Unit 4 Heroes Starting out Understanding ideas Reading 2026-2027学年外研版英语九年级上册

教学设计 课程基本信息 学科 英语 年级 九年级 学期 秋季 课题 Unit 4 Heroes Starting out+ Understanding ideas Reading(1) 教学文本 What was she like? 1 As a little girl, I was often told, “Your grandmother Zhao Yiman was a hero.” However, to me, she was just a black-and-white picture on the wall. She died long before I was born. So, I never got to know her. According to my great-aunt, she was a kind person who always thought of others first. 2 In my teenage years, Grandma appeared in my textbooks as a great fighter. My teacher said that she was a brave soldier who never gave in. She didn’t say a word even when she was badly hurt by the enemy. 3 Years later, I followed Grandma’s footsteps across China. She fought in many places. I saw Yiman Street, Yiman Park and Yiman Primary School, all named after her. Even now, people speak of her with great respect. I realised that Zhao Yiman was a hero who would live forever in Chinese people’s hearts. 4 After I became a mother myself, I started to wonder, “How could a woman who loved her young son leave him behind?” In a letter from Grandma to my father, I found the answer. Between the lines, I saw a gentle mother who chose to give her life for her country. 2 August 1936 Ning’er, It’s a pity that I can’t complete my duty. As a mother, I should bring you up. But for the victory of our country, I have to give up my life today. I can’t see you again. I just hope that you can grow up healthy. I’ll always be happy to know that. My dearest boy, I won’t be able to teach you through my words. I can only teach you through my actions. When you grow up, never forget that I died for our country. Your mother, Zhao Yiman 教学目标 By the end of the lesson, students will be able to: 1. activate their prior knowledge of heroes and arouse their initial understanding of heroic deeds and noble qualities. 2. comprehend the main ideas and key details of hero-themed texts. 3. analyze the positive influence of heroic spirits and talk about heroic stories and their own understanding of heroes logically and fluently. 4. cultivate respect for heroes and establish a pluralistic view of heroes: revolutionary martyrs, medical staff, parents and people overcoming hardships are all heroes. 5. compare two definitions of “hero” to develop critical thinking and predict text content via pictures and titles to strengthen reading prediction strategies. 教学重难点 教学重点： 1. Master key vocabulary and phrases: hero, brave, fighter, respect, give in, duty, responsibility... 2. Distinguish two dictionary definitions of “hero” and conclude core qualities of heroes. 3. Capture main ideas and detailed information of the passage about Zhao Yiman and her letter. 4. Use attributive clauses with “who” to describe heroes logically. 教学难点： 1. Understand different public heroes (revolutionary martyrs) and personal heroes (ordinary people). 2. Comprehend Zhao Yiman’s inner emotional conflict between maternal love and loyalty to the country. 3. Express personal understanding of heroes in oral and written English. 教学过程 学习活动 设计意图 Activity 1: Lead-in Watch the video and answer Q1. Who are the heroes mentioned in the video? Q2. Why are they heroes? Q3. What can we do for the heroes? Complete the thinking map of hero. (who and why) To activate students’ background knowledge about hero and arouse learning interest. （感知与注意、概括与整合） Activity 2: Read and discuss Compare the Two Dictionary Entries of “Hero”. Q1. What’s the difference between them? Q2. Do the two definitions have something in common? Q3. Who is the hero in your heart? Why? Help students set up a wider bond of heroes and express their own opinions. Break students’ single cognition of heroes. (分析与判断、概括与整合) Activity 3: Watch a video and learn Q1. What’s the name of the team? Q2. What did they do for us? Help students get more background information. （获取与梳理） Activity 4: Look and say 1.Show the picture of the Red Army sculpture, put forward guiding questions: Q1: What can you see in the picture? Q2: Why do people build this statue in Jinggangshan? 2.Show the background knowledge of the Long Live the Red Army statue. Realize the progressive logic from “great revolutionary heroes” to “ordinary heroes around us”. （描述与阐释） Activity 5: Look at the monument and learn Q1. What is it? It is the Monument to the ________________. Q2. What do you know about it? It is in Beijing. It helps us remember the ____________ and ____________. These people fought for our country and they never ____________. We should remember them ________________. Q3. Can you list any people’s heroes? To activate the previous knowledge about monument to deepen students’ understanding of the quality “give one’s life for the country”.（获取与梳理、分析与判断） Activity 6: Read and predict Look at the title and the photo, try to predict: Q1. Who are in the photo? Q2. Who is “she” in the title? Q3. What’s the writer’s relationship with her? (oral) Train students’ reading prediction strategy from pictures and titles, develop students’ thinking ability to grasp the subject with the questions.（获取与梳理） Activity 7: Read and answer Q1. Who are in the photo? Q2. Who is “she” in the title? Q3. What’s the writer’s relationship with her? (oral) Use the sentences to prove the answers. Stimulate students’ curiosity about the character and reading motivation. （获取与梳理、概括与整合） Activity 8: Read and match What are they two parts of the passage? The writer’s memories The letter from Zhao Yiman Build a structure map and improve thinking skills. （获取与梳理、概括与整合） Activity 9: Read and answer What do you want to know about Zhao Yiman? List the questions like When /What / Why. think actively and improve logical thinking. （获取与梳理、概括与整合） Homework Must do: 1. Listen and read the passage of Zhao Yiman. 2. Write down your understanding about hero. Choose to do: 1. Make an English hero card for Zhao Yiman or one ordinary hero around you. Include: name, looks, great qualities, one moving story. Draw simple pictures on the card. 2. Search for more information about Zhao Yiman or other Red Army heroes. Combine writing and visual creation;; improve students’ information organizing ability. Expand students’ reading input of red-themed texts. (内化与运用) 学科网（北京）股份有限公司 $