英语必修 第二册Lesson 3 The Superhero Behind Superman教案

Unit 6 The Admirable

Lesson 3 The Superhero Behind Superman

【教学目标】

Students will be able to

1. read and talk about a superhero

2. read for deep understanding

3. summarise information

4. learn about and practise synonyms and antonyms

【教学重难点】

1. To introduce the Ss for deep understanding while reading

2. To have the Ss know how to talk about a superhero properly

【教学过程】

1. Talk about Christopher Reeve.

1) Read the title of the lesson. Revise admirable qualities and the definition of a superhero with the students.

2) Discuss the photos:

a. What do the pictures tell us?

b. What is happening in each picture?

c. How has Christopher Reeve changed?

2. What do you want to know about Christopher Reeve?

1) Students can complete the mind map in pairs or small groups.

2) Using the background knowledge from Activity 1, create a discussion on how Superman was a true superhero both in real life and in the movies.

3) Students brainstorm questions that they would like to ask Christopher Reeve.

3. Read the story and find out.

1) Divide students into groups based on their reading level. Allow high level readers to read the story independently and complete the activity alone. Encourage middle level readers to work together to read the story and to find the answers to their questions. Support low level readers by listening as they read the story aloud and explaining unknown terms and tricky sentence structures. Help low level readers to underline the answers to their questions.

2) Discuss the answers that the students found as a class.

3) If there is time, write down the questions that weren’t answered and research their answers.

4. Read again, take notes, and then talk about Christopher Reeve.

1) Discuss the diagram.

2) Divide the class into small groups. In each group, students read the story aloud and discuss important facts about Christopher Reeve.

3) Students complete the diagram.

4) Students share their answers with the class.

5. Read again and answer questions.

1) Students volunteer to read the questions and the story.

2) Divide students into groups based on their reading level. Allow high level readers to read the story independently and complete the questions alone. Encourage middle level readers to work together to read the story and to find the answers. Support low level readers by listening as they read the story aloud and explaining unknown terms and tricky sentence structures. Provide sentence frames for low level readers to complete in order to answer the questions.

3) Discuss the answers as a class.

6. Read and pick out impressive expressions.

1) Students work independently to underline the expressions that impressed them most.

2) Encourage students to share their answers with the class and to provide reasons.

7. Imagine and answer questions.

1) Read the situations. Explain any difficult words.

2) Read and discuss the Skill Builder. Provide example situations for the students to practise with, e.g., If you were paralysed, how would you feel? If you could not follow your dream, how would you feel?

3) Students work independently or in small groups to answer the questions.

4) Encourage students to share their answers with the class and to support their answers with reasons.

8. Group Work: Think and share.

1) Read the questions.

2) Divide students into small groups. Each group discusses the two questions.

3) Encourage the students to support their answers with reasons.

4) Groups share their answers with the class.

9. Find words and complete sentences.

1) Ask students to volunteer to read the phrase and sentence frames. Explain any unknown words.

2) Students complete the task with the correct form of the words.

10. Complete the Word Builder and sentences.

1) Discuss with students that synonyms are words with similar meanings and antonyms are words with opposite meanings. Read the notes from the Grammar Summary on page 93.

2) Provide each student with a word that they need to give a synonym and an antonym for, e.g., quiet and silent are synonyms, quiet and noisy are antonyms.

3) Instruct students to complete the exercise independently. Students can use a dictionary.

4) Check answers as a class.

11. What inspiration do you get from Christopher Reeve?

1) In small groups, students explain what inspired them about Christopher Reeve’s life. Encourage students to support their answers with reasons.

2) Groups share their answers with the class.

12. Use what you have learnt to introduce a superhero in real life that you admire.

1) Provide students with the resources to research a superhero, either books from the library or online tools.

2) Ask students to share with the class an example of a superhero and their reasons for choosing this person.

3) Students gather information about their chosen superhero using the following titles as a guideline: Background and Achievements. Encourage students to use their own words and the vocabulary that has been explored.

4) Students make a short presentation about this person to the class.