Lesson 1教案2

Join in 六年级下Unit 4 Heroes （Part 1 阅读教学）

一、教学内容：

引言部分：About a hundred children are having a summer camp in Beijing. Some are from the USA, the UK and Australia. Others are from China. Bill, Chen zihan, Sally and Li Yu are talking about their heroes. 主体段落：

1. Bill: My hero is Messi. He is a top footballer from Argentina. He also gives money to help the poor children in Argentina. 2. Yuan Longping is my hero. He is China’s Father of Hybrid Rice. Because of his work, we have more rice to eat and the world has fewer hungry people. 3. Anne Frank is my hero. She died a long time ago, but her diary lives on and moves many people. She never gave up hope and always saw the good in everything. She was brave and wise. I want to be like her. 4. Mum is a great woman in my eyes! She’s very busy at work, but she also looks after the family well. Her English is very good, and she often helps me with my English. So Mum is my hero!

二、单元教材分析

本单元以我的英雄为主题，以短文阅读及故事为形式向大家介绍了各国孩子们心中的英雄，而这些人物既有享誉中外的科学家，足球明星，也有普通的教师，孩子的妈妈，还有积极乐观、至死都不放弃希望的Anne。单元内容的选取包含了三个围度：

1. 借助短文题材学习新的语言知识，了解一些语言现象；

2. 学习提取短文信息，学会归纳短文结构上的相似点，模仿短文构造学习如何系统地介绍自己心中的英雄；

3. 引导学生积极地看待身边的人，向“英雄”学习，做阳光向上、有正能量的人。

三、本节课内容分析：

本节课的教学内容为4段以介绍孩子们心中的英雄为主题的核心段落和一小段引言介绍，重在阅读理解和由其引申出的人物描写。从内容的构成上看，4段话包括了以下几个方面的介绍：揭示自己心中的英雄是谁，什么职业，为什么令我敬佩，这便是老师指导学生写作的主体方向。从语言知识方面看，4 段话包含了新的语言表达如give up, live on, see the good in, be busy at, help somebody with something以及生单词brave, wise. 另外描述Anne的段落还指出了当我们描写已逝世的人时需要用过去时态。相比较而言Messi, Yuan Longping这两个段落内容比较简单，知识点都融入到Anne及Li Yu’s mum的

段落中。基于以上分析，我将在教学设计中重点讲解Anne及Li Yu’s mum的段落中的难点，为之后的自主阅读扫清障碍，另外两个段落以学生自学为主，引导学生提炼主要信息，归纳内容的构成，引导他们如何写以My hero为主题的短文。

四、教学方法：启发示教学，任务型教学

五、教学目标分析：

1. 帮助学生理解give up, live on, see the good in, be busy at, help somebody with something，brave, wise的意义，能结合实际用以上单词、短语及固定搭配说句。

2. 帮助学生了解当我们描写已逝世的人时需要用过去时态

3. 引导学生归纳出描写英雄时应包含的几个方面：是谁，用形容词描述是怎样的人，职业及令人敬佩或感动的事迹

4. 经归纳引导学生认识到英雄不一定是最伟大的人，我们身边的那些令人敬佩、让人感动的人都可以成为我们心中的英雄，我们应从他们身上学习积极向上的人生态度，做有爱心，有理想、尊敬知识的人。

六、教学重难点分析：

1. 教学重点：

描写人物特点的形容词：helpful, brave, wise, 描写人物职业的名词：scientist, writer, fireman, soldier, 描写人物的动词：protect, fight 课本中的新词组或固定搭配：give up, live on, see the good in, be busy at, help somebody with something 2. 教学难点：描写自己心中的英雄

七、教学过程：

Step 1: Lead-in (2017十大感动中国人物) (设计意图：借助十大感动中国人物的特殊性，为主题Heroes的引出做铺垫，并在此情境中借助几个主要的人物介绍和事迹帮助学生理解后文中会出现的新单词，如：move, scientist, soldier, give等等) Teacher: In 2017 they moved all the Chinese people. Question 1: Who moves you most? And why? (在情境中理解move并学会使用move,根据课前观看的视频资料，激发学生不断表达自己的观点，谈自己的感受，老师总结单词、短语helpful, wise, brave, never give up并抓住时机进行操练) Question 2: In your eyes, what kind of people are they? Ss: They are heroes.

(根据学生自发生成出来的词，呈现本节课的主题Unit 4 My heroes) 呈现感动人物中已经去世的几位引出：Some heroes died. But they live on

in our hearts. They are so great. Do you want to be like them? Ss: I want to be like them.

Step 2: Free talk T：In my eyes, heroes are helpful. They often help others. Question 1：In your eyes, what kind of people can be heroes? (结合板书中的关键词，引导学生组句表达，学以致用) Ss: Heroes are helpful/…. Heroes often help others/…. Question 2: Have you got a hero in your heart? （根据学生的回答展开引导）

预设1：Ss1: No, I haven’t. Try to think about your family, your friends and people around. If you can see the good in people, you will find that heroes are around us. Let’s play a game ”See the good”

(找同学、老师的优点) 预设2：Ss2: Yes. (老师追问原因) T：You are so great. You can see the good in other people. I like you. Boys and girls, try to see the good in other people. You will make more friends and you will be happier. Let’s play a game ”See the good”

Ss: … is clever …. … often helps me. 老师根据学生生成总结出: ____ is good at _____. ____ often helps ____ with _______.

Step 3: Present passage about Anne Frank 过渡： Scientists can be heroes, like Lu Younggen. Doctors can be heroes like Wang Jue. They are all grown-ups. Children can also be heroes. Let’s see a child hero Anne Frank. (播放Anne背景介绍的相关视频) Question: Do you think Anne Frank is a hero? Why do you think so? 学生自由生成词句

老师小结：

T: She always saw the good in everything. She never gave up hope. So her diary moves many people. I want to be a person like her. What about you? Ss: ……

3. Read and think why Anne is the hero in Sally’s heart. Ss: …

…

Step4: Scanning 过渡语：Everyone has a hero in his heart. In Beijing, some children are talking about their heroes. Open your book. Listen to the tape and tell me : Question 1: Who are they? Question 2: What are they doing in Beijing?

Step5: 练习辅助阅读

Exercise 1(1b): Who are heroes in their eyes? Exercise 2(1b): Why are they heroes?

Step6: Talk about the hero in your heart T: What do you want to know about my hero? （Who/When/What/Why/Where …）

引导学生思考围绕英雄可以谈论哪些方面，给出写作的思路 Ss: …

…

Step7: Practice writing … is the hero in my eyes. … is a …. … is …. ……

板书设计(设计成思维导图的样子)：

Who is the hero in your eyes?

What does he do?

The hero in my eyes What kink of person is he?

Why do you think he is a hero? Do you want to be a person like him?

……

教学反思：