外研版九上： Module 3 unit3 Language in use.教案

外研社2011课标版 九年级上册
Module3 Unit3 教学设计
教学目标
语言知识目标：运用so，because, so that表达结果、原因和目的，使用一定的引导词表明时间，描述心中的英雄人物。
语言技能目标：
听：听懂有关英雄人物的录音并能从中提取所需信息和观点。
说： 能在口头表达中进行适当的自我修正。
读：能理解段落中句子之间的因果及目的关系，读懂有关英雄人物的短文，理解文章结构及有关原因、目的、结果的细节信息。
写：根据写作需要收集、准备素材（课前的预习作业）；独立起草有关英雄人物的短文；使用so, because, so that表示事件之间的因果及目的关系；借用时间轴和图示描述英雄人物的主要事迹，并在老师和同学的帮助下修改作文。
学习策略目标：在学习中集中注意力，记要点，利用图画理解主题，利用网络资源进行预习。
情感态度目标：了解不同国家和领域的英雄人物，学习他们坚强、正直、勤奋、仁慈、奉献、智慧、勇敢等优秀品质，激发自己对英雄人物的崇拜和争做英雄人物的自信。
学情分析
本课授课对象为大连地区一所普通中学九年级上学期的学生，他们具备一定的相关知识和语言储备，拥有一定的英语听说读写能力，但是缺少课外阅读的时间和习惯，生活阅历有限，语言表达缺乏真情实感，但拥有梦想的孩子不少。该授课班级总体英语成绩位居年级中下游，学生两极分化比较严重。借用英雄人物这一话题可以激发学生对英雄人物的崇拜，树立具体的人生目标，寻找和发现身边各行各业的学习榜样，懂得只要通过自己的努力和坚持就有可能也成为一位英雄人物的道理，增强信心。
三. 重点难点
重点：了解不同领域的英雄人物事迹，分析总结英雄人物的优良品质。
难点：学会以时间为顺序描述人物的主要事迹，写作中使用so, because, so that表明语篇中时间的逻辑关系。
教学过程
(Teacher简写为T，students 简写为Ss,教师提问的question 简写为Q)
Step1 Lead in
T tells the topic of this lesson: heroes.
Ss read the learning goals together.
【设计意图】：明确上课主题和学习目标。
Step2 Revision
T shows all the seven pictures of different heroes of Module 3 from Unit1 to Unit3. Ask Ss to say their names.
Ss watch the pictures and say the names.(volunteers give the answers)
T conducts all the Ss to read out these names.
【设计意图】：认识教材中出现的英雄人物，为后面阅读和听力环节扫除人名认读的障碍。
2.T conducts Ss to review some information about two of the heroes, which they learnt in Unit1 and 2: Deng Yaping and Norman Bethune.
【设计意图】：检验学生对前两课学习过的英雄人物的复习情况，以wordmap形式帮助学生总结介绍人物的篇章结构。幻灯片中对so, because, so that及表明时间的状语都以彩色文字出现以引起学生注意。
T conducts Ss to summarize the writing structure and adverbs of showing time when we write about a hero. T notes Ss answers on the Bb.
【设计意图】：明确典型的描写人物的篇章结构及以时间为顺序的叙事写作顺序，为写作打好铺垫。
Step3 Reading and listening
T shows the information on the timer shaft of Yuan Longping. Ask Ss to introduce him with help of the timer shaft.
【设计意图】：学会看懂时间轴，运用语言将其叙述清楚。
T ask Ss to tell some excellent qualities of Yuan Longping from what he has done.
【设计意图】：分析和学习英雄人物袁隆平的优秀品质和巨大作用。
T shows a passage about the hero Yury Gagarin. Ask Ss to complete the passage with because, so, or so that.
Ss read and complete the passage. Check answers.
Ss follow the reading pen to read the passage again. Learn about more information about him, answer the Qs:1) Did Yury Gagarin’s teacher like him? Why/Why not? 2) Why did he work hard? 3) Why did he get the chance to fly the small spaceship?
【设计意图】：在语篇中深入理解so, because 和so that所表达的逻辑。
T ask to scan the passage and find out what they can learn from him.
Ss discuss in groups then show their opinions.
【设计意图】：分析和学习英雄人物尤里.加加林的优秀品质.
3.T shows the picture of Stan Li.
Ss listen to the recording about him and choose the correct answer on the textbook.
【设计意图】：带着问题去听有关Hero 的材料，获取听力材料中所需要的信息。
Ss listen again and find out what they can learn from Stan Li.
【设计意图】：分析和学习英雄人物斯坦.李的优秀品质.
4. T shows the picture of Odysseus. Ask Ss to read the passage quickly and choose the best title.
【设计意图】：学会借助图片理解文章主题。
Ss read the passage more carefully and number the events in the order they happen.
【设计意图】：理解篇章中主要事件的时间顺序。
Ss read the passage a third time and tell what they can learn from the hero.
【设计意图】：分析和学习英雄人物奥德修斯的优秀品质.
5.T shows the picture of Florence Nightingale. Ask Ss to erad the passage and answer the Qs: 1.Why did she go to a military hospital in 1851?
2.Why did many soldiers die in the hospital?
3.What do you think makes her a hero?
Ss read and answer.
【设计意图】：了解英雄人物南丁格尔的英雄事迹，理解时间的逻辑关系，分析和学习其优秀品质.
6.T shares her hero with the Ss. Ask Ss to share theirs. Before Ss begin to write,T shares two famous peoples words about heroes:
【设计意图】：教师示范与分享，有助于学生扩大对Hero的定义范畴，从生活中寻找和发现一些平凡的英雄人物，这样让Hero 话题走进生活和真实，便于学生寻找真实的写作素材，表达真情实感。
Step4 Writing
T gives Ss some time to write about their heroes.
Several Ss share their heroes in class. T and other Ss help to improve their writing.
【设计意图】：分享的过程也是强化对英雄人物崇拜的过程，更会影响他人达成共识。学生在分享中坚定信念，提升自信，表达感恩，在互相欣赏与帮助中增进友谊，共同提高。
Step5 Homework
1.Share your heroes with more than 3 classmates.
2. Improve your writing and correct the mistakes.
【设计意图】：在作业中沉淀对Hero的认识和思考，在分享中提高写作能力和水平，在合作学习中互相借鉴，共同进步。