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视频标签：trained hard
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视频课题：外研版九年级上册Module 3 Heroes Unit 1 She trained hard, so she became a great player later.浙江省优课
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外研版九年级上册Module 3 Heroes Unit 1 She trained hard, so she became a great player later.浙江省优课
Module 3 Heroes
Unit 1 She trained hard, so she became a great player later.
浙师大附属义乌实验学校吴杏君
【教学内容】：
本模块以“英雄”为话题，介绍了体育、科技、历史、医疗等领域的英雄人物。本课是本模块的第一单元，其听说内容主要由大明介绍了自己心目中的英雄——乒乓名将邓亚萍。教学中，教师要引导学生关注原因和结果状语从句，让学生学会运用听力策略了解对话内容。通过学习，帮助学生了解到英雄人物刻苦努力、锲而不舍的精神品质，激发学生争做国家栋梁的热情。 【学情分析】：
九年级学生经过了小学和初中6年的英语学习，部分学生英语基础比较稳定，对状语从句because和 so 也已有所接触，能在一定情境中运用。能表述某人所做了某事，也学过了几个表达人物优秀品质的形容词如friendly, kind, nice, helpful, brave等，但词汇量不够丰富。学生首次接触英雄这一话题，该话题贴近学生生活，每个青少年的心中都有自己崇拜、敬佩的英雄人物，然而对英雄人物背后的付出和对英雄的理解仍停留在表面。同时，为促使学生养成良好的学习习惯，要求学生能够在课前做好预习，培养自学能力。 【教学目标】： ▲语言知识目标：
1）掌握以下生词including, medal, attend, abroad, doctor, degree, whatever, amazing, will, victory, simply和词组once again, give up.理解以下描述人物优秀品质的形容词：如hard-working, responsible , open-minded, reliable, easy-going 等。
2）掌握重点句型：She’s my hero because she’s one of the best table tennis players in the world. She trained hard, so she became a great player later. 3）理解和运用because, so 引导的状语从句。 ▲能力目标：
1）听：能够听辨对话中的人物及其关系，明确对话场所和话题；能够根据时间顺序听辨匹配重要事件，从而听懂有关英雄人物的故事。 2）说：能够谈论自己喜爱和敬佩的英雄人物和事迹。
3）读：能够通过阅读了解邓亚萍的生平，体会英雄人物的优秀品质；能够正确朗读对话，在朗读中体会句子的语意、学会正确的断句。
▲情感态度价值观：引导学生了解英雄人物不屈不挠、意志坚定、勤奋刻苦的高贵品质，引导学生关注身边普通人的优秀品质，激发学生做最好的自己。 【教学重难点】：
重点：1）掌握重点词汇a strong will, never give up.
2）掌握重点句型 sb. ismy hero because…, 和…., so sb.is my hero. 3）能听懂有关英雄人物的对话，能谈论自己喜爱的偶像和敬佩的英雄人物。
难点：1）能够运用具体的听力策略，听懂有关英雄的对话。
2) 能够运用文本推测和小组合作，了解英雄的高贵品质及体会英雄不是天生的。
【学习策略】：
▲ 自学策略：能够养成课前预习的习惯，通过小组合作基本扫除生词障碍。
▲ 听力策略：通过关注wh-questions,听辨对话中的人物及关系；通过阅读听力题目，推测
对话内容等。
▲ 合作学习策略：能够和同学谈论自己心目中的英雄人物，能够积极参与小组活动。 【教学准备】：多媒体 【教学过程】：
Procedures
(步骤) Learning Activities (学生活动)
Teaching Activities (教师活动)
Interactions (互动形式) Purposes (设计说明) Step 1: Lead-in 歌曲引入 激发兴趣 1.Enjoy a song-Hero 2.Answer the question: What’s it about ? 1.Play a song-Hero
2.Greet and ask questions: What is the song about?
人境互动 师生互动
由歌曲引入英雄这一话题，为下面的知识输入做准备。
Step 2: Presenting 创设情境 引入新知
1.Tell the partner: Who is your hero? And why?
2.Learn to use “because , so” to express their ideas.
1.Brainstorm by asking when you see the word “hero”, what comes to your mind? 2.Present and help Ss to use the Adverbial Clauses because and so by asking questions: Who is your hero? And why?
