外研版九年级英语上册教案Module 3 Unit 2
Module 3 HeroesUnit 2 There were few doctors, so hehad to work very hard on his own.教材分析This is the second lesson in this module. The reading material is information about heroes. It’s a good text to help the students improve their reading strategies, such as getting information from the reading material.教学目标【知识目标】1. Key words:Canadian,sick,soldier,treat,war,wound,realise,dying,care,tool,invention,useful,rest,himself,manage,operation,continue,Canada2. Key phrases:die for, take care of, so that, in the end, close to, both...and...,at that time, die of3. Key sentences:(1)He invented special medical tools to use outside hospitals and close to the fighting areas so that doctors could treat the wounded more quickly.(2)There were few doctors, so he had to work very hard on his own.(3)He developed training courses for local doctors and nurses,and wrote books so that they could learn about how he treated the sick.【能力目标】To know about the life story of heroes and put important things in the right order according to the timeline.To write a passage to introduce Ss’ own heroes.【情感目标】To know about the life story of heroes and learn from them.教学重难点【教学重点】1. Key words:Canadian, sick, oldier, reat, war, wound, realise, dying, care, tool, invention, useful, rest, himself, manage,operation, continue, Canada2. Key phrases:die for, take care of, so that, in the end, close to, both...and...,at that time, die of3.Key sentences:(1)He invented special medical tools to use outside hospitals and close to the fighting areas so that doctors could treat the wounded more quickly.(2)There were few doctors, so he had to work very hard on his own.(3)He developed training courses for local doctors and nurses, and wrote books so that they could learn about how he treated the sick.【教学难点】To improve reading skills课前准备Multimedia教学过程Step I.Warming up and leading inT: Work in pairs and look at the picture and discuss who the person is and what he or she did. Use the words in Activity 1 to help you.Ss: Take turns talking about Norman Bethune.S1:....S2:....T:Do you want to know more about Norman Bethune?Today let’s know about him.【设计意图】通过讨论英雄人物——白求恩,激发学生学习兴趣,从而为导入新课打下基础。
Step II. While-reading(I) Scan the passage and fill in the blanks.(II) Read and find out the structure of the passage.(III) Read carefully and number the events about Norman Bethune in the order they happened.(IV)Read the passage again and answer the following questions.1. Why did he go to China during the Anti-Japanese War?2. Why did he invent special medical tools to use outside hospitals?3. Why did he develop training courses for local doctors and nurses, and wrote books?【设计意图】学生通过对问题的回答,培养学生在阅读中快速寻读信息,对文章内容有一个大概的了解与认识。
通过阅读和练习,要求学生根据文章内容辨认细节信息,将事件按时间顺序排列。
为后续写作和整个模块中心任务的实施奠定良好的基础。
Step III. Post-readingComplete the passage with the correct form of the words in the box.【设计思路】巩固课堂知识,掌握关键句的理解,使学生加深对课文重点知识的理解。
Step IV. Language points1. He came to China, helped the Chinese people and died for them.(1) die意为“死”，表示生命的结束，是不及物动词,不能用于被动语态；强调动作，是瞬间动词,不能与表示一段时间的状语连用。
例如：His father died five years ago. 他父亲去世五年了。
(2) die可以用于进行时态，表示“即将死去；奄奄一息”。
例如: He is dying. 他快要死了。
(3) 常用短语1) die from 意为“由于……而死”但一般常用于由外伤、衰老引起的死亡。
The old man died from a car accident last year. 这个老人去年死于一场车祸。
2) die of意思同die from，但它一般指由于疾病、情感等原因引起的死亡。
His grandfather died of liver cancer in 1992. 他的祖父1992年死于肝癌.3) die out 意为“（家族、物种等）灭绝；绝迹”。
Dinosaurs died out 65 million years ago. 恐龙在六千五百万年前灭绝了。
2. Dr Bethune developed new ways of taking care of the sick.taking care of 照顾，照料The boy takes care of his little sister after school every day.这个男孩每天放学后照顾他的小妹妹。
the sick 的结构是定冠词后面加上形容词，表示复数概念，泛指某一类人。
这类词组作主语时谓语动词要用复数形式。
The sick must be cared for.病人应该得到照料。
