初二下Module92

1、teaching plandesigner。students to be taughtthe second year students of junior high school in nanningteaching materialsmodule 9 unit 2: there were few doctors, so he had to work very hard.english book 4, foreign language teaching and research presslearners analysisthe students that i am supposed to t

2、each are the second-year students of junior high school in nanning. they have learned english for more than 4 years. thus, for the linguistic proficiency, pr'finsi they may have some idea with adverbial clause of cause, purpose and result, but they didnt summarize them systematically before. ref

3、erring to the students cognitive structure, students are interested in the famous persons, so the topic -“heroes” is attractive for them. in addition, as for the affective state, the students at this age are usually active and curious, but, at the same time, they are prone to get absent-minded in cl

4、ass if they are kept listening to the teacher all the time in a passive way. therefore, in this class, i intend to design various activities so as to activate their schemata, to stimulate their interest, and to make them concentrate on the class.materials analysisthe lesson that i am going to teach

5、is module 9 unit 2: there were few doctors, so he had to work very hard, taken from english book4, published by foreign language teaching and research press. this is a reading class. the text is about dr norman bethuneone of chinas most famous heroes. as the core of this module, its sensible to make

6、 sure the students can master the linguistic knowledge of this module. it is also necessary to lead the students to find out difficult points and work them out by themselves. in this way, i am sure that it can develop the students competence.teaching objectiveslinguistic objectivesby the end of the

7、class ,the student will be able to:1) use key vocabulary and key phrases from the text to describe a hero;2) communicate by using adverbial clause of cause, purpose and result;3) have a clear thought about the development of the story and try to retell it. cultural objectivesby the end of this class

8、, the students will be able to get a better understanding about norman bethunes life story and his main contribution.具體strategic objectivesby the end of this class, the students will be able to develop the top-down reading skills and learn to find out difficult points themselves. emotional objective

9、sby the end of this class, the students will be able to develop a correct view of worth and living by learning more about norman bethunes spirit of dedication.奉獻(xiàn)teaching focus & ways outkey points：1)key vocabulary: army, canada, canadian, medical, treat, treatment, dr., front, injured, first wor

10、ld war, invent, tool, local, operate, operation 2)key phrases : give ones life to, give treatment to, in spite of, in the end, take care of, avoid doing, ask sb. to do sth., continue doing sth., 3) key structures: adverbial clause of cause, purpose and result.difficult points:主語(yǔ)是老師1) help the studen

11、ts to understand the text in a logic way and try to retell the story;2) guide the students to get as much information as possible from activities and find questions by themselves; 3) help the students to learn how to describe his/her hero. ways out:1)through various of activities, help student to un

12、derstand the text in a logic way;2) provide the students with some cues 暗示for reference to retell the story;3) provide them with some expand knowledge of aid to describe his/her hero teaching methodologythe teacher should take the role of scaffolding for the students. he should not tell the students

13、 everything, but provide support for the students to find things of their own. therefore, the teacher should ask the students to find out questions themselves, and to try to work them out by discussing in groups. with the teachers careful scaffolding and the cooperation between students, i think tha

14、t will be successful in developing the learners competence in the end.specific teaching methods: 1) top-down method in reading comprehension 2) inductive method歸納法 in grammar teaching deductive method演繹法teaching aidscomputer-assisted language teaching with chalk and boardteaching proceduresstagestea

15、chers activitiesstudents activitiespurposestimestage1：pre-readingpresent a picture of norman bethune.enjoy the picture and tell “who is it?”to catch the students attention and arouse the students interest to learn the text1minshow the students the video of norman bethune and asks them finish t/f exe

16、rcise(the subtitles of the video is the text which the students are going to learn)watch the video of norman bethune and answer the question to let the students have a general picture of the text.4mins【reasons for stage1】this part is leading in with 2 specific steps. the purpose of this part is to s

17、timulate the students interest and to bring a close link between the students prior knowledge先驗(yàn)知識(shí)and the in-coming input. so first of all, i will present the ss with a picture which help to catch the students attention and foreshadow the topic of this lesson. then, show the students the video of nor

18、man bethune and asks them finish t/f exercise. as the subtitles of the video are the text which the students are going to learn, so the students can easy to finish t/f questions after watching the video.theory: the design of the first part in this way is based on the constructivist theory. the const

