Module 3 Heroes Unit2 教学设计-2025-2026学年外研版英语九年级上册

课 题 Module 3 Heroes U2 There were few doctors, so he had to work very hard on his own 授课日期 年 月 日 第 1课时 课程标准解读 义务教育《英语课程标准》（2011年版）指出，“英语教材是英语课程资源的核心部分。”“教师只有深入地研读教材，才能在教学中根据学生的水平和教学的需要，对教材进行合理的开发与利用，也才能通过教材更好的激发学生的学习兴趣， 在考试说明中的地位：阅读，听力，完型 北京中高考试题的呈现：单选，听独白，完成表格 学情分析 阅读课文，介绍了白求恩的生平。让学生通过阅读，获取文中信息理清文章结构。并能够使用原因，目的及结果状语从句写出人物的经历或生平。 教学目标（知识与技能、过程与方法、情感态度价值观） 在本节课结束之后，学生能够： 一、知识目标： Key structures: … so… ， …so that … ， …because… 二、能力目标： Ss will be able to 1. use the adverbial clauses to talk about a hero. 2. write an article about the hero. 教学重点 Undersdand the meaning of the passage Ss will be able to learn from their heroes and learn to respect and admire true heroes Ss will be able to learn from each other and praise each other through sharing. 教学难点 Some difficult phrases 教学方法 Task-based Language Teaching Method Communicative Language Teaching Method 教具 Tape recorder, Multi-Media, PPT 板 书 设 计 Unit 2 Heroes U2 There were few doctors, so he had to work very hard on his own … so… ， …so that … ， …because… 教 学 过 程 环节 教师行为（活动） 学生行为（活动） 设计意图 Step One: Pre- reading 1.Guessing game Show some hints to the students and ask them to guess what kind of animal it is. 2. Brainstorming. Tell students that a cook was bitten by a snake and encourage them to think over a question: What suggestions you’d like to give him? Read the vivid description and guess what animal it is. Think over the question and answer it individually. 通过猜图游戏引导学生进入思维状态，引出话题,为进一步学习做好铺垫。 导入新课又为本节课的语言输出做好铺垫。 教 学 过 程 环节 教师行为（活动） 学生行为（活动） 设计意图 Step Two: While- reading 1.Fast reading Ask students to look at the picture and put them into right order according to the passage. 2.Detail reading. Ask students to read the passage carefully and get the detailed information to the following questions. 3.Ask the students to read the passage again and fill in the form. Students look at the pictures and number the pictures . Students read the passage and get the detailed information to the questions. (Book) Read and fill in the form. 根据本文特点，引导学生通过读图，了解故事梗概。 进一步培养学生根据关键词语定位，并仔细阅读定位处信息的阅读习惯；通过追问引导学生深入分析文本，提升归纳信息的能力。 通过填表格的形式帮助学生理解文章写作特点及以when, while, as引导的过去进行时态的时间状语从句。为课文复述和事故描述做好准备。 Step Three: Post- reading 1. Ask the students to retell the accident according to the information in the form first and then according to the pictures. 2. Ask the students to talk about what is like according to the detailed information. , Try to retell the story with the help of the information in the form and the pictures. Talk about Henry’s personality according to the detailed information . 通过信息递减的办法，使学生从控制性训练到半控制性训练，帮助学生模仿课文写作特点，内化课本语言。 通过问题引导学生根据课文细节信息对文本进行分析， Home- work 1. Read the passage aloud and retell the passage again. 2. Finish writing the story of the accidents or the report of the accident in your exercise book. 课堂检测 学习效果评价设计： 本教学设计与以往教学设计相比，具备以下两个特点： 1. 教师对文章的解读更加透彻，所设问题能够引导学生深入思考，通过阅读文章，找出文中的细节信息。 2. 通过最后的输出检测，锻炼学生的语用表达能力。 课后反思 后附相关材料： ( 1 ) 学科网（北京）股份有限公司 $