外研新版九年级上册module3 heroes unit2
Module 3 Heroes Unit 2 示范公开示范课教学PPT课件(外研版九年级英语上册)
2. the sick的结构是the + 形容词，表示复数概念，泛指某一类人。 eg: The young like working in such big cities.
Post-reading
3. so that 可以引导一个目的状语从句，意思是“为的是……； 目的是……” eg: They got up early so that they could catch the first bus.
Post-reading
Complete the passage with the correct form of the words in the box.
Canadian, continue, himself, invention, manage, sick, tool, war, wound
While-reading
Read Para. 5 and translate the sentences into Chinese.
Dr Bethune’s work for the Chinese people made him a hero in China. There are many books and films about him, and he is still remembered in both China and Canada today.
21
Post-reading
•Write when and where he was born. •Write about his studies. •Write about the result of his work. •Write about the things he did and the prize he won. •Write about what he is doing now.
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.。
外研社(新)九年级英语(上)Module3 Heroes Unit2
Module 3 HeroesUnit 2 There were few doctors, so he had to work very hard一、教材分析本模块围绕英雄这一话题，开展听，说，读，写活动。
语法重点是操练由so, so that 和because 引导的状语从句。
语言技能和语言知识主要都是围绕英雄人物这一中心话题展开。
通过了解英雄人物，培养学生爱英雄，学英雄，争做英雄的好品质，并以此发奋学习，做国家有用人才。
本单元是阅读课，通过了解白求恩这位英雄，学习一些相关词汇，更重要的是通过阅读这个语篇，学习如何描述一位英雄，为写作打基础1、能根据相关信息预测阅读文章内容并了解白求恩的生平和事迹；能谈论并能写出自己心目中的英雄人物2、主动了解世界英雄人物的相关信息，并与自己的学习生活紧密相连，激发努力学习的高昂斗志二、教学内容分析本模块围绕英雄这一话题，开展听，说，读，写活动。
语法重点是操练由so, so that 和because 引导的状语从句。
语言技能和语言知识主要都是围绕英雄人物这一中心话题展开。
通过了解英雄人物，培养学生爱英雄，学英雄，争做英雄的好品质，并以此发奋学习，做国家有用人才。
本单元是阅读课，通过了解白求恩这位英雄，学习一些相关词汇，更重要的是通过阅读这个语篇，学习如何描述一位英雄，为写作打基础三、教学目标1. 语言知识目标：正确使用以下单词和词组：army, Canada, Canadian, medical, treat, treatment, Dr (doctor),give one’slife to, war, invent, tool, operate, operation, in the end, take care of理解下列单词和词组：injured, First World War, local, in spite of语法：能掌握用so that解释原因2. 技能目标能根据相关信息预测阅读文章内容并了解白求恩的生平和事迹；能谈论并能写出自己心目中的英雄人物3. 情感与文化目标主动了解世界英雄人物的相关信息，并与自己的学习生活紧密相连，激发努力学习的高昂斗志四、教学方法讲授法、自主互助法、分组讨论法由浅入深，环环相扣的教学理念，指导学生阅读方法，最后达到能与学生交流自己心目中的英雄五、教学过程(读前导入)：（视频导入《白求恩》的电视片段）Step 1. Warming-up【操作方式】：让学生说出自己心目中的英雄，做简单介绍Teacher: In our life, I think you know many heroes, and I am sure there must be a favourite hero inyour heart. Could you tell me?Students: ………….Teacher: Yes, they are all famous heroes, and all of them try their best to do something for the country,the people, and bring people enjoyment, pleasure….【设计意图】：为引出本单元所要谈论的英雄白求恩做好铺垫Step 2. Teaching new words【操作方式】：列出本语篇重要单词，与图片相对照，领读这些单词，让学生们尽力熟悉并记住它们, 然后让学生利用这些生词说出自己所知道的白求恩的简单信息，最后让学生用这些生词完成句子（有关白求恩的信息）T: Here is another hero, do you know him? S:…….T: Today, let’s learn something about Norman Bethune, before this, we need to know some new words. Please foll ow me…….T: Can you use the new words tell me something about Bethune you know? S: …………T: Now here are some sentences, can you use the new words to finish the sentences? S:…….【设计意图】：通过图片与单词对应直观形象，使学生更容易记住单词，然后通过学生用生词简单描述白求恩，用生词完成有关白求恩信息的句子，不但强化生词，而且了解了白求恩的信息，为阅读语篇扫除生词障碍 3. Reading【操作方式】1）让学生听录音，初步理解文章，给出六个句子排序，使学生总结出本语篇按时间顺序为线索Please put the sentences in the correct ordera. Born in 1890b.Started hospitals and wrote books about new treatmentc. Worked with soldiers in the First World Ward. Invented medical tools to use outside hospitalse. Came to Chinaf. DiedT: In which order does the article use? S: …………2）再读文章并讨论每段的段落大意First: the introduction of Dr BethuneSecond: What did he do before coming to China?Third: What did he do after coming to China?Fourth: How did he die?Fifth: What do people think of him?3）就重点的二，三，四段提出三个问题，让学生回答，进一步理解细节--- What did he do before coming to China?---He went to the front and invented new treatments and medical tools---- What did he do after coming to China?---- He treated Chinese soldiers, opened hospitals and wrote books---- How did he die?----- He performed operations without stopping. In spite of cutting his hand, he continued working4）提出三个为什么，引导学生用so that 来回答，巩固so that 引导的状语从句Why did he go to the front?He went to the front so that he could look after injured soldiersWhy did he invent new treatments and medical tools?He invented new treatments and medical tools so that he could help soldiersWhy did he open hospitals?He opened hospitals so that he could give treatment to local people【设计意图】根据阅读规律由浅入深，由粗到细，环环相扣，有机结合语法内容，让学生既理解了语篇又巩固了语法Step 4. Writing【操作方式】让学生总结作者如何描述白求恩：分三部分---介绍，主要事迹，评价，然后让学生描述自己心目中的英雄【设计意图】使学生完成由知识的输入到知识的输出，提高学生的写作能力Step 5. HomeworkWrite a hero in your heart。
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.
外研版英语九上Module 3《Heroes》(Unit 2)教学设计
外研版英语九上Module 3《Heroes》（Unit 2）教学设计一. 教材分析本课选自外研版英语九上Module 3《Heroes》（Unit 2），主要讲述了关于英雄的故事。
本课内容包括两部分：一是关于一个勇敢的消防员救人的故事；二是关于一个科学家在地震中救人的故事。
通过这两个故事，让学生了解英雄的品质，并学会如何表达人物的品质和救人的行为。
二. 学情分析学生已经掌握了基本的英语语法和词汇，具备一定的听说读写能力。
但是，对于一些表达人物品质和救人事迹的词汇和句型可能还不够熟悉。
此外，学生对于英雄的概念和品质可能存在片面的理解，需要通过本课的学习进行拓展和深化。
三. 教学目标1.知识目标：–学会表达人物品质的词汇和句型，如：brave, helpful, save sb.from danger等。
–学会描述救人事迹的词汇和句型，如：run quickly, climb up, pull out等。
2.能力目标：–能够用英语讲述英雄的故事，并表达自己对英雄的看法。
–能够用英语讨论如何成为一个英雄。
3.情感目标：–培养学生尊重和敬佩英雄的情感。
–引导学生从身边的小事做起，培养自己的品质，成为一个有责任感的人。
四. 教学重难点•表达人物品质和救人事迹的词汇和句型。
•用英语讲述英雄的故事，并表达自己的看法。
•描述救人事迹的细节。
•运用恰当的词汇和句型表达自己对英雄的看法。
五. 教学方法1.情境教学法：通过设置情境，让学生在实际语境中学习和使用英语。
2.任务型教学法：通过完成任务，引导学生积极参与课堂活动，提高语言运用能力。
3.情感教学法：通过讲述英雄的故事，激发学生的情感，培养学生的品质。
六. 教学准备1.教材：外研版英语九上Module 3《Heroes》（Unit 2）。
2.多媒体设备：电脑、投影仪、音响等。
3.教学课件：根据教学内容制作的课件。
4.教学资源：关于英雄的图片、视频等。
七. 教学过程1.导入（5分钟）利用多媒体展示关于英雄的图片和视频，引导学生谈论英雄的话题，激发学生的兴趣。
外研九年级上第三模块第二单元
Please read para4 and finish the question.
How did Norman Bethune die? He cut his finger without treating it, in the end, he died of his wound.
We will remember him forever !
in 1938
in 1939
Careful reading
Please read para2 and finish the following questions.
1. Why did Dr Bethune go to Spain in 1936?
He went to Spain because he wanted to treat the wounded soldiers there.
Everyone can be a hero! Try our best to help others! Have a strong will and work hard! Whatever we do, we never give up! All of us are heroes!
Come on , boys and girls！
He wrote books so that doctors and nurses could learn about how he treated the sick.
Bethune’s diary
My only hope lies in doing more contribution.
我唯一的希望是能够多做贡献。
work hard selfless （无私的）
外研新版九年级上册module3_heroes_unit2There_were_few_doctors_so_...
Complete the passage
Canadian continue himself invention manage sick tool war wound Norman Bethune was (1) Canadian _________, but he is one of war in the most famous heroes in China. During the (2) ______ Spain, he treated the wounded soldiers there. He invented tools to use outside hospitals. His (4) inventions special (3)_____ ________ managed to treat (6) saved many lives. In China, he (5) ________ sick and wounded soldiers. He often worked without ____ taking a rest and did not look after (7) himself ______. At this point, he (8)________ continue to save over one hundred lives in sixty-nine hours. During an operation, he sut his finger, wound He is still remembered and finally died of his (9) _______. in both China and Canada.
Objectives(学习目标)：
1.掌握单词和短语：Canada,Canadian,medical, treat,sick,war,inventio9n,tool,operation,soldier, wound,wounded,realize,dying,useful,take care of, at that time,on one's own,rest,himself,manage to do sth,continue,die of,die for 2.熟练掌握because，so，so that引导的状语从句 3.能读懂英雄人物的生平经历，明白故事的中心大 意及其相关信息，从而提高阅读能力。
外研版九年级上册 Module 3 Heroes Unit 2
In the 1980s, he travelled around the world and gave advice about growing rice to many people. In 2004, he won the World Food Prize for his work.
Yuan Longping’s new rice has helped many countries of the world grow more rice than before. So he is called “The Father of Rice”. He has saved many people from hunger, and that is why he is a hero.
c. He was a Canadian, but a famous hero in China.
d. He helped soldiers in the First World War.
e. He came to China to treat the Chinese soldiers.
Read and answer the questions.
在广播电台 at a radio station
努力训练 train hard
赢得世界比赛win world competitions
金牌
gold medals
上大学
attend university
再一次
once again
完成博士学位complete one’s doctor’s
degree
永不放弃 never give up
1. Who is your hero / heroine?
外研版九上英语 Module 3 Heroes Unit 2
拓 take care可用于口语中，表示"保重"。▶Goodbye! Take care! 再见！（多）保重！
典例1 完成句子，每空一词。（贵阳中考改编）照顾老幼是中国的优良传统。To _____ _____ ___ the old and care for the young is a good Chinese tradition.
（2）Canada作名词，意为"加拿大"，表示国家。▶Which do you think is the most attractive city in Canada？你认为加拿大最有吸引力的城市是哪个？
语境串记Mr Black comes from Canada. He is a Canadian teacher. 布莱克先生来自加拿大。他是个加拿大老师。
语境串记I have been sick for two days. The terrible smell of the medicine makes me sick. 我生病两天了，难闻的药味让我想吐。
辨 sick与ill两者都可表示"生病的"，但用法有所区别。
sick
可作表语或定语
She prepared meals for her sick mother. 她为生病的母亲做饭。（作定语）My grandpa is sick/ill in hospital. 我爷爷生病住院了。（作表语）
（2）作名词，意为"款待；招待"。▶Let's go out for dinner — my treat.咱们到外面去吃晚餐吧，我请客。
教材原句 He soon realised that many people were dying because they did not get to hospital quickly enough. 他很快意识到许多人因为没有被及时送往医院而生命垂危。（教材P20）
Module3Heroes教案(教案)-2023-2024学年九年级上册初三英语同步备课(外研版)
四、教学流程
（一）导入新课（用时5分钟）
同学们，今天我们将要学习的是Module 3 Heroes这一章节。在开始之前，我想先问大家一个问题：“你们认为什么是英雄？在你们的生活中，有没有遇到过让你觉得是英雄的人或事？”这个问题与我们将要学习的内容密切相关。通过这个问题，我希望能够引起大家的兴趣和好奇心，让我们一同探索英雄的内涵和故事。
（三）实践活动（用时10分钟）
1.分组讨论：学生们将分成若干小组，每组讨论一个与英雄相关的实际问题，如“如何在日常生活中展现出英雄品质？”
2.实验操作：为了加深对英雄行为的理解，我们将进行一个角色扮演活动，模拟不同的英雄情境，让学生亲身体验英雄行为的意义。
3.成果展示：每个小组将向全班展示他们的讨论成果和角色扮演的结果。
举例说明：
-在教授一般过去时和过去进行时的区别时，可以通过情景剧或动画视频展示两个不同的英雄事迹，一个用一般过去时描述，另一个用过去进行时，让学生观察并总结两者的用法差异。
-针对词汇记忆难点，可以设计“英雄词汇接龙”游戏，让学生在游戏中复习和记忆新词，同时通过词卡、思维导图等方式帮助学生构建词汇网络。
-句型：熟练使用一般过去时和过去进行时描述英雄事迹，如“He saved the child from the fire.”、“The doctor was operating on the patient when the earthquake struck.”。
-语法：理解并掌握一般过去时和过去进行时的用法区别，以及它们在句子中的结构。
（四）学生小组讨论（用时10分钟）
1.讨论主题：学生将围绕“英雄品质在实际生活中的体现”这一主题展开讨论。他们将被鼓励提出自己的观点和想法，并与其他小组成员进行交流。
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P21 Task 2 3 Read the passage again and underline the
4 a) came to China 5 b) wrote books about ways of treating the sick in China 1 c) was born in 1890 3 d) invented medical tools to use outside hospitals 6 e) died 2 f) went to treat the wounded soldiers in Spain
years. Then number the events about Norman Bethune in the order they happened.