19、ructivist theory believes that learning is a process in which the learners construct meaning based on their own experience and what they already know. therefore, in these two steps, i aim at engaging in the ss personal experience by activating the ss schemata.t/f exercise 1. dr bethune is one of chi

20、nas most famous heroes. (t)2. he wasnt chinese or canadian. (f)3. he gave his life to helping the japanese people.(f)4. dr bethune was born in 1890 and he became a doctor in 1936. (f)5. he went to the front to look after injured soldiers in the anti-japanese war. (f)6. he invented new treatments to

21、help himself. (f)7. he came to china in 1938 and he worked very hard. (t)stage2:while-readingask the students to read the text carefully and underline the unknown words, phrases, sentences at the same time.read the text carefully and underline the unknown words, phrases, sentences at the same time.t

22、o lead the students to pay attention to specific points.6minsdivide the students into several groups; ask them to discuss difficult points in the text.discuss in groups, and try to work out the difficult points by discussing. to let the students pay attention to the details and lead them to work que

23、stions out by themselves.5minsask the ss to talk out what their groups dont understand in class. the teacher gives appropriate explanation if other groups dont know.talk out what their groups dont understand in class and ask the other groups or teacher for help.language points focus4minask the stude

24、nts to finish the exercise on ppt (the exercise include putting the events in the correct order, gap-filling and answering several detail questions, etc.).try to finish the exercise on pptby doing the exercise, the students can reinforce the language points in mind.10mins【reasons for stage2】socio-co

25、nstructivist theory believes that learning is best achieved through teachers scaffolding and students peer support. for this reason, i ask the students to read to the text carefully so that they are able to catch the details, to learn the linguistic items, to finish the related exercise and try to r

26、etell the text. in this way, i set up scaffolding for the students ladder by ladder by carrying out a series of closely connected and difficulty-increased activities. addition, the teacher should lead the ss to find out language points by discussing in groups and try to work out the questions by goo

27、d students help. in this process, teachers role is a guide and facilitator, and the students can learn from each other. the design of exercise: : answer these questions 1. what did norman bethune do after he saw many soldiers die in the war?he invented new treatments to help soldiers, and medical to

28、ols to use outside hospitals2. why did norman bethune work hard?there were few doctors, so he had to work very hard.3. why did norman bethune write books?he wrote books so that doctors could learn about new treatments4. why norman bethune is a hero in china?he worked with the chinese soldiers made h

29、im a hero in china5. why did norman bethune die in the end?because he did not take care of his hand.gap-filling norman bethune was born in 1890. he became a _in 1916, and he went to _to look after injured_ in the first world war. he saw many soldiers die in the war. later he invented new_ to help so

30、ldiers, and _to use outside hospital. in 1938 he came to china to _the chinese soldiers in the mountains north of yanan. there were few _, _he had to work very hard. he opened hospitals to give treatment to local people and soldiers, and to train doctors and nurses. he also wrote books _doctors coul

31、d learn new treatment.norman bethune was born in 1890. he became a _in 1916, and he went to _to look after injured_ in the first world war. he saw many soldiers die in the war. later he invented new_ to help soldiers, and _to use outside hospital. in 1938 he came to china to _the chinese soldiers in

32、 the mountains north of yanan. there were few _, _he had to work very hard. he opened hospitals to give treatment to local people and soldiers, and to train doctors and nurses. he also wrote books _doctors could learn new treatment.dr bethune worked very hard without stopping to rest, once, he perfo

33、rmed_ for 69 hours without stopping, and saved _ people. he continued _ in spite of cutting his hands during an operation._, he died _he did not stop to take care of his hand. dr bethunes work with the chinese soldiers made him a_ in china. give reasons with so that/ so / because for example:norman

34、bethune/study medicine? become/a doctor_why did norman bethune study medicine?_he studied medicine so that he become a doctor.1. he /go to countries with wars? treat/soldiers( so that )why did he go to countries with wars? he went to countries with wars so that he can treat soldiers. 2. he/invent ne

35、w tools for operations? help/soldiers( because)why did he invent new tools for operations? because he wanted to help the soldiers.3. he / train doctors? save/ people( so )why did he train the doctors? he trained the doctors so they could save the people put the events in the correct order. after that, retell the text. a. he was born in 1890b. started hospitals and wrote books about new treatmentsc. worked with soldiers in the first world ward. invented medical tools to use outside hospitale. came to chinaf. diedkey: 152346 stage3: post-readingask the s