3. At that time, there were few doctors, so he had to work very hard on his own.当时医生很少，所以他不得不很辛苦地独自工作。
on one’s own 表示“独立地；独自地”。
例如：I made this bookshelf all on my own. 这个书架是我自己打制的。
4. He died because he did not stop to take care of his hand.由于没有停下来去医治自己的手他不幸去世。
这里stop to take care of his hand 指的是“停下手里的工作去医治自己的手”。
stop doing 表示“停止做某事”stop to do 表示“停下来去做某事”What will you stop doing? 你会停止做什么?You should stop to do your homework.你应该停下来去做作业。
5. Then, one day, he cut his finger during an operation, but he continued his work without treating it. In the end, he died of his wound.之后的一天他在手术过程中划伤了手指，但没有治疗仍然继续工作。
operate vi. 操作, 工作, 运转常用固定搭配operate on sb. 给某人动手术例如：Would ever operate on you again? 还会给你做手术吗?6. continue to do sth. 表示继续做另一件事（发生改变）continue doing sth. 表示继续做这一件事（没有发生改变）例句：（假设“我”原来在做作业）I continue to do my homework. 我继续去做家务。
外研版九年级英语上模块二教案
外研版九年级英语上模块二教案篇一：外研版九年级英语上模块二教案Module 2 Great books王爱霞一、教学内容分析本模块的话题是谈论书、作家、思想家、戏剧、电影、诗歌等。
语法是一般现在时被动语态。
二、学情分析谈论书、作家、思想家等是学生感兴趣的话题。
本模块的学习是通过该话题的讨论，学习并掌握一般现在时被动语态的肯定句、否定句、一般疑问句和特殊疑问句。
三、教学目标1、语言知识目标:● 功能：谈论书、作家、思想家等。
● 词汇：1）能正确使用下列单词：work,influence,respect,wise,literature,behaviour,cave,freedom,funeral,social,theme,treasure,clever ,dead,pleased, alive, southern, state.2) 理解下列单词：thinker, monthly, outsider, version, historical,editor, publisher, reviewer.3）能准确理解并使用下列词组；as far as,not?anymore,millions of,run away, grow up, talk about, be known as/for● 语法：一般现在时被动语态。
2、语言技能目标听：通过听进行单词和图片的配对。
说：谈论最喜欢的书、戏剧、诗歌和作家等。
读：能读懂对书、作家、思想家等作介绍的文章，能掌握从文章到表格的信息转移。
写：写一本自己最喜欢的书。
3、情感目标：培养学生阅读的习惯，提高个人文化修养。
4、文化意识目标：了解中外著名的作家、思想家、诗人及他们的作品。
四、教学重点、难点重点：key vocabulary___work,influence,wise,clever,behaviour,dead,alive,treasuretheme, southern,as far as,not?any more,millions of,run away,grow up,talk about, be known as/for难点：被动语态的构成和用法，主动语态如何改为被动语态。
英语九年级外研版 Module 3 Heroes(教案)
Module 3 Life now and thenUnit l第一课时〔①〜③)1. 掌握重点单词 ,短语及句子。
2. 熟练使用生活方式的表达法。
3. 能够口头交流人们的生活方式和情况。
1. 用英语表达说明今昔生活的比照。
2. 掌握、理解一些难句子。
预习单词 ,猜想词义或借助词汇表：1. 富有的 ,富裕的wealthy2. 担忧 ,害怕〔n.〕fear3. 财富 wealth4. 使加倍double5. 很少地seldom6. 空余的spare/free7. 聋的 deaf找出重点短语：1．快完了nearly finished2. 在过去in the past3. 更了解know more about4. 过去常常 used to5. ……的数量 the number of6. 更为糟糕 even worse7. 有空闲时间have spare/free time8. 大声说 speak up9. 有点儿聋 a bit deaf10. 谈及talk ofStep 1 情景导入1. S how some old pictures about the life in the past.2. T alk about the photos.3. S ay what life was like in the past and what life is like today. Step 2Listening in Activity 21. L isten twice.2. A nswer the questions.3. L isten again.4. C heck the answers.5．Listen and repeat7Step 3The dialogue in Activity 31. L isten to the dialogue first.2. E xplain ：(1) get late 变晚(2) nearly finished 快完了(3) used to过去常常区别：used to do 和 be used to①used to d o中 ,to后接动词原形"be used to中to 是介词 ,后接名词、代词或动名词。
Module3 Heroes Unit2 教案 外研版英语九年级上册
Module 3 HeroesUnit 2 There were few doctors, so he had to work very hard onhis ownLanguage skills:This lesson focuses on developing the students' reading, listening, speaking, and writing skills.Learning objectives:By the end of this lesson, students will be able to:read a biography and extract information about a hero's life and achievements.listen to a speech and identify the speaker's main points and arguments.use the present perfect tense to talk about past actions and experiences with a connection to the present.use the passive voice to describe actions performed by someone or something.write a short paragraph about a healthcare worker they admire and their contributions.Materials:Whiteboard, markers, and eraser.Handouts with the text and comprehension questions.Audio recording of a speech about healthcare workers. Worksheets with grammar exercises and writing prompts. Procedure:Warm-upStart