Reading 2: A brave young man优质课教案内容

《英语》（七年级下册）

Unit 7 Abilities

Reading (I)

无锡市天一实验学校

杨莹

教学目标：

By the end of the lesson, students should be able to: 1.

learn about a brave young man Lin Tao; 2.

use proper expressions to describe dangerous situations; 3.

infer the general idea of the article from its title and picture.

教材分析、学情分析和设计思路

1 教材分析

本单元的主要话题是能力。阅读部分用一篇新闻文章介绍了一个勇敢的男孩，邻居火灾发生时的情景，以及解救孙奶奶的过程。前几日的巴黎圣母院大火事件正好作为引入，将火灾拉近生活。

2 学情分析

对于火灾的话题，学生是非常熟悉的。虽然很多学生没有亲身经历过，但大多从新闻、书籍以及家长那听说过，知道的也并不少，且今天学校进行消防演练活动，孩子们已经具备一定的知识储备。因此对于这个话题学生们具有一定的接受能力。

3 设计思路

本堂课运用歌曲Girl on fire导入，让学生先激情澎湃起来，顺利自然地引入巴黎圣母院火灾事件。本课利用火灾为主线，呈现并讲解新词。本课新词过多，通过情景进行集中讲解及记忆，教师多多领读，当堂记住。将课文分为三部分，按时间顺序讲解，配以不同的练习进行巩固。最后输出阶段让孩子们做采访，因为时间充分，启发孩子加入更多的细节，加入不同的人物，例如，孙奶奶，林涛爸爸妈妈等。最后反思本节课所学，让孩子们懂得火灾逃生的技巧，保护自己以及他人的方法，进而引起感情共鸣。

在教学中运用任务型教学模式，让学生在完成任务的过程中主动参与、亲身实践、独立思考和合作探究，使学生在学习语言中做事，在做事中学习语言，把所学的知识和技能转化成运用英语的能力。

II. Teaching contents 1. New words and phrases: brave, burn, fireman, nod, save sb from a fire, hear sb shouting, a 79-year-old man, pour water over, put out the fire, be in hospital, rush into, be careful with, be alone, be badly hurt 2. New sentences: What a brave young man! Fire is dangerous. We should be careful with fire.

Be careful with fireworks. Don’t play with matches.

Don’t put anything hot into the rubbish bin.

Keep your hair away from fire.

III. Focus of the lesson and predicted area of difficulty 1. Use proper expressions to describe dangerous situations. 2. Skim the text for overall meaning and scan for details.

IV. Teaching procedures

Step 1 Lead-in Enjoy the song Girl on fire. T: Good morning, boys and girls. Today we will learn Reading of Unit 7. (同时板书What a brave young man!) Do you like the song? T: Be on fire means that the girl is energetic active and positive. But can we be on fire in our daily life? Can we really walk on fire? 【设计意图：以歌曲《Girl on fire》导入本节课，强烈的节奏以及反复出现的单词FIRE激发学生对本节课的兴趣及好奇心。】

Step 2 Presentation Task 1: New words 1.

Learn new words T: Let’s see the fire around us! Notre Dame de Paris was on fire several weeks ago. Look at the

picture. There is a lot of smoke. And here is a brave man. “Brave” means “not afraid”. What is he doing? He is putting out the fire. It means he’s trying to stop the fire. (教师领读单词brave、smoke、put out) T: Have you noticed Sunshine daily above the title? It means the passage is a piece of news from a newspaper. (教师领读单词brave、news、newspaper)

T: Fire is useful, but sometimes it can be dangerous. If we are not careful with it, it can burn things or even hurt us. Even forests and tall buildings can be burnt in a big fire. So keep yourself away from fire. (教师讲解并领读单词careful、burn、hurt)

2. If there is a fire ... T: What should we do if there is a fire? S: We can shout for help.

S: We can also call 119. S: We can run out of the building as quickly as we can.

T: When rushing out of the building, we can put a wet blanket over our body. 【设计意图：鼓励学生根据图片说出火灾发生时应该采取的安全措施，在进行词汇教学的同时，培养学生的安全意识。在学生表达有困难时，教师可适时给予帮助和指导。】

3. Matching exercises T: Read the six words on the screen, and match each of them with the right picture.

T: Pay attention to the following language points.

