英语必修 第二册Unit 6 The admirableLesson 3 The Superhero Behind Superman教学设计

课题：U6 L3 The superhero behind superman     Reading period1

授课方式：课堂面授

教材分析：

 1.主题语境

本单元的题目为The admirable（令人钦佩的人），主题语境属于人与社会的范畴之中；在历史、社会与文化的主题群之下。涉及的话题是对社会有突出贡献的人物，并通过以下三个语篇呈现主要内容：医学先驱者（屠呦呦）、改写历史的人(Martin Luther King， Mahatma Gandhi)、影视人物（Christopher Reeve），探讨令人钦佩的人（the admirable）所具备的优秀品质。

2. 语篇类型及内容分析

本课语篇类型为网站上的人物介绍，主要介绍了美国著名好莱坞电影演员Christopher Reeve的生平，提炼了其优秀品质并提出例证。旨在帮助学生正确认识公众人物对自己和社会的影响。重在借助主题语境下的阅读素材，帮助学生构建与作者、文章主人公的共情意识，从而体会、推测人物情感。

3. 语言知识

      词汇：名词与形容词、描述相关活动与事迹的名词、动词词组与固定搭配。

      语法： 在语篇中理解和使用由关系代词介词加关系代词引导的限制性定语从句。

4. 文化知识

本课试图通过介绍Christopher Reeve的故事，试图帮助学生：

      学习优秀品行，树立正确的人生态度，明确公民的义务与社会责任；

      明确生命的意义与价值，引发学生理性思考，树立正确的英雄观和责任担当意识。

5. 语言技能

除了基本的读取文本大意、事实性细节信息外，本课为skill focus的阅读课，重在借助主题语境下的阅读素材，帮助学生构建与作者、文章主人公的共情意识，从而体会、推测人物情感。

教学目标：

1. 语言技能目标

（1）学生能够借助关键词，在理解文章大意的基础上，找出段落主题句，了解每段大意；

（2）掌握有效的阅读技巧并积极使用，理解文章细节信息。

2. 语言知识目标

（1）能够正确运用以下单词和短语：horror, passion, star(v.), reputation, awareness, strike, trap, nightmare, admit, depression, commitment, intense, engage, a wide range of..., muscle, charity, passionate, advocate等；

（2）Use synonyms and antonyms correctly。

3. 文化意识目标

（1）Understand the meaning of "Superman" in real life；了解生活中真正“超人”的意义；

（2）Comprehend the superhero in life correctly正确认识生活中真正的“超人”。

4. 情感态度目标

（1）Hold a positive attitude towards life especially towards difficulties

（2）Encourage students do more meaningful and positive things in real life

鼓励学生遇到困难时对生活持乐观的态度，多做有意义、积极向上的事情。

教学重点：

（1）Get information of Christopher Reeve’s experiences in different stages and learn his spirit towards life.

（2）Explore the cognition of "The Superhero Behind Superman" and build empathy for Christopher Reeve.

解决方法：

Cultivate Ss to grasp the reading techniques to get the information and guide students to think deeply.

教学难点：

Summarize the narrative clues, explore the cognition of "The Superhero Behind Superman", and build empathy for the character.

突破策略：

Help students to sort out the key words to find evidences in the passage to internalize the character’s qualities.

课时安排：  共  2 课时  

本单元教学特色分析

1.      以语篇为依托，遵循英语活动观理念，精心设计层层递进的英语活动，体现学生主体地位。
2.      基于单元和课时目标和学情，合理设计评价活动和评价体系，以评促学，以评促教。
3.      通过分组讨论、同伴讨论等环节让学生充分参与课堂。
4.      根据英语核心素养培养目标，通过听、说、读、写、看等教学方式，多角度提炼单元核心价值，挖掘单元育人功能，优化整合相关内容，合理安排单元课时。

教学过程

教师活动

学生活动

教学意图

Step1: Warming up

Greeting:

Good morning, every one.

How are you today？

Ss say Good morning to the teacher and answer T’s question.

To enhance learning atmosphere.

Step2: Pre-reading

Lead-in

Ask Ss to watch the video clip, asking:

What does he look like？

Why is he regarded as a superhero in real life?

Ss watch the video and answer questions.

To Create a real situation to introduce the topic and lead students to think about Why Christopher Reeve is regarded as a superhero in real life.

Step3: While-reading

1.Fast reading:

Skimming for main information

(1) Skim through the passage and underline the topic sentence of the passage,

then match the main idea with each paragraph.  

(2) Guide Ss to talk about the structure of the text ;

2.Careful reading:

Scanning for the detailed information

(1) Let Ss read para1 and finish the general introduction of Cristopher Reeve.

(2) Ask Ss to scan the text（Para2-6）carefully to complete Cristopher Reeve’s experiences in different stages

He___________ his horse and broke his neck;

He had ________________ in his body at all;

He felt like he _____________;

Reeve______ an intense exercise programme;

He_________ on 10 October, 2004.

Ss read by themselves to get the main idea and analyze the structure of the text .

Ss read the passage carefully and find out the detailed information in each para.

To improve Ss’ ability in reading, such as, skimming, scanning to

summarize Christopher Reeve's basic information in each para.

To guide students to obtain the important details of the passage and get information of Christopher Reeve’s experiences in different stages.

Step4: Post-reading

1.Guide Ss to draw a line to show the ups and downs and choose the appropriate words to describe his feelings in different stages.

2. Group discussion:

Put Ss into groups and guide them to discuss:

（1）What spirit can you learn from him？

（2）Who can be heroes in our life？

     Does he have to be a superman？

Ss draw a line to show the ups and downs and describe the feelings of Cristopher Reeve in different stages.

Ss discuss in groups and summarize the spirit of Christopher Reeve.

To help students integrated and infer the author's intention, emotion, attitude and value orientation, extract the meaning of the topic.

课堂作业：

Step5: Homework

1. Read the passage aloud.

2. Retell Reeve’s life according to his life in five stages.

板书设计：

                  Lesson3 The superhero behind superman