the lesson by asking the students if they or anyone theyknow has ever been to the hospital or seen a healthcare worker. Ask them to share their experiences and feelings. Write some of their answers on the board and encourage them to ask each other follow-up questions.Grammar practiceIntroduce the present perfect tense to talk about past actions and experiences with a connection to the present. Write some examples on the board, such as "I have visited Paris three times" or "She has studied English for five years." Then, ask the students to come up with their own examples and share them with a partner or the whole class.Next, introduce the passive voice to describe actions performed by someone or something. Write some examples on the board, such as "The patient was examined by the doctor" or "The medicine was invented by a scientist." Then, ask the students to do some exercises on a worksheet, such as transforming active sentences into passive ones or filling in the blanks with the correct form of the verbs.Writing practiceAsk the students to think of a healthcare worker they admire and write a short paragraph about their contributions and achievements. Encourage them to use the present perfect tense and the passive voice to describe their actions and experiences. After they finish, ask some students to read their paragraphs aloud and give feedback on their grammar and vocabulary.Wrap-upSummarize the key points of the lesson and ask the students toshare what they have learned about healthcare workers and the language skills they practiced. Assign the writing prompt as homework and remind the students to bring their completed worksheets to the next class.Homework:Write a short paragraph about a healthcare worker you admire and their contributions to the field.。
山东省德州市夏津实验中学英语九年级英语上册 Module 3 Heroes Unit 2(第1课时)教学案 (新版)外研版
Module 3 Heroes Unit 2课题: M3Unit2 There were few doctors, so he had to work very hard on his own.(第一课时)教学目标：知识目标：1、让学生学会使用本课的单词，重点是一些动词的用法。
2、学生能在情景对话中熟练运用所学知识。
能力目标：能够正确掌握并运用并列连词so和从属连词because，so that，能够对袁隆平进行全面的描述或独到的评价。
情感目标：通过大量阅读名人传记，从中懂得做人的道理，勇于担当，甘于奉献，体验人生价值的真谛。
教学重点：1.词汇operation, treat, wounded, dying, continue, realize, useful,manage,2.短语die for, save one’s life, at that time, on one’s own, the sick, die of,in the end.3.句型 He came to China to help the Chinese people and died for them.He had to work very hard on his own.教学难点：掌握并运用并列连词so和从属连词because，so that。
重难点突破：以介绍为核心，通过小组活动，在听、说、读、写中使单词及句型以不同的形式反复出现，从而强化重难点。
教、学法：任务型教学法，讲授法，小组合作学习法，情境演练。
教具：磁带、录音机、多媒体课件。
自主学习（一）：学单词，跟录音或老师读单词，并掌握其拼写。
手术 __________ 战争_______军人；士兵 ________受伤的__________ 照顾；照料________ 工具______休息_____他自己_______ 继续________ 加拿大________了解________发明________有用的_______做成；（尤指）设法完成_________加拿大的_________ 生病的_______（二）、重点短语1).为…而死 ____________2).救某人的命 _________________ 3.)那时候_________4).独自的_________5).病人___________ 6).最后_________7）死于_________8)了解______________9)设法完成某事____________________（三）重点句型：1)He came to China to help the Chinese people and died for them.2) He had to work very hard on his own.3)He even worked for sixty-nin e hours without stopping and managed to saveover a hundred.4)He wrote books so that they could they could learn about…（六）复述课文Norman Bethune was a C___________ doctor. He went to Spain to treat thew________ soldiers during the w________. He r________ that many peoplecouldn’t be sent to hospital quickly. So he developed new ways of lookingafter the s__________. He i________ many special medical tools to us eo utside hospitals. Later he came to China. H e worked so hard that hem__________ to save over a hundred lives. Once he cut his finger during ano_________, but he c________ his work. In the end, he d_________ of hiswound.板书设计：M3U21. sick与ill2.die/ die for/die of /diefrom3.invent/invention/inventor4.on one’s own/of one’sown5manage to do sth.6.operate/operation/operator7.continue to do sth/doing sth课后反思：1。
