Module 3 Unit 2 There were doctors, so he had to work very hard on his own.教案（含学案）

English
Teaching
Plan
Teaching
time
date
June
4th
Teaching
period
1
Teaching
Content
Module
3
Heroes
Unit2
There
were
few
doctors,
so
he
had
to
work
hard.
Teaching
aims
Get
information
about
Dr
Bethune
from
the
reading
material.
Learn
to
write
about
a
hero.
Learn
to
describe
a
hero’s
life.
Try
to
give
reasons.
Key
points
Key
structures:
be
born,
front,
look
after,
open
hospital,
invent
new
treatments
and
medical
tools,
,train
doctors
and
nurses,
give
one’s
life
to
Difficult
points
Find
out
all
the
information
about
Norman
Bethune
from
the
passage.
Teaching
aids
Tape
recorder
and
handouts
Teaching
methods
Top-down
approach
homework
Write
a
passage
about
Dr
Bethune.
Read
the
text
again
and
again
and
try
to
recite
it.
Finish
Ex.
1-5
on
Page
76-77.
Blackboard
Design
My
hero---
Norman
Bethune
In
1890,
he
was
born.
In
1938,
he
came
to
China.
In
1916,
he
became
a
doctor.
he
wrote
books.
he
went
to
the
front
to
he
treated
Chinese
look
after
injured
soldiers.
he
opened
hospitals.
He
invented
new
treatments
and
tools.
he
trained
doctors
and
nurses.
English
Teaching
Plan
Hui
Middle
School
Teaching
Procedures
Warming-up
设计意图：掌握学生对白求恩信息的已知量，引导其用本课词汇对白求恩进行简单描述。
教学
教学目标：巩固本节课所用词汇
army,
Canada,
China,
doctor,
hospital,
medical,
soldier,
travel,
treatment
.
教学方法：问答式
导语：I
have
told
you
in
this
module
we’ll
talk
about
two
heroes.
One
is
Sally.
In
unit
1,
we
knew
she’s
a
hero
because
she
gave
Kylie
the
chance
to
play
the
solo.
In
unit
2,
we’ll
talk
about
another
hero.
He’s
Norman
Bethune.
Have
you
ever
heard
of
him?
How
much
do
you
know
about
him?
Please
think
it
over
and
tell
me
something
about
him.
You
can
use
the
words
on
the
paper.
Ss:
(
He’s
a
doctor.
He’s
Canadian.
He
has
been
to
China
to
help
Chinese
people.…)
Reading
衔接语：
I
think
you
know
much
about
Bethune.
And
I
believe
after
this
lesson,
you’ll
know
more
about
him.
So
are
you
looking
forward
to
this
lesson?
(Yes.)
OK,
let’s
come
into
Norman
Bethune’s
life.
Step
1
Listen
to
the
tape
and
put
the
events
in
the
correct
order.
设计意图：使学生对文章整体上有个了解，为下面具体了解做铺垫。
教学
教学目标：能够把白求恩的事迹根据时间进行排序，对文章有总体理解。
教学方法：排序法
Born
in
1890
□
Started
hospitals
and
wrote
books
about
new
treatments
□
Worked
with
soldiers
in
the
First
World
War
□
Invented
medical
tools
to
use
outside
hospitals
□
Came
to
China
and
died
□
Step2
Read
the
passage
and
answer
the
questions.
设计意图：通过阅读，回答一些关于白求恩生活细节的问题，使学生对白求恩的了解，由粗线条到细节描写，丰富学生掌握的白求恩的信息。
教学
教学目标：深入理解每段内容，理清文章脉络。
教学方法：问答法
Questions:
⑴
Why
did
he
invent
new
ways
to
treat
injured
soldiers?
⑵
Why
did
he
write
books?
⑶
Why
did
he
come
to
China?
⑷
Why
was
he
a
hero
in
China?
⑸
How
did
he
die?
Pair
work
to
check
the
answers.
Step
3
Group
work.
According
to
the
time,
talk
about
the
main
events
about
Norman
Bethune.
设计意图：通过认真阅读，小组讨论，把课文中关于白求恩的事例全部找出，达到对白求恩这个人深入地、全面地、透彻地了解，完成本课目标。
教学
教学目标：熟练掌握文中短语
教学方法：归纳总结法
Group
work
and
write
down
the
sentences.
Ask
some
groups
to
complete
the
table.
In
1890In
1916
and
during
the
First
World
War
1.
2.
3.
In
19381.
2.
3.
4.
5.
6.
Other
information1.
2.
3.
4.
5.
6.
III.
Speaking
设计意图：本步骤是对上一环节的升华，在摘出信息的情况下，通过重新组合，理顺成一篇介绍白求恩的文章。
教学
教学目标：可以口头述说一篇介绍白求恩的文章。
教学方法：归纳总结法
Ask
Ss
to
join
the
information
into
a
short
passage
quickly.
