Module 3 Heroes
Unit 1 She trained hard, so she became a great player later.
课 题
Module 3 Heroes
课时
第一课时Unit 1 She trained hard, so she became a great player later.
课型
Listening and speaking
教学目标
知识目标
1. 学习并掌握下列词汇:
including, medal, attend, abroad, doctor, degree, whatever, amazing , will, victory, simply, once again, give up
2. 掌握以下句型:
①She’s my hero because she’s one of the best table tennis players in the world.
②She trained hard, so she became a great player later.
③Whatever she does, she never gives up!
能力目标
1. 能够听辨对话的人物关系, 明确对话场所和话题; 听懂有关英雄人物的故事。
2. 能谈论自己喜欢的英雄人物, 并可以与其他同学交流、介绍。
情感目标
学习不同领域英雄人物的宝贵精神, 培养刻苦努力积极向上的人生态度, 树立远大理想, 养成吃苦耐劳的品质。
教学重点
1. 掌握本课时出现的状语从句。
2. 能够听懂介绍人物的描述并提取相关信息。
教学难点
1. 掌握本课时出现的状语从句。
2. 能够谈论喜欢的英雄人物。
课前预习
Preview the new words and prepare information about Deng Yaping.
教学方法
Situational approach; Listening and speaking approach; Interactive approach;
Communicative approach; Task-based approach
教学过程
教学环节
教师活动
学生活动
备课札记
Step 1
Warming
up and
leading in.
Show some pictures or videos of Deng Yaping, Yuan Longping and some other heroes to discuss: What kind of people is hero?
Enjoy the pictures and videos and discuss.
图片、视频引入话题, 重视情感教育。
Step 2
Pre-listening
(New words,
Activities
1&2)
1. Show the new words and expressions, ask the students to read them. Exist the Chinese meaning or English spelling, ask them to read the new words and expressions by memory.
2. Ask them to look at the picture in Activity 1 and answer the question.
3. Ask the students to listen to the tape in Activity 2 and complete it, check answers one by one.
1. Learn the new words.
2. Look and answer.
3. Listen and complete.
重视基础学习, 培养强化记忆能力。培养结合问题捕捉目标信息的能力, 为听力理解奠定基础。
Step 3
While-listening
(Activities 3,
4 & 5 )
1. Ask the students to go through the table in Activity 3, listen to the tape and read quickly to fill in the blanks, check answers.
2. Ask them to listen to the tape again and complete Activities 4～5 on their own. Then check answers.
3. Play the video in Activity 3. Ask them to read the dialogue freely with the help of the teacher, then in pairs.
4. Ask them to read it more carefully and find out adverbial clauses with so, because.
1. Listen carefully and finish Activity 3.
2. Complete Activities 4～5 on their own.
3. Watch the video and practise reading the conversation in pairs.
4. Find out adverbial clauses with so, because and talk about what kind of clauses the sentences are.
通过听, 寻找并归纳邓亚萍的个人信息, 培养从对话中获取细节信息的能力, 学习邓亚萍积极向上、永不放弃的精神; 合作探究, 巩固重点。
Step 4
Post-listening
(Activities
6&7)
1. Play the tape in Activity 6 and ask the students to listen, repeat and mark the pauses.
2. Have the students ask and answer questions about each other’s heroes in groups.
3. Ask them to share the facts of their heroes with the whole class.
1. Listen carefully, repeat and mark the pauses.
2. Work in groups to ask and answer questions.
3. Share the facts of their heroes with the whole class.
学习句子的停顿方法; 表达自我观点; 培养口头表达能力。
Step 5
Summarize
1. Guide the students to have a small conclusion about Adverbial Clauses with so, because.
2. Guide the students to summarize the key points in this unit.
1. Have a small conclusion about Adverbial Clauses.
2. Summarize the key points in this unit.
整理课堂笔记, 当堂巩固, 培养学生归纳总结的能力。
Step 6
Consolidation
教师设置巩固检测练习:
Ⅰ. 从方框中选择合适的词并用其适当形式填空
will; medal; include; amaze; victory
1. This is a(n)_______ending of the story. ?
2. What a strong_______Yu Gong has!?
3. There are flags everywhere in the street to celebrate the _______. ?
4. The band played many songs, _______some of my favourites. ?
5. How many gold_______ the Chinese athletes win at the Rio Olympics??
Ⅱ. 同义句转换
1. They didn’t have the picnic yesterday because of the heavy rain.
It rained _______yesterday, _______they didn’t have the picnic. ?
