课件16张PPT。 Module3 Unit 2
There were few doctors,
so he had to work very hard.莘县翰林中学 王先红He was from Canada and he was （a） Canadian.n.加拿大n.加拿大人adj.加拿大的He went to the front to look after injured soldiers in the First World War.adj. 受伤的n.战争He invented new treatments and medical tools to
treat soldiers and local people.v.发明，创造n.治疗adj. 医学的n.工具，设备v.治疗adj.地方的，当地的He was operating on the injured soldier.
=He was performing an operation on the injured soldier. v.动手术n. 手术perform an operation on sb.给某人做手术没什么，我的手指划破了He continued working in spite of cutting his hand during an operation.尽管……In the end, he died because he did not stop to
take care of his hand.最后照顾He gave his life to helping the Chinese people，so
he is still remembered in both Canada and China.献身于Watch and Listen:Born in 1890
b. Started hospitals and wrote books about new treatments
c. Worked with soldiers in the First World War
d. Invented medical tools to use outside hospital
e. Came to China
f. Died Read the text quickly and silently, then put the events in the correct order.Sweet tip 温馨提示
快读过程中注意时间词及当时发生的事件，做好笔记，最后排序。
What did he give his life to?
2. Why did he invent new ways to treat soldiers?
3. Why did Bethune die in the end?
4. What was wrong with his hand?
5. What made Dr. Bethune a hero?
Read the text carefully and silently, and answer the questions. He gave his life to helping the Chinese people.Because he saw many soldiers die in the war.
He died because he did not stop to take care of his hand.He cut his hand during the operation.
His work with the Chinese soldiers made him a hero in China.Sweet tip 温馨提示
先看问题，再带着问题有次重点的去读课文，并及时做好标记。
Competition1. Dr Bethune is one of China’s most famous heroes.
2. He gave his life to helping the Japanese people.
3. Dr Bethune was born in 1890 and he became a doctor in 1916.
4. He went to the front to look after injured soldiers in the Anti-Japanese War.
5. He came to China in 1938 and he worked very hard. Memory Challenge:
See who has a good memory.( T or F) TFFTT6.He opened hospitals to train doctors and nurses.
7.When he was tired, he stopped to have a rest.
8. Once he continued performing operations for 69 hours.
9. He cut his hand during an operation.
10.There are books and films about him, and he is still remembered in both Canada and China.
TFTTT
Norman Bethune came from Canada. In 1938 he came to China to ______ the Chinese soldiers. There were few doctors, _____ he had to work very hard. He wrote books _________ doctors could learn about new __________(治疗).
He worked very hard without stopping to rest. He continued working _________ cutting his hand during an _________. __________, he died ________ he didn’t ___________ his hand. He___________ ____(献身于) helping the Chinese people. He became a hero.gave his lifetreatsoso thatin spite ofoperationtake care ofIn the endbecausetreatmentstoRetelling the passage
Norman Bethune came from Canada. In 1938 he came to China to ______ the Chinese soldiers. There were few doctors, _____ he had to work very hard. He wrote books _________ doctors could learn about new __________(治疗).
He worked very hard without stopping to rest. He continued working _________ cutting his hand during an _________. __________, he died ________ he didn’t ___________ his hand. He___________ ____(献身于) helping the Chinese people. He became a hero.gave his lifetreatsoso thatin spite ofoperationtake care ofIn the endbecausetreatmentstoRetelling the passageLook at the facts about Yuan Longping and write a passage about him.
Writing1. How does Sally usually feel about playing
on her own?
2. What do Lingling and Betty think of Sally?
3. What does Mrs Styles know?
4. What’s Mrs Styles going to do?Usually Sally feels afraid.Lingling thinks she’s brave and Betty thinks she’s a hero.She knows Sally’s hand doesn’t really hurt and it is only an excuse.We don’t know. Maybe she’s going to … (your own answer) Phrases give one’s life to 献身于
the First World War 第一次世界大战
in spite of 尽管…
in the end 最后
take care of 照顾
give one’s life to 献身于
the First World War 第一次世界大战
in spite of 尽管…
in the end 最后
take care of 照顾
give one’s life to 献身于
the First World War 第一次世界大战
in spite of 尽管…
in the end 最后
take care of 照顾
give one’s life to 献身于
the First World War 第一次世界大战
in spite of 尽管…
in the end 最后
take care of 照顾
We must work hard
So that our future is good
Be ready to help others
Because it’s easy to be heroes.