Ask
some
Ss
to
introduce
Norman
Bethune
in
class.
Try
to
add
so,
because,
so
that
in
their
passage.
e.g.
I
want
to
introduce
Norman
Bethune
to
you.
He
was
born
in
1890.
…
IV.
Writing
(Homework)
设计意图：在对课文有全面了解且可以口头复述的基础上，提升到写作高度，完成对学生各项能力的培养提高。
教学
教学目标：提高学生的写作水平，让他们写的时候有话可说。
教学方法：归纳总结法
V.
Sum
up
Sum
up
what
we
have
learnt
in
this
class.
鼓励学生积极发言:
“
What
have
you
learnt
today
?”
????????
可参考以下内容：
??????
?(1)?
words:
??????
(2)?
phrases:
??????
(3)?
sentences:
Grammar:
（让学生自己总结，老师加以补充）
设计说明：培养学生知识归纳能力
Module
3
Heroes
Unit
2
There
were
few
doctors,
so
he
had
to
work
very
hard.
导学学案
课前预习，读一读，写一写，说一说。
熟读下列单词达到会读会写会译.
army
Canada
China
doctor
hospital
medical
soldier
travel
treatment
朗读文章，找出本课要讨论的英雄。
使用以上单词，回答问题。
Have
you
ever
heard
of
him?
How
much
do
you
know
about
him？
当堂检测，
1听录音，按时间顺序排列下列事件。
Born
in
1890
□
Started
hospitals
and
wrote
books
about
new
treatments
□
Worked
with
soldiers
in
the
First
World
War
□
Invented
medical
tools
to
use
outside
hospitals
□
Came
to
China
Died
□
做句子，把以上事件变成完整的句子。
读课文，回答以下问题，深入了解文意。
⑴
Why
did
he
invent
new
ways
to
treat
injured
soldiers?
⑵
Why
did
he
write
books?
⑶
Why
did
he
come
to
China?
⑷
Why
was
he
a
hero
in
China?
⑸
How
did
he
die?
小组合作，完成表格。
In
1890
In
1916
and
during
the
First
World
War
1.
2.
3.
In
1938
1.
2.
3.
4.
5.
6.
Other
information
1.
2.
3.
4.
5.
6.
5.
说一说，把以上信息连成一篇简绍白求恩的短文。
课后巩固
1.
写一篇介绍白求恩的文章。（作文本上）
2.
反复朗读课文，达到熟读成诵。
教学反思
　
Module9
Unit2是围绕Norman
Bethune展开的一个文章阅读。通过对本课的学习，孩子们将对Norman
Bethune的生平有一定了解。本节课我处理成了一节阅读课，让学生通过不同程度的阅读一步步了解白求恩的生平。
为了了解学生对白求恩知道多少并引入本课，我首先让他们说说他们关于白求恩了解什么，学生可以说出一些简单的大众都知道的白求恩的信息，例如他是一名医生，他是外国人，他帮助过中国人民等。这部分我还是比较满意的，学生基本可以用正确的句子来表达。通过这样的导入，即能提高学生对进一步深入了解白求恩的学习兴趣，还巩固了之前的知识。
阅读过程我采用层层深入，由粗到细的步骤。首先听一遍对话让学生对白求恩的主要事件排序。本身文章较难，听懂有困难，但题目比较简单，绝大多数学生是可以按时间顺序排出来的，这方面还是应该多练习让学生听成段的文章，从中获取信息。然后学生大声读文章，对文章更细致的理解，回答一些细节性的问题。这部分存在学生理解力以及单词储备方面的差异，所以回答的情况不是太好，有些需要总结的内容提炼不出来。这方面还需强化单词记忆，并多做任务型阅读题，培养学生归纳总结的能力。接下来小组合作完成一个介绍白求恩生平的表格，这是本节课的重点内容，学生独立完成难度较大，所以我采用小组合作的方式，在讨论中出答案。学生参与度比较高，信息基本可以找全，从而列出一个关于白求恩一生的信息链。
在读懂文章后，我着重培养他们说的能力，以上面的表格为例，按照时间顺序介绍白求恩，形成一篇口头文章。这时学生会有不自信的表现，总觉的当堂表达一篇完整的文章他们做不到，会不自觉的读课文，放弃自己创造的机会。这时需要老师鼓励他们大胆的往出说，不怕犯错，严禁他们看书，就只能看着表格进行表述。在“逼迫”之下，他们往往可以说出一些对的句子。然后要求他们课下把自己那篇口头文章写在作文本上，提高写作水平。
整体来说，本课还是比较成功的。学生在学习了课文内容的同时还学习了一些阅读技巧，这给他们以后的阅读学习打下了很好的基础。当然我们的教学也是在不断的完善中的，每一次教学就可以总结一些经验，希望在阅读教学这块积累更多，收获更多，也给学生带来更多更好的学习方法