教学设计

Module 3 Unit 2 There were few doctors , so he had to work very hard on his own

            禹城实验中学  杨超慧

【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:Canadian, sick ,soldier, treat, war, wound, realise, dying .tool, invention, useful, rest , manage. operation,continue,Canada等。

词组有：die for,  die of,  take care of,  at that time,  on one’s 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。

Step 1 : Free Talk (5’)

T: Class, today we’re going to talk about a great hero, Norman Bethune . Do you know him ? What do you know about where he is from? What did he do for Chinese ?

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。

Step 2: Reading (25’)

1. Pre-reading

Class, let’s look at the pictures ,do you know who he is? Yes, he is Norman Bethune ? He is a great Canadian doctor. He is a great hero in China. Do you know what great things he did in his life ? What did he do for Chinese ?  With these questions in mind, Let’s come to learn 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。

2. Skimming

Task 1：Read and answer

Read the text quickly . Then do Activity3 Number the events about Norman Bethune in the order they happened.

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。

3. Scanning

Task 2:Match

T: Read again and match the time with the facts about Norman Bethune

1890         was born

1916         became a doctor      

1936         went to Spain    

1938         came to China

1939         died

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。

4. Careful reading

Para 1 Who is the hero?

Task 3: Ask and answer

This time, let’s read paragraph by paragraph.  

Read paragraph 1, answer the two questions.

1 Who is the hero?

2 Where is he from?

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one of the 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。

Para 2-4:What did the hero do ?

T: In the Para 2-4, Let’s learn about what Norman Bethune in his short life.

Task 4:summary

1 Read the Para 2-4 carefully , do the summary according the text.

time	1890	1916	1936	1938	1939
what

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。

Task 5: Read and answer

2 Read the Para 2-4 carefully again ,then answer the following the questions:

A: Why did Norman Bethune go to Spain in 1936?

B: What did Norman Bethune did in Spain?

C: Why did Norman Bethune come to China in 1938?

D: What did Norman Bethune did in China ?

设计目的：通过以上问题的设计，提炼出本段的重点:take care of , invent special medical tools, so that, 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。

Task 6 : complete the passage

 Read the Para 2-4 carefully once again ,then complete the passage with the correct form of the words in the box.

 

Norman Bethune was     , but he is one of the most famous heroes in China. During the    in Spain , he treated the wounded soldiers there. He invented special       to use outside hospitals. His      saved many lives. In China,

He     to treat     and wounded soldiers. He often worked without taking a rest and did not look after     . At one point, he      to save over hundred lives in sixty-nine hours .During an operation, he cut his finger. And finally died of his     .He is still remembered in both China 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。

Para 5: Why is he the hero ?

Task 7 : Translate

Translate two sentences into English

1 白求恩为中国人民的工作使他成为中国的英雄

Dr Bethune’s work for the Chinese people       him             in China.

2他今天仍然在中国和加拿大被怀念

He      still       in      China       Canada today

Step3： After -reading （6’）

Task 8 : Re-tell

Class, Let’s re-tell the passage , pay attention to what important things Norman 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。

Step4: Think(4’)

Boys and girls, as we know, Norman Bethune did many great things for China ,what will learn from him?

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

Step 5: Summary (4’)

So, class, as a middle student, we should learn good quality of the great people , do our best to do some meaningful things for our country and people. In all, from now on, be a good ,creative ,active and sunny student.

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。

Step 6 Homework （1’）

Look at the facts about Yuan Longping in Activity5 ,and write a passage about him.

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 doctors, so he had to work very hard on his own     1890                                  1939          1916                                  1938                                          1936