2. Did you write the plan alone?
Did you write the plan
_______ _______ _______. ?
3. They got to the top early so that they could see the sunrise on Mount Tai.
They got to the top early _______ _______ _______see the sunrise on Mount Tai. ?
4. This book is interesting and that one is interesting as well.
_______ this book _______that one _______interesting. ?
5. You are very kind to tell me the news.
_______ is very kind _______ you to tell me the news. ?
独立完成检测练习, 并进行自评与互评。
通过检测练习, 便于学生了解自己对本节课的词汇、句型、语法等的掌握情况
Step 7
Homework
1. Remember the new words and expressions in this unit.
2. Write a short dialogue about your heroes.
3. Preview Unit 2.
板书设计
Unit 1 She trained hard, so she became a great player later.
1. choose→chose→chosen
2. start doing sth.
3. begin to do sth.
4. as well as
5. attend/join/join in/ take part in
6. because / so
教学反思
本节课的教学活动设计, 充分考虑学生的实际水平, 根据学生的能力设计有效的教学手法和活动, 使教学效果达到最优。通过学习本模块, 不仅了解一些英雄人物或著名人物的事迹而且学习他们不怕困难、艰苦奋斗、热爱祖国、热爱和平的崇高精神。
资料链接
邓亚萍——乒坛皇后
乒坛名将邓亚萍, 祖籍在湖南省邵阳市新宁县著名的崀山风景名胜区内, 扶夷江畔的田村。邓亚萍是夺取世界乒乓球冠军次数第三多的中国女子乒乓球队选手。身高仅1. 55米的邓亚萍似乎不是打乒乓球的料, 但她凭借苦练, 以罕见的速度, 无所畏惧的胆色和顽强拼搏的精神, 13岁就夺得全国冠军, 15岁时获亚洲冠军, 16岁时在世界锦标赛上成为女子团体和女子双打的双项冠军。1992年, 19岁的邓亚萍在巴塞罗那奥运会上又勇夺女子单打冠军, 并与乔红合作获女子双打冠军。1993年在瑞典举行的第四十二届世界乒乓球赛上与队友一起夺得团体、双打两枚金牌, 成为名副其实的世界乒坛皇后。
邓亚萍是乒乓球历史上最伟大的女子选手之一, 她5岁起就随父亲学打球, 1988年进入国家队, 先后获得18次世界冠军头衔; 在乒坛世界排名连续8年保持第一, 是排名世界第一时间最长的女运动员, 成为第一位蝉联奥运会乒乓球金牌运动员, 并获得4枚奥运会金牌, 其中包括单打和与乔红组合的双打。
1997年开始, 她先后到清华大学、诺丁汉大学和英国剑桥大学进修学习, 并获得英语专业学士学位和中国当代研究专业的硕士学位; 2002年邓亚萍在国际奥委会道德委员会以及运动和环境委员会两个委员会担任职务; 2003年, 邓亚萍成为北京奥组委市场开发部的一名工作人员。2010年, 任人民日报社副秘书长; 2016年, 与俞敏洪联手共同打造国内第一家体育产业创新创业平台。
马丁·路德·金——美国黑人运动领袖
马丁·路德·金(Martin Luther King, 1929年1月15日-1968年4月4日), 著名的美国民权运动领袖。1948年大学毕业。1948年到1951年间, 在美国东海岸的费城继续深造。1963年, 马丁·路德·金晋见了肯尼迪总统, 要求通过新的民权法, 给黑人以平等的权利。1963年8月28日在林肯纪念堂前发表《我有一个梦想》的演说。1964年成为诺贝尔和平奖获得者。1968年4月, 马丁·路德·金前往孟菲斯市领导工人罢工被人刺杀, 时年39岁。1986年起美国政府将每年1月的第三个星期一定为马丁·路德·金全国纪念日。
哥伦布——第一位发现美洲的航海家
哥伦布(Columbus), 意大利航海家、殖民者。出生于意大利热那亚, 卒于西班牙巴利亚多利德。一生从事航海活动。先后移居到了葡萄牙和西班牙。相信大地球形说, 认为从欧洲西航可到达东方的印度。在西班牙国王的鼎力支持下, 先后4次出海远航(1492～1493, 1493～1496, 1498～1500, 1502～1504), 开辟了横渡大西洋到美洲的航路。先后到达巴哈马群岛、古巴、海地、多米尼加、特立尼达等岛。在帕里亚湾南岸首次登上美洲大陆。考察了中美洲洪都拉斯到达连湾2 000多千米的海岸线; 认识了巴拿马地峡; 发现和利用了大西洋较低纬度吹东风, 较高纬度吹西风的风向变化。
Unit 2 There were few doctors, so he had to work
very hard on his own.
