初中英语外研版 (新标准)九年级上册Unit 2There were few doctors, so he had to work very hard on his own.一等奖教学设计

这是一份初中英语外研版 (新标准)九年级上册Unit 2There were few doctors, so he had to work very hard on his own.一等奖教学设计，共8页。
English  Teaching  Plan Teaching timedateJune 4thTeaching period1Teaching ContentModule 3 Heroes Unit2 There were few doctors, so he had to work hard.Teaching aims Get information about Dr Bethune from the reading material.Learn to write about a hero.Learn to describe a hero’s life.Try to give reasons.Key pointsKey structures: be born, front, look after, open hospital, invent new treatments and medical tools, ,train doctors and nurses, give one’s life toDifficult pointsFind out all the information about Norman Bethune from the passage.Teaching aids Tape recorder and handoutsTeaching    methodsTop-down approachhomeworkWrite a passage about Dr Bethune.Read the text again and again and try to recite it.Finish Ex. 1-5 on Page 76-77.Blackboard DesignMy hero--- Norman BethuneIn 1890, he was born.            In 1938, he came to China.In 1916, he became a doctor.             he wrote books.he went to the front to            he treated Chinese  look after injured soldiers.    he opened hospitals.He invented new treatments and tools.     he trained doctors and nurses.  English Teaching Plan Hui Middle SchoolTeaching  Procedures Warming-up     设计意图：掌握学生对白求恩信息的已知量，引导其用本课词汇对白求恩进行简单描述。  教学   教学目标：巩固本节课所用词汇 army, Canada, China, doctor, hospital,    medical, soldier, travel, treatment .  教学方法：问答式  导语：I have told you in this module we’ll talk about two heroes. One is Sally. In unit 1, we knew she’s a hero because she gave Kylie the chance to play the solo. In unit 2, we’ll talk about another hero. He’s Norman Bethune. Have you ever heard of him? How much do you know about him? Please think it over and tell me something about him. You can use the words on the paper.   Ss: ( He’s a doctor. He’s Canadian. He has been to China to help Chinese people.…)Reading  衔接语： I think you know much about Bethune. And I believe after this lesson, you’ll know more about him. So are you looking forward to this lesson? (Yes.) OK, let’s come into Norman Bethune’s life.Step 1 Listen to the tape and put the events in the correct order.  设计意图：使学生对文章整体上有个了解，为下面具体了解做铺垫。  教学   教学目标：能够把白求恩的事迹根据时间进行排序，对文章有总体理解。 教学方法：排序法Born in 1890                                           □Started hospitals and wrote books about new treatments □Worked with soldiers in the First World War            □Invented medical tools to use outside hospitals        □Came to China and died                                 □ Step2 Read the passage and answer the questions.  设计意图：通过阅读，回答一些关于白求恩生活细节的问题，使学生对白求恩的了解，由粗线条到细节描写，丰富学生掌握的白求恩的信息。  教学    教学目标：深入理解每段内容，理清文章脉络。  教学方法：问答法  Questions:⑴ Why did he invent new ways to treat injured soldiers?⑵ Why did he write books?⑶ Why did he come to China?⑷ Why was he a hero in China?⑸ How did he die?   Pair work to check the answers. Step 3  Group work. According to the time, talk about the main events about Norman Bethune.  