论文部分内容阅读
课程分析：这是一篇关于一个西方小孩帮助一个盲人老太太去找他的女儿家的故事。通过学习这篇课文，学生对英雄这一词产生全新的认。只要你有一颗助人为乐的心，只要你乐意帮助别人帮助，你就能成为一名英雄.
学情分析：设计这堂课时要着重从激发学生兴趣出发，采用灵活多样的训练方式.引导学生进行自主学习，合作探究，鼓励他们勇于开口大胆发言，进一步培养他们的听、说、读、写、译的能力。
设计理念：创设问题情景，引导学生动口说，动脑思，动手写，并不时的加以鼓励使学生克服不敢开口讲英语的恐惧心理，真正体现英语的交际工能，使学生真正成为学习的主人，让他们在使用英语的过程中去学习英语掌握英语从而真正提高学生的听、说、读、写、译的能力。
学习目标：
1. 掌握以下词汇和短语：scary， slide， leave…behind， squeeze， disbelief， fling， melt into， something didn’t feel right， no problem。
2. 能夠结合本文内容口头表达个人观点，将课文内容编成小短剧进行表演，以达到实际交际的目的。
3. 通过学习本文，使学生树立助人为樂的思想。
教学流程：
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？
（ 点评：通过创设问题情景引出本文主题，把学生的注意力引到新课中来。同时又为学生设置了悬念从而激起了学生的兴趣和好奇心。）
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？
（点评：通过听录音可以培养学生的听力，同时又可使学生纠正自己对某些单词不正确的发音。通过快速阅读和寻找问题答案，使学生能整体理解课文，培养学生的快速阅读能力和从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 approached her from the 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
（点评：让学生细读课文，理解课文中的每一个句子，再布置一定的任务来检测学生对课文是否真正理解，从而进一步培养学生的阅读理解能力。）
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………
（點评：在进一步理解课文的基础上，对课文中的重点单词短语和句型进行强化训练，把书本上的知识变成学生自己的知识，进一步培养学生实际运英语的能力）
五、Performance of the text-play
Now you are divided 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.
（点评：让同学门将课文改成短剧并上台表演， 是“诱思探究学科教学论”中变满堂教为满堂学，充分体现学生主体地位的又一体现。也是把所学知识进行灵活运用的又一体现，真正体现语言的交际工功能。）
六、Rewrite the story into a short passage of about 100 words.
（點评：让学生将课文进行改写，可以培养他们用英语进行总结和概括的能力，同时又能培养他们的书面表达能力。）
七、The end of the class
八、Teaching reflection
教授完本课后，学生在课上的表现以及所表达的观点和所编的短剧，内容深刻，有独到见解，不乏风趣幽默，这不是光靠老师教出来，而是学生学出来的。在今后的教学中我们将继续认真学习和应用“诱思探究学科教学论”，进一步提高课堂教学效率。
学情分析：设计这堂课时要着重从激发学生兴趣出发，采用灵活多样的训练方式.引导学生进行自主学习，合作探究，鼓励他们勇于开口大胆发言，进一步培养他们的听、说、读、写、译的能力。
设计理念：创设问题情景，引导学生动口说，动脑思，动手写，并不时的加以鼓励使学生克服不敢开口讲英语的恐惧心理，真正体现英语的交际工能，使学生真正成为学习的主人，让他们在使用英语的过程中去学习英语掌握英语从而真正提高学生的听、说、读、写、译的能力。
学习目标：
1. 掌握以下词汇和短语：scary， slide， leave…behind， squeeze， disbelief， fling， melt into， something didn’t feel right， no problem。
2. 能夠结合本文内容口头表达个人观点，将课文内容编成小短剧进行表演，以达到实际交际的目的。
3. 通过学习本文，使学生树立助人为樂的思想。
教学流程：
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？
（ 点评：通过创设问题情景引出本文主题，把学生的注意力引到新课中来。同时又为学生设置了悬念从而激起了学生的兴趣和好奇心。）
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？
（点评：通过听录音可以培养学生的听力，同时又可使学生纠正自己对某些单词不正确的发音。通过快速阅读和寻找问题答案，使学生能整体理解课文，培养学生的快速阅读能力和从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 approached her from the 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
（点评：让学生细读课文，理解课文中的每一个句子，再布置一定的任务来检测学生对课文是否真正理解，从而进一步培养学生的阅读理解能力。）
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………
（點评：在进一步理解课文的基础上，对课文中的重点单词短语和句型进行强化训练，把书本上的知识变成学生自己的知识，进一步培养学生实际运英语的能力）
五、Performance of the text-play
Now you are divided 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.
（点评：让同学门将课文改成短剧并上台表演， 是“诱思探究学科教学论”中变满堂教为满堂学，充分体现学生主体地位的又一体现。也是把所学知识进行灵活运用的又一体现，真正体现语言的交际工功能。）
六、Rewrite the story into a short passage of about 100 words.
（點评：让学生将课文进行改写，可以培养他们用英语进行总结和概括的能力，同时又能培养他们的书面表达能力。）
七、The end of the class
八、Teaching reflection
教授完本课后，学生在课上的表现以及所表达的观点和所编的短剧，内容深刻，有独到见解，不乏风趣幽默，这不是光靠老师教出来，而是学生学出来的。在今后的教学中我们将继续认真学习和应用“诱思探究学科教学论”，进一步提高课堂教学效率。