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情感态度目标：渗透爱的教育和安全教育。
教学重难点：
重点：能利用思维导图理解故事内容，并自己创作Sarah如何救出Joe过程的思维导图。
难点： 能利用思维导图复述故事；
能片段性的表演故事 ；
能用简单的单词描述英雄的优秀品质
教学资源：卡片、PPT、希沃教学助手
教学流程：
Greetings.
T: Hello, Children. I’m very happy to see you again. Today,you will be divided into 6 groups. Group 1,2,3,4,5 and 6. If you can answer the questions about our today’s story, and you are my hero. And also you will get the hero medal . OK? Are you ready, my children?
【设计意图】通过简单的寒暄，消除孩子们的紧张感。评价方式的提出，能提高学生的积极性，为课堂的交流做准备。
Watch a vedieo.
教师播放英雄拯救人类的视频，并提出问题：Who are they?学生可以用中文回答。
T: Look, here is a cool vedieo for you. Please watch it carefully, and then tell me :
T: Who are they?
T: Yes, they are heroes in the films. Do you like them? Actually our today’s story is about “ the hero”.(贴出标题）
教读hero，并贴出思维导图的中心词：hero
【设计意图】通过观看视频，吸引孩子们的注意力。教师询问：Who are they? 自然导出本课主题：The hero 同时解决生词hero
1.Show 15th picture of this story
PPT出示第十五幅图片，同时提出问题，“Who is he?”学生回答出人物Joe。教师继续提出问题“Is he a hero?”学生通过文本判断Yes或者no,教师先不给出正确答案。
T: Who is he?(使用希沃聚光灯)
Is Joe a hero? Maybe yes maybe no. And now let’s go into our story and look for the answer .
2.Show the town’s picture.
教师出示一张小镇图，先向学生介绍背景，教师询问：What’s wrong？ 寻找到警铃出处，学习单词 bank robbers sheriff
T：Look, this is Joe’s hometown. It’s a small town.Where is it?
（突然，警铃响起，运用放大镜功能寻找铃声出处）
Wow, what’s wrong? Let’s look for it. Oh, the voice is from here. Where is it? It’s a bank. Who are they?
T: They are the robbers. And they rob in the bank.
T:Who want to catch the bank robbers?
教读 bank/ sheriff robber