九年级英语上册 Module 3 Heroes Unit 2词汇课件(新版)外研版
例句：
The boy didn’t realise it was dangerous to play with fire. 拓展：vt.实现（梦想、愿望等） 例句： Spud Webb’s success proves that everyone can realise his dream through hard work.
It is very useful for a person to know how to swim.
v. 休息；睡眠
例句：I’m very tired, and I need to rest. 讲解：vt. 使……放松；歇歇……
例句：After a long walk, I want to sit down and rest my feet.
辨析：sick 与 ill 两者均可意为“生病的；有病的”，其 区别如下： sick 可作定语或表语；ill 只能作表语 例句： Lily took care of her sick mother
last weekend. Mr Green kept on working
although he felt sick/ill.
Mr White comes from Canada. He is a Canadian doctor.
adj.（感觉）不 适的，生病的
讲解：the sick 病人，属于 “the +形容 词”结构 ：泛指某一类人或事物，表示复 数概念，作主语时谓语动词用复数形式。
拓展：adj. 恶心的；厌倦的
例句：My new friend is a Canadian, but her Chinese is excellent.
外研版九年级上册英语全册教案
Module 1 Wonders of the worldUnit 1 What is a wonder of the world?上课教师学生年级教材课时教学设计课型Listening and speaking教材分析This unit aims to review the learnt tenses so far and help students to be able to present some important and creative ideas about writing a school magazine.教学目标To learn and understand the topic words through talking and listening.To know something about the pyramids and the Grand Canyon.To understand the conversation about starting a school magazine involving different tenses.知识与能力 1. Vocabulary and expressions: ancient, club, composition, pupil, meeting, call, event, listen up. That’s news to me. Anyone else?2. To enable the Ss to express in different tenses according to the set situations.3. To learn to give ideas on writing a school magazine.过程与方法 1. Top-down approach, enabling Ss to understand and talk about writing a school magazine.2. To learn by listening, speaking and discussing.情感、态度与价值观To help students enlarge their vision on wonders of the world and help to know more about writing a school magazine of their own.教学过程教学步骤教师活动学生活动活动目的Step 1Lead-in Start the lesson by showing groups of pictures about the wonders of the world on the screen including the ancient pyramids. Ask students to talk about the picture on Page 2.T: Where can you see the pictures and the brief introduction probably? (Newspaper / the Internet / Magazine…)T: Yes, magazines like Crazy English / National Geography…Who started…?Learn the new vocabulary. (ancient, py ramid, review, wonder…)Have a talk about the picture using the words in Activity 1. Learn a bit about magazines. Get the Ss to be attentive and focus on the theme of the lesson. (Magazine)Step 2Listening &Vocabulary Play the tape and check the words. Listen to the tape again. Make up possible questions according to the answers. Give examples. Listen and check the words. Make up questions according to the given answers.( Wh-questions) Practise listening and get specific information. Check their understanding by making questions.Step 3.Listen &read Play the tape for the 1st time. Ask Ss questions.T: What are the children doing?Is there a school magazine inDa Ming’s school?Listen to the tape and get the answers. Listen to get a general idea for the 1st time.Play the tape again and ask students to decide T OR F.①Crazy feet is a band.②Becky Wang started a school magazine.③Da Ming watched the interview on TV yesterday④Tony is writing a composition. Listen more carefully for the 2nd time. Decide whether they are true or false. Check the answers with the class. Listen for the specific information and understand the details of the conversation.Step 4.Read Play the tape again and get Ss to practise the conversation. Check the language points. Focus on everyday English and useful expressions.