I Am Not a Hero(我不是英雄)

山東省章丘市第四中學(xué) 刁德林

課程分析:這是一篇關(guān)于一個西方小孩幫助一個盲人老太太去找他的女兒家的故事。通過學(xué)習(xí)這篇課文，學(xué)生對英雄這一詞產(chǎn)生全新的認。只要你有一顆助人為樂的心，只要你樂意幫助別人幫助，你就能成為一名英雄.

學(xué)情分析：設(shè)計這堂課時要著重從激發(fā)學(xué)生興趣出發(fā)，采用靈活多樣的訓(xùn)練方式.引導(dǎo)學(xué)生進行自主學(xué)習(xí)，合作探究，鼓勵他們勇于開口大膽發(fā)言，進一步培養(yǎng)他們的聽、說、讀、寫、譯的能力。

設(shè)計理念：創(chuàng)設(shè)問題情景，引導(dǎo)學(xué)生動口說，動腦思，動手寫，并不時的加以鼓勵使學(xué)生克服不敢開口講英語的恐懼心理，真正體現(xiàn)英語的交際工能，使學(xué)生真正成為學(xué)習(xí)的主人，讓他們在使用英語的過程中去學(xué)習(xí)英語掌握英語從而真正提高學(xué)生的聽、說、讀、寫、譯的能力。

學(xué)習(xí)目標：

1.掌握以下詞匯和短語：scary,slide, leave…behind, squeeze,disbelief, fling, melt into,something didn’t feel right, no problem。

2.能夠結(jié)合本文內(nèi)容口頭表達個人觀點，將課文內(nèi)容編成小短劇進行表演，以達到實際交際的目的。

3.通過學(xué)習(xí)本文，使學(xué)生樹立助人為樂的思想。

教學(xué)流程：

一、(Lead-in)

Introduce the topic of the lesson by asking the students the following question.Who is the hero in your mind? The students may give some examples of heroes such as Huang Jiguang、Dong Cunrui、Liu Hulan and so on.Of course, you are not heroes compared with them, and I am not a hero, either.So that is the topic we are going to talk about today.Do you want to be a hero？and what will you do to be a hero？

（ 點評：通過創(chuàng)設(shè)問題情景引出本文主題，把學(xué)生的注意力引到新課中來。同時又為學(xué)生設(shè)置了懸念從而激起了學(xué)生的興趣和好奇心。）

二、Listening and fast reading

If you want to know how to be a hero, you will know the answer after learning the text.First I’d ask you to listen to the tape-recording of the text and read the text quickly and then answer the following questions:

1.What did the boy notice when walking home from school?

2.How did the boy know that the old woman was blind?

3.Where is the old woman going?

4.What did the old woman do while they walked?

5.How did the old woman’s daughter respond to the arrival of her mother?

6.What did the old woman’s daughter say to the child when he left?

7.Do you think the little boy is a hero?

（點評：通過聽錄音可以培養(yǎng)學(xué)生的聽力，同時又可使學(xué)生糾正自己對某些單詞不正確的發(fā)音。通過快速閱讀和尋找問題答案，使學(xué)生能整體理解課文，培養(yǎng)學(xué)生的快速閱讀能力和從文中迅速提取信息的能力。）

三、Further reading and understanding

I’d like you to read the text again in detail and choose the best choice:

1.In the speaker’s opinion,a “hero”______.

A.set traps for bad guys trying to break into a house.

B.gets good, but not perfect marks

C.help other people whenever possible

D.helps old women to get on the subway

2.In the sentence “I don’t have a pet cheetah.” “cheetah”probably means_____.

A.a kind of toy

B.a kind of animal

C.a ghost

D.a math problem

3.In the sentence “I try my best to be brave in scary situation, but I am not a hero.”the underlined word means______.

A.peaceful

B.cheerful

C.fearful

D.ordinary

4.The sentence “She looked like a person left behind by the subway” means_______.

A.She looked like a person who did not catch the subway

B.She looked like a person who left the subway

C.She looked like a person who stood behind the subway

D.She looked like a person who was at the back of the subway

5.In the sentence “I squeezed into the crowd and a p p r o a c h e d h e r f r o m t h e side” the underlined words means________.

A.ran, saw

B.push my way into, go close to

C.walked , called

D.went, shouted

6.In the sentence “The daughter explained in disbelief.” the underlined phrase may mean_____

A.in surprise

B.in fear

C.in happiness

D.in doubt

(點評：讓學(xué)生細讀課文,理解課文中的每一個句子,再布置一定的任務(wù)來檢測學(xué)生對課文是否真正理解,從而進一步培養(yǎng)學(xué)生的閱讀理解能力。)

四、Understanding the key and difficult points by further practice

Ask the students to translate some sentences using the following important words phrases and sentence patterns：

squeeze, approach, leave behind, set traps for, in scary situations,

in disbelief, melt into,

It was (is)………that………

(點評：在進一步理解課文的基礎(chǔ)上，對課文中的重點單詞短語和句型進行強化訓(xùn)練，把書本上的知識變成學(xué)生自己的知識，進一步培養(yǎng)學(xué)生實際運英語的能力)

五、Performance of the text-play

N o w y o u a r e d i v i d e d into several groups and seek information from the text to make the text into a short play and I will ask some of you to come to the front to give us a performance.

(點評：讓同學(xué)門將課文改成短劇并上臺表演, 是“誘思探究學(xué)科教學(xué)論”中變滿堂教為滿堂學(xué),充分體現(xiàn)學(xué)生主體地位的又一體現(xiàn)。也是把所學(xué)知識進行靈活運用的又一體現(xiàn)，真正體現(xiàn)語言的交際工功能。)

六、Rewrite the story into a short passage of about 100 words.

(點評：讓學(xué)生將課文進行改寫，可以培養(yǎng)他們用英語進行總結(jié)和概括的能力，同時又能培養(yǎng)他們的書面表達能力。)

七、The end of the class

八、Teaching reflection

教授完本課后，學(xué)生在課上的表現(xiàn)以及所表達的觀點和所編的短劇，內(nèi)容深刻，有獨到見解，不乏風趣幽默，這不是光靠老師教出來，而是學(xué)生學(xué)出來的。在今后的教學(xué)中我們將繼續(xù)認真學(xué)習(xí)和應(yīng)用“誘思探究學(xué)科教學(xué)論”，進一步提高課堂教學(xué)效率。