仁愛版九年級(jí)英語（上）U1T3SC教學(xué)設(shè)計(jì)

1、 Section C . Material analysis本課是九年級(jí)第一單元第三話題的第三課時(shí)，承接第二個(gè)話題，繼續(xù)談?wù)撋鐣?huì)問題和公共服務(wù)，主活動(dòng)是1a和3。1a通過分析流浪人口的產(chǎn)生原因和導(dǎo)致的結(jié)果，讓學(xué)生正確認(rèn)識(shí)流浪人口這種社會(huì)現(xiàn)象。1b的任務(wù)主要是培養(yǎng)學(xué)生提煉文章標(biāo)題的能力。1c則是讓學(xué)生學(xué)會(huì)尋找特定的信息。1d旨在培養(yǎng)學(xué)生根據(jù)上下文猜測(cè)詞意的能力。2這個(gè)看圖說話屬于半控制性任務(wù)。讓學(xué)生模仿1a的句型來談?wù)撔碌膯栴}。3的寫作任務(wù)是建立在完成2的基礎(chǔ)之上的。讓學(xué)生先討論再寫作，有利于降低寫作難度，拓展學(xué)生的思維。本課通過了解流浪人口產(chǎn)生的原因和結(jié)果，引導(dǎo)學(xué)生關(guān)注社會(huì)現(xiàn)象，思考社會(huì)問題的

2、成因。文章還向?qū)W生傳遞了“以人為本”的人文關(guān)懷的理念。 .Teaching aims1.Knowledge aims： 掌握本課的重點(diǎn)詞匯和短語，鞏固現(xiàn)在完成時(shí)的用法。2. Skill aims: 運(yùn)用不同的閱讀方法找出文章主題，段落主旨句和細(xì)節(jié)描述。能通過語境猜測(cè)詞義，掃清閱讀障礙。能談?wù)摵捅磉_(dá)與本文相關(guān)材料的話題。3. Emotional aims: ( optional)引導(dǎo)學(xué)生關(guān)注社會(huì)問題和社會(huì)服務(wù)，為社會(huì)主義的發(fā)展作出努力。4. Culture awareness: (optional)了解世界各國存在的社會(huì)問題，分析產(chǎn)生的原因和導(dǎo)致的結(jié)果，關(guān)注各國政府就這個(gè)問題采取的應(yīng)對(duì)措施， 從

3、而拓展學(xué)生的國際視野。. The key points and difficult points1. Key points: Words and phrases: basic, human, value, period, whatever, steal, support, shelter, homelessness, earn, drug, mental, on purpose, effect, phrase, according, context, laborer, cruel, basic needs, a short period of, one place to another, in

4、 a shelter, mental illness, on purpose, think of as2. Difficult points： 口頭報(bào)告和書面寫作時(shí)，能有意識(shí)地使用“cause and effect”來組織段落。. Learning strategies通過歸納總結(jié)的方法，找出文章主題和段落大意。通過語言環(huán)境，掌握通過猜測(cè)詞義和掃清閱讀障礙的學(xué)習(xí)策略。引導(dǎo)學(xué)生就不同的問題討論、交流觀點(diǎn)，培養(yǎng)學(xué)習(xí)英語的自信。. Teaching aids單詞卡片（如base/ basic; human, value/ valuable etc.）；幻燈片；能反映學(xué)生家鄉(xiāng)今昔變化的圖片或照片等。.

5、 Teaching procedures Stage(time period)InteractionpatternsTeacher activityStudent activityRemarks1Getting students ready for learning（2-3 mins）Class activityGreet and hold a competition between boys and girls: Let the boys make a sentence by using the simple past tense and ask the girls to change th

6、e sentence into the present perfect tense. Then they do it in reverse.T: Good morning, boys and girls, we have learned the differences between the present perfect tense and the simple past tense last period. Now lets have a competition. First, boys make a new sentence in the simple past tense and th

7、en girls change it into the present perfect tense as quickly as you can. Are you ready? Ss: Yes! S1: I came here last year.S2: I have been here for one year/since last year.The boys make a sentence by using the simple past tense first and the girls change the sentence into the present perfect tense.

8、 Then they do it in reverse. Ss: Good morningSs: Yes! Bs: I came here last year.Gs: I have been here for one year/since last year.該環(huán)節(jié)通過造句和改句的競(jìng)賽方式，讓學(xué)生鞏固一般過去時(shí)和現(xiàn)在完成時(shí)的用法。為了降低難度，老師可以提前準(zhǔn)備一些一般過去時(shí)的句子。2Lead-in(3-5 mins)Group workPlay a part of the movie of cruel wars about Nanjing Massacre, and then lead the

9、 Ss to talk about their feelings.T: Lets watch a part of the movie about Nanjing Massacre. Then discuss your feelings.T: What do you think of it?S1:Its very “殘酷”.T: Right. Its cruel. Whats your opinion?S2: The people there couldnt live a normal life.S3: The cruel war will cause people to be homeless

