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1、外研版九年级上册英语Modules集体备课单元整体教学设计一、单元基本信息学科英语设计者实施学校、年级使用教材外研版（2013年）九年级上册单元名称Module 3 Heroes单元课时6课时二、单元教学规划单元主题及主要内容分析单元主题：本模块范畴是“人与社会”，涉及“对世界、国家、人民和社会进步有突出贡献 的人物”。重点介绍了邓亚萍和白求恩大夫的有关事迹。主要内容分析：第一单元的对话是大明和李老师在课堂上的谈话，主要由大明介绍了自己 心目中英雄乒坛名将邓亚萍。教学中，教师要引导学生积累非谓语动词的用法，关注 原因状语从句和结果状语从句，并让学生学会以“时间”为线索，摘录英雄事迹中的重要信
2、息。第二单元主课文介绍了国际共产主义战士诺曼白求恩的伟大事迹。教师可以搜索 更多的教学资源，提供一些与白求恩相关的图片视频资料，帮助学生理解课文。学习按时 间顺序介绍人物生平的写作方式。第三单元介绍了由because, so, so that等引导的原因、结果和目的状语从句。学生 对because, so两个连词的使用可能会出现一些困难，而对so, so that引导的状语从句 易产生混淆。教学中避免一味分析语法。主题学情分析本节课的授课对象是九年级学生，经过二年的教学，教师与学生关系非常融洽，互相 熟悉对方的教与学的方式。学生整体有表达的欲望，逐步有英语思维的意识。课堂氛围融 洽，积极活泼。
3、学生整体程度中等，有一定的词汇量储备，在思维上开始有一定的深度。但attend, complete the doctor5 s degree at.0She is simply the best,a trueherohelp make the Beijing 01ympics a victory for.课时作业设计1. Finish the exercises in this unit.2. Read and remember the new words in this unit.3. Write a short passage about your heroes.4. Preview Mo
4、dule3 unit2.课后反思（实施后填写）根据英语学科的特点和学生年龄的特征，采用灵活多样的教学手段和教学方法，创设 丰富多彩的教学情景，激发学生的学习兴趣，从而调动全体学生英语学习的积极性。在“一 课三备”之后，我又重新整理了思路，考虑尽量使课堂的讲解简单化，条理化，生动化，努 力做到知识线索清晰，层次分明，教学言简意赅。学生在课前通过预习单词和课文，为课堂 教学节省了大量时间。整个教学过程中，训练了学生听、说、读、写等多方面的能力，在作 业布置上分基础型和拓展型，更加照顾到全体学生。唯一不足是班里男生基础薄弱，听不 懂。本单元第2课时Unit2 There were few docto
5、rs,so he has to work very hard on his own.（读写 课）语篇研读本模块以英雄为话题.展开听、说、读、写语言知识和技能训练，语法重点是以because, so that , so等引导的原因、目的和结果状语从句的使用。unit2是一个以读、写技能训练为主 的单元，它介绍了国际共产主义战士诺曼-白求恩.的伟大事迹，学生通过语篇阅读，要 求对自己心目中的英雄进行描述，从而使得读、写技能得到深化.和发展。学情分析1 .九年级上的学生已具有一定的词汇量，但阅读能力欠缺，需要教者耐心。2 .有少数学生对英语失去兴趣，学习起来热情欠缺，需要用多种方式激发课堂学习热情。
6、3 .每个青少年的心目中都有自己崇拜、敬佩的英雄人物，他们的光辉事迹对青少年的身心成长影响巨大。本单元中提到的白求恩大夫并不是所有的同学都熟悉，课下要求学生查阅 白求恩的相关资料，一对其有个初步的了解。对于语法项目，学生有上一个单元的状语从句 的基础，学习接受so that目的状语从句则降低了难度。因此，只要充分调动学生的学习 兴趣，精心设计教学活动，使学生能够简单的介绍自己心目中的英雄，达到预期的效果。教学目标单元教学目标课时教学目标语法：能够识别because so、so that 弓I 导的原因、结果、目的 状语从句词汇：Canadian, sick, treat, die for, r
7、ealize, care, take care of, tool, invention, at that time, on ones own , useful,rest,himself, manage, continue, die of, Canada语言技能目标：听：能够听懂有关英 雄人物的故事说：能够谈论自己喜 爱和敬佩的.英雄人物及 其事迹读：能够通过阅读了 解英雄人物的生平，并对 重要事件按时间顺序排 序写：能够根据时间轴 提示写一篇文章介绍袁 隆平学习策.略：能够根据听力 任务中的问题 推测对话内 容，帮助听力1、正确运用本单元的单词和短语:Canadian, sick, treat
8、, die for, realise, care take care of, tool, invention, at that time, on ones own, useful, rest, himself, manage, continue, die of, Canada2、能读懂白求恩事迹的短文3、运用阅读策略获取信息，以思维导图的形式记录时间发生顺 序；能运用阅读策略获取信息，并能回答文章中的问题；通过小 组协作，用思维导图获取信息。4、通过观看视频，了解有关白求恩生平，概述原文。培养学 生对英雄人物的崇敬之情。理解，能够和 同学们谈论自 己心目中的英 雄人物，并用 so that引导
9、的 状语从句来陈 述目的文化意识：通过学习，了 解不同领域的一些英雄 人物增加个人阅历，拓展 文化视野情感态度：了解不同领域 的一些英雄人物，学习他 们的宝贵精神，培养刻苦 努力、积极向上的人生态 度教学重难点教学重点：熟练掌握本单元中出现的词汇与句型；掌握状语从句的结构并感知其用法；培养学生 的推理能力以及大意阅读理解能力，通过任务活动的设计，培养学生的合作意识，在合作 中克服困难、互相帮助，并能从合作中体验快乐。教学难点：培养学生能够正确运用阅读策略获取信息。解决措施：课前通过让学生观看白求恩的短片，了解其生平。通过分段阅读和整体感知学习了解 白求恩的故事，以复述的形式加深阅读理解内容。教
