Unit4 Lesson5教学设计2026-2027学年冀教版英语九年级上册

该初中英语教学设计围绕“心中的英雄”主题，聚焦英雄相关核心词汇（如selfless、calm、unsung hero）及描述句型，通过“谁是英雄？仅名人吗？”的引导提问与同伴讨论，打破学生对英雄的固有认知，预教词汇扫清阅读障碍，提供“My hero is... He/She is... because...”句型支架辅助表达。 此资料以任务型与项目式教学为特色，通过个人阅读找英雄品质证据、小组合作制作英雄书等活动，融合文化意识（尊重普通劳动者与家庭情感）和思维品质（分类比较英雄类型），助力学生实现语言知识向个性化表达迁移，培养合作与自主学习能力，为教师提供清晰教学流程与分层作业设计，提升课堂效率与育人实效。

Lesson 5 Heroes in my heart 一.Teaching Objectives 1. Linguistic Ability: Master key vocabulary (hero, selfless, calm, trapped, grateful, unsung hero) and phrases; master descriptive sentence structures for introducing heroes; finish text filling, pair discussion and group writing tasks. 2. Cultural Awareness: Recognize heroes include not only famous figures but also ordinary people (soldiers, children, cleaners, family members); develop respect for ordinary workers and family love; establish positive values about heroism. 3. Thinking Quality: Classify different types of heroes; extract supporting details from passages; logically organize reasons to explain why a person is a hero; compare different heroes’ shining qualities. 4. Learning Ability: Master underlining evidence skills in reading; cooperate in pair and group activities; finish creative writing and class presentation step by step. 二. Key Points & Difficult Points Teaching Key Points 1. New words and fixed expressions: be ready to help others, remain calm, manage to do, instead of, no matter, be grateful to, unsung heroes 2. Locate evidence sentences to explain heroic qualities. 3. Use fixed sentence patterns to talk about personal heroes orally. Teaching Difficult Points 1. Distinguish between famous heroes and ordinary unsung heroes and express their merits correctly. 2. Organize logical paragraphs to write a personal hero page for the group hero book. 3. Use advanced descriptive adjectives (brave, selfless, hard-working, caring) in oral and written output appropriately. 三. Teaching Methods Task-based Language Teaching, Evidence-based Reading Training, Cooperative Learning, Situational Dialogue, Project-based Group Creation, Inductive Sentence Pattern Summary 四. Teaching Aids PPT ; sentence frame handouts; textbook passages; group hero booklet templates 五. Detailed Teaching Procedures Step 1: Warm-up & Lead-in Teacher’s Activities 1. Greet students. Ask guiding questions: Who do you think is a hero? Only famous great people? Discuss with your partners. 2. Collect simple answers, then lead into the topic: Today we will learn Heroes in my heart. Heroes can be famous people, young kids, street cleaners and even our family members. 3. Pre-teach core vocabulary with pictures and simple sentences fit for students: trapped, rubble, calm, grateful, unsung hero, selfless dedication. Students’ Activities Share ideas with partners; take down new words and repeat aloud. Design Purpose Break students’ fixed thinking that heroes must be celebrities; activate prior knowledge; clear vocabulary obstacles before reading. Step 2: Pre-reading Teacher’s Activities 1. Show Exercise 1 requirement: Underline sentences showing why each person is a hero. 2. Set reading aims: Find one key quality for each hero while reading. Students’ Activities Scan titles and pictures; predict main content of four short passages. Design Purpose Help students read with clear targets; reduce reading pressure for students. Step3: While-reading Activity 1: Individual reading & underline evidence 1. Students read four passages independently for 5 minutes, underline supporting sentences as required. 2. Check answers together, conclude each hero’s shining points: Lei Feng: always ready to help others, selfless service to people Lin Hao: calm and brave; saved classmates after the earthquake Cleaners: hard-working unsung heroes, keep the city clean in all weather Mother: versatile, caring family member, a daily superhero Design Purpose Train scanning and detail-locating skills; help students combine facts with character evaluation; lay groundwork for later filling exercise. Activity 2: Present the full answers and explain each blank with original text: Lei Feng is Li Ming’s hero. Lei Feng worked very hard in his ordinary post. Li Ming admires his selfless dedication. Han Li’s hero is Lin Hao. He was the youngest hero in the Wenchuan earthquake. After he climbed out of the rubble, he returned and carried out his classmates. Every morning, cleaners start to work when we are sleeping. They are Song Hua’s heroes. Song Hua feels grateful to them. To me, my mother is a superhero with many roles. She is not only a good worker at her job, but also a cook and a hairdresser at home. She can even repair broken things. Summarize the cohesive words from the whole text for students to memorize. Design Purpose Consolidate text information; review past-tense verbs; sort out the whole passage logic systematically. Activity3: Extract reusable sentence templates for students to memorize: My hero is ______. He/She is ______(brave/selfless/caring). He/She always ______. That’s why I look up to him/her. Design Purpose Offer scaffolding for students; lower difficulty for follow-up oral discussion. Step4: Post-reading Activity1: Pair discussion (Exercise3) Students work in pairs with given sentence frames to answer: Who is your hero? Why? Teacher walks around to observe and correct simple grammar mistakes. Invite 3–4 pairs to share their ideas in class. Design Purpose Turn text input into personalized oral output; connect textbook content to students’ real lives. Activity2: Group Project 1. Divide students into groups of four; introduce project rules: Each student writes one page introducing their personal hero; combine pages into a group book and design a book name. 2. Show a sample writing page to guide students’ creation: My grandma is my hero. She is very kind and caring. She always looks after our whole family carefully. No matter how busy she is, she prepares warm meals for us every day. I am thankful for everything she does. She is the hero in my heart. 3. Students draft their short articles in groups; prepare for class exhibition introduction. Design Purpose Realize knowledge transfer and creative writing; enhance cooperative learning ability; achieve emotional education about ordinary heroes. Step5: Summary & Homework Class Summary 1. Recap four kinds of heroes and their qualities; review key phrases and sentence patterns. 2. Emphasize core value: Heroes exist in ordinary life; everyone can be a hero by doing small warm things. Homework 1. Basic task : Copy key phrases and finish Exercise 2 fill-in blanks; read four passages aloud twice. 2. Improvement task: Finish your hero article neatly and decorate the page for the class exhibition. 3. Extended task: Interview your family member and collect one story showing he/she is your hero. Design Purpose Consolidate in-class knowledge; graded tasks match different learning abilities; extend thematic learning to daily life. 六. Blackboard Design Lesson 5 Heroes in my heart Key Words & Phrases unsung hero, be grateful to, remain calm, manage to do, instead of, no matter Heroes & Qualities 1. Lei Feng — selfless, helpful 2. Lin Hao — calm, brave 3. Cleaners — hard-working 4. Mothers — caring, versatile Sentence Template My hero is ______. He/She is so ______ because ______. He/She is the hero in my heart. Full Answers for Exercise 2 Fill-in-the-blank 1. Lin Hao 2. youngest 3. climbed 4. returned 5. cleaners 6. grateful 7. roles 8. broken 学科网（北京）股份有限公司 $