课 题
Module 3 Heroes
课时
第二课时Unit 2 There were few doctors, so he had to work very hard on his own.
课型
Reading and writing
教学目标
知识目标
1. 学习并掌握下列词汇:
army, Canada, Canadian, treat, treatment, doctor, front, injured, war, invent, tool, local, operate, operation, give one’s life to, First World War, in spite of, in the end, take care of
2. 掌握以下句型:
①He soon realize that many people were dying because they did not get to hospital quickly enough.
②He invented special medical tools to use outside hospitals and close to the fighting areas so that doctors could treat the wounded more quickly.
③At that time, there were few doctors, so he had to work very hard on his own.
能力目标
1. 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。
2. 能够根据时间轴提示写一篇短文介绍袁隆平。
情感目标
通过了解英雄人物, 培养学生爱英雄、学英雄、争做英雄的好品质, 激发学生的斗志。
教学重点
1. 在语境中感知so, so that和because引导的状语从句的用法。
2. 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。
教学难点
能够根据时间轴提示写一篇短文介绍袁隆平。
课前预习
Preview new words and search for information about Bethune.
教学方法
Cooperative learning method; Task-based approach; Bottom-up approach;
Content-based instruction teaching; Function method
教学过程
教学环节
教师活动
学生活动
备课札记
Step 1
Warming
up and
leading in.
(Activity 1)
With the music of Hero, show a picture of Dr Norman Bethune, ask some questions to learn more about him.
Look at the picture and talk about Bethune freely.
通过图片, 自由谈论激发学生的学习兴趣, 引出本单元要谈论的主题——白求恩医生。
Step 2
Pre-reading
Play a guessing game to teach new words.
Guess the words according the pictures.
提高学生对单词新授环节的学习兴趣, 并加深对单词的理解记忆。
Step 3
While-reading
(Act. 2,
3 & 4)
1. Fast-reading:
(1)Ask the students to read and choose the correct structure of the passage. .
(2)Ask them to read the passage quickly and number the events in Activity 3. Check answers.
2. Careful-reading:
Ask the students to read Paragraphs 2～4 and answer the questions.
a. When was Dr Bethune born?
b. When did he become a doctor?
c. What did he do before coming to China?
d. What did he do after coming to China?
e. How did he die?
1. Read the passage quickly and choose the correct structure of the passage.
2. Read the passage carefully, number the events in Activity 3. Check answers in pairs.
3. Read Paragraphs 2～4 and answer the questions.
4. Watch the video and read the passage in groups.
通过泛读培养学生在短时间内通过跳读可以抓住文章的总体结构; 并可以按照时间轴将各段信息点进行排序, 抓住文章的主线, 快速获取文本主要信息。
细读文章2～4段, 对问题进行快速分析定位, 培养学生在限定时间内获取文本重要信息的定位筛选能力; 在作答的环节, 培养学生处理信息, 组织语句的能力。
3. Ask the students to read the passage for a third time, and find some keys in it.
4. Play the video, then ask them to read the passage freely with the help of the teacher.
5. Ask them to finish Activity 4 and check answers in class.
5. Finish Activity 4.
在文本内容理解的基础之上, 加深对单词的巩固及理解。
Step 4
Post-reading
(Activity 5)
Show facts of Yuan Longping and ask the students to write a something about him.
