北师大版（2019）必修 第二册Unit 6 The admirable Lesson 3 The Superhero Behind Superman名师教学设计

Unit6 Lesson 3 名师教学设计
课时内容：
The Superhero Behind Superman
主题语境：人与社会
主题群：历史、社会与文化
子主题：对社会有突出贡献的人物
语篇类型：人物传记
文本分析：
[What]本课的学习语篇是一篇人物传记，记叙的是超人的扮演者克里斯托弗·里夫（Christopher Reeve）的一生，文中记述了克里斯托弗·里夫的出生、从事的职业、主演的四部 Superman系列电影、意外受伤、康复过程、重返影事业、做慈善为残疾人筹集资金以及最终过世，被人们永远铭记。
[why]通过记叙从银幕上的“超人”到现实中的英雄克里斯托弗·里夫的生平，让学生理解真正让“超人”形象深入人心的，是里夫给这一角色注入的精神气质。作为“超人”的代名词，不仅仅是因为里夫塑造了一个经典的银幕形象，也不仅仅是因为里夫长年与疾病作斗争的勇气更因为在里夫身上，综合了正直的人格魅力，追求自我的勇气，顽强乐观的生活作风，里夫的一生都忠实体现着这些精神。
[How]这篇人物传记的结构是以时间为序、语言表达不流于直白，具有文学色彩，篇幅自由，重点突出，展示人物的丰厚内涵。人物传记不仅概述其一生的基本情况，但更为重要的还是展示人物个性和写出典型事迹使得文章脉络清晰，内容分布合理；通过时间顺序使得文章行文逻辑联系紧凑。
课时目标：
1. 获取和梳理出“超人”克里斯托弗·里夫生平的主要信息。
2. 能用恰当的语言介绍“超人”克里斯托弗·里夫的成就、和疾病作斗争、做慈善等细节。
3. 推断出作者的隐含意义，深化对主题的认识。
4. 构词法—近义词和反义词的运用。
重点难点：
重点：
学生通过阅读，获取关于克里斯托弗·里夫生平的主要信息。
难点：
学生通过阅读、讨论等活动，形成正直的人格魅力，追求自我的勇气，顽强乐观的生活作风。
教学准备：
教师准备：
了解“超人”克里斯托弗·里夫的故事。
学生准备：
构词法相关知识、观看电影《超人》，为理解语篇作好背景知识储备。
教学过程：
Step I学习理解
活动一：感知与注意
1. Discussion.
Ask students to work in groups and look at the two pictures of Christopher Reeve. Answer the question:
What do the two pictures tell you about him
2. Brainstorm.
Ask students to work in groups and discuss what they want to know about him Ask as many questions as they can.
【设计意图】通过 Discussion和 Brainstorm活动，锻炼学生材料收集、整理的能力，同时也激发同学们的热情和参与课堂的积极性，联系了学生的生活实际，引发学生对主题的思考，激活学生的背景知识和相关经验。
活动二：获取与梳理
1. Read and take notes. (Part 4, P60)
(1) Divide the class into small groups. In each group students read the story aloud and discuss important facts about Christopher Reeve.
(2) Ask students to complete the diagram.
(3) Ask students to share their answers with the class.
2. Questions. (Part 5, P60)
(1) Ask students to read again and answer the questions.
Q1: What was Reeve’s “wildly successful Hollywood career”like
Q2: How was he injured Why was it considered a disaster
Q3: How did he come out of the “nightmare” From where did he get the strength
Q4: What did he do as an advocate for medical research
(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 read the story and to find the answers together. The teacher can support low level readers by explaining unknown terms and complicated sentence structures. Provide sentence frames for low level readers to finish the questions.
Suggested answers: Q1: He raised awareness for good causes and spoke out about health, education and child protection to help those most in need. Q2: He was thrown off his horse and broke his neck. His injuries were so severe that he had no movement or feeling in his body at all and even needed a machine to help him breathe. He was unable to continue with his charity work and his career. Q3: He gained the strength from the ongoing support of his wife, family and friend and from focusing on his goal to walk again. Q4: He advocated for people with back injuries and disabilities, raising millions of dollars in support of medical research.
