Module 3 Unit 2 教学设计 2025-2026学年外研版（2012）九年级英语上册

润安公学MYP单课规划表 Lesson Planner 学年/School Year: 2025~2026 学期/Semester: 第一学期 学科 Subject English 教师 Teacher Jessica 时长 Duration 40mins 单元主题 Unit Topic Great people and their great works M3U2 授课班级 Class C6G9 重大概念 Key Concept(s) Communication 相关概念 Related Concept(s) Context Message 全球背景 Global Context Personal and cultural expression Exploration: belief systems 探索案例 Explorations belief systems 学习方法 Approaches To Learning 1. Communication skills Read critically and for comprehension Make inferences and draw conclusions 2. Critical thinking skills Practise observing carefully in order to recognize problems 3. Transfer skills Change the context of an inquiry to gain different perspectives. 教学方法 Approaches To Teaching contextualized collaborative Informed by assessment 培养目标 Learner Profile Communicators 行动与服务 Service as Action By organizing a classroom debate, conducting community interviews, and creating multimedia presentations, students can deepen their understanding of the influence of belief systems on message exchange, while enhancing their research and communication skills as required. 探究陈述 Statement of Inquiry Conceptual understanding: Communication involves the exchange of messages within various contexts SOI: Communication involves the exchange of messages within various contexts, which can be influenced by different belief systems. 探究问题 Inquiry Questions 事实性Factual: 1.What are your belief systems? 2.What is the most effective way to communicate a complex idea to a broad audience? 概念性Conceptual 1.How do people understand belief systems of others? 2.How does the context influence the way a message is perceived and understood? 争议性Debatable: 1.Is it possible for a message to be completely misunderstood even when it is communicated clearly and directly? 2.Is it fair to say that all forms of communication, including written and digital, are inherently dependent on context? 学习目标 Learning Objectives Vocabulary and grammar from this lesson Learn the meaning of heroes. Describe one’s hero and give reasons with adverbial clauses. 学习体验 Learning Experience(非线性过程Nonlinear Process) 导入 Leading-in Warming up 1. Guess the main character according to the descriptions. 2. Watch a video and share what you know about him. 学习 Learning Presentation the new words and expressions Look and say. The teacher shows the pictures of new words or expressions, and let the students to say as quickly as possible. 展示 Demonstrating Talk about the picture in pairs Look at the picture and say something about it in pairs. 讲解 Elaborating Reading 1.Read and choose the structure of the passage. 2. Read and fill in the blank. Dr Bethune often worked very hard without 1_or taking care of 2_. Once, he even worked for sixty-nine hours without stopping and 3_to save over a hundred lives.One day in 1939, he cut his finger during an 4_, but he 5_ his work without treating it. In the end, he 6_ of his wound. 3.Read and find out key time points, get the events and complete the blanks to finish the timeline. Bethune's Lifetime In 1890 In 1916 In 1936 In 1938 (2 years later) In 1939 4.Complete the passage with the correct form of the words in the box. Canadian continue himself invention manage sick tool war wound Norman Bethune was (1) _, but he is one of the most famous heroes in China. During the (2) _ in Spain, he treated the wounded soldiers there. He invented special (3)_to use outside hospitals. His (4)_ saved many lives. In China, he (5) _to treat (6) _and wounded soldiers. He often worked without taking a rest and did not look after (7)_. Language points To learn about the main points in the passage. 