Teaching objectives

(1 )Ability goals

●To develop strategies for working out meaning when reading.

●To develop word attack skills to cope with new vocabulary and phrase verbs.

●To practice asking for and giving personal information.

(2 ) moral goals

●To express opinions in English boldly by learning from heroes .

● To build up strong will and confidence gradually .

(3 ) teaching key points

● To collect specific information by themselves

● To work out the meaning of the words from the context .

● To exchange ideas and express opinions in English

(4) teaching difficult points

●To deal with possible problems in the students’ spoken language .

●To get students to work out the meaning of the words .

(5) Teaching aids : multimedia

Part 3 teaching procedures

Task 1 Lead-in :

show the dance 千手观音and talk about the disabled but successful dancers

Q1: What do you think of the dance ? （successful）

Q2: what do you know about the dancers ?  (physically disabled )

then show 2 pictures of Christopher Reeve and ask the students to predict.

Q3 : what’s his name ?

Q4 : what was he most famous for ? (his supermen films)

Show another 2 pictures to introduce his disability .

Q5: What terrible thing which happened in real life made him disabled ? 

(the riding accident )

Task 2 While - reading

1. The students skim the text to check their prediction and then finish matching the topics with the parts of the article .

2. The students read the text again carefully to work out how Reeve’s relatives reacted to his riding accident.

3. show some key sentences about Reeve’s reaction.

a . After disaster , the doctor said he was not going to pull through. However , he made amazing progress .

b. He learnt to breathe on his own .

c .He promote medical research into back injuries .

d .He got involved with charity work to help a lot of disabled people .

e. He was confident that like him would be able to walk again one day .

4. The students work out the meanings of the key words in the selected sentences:

disaster /really bad thing, pull through / to stay alive , on his own / by himself , promote /encourage , got involved with / take part in , confident /sure .

Task 3 Voice your opinion

●How would you describe Christopher Reeve ?

(about his looks , his roles , his qualities )

●Do you think he is a hero ? Why ?

(using the following expressions and the sentences in the text about what Reeve did )

I think Christopher Reeve ……. because….

In my opinion , he ……. . because…

Personally speaking , he …. because…

Task 4 Conclusion : Christopher Reeve is our superstar/ superhero .

Task 5 Some more information :

●Christopher Reeve died of heart failure

●comics in memory of him .

●We remember him and show our respect with those disabled but hardworking people by enjoying master piece by Beethoven Symphony No. 5 which is known as《命运交响曲》。

●a piece of advice from Miss Zhou :

You may meet difficulties in your study or in your life; overcome all the problems anyway .

                            ---advice from Miss Zhou 

Task 6 Homework

Do you think Christopher Reeve is a hero ? Why? Write down your views and give your reasons.

课后反思：

（一）教学特色和成功之处：

１、“Superhero” 一课采用了新程标准中所倡导的“任务型”教学途径，激发了学生的学习兴趣，培养了学生的交际英语能力。

1）探究活动。将学生分成小组，运用英语完成一个具体的任务。比如，本课中六人一组探讨英雄的所作所为与其相应体现的精神气质。

2）即兴发言。本课中提出 “How would you describe Christopher Reeve?”问题，引导学生即兴发表个人的看法。

2、任务设计上思路清晰，由浅入深。先是课文语言知识的输入任务：了解文章大意，从文中找出超人—克里斯托弗.利夫直面残疾所作所为的词汇, 掌握这些词汇的含义，并通过填空尝试正确使用。接着是语言知识的输出：用恰当的形容词描绘克里斯托弗.利夫；将其与输入的词汇连成句甚至段，借助表达观点的句型表达同学们自己的见解或意见。

3、以剪辑的舞蹈“千手观音”片段引入新课，既激发了学生学习的兴趣，自然过渡到本文的主题，身残志不残；又为下文学生情感态度价值观的形成埋下伏笔：迎接挑战，知难而上。

4、有意识的培养学生的情感态度。本课的人文色彩很浓，抓住本课话题的这一特点，通过课堂活动，使同学们能形成共识向英雄学习，逐步培养学好英语的毅力和克服苦难的意志。

5、多媒体课件的使用帮助我们有效地完成了本课的教学目标。

（二）教学不足之处：

学生的小组讨论活动中有部分学生没有能够积极参与其中。原因：自认为英语能力较差，对英语学习没有自信心，特别是英语口语，一则不懂如何表达，再则羞于启齿。在以后教学过程中，要帮助学生逐步解决“开口难”的问题，建立英语学习的自信心。