1、Join in 六年级下册 Unit 4 My heroes (Part 1)Teaching aims:1. Students can understand Bill, Chen Zihan, Sally and Li Yus heroes.2. 初步了解文章的间架结构，掌握快速获取信息，联系上下文理解词句的阅读技巧。3. Students can talk about their heroes like this:My hero is _.He is a _.He is from_.He helps _He is _.Because of his work, we/ children ha
2、ve/can _I want to be like him.4. 增强学生民族自豪感。Teaching aids:PPTTeaching procedures:教学步骤学生预设教学目标I. Warming up1. Free talk:T: Lets look at a video.Who are they?Today we are talking about myhero.2. T: Look at the picture.Who is my hero?Where is he from?What does he do?3. T: Because of his work, we haveTao
3、bao and Airpay.Because of his work, we canbuy _ at home/ with phone.4. T:Look at the video, what does MaYun do?Because of his work, children havemore books to read.Because of his work, children havemore _to _.5. T: Ma Yun also gives money to helpthe village teacher.So because of his work, morechildr
4、en can _They are heroesHe is Ma Yun.He is from Hangzhou.He is a famous boss.Because of his work, we can buy_ at home/ with phone.学生根据图片和提示信息，完成对马云工作成就的描述。He gives money to help the poorchildren.Because of his work, childrenhave more _ to _学生根据图片信息和句型结构描述马云对孩子的帮助。引入话题 My hero。学生通过问题引导， 进一步描述教师的英雄马云，
5、并能够根据图片提示和已有知识基础简单的利用 becauseof his work, we have/ can等句型描述马云的工作成就。6. T: Because of his work, morepeople have jobs.I think he is very great.Do you think so?学生通过具体事例，分析得出马云的特点：He is _.II. Presentation1. T: Nowin Beijing, thereis asummer camp. Three children aretalking about their heroes.Teacher shows
6、 the pictures of threechildrenandintroducethemtostudents.2. Now lets listen to what they said.Listen and answer:Who is Chen Zihans hero?Where is the hero from?Hello, Im Chen Zihan. Yuan Longpingi s my hero. He is a top scientist. He isalso Chinas Father of Hybrid Rice. Heis famous around the world.
7、Becauseof his work, we have more rice to eatand the world has fewer hungrypeople. I want to be like him.ChenZihansheroisYuanLongping.He is from China.学生初步感知文本信息， 培养学生根据录音内容和问题提示抓住关键信息的能力。3. T:Read the passage and find outwho is Yuan LongPing?Is he famous?There are many famous Chinesescientists aroun
8、d the world.Ma YunInternetQian XuesenSpaceMao YishengBridgesHe is a top scientist.He is Chinas Father of HybridRice.Yes, he is famous around theworld.He is Chinas Father of _.学生能通过句型学习，谈论中国之父。学生通过文本学习掌握句型结构_is Chinas Fatherof _.He is famous around theworld.并能进行适当的拓展延伸，加深学生文化意识，加强民族自豪感。4. T: Please r
9、ead the passage againand find out why Yuan Longping isChen Zihans hero.Because of his work, we havemore rice to eat and the worldhas fewer hungry people.学生根据问题提示和关键信息理解英雄事迹和贡献。5. T:Is Yuan Longping great?What doyou think of YuanLongping?Do you want to be like him?Yes, he is.He is _.Yes. I want to be
10、 like him.学生进行深入理解， 总结人物特点。6. T: If you were Chen Zihan, can youtalk about your hero Yuan Longping.学生根据黑板句型提示，描述My hero Yuan Longping.培养学生根据关键句型和信息复述文本的能力。7. T: We knew Chen Zihans hero is学生自主阅读第二个英雄人物培养学生自主阅读获取信Yuan Longping. How about Li Yul?Now,lets read Li Yus hero.Is her hero famous?Who is her
11、hero?8. T: Please read again and find theinformation.(underline the key sentences)Where is her mother from?Why is she a hero?9. Group work:Work in groups and draw a mindmap about Li Yus hero.Each members should talk about atleast one part.介绍。Li Yus hero is her mum.She is not famous.学生自主阅读文本内容，并勾画相关重
12、点句子。小组合作交流，以 Li Yu 的角度完成 My hero 的思维导图，全员参与，每个成员至少讨论一个部分。息的能力。通过小组活动， 培养学生小组内倾听、合作的能力，并通过已给出的篇章结构进一步熟练运用本课所学语言。III. Practice1. T: Li Yus hero is hero mum.ChenZihansheroisYuanLongping.Have you got a hero?Who is he?Where is he from?What does he do?Why?How is he?2.T: Can you write down your hero?My her
13、o is _.He is a _.He is from_.He is _.He helps _Because of his work, we/ childrenhave/can _I want to be like him.My hero is _.He is a _.He is from_.He is _.He helps _Becauseof his work,we/children have/can _I want to be like him.学生写下自己的英雄，并在小组内进行讨论。学生能根据本节课所学内容谈论自己的英雄。3.T: There are many ordinary peoplearound us. But they are the heroes inour heart.Teachershowssomeordinaryheroes in our life to students.学生在观看过程中积累语言素材，并进一步理解英雄不只是名人，还有我们身边的很多平凡的人。拓宽学生的阅读面， 加强语言素材积累， 进一步培养学生学会发现身边的好人好事。On the blackboard:
