外研版九年级英语上册Module 3 Unit 2教学设计
外研版九年级英语上册Module 3 Unit 2
教学设计
外研版九年级英语上册Module 3 Unit 2教学设计【教材课题】外研版九年级英语上册。
【教材分析】
1、教材内容简析：
外研版九年级上册第三模块中心话题是通过谈论心
目中英雄，让学生掌握because. so 引导的从句的用法。
通过本模块的学习使学生学会谈论英雄人物，会运用原
因状语从句；通过第二单元阅读材料的学习，了解白求
恩同志的生平经历及为中国人民的解放事业和医学事业
所做的突出贡献，学习他的伟大的国际主义精神。
2、教学对象分析
学生通过本模块元前期的学习,对原因状语的用法有了些许的语感和模仿运用的能力,也能够用简单的英语复述人物经历。
【教学目标】
基于这是一篇阅读课，学生主要以阅读理解文本为
目标，由此我确定了本节课的教学目标为：
1.知识目标：
●80%的学生能够基本了解本节课的单词和词组。
了
解本节课的
单词有:Canadialdat, war, wound, realise,
dying .tool, invusefulanage. operaue,Canada等。
词组有：ddake care of, at thas own等。
2.能力目标：
●学生能够通过略读、细读的方法阅读课文，能捕
捉全文和段落大意，其错误率不超过30%。
●学生在阅读课文的过程中，能够排除不重要生词、推测关键词义，理解篇章，理解程度达70%。
●学生在阅读过程中形成正确的阅读策略，提高英
语学习的积极性。
3.情感目标：
●通过课堂学习活动，鼓励学生积极参与课堂活动，克服羞怯心理，加强与伙伴的合作，不怕出错，乐于纠错。
●激发其对英语的兴趣和喜爱，培养其学英语的积
极性和自信心。
4.德育目标：
●了解白求恩同志的生平经历，学习他的献身革命
工作和爱国主义精神。
【教学重点】
1.扫读技巧在阅读中的运用。
2.阅读过程中采用做笔记和划线找出文中的关键信息，并能总结出文章核心内容。
【教学难点】
1、阅读过程中采用做笔记和划线找出文中的关键信息，并能总结出文章核心内容。
2、如何介绍人物的写作方法。
【评价设计】
1.为了导入本节课的话题，采用free-talk的形式谈论本模块中出现的人物邓亚萍和白求恩同志，这样的设计，既复习旧知识，又为本文的即将进行的话题做了铺垫。
2.阅读中的回答问题、寻找关键词、填空，如此设计，均为对学生的阅读过程进行检测评价。
3.教师的即时鼓励性语言评价。
【教学过程】
根据初三学生学习英语的特点和规律，按照任务型教学模式，我将本节课分为以下五个教学环节。
: Free Talk (5)
T: Class, today were going to talk abouta greaNorman Bethune. Do youknow him? What do you know aboutw? What did he d?
设计目的：教师询问这这些话题，为引入本节课的
话题做好铺垫。
基于语境创设的需要，通过语境引出文本出现的部分新单词；展示白求恩医生生平中的重要图片，学生在观看的同时，复述白求恩的生平经历。
2: Reading (25)
1.Pre-reading
Class,lets look aures ,do you knoww?Norman Bethune?He is a great Canadian doctor. He is a greaa. Do you know what great things he didlife ? What did he d?Wqud, Letlearn Module 3 Unit2.
设计目的：读前展示图片，学生在观看的同时，引导学生根据图片，预测文章将要讲述什么内容，增加了学生对文本的学习兴趣和热情。
2g
Task 1：Read and answer</Readthe textquickly . Thendo Activity3 Numbvents about Norman Bethudappened.
设计目的：通过略读文本，使学生对文章有一个宏观的把握，对事件叙述有个时间上的把握。
引导学习读前技巧，增强学生识别信息的能力。
anning
Task 2:MaT: Read again andmawacts aboutNorman Bethu0 was bbecame a dwaaadied
设计目的：通过快速扫读找数字，培养学生在阅读
中获取关键信息的能力。
areful reading
Para 1W?</Task3:Ask and answer
Tlets read paragraph by paragraRead paragraph 1, answwo quW?
