外研版九年级上册Module 3 Unit2教学设计
学科 英语 年级 九年级 课型 新授课 设计者 陈文锋
课题 九年级上册Module 3 Heroes Unit2 There were few doctors, so he had to work very hard on his own. 课时 1
课标要求 1.能理解记叙类文本的主旨、细节及逻辑关系。2.掌握原因、结果状语从句（so, because）的用法。 3.学习通过上下文推测生词含义（如：on his own, treat, wounded等）4.通过英雄事迹培养学生责任意识与文化品格。
教材分析 What:本语篇《My Hero—Dr Norman Bethune》是一篇人物传记类记叙文，系统呈现了白求恩医生作为国际主义战士的英雄形象。以时空双轴展开叙事：开篇总述白求恩在中加两国的历史地位（“remembered in both Canada and China”），奠定其跨文化英雄基调；主体部分按时间顺序分层叙述三大事迹——1936年西班牙内战前线救治伤员体现其无畏精神，1938-1939年中国抗战时期发明移动手术工具（解决战地医疗短缺）展现创新力，在“医生匮乏”（few doctors）环境下独立工作69小时并创办医疗培训课程（“taught doctors and nurses”）彰显坚韧力与赋能他者的胸怀，最终因感染牺牲升华献身精神；结尾呼应首段，强调其“献身助人”精神永存（“gave his life to helping others”），形成“平凡人-非凡选择”的英雄叙事闭环。 How：语篇采用三重设计：其一，以总-分-总框架构建逻辑（当代评价→历史事迹→永恒价值），通过时间标记（1936/1938/1939）强化事件时序与因果链（如早期学医→战场实践→创新工具→拯救生命）；其二，聚焦目的状语的双轨表达——不定式结构（to V）简洁刻画个体行动目标（如“invented tools to use close to fighting areas”），而so that从句突出行为的社会延展性（如“wrote books so that nurses could learn”），二者形成“自救”到“救人”的语言张力；其三，运用量化细节（如“69 hours without stopping”）与词汇复现链（“few→alone→without help→die of”）编织困境-应对-牺牲的情感网络，深化英雄形象感染力。Why:本语篇在于实现三维育人目标：语言能力上，通过时间轴排序与目的状语仿写（如“He went to China to save soldiers / so that more lives could be saved”），训练学生用因果逻辑讲述英雄故事；思维发展上，引导学生辨析“工具创新”（解决系统性短缺）与“知识共享”（赋能群体）背后的英雄特质，批判性探讨“英雄的本质是智慧奉献还是自我牺牲”；文化品格上，将白求恩的“国际主义精神”与当代“人类命运共同体”理念联结，促进学生对英雄品质的当代化解读，最终在“讲述中国英雄，理解世界英雄”的语言实践中实现文道合一。
学情分析 1.本模块的语篇话题是谈论英雄的事迹，在语文、历史学科也有相关话题，所以学生对“英雄”话题并不陌生。该话题和七下 M9 介绍有关人物生平时用到的时间线相关联，所以学生对此阅读的时间结构会比较熟悉。2.学生在七上 M4 和 M5的文章中学习并且已经学习了 because、so 引导的原因、结果状语从句的用法:在七、八年级的拓展学习中对于so that引导目的状语从句有所感知和理解。3.学生掌握了一些有效的阅读策略，但在处理本课复合句时面临显著挑战：对长难句解码能力薄弱，尤其当句子嵌套目的状语（如标题句 There were few doctors, so he had to work very hard on his own）或因果逻辑时，可能会出现成分误判或结构混乱。
核心素养目标 语言能力：能准确理解并运用原因、结果状语从句描述事件关联；掌握10个核心词汇。文化意识:能理解白求恩的国际主义精神，探讨“英雄”的多元定义。思维品质：分析白求恩面临困难时的决策逻辑，培养批判性思维。
教学重点 1.理解课文主旨及细节（白求恩的事迹与贡献）；2.根据知识结构图连贯地有逻辑地介绍白求恩。
教学难点 1.长难句的分析；2.学会评判英雄并介绍自己心中的英雄。
教学方法 KWL教学法、任务型教学法
教学过程（教学环节可结合学科特点自行设置）
教学环节 教师活动 学生活动 设计意图
环节一 教师播放本班三名学生参加田径东莞公开赛的视频，密切关注学生的情况，并适时引导学生进行互助回答。 学生回顾上节课所学的奥运英雄们，播放本班三名学生参加田径东莞公开赛的视频。 利用本班学生参加田径公开赛的个案，帮助学生复习旧知的同时导入新的话题。
环节二 教师导出National heroes Space heroes Army heroes Sports heroes 最后引出三名参赛学生的图片，强调英雄就在我门的身边。 学生在观看视频后，观察图片并进行讨论。 通过各类英雄，凸显英雄就在我们身边。
环节三 在讨论过后，教师引出本课时的英雄白求恩。了解学生关于白求恩的己知与未知，把握学生想通过学习新知了解到的文化知识。 学生观察白求恩的图片，激活有关白求恩的相关已知 激活关于白求恩的相关词汇，激发学生阅读兴趣与欲望。
环节四 教师观察学生阅读获取信息的情况。 学生快速阅读，获取文章的主旨大意、分段、段落大意、写作结构。 培养学生分析文章主题、内容以及写作结构的能力。
环节五 教师学生从 what、how、why 三个层面解读文本 学生仔细阅读获取白求恩的生平、职业等基本信息，然后梳理白求恩的生平时间轴。 培养学生从 what、how、why 三个层面解读文本的能力。
环节六 教师观察学生使用阅读策略的情况，并根据学情需要给出必要指导。 学生进行阅读输出，模拟中考题型训练。 培养学生准确获取、梳理和记录关键信息的能力。
环节七 教师观察学生能否够理解新词含义并根据新词正确填写全文。 学生将文章补充完整。 促进学生逻辑思维和辩证思维的发展、引领向英雄学习的主流价值，塑造学生品格。
分层作业 基础作业： Read the passage aloud after class.拓展作业：Write a passage “A hero in my heart” by using the writing structure learned in class, trying to use“because, so , so that”.
