Unit 4 Heroes Starting out Understanding ideas Reading 教学设计 2026-2027学年外研版英语九年级上册

教学设计

课程基本信息学科英语年级九年级学期秋季课题Unit4HeroesStartingout+UnderstandingideasReading(1)教科书书名：外研版教材出版社：外语教学与研究出版社出版日期：2026年8月教学文本Whatwasshelike?1Asalittlegirl,Iwasoftentold,“YourgrandmotherZhaoYimanwasahero.”However,tome,shewasjustablack-and-whitepictureonthewall.ShediedlongbeforeIwasborn.So,Inevergottoknowher.Accordingtomygreat-aunt,shewasakindpersonwhoalwaysthoughtofothersfirst.2Inmyteenageyears,Grandmaappearedinmytextbooksasagreatfighter.Myteachersaidthatshewasabravesoldierwhonevergavein.Shedidn’tsayawordevenwhenshewasbadlyhurtbytheenemy.3Yearslater,IfollowedGrandma’sfootstepsacrossChina.Shefoughtinmanyplaces.IsawYimanStreet,YimanParkandYimanPrimarySchool,allnamedafterher.Evennow,peoplespeakofherwithgreatrespect.IrealisedthatZhaoYimanwasaherowhowouldliveforeverinChinesepeople’shearts.4AfterIbecameamothermyself,Istartedtowonder,“Howcouldawomanwholovedheryoungsonleavehimbehind?”InaletterfromGrandmatomyfather,Ifoundtheanswer.Betweenthelines,Isawagentlemotherwhochosetogiveherlifeforhercountry.2August1936Ning’er,It’sapitythatIcan’tcompletemyduty.Asamother,Ishouldbringyouup.Butforthevictoryofourcountry,Ihavetogiveupmylifetoday.Ican’tseeyouagain.Ijusthopethatyoucangrowuphealthy.I’llalwaysbehappytoknowthat.Mydearestboy,Iwon’tbeabletoteachyouthroughmywords.Icanonlyteachyouthroughmyactions.Whenyougrowup,neverforgetthatIdiedforourcountry.Yourmother,ZhaoYiman教学目标Bytheendofthelesson,studentswillbeableto:1.activatetheirpriorknowledgeofheroesandarousetheirinitialunderstandingofheroicdeedsandnoblequalities.2.comprehendthemainideasandkeydetailsofhero-themedtexts.3.analyzethepositiveinfluenceofheroicspiritsandtalkaboutheroicstoriesandtheirownunderstandingofheroeslogicallyandfluently.4.cultivaterespectforheroesandestablishapluralisticviewofheroes:revolutionarymartyrs,medicalstaff,parentsandpeopleovercominghardshipsareallheroes.5.comparetwodefinitionsof“hero”todevelopcriticalthinkingandpredicttextcontentviapicturesandtitlestostrengthenreadingpredictionstrategies.教学重难点教学重点：1.Masterkeyvocabularyandphrases:hero,brave,fighter,respect,givein,duty,responsibility...2.Distinguishtwodictionarydefinitionsof“hero”andconcludecorequalitiesofheroes.3.CapturemainideasanddetailedinformationofthepassageaboutZhaoYimanandherletter.4.Useattributiveclauseswith“who”todescribeheroeslogically.教学难点：1.Understanddifferentpublicheroes(revolutionarymartyrs)andpersonalheroes(ordinarypeople).2.ComprehendZhaoYiman’sinneremotionalconflictbetweenmaternalloveandloyaltytothecountry.3.ExpresspersonalunderstandingofheroesinoralandwrittenEnglish.教学过程学习活动设计意图Activity1:Lead-inWatchthevideoandanswerQ1.Whoaretheheroesmentionedinthevideo?Q2.Whyaretheyheroes?Q3.Whatcanwedofortheheroes?Completethethinkingmapofhero.(whoandwhy)Toactivatestudents’backgroundknowledgeaboutheroandarouselearninginterest.（感知与注意、概括与整合）Activity2:ReadanddiscussComparetheTwoDictionaryEntriesof“Hero”.Q1.What’sthedifferencebetweenthem?Q2.Dothetwodefinitionshavesomethingincommon?Q3.Whoistheheroinyourheart?Why?Helpstudentssetupawiderbondofheroesandexpresstheirownopinions.Breakstudents’singlecognitionofheroes.(分析与判断、概括与整合)Activity3:WatchavideoandlearnQ1.What’sthenameoftheteam?Q2.Whatdidtheydoforus?Helpstudentsgetmorebackgroundinformation.（获取与梳理）Activity4:Lookandsay1.ShowthepictureoftheRedArmysculpture,putforwardguidingquestions:Q1:Whatcanyouseeinthepicture?Q2:WhydopeoplebuildthisstatueinJinggangshan?2.ShowthebackgroundknowledgeoftheLongLivetheRedArmystatue.Realizetheprogressivelogicfrom“greatrevolutionaryheroes”to“ordinaryheroesaroundus”.（描述与阐释）Activity5:LookatthemonumentandlearnQ1.Whatisit?ItistheMonumenttothe________________.Q2.Whatdoyouknowaboutit?ItisinBeijing.Ithelpsusrememberthe____________and____________.Thesepeoplefoughtforourcountryandtheynever____________.Weshouldrememberthem________________.Q3.Canyoulistanypeople’sheroes?Toactivatethepreviousknowledgeaboutmonumenttodeepenstudents’understandingofthequality“giveone’slifeforthecountry”.（获取与梳理、分析与判断）Activity6:ReadandpredictLookatthetitleandthephoto,trytopredict:Q1.Whoareinthephoto?Q2.Whois“she”inthetitle?Q3.What’sthewriter’srelationshipwithher?(oral)Trainstudents’readingpredictionstrategyfrompicturesandtitles,developstudents’thinkingabilitytograspthesubjectwiththequestions.（获取与梳理）Activity7:ReadandanswerQ1.Whoareinthephoto?Q2.Whois“she”inthetitle?Q3.What’sthewriter’srelationshipwithher?(oral)Usethesentencestoprovetheanswers.Stimulatestudents’curiosityaboutthecharacterandreadingmotivation.（获取与梳理、概括与整合）Activity8:ReadandmatchWhataretheytwopartsofthepassage?Thewriter’smemoriesTheletterfromZhaoYimanBuildastructuremapandimprovethinkingskills.（获取与梳理、概括与整合）A