2 W?
设计目的：学生通过回答问题，加深对文本的理解。
渗透核心句型adjest pl.用法，学习短语die of等。
并提示学生在阅读时，注意做笔记。
设计目的：通过寻找关键年代的方式，了解白求恩每个
重要年份都做了什么？在阅读过程中，提示学生划出关
键词，帮助理解文本。
通过本段的思维导图，提炼出本
段的重点，为学生做summary做好铺垫。
Task5:Read and answer
2 Read theNorman Bethune go to Spa?
B: What did Norman Bethune did in Spain?
C: Why did Norman Bethua?
D: What did Norman Bethune dida ?
设计目的：通过以上问题的设计，提炼出本段的重点:take caval medical toolat, develop training courses, at that time.对重点短语以及目的状语、原因状语从句的语法知识有进一步练习。
Task6:
Norman Bethune was, buamoua. Duringaated the wounded soldHe invented specialto use outsidals. Hissaved many lives. In China,
Hatand wounded soldiers. Hworked without taking a rest and did not look after. Aave over hundred livxty-nine hours .During an operauger. And finally diedHll remembered in ba and Canada.
设计目的：通过完成本题任务，让学生对本课的内
容有了进一步细致的理解，又对重点知识得到强化练习。
起到强化重难点的作用。
白求恩为中国人民的工作使他成为中国的英雄他今
天仍然在中国和加拿大被怀念ChinaCanada today</：After -reading（6）
Task8:Re-tell
Class, Lets re-tell the passage , pay awhaant thingsNorman Bethune did.
设计目的：读后通过四段文本的学习，让学生对文本做一个口头summary，从而加深对文章的理解，为下
节课的复述做好准备。
: Think(4)
Boys and girls, as we know,Norman Bethune did many great thinga ,what will lea?
设计目的：这是对阅读文本的一个总结，引导学生思考回顾，复习反思: Summary (4)lass,as a middle student, we should learn good qualgreat people , do our best to daningful things for our country and people. In allw on, be a good ,creative ,active and sunny stud设计目的：这一部分是对整节课的总结，主要从文本的总结到情感的提升。
Homework（1）
Look at the facts about Yuan Longping in Activity5 ,and write a passage abou设计目的：本题为开放性的作业，学生可根据本课所学的内容，以时间为顺序介绍人物的写法。
板书
M3U2 There were few dad to work very hardw0。
最新外研版九年级英语上册：Module 3Unit2课件(共30张PPT)电子教案
hospitals e) died f) went to treat the wounded soldiers in Spain
Task2 Read the passage again and write down
hospitals 6 e) died(1939) 2 f) went to treat the wounded soldiers in
Spain(1936)
Task 3
Check the sentences and correct the wrong ones.
1. Norman Bethune began to work as a doctor in 11993166. ×
Task2 Read the passage again and write down the
years. Then number the events in the order they
happened.
a) came to China b) wrote books about ways of treating the sick
Canadian doctor hospital sick soldier treat war wound
Norman Bethune was from Canada. He was Canadian.
He was a doctor. He tried his best to treat the sick or wounded soldiers in a war.