板书设计 Module 3 HeroesUnit 2 There were few doctors, so he had to work very hard on his own. Introduction 1939 died of his wound Experiences 1938 came to China and treatHeroes & the wounded Contributions 1936 went to Spain Comments 1916 became a doctor 1890 born
教学反思 情境导入有效激发学生兴趣，小组合作提升了参与度，但学生对文本中出现的长难句理解、分析有疑问，课堂教学中花了一定的时间，整体达成预期效果，但仍有优化空间。
21世纪教育网 www.21cnjy.com 精品试卷·第 2 页 （共 2 页）(共24张PPT)
Unit 2 (Period 1)
There were few doctors, so he had to work very hard on his own.
第2单元
第3模块 Heroes
（外研版版）九年级
上
01
学习目标
By the end of this lesson, you will be able
to get information from the reading material about the hero– Dr Norman Bethune;
to use Adverbial Clause with because, so and so that.
02
Warm up
03
Lead-in
National heroes
Heroes
Space heroes
Army heroes
Sports heroes
Our heroes
04
xxxxx
Norman Bethune
一个人能力有大小，但只要有这点精神，就是一个高尚的人，一个纯粹的人，一个有道德的人，一个脱离了低级趣味的人，一个有益于人民的人。
--毛泽东
纪念白求恩
Lead-in：
05
xxxx
Norman Bethune
a Canadian physician
was born in 1890 and
died in 1939.
reached China in 1938,
as head of the medical
team.
set up makeshift hospital and trained the young Chinese to follow the basic medical techniques.
What was he
When was he born
When did he reach China
When did he die
Pre-reading：
06
Pre-reading：
07
Norman Bethune
He was a Canadian doctor.
He was born in 1890 .
He reached China in 1938.
He died in 1939.
What was he
When was he born
When did he reach China
When did he die
Pre-reading：
08
Pre-reading：
语音提示
1. Norman Bethune /'n :m n be'θju:n/ 诺曼 白求恩
2. Canadian /k 'ne di n/ 加拿大人；加拿大的
3. Spain /spe n/ 西班牙
4. realise /'r la z/ v. 了解；意识到
5. operation / p 're n/ n. 手术
09
Contrastive（对比） study
Para. 1
Introduction
Para. 2-4
Life experiences
Para. 5
Influence
Fast-reading：
Skim & divide the passages into three parts.
Para. 1
Introduction
Para. 2-4
Life experiences
Para. 5
Influence
在导学案写出你答案
10
Careful-reading：
Scan & find out the timeline.
Tips: 扫读,圈出描写人物生平的时间线索。参考课本P21 Fact box.
1939
1938
1936
1916
1890
was born in Canada
became a doctor
went to Spain to treat the wounded soldiers.
Developed new ways and invented special medical tools.
came to China and helped treat the wounded.
cut his finger during an operation and died of his wound.
The passage describes a person’s life in chronological order
(时间先后顺序).
在导学案写出你的答案
11
( )1.Who wrote this passage
A.Chinese B.Canadian C.Wang Lingling D.Norman Bethune
( )2.Why is Bethune one of the most famous heroes in China
A.Because he is a doctor. B. Because he came to China.
C. Because he is Chinese. D. Because he died for Chinese people.
C
D
Careful-reading：
12
( )3.How old was Bethune when he became a doctor？
A.26 B.46 C.36 D.21
( )4.Why were the wounded soldiers dying？
A.Because they hurt badly.