Nobody is an island
So help is always needed
Good-bye !Thank you !1学生已经在前面学习了条件状语从句和时间状语从句的用法，在本模块中，学生将继续学习原因、目的、和结果状语从句。有了前三个模块的基础，本模块的知识应该不难掌握。
2.模块的话题是“我心目中的英雄”，也是学生比较感兴趣的，但该话题涉及的人有各行各业，所以应该要求学生利用多种途径了解自己的偶像，做好充分的准备，以达到在学中用，用中学的目的。
上完本节课之后，我感觉收获颇多，从备课到上课虽然很忙碌也很充实。
首先，导入环节插入超链接，播放了白求恩简介。这段视频精心挑选，真正反映了时代背景。 并且简介内容与本课材料十分相关。这样，提高了学生兴趣，为学生提供了背景知识，也为理解文章材料做好了铺垫。接下来的单词教学是在通过视频有了一定了解的基础上，更结合了本课重点内容。选用的图片比较形象，有利于学生猜测词义，“猜测词义”也是阅读中不可少的方法之一。有了以上所输入的语言做基础，展开对教材的学习。通过速读与细读的反复练习，学生不仅提高了阅读能力，也从中得到了大量有关白求恩的信息，也为下一环节的“记忆挑战”游戏做了铺垫。本来一节读写课就不如听说课活跃，不过这个游戏活跃了课堂气氛。正是由于以上环节的精细准备，下面的复述与写作得到了顺利进行。最后的summary环节不仅重现重点，也使本课内容得到升华，学生情不自禁读出了情感收获，可谓寓教于乐。
不过，再完美的课也会存有瑕疵，我会尽力继续学习，上出让自己满意，学生喜欢的好课。
首先，导入环节插入超链接，播放了白求恩简介。这段视频精心挑选，真正反映了时代背景。 并且简介内容与本课材料十分相关。这样，提高了学生兴趣，为学生提供了背景知识，也为理解文章材料做好了铺垫。接下来的单词教学是在通过视频有了一定了解的基础上，更结合了本课重点内容。选用的图片比较形象，有利于学生猜测词义，“猜测词义”也是阅读中不可少的方法之一。有了以上所输入的语言做基础，展开对教材的学习。通过速读与细读的反复练习，学生不仅提高了阅读能力，也从中得到了大量有关白求恩的信息，也为下一环节的“记忆挑战”游戏做了铺垫。本来一节读写课就不如听说课活跃，不过这个游戏活跃了课堂气氛。正是由于以上环节的精细准备，下面的复述与写作得到了顺利进行。最后的summary环节不仅重现重点，也使本课内容得到升华，学生情不自禁读出了情感收获，可谓寓教于乐。
Step I. leading-in
In this procedure, play a video about Norman Bethune in Chinese. After that, lead in this unit.
通过设置这一环节有效地把学生引入当时的背景中，不仅提高学生的兴趣，也有助于理解课文。
Step II. Work in pairs.
In this procedure, make students familiar with some new words. After playing the video, the teacher asks a question: What do you know about him? Where was he from?
Help students answer.
S: He was born in Canada and he was a Canadian.……
Present the new words by looking at the pictures: front, injured, war, invent,, medical, treatment , tool, treat, operate, operation, in the end and so on.
Ask the students to read these words individually and in pairs. Make sure they understand the meaning of each word and try to remember the key sentences.
这一环节中引用形象的图片并且连成的短文正是本节课的核心内容，为下面的阅读练习做好了铺垫。
Step III Listening and checking
In this procedure, ask the students to listen to the video and pay attention to the pronunciation and tone.
Step IV. Reading
In this procedure, ask students to read quickly and silently to find out some important information. Then put the events in the correct order..
T: Let’s read the passage and put the sentences in correct order in Activity 3. Read quickly this time.
Check the answers and go through answers with the students. Deal with any difficult points in understanding. Explain the meaning of the difficult sentences if necessary.
Ask the students to read the sentences carefully and loudly.
Step V. Reading and Speaking
In this procedure, ask students to read slowly and carefully, then answer the questions. And get information as much as possible.
