Unit4Lesson6教学设计2026-2027学年冀教版英语九年级上册

该初中英语教学设计围绕Norman Bethune生平展开，核心知识点含关键词汇、传记信息提取及英雄评价表达。课堂导入通过复习中国民族英雄，以问题“你知道哪些帮助中国抗战的外国英雄”衔接，展示Bethune画像并预教词汇，搭建新旧知识桥梁。 此资料亮点在于融合任务型教学与证据式阅读策略，如Skimming划分文本结构、Scanning定位事实证据，提升语言能力。小组讨论用固定句型“Norman Bethune is a...who devoted...”分析品质，培养思维品质与文化意识，传递国际主义精神。分层作业满足不同需求，助力教师高效教学，学生实现语言、思维与文化素养的协同发展。

To China, with love 一.Teaching Objectives 1. Linguistic Ability: Master key words (graduate, invent, organise, operate, humanitarian, internationalism) and phrases; extract factual details from the biography passage; complete true/false judgements and cloze exercises; express personal opinions about Bethune in simple coherent sentences. 2. Cultural Awareness: Learn the life story of Norman Bethune, understand his internationalist and humanitarian spirit; appreciate cross-country friendship and selfless dedication; build respect for global heroes who supported China’s liberation. 3. Thinking Quality: Distinguish true or false statements by locating evidence in text; sort out Bethune’s life timeline; analyse his noble qualities from specific deeds; form objective evaluation of the hero. 4. Learning Ability: Develop skimming for main ideas and scanning for specific facts; finish individual exercises and group discussion; apply text information to personal oral expression. 二. Key and Difficult Points Key Points 1. Grasp the timeline and main life events of Norman Bethune from the reading material. 2. Finish the True/False questions and blank-filling exercises accurately with text evidence. 3. Master sentence patterns to comment on heroes: He is a ... who devoted his life to ... Difficult Points 1. Infer answers by matching statements with original sentences for reading comprehension tasks. 2. Summarize Bethune’s spirit and express personal thoughts logically in oral English. 3. Understand abstract nouns: spirit, humanitarianism, internationalism. 三. Teaching Methods Task-based Language Teaching, Cooperative Group Discussion, Timeline Sorting, Evidence-based Reading Strategy 四. Teaching Aids PPT; worksheet for exercises; word flashcards; short video clip about Bethune. 五. Detailed Teaching Procedures Step 1: Warm-up & Lead-in Teacher’s Activities 1. Greet students, review last lesson’s theme national heroes in China. Ask guiding questions: Do you know any foreign heroes who helped China in the war? Have you heard of Norman Bethune? Show his portrait on PPT. 2. Introduce the lesson title To China, with love, pre-teach core new words with simple explanations: graduate, invent, medical instrument, organise, operate, humanitarianism Students’ Activities Answer open questions; read new words aloud repeatedly; guess what the passage will talk about. Design Purpose Connect prior knowledge of heroes to the new international character; activate background knowledge; remove vocabulary barriers for students before reading. Step 2: Pre-reading Teacher’s Activities 1. Present the reading task: Today we will learn Bethune’s whole life, then finish two reading exercises. 2. Guide students to predict content via subheadings and pictures: The text includes his early life in Canada, work in China and legacy after death. Students’ Activities Preview the structure of the article; mark unknown words on textbooks. Design Purpose Set clear learning goals; help students build a basic text framework to reduce reading pressure for learners. Step 3: While-reading Activity 1: Skimming 1. Ask students to read the whole passage quickly and divide the text into 3 parts: Para 1: Early life and achievements in Canada Para 2-3: Work and sacrifice during China’s Anti-Japanese War Para 4: His death and memorials in China 2. Check answers as a whole class. Design Purpose Train skimming skill to grasp paragraph logic; help students sort out the full story order easily. Activity 2: Scanning Guide students to find original sentences as evidence for each question one by one: A Bethune was an American doctor. → Original: born in Canada → F B He finished university in 1916. → Original: graduated from the University of Toronto in 1916 → T C He came to northern China to help people in the war. → Original: went to northern China because many people died in the war → T D The Chinese government set up a school to remember him. → Original: set up Bethune Medical School → T Students mark evidence lines in books and write down answers independently first, then share answers. Design Purpose Practise evidence-based reading strategy; teach students to locate exact sentences instead of guessing answers randomly. Activity 3 Offer the word bank: spirit, Canada, wealth, modern, doctor 1. Norman Bethune was born in Canada in 1890. He was a famous doctor and a nice man. 2. A Chinese-Canadian professor said that the spirit of Norman Bethune does not actually belong to Canada alone, but to the spiritual wealth of mankind. 3. In modern times, we should greatly encourage the Bethune spirit. Teacher walks around to give hints for confused students, then check answers together. Design Purpose Consolidate key vocabulary and text context; strengthen word usage in sentences. Step 4: Post-reading Activity 1: Analyse Bethune’s good qualities Lead students to conclude his virtues with supporting examples from the text: Hard-working: operated 69 hours non-stop Selfless & internationalist: left his home to treat wounded soldiers in dangerous war areas Creative: invented useful medical tools still used today Provide fixed sentence frames for students: Norman Bethune is a ____ man. He ____, so I respect him very much. Design Purpose Transfer input knowledge to simple oral output; offer sentence scaffolding to lower speaking difficulty for students. Activity 2: Group discussion 1. Put students into groups of 4; show four given comments about Bethune on PPT. 2. Discussion question: What do you think of Norman Bethune? Use 2–3 sentences to share opinions. 3. Invite 3–4 groups to present their ideas in front of the class. Sample student answer: Norman Bethune is a great internationalist fighter. He devoted his whole life to helping Chinese people in the war. His selfless spirit inspires us all the time. Design Purpose Improve cooperative learning skills; combine text facts with personal feelings; realize the emotional and cultural goal of the lesson. Step 5: Summary & Homework Whole-class Summary 1. Review Bethune’s life timeline, key vocabulary and reading skills learned today. 2. Emotional sublimation: Bethune’s love for China crosses national borders. His selfless humanitarian spirit is worthy of eternal learning. Homework 1. Basic Task: Copy key words and phrases; recite three evaluation sentences about Bethune. 2. Intermediate Task: Finish all textbook exercises neatly; retell Bethune’s story in 5 simple sentences. 3. Extended Task: Write a 60-word short passage to introduce Norman Bethune and his spirit. Design Purpose Consolidate in-class knowledge; design layered homework to fit different learning levels of intermediate students; extend thematic learning after class. 六. Blackboard Layout To China, with love Key Words graduate, invent, organise, operate, spirit, humanitarianism, internationalism True or False Answers A: F B: T C: T D: T Sentence Frame for speaking ____ is a great ____. He devoted his life to ____. We should learn his ____ spirit. Life Timeline 1890: born in Canada 1916: graduate from university 1938: arrive in North China Sacrificed himself; China builds schools to memorize him 学科网（北京）股份有限公司 $