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.教案

Module 3 Heroes

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

一、教材分析

这节课是九上第三模块第二单元，课文介绍了国际共产主义战士--诺曼白求恩的伟大事迹。因时代差异，学生很可能并不了解这个人物，教师可以提供一些教学资源，帮助学生了解他。在教学中，教师带领学生学习课文中按时间顺序介绍人物生平的写作手法。通过对人物的描写，了解他是一个怎样的人。为学生树立一个更直观、立体的人物形象。

二、学情分析

因为时代差异，学生对于诺曼白求恩不是非常了解。但是他们已经具备了阅读能力，通过阅读学生可以了解他的生平事迹。对于优秀的学生，通过句子的描写，他们能够深入了解这个人物形象。但是对于后进生来说，要深入了解这个人物形象就显得有些困难。

三、教学目标

1. 语言知识目标

能阅读和理解新单词。比如：Canadian, sick, soldier, treat, war, wound, die for, wounded, realise, dying, care, take care of, tool, invention, at that time, on one’s own, useful, rest, himself, manage, operation, continue, die of, Canada

2. 语言技能目标

（1）学生能通过阅读理解文章大意

（2）学生通过阅读能够培养他们的阅读思维品质

（3）学生通过细读，品读能深入理解人物形象特征的能力

（4）学生能够谈论自己喜爱和敬佩的英雄人物及其事迹

3. 文化意识

通过阅读，了解不同领域的一些英雄人物，增加个人阅历，拓展文化视野。

4. 情感态度

了解不同领域的一些英雄人物，学习他们的宝贵精神，培养刻苦努力，积极向上的人生态度

四、教学重难点

1. 学生阅读思维品质的培养
2. 培养学生树立正确的人生品质
3. 能够谈论自己的英雄人物

五、教学设备

Multi-media, PPT, Textbook, Chalks

六、教学方法

PWP, Communicative approach, Interactive approach

七、教学设计

Step 1: Warm up

1. Ss listen to the song and watch a video
2. Teacher asks some questions.

T: Do you like the song?

S: Yes, I do.

T: What’s the name of the song?

S: Tell me why.

T: What does the singer want to tell us in the song?

S1: The singer wants to tell us that we should protect the environment.

S2: The singer wants to tell us when someone needs help. We should give a helping hand.

T: Yes, when someone needs help. We should help them. The people always help others. The people always think about others. We can call them “heroes”.

Step 2: Lead in

1. Pre - reading

(1)  Teacher shows the picture of Norman Bethune.

T: I’ll show my hero. Do you know the name of him.

S: Norman Bethune.

(2)  Ss follow the teacher to read the name (Norman Bethune).

(3)  Teacher shows some words to help ss introduce Norman Bethune.

T: Do you know some information about him. Who can introduce him.

(4)  Ss look at the picture and introduce Norman Bethune.

2. While - reading

Skimming and know the main idea of the passage.

(1)  Teacher shows the picture and the title. Then teacher teaches students the way to know the main idea of the passage.

(2)  Ss tell what the passage is mainly about.

T: What’s the passage mainly about?

S: The passage is mainly about Norman Bethune.

Careful reading and know the details of Norman Bethune according to the time line.

(1)  Ss find the time and circle them.

(2)  Ss read and underline the things he did in each time.

T: What did he do in 1890?

S1: He was born in 1890.

T: What did he do in 1916?

S2: He became a doctor.

T: What did he do in 1936?

S3: He went to Spain to treat the wounded soldiers during the war.

T: What did he do in 1938?

S4: He came to China and helped treat the wounded soldiers during the Anti-Japanese War.

T: What did he do in 1939?

S5: He cut his finger on an operation, but he continued his work without treating it.

T: What did he do in the end?

S6: In the end, he died of his wound.

Careful reading and know more details about him.

(1)  Ss read and find the problems he had during the war in Spain and China.How did he solve the problems. What do you think of him on things he did.

T: What problem did he have in Spain?

S1: He soon realised that many people were dying because they did not get to hospital quickly enough.

T: What problem did he have in China?

S2: There were few doctors, so he had to work very hard on his own.

T: How did he solve the problem in Spain?