The boy is pouring water over his head. (板书pour … over)

The plural form of fireman is firemen.

The doll is nodding its head. (板书nod—nodding—nodded) T: Match the words on the left with the meanings on the right. 【设计意图：老师精讲精练部分重要的单词，并配以板书设计。如此巩固后，学生的阅读障

碍完全扫清了，也为接下来的阅读做了铺垫。】

Task 2: Fast reading 1. Read and answer T: Read the passage carefully and choose the right answer: What’s the main idea of the passage?

S: We should choose C. (教师板书save … from) 2. Divide the article into three parts T: Let’s divide the article into three parts according to the three pictures. Which paragraph(s) is Part 1

Para 1 Part 2

Paras 2—3 Part 3

Paras 4—6

Task 3: Detail reading 1. Para 1 T: Please read the first paragraph after the teacher and answer the questions: (1) How old is Lin Tao? (2) Why was he brave? 2. Para 2 T: Read Para. 2 after the tape and do the True or False exercise.

(1) Lin Tao was at school alone on 10 May.

(2) He heard someone shouting “Fire! Fire! Help!”

(3) The 78-year-old Mrs Sun couldn’t get out of the bathroom because her left leg was hurt.

3. Para. 3 T: Read Para. 3 together, and put the following sentences in the right order. Describe how Lin Tao saved his neighbour with the structure “First …Then … Later ...”

4. Paras 4—6 T: Choose the correct answers while reading.

(1) Which part of his body did fire burn?

A. neck

B. arms

C. face

(2) How long did Lin Tao stay in hospital?

A. two days

B. two months

C. two weeks

(3) What did many people give him?

A. money

B. flowers

C. presents

(4) What did Lin Tao think of fire?

A. helpful

B. dangerous

C. Careful 【设计意图：通过分段，让学生对课文有了更清晰的层次感。分段处理文本，帮助学生更为扎实、到位地理解课文。练习设计多样化，避免了形式过于单一。】

Step 3 Practice

Task 4: Thinking & practice 1. What do you think of Lin Tao?

helpful, brave, careful, clever... 2. Act the dialogue out T: A radio reporter interviewed Lin Tao because of his brave behaviour. Please make up a

dialogue between the reporter and Lin Tao. Then I will ask some groups to act the dialogue out. T: Can you try to add more information? For example, you can add Mrs. Sun in the interview. 【设计意图：采用编对话的形式，加入不同的人物，设计不同角度的对话，让学生回顾全文，也能亲身体会故事中人物心理变化。】

3. Group discussion T: What can we learn from today’s lesson?

V. Homework 1. Finish exercises on Pages 83 & 84. 2. Search for more information about fire safety.

教学反思

课前预备铃起，开始放歌曲，但因为音量问题，歌曲引入部分没有能按预设激起孩子们的兴趣点。新词呈现以及课文讲解过程，因为孩子们课前自行预习的关系，一气呵成，孩子们都能积极加入课堂活动中，一开始略紧张，没能放开。后来因为个别孩子的带动，班里氛围很棒。期间充分利用听说读写手段练习各项技能。

采访活动环节，前面几组比较局限于给出的模板，仅仅是对课文的另一种复数。后面几组孩子在教师的启发下渐渐打开了思路，发挥想象力，利用形象思维，进行对话练习。有的扮演孙奶奶，形神兼备；有的扮演的记者很具有人文情怀；有的扮演的林涛很写实，能考虑到语气，态度，身体状况等。对于林涛的评价，孩子们也给出了不一样的答案：responsible，

respective等。

本节课不足之处在于教师没有板书文章题目，这可能导致一些孩子们不知道文章标题。另外，还可以拓展一些平时注意火灾的行为，让孩子们潜意识中理解火的重要性以及危险性。最后，课上阅读时间过少，一些基础比较弱的孩子或许跟不上，在文章阅读这一环节需要给予孩子更多的阅读朗读甚至分角色阅读。让孩子们尽可能的熟悉文本，从而有利于口语表达，增强孩子们说英语的信心。