10、学方法本课是关于白求恩的故事，所以通过视频导入能更好的激发学生的学习兴趣，通过扫 读及精读完整的理解文章，在读后设计一道复述的题目，加深同学们的印象，在第一课时 的最后完成一篇小作文。在第二课时准备一些练习题总结出状语从句的结构及用法，最后 通过讲解学友上的练习让学生们巩固所学的语法知识。在教法设计上主要采用讲授法及情 景式教学法，学法指导主要采用自主学习法，读书法以及合作学习法。教学工具希沃课件、电子书、PPT教学流程图课后延伸复习检测课前导入多层阅读精读足练写作训练教学过程（第1课时）教学目标教学活动及互动方式（时间）设计意图效果评价课前通过感官直教学过程Stepl Warm -up1 .
11、Ask the students totalk aboutsomething about Deng Yaping according to the information on the table .2 . Ask the students to look at the pictures of Norman Bethune and ask the students to talk about him to learn new words.eg.His name was Norman Bethune.通过短片与 图片引导学 生进入本单 元的课文， 既可以活跃 课堂气氛， 也能使学生 训练学生的
12、反应。并在学生看关于接感受本节课的 主题和学习目 标。Norman Bethune is a Canadian.He saved many lives in China.He treated wounded soldiers in the war inChina.白求恩的短 片，对白求 恩有所了解(Newwords:Canadian;Canada;sick;soldier;treat; war;wound;wounded;diefor;dieof;invention;operation)Ask the students to read the new words and try to reme
13、mber them.StepII Presentation1 .Pre-reading:无形中培养 学生大胆说 英语的习 惯。Predict the genre and main character,the order of this passage from the title and the picture.This is a narration and Bethune is the hero.The writer will choose time order.2.While-reading:1st reading :Skim the passage anddivide the passa
14、ge into three parts.Part 1(1): General introduction to Behtune.Part 2(2-4): Life story:What made him a hero in China.Part 3(5): Evaluation: He is still remembered today.2nd reading: Read again and match the main idea with each paragraph.3.Close reading:Read Part 1: General introduction to Behtune.Ca
15、n you give us a general introduction to Dr Bethune?Read Part 2 the life story of Dr Bethunewas born-became a doctor学生将了解新的 单词和短语，并 掌握相关句型和 动词不定式。学生能够采用跳 读、略读、细读 等方法阅读文章 并能够对文章的 关键信息进行捕 捉。-went to Spain treat the wounded soldiers realised that. developed.invented.1938came to China and helped. There w
16、ere.,so he had.He developed.so that.1939-Read Part 3 Evaluation （评价） What made Dr Bethune a hero? His work/spirit.Selfless/hard-working/diligent（勤奋的） Dedicated/devoted himself to save lives（奉 献）Post-reading : Practice 中考链接1. How old was Dr Bethune when he came to China?2. Did Dr Bethune have a lot o
17、f experience in treating the wounded soldiers?3. Whats the thing that Bethune did impresses（留下深刻印象）you most?4. Why didn*t Dr Bethune treat his wounded finger in time?5. What did the Chinese people do to show their thanks to Dr Bethune?6. What can you learn from Dr Bethunes life story?Step 4 Talk abo
18、ut your hero （5）1 .What can you learn from your hero?2 . Do you want to become a person like your hero? What can you do to achieve（实引导学生谈 论图片，训 练学生描述 物品物的能 力。在描述 的同时学习 新单词和句 型，为学生 扫清阅读障 碍。学习生词， 扫清阅读障 碍。现）it?Step 5 A summary and homework。） Heroes are around us and we also can be our own heroes.Try ha
19、rder and become the person you want to be.You can be the one.课时教学板书设计Modu1e3 HeroesUnit 2 There were few doctors,so he had to work very hard on his own.the life story of Dr Bethune1980was born1916became a doctor1936-went to Spain treat the wounded soldiersrealised that.developed.invented.1J1938-came
