Unit 2 There were few doctors, so he had to work very hard on his own.
Teaching background | |||
Unit 2 There were few doctors, so he had to work very hard on his own. | |||
主备人 | 关静 | 参备人 | 芮丹丹，刘瑶，胡洁， 沈臻锐 |
使用年级 | 九年级 | 集体备课时间2024.9.12 | 使用时间2024.9.18 |
Analysis of the Teaching Material
| What：本课语篇是王玲玲介绍自己心目中的英雄---白求恩的记叙说明文。主要讲述了白求恩1890年出生在加拿大，1916年成为了一名医生，1936年去西班牙救助受伤的战士，在那里积累了很多的经验也发明了一些医疗器械，在1938年他来到中国，借助之前积累的经验不顾自己的生命安全危救助了很多中国战士，并且著书传播行医经验，最终为了中国人而牺牲。他的伟大事迹仍在中国和加拿大的国土上流传，中国人和加拿大人都把他作为一名真正的英雄看待。 Why：作者通过介绍英雄人物白求恩，使读者明白英雄人物身上的可贵的个人品质，同时英雄人物积极影响他人，为社会做贡献，为人类命运的共同体做贡献。 How：语篇以记叙说明的形式介绍王玲玲心中的英雄，明线讲述了白求恩从当上医生后，开始对西班牙和中国的战士进行了救助并且带领医护人员创新医疗器械吧，以帮助更多的受伤的人员。暗线则体现了白求恩身上的无私奉献，勇敢，创新的优秀品质。全文分成三个部分：第一部分（第1段）主要引出白求恩是大部分中国人心中的英雄以及原因。第二部分（第2-4段）主要以时间顺序讲述了白求恩在西班牙和中国救助受伤人员、带领医护人员创新医疗设备的事迹。第三部分（第5段）表达了白求恩在中国人心中的重要地位。 第2-4段是该语篇的主体部分。作者主要描述了白求恩在经历中积累经验，发现问题，学会创新，无私奉献，贡献他人，并用时间线呈现白求恩的一生。在描述每个事迹时，作者会用so, because, so that 表达原因、结果和目的。 | ||
Analysis of the Target Students
| 本模块主题是Heroes,整个单元以心目中的英雄为主线展开教学活动。作为九年级的学生对这个话题并不会感到陌生，反而会更有兴趣的积极参与讨论。“英雄’这个词每个人的理解都不一样，但无疑每一个值得尊敬的人都应该是我们心中的英雄，通过让学生了解英雄，了解他们的英雄事迹，学习他们身上的优秀品质。让学生了解这些伟人的伟大之处，以及自己对这些伟人的崇敬之情。 | ||
Teaching objectives | By the end of the class, students will be able to: 1. comprehend the article by reading for the main idea and details according to the timeline. 2. analyse the good qualities of the hero by exploring and integrating information. 3. evaluate the writing structure and write about a hero according to the mind map and the checklist. | ||
Teaching key points and difficult points
| Key points: 1. To get information about Dr Norman Bethune from the article with the mind maps. 2. To write about a hero with the tips and the checklist. | ||
Difficult points: 1. To analyse the good qualities of Dr Bethune by exploring and integrating information. 2.To express opinions about why Dr Bethune is still remembered by people now. | |||
Teaching and learning methods | Teaching methods:Task-based activities、PWP method and interactive approach | ||
Learning methods: 1. Individual learning; 2.Cooperation | |||
Teaching procedures:
1. Watch a video about “HERO”.
2. Define the meaning of “HERO”.
3. Talk about heroes.
Purpose: To arouse students’ interest in the topic by enjoying a video about “heroes” and guide them to know the meaning of the “hero”. （感知与注意）
Step 2 Pre-reading
1. Read the title to know Lingling’s hero.
2. Predict and talk about the hero by asking “What will Lingling tell us about Dr Bethune?”
Purpose: To develop students’ ability to grasp the subject from the title and activate their previous knowledge about Dr Bethune with the bubble diagram.
