言技能，充分挖掘了学生的学习潜能，调动了学生的学习兴趣，使他们形成了积极的情感态度。通过文化背景进行知识的突破。鉴于学生对国外导盲犬知之甚少的现状，在课前先播放一些关于导盲犬的图片，让学生充分感知导盲犬这一文中将要出现的角色。通过导盲犬而引出关爱残疾人这一中心话题。使学生了解残疾人的困难，激起学生的爱心，对志愿者活动有充分的认识和体会，联系自身，增强乐于助人，热爱公益事业的意识和品质。

创设与本节课相关的情景，先播放一些关于名人和普通人为慈善机构募捐的图片及一些乐于助人的图片。然后让学生展开讨论，激发学生在日常生活中展开助人为乐的实际行动，让学生学会如何提供帮助。使学生在小组活动中积极与他人合作，相互帮助。培养学生助人为乐的品质，唤起学生的爱心，对公益事业的热爱。培养合作精神和合作意识，主动参与学习活动，善于和他人合作。通过小组合作学习，各位成员各抒己见，互通有无，使学生在人际交往中学会尊重和理解别人，交换不同的看法，在合作中完成学习任务，增进友谊。

教学活动中，通过多样化的任务设计，营造了活跃的课堂气氛，体现了以学生为主体，教师为主导的教学理念。本课虽然获得了同行的一致好评，但是本人认为仍存在有以下不足之处。

不足之处：1. 教师对多媒体的操作尚未娴熟；2. 对于本课中的词汇的理解拓展仍然不足，特别是个别难句的解决尚不到位。

在今后的教学中，将尽量采用多媒体进行教学，提高多媒体操作技能；以汕头市中考考纲为依据，科学合

理的利用教材进行教学，适当添加语言材料，以丰富教材内容；力求在课堂教学上变化多种教学形式，分层教学，面向全体学生，重视学生语言基础的积累，从而全面学生提高听、说、读、写的能力。

I,will,send,you,a,photo,of,lucky,教案设计(四)
Unit 8 Reading I will send you a photo of Lucky.说课稿

九年级 英语 说课稿

Unit 8 Reading : I will send you a photo of Lucky.说课稿 库尔勒市第九中学 刘芃利 2010年11月22日

1． 说教材：Reading : I will send you a photo of Lucky.是Unit8 I will help clean up the city parks. 单元中的大阅读。这 一单元的知识内容为大纲要求的掌握如何给别人提供帮助的内容。目的在于让学生学会用所学的知识做事情和解决问题。增强实际交际能力，培养学生为他人着想。而本节课要求学生正确理解文章意思，根据本篇阅读理解的写作方法写出自己的文章。因为在前面Section A 和 Section B中已经对如何提供帮助做了一定的铺垫，所以学完这篇阅读理解后，教师给予一定的指导，学生可以写出自己的文章。

2． 说教法：教学目标要求学生能够正确理解文章意思，学会一些词组的用法，提高学生的阅读和写作的能力。这篇阅读理解的话题是通过送给别人一张狗的照片来写如何更多的给别人提供帮助，所以教师通过复习Section B 3a中的短语进行导入课文。再以一张狗的照片给学生创造真实情景，使学生很快进入角色。通过听文章录音纠正学生的发音，读文章，找出文中的名词、动词、介词、连词、副词、形容词，

读文章找出文中的短语并用短语进行造句，再读文章，通过回答老师的问题，再读文章，连词、短语成句等方法来正确理解文章内容。

3． 说学法：英语课堂教学，要教给学生语言、词汇、

语法的基础知识。训练学生听、说、读、写的能力。应此本节课主要从这几方面去训练。

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