Look at the facts about Yuan Longping and write a passage about him. And then share their passage with others.
使学生逐步完成由知识的输入到知识的输出, 提高学生的写作能力。
Step 5
Summarize
1. Guide the students to retell the passage.
2. Guide the students to summarize the vocabularies and structures in this unit.
1. Retell the passage.
2. Summarize the vocabularies and structures in this unit.
使学生对文章进行回顾, 加深对文章的理解, 同时建立文章结构及写作方法的思考意识。整合所学知识。
Step 6
Consolidation
教师设置巩固检测练习:
Ⅰ. 根据句意及汉语提示完成单词
1. _______(加拿大人) comes from _______(加拿大)?
2. The doctor has _______(治疗) the old man. ?
3. Dr Zhang _______(发明) a new _______(治疗) for cancer. ?
4. A dictionary is a useful _______ (工具) for study. ?
5. It’s our duty to join the _______ (军队) to protect our motherland. ?
6. You’d better have an _______ (手术) immediately. ?
7. He was injured in the _______ (医学的) accident. ?
Ⅱ. 用所给词的适当形式填空
1. There is a _______(wound)bird in the cage. ?
2. The doctor made an_______ (operate) on the poor man yesterday. ?
3. He was able to dress_______ (him)when he was three years old. ?
独立完成检测练习, 并进行自评与互评。
通过检测练习, 便于学生了解自己对本节课的词汇、句型、语法等的掌握情况
4. This morning some foreigners came to visit our school. They are all _______(Canada). ?
5. The Malaysian government promised that they managed _______(search)for the missing people in the cruise accident. ?
Step 7
Homework
1. Search for more information about a hero in your heart and write a passage about him.
2. Preview the use of conjunctions so, so that, because to show reasons and results.
板书设计
Unit 2 There were few doctors, so he had to work very hard on his own.
教学反思
本课堂教学设计理念为: 做后学, 先学后教, 以学定教, 不教而教。语言技能和语言知识主要都是围绕英雄人物这一中心话题展开, 让学生掌握并运用略、精读的技巧, 即略读找大意, 精读搜索相关信息。 通过了解英雄人物, 培养学生爱英雄, 学英雄, 争做英雄的好品质, 并以此发奋学习, 做国家有用人才。
资料链接
中国人民的好朋友——诺尔曼·白求恩
诺尔曼·白求恩(Norman Bethune)(1890—1939), 加拿大共产党员, 国际共产主义战士, 著名胸外科医师。1890年3月3日生于加拿大安大略省格雷文赫斯特镇一个牧师家庭。青年时代当过轮船侍者、伐木工、小学教员、记者。1916年毕业于多伦多大学医学院, 获学士学位。曾在欧美一些国家观摩、实习, 在英国和加拿大担任过上尉军医、外科主任。1922年被录取为英国皇家外科医学会会员。1933年被聘为加拿大联邦和地方政府卫生部门的顾问。1935年被选为美国胸外科学会会员、理事。他的胸外科医术在加拿大、英国、美国医学界享有盛名。1935年11月加入加拿大共产党。德、意法西斯支持F. 佛朗哥发动西班牙内战, 他于1936年冬自愿去西班牙参加反法西斯斗争。中国抗日战争爆发后, 为了援助中国人民的解放事业, 1938年3月, 他受加拿大共产党和美国共产党派遣, 率领一支由加拿大人和美国人组成的医疗队来到延安。8月, 任八路军晋察冀军区卫生顾问, 悉心致力于改进部队的医疗工作和战地救治, 降低伤员的死亡率和残废率。把军区后方医院建设为模范医院, 组织制造各种医疗器材, 给医务人员传授知识, 编写医疗图解手册。倡议举办医务干部实习周, 加速训练卫生干部。组织战地流动医疗队出入火线救死扶伤。为减少伤员的痛苦, 他把手术台设在离火线最近的地方。11月底, 率医疗队到山西雁北进行战地救治, 两昼夜连续做了71次手术。