S3: He developed new ways of taking care of sick. He invented special medical tools to use outside hospitals and close to the fighting areas so that doctors could treat the wounded more quickly.

T: How did he solve the problem in China?

S4: He developed training courses for local doctors and nurses. He wrote books so that they could learn about how he treated the sick.

T: What do you think of him on things he did?

S5: I think he is kind, brave and smart. Because he went to Spain and China to help treat the wounded soldiers during the war.

S6: I think he is hard-working. Because he had to work very hard.

T: He developed.... and invented..., so he is creative. He wrote books..., he must have lots of knowledge. So he is knowledgeable.

(2)  Ss read the sentences with because, so, so that. And answer why did the writer use conjunctions. What does the writer want to tell us.

T: What did the writer want to tell us ?

S7: The writer wanted to tell us he always thought about others and did everything for others, so he is kind and helpful.

T: We can call him selfless(无私的）. He had many good qualities. Please read next paragraph and tell me about his qualities.

S8: He is hard-working and helpful. Because he worked for sixty-nine hours without stopping and managed to save over a hundred lives.

S9: He has strong will. Because he cut his finger during an operation, but he continued his work without treating it.

T: In this paragraph, there are three without, In Chinese it called 排比句. In English it called parataxis. What does the writer want to tell us?

S: He is a hero.

T: Yes, he has noble spirit. We should respect him.

Careful reading (Judgement)

One day in 1939, he cut his finger during an operation, but he continued his work without treating it. In the end, he died of his wound.

T: Do you agree to his behavior? Why or why not?

S!: Yes, I do. Because he is helpful and kind. He is a hero. He should think about others. He wanted to save more lives.

S2: No, I don’t. If he alive, he can save more lives. If he die, many lives die.

T: Yes, I agree with you. But he has a relief: Time is life. So he wanted to save more lives. However, we should have a relief: Health is the first wealth. At first, we should take care of ourselves. Then, we have ability to save others.

Summary

T: He has many good qualities, the things he did lead him to be a hero. How do people remember him?

S: There are many books and films about him.

T: Yes, he is still remembered in both China and Canada.

3. After reading(thinking)

(1)  Ss think and answer after reading the passage.

T: What do you want to learn from him? Why?

S1: I want to be hard-working. Because we are students. We must study hard, we can get good marks.

S2: I want to be friendly. If someone needs help, I can help him or her. Because helping others make me happy.

(2)  Ss share their heroes with others

T: In our daily life, there are many heroes. Who is your hero? Why?

S1: Liu Xiang is my hero. He is a sports player. He has won many prizes in Olympic Games. He was hard-working and has strong will. He never gives up.

S2: My father is my hero. Because he is hard-working. He always takes care of me. He loves me.

教学反思

这节阅读课的不足点是没有完成教学内容，觉得这节课不是完整的一节课。所以在以后的课堂中要把握好时间的安排。其次在教学中的思考还不够深入，在教学环节中要做到步步紧扣，层层递进。比如在careful-reading中的品读环节中，我问道：What other qualities can you find in this paragraph? 学生们说出了hard-working, strong will, brave. 再次我问道： Why did the writer use three without? 进而对学生进行思想的引导: He has noble spirit. We should respect him. 在这环节之后教师应该进行总结和板书的设计。因为他的这些品质和他所做的事情，让他成为了一位英雄。在板书设计中要进行体现和书写。由于没有考虑周全，这一步骤都忘记了。下一步骤是评判阅读，教师问道：Do you agree to his behavior? Why or Why not? 学生持两种不同的观点，有同意的观点和不同意的观点，并都说出了他们的理由。在这环节，教师应该进行思想的进一步引导。虽然白求恩死了，但是他的精神还在。我们应该学习他的这种精神，为社会做些好事。你想学习他的什么品质。 What do you want to learn from him? Why?这个问题可以让学生们畅所欲言。发表他们自己的看法。最后一个环节是读后的反馈阶段。可以让学生们讲讲他们心中的英雄是谁？做了什么事情？对他的评价？但是很可惜，这部分没有完成。所以教学研究的道路还很远。需要我不断努力，不断专研，不断尝试，不断创新。