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M1-Unit2


Superhero
General introduction: Unit 2 mainly talks about heroes: heroes in history, political leaders etc; students get to know their roads to succ ess, their contributions to our socie

ty as well. Our students’ interest will be greatly arisen. In the first three lessons, there are history makers, sports stars. Students already have some idea about heroes. While in lesson 4, superman Christopher reeve lived his life to the fullest in spite of his disability, which will make students greatly moved, and then learn from him. In my opinion, unit 2 her oes will reach its climax with lesson 4. 1. Teaching aims and demands (1).Knowledge objects 1) Help the student to get familiar with the superhero in American movie history: Christopher Reeve. 2) Use the audio, video and text materials to give the students the general idea. Learn the new words related to Christopher Reeve and his movie Superman. For example, “relationship”, “promote” etc. The main task in this class is reading. (2).Ability objects 1) To develop strategies for working out meaning when reading. 2) To develop word attack skills to cope with new vocabulary and phrase verbs. 3) To practice asking for and giving personal information. (3).Emotion objects 1) To express opinions in English boldly by learning from heroes. 2) To build up strong will and confidence gradually.

3 .Teaching keys and difficulties (1) Teaching important points: 1) To collect specific information by themselves 2) To work out the meaning of the words from the context. 3) To exchange ideas and express opinions in English (2) Teaching difficult points: 1) To deal with possible problems in the students’ spoken language. 2) To get students to work out the meaning of the words. 4 .Teaching methods and aids: Teaching aids: Computer, overhead projector, PPT, tape Teaching method: role play, group work, using the culture and background knowledg e to read, using prediction reading strategy. 5. Course number We will finish this lesson in 3 classes. This is the reading class.

6. Teaching procedures Step1. Lead-in: 1.Show the dance 千手观音 and talk about the disabled but successful dancers A. What do you think of the dance? (Successful) B. What do you know about the dancers? (Physically disabled) 2. Then show 2 pictures of Christopher Reeve and ask the students to predict. 3. Show another 2 pictures to introduce his disability. What terrible thing which happened in real life made him disabled? (The riding accident) Step2. Listening comprehensions 1. Present the students the questions before listening to the text A. the disaster which Christopher Reeve suffered from in 1995 is not fatal, “T” or “F” B. Christopher Reeve’s parents divorced four years after the accident, “T” or “F” 2. Let the students to listen to the tape and then answer the questions. Step3. Fast reading Let students to read the passage as quickly as they can. 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 promotes 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. Step4. Intensive reading Read the passage carefully again and answer some detailed questions. A. How would you describe Christopher Reeve? (His looks, his roles, his qualities) B. 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… C. How do you understand the last sentence in the passage? Step5. Retell the passage 1. I will list out the general idea of each paragraph which the Ss have concluded in fast reading.

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 promotes 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. 2. Encouraging Ss to use their own words to retell the passage according to the general idea. Step6. Language points I will show the important words phrases and sentences which the Ss need to learn in this passage on the screen one by one. Then give them the right usages of these new language points. What’s more, I will ask Ss to make sentences by using these newly learnt words and phrases. Step7. Pair work or individual role-play Step8. Summary I will go through the important points and difficult points of this lesson with the students once again. Step9. Homework Do you think Christopher Reeve is a hero? Why? Write down your views and give your reasons.


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