20、 to China and helped. There were.,so he hadHe developed.so that.1939-L课时作业设计1 Remember the new words of this unit and write them ;2According to the time line about Dr Bethune and try to retell the passage.3 Write a passage of Dr Bethune .Preview the new lesson:Modu!e 3 Unit 3.课后反思（实施后填写）在情境中进行教学，让学生
21、们身临其境，构建起对课文背景知识的初步认知。注重对 阅读篇章的整体把握和时间顺序的写作方法。在阅读课上，不应过分强调单词的认读，或 是纠结某个语法的使用，应从整体下手，在最短的时间内提高解决问题。因此，通过设计 不同的阅读任务，帮助和引导学生们在任务中认知篇章，并解决问题，同时总结经验，举 一反三，以期运用到不同的阅读篇章当中。通过本课的学习，让学生们通过阅读语篇的特 点时间顺序来描述人物和事件，学习写作方法，为语言的输出做铺垫。课堂问题设计 得较有层次，由浅到深、深入浅出，激励了不同层次的学生，使得课堂气氛较为活跃。此 外，本次阅读课也存在很多的不足。例如在时间把握上有所欠缺，没能把最重要的
22、拓展环 节完全展示出来。本单元第3课时 Unit 3 Language in use （复习课）语篇研读In this unit, students will revise what they have learnt in this module, including key words, key expressions and structures. And students will revise the conversation and the passage in unit land unit 2. Then students will review adverbial clause
23、of cause, purpose and result and do some exercise about it. In “Around the world,“ it talks about a famous British nurseFlorenceNightingale. And the module task is writing about a Chinese festival.学情分析九年级的学生已经具有了基本的英语学习能力，也基本培养起了学习英语的习惯。本单元以复习和应用为主，应当帮助学生复习和掌握because, so和so that引导的状语从 句。通过练习题巩固和掌握本模
24、块的重点词汇和固定搭配。本单元还给学生介绍了南丁格 尔，可以以此作为语篇，进行以读促写的教学活动，让学生练习写作。教学目标单元教学目标课时教学目标a熟练掌握版本模块重点 单词、短语等。b掌握状语从句的结构和 用法。c学会用状语从句表达原 因目的结果a能够掌握本单元的单词、短语及重点句型的用法。b通过本单元的练习题，提升学生在听说读写方面的能力。c从练习题中观察并总结出本模块的语法点。教学重难点教学重点：l.Can review and check the words and the expressions learned in this module ： attend, care, conti
25、nue, realize, sick, tool, treat, die of, give up, in the end, on ones own, take care of, etc.2 .Can summarize and consolidate adverbial clause of cause, purpose and 3 conjunctions used in this clause: because, so and so that.3 .Can complete all the exercise in this module and write about a hero.教学方法
26、本节课型为Revision and application,根据新课标的要求，结合教材和学生特点，主要 采用任务型互动式进行教学，结合情景法、交际法、听说法、归纳法等教学方法实施课堂 活动，开启学生思维，通过一系列有条理的教学活动，引导学生自主探究学习和与他人互 动合作学习，让学生体验愉快学习。教学工具希沃课件、电子书教学流程图1、课前复习r1总结归纳J=课上探究练习巩固听力训练阅读提升&课后总结）教学过程（第*课时）.教学目标教学活动及互动方式（时间）设计意图效果评价课前导入，新旧知 识的衔接过渡自 然。Step 1 RevisionT:Show some pictures to revie
27、w the text of unit 1 and unit 2 and try to retell some information of the public holidays mentioned in the conversation in unit 1 and the passage in unit 2.T:Ask students to talk about heroes with their partners.1 .Introduce your hero and where he/she came from.2.Say what he/she did.3.Say why he/she
28、 was so important today. Step 2 Language practiceT:Read through the example sentences in the box with the whole class.1. Many people were dying because they did not get to hospital quickly enough.2. There were few doctors, so he had to work very hard on his own.3. He wrote books so that they could l