(Listen up, Anyone else? do some review, do an interview, on=about, get better grades)Get Ss to make a list of the articles in magazines.Check the answers in Activity 4. Read theconversation aloud, and read in role. Answer the questions in Activity 4. Practise reading and go over how to give suggestions when in discussion. Learn more about writing a school magazine.Step 5.Pair work Go through the five questions and highlight the key words. Ask for more answers on Question 3. Ss take turns to answer the questions. Consolidate the key words and transit to the next step by Question 3.Step 6.Discussion Tell the Ss:If your school decides to start a magazine, what are you going to write about? And why? They can make up lists and take Activity 3 as an example.Report their discussion. Work out the lists and talk about their plans to write the magazine. Beginning: Our school will start a magazine. What articles are you going to write... Learn to discuss in the way as the children do. Check Ss’ creativity.作业布置Collect information about the seven wonders of the world. (Pictures and brief introductions)板书设计Unit 1 What is a wonder of the world?school magazine That’s news to me!a wonder What’s it about?ancient pyramids listen upwrite a composition Any more ideas?/ Anyone else?do some reviews about… on=aboutdo an interview withUnit 2 Ｉwas on the edge of the Grand Canyon.上课教师学生年级教材课时教学设计课型Reading and writing教材分析By example this unit presents a good way to describe what one sees and feels after a journey. It can help students to know more about the Grand Canyon, and inspire Ss to love and explore the natural wonders.教学目标To get information from the reading material about the Grand Canyon;To learn the way of writing about what you see and your feelings when traveling;知识与能力 1. Vocabulary and expressions: waterfall, stranger, rock, ground, canyon, reply, rise, face, get out of, look over, disappear into, look (across) to…light-dark, clear, huge, beside, below, at the bottom of, reach the top. …too…to…2. To enable the Ss to express in different tenses according to the set situations.3. To love the wonders of the natural world and give facts and opinions.过程方法 1. Interactive approach.2. To improve Ss reading skills and get them to talk and practise writing by imitating.情感、态度与价值观To help students enlarge their vision on wonders of the world and help to write a description of a wonder that they have seen or visited.教学过程教学步骤教师活动学生活动活动目的Step 1Lead-in Ask Ss to show information about the seven natural wonders. (The teacher can get the related pictures ready beforehand)Present words in Activity 1. Talk and give facts about the wonders. Encourage Ss to describe withthe words given. Check up Ss’ homework and start the new topic.(Wonders)Step 2.Ask andanswer Ask Ss to make questions about facts of the natural wonders.Demonstrate and get Ss to follow. Ask andanswer.How tall/deep…is it?It’s…meters tall/deep.Practise asking about detailed information and learn the sentence pattern.Step 3.Read(Skimming)Tell Ss to read the passage in Activity 2. Find out the name of the wonder and its facts.T: Where did the writer visit?How deep/wide/long is it? Read thepassage andanswer thequestions. Find out the facts and write them down in Activity 5. Practise reading skills and get specific information.Step 4Readand match Play the tape and get Ss to follow silently. Find out the main idea of each paragraph. Present the five topic sentences on the screen (Bb).A. The writer arrived there on the rainymorning;B. The first impression/sight of theGrand Canyon.C. The Grand Canyon is the greatestwonder in his opinion.D. Details about the Grand Canyon.E. After minutes’ walk, he came to it.Ss follow the lines and match thetopic sentences tothe paragraphs.