Questions:
1. What did he give his life to?
2. Why did he invent new ways to treat soldiers?
3. Why did Bethune die in the end?
4. What was wrong with his hand?
5. What made Dr. Bethune a hero?
Ask some Ss. to show their answers in pairs.
Step VI. Memory Challenge
See who has a good memory by checking the sentences True or False.
For example:
1. Dr Bethune is one of China’s most famous heroes.
2. He gave his life to helping the Japanese people.
3. Dr Bethune was born in 1890 and he became a doctor in 1916.
4. He went to the front to look after injured soldiers in the Anti-Japanese War.
5. He came to China in 1938 and he worked very hard.
T: If you know, please stand up as quickly as you can.
Step VII. Writing
Come to Activity 5, ask the students to write the passage down. Ask students to write on the paper. Then choose one student to read it out.
One sample version:
Yuan Longping was born in Beijing in 1930. He studied in Southwest Agricultural College and he …….
Step VIII. Summary
T: Let’s talk about the harvest in this lesson.
S: the new words: ……
S: the phrases: ……
T: I think the most important thing is that we should learn his great spirit. We all know that make a gift of rose, hand stays lingering fragrance.
Then play the ppt. to show the important points and have Ss. read the sentences about emotional education together.
Step VIIII. Homework
Ask students to:
1. Write a short dialogue about your partner’s hero. （必做）
2. Search more information about Dr Norman Bethune. （选做）
本模块以你心目中的英雄为话题，重点介绍了白求恩大夫和南丁格尔的有关事迹，学生通过听、说、读、写等环节可以全面了解这些名人所作的贡献。本模块通过对话引入了状语从句的用法，通过阅读培养了学生人物介绍的写作能力。在设计活动时，可根据学生的实际，扩大话题的范围，让学生谈谈自己心目中最棒的歌星、球星等，或说说自己将来希望成为什么样的人。
Unit 1通过谈论谁将进行演出，间接引出了他们心目中的英雄。
Vocabulary and listening中共设计了7个活动。1.听录音，回答问题2.根据所提示的单词回答问题。3.是一段关于Tony, Betty, Daming与Lingling之间的对话。4.要求学生阅读对话后回答问题。5.阅读对话并小组讨论答案。6. Pronunciation and speaking练习。7.结合实际，谈论自己心目中的英雄。
Unit 2 学习白求恩的简介，学习一些生词和短语；通过阅读文章，学会概括段落大意；利用所学知识，就一个名人或英雄进行写作。
Reading and vocabulary中活动1要求学生自由写有关白求恩的五句话。2.要求学生阅读短文并概括大意。3.要求学生阅读短文并将句子进行排序。4.要求学生根据短文写句子。Writing中活动5要求学生阅读信息，并写成短文介绍袁隆平。
Unit 3 在练习中复现本单元重点词汇、句型和语法；Around the world简单介绍了英国一位著名护士。Module task写出一个英雄人物并在班内展示。
1.What happened in the flash?
2. When and where did it happen?
Were there any armies in it? Were they heroes? Why?
Were there any doctors in it? Were they heroes, too? Why?
give one’s life to
献身于
the First World War
第一次世界大战
in spite of
尽管…
in the end
最后
take care of
照顾
观课人认为以下三点是本节课的创新之处：
1.这是一节读写课，课前2分钟关于白求恩生平简介的视频，体现了故事的真实性，激起了学生兴趣，也让他们对本节课的主人公有了些许直观了解和认识，为接下来课文的读写输入铺平道路。2.记忆大比拼（Memory challenge）在学生通读全文的基础上，对文章细节问题进行判断学习。通过抢答方式处理这个环节，不但让学生得以放松，活跃课堂气氛，也很好的考察了学生在阅读过程中对于关键信息的瞬间记忆。3. 最后的summary环节不仅重现重点，也使本课内容得到升华，学生情不自禁地读出了情感收获，可谓寓教于乐。
1. Knowledge and skill aims:
words and expressions : army, Canada, Canadian, medical, treat, treatment, Dr(=doctor), war, invent, tool, operate, operation, give one’s life to, save one’s life, in spite of, in the end, take care of, stop to do sth, stop doing sth., both…and………
Improve the skills of reading and writing
2. Method aims :
Help Ss. form the habit of cooperating
3．Emotional aims:
Introduce and learn from the heroes and get ready to help others to be a hero.
The adverbial clause with so, so that and because.