设计意图：通过认真阅读，小组讨论，把课文中关于白求恩的事例全部找出，达到对白求恩这个人深入地、全面地、透彻地了解，完成本课目标。  教学    教学目标：熟练掌握文中短语  教学方法：归纳总结法Group work and write down the sentences.Ask some groups to complete the table.In 1890 In 1916 and during the First World War 1.2.3.  In 19381.2.3.4.5.6. Other information1.2.3.4.5.6.III. Speaking    设计意图：本步骤是对上一环节的升华，在摘出信息的情况下，通过重新组合，理顺成一篇介绍白求恩的文章。  教学    教学目标：可以口头述说一篇介绍白求恩的文章。   教学方法：归纳总结法Ask Ss to join the information into a short passage quickly.Ask some Ss to introduce Norman Bethune in class. Try to add so, because, so that in their passage.e.g. I want to introduce Norman Bethune to you. He was born in 1890. …IV. Writing  (Homework)   设计意图：在对课文有全面了解且可以口头复述的基础上，提升到写作高度，完成对学生各项能力的培养提高。  教学    教学目标：提高学生的写作水平，让他们写的时候有话可说。   教学方法：归纳总结法V. Sum up Sum up what we have learnt in this class.鼓励学生积极发言: “ What have you learnt today ?”         可参考以下内容：        (1)  words:       (2)  phrases:       (3)  sentences:(4)          Grammar:（让学生自己总结，老师加以补充）设计说明：培养学生知识归纳能力                          Module 3  HeroesUnit 2 There were few doctors, so he had to work very hard.导学学案一．      课前预习，读一读，写一写，说一说。熟读下列单词达到会读会写会译.army  Canada  China   doctor  hospital  medical  soldier         travel  treatment 朗读文章，找出本课要讨论的英雄。使用以上单词，回答问题。Have you ever heard of him? How much do you know about him？                                                                                                                        二．      当堂检测，1听录音，按时间顺序排列下列事件。Born in 1890                                         □Started hospitals and wrote books about new treatments □Worked with soldiers in the First World War             □Invented medical tools to use outside hospitals          □Came to China Died                                  □做句子，把以上事件变成完整的句子。读课文，回答以下问题，深入了解文意。⑴ Why did he invent new ways to treat injured soldiers?⑵ Why did he write books?⑶ Why did he come to China?⑷ Why was he a hero in China?⑸ How did he die?小组合作，完成表格。In 1890 In 1916 and during the First World War 1. 2. 3.  In 19381.2.3.4.5.6. Other information1.2.3.4.5.6.5. 说一说，把以上信息连成一篇简绍白求恩的短文。三．      课后巩固1. 写一篇介绍白求恩的文章。（作文本上）2. 反复朗读课文，达到熟读成诵。教学反思　  Module9  Unit2是围绕Norman Bethune展开的一个文章阅读。通过对本课的学习，孩子们将对Norman Bethune的生平有一定了解。本节课我处理成了一节阅读课，让学生通过不同程度的阅读一步步了解白求恩的生平。为了了解学生对白求恩知道多少并引入本课，我首先让他们说说他们关于白求恩了解什么，学生可以说出一些简单的大众都知道的白求恩的信息，例如他是一名医生，他是外国人，他帮助过中国人民等。这部分我还是比较满意的，学生基本可以用正确的句子来表达。通过这样的导入，即能提高学生对进一步深入了解白求恩的学习兴趣，还巩固了之前的知识。阅读过程我采用层层深入，由粗到细的步骤。首先听一遍对话让学生对白求恩的主要事件排序。本身文章较难，听懂有困难，但题目比较简单，绝大多数学生是可以按时间顺序排出来的，这方面还是应该多练习让学生听成段的文章，从中获取信息。然后学生大声读文章，对文章更细致的理解，回答一些细节性的问题。这部分存在学生理解力以及单词储备方面的差异，所以回答的情况不是太好，有些需要总结的内容提炼不出来。这方面还需强化单词记忆，并多做任务型阅读题，培养学生归纳总结的能力。接下来小组合作完成一个介绍白求恩生平的表格，这是本节课的重点内容，学生独立完成难度较大，所以我采用小组合作的方式，在讨论中出答案。学生参与度比较高，信息基本可以找全，从而列出一个关于白求恩一生的信息链。在读懂文章后，我着重培养他们说的能力，以上面的表格为例，按照时间顺序介绍白求恩，形成一篇口头文章。这时学生会有不自信的表现，总觉的当堂表达一篇完整的文章他们做不到，会不自觉的读课文，放弃自己创造的机会。这时需要老师鼓励他们大胆的往出说，不怕犯错，严禁他们看书，就只能看着表格进行表述。在“逼迫”之下，他们往往可以说出一些对的句子。然后要求他们课下把自己那篇口头文章写在作文本上，提高写作水平。整体来说，本课还是比较成功的。学生在学习了课文内容的同时还学习了一些阅读技巧，这给他们以后的阅读学习打下了很好的基础。当然我们的教学也是在不断的完善中的，每一次教学就可以总结一些经验，希望在阅读教学这块积累更多，收获更多，也给学生带来更多更好的学习方法