(or they canconclude the main idea by themselves if possible) R ead for the main idea of each paragraph. Learn to sum up and help to understand the whole passage.Step 5Read aloudGet Ss to read aloud after the tape and find the details about the trip.①When did he get to the GrandCanyon?②Why was there nothing to see?③Where was he facing on the edge ofthe Grand Canyon?④How did he feel about the Canyon? Read aloud and answer questions in Activity 3. Ask for help if they have any problems. Practise reading and learn about the details, check their understanding.Step 6.Focus Now get Ss’ attention to those phrasal verbs and prepositional phrases. Try to check by a gap-filling exercise.(get out of, go through, look over, fall away, on the edge of, look down/across to, at the bottom of,disappear into, ask oneself ) Learn the verbs and phrases. Practising usingthem with thehelp of thegap-filling. Focus on the phrasal verbs and prepositions.Step 7.Match Activity 4Ask Ss to find these words in the passage and guess their meaning within the sentence.Underline thewords and match the Englishmeaning. Practise guessing the meaning of words in the context.Step 8.Writing Tell Ss to imagine they have seen (some of them did see) one of the wonders of the world. Write sentences describing how they felt. Remind them of the four keywords: saw, size, happened, felt.First get them to work in pairs and then report the sentences or passage if possible. Write sentences according to the given beginning. Report theiranswers and tryto make theminto a passage. Practise writing and using the language on the basis of imaging and personal experience.作业布置Finish writing the description of one of the wonders of the world, trying to collect some details and take the text as a model.板书设计Unit 2 I was on the edge of the Grand CanyonThe seven natural wonders of the worldHow tall/wide/deep is it? It’s…tall/wide/tall.get out of on the edge of ask oneselfgo through look down/across to huge=very very biglook over at the bottom of the greatest wonderfall away disappear intoUnit 3 Language in use上课教师学生年级教材课时教学设计课型Revision and application教材分析This unit serves to give a review and summary towards the language points learnt in U1&.2.And it helps to clarify the exact differences among tenses.教学目标To review and check the words learned in this module;To summarise and consolidate tenses learnt before;知识与能力 1. Vocabulary and expressions: height, lift, view, attract, description, location, design2. To enable the Ss to differ the tenses learned in situations.3. To make a poster of a wonder of the world/ one’s hometown.过程方法 1. Formal and interactive practice, task-based.2. Comprehensive ways of practising and consolidating.情感、态度与价值观To help students enlarge their vision on wonders of the world;To make a poster of a wonder of the world or his hometown and help to love one’s motherland.教学步骤教师活动学生活动活动目的教学过程Step 1Revision Ask Ss to watch and listen to the MV Chinese by Andy Lau. Get them to find out the wonder in it.Encourage Ss to describe what they see in it , e.g.The Great Wall is a great wonder.Andy Lau went to the Great Wall.He was singing on it.He has sung many popular songs.…Watch and talk about things appear in the MV. Learn to tell the differences amongthe tenses. Help to establish the concepts of tenses in situations.Step 2.Grammar focus 1. Read through the sentences in the box with the whole class. Call back ideas about the structure highlighted from the students.2. Give hand-out to Ss and ask them to match the exact meaning with the corresponding sentence. (Activity 1)Check the answers right after that. 1. Read aloud the seven sentences. And tell the making-up of each tense.2. Read through the 5 pairs of sentences in different tenses and match. Practise telling the differences and meanings.Step 3.Writing1. Go back to the picture of the Great Wall. Give examples by matching the three parts.The Great Wall + is + about 6,700 km long.Give Ss tips on how to decide.2. Encourage Ss to observe and decide the forms of verbs in different tenses. 