1939年10月下旬, 在涞源县抢救伤员时左手中指被手术刀割破, 后给一个外科传染病伤员做手术时受感染, 仍不顾伤痛, 坚决要求去战地救护。他说: “你们不要拿我当古董, 要拿我当一挺机关枪使用。”随即跟医疗队到了前线。终因伤势恶化逝世。17日, 晋察冀边区党、政、军领导机关和驻地群众为他举行了隆重的葬礼。12月1日, 延安各界举行追悼大会, 毛泽东题了挽词, 并于12月21日写了《纪念白求恩》一文, 号召中国共产党员学习他的国际主义精神和共产主义精神。1940年4月, 在河北省唐县军城南关建立了白求恩墓。晋察冀军区决定将军区卫生学校和模范医院分别命名为白求恩卫生学校和白求恩国际和平医院。1952年, 白求恩的灵柩迁入石家庄烈士陵园。
杂交水稻之父——袁隆平
袁隆平(1930. 9. 7- )生于北京, 汉族, 江西德安县人, 无党派人士, 现居湖南长沙。中国杂交水稻育种专家, 被称为我国的杂交水稻之父, 中国工程院院士。现任政协十二届全国委员会常务委员, 湖南省政协副主席, 湖南省科协副主席。中国国家杂交水稻工程技术研究中心主任暨湖南杂交水稻研究中心主任、西南大学农学与生物科技学院名誉院长、湖南农业大学教授、中国农业大学客座教授、怀化职业技术学院名誉院长、湖南生物机电职业技术学院名誉院长、联合国粮农组织首席顾问、世界华人健康饮食协会荣誉主席。2006年4月当选美国国家科学院外籍院士, 2010年荣获澳门科技大学荣誉博士学位, 2011年获得马哈蒂尔科学奖。
Unit 3 Language in use
课 题
Module 3 Heroes
课时
第三课时Unit 3 Language in use
课型
Revision and application
教学目标
知识
目标
1. Review the key words, phrases, and sentences of M3.
2. Use adverbial clauses with because, so, so that.
能力
目标
1. 能够听懂有关英雄人物故事。
2. 能谈论自己喜欢的英雄人物
3. 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。
4. 能够写一篇短文介绍自己心中的英雄人物。
情感
目标
能够通过阅读名人传记, 学英雄人物, 从中懂得做人的道理, 勇于担当, 甘于奉献, 体验人生价值的真谛。
教学重点
1. Summarize and consolidate the use of adverbial clauses with because, so, so that and the new vocabulary.
2. Write a passage about a hero in your heart.
教学难点
Write a passage about a hero in your heart.
课前预习
Preview adverbial clauses with because, so, so that and the new vocabulary.
教学方法
Formal and interactive approach; grammar practice and application;
PWP method; Task-based approach
教学过程
教学环节
教师活动
学生活动
备课札记
Step 1
Warming
up and
leading in.
1. Ask the students to repeat the words in this module after the tape quickly.
2. Sum up the use of Adverbial Clauses with because, so, so that.
1. Repeat the words in this module after the tape quickly.
2. Sum up the use of Adverbial Clauses with because, so, so that.
基础巩固
整体感知原因、结果和目的状语从句
Step 2
Language
Practice
Go through the sentences and ask them to translate the sentences into Chinese.
Read and translate.
体会原因、结果和目的状语从句的用法
Step 3
Explanation.
(Activities
1～5)
1. Ask them to complete the sentences in Activity 1, Show the answers.
2. Ask the students to join the sentences in Activity 2 and check answers by asking them to read.
3. Ask them to ask and answer questions about themselves in pairs to finish Activity 3, check answers by asking some of them to read their answers completely.