29、earn about how he treated the sick.T:Ask the students to repeat the sentences in the box and then ask them to translate them.T:Ask students to underline the main conjunctions used in adverbial clause of cause, purpose and result.复习和巩固所学的知识点。复习巩固前面 两个单元所掌 握的语法和词 汇。学生能够 和老师积 极互动，回 顾本模块 所学。完成练习题并熟 练掌握做
30、题技巧。Grammar:1.原因状语从句如果从句表示的是主句行为的原因，就通过练习加强 掌握本单元的学生对状语从句掌是学生们对邓亚萍白求恩了解较少，所以本模块要通过课程的学习让学生感受英雄的魅力， 培养学生坚强的意志，不屈不挠的品质。开放性学习环境1 .立足教材，在教材中进行教学，内容上开放有活力。在重点句型讲解上，通过举例，鼓励 学生自主寻找，观察，发现，总结，积极思考，变被动为主动，充分调动学生学习积极性, 让学生做课堂的主人。2 .多元评价学生。课堂评价用语形式不单调，多采用鼓励式用语，让学生在课堂上有积极 被肯定的情感。3 .拓展教材，对教材进行深加工。根据课程内容，布置开放性作业，活
31、跃学生思维。4 .充分利用互联网多媒体技术，形象生动地把同学们带进语言学习环境之中。5 .教学中渗透德育教育，让同学们认识到不同地域教育的不同，增进对自己国家、文化的 认同感和自豪感。单元学习目标语言能力：能够听懂对话；能够使用so, so that和because描写句子；能够读懂王玲玲白求恩的文章，并抓住文章细节；能介绍人物生平及经历；文化意识：能主动了解中外英雄人物，学习他们的高贵品质。思维品质：通过语篇的学习，增强学生思维能力。通过教师指导，会描述自己心目中的英雄。学习能力：能够利用语篇标题，段落标题和图片来获取文章主旨；能够积极与他人合作，起草修改作文。与核心素养的关系说明：本模块范
32、畴是“人与社会”，涉及“对世界、国家、人民和社会进步有突出贡献的人 物”。重点介绍了邓亚萍和白求恩大夫的有关事迹。本模块还通过听、说、读、写等一系列 话动，引导学生学习because, so, so that等引导的原因、结果和目的状语从句的用法， 并为它们运用目标语言创设了真实而多样的情境。本模块的话题是教学中教师应以教材为构成原因状语从句。原因状语从句由表 示原因的连词引导，常用的是because。e.g. He failed the exam because he was too careless.他太粗心了，所以没通过考试。since也可以用来引导原因状语从句，表 示显然的或已为人所知
33、的理由，常译为 “因为；既然”。e.g. Since everyone is here, let, s start. 既然大家都到齐了，我们就开始吧。2 .目的状语从句如果从句表示的是主句行为的目的，该 从句就是目的状语从句。目的状语从句 可以由so that引导。e.g. I got up very early so that I could get to school on time.为了能按时到校，我很早就起来了。Mulan dressed like a man so that she could join the army.为了能够参军，木兰穿戴成男人的样子。 目的状语从句的特点：从句
34、中一般都含有表示可能性的词语, 比如could。其他可以表示可能性的词语 还有 will, would, can 等。3 .结果状语从句本模块中我们接触到的结果状语从句是 由so引导的，表示“由某个行为而导致 的结果”。e.g. He worked too hard, so he fell ill again. 他工作过于劳累，结果又病倒了。Step 3 ExerciseT： Ask students to complete the passage with so, so that or because in Ac 1.语法和语言点。练习听力，掌握 听力技巧。握较好Yury Gagarin(
35、1934-1968) was an astronaut of the Soviet Union who become the first human in space . At school the teachers liked Gagarin (1)he was clever and worked hard. In I960, Gagarin became one of the twenty astronauts in a space programme. Gagarin trained hard(2) he could travel into space.Gagarin was not t
36、all, (3) he got thechance to fly the small spaceship, the Vostok I. on 12 April 1961, Gagarin took off for space. After almost two hours, he landed safely back on earth. He became famous around the world and travelled a lot to tell people of his experience in space.T:Ask students to check their answ
37、ers one by one and conclude the usage of so, so that and because.T:Ask students to read the passage and translate it.T:Ask the students go on practicing adverbial clause of cause, purpose and result.T:Ask students to join the sentences with because, so or so that in Ac 2.1) Norman Bethune wanted to
38、help people. He became a doctor.2) Norman Bethune invented new tools for operations. He could help the wounded soldiers.3) We know what life was like in the capital city of the Northern Song Dynasty. Zhang Zeduan painted a picture about it.T: Ask the students to check one by one.T: Check the answers