Task 3 Check the sentences and correct the wrong ones.
1. Norman Bethune began to work as a doctor in 1936. 1916 × 2. Because of Dr Bethune’s inventions, doctors could treat the wounded more quickly. √ 3. There were some few doctors during the Anti-Japanese War. × 4. He often worked hard to save the soldiers without taking care of himself. √ 5. Dr Bethune is a hero in Chinese’s √ mind.
Objectives：
1. To get information about Dr Norman Bethune 2. To learn some key words and expressions 3. To understand the relations between sentences and the sequence of events
接龙
幻灯片上单词或短语出现时，同 学应迅速读出并说出中文意思。
每人一词，按行/列依次接龙，3秒 内说不出，此行/列同学即失去此 答题机会，下一行/列同学接续。
wn
d discuss who the person is. Norman Bethune 诺尔曼 • 白求恩 （1890-1939）
设法完成
n. 手术
v. (使)继续
死于……
Canada
加拿大
Look and say
用所给的连接词和提示完成状语从句。 Who is your hero? Why? … because … a great astronaut
Yang Liwei’s my hero because he is a great
Don’t worry. I can take good care of your pet while you are away. ＝Don’t worry. I can look after your pet well while you are away.
2) 本句中the sick的结构是形容词前面加 上定冠词，表示复数概念，泛指某一类 人，这类结构作主语时谓语动词要用复 数形式。例如：
Language points
1. Dr Bethune developed new ways of taking care of the sick. 白求恩医生研究出了照料病人的新方法. 1) take care of意为“照顾，照料”，相当 于look after。take good care of和look after…well意义相同，都是“好好照料， 好好照顾”的意思。如:
Bethune came to China and join the 8th Route Army in the Shanxi-Hobei border region. He was a tireless surgeon then. In 1939, he died because of septicemia(败血症) when he was only 49.
The young have plenty of opportunities here. 年轻人在这里有大量的机会。 The blind learn skills in special schools. 盲人在特殊学校学习技能。
2. …so that doctors could treat the wounded more quickly. 这样大夫们就能更快地救治伤员了。 so that 可以引导一个状语从句, 表目的, 意思是“为的是……；目的是……”。
He was born in Gravenhurst, Ontario, Canada on March 4, 1890.
He graduated in University of Toronto in 1916.
He went to Spain in 1936 and organized a mobile blood transfusion service, the first of its kind, to operate on a 1000 km front.
1 Where is Dr Norman Bethune from? A. China B. Spain C. Canada 2 What did he do to take care of the sick? A. He treated them on his own. B. He invented special medical tools. C. He taught local doctors and nurses. 3 What did Dr Bethune die of? A. hard work B. tiredness C. his wound 4 Who are still remembering him today? A. Chinese B. Canadians C. Spanish
He tried his best to treat the sick soldiers.
There is a passage about Dr Norman Bethune. Read it and finish the following tasks.
P20
Task 1
2 Listen to the passage about Dr Norman Bethune and choose the correct answer. (There might be more than one right answer.)
Words and expressions
wounded realise dying care take care of tool invention adj. 受伤的 v. 了解；意识到 adj. 垂死的；即 将死亡的 n. 照顾；照料 照顾；护理 n. 工具；器械 n. 发明；创造
Words and expressions
外研 九年级 上册
Module 3
Heroes
Unit 2
There were few doctors, so he had to work very hard on his own.
Words and expressions
Canadian adj. 加拿大的; 加拿 大人的 sick adj. (感觉)不适的， 生病的 soldier n. 军人；士兵 treat v. 医治；治疗 war n. 战争 would n. 伤；伤口 die for 为……而死
Why did the girl have to rewrite her homework?
… because … carelessly
The girl has to rewrite her homework because she did it carelessly .
Why does he get up early to practise singing every day?
… so … be a singer He wants to be a singer so he gets up early to practise singing every day.
Why did Millie become a doctor?
… so … want to help other people Millie wanted to help other people so she became a doctor.
Words: sick soldier treat war wound realise dying tool rest useful manage continue Phrases: die for/of take care of at that time on one’s own manage to do Patterns: …so that doctors could treat the wounded more quickly.
at that time 那时候 独自一人 v. 休息；睡眠 v. 做成；(尤指)设
on one’s own rest
manage
useful adj. 有用的;有益的 himself pron. 他自己
法完成
Words and expressions
manage to do sth. operation continue die of
P20
1 Make some sentences about what Norman
Bethune did, using the words in the box.