Step 3 While-reading
1. Read for the main idea of each paragraph to check the guesses.
2. Read for the structure and recognize how Lingling describes her hero.
Purpose: To help students comprehend the main idea of each paragraph and recognize the structure of the article.（获取与梳理）
3. Read for the timeline by asking “how was Dr Bethune’s life story introduced?”
4. Read for the details according to the timeline by asking “What happened to Dr Bethune during these years?”
Purpose: To help students understand the writing method and sort out the detailed information with the proper frame.（概括与整合、描述与阐释）
5. Analyse the timeline by asking “Why does Lingling choose these years to write about Dr Bethune’s life story?”
Purpose: To help students understand and evaluate Dr Bethune’s contributions.（分析与判断）
6. Analyse the qualities by asking “What made Dr Bethune a hero?”
Purpose: To emphasize Dr. Bethune’s good qualities.（内化与运用）
7. Analyse the writing purpose.
8. Make a conclusion about Dr Bethune.
Purpose: To help students infer the writing purpose and make them focus on the structure of the article and analyze the qualities conveyed from the hero, and have students think what made a great hero.（推理与论证）
Step 4 After- reading
1. Why does Lingling share her hero with us?
2. Why do we still remember him in a new era?
3. How do we remember him in a new era?
Purpose: To deepen the understanding of the theme.（批判与评价）
Step 5 Writing
1. Talk about the heroes by asking “Who is your favourite hero?”
2. Write about a hero like Wang Lingling.
3. Share the checklist about how to write about a hero.
Purpose: To help students express their own heroes and write about a hero based on the tips to practise their writing skills. （想象与创造）
1. Retell
Read the article fluently until you can retell it with the timeline.
2. Write
Write about your favourite hero and polish your article with the checklist.
3. Practical activity
Share your hero in the following class.
Purpose: To help students memorize and strengthen what they have learned in this period and practise their skills of speaking, writing and organizing.
Step 7 Exercise
一、单项选择
1．I love going to school ________ everyone in my class is friendly.
A．before B．although C．because D．unless
2．Many wild animals don’t have a safe place to live, ________ villages and farms are growing bigger and taking away their land.
A．because B．until C．although D．before
3．—Mum, may I have more chocolate?
—You’d better not ________ too much sweet food is bad for health.
A．until B．while C．although D．because
4．Lucy is busy making a fruit cake ________ it’s her mother’s birthday today.
A．or B．but C．although D．because
5．________ we’ve made the promise, let’s keep to it and not give up easily.
A．Whether B．Since C．Though D．Unless
6．Our school holds a reading festival on April 8th every year ________ it can encourage students to read more books.
A．although B．because C．unless D．until
7．________ we have come to the old town, why not taste the local food?
A．If B．Unless C．Since
8．I don’t have to introduce her to you ________ you know the girl.
A．until B．unless C．since D．but
9．Cormorants are good at catching fish ________ they can swim well underwater.
A．although B．because C．until D．when
10．________ your father is well again, you no longer have anything to worry about.
A．Since B．Before C．Although D．While
11．Mary has learned a lot about the history of Sichuan _______ she can be a tour guide.
A．even if B．as soon as C．so that
12．Mary shut the window just now ________ she could keep the insects out.
A．so that B．when C．till D．after
13．Our headmaster asks us to watch news every day ________ we can find out what’s going on around the world.
A．so that B．even though C．in order to D．instead of
14．We should protect the environment ________ we can make a better world to live in.
A．so that B．even though C．as soon as
15．President Xi encourages all Chinese people to plant trees_________ our country can be greener and more beautiful.
A．so that B．as long as C．even though
16．—I think I am the shyest in my class. What should I do?
—Be more active in class, ________ you can improve your ability to express yourself.
A．so that B．unless C．or D．although
17．—Remember to take your mobile phone ________ you can call me when you need help.
—OK. I will.
A．even though B．so that C．until D．as soon as
18．We should find some time to relax ourselves ________ we can achieve a better result.
A．so that B．though C．as a result D．unless
19．My host parents organized a lot of activities for me in my spare time ________ I wouldn’t miss my home or feel lonely.
A．as long as B．so that C．after D．because
20．Our English teacher asks us to read English aloud every day ________ we can improve our speaking skills.
A．in order to B．so that C．even though D．as soon as
21．—The light in his room is still on. Do you know why he stays up so late?
— _______ prepare for the coming exam.
A．In order that B．So that C．In order to D．Because
22．________ you’ve been accepted by your dream high school, why not give away your textbooks to the students in need?
A．Unless B．As long as C．Since
23．More and more children are interested in blind boxes ________ they wonder what is inside.
A．so B．because C．unless D．though
24．Protecting wildlife is without doubt an important part, ________ each animal on Earth has a role to play in the ecosystem.
A．since B．though C．unless D．if
25．________ you are interested in singing, why not join our music club?
A．Till B．Since C．Unless D．Although
Blackboard Design:
There were few doctors, so
he had to work very hard on his own.
Who
When and Where
Why/What
What should we do?
Reflection --- 培优 九5班潘馨洁
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