1. He came to China, helped the Chinese people and died for them. ①. die from 意为“由于……而死”,一般常用于由外伤、衰老引起的死亡。 The man died from a car accident last month. 这个人上个月死于一场车祸。 ②. die of一般指由于疾病、情感等原因引起的死亡。 The old woman died of sadness. 这位老妇女死于忧伤。 2. Dr Bethune developed new ways of taking care of the sick. ① taking care of 照顾,照料,相当于look after。take good care of和look after...well意义相同,都是“好好照料,好好照顾”的意思。 The boy takes care of his little sister after school every day. 这个男孩每天放学后照顾他的小妹妹。 ② the sick 的结构是定冠词后面加上形容词,表示复数概念,泛指某一类人。这类词组作主语时谓语动词要用复数形式。常见搭配有:the wounded 伤员;the young 青年;the old 老年;the poor 穷人;the rich 富人;the sick 病人。 The sick must be cared for. 病人应该得到照料。 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. 他发明了在医院外面和靠近交战地区使用的特殊医疗器械,这样医生就能够更快地治疗伤员。 ①invent意为“发明”,指发明以前不存在的东西。如: Edison invented the electric light bulb. 爱迪生发明了电灯泡。 invention n. 发明 inventor n.发明家 ②close作副词,意为“靠近的;紧密的”,常见词组close to意为“离……近”。close作形容词,意为“近的;靠近的;亲密的”;close作动词,意为“关;关闭”,其反义词为open意为“开;打开”。如: ③so that引导目的状语从句,表目的,意为“以便;为了”,主从句间不用逗号隔开,从句中常使用can/could/may/might/will/would/should/be able to等情态动词或助动词。so that 引导目的状语从句时,可与表目的的动词不定式(not) to do.../so as(not) to do.../in order (not) to do...或in order that互换。 注意:主、从句主语不一致时不能转换。如: I got up early so that I could catch the first bus. 为了能赶上头班车,我很早就起床了。 =I got up early in order that I could catch the first bus. 为了能赶上头班车,我很早就起床了。 =I got up early to catch the first bus. 4. At the time, there were few doctors, so he had to work very hard on his own. 当时医生很少,所以他不得不很辛苦地独自工作。 ①few, a few, little, a little 的区别 few 不多的,少数的(否定意义)。 e.g. There are few boys playing on the playground. 操场上几乎没有男孩在玩耍。 a few 几个,少数(肯定意义)。 e.g. There are a few boys playing on the playground. 操场上有几个男孩在玩耍。 little 很少,几乎没有(否定意义)。 e.g. There is little meat in the fridge. 冰箱里几乎没有肉了。 a little 一点儿,少许(肯定意义)。 e.g. Hurry up! We have only a little time left. 快点儿!我们只剩下一点时间了。 ②on one’s own 表示“独立地;独自地”= by oneself I learn English on my own. (I learn English by myself.) 我自学英语。 5. He died because he did not stop to take care of his hand. 由于没有停下来去医治自己的手他不幸去世。 stop doing 表示 “停止做正在进行的事” stop to do 表示 “停下来去做另一件事” Stop crying, your sister is sleeping. 别哭了,你妹妹睡觉呢。 You should stop to do your homework. 你应该停下来去做作业。 辨析: continue to do sth.表示继续做另一件事(发生改变) continue doing sth.表示继续做这一件事(没有发生改变) e.g. I continue to do my housework. 我继续去做家务。(之前没做家务) I continue doing my homework. 我继续做作业。(之前也在做作业) 评估 Assessing Writing Think about something about Tu Youyou. Write when and where she was born. Write about her studies. Write about the result of her work. Write about the prize she won. Write about the title she received. 学习成果 Learning Outcomes reading and summarizing general ideas writing about a hero 材料与资源 Material and Resources 1. Computers and laptops for digital learning and research. 2. Interactive whiteboards or smartboards for enhanced classroom engagement. 3. Projectors and screens for presenting multimedia content. 4. Textbooks by Foreign Language Teaching and Research Press; 教学反思 Reflection In the 9th-grade English reading section, long texts (such as expository essays, and news reports) are frequently included. Students tend to miss key information due to "word-by-word reading". When reading with questions in mind, students can first identify the core words in the question stems (e.g., time, location, characters, and key event-related words), then scan the text quickly with a clear goal to locate relevant information, thus avoiding ineffective reading. 可能的跨学科拓展学习体验 Possible Extended Interdisciplinary Learning Experience history 作业布置 Assignments Review and finish writing The Middle Years Programme of Hefei Run’an Boarding School (S051691) 学科网(北京)股份有限公司 $