生源互动 师生互动 运用头脑风暴，激发学习新知的兴趣。初次回答谁是你的偶像，一是引导学生学习和运用原因和结果状语从句；二是这堂课快结束时再次回答这个问题，目的是通过本节课的学习，让学生自觉修正心目中的偶像。
Step 3:
Listening (1) 开展听力 初步感知 1.Listen and choose the correct answers.（Task1） 2. Check the answers
1.Play the recording and ask some questions.
2.Help Ss to use listening strategy1 by focusing on wh- questions.
3.Check the answers
生源互动 生生互动 师生互动
渗透听力策略，训练学生结合问题捕捉目标信息的能力。
Step 4: Speaking 图文结合 加深记忆 1.Say something about Deng Yaping.
2.Look and learn more new words and expressions.
1.LetSs say sth. about Deng Yaping and then add some information about Deng. 2.Teach some new words and expressions if necessary.
师生互动 生生互动 寻找学生思维的最近发展区，并渗透有关邓亚萍的文本内容，并为下面的大听力活动做好铺垫。
Step5
Listening (2) 深入听力 感知深化
1.Listen and answer two questions. ( Task2 )
2. Listen again and match. (Task3 )
3.Learn to use listening strategies.
1.Play the tape and ask two questions: Why does Daming choose Deng to be his hero? Deng says that she isn’t cleverer than anyone else, but she has a _____.
2.Play the tape again and ask Ss to match the facts with the time.
3.Help Ss to use listening strategy2-3 by reading through the questions first and focusing on the time line.
生本互动 生源互动
通过听力活动，指导学生运用听力策略，理解对话内容：再次引导学生运用原因或目的状语从句回答问题；引导学生抓住时间轴，听辨人物生平脉络，培养学生获取细节信息的能力。
Step 6
Reading and understanding 聚焦难点 加深理解
1.Read the passage aloud and underline the facts
2.Think: Is a hero born or made? ( Task4 )
3.Raise any questions that the Ss are confused.
1.Ask Ss to read the passage aloud and underline the facts. 2.Help Ss to understand why Deng is so successful by taking a fact for example. 3. Ask Ss to think : Is a hero born or made ? Guide Ss to find more facts about Deng that can infer how a hero is made.
生本互动 师生互动 生生互动
通过朗读和寻找细节信息，进一步加深对课文的理解，体会邓亚萍不屈不挠、意志坚定、勤奋刻苦的精神品质，突破本课难点。使学生明白英雄人物的造就是后天努力的结果。
Step7 Pronunciation 训练语音
模仿优化
1.Listen and imitate one by one sentence. 1.Play the recording for Ss to listen to and imitate. 2.Ask Ss to pay attention to pronunciation, intonation and the pauses while imitating.
生本互动 师生互动
生生互动 训练学生的语音、语调和朗读复合句时根据句子意思做适当的停顿，使句意清晰、语句表达流畅。
Step8
Survey and report 口头输出 学以致用
1.Discuss in groups and make a survey. ( Task5) 2. Practice some examples 3.Give a report
1.Let Ss discuss in groups and make a survey: Who is the real hero in your heart? Why？
2. Show some rules how to do the survey
3. Present more heroes and some examples
4. Ask Ss to give a report
组内交流 组际活动 利用学生熟悉的话题开展调查活动，并培养学生的口头表达能力。促使学生自觉修正心目中的偶像，
Step 9 Discussion 小组讨论 1.Ss discuss in groups. ( Task6 ) 2.Share different ideas in 1. Ask Ss to discuss in groups: What have we learned from the heroes? Do 师生活动 生生互动 学习模范人物身上所散发出的高贵品质，引导学生
理解深化 groups and then in class.
you think heroes always mean those people who are great and famous? What qualities do you think heroes may have ?
2. Ask Ss to share ideas in groups and then in class.
对英雄的理解延伸到关注普通人的优秀品质上来。
Step 10
Conclusion 情感升华 完善自我
1.Enjoy some pictures and a poem about heroes. 1. Show some pictures and a poem about what is a real hero . 师生活动 生源互动
激发学生做最好
的自己，look inside and be strong, then you are heroes. 情感升华，回应本课。 Homework
Level A
1. Read the conversation in a3 fluently. 2. Finish Workbook Module 3.1 Level B
Write a short passage about your heroes based on the structure patterns that you’ve learned in this lesson.
作业分层设计， 体现因材施教。 板书设计
Module 3 Heroes
Unit 1 She trained hard, so she became a great player later.
_____is my hero because _____________ never give up a strong will Or
___________, so she/he is my hero. hard-working … excellent … responsible … open-minded …
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