Module 3 Heroes Unit 3 Language in use 教案-2025-2026学年外研版（2012）九年级英语上册

教学设计 课题 Module 3 Heroes- Unit 3 Language in use 课时 1 教学目标 Language Ability: Consolidate grammar (past tenses, attributive clauses, adverbial clauses), apply functional language (describing achievements, evaluating qualities) in contexts. Cultural Awareness: Explore diverse heroic stories globally, recognize cultural differences in defining "heroes", and appreciate universal values like bravery. Thinking Quality: Classify heroic traits through comparative analysis, use logical connections (cause-effect, contrast) to organize ideas. Learning Ability: Develop self-editing skills for grammatical accuracy, expand vocabulary via topic-related mind maps, and transfer language to real-life communication. 重难点 Key Points: Master tense consistency in narrative writing, correctly use relative pronouns (who, which) and conjunctions (so, because). Difficult Points: Avoid overusing simple sentences, balance factual description with evaluative language, and distinguish between subjective opinions and objective facts when discussing heroes. 教学环节 学习活动 新课教学 一、课堂导入（5 分钟） T（Teacher，教师）：Good morning, everyone! How are you feeling today? Are you ready for an exciting English journey? S（Students，学生）：Good morning, teacher! We’re ready! T：Great! Before we start, let’s play a quick “Heroes Quiz”. I’ll describe a hero, and you guess who it is.（做出思考状，然后描述） This hero is a doctor. In a time when there were few medical workers, he worked day and night on his own to save lives. He faced many tough challenges but never gave up. Who is he? S（齐答）：The doctor from Unit 2! T：Exactly!（竖起大拇指） And what’s the most impressive sentence about him? S：There were few doctors，so he had to work very hard on his own. T：Perfect memory! And from Unit 1, we also learned about Yuan Longping. His work helped feed millions of people a year, so he was a true hero.（板书这两个核心句子） Today in Unit 3 “Language in use”, we’ll dig deeper into these sentences and use the language we’ve learned to talk more about heroes. Let’s get started! 二、语法聚焦（10 分钟） T：First, let’s look at these two key sentences again.（指着黑板上的句子） What can you find in common? Think about the structure.（给学生时间思考，然后邀请学生回答） S1：They both use “so” to show a result. T：Brilliant observation!（点头赞许） “So” is a conjunction here, and we use it to connect a cause and an effect. For example, “It rained heavily, so the ground was wet.”（领读例句） Now, I’ll give you some situations, and you create sentences with “so”.（展示情景图片，如学生努力学习取得好成绩等） Let’s start. This student studied hard... S2：This student studied hard, so he got good grades. T：Well done!（继续展示图片，如某人锻炼后身体变好等） Try this one. S3：He exercised every day, so he became very healthy. T：Excellent! Now, let’s focus on “have to” and “help do sth.”.（板书这两个结构） We learned “have to” in Unit 2. It means we do something because of an outside situation. And “help do sth.” from Unit 1 shows assistance.（展示例句对比讲解：I have to wear a coat because it’s cold outside. My friend helps me clean the classroom.） Now, in pairs, create two sentences for each structure.（学生两人一组造句，教师巡视指导，之后抽查学生展示） T：Let’s hear from Tom and Lily. Tom：I have to finish my art project today because tomorrow is the deadline. Lily：My mother helps me wash my clothes every weekend. T：Great job, you two! Your sentences are clear and correct. 三、词汇拓展与巩固（10 分钟） T：Next, let’s review and expand our vocabulary about heroes.（展示单词树 PPT，核心词为 “hero”，分支连接 “brave”, “kind”, “hard - working”, “responsible” 等词汇） We already know these words from the previous units. Now, I’ll show you some pictures, and you use these words to describe them.（展示消防员灭火、志愿者帮助老人等图片） For example, for this picture of a firefighter, we can say “He is very brave.” Now you try the next one. S4：This volunteer is so kind. She helps the old people with a big smile. T：Beautiful description!（继续展示图片） Let’s play a “Word Relay” game. I’ll say a word related to heroes, like “brave”, and the next student says another related word, and so on. If you can’t say a word within 5 seconds, you’re out.（开始游戏，逐步增加难度，适时纠正学生发音和用词） T：Now, let’s use these words in sentences. I’ll give you a topic: “My Favorite Hero”. You need to use at least three of these vocabulary words in your sentence.（给学生思考时间，然后邀请学生分享） S5：My favorite hero is my teacher. She is kind, hard - working and responsible. She always helps us solve problems. T：Wonderful! Your sentence not only uses the right words but also shows your respect for your teacher. 四、综合语言活动（10 分钟） T：Now, it’s time for a fun group activity. You’ll work in groups of four.（展示任务卡） Here’s your task: Create a short story about a new hero. You can use the sentence structures “... so...”, “have to” and “help do sth.”, and at least five vocabulary words we reviewed today. You have 10 minutes to discuss and write the story.（学生分组热烈讨论、创作，教师参与其中，提供必要的指导和建议） T：Time’s up! Each group, choose one person to read your story. Let’s see which group can create the most interesting story.（小组代表依次朗读故事，其他小组认真倾听，教师和学生共同点评，从语言运用准确性、创意等方面给予反馈） Group 1 Representative：There was a big fire in the city. There were few firefighters at that moment, so a young man had to help save people on his own. He was very brave and kind. He helped carry old people out of the burning building and called for more help. Finally, all the people were safe. T：What an exciting story! You used our target language structures and vocabulary very well. And the story is full of action. Well done! 五、阅读与写作训练（5 分钟） T：Let’s move on to the reading part. Open your textbooks to Activity 3.（引导学生阅读关于一位环保英雄的短文） Read the passage silently and answer these questions: What does this hero do? Why is he/she a hero?（学生阅读并作答，之后教师与学生核对答案，讲解阅读中的难点词汇和句子） T：Now, inspired by this reading, I want you to write a short paragraph about a hero in your heart.（展示写作要求：Use at least one sentence with “so”, one with “have to” and three vocabulary words about heroes.） You can take 8 minutes to write.（学生进行写作，教师巡视，对有困难的学生提供帮助） T：Stop here. Exchange your writings with your deskmate and check each other’s work. Look for correct use of our target language and any spelling or grammar mistakes.（学生互相批改，之后教师邀请几位学生分享自己写的英雄故事，并进行点评和总结） 六、课堂总结（5 分钟） T：Class, let’s summarize what we’ve learned today. What language structures did we focus on? S（齐答）：“... so...”, “have to” and “help do sth.”! T：Correct! And what kind of vocabulary did we review and expand? S：Words to describe heroes, like “brave”, “kind”! T：Exactly!（在黑板上再次梳理重点知识） Remember, language learning is not just about remembering words and sentences. It’s about using them in real situations. After class, I hope you can keep observing heroes around you and use our learned language to talk about them. 七、作业布置（结束课堂） T：For today’s homework, first, revise your writing according to the feedback. Then, record a short video of yourself talking about a hero. Try to use as much of the language we learned today as possible. You can share the video with the class next time. Have a great day! See you! S：Goodbye, teacher! 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$