B.Because there were few doctors.
C.Because the hospitals were far away.
D. Because they didn’t have any hospitals at that time.
5.Underline what Bethune did to treat the wounded.
A
C
他发明了照顾病人的新方法
他发明了特殊的医疗工具，用于医院以外和靠近战区的地方
Careful-reading：
developed在文中的意思是“发明”
13
( )6.Whan happened to China in 1938？
A.Many Chinese doctors died. B. The Spain helped China.
C.Bethune came to China. D.There was an Anti-Janpanese War.
( )7. What did Bethune do to teach Chinese medical skills
A. He worked very hard. B. He developed training courses.
C. He wrote books . D. Both B and C.
D
D
他为当地的医生和护士开设了培训课程，并且写书，这样他们就可以了解他是如何治疗病人的。
Careful-reading：
注意:这里的developed意为“开设、创作”；
而p2中developed的意思“发明”。
14
( )8.How many hours did Bethune worked without stopping？
A. 59 hours B. 69 hours C.79 hours D.89 hours
( )9.How long has Bethune worked for China
A. Nearly 2 years. B. Nearly 3 years C. Nearly 4 years D. Nearly 5 years
( )10.Why did he died
A. Because he cut his finger. B. Because he did an operation.
C. Because he continued his work without treat himself.
D.Because he returned to Canada.
B
A
C
Careful-reading：
15
( )11.Who made Dr Bethune a hero？
A.Chinese people B. Canadian people C. Doctors D.Nurses
( )12.Why did people in both China Canada remember Bethune？
A.Because he died for Canadian people.
B.Because he died for Spain people.
C.Because he was a great writer.
D.Because he was a real hero .
A
D
Careful-reading：
16
Careful-reading：
17
1、What can we learn from this passage about Norman Bethune
A.He treated the wounded soldiers during the Anti-Japanese War in Spain in 1936.
B.He realised that many soldiers were dying because they were badly wounded during the War.
C. He used his special medical tools to treat the wounded more quickly.
D.He set up many outside hospitals and close to the fighting areas.
2、 What were outstanding contributions (贡献) during his stay in China
A. He helped treat the wounded. B. He developed training courses for local doctors and nurses
C. He wrote books so that medical staff could learn about how he treated the sick.
D. All above.
3、What does the word “developed” in Para. 3 probably mean
A.studied B.created C. invented D. discovered
4、 How did Norman Bethune die in the end
A. He died of his serious illness. B. He died of his hard hard work.
C. He died of his wound in the finger. D. He died of his tiredness.
5、Which of the following sentences about Dr Bethune isn’t true
A. Dr Bethune is one of Canada’s most famous heroes.
B. His experience of treating people in Spain was helpful in China
C. His work for the Chinese people made him a hero in China.
D. He is still remembered in both Canada and China today.
didn't get to hospital quickly enough
Para2: ...so that doctors could treat the wounded more quickly.
未提及
寻找key words(关键词)
利用上下文推断...he cut his finger...he died of his wound.
未提及
Para3: ...His experience ....was useful.
Para5: ...His work ...made him a hero.
Para5: ...He is still remembered...in both .....
中考模拟实战一
开设、创作
18
so that so because so...that ...
1.My daughter asked me to go out______ she could eat some candies.
2.He failed the exam ______ he was too careless.
3.This morning I went to school by taxi_____I would not be late for school.
4.My bike was broken（损坏的）,____I have to walk to school today.
5.The little boy is_____lovely____ everyone likes him.
so that
because
so
so
so that
so...that...引导结果状语从句“太...以至于...”
即学即练
so that引导目的状语从句“为了，目的是”
19
Norman Bethune was (1) C_________, but he is one of the most famous heroes in China. During the (2) w______ in Spain, he treated the wounded soldiers there. He invented special (3) t______ to use outside hospitals. His (4) i________ saved many lives. In China, he (5) c________ to treat (6) s____ and wounded soldiers. He often worked without taking a rest and did not look after (7) h________. At this point, he (8) m________ to save over one hundred lives in sixty-nine hours. During an operation, he cut his finger, and finally died of his (9) w_______. He is still remembered in both China and Canada.
anadian
ar
ools
nventions
anaged
ick
imself
ontinued
ound
Post-reading
20
What have we learnt
Summary
21
结束语
“天地英雄气，千秋尚凛然。”无论哪一个时代，
英雄的事迹和精神都是激励社会前行的强大力量。
让光荣永远传承，使英雄永不独行。
22
A. Read the passage aloud after class.
B. Write a passage “A hero in my heart” by using the writing
structure learned in class, trying to use “because, so , so that”.
(参考同步导学P38 写作训练)
Homework