4. Ask the students to complete the passages and the sentences in Activities 4～5 and check answers.
1. Complete the sentences.
2. Join the sentences.
3. Talk about the questions.
4. Complete the passages and the sentences.
帮助学生了解航天英雄的生平; 结合不同的状语从句进行口语交际; 在具体情境中练习核心词汇。
Step 4
Practice and
improving
(Act 6&7)
1. Play the recorder and ask the students to complete Activity 6.
2. Ask the students to read the passage in Activity 7 and choose the best title.
3. Ask the students to read again and number the events in order.
1. Listen carefully and complete Activity 7.
2. Read and choose the best title.
3. Read and number the events in order.
培养学生根据相关问题和选项推测听力内容的能力; 培养学生梳理故事线索的能力。
Step 5
Knowledge
extension
and application
(Around
the world &
Module task)
1. Introduce Nightingale by playing a video. Then ask the students to read the passage and fill in the blanks.
(1)Nightingale was born in _______. ?
(2)Nightingale went to a British hospital so that she could _______. ?
(3)When Nightingale returned to Britain in 1856, she became _______. ?
(4)Nightingale died at the age of _______. ?
2. Put students in groups of four and ask them to make a list of heroes.
3. Ask the students to choose a hero to write about him/her.
1. Watch, read and fill in the blanks.
2. Make a list of heroes.
3. Write something about a hero
拓展知识面; 为学生创造综合运用知识的机会.
Step 6
Summarize
1. Guide the students to summarize the key vocabulary and structures in this module.
2. Guide the students to summarize the rules of Adverbial Clauses with because, so and so that.
1. Summarize the key vocabulary and structures in this module.
2. Summarize the rules of Adverbial Clauses with because, so and so that.
引导学生积极思考, 培养学生归纳总结能力。
Step 7
Consolidation
教师设置巩固检测练习:
从方框内选择恰当的词或短语补全句子, 可重复使用。
because, so, so that
①She’s my hero _______she’s one of the best table tennis players in the world. ?
②She trained hard, _______ she became a great player later. ?
③He invented special medical tools to use outside hospitals and close to the fighting areas _______doctors could treat the wounded more quickly. ?
④Many soldiers died in the hospital _______it was dirty. ?
⑤Three years later, she went to a British military hospital _______she could help British soldiers. ?
独立完成检测练习, 并进行自评与互评。
通过检测练习, 便于学生了解自己对本节课的词汇、句型、语法等的掌握情况
Step 8
Homework
1. Make a poster about a hero.
2. Preview Module 4.
3. More exercises about Adverbial Clauses with because, so and so that.
板书设计
Unit 3 Language in use
Many people were dying because they did not get to hospital quickly enough.
There were few doctors, so he had to work very hard on his own.
He wrote books so that they could learn about how he treated the sick.
教学反思
把握英语教学的特点, 注重课堂的气氛和学生学习英语的兴趣, 充分利用现代教育教学手段, 采用不同的激励方法让学生积极地参与到英语课堂中来, 如大量搜集有关本节教学的材料和资源(文字材料、图片、视频、音频等资料)融入到课堂当中, 激发学生的兴趣。面向学生, 实行了因材施教, 知识、能力、思想情感目标的达成。在实施语言实践活动的同时, 又渗透了文化意识和情感教育, 有效地利用了课堂, 学生觉得轻松愉快, 积极性高 。
资料链接
成龙——动作巨星
成龙1954年4月7日生于香港特别行政区香港岛中西区, 国家一级演员, 国际功夫影星。
1960年进入中国戏剧学校学习戏曲, 以武师身份进身电影圈, 1970年自戏校毕业, 因为自幼在影片中跑过龙套, 所以希望往电影界发展。1978年吴思远邀成龙拍《蛇形刁手》和《醉拳》令其走红, 1994年“贺岁片”概念的电影《红番区》在美国公映后大受欢迎, 使其成功打入好莱坞。2012年8月24日 《纽约时报》评选出史上20位最伟大动作巨星, 成龙荣登第一位。
成龙与周星驰、周润发并称“双周一成”, 他擅长功夫片, 电影的谐趣风格及设计的活泼灵巧兼具杂耍性的武术动作, 令成龙找到了自己在功夫片领域的发展方向, 其主演的电影全球总票房已经超过200亿元。2016年获得奥斯卡金像奖终身成就奖。