设法完成 n. 手术 v. (使)继续
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.。
外研版九年级上册Module3Unit2单元整体教学导学案
Module 3 HeroesUnit 2 There were few doctors, so he had to work very hard on his own. 导学案【Learning aims】--To be able to get some information about Dr. Norman Bethune by the reading material.--To be able to learn some key words and expressions.--To be able to write about a hero with facts and opinions.【Warming up】1.Show the unit task: Write about a hero.2.Show some pictures about different kinds of heroes, and talk about them.【Pre-reading】1.Talk about the heroes fighting the coronavirus, and learn some new words.【While- Reading】Activity 1. Divide the paragraphs into 3 parts.Part 1: Para ___Part 2: Para ___Part 3: Para ___Activity 2. Read Paragraph1 and answer the questions.1. What is Norman Bethune? He is _________________________________________________2. Why is Norman Bethune one of the most famous heroes in China？________________________________________________________________________________ Activity 3. Number the events about Norman Bethune in the order they happened.(P21 A3) Activity 4. Read Paragraph2-4 and choose the best answers.1) We can learn from Paragraph 2 that Norman Bethune ____________.A. treated the wounded soldiers during the Anti-Japanese War in Spain in 1936B. realised that many soldiers were dying because there were not enough doctors in the hospital.C. used his special medical tools to treat the wounded more quicklyD. set up many outside hospitals and close to the fighting areas2) What does the word “developed”mean in the sentence “He developed training courses for local doctors and nurses...”?A. 发展B. 发达C. 研制D. 开发3) Which of the following is TRUE?A. Norman Bethune began to work as a doctor in 1936.B. Norman Bethune invented special medical tools in China.C. Norman Bethune wrote many books to make him famous.D. Norman Bethune often worked from day to night.Activity 5. Read Paragraph 5 and answer the questions.1. What made him a hero in China? ___________________________________________________2. How do Chinese and Canadian people remember him? __________________________________【Post- Reading】Activity 6. Thinking :What do you think of Norman Bethune?Activity 7. Summary: Introduce Norman Bethune.Activity 8. Group works: Talk about Yuan Longping in groups, and write a letter to China Daily.【Homework】Write a passage: A hero in your heart。
外研版英语九年级上册Module3Unit2教案
外研版英语九年级上册Module3Unit2教案Module 3 HeroesUnit 2 There were few doctors, so he had to work very hard on his own.教学目标【语言知识目标】Key vocabulary:Canada，Canadian, sick, soldier, treat, die for, die of, wounded, realise, dying, care, take care of, on one’s own, war, invention, tool, at that time, operation, useful, manage, manage to do, himself, in the end, continueKey structures:在语境中感知so, so that和because引导的状语从句的用法。
.【语言技能目标】说：能谈论自己喜爱的英雄人物的基本简介和理由。
读：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。
【情感态度目标】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，以此发奋学习，热爱生活，做国家有用人才。
教学重难点【教学重点】本单元重点单词、词组及其用法。
【教学难点】掌握并运用并列连词so和从属连词because，so that。
教学过程Step 1. Warming-up通过图片和视频对白求恩做简单介绍。
Step 2. New wordsFinish Activity 1 on page 20.Learn some new words in this unit.Step 3. Reading1. Read the passage and check your answers to Activity 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.Step 4. Language points1. He came to China to help the Chinese people and died for them.die for 意为“为……而死”。
外研版九年级英语上册Module 3 Unit 2教学设计
外研版九年级英语上册Module 3 Unit 2教学设计外研版九年级英语上册Module 3 Unit 2教学设计【教材课题】外研版九年级英语上册。
【教材分析】1、教材内容简析：外研版九年级上册第三模块中心话题是通过谈论心目中英雄，让学生掌握because. so 引导的从句的用法。
通过本模块的学习使学生学会谈论英雄人物，会运用原因状语从句；通过第二单元阅读材料的学习，了解白求恩同志的生平经历及为中国人民的解放事业和医学事业所做的突出贡献，学习他的伟大的国际主义精神。
