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.优质教学设计

Module 3 Heroes

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

一、教学目标

1. 学习和掌握单元重点词汇：

Words: Canadian, sick, soldier, treat, war, wound, realise, dying, care, tool, invention, useful, rest, himself, manage, operation, continue, Canada

Phrases: die for, take care of, at that time, on one’s own, die of

2. 学习并运用because，so和so that引导的状语从句。

(1) He invented…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…wrote books so that they could learn about how he treated the sick.

3. 能够读懂有关英雄人物事迹的文章，并能了解文章结构，完成相关练习。

4. 能够分析文章结构，根据时间顺序讲述英雄人物事迹。

5. 能够写作有关英雄人物的文章。

6. 通过了解更多的英雄人物事迹，陶冶情操，学习英雄人物所具备的精神。

二、教学重点及难点

重点：

1. 熟悉课文内容，掌握相关知识点并能根据时间顺序复述课文。

2. 能够写有关英雄人物及其事迹的文章。

难点：能够写作有关英雄人物的文章。

三、教学准备

多媒体课件

四、教学过程

Step I Warming-up

1. Free talk—Heroes

(1) Who are the heroes in your heart?

(2) What do you think we learn from the heroes?

2. T asks Ss to retell Deng Yaping’s story according to the key words.

设计意图：通过自由谈论的方式，引起学生的对英雄话题的学习兴趣；再通过复述人物故事的方式，检验对已学知识的掌握情况，同时引入本课话题。

Step Ⅱ Pre-reading

New words

Ss learn some new words and phrases.

Activity 1

1. T shows a picture and lets Ss discuss who the person is and what he did. They can use the words in the box to help them.

2. T shows some possible answers.

设计意图：结合图片进行词汇教学，直观形象并易于掌握；看图讨论，预测课文内容，引起学生好奇心。

Step Ⅲ While-reading

Fast reading

1. Ss read the passage and check the answers to Activity 1.

2. Ss read again and choose the correct answer to the question. T Tells Ss to focus on the pronunciation and intonation.

(1) What is the nationality of Dr Norman Bethune?

   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

3. Ss read for the third time and match the structures with the paragraphs.

Careful reading

1. Ss read Para. 1 and decide whether the sentences are true or false.

(1) Dr Bethune is one of China’s most famous heroes.

(2) He wasn’t Chinese or Canadian.

(3) He gave his life to help the Japanese people.

2. Ss read Para. 2 and complete the table.

3. Ss read Para. 3 and fill in the blanks.

In 1938 Norman Bethune came to _______ to help _____ the ________ soldiers during the Anti-Japanese War. ____________, there were ____ doctors, ____ he had to work very hard ___________. He__________ training courses for ______ doctors and______ and wrote books _________ they could learn about how to treat the ______.

4. Ss read Para. 4 and answer the questions.

(1) Why did Bethune die in the end?

(2) What was wrong with his hand?

5. Ss read the last paragraph together and translate the sentences into Chinese. Write their translation on a piece of paper.

设计意图：让学生在泛读、精读这两种不同的阅读过程、不同的活动中解决不同的问题，从而从整体到细节全面理解文章。

Step IV Post-reading

Activity 3

Ss number the events about Norman Bethune in the order they happened individually.

T shows the answers.

设计意图：通过将人物事件按照发生的顺序进行排序编号，帮助学生巩固文章内容。

Retell

Ss fill in the blanks and then retell the passage according to the mind-map.

设计意图：通过思维导图的方式让学生复述文章内容，帮助学生整体把握文章结构，加深对文章整体内容的理解。

Language points

1. take care of = look after 意为“照顾，照料；护理”

  take good care of = look after… well意为“好好照料，好好照顾”

2. the sick的结构是“the + 形容词”，表示复数概念，泛指某一类人。

3. so that 可以引导一个目的状语从句，意思是“为的是……；目的是……”。

4. on one’s own 表示“独立地；单独地；独自地”

5. manage to do sth.表示“设法做（成某事）” = succeed in doing sth.

设计意图：通过讲解知识点，旨在加深学生对文章的理解，使学生更进一步握文章内容，为下一步写作打下基础。

Activity 4

Ss complete the passage with the correct form of the words in the box individually.

T shows the correct answers.

设计意图：通过词汇练习，巩固运用所学词汇。

Activity 5

1. T teaches Ss how to write a passage about the hero by analyzing the structure of the passage My hero — Dr Norman Bethune.

2. T asks Ss to look through some facts about Yuan Longping and make sure they understand them.

3. Ss write the passages about Yuan Longping according to the facts and then share their passages.

4. T shows one sample writing.

设计意图：针对本单元话题写作，巩固所学词汇和句型。分步骤一步步引导学生进行写作，降低了难度，调动学生的积极性。

Cultural Background

T introduces Dr Norman Bethune’s profile.

设计意图：通过思维导图的方式展示白求恩的人物简介内容，帮助学生更深入了解人物，引导学生学习其宝贵精神，培养积极向上的人生态度。

Step V Summary

1. Phrases: die for, take care of, at that time, on one’s own, die of

2. Sentences:

(1) He came to China to help the Chinese people and died for them.

(2) He soon realized that many people were dying because they did not get to hospital quickly enough.

(3) He invented special medical tools to use outside hospitals and close to the fighting areas so that doctors could treat the wounded more quickly.

(4) At that time, there were few doctors, so he had to work very hard on his own.

设计意图：巩固所学的重点词汇及句型。

Step VI Homework

1. Read the passage fluently and try to recite it.

2. Master key expressions and words.

3. Preview unit 3.

五、板书设计

Module 3 Heroes

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

1. 词汇：

Words: Canadian, sick, soldier, treat, war, wound, wounded, realize, dying, care, tool, invention, useful, rest, himself, manage, operation, continue, Canada

Phrases: die for, take care of, at that time, on one’s own, die of

2.句型：

(1) He came to China to help the Chinese people and died for them.

(2) He soon realized that many people were dying because they did not get to hospital quickly enough.

(3) He invented special medical tools to use outside hospitals and close to the fighting areas so that doctors could treat the wounded more quickly.

(4) At that time, there were few doctors, so he had to work very hard on his own.