1. Observe thesubjects and theadverbial or even the phrasal verbs. Match the three parts to make possiblesentences.2. Read through the uncompleted passage and try to give the correct forms of verbs in the situations. Learn to observe and practise language in different tenses.Step 4Speaking 1. Show up the photo of visiting the Great Wall. Get Ss to ask the teacher questions in Activity 4. (Example)Get Ss to work in pairs, and ask and answer the questions.2. Present wonders in the local area.Get Ss to talk about them. 1. Ss follow theteacher and make up their ownconversations.Perform in front of the class.2. Learn the example in Activity 5 and make a similar introduction to the wonders in local area.Practise speaking and enable Ss to use the language and understand its meaning.Step 5VocabularyGame Present nine pictures about wonders of the world, each of which links an exercise in Activity 6/8. Get Ss to finish them first and check in forms of game. Elaborate on the Pyramids in Egypt. (More related photos) Finish the multiple- choices exercises and choose the pictures they’re interested in to check the answers. With the help of games, Ss can review the phrasal verbs and concepts of tenses.Step 6.Listening Present the three photos in Activity 7Ask about facts about any one of them. Play the tape for Ss to learn more. Listen and match the notes with the photos.Check the answers after listening and report about the three wonders with the help of the table.Learn more about the three wonders, practising describing.Step 7.Around the world Get Ss to look at the picture and read silently through the introduction. Give questions to check theirunderstanding. Read and decide, trying to grasp the main information. Learn about another wonder of the world.Step 8.Module task Tell Ss to work in groups of 4. Read through the instructions. Help them to decide what to write about.Hold up a show-and-tell session where Ss can display and discuss. Work in groups of 4 and write about one wonder they like. Collect sufficient information and make the poster. Take part in the show-and-tell session.Take this task as an extensive learning activity to get Ss to learn more about the wonders.作业布置Finish off the poster after class and get ready for the show at the back wall of the classroom. Prepare the show-and-tell session in groups of four.板书设计Unit 3 Language in useStructures of different tenses ancientThe Great Wall is a wonder… modern wondersAndy Lau went to the Great Wall. naturalHe was singing on it height—What’s the height of…?We are listening to him now. on the journey of…He has sung many pop songs. because / because ofHe will visit it some other day.Module 2 Great books一、教学内容分析本模块的话题是谈论书、作家、思想家、戏剧、电影、诗歌等。
外研英语九年级上册Module 3Unit2教案
Module3 HeroesUnit2 There were few doctors,so he had to work very hard on his own.教学设计黄宅初级中学陈彩妮(根据视频，让学生初步了解白求恩的生平事迹，并引出本课的话题，激发学生的兴趣。
Step2. Look at the picture in Activity 2 and discuss who the person is and what he did. Use the words in the box to help(2-3’)Canadian doctor sick soldier treat war woundAs a doctor,Norman Bethune took care of the_____and treatedthe_______soldier during the______.s very difficult for them at that time, because they didn’t have good medical tools.（看完视频，学生对白求恩已经多少有些了解，根据句子利用所给词进行填空，降低了对描述人物的难度，同时将新单词的教学引入进来，将词汇教学和运用结合起来。