【设计意图】通过泛读，能够让学生对文章每段的段意有个初步了解，锻炼学生理解文章表层含义的能力，养成良好的阅读习惯，提高阅读技能。在此过程中设置一些题目，会让学生更有针对性地阅读，题目设置比较容易，给学生成就感，增强学生学习兴趣，同时，学生能够从语篇中提取主要信息和主要观点，理解语篇要义。
活动三：概括与整合
Ask students to share the feelings by answering the following question：Have you found anything that makes you feel excited, confident, sorry, empathetic
【设计意图】本活动通过分享阅读感受为主线串联文本信息。学生主动地与文本展开对话后分享自已的真实感受，学生的回答中透射出他们对问题的独立思考和个性化理解，使阅读过程真正成为学生个性化体验与意义构建的过程。
Step II应用实践
活动四：描述与阐述
1. Ask students to read the story. Pick out the expressions that they feel are the most impressive.
2. Ask students to read them aloud and explain why they chose them.
活动五：内化与应用
1. Fill in the blanks. (Part 9, P61)
(1) Ask students to find words from the story that complete the verbs or phrasal verbs below.
(2) Ask students to complete the sentences with the phrases.
1 act on ________ 2 gain ________
3 raise ________ 4 work with ________
5 fall into ________ 6 engage in ________
7 undertake ________ 8 be stuck in ________
1 She has ________ as a role model for young people.
2 As a specialist he tried hard to ________ for environment protection.
3 John has devoted his spare time ________ which help disabled people.
4 Unfortunately, two members of the team ________ before they started the journey.
5 Christopher Reeve started ________ when he was 8 years old.
6 When he realised his severe situation, Reeve ________.
7 Reeve ________ to help him achieve his goal of walking again one day.
8 Christopher Reeve ________ to help him rebuild muscle.
Suggested answers: 1 act on stage 2 gain a reputation 3 raise awareness 4 work with organisations 5 fall into a depression 6 engage in a wide range of exercises 7 undertake an intense exercise programme 8 be stuck in illness 1 gained a reputation 2 raise awareness 3 working with organisations 4 were stuck in illness 5 to act on stage 6 fell into a depression 7 engaged in a wide range of exercises 8 undertook an intense exercise programme
2. Focus on language: synonyms and antonyms. (Part10, P61)
(1) Ask students to complete the Word Builder with words from the story.
Suggested answers: Synonyms: job-career ② finally--eventually unusual-remarkable ④ serious-severe Antonyms: healthy—sick ② oppose—support negative—positive ④ alive—dead
(2) Then use the words to complete the sentences below.
1 You’d better maintain a ________ attitude no matter h ow much you lose.
2 Jenny’s injuries were so ________ that she had to spend months in hospital.
3 He ________ recovered and made his way back to England.
4 She once thought of giving up and wished she was ________. Fortunately, she kept fighting her disease and is now a successful writer.
Suggested answers: 1 positive 2 severe 3 eventually 4 dead
【设计意图】在学生深入理解短文后，教师应引导学生在具体的语境中正确使用同义词和反义词，从而让学生可以更好地掌握词汇。
Step Ⅲ 迁移创新
活动六：推理与论证
Ask students to work in groups of four and discuss:
(1) Explain the meaning of the sentence “What I do is based on powers we all have inside us…and you don’t have to be a ‘superman’ to do it”.
(2) What’s your understanding of the title “The Superhero Behind Superman”
【设计意图】在学生深入理解短文后，以小组活动的形式对文本的深层意义进行讨论，该活动有助于提高语言运用能力和鉴赏能力。
活动七：想象与创造
1. Skill Builder. (Part 7, P60)
Go through the “Build Up your empathy with the Characters.”
2. Imagine yourself owing situations Answer the questions: (Part 7, P60)
(1) What emotional changes did Reeve’s wife, family and friends possibly go through after the accident what might they have said to reeve
(2) After Reeve became an advocate for people with back injuries and disabilities, what might he possibly have said to his audience
(3) What might Reeves doctors have said to Reeve directly after the accident and when he managed to return to his film career
3. Express yourself. (Group Work) (Part 11-12, P61)
Ask students to work in groups and discuss.
(1) What inspiration do you get from Christopher Reeve Share your ideas in your group.
(2) Use what you have learnt to introduce a superhero in real life that you admire.
【设计意图】在阅读理解的基础上，教师引导学生创造性地表达自己的观点和想法。该活动能够帮助学生形成正确的价值判断，同时在外语教学中落实立德树人的根本任务。
板书设计：
Unit 6 The Admirable Period IV Lesson 3 I. 学习理解 活动一：感知与注意 活动二：获取与梳理 活动三：概括与整合 Ⅱ. 应用实践 活动四：描述与阐述 活动五：内化与应用 Ⅲ. 迁移创新 活动六：推理与论证 活动七：想象与创造
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