39、 of the students and ask students to read the sentences and translate.T:Ask the students to work in pairs in Ac 3. T： Ask students to look at the table and make question sentences in pairs and answer the questions with because.T:Check the answers of students in pairs. T:Ask students to write some se
40、ntences in the books.T:Ask students to complete the sentences with the correct form of the words in the box in Ac 4.T:Ask students to read the words in the box and the passage and fill in the blanks, attend carecontinuerealisesick tool treat1) He stayed at home to look after hisdaughter. 2) The doct
41、or hisillness with some special medicine.3) He developed medical to useoutside hospitals.4) Though he was very tired, hehiswork.5) When she won the last game, she she was the best in the world.6) Many wounded soldiers are in need of medical.7) Deng Yaping university aftershe stopped playing table te
42、nnis.T:Check the answers of students and translate the sentences. Then read the sentences.T:Ask students to complete the sentences with the correct form of the expressions in the box in Ac 5.T:Ask students to read the expressions in the box at first.die ofgive upinthe endon ones owntake care ofthink
43、about1) He did not everhis dream ofwinning the game.2) In 1938, Norman Bethune came to China tothe soldiers wounded in the war.3) They travelled for several days and they arrived home.4) Thousands of peopleillnessesin dirty hospitals in the nineteenth century.5) Although she is very young, she can l
44、ive T:Ask students to check their answers andread the sentences, then translate them.T:Play the tape and ask students to listen to the tape and choose the correct answer in Ac 6.T:Check the answers of students.T:Ask students to listen again and check again.T:Ask students to read the passage and choo
45、se the best title in Ac 7.()A. My favourite bookB. Homers adventureC. A great Greek hero-Odysseus D. A famous journeyT:Ask students to read the passage again and number the events in the order they happen.() a. Odysseus gets together with hiswife and son.() b. Many of Odysseus friends arekilled.( )
46、c. Odysseus and his friends fight in Troy.() d. Odysseus and his friends go toTroy.() e. There is a great storm on theirway home.T: Check the answers of students.T: Ask students to read the passage again and underline some key expressions.Step 4 Around the worldT: Give some pictures about Nightingal
47、e.T:Ask students to read the text by themselves and explain some new words or expressions to them.T:Introduce the other information about the public holidays in the US.T: Ask students to read the passage and fill in the blanks.1) Florence Nightingale was born on2) In, Florence Nightingale went toa British military hospital