2、教学对象分析学生通过本模块元前期的学习,对原因状语的用法有了些许的语感和模仿运用的能力,也能够用简单的英语复述人物经历。
【教学目标】基于这是一篇阅读课，学生主要以阅读理解文本为目标，由此我确定了本节课的教学目标为：1.知识目标：●80%的学生能够基本了解本节课的单词和词组。
了解本节课的单词有:Canadialdat, war, wound, realise,dying .tool, invusefulanage. operaue,Canada等。
词组有：ddake care of, at thas own等。
2.能力目标：●学生能够通过略读、细读的方法阅读课文，能捕捉全文和段落大意，其错误率不超过30%。
●学生在阅读课文的过程中，能够排除不重要生词、推测关键词义，理解篇章，理解程度达70%。
●学生在阅读过程中形成正确的阅读策略，提高英语学习的积极性。
3.情感目标：●通过课堂学习活动，鼓励学生积极参与课堂活动，克服羞怯心理，加强与伙伴的合作，不怕出错，乐于纠错。
●激发其对英语的兴趣和喜爱，培养其学英语的积极性和自信心。
4.德育目标：●了解白求恩同志的生平经历，学习他的献身革命工作和爱国主义精神。
【教学重点】1.扫读技巧在阅读中的运用。
2.阅读过程中采用做笔记和划线找出文中的关键信息，并能总结出文章核心内容。
【教学难点】1、阅读过程中采用做笔记和划线找出文中的关键信息，并能总结出文章核心内容。
新外研版九年级上册英语 Module 3 Unit 2 教案(教学设计)
Module 3 HeroesUnit 2 There were few doctors, so he had to work very hardon his own.单词army，Canada，Canadian,掌握重点词汇、语法、句型，理解文章大意及结构，能够灵活运用so that, so , because 引导的状语从句。
如何引导学生通过白求恩这篇文章的学习，学会描写英雄事迹。
Step 1：Warming-up1. Lead in the topic by a picture and show the teaching aims to the Ss.2. Talk about the pictures. Ask the students to look at the pictures about heroes in different fields.3. Learn some new words and try to remember them.Step 2：Listening and vocabulary1. Ask the students to list some heroes they have known before, and say some thing aboutthem, such as their age, born, occupation, personal features, etc.2. Play the tape and have them read and follow. And then choose the best answer.Step 3：Explain the important and difficult points1.Norman Bethune is one of China’s most famous heroes.....曼•白求恩是中国最有名的英雄之一,……(1) one of +名词复数意思是“……之一” 如:Heroes was one of the best films at that year.《英雄》是那一年最好看的电影之一(2) hero 的复数形式是在词尾加 -es.相类似的还有:potatoes, tomatoes ,但应注意photo, radio, video, 的复数形式为photos, radios, videos2. There were few doctors, so he had to work very hard.(那里的)医生很少,所以他的工作很辛苦.so 在句中引导一个结果状语从句.它可以和because 引导的原因状语从句互换如:Our teacher worked too hard so she fell ill again.(=Our teacher fell ill again, because she worked too hard.)我们的老师工作太辛苦了,所以她又病倒了.2.Dr Bethune worked very hard without stopping to have a rest.白求恩大夫不停歇地努力工作(1) without sb/sth/doing sth.如:I can’t see without glasses .我没戴眼镜,看不见。
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。
Module+3+Unit+3+课件++2024-2025学年外研版九年级英语上册
➢ I've learned from her that helping others is a truly wonderful thing. I hope I can be a person like her one day.
➢ I admire ...because she always did her best, no matter how hard it was. ➢ We should learn from_____ to... …
5 Writing Bank.
Why do you think he/she is the greatest hero?
➢ His story tells us what the great love for the people and country is. We were all inspired by his deeds.
I think _____is a real hero. What's more, he is the lightest star in my heart. ...
2 Writing Bank. What did he/she do?
Main part: (time sequence, past simple tense) Make a mind map to help you.
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。
外研版-英语-九上-Module3 2单元 教学设计
3.从句的谓语常有may, might, can, should, will等情态动词。
You must speak louder in order that you can be heard by all.
I got up early so that I could catch the first bus.
2.Ask the students to talk about the picture in Part 2 in pairs.
3.Fast-reading:Readthe passage quickly and number the events in Part 3. Check answers.
新外研版英语九年级上册Module 3 Unit 2
教学设计
课题
There were few doctors, so he had to work very hard on his own.
单元
Unit 2
学科
英语
年级
九
学习
目标
1.掌握原因，结果及目的状语从句。
2.阅读及写作能力的培养。
3.学习白求恩无私奉献的精神。
2) Say slowly so that I can understand you.
课堂小结
掌握原因，结果及目的状语从句
板书
Unit 2Therewere few doctors, so he had to work very hard on his own.
2.Adverbial Clauses
4.CareLeabharlann ul-reading:Ask them to listen to the tape in part 2 and read the passage carefully, completethepassage in Part 4. Check answers in pairs, then read it together.