（学生根据所给的提纲，复述白求恩的生平事迹注意链接词的运用，使学生更好地理解课文。
胡哲的故事激励了很多人（inspire)。
出生时间、地点（on December 4th, 1982 in Australia);(didn't have arms of legs);（根据表格信息，分析作文的格式、人称和句型结构，由学生口头表述出来。
这个活动帮助学生梳坏进行比较，讨论后安排学生进行展。
外研版九年级英语上册教案 Module3 Unit2
Unit 2 There were few doctors, so he had to work very hard on his own.【教学目标】1.通过阅读My hero-Dr Norman Bethune，让学生掌握并运用略、精读的技巧，即略读找大意，精读搜索相关信息。
2通过精读，学生能在语境中感知so, so that和because引导的状语从句的用法。
.3. 通过了解英雄人物,学生做到爱英雄、学英雄、争做英雄，以此发奋学习，热爱生活，做国家有用人才。
【教学方法】本课主要采用任务型教学方法，通过自主学习、合作学习的方式，借助教学评价手段督促学生，通过网络课件提高课堂教学密度，加大信息量的输入，其模式是教师创设自主学习情境——学生进入情境进行意义建构——学生走出情境实现知识迁移运用——自我评价与反馈。
【教学过程】I. Warming-up通过图片和视频对白求恩做简单介绍。
II. New wordsFinish Activity 1 on page 20.Learn some new words in this unit.III. Reading1. Read the passage and check your answers to Activit y 1.2. Listen to the passage and fill in the blanks.Name: Norman BethuneNationality:_______Be born in :_______Became a doctor in :_______Came to China in:_______3. Read and number the events about Norman Bethune in the order they happened.a came to Chinab wrote books about ways of treating the sick in Chinac was born in 1890d invented medical tools to use outside hospitalse diedf went to treat the wounded soldiers in Spain4. Read the passage again and answer the questions. (so that用法)1) Why did he go to China during the Anti-Japanese War?2) Why did he invent special medical tools to use outside hospitals?3) Why did he develop training courses for local doctors and nurses, and wrote books?5. Finish Activity 4 on page 21.IV. Language points1. He came to China to help the Chinese people and died for them.die for 意为“为……而死”。
安徽省2024九年级英语上册Module3HeroesUnit2课件新版外研版
anything 任何事物；everything所有事物。根据语境可知，如
果以正当的方式赚钱，世界上没什么是困难的。故选A。
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Her business can’t make her wealthy soon and in fact she
doesn’t 26 to make much money.
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17. 那时候她还是一个中学生。 ____A_t___ ___t_h_a_t__ ___ti_m__e__ she was a middle school student.
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18. 在战争期间, 许多士兵因受伤而死。 __D_u_r_i_n_g_ ____th_e___ ___w_a_r___, many __so_l_d_i_e_rs__ ___d_i_ed___ ____o_f___ their wounds.
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4. [2023 达州改编] He is a warm-hearted boy. He is always t reating (对待) others with warmth and kindness.
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5. The system has been in operation (运行) for six months.
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( C )14. English is considered to be the ______ of communication
by many people across the world.
A. invention
B. introduction
C. tool
D. instruction
【点拨】考查名词。句意：英语被世界各地的很多人
( C )26. A. regret B. promise C. expect D. happen 【点拨】考查动词辨析。句意：她的生意不能让她很快富裕 起来，事实上她也没指望赚多少钱。regret 后悔；promise 承 诺；expect 期待；happen 发生。根据“Her business can’t make her wealthy soon”可知，是指“没指望赚多少钱”。故选C。
九年级英语外研版上册Module3_Unit2_考点解析
The doctors were always busy operating on the __w__o_u_n_d_e_d_ soldier in the field hospital during the war. (wound)
知识链接
hurt, injure, wound, cut都有“受伤”的意思 hurt为普通用语，既可指肉体上的伤害，也 可指精神上、感情上的伤害，多指伤痛。
inventor n. 发明家；创造者
He has invented many things. He is a great inventor. 他发明了许多东西。他是个伟大的发明家。
Edison was a great inventor. He invented many inventions in his life.
他再次痊愈是因医生的关怀。 You can place the boy under the care of your neighbour.
你可以把孩子交给你的邻居照料。 He said I should have given more care to my work.
他说我本应当更认真地工作。
6. His inventions saved many lives.
爱迪生是一位伟大的发明家，他一生创造了 许多发明。
用所给词的适当形式填空。 1. He has __i_n_v_e_n_te_d__ (invent) a new farming tool recently. 2. Edison was one of the greatest _in_v_e_n_t_o_r_s (invent) in the world. During his lifetime, he had 1093 i_n_v_e_n_t_io_n_s_ (invent).