10、.Watch a movie about Nanjing Massacre. Then talk about the feelings.Ss: Good morning,S1: Its very“殘酷”.S2: The people there couldnt live a normal life.S3: The cruel war will cause people to be homeless.通過觀看電影，了解“戰(zhàn)爭(zhēng)”導(dǎo)致的無家可歸，引導(dǎo)學(xué)生思考更多的無家可歸的原因和結(jié)果，為學(xué)習(xí)1a做好準(zhǔn)備。對(duì)于一些描述性的詞，可允許學(xué)生用中文表達(dá)，教師給出英語說法，同時(shí)，引導(dǎo)學(xué)生更好的思考。如crue

11、l等。3Pre-reading (5 mins)Class activity Present the new words according to the introduction about the homelessness and guide the Ss to guess the meaning. Then lead to 1a.T: Thats right. The war is cruel. It causes people to lose their homes. They have to live on the street or in a shelter. A home is

12、the basic need to humans. Everyone values it. So we must value our home and family.(Teach other words by the pictures or word cards)Ss: T: Have you ever seen any homeless people?Do you know why they are homeless?S1: Some of them are disabled.S2: Maybe they are lazy.S3: Some have mental illness.S4Gue

13、ss the meaning of the words according the teachers descriptions and pay attention to the pronunciation and spelling of the words.S1: Some of them are disabled.S2: Maybe they are lazy.S3: Some have mental illness.S4教師在教授新詞匯時(shí)，要注意豐富語言環(huán)境，才能讓學(xué)生“夠得著”。4While-reading (15 mins)Individual workGroup workStep 1

14、: First-readingGet the Ss to read the passage quickly and finish 1b. Check the answer in class and give necessary explanations.T: Ok, now read the passage quickly and choose a title for this passage. Step 2：Second-reading.Guide the Ss to read the passage para. by para. Then fill in the chart accordi

15、ng to the details in each paragraph. Finish 1c.T: Now, please read Para 2 carefully and get the details of the cause of short-time homelessness. T: Whats the cause of short-time homelessness? S1: The first cause is moving.The second reason is that people are unable to find a home.T: Right. Now read

16、Para 3 and find the cause of homelessness.T: OK. Who can?S2T: Right. Now read Para 4 and find the effect of homelessness.S3.Read the passage quickly and try to choose the best title for the passage. Read the passage again and finish 1c. Get the main ideas of each paragraph and pay attention to the d

17、etails. Then finish 1c.S1: The first cause is moving.The second reason is that people are unable to find a home.S2S3.在切入“一讀”、“二讀”、“再讀”的閱讀任務(wù)時(shí)，要注意任務(wù)的層次性，引導(dǎo)學(xué)生通過不同的閱讀方式解決不同的閱讀任務(wù), 培養(yǎng)學(xué)生掌握閱讀策略。5Post-reading(15mins)Pair work Group workGroup workStep1: Third-reading. Guide the Ss to read 1a third time and gu

18、ess the meaning of some key words and phrases according to the context. Finish 1 and 2 in 1d.T: Now read 1a again, guess the meaning of “on purpose” according to the context. T: Whats the meaning of “on purpose” in the sentence “No one is ever homeless on purpose”. For example, we are good friends,

19、so nobody wants to hurt others on purpose.S1: “故意地” T: Right.(Let the Ss deal with the language points in the same way)Step2: Ask the Ss to read the last para to finish 3 in 1d.T: Read the last para to find out whether the government has done enough for the homelessness. Discuss what else we can do

20、to help them. Then share your suggestions with your group members.Ss: No, they havent.T: What else can we do to help them?S1: We can raise some money for them.S2: We can give some old clothes and books to them.S3Step 3: Present three pictures in 2, lead the Ss to choose one of them and discuss the c

21、auses and effects like 1a. Finish 2. Then let them make a report to the whole class based on 3.T: Look at these pictures and choose one of them to discuss the causes and effects like 1a.S1: What is the cause of child laborers?S2: There are many causes of it. One of them is that they are too poor.S1:

22、 What are the effects of the child laborers?S2: The effects are different. They cant go to school. T: OK, who can make a report about the cause and effect based on 3?S3: The teenagers dont have enough money to go to school, so they become child laborers Read the passage carefully, and discuss and as

23、k questions about the points they do not understand. Taking notes when the teacher gives explanations. S1: “故意地”Read the last para to find out whether the government has done enough for the homelessness. Discuss what else we can do to help them. Then choose one student of each group to give their re

24、port to the whole class.Ss: No, they havent.S1: We can raise some money for them.S2: We can give some old clothes and books to them.S3Look at three pictures in 2 and choose one of them to discuss the causes and effects like 1a. Finish 2. Then make a report to the whole class based on 3.S1: What is t

25、he cause of child laborers?S2: There are many causes of it. One of them is that they are too poor.S1: What are the effects of the child laborers?S2: The effects are different. They cant go to school. S3: The teenagers dont have enough money to go to school, so they become child laborers 學(xué)生水平整體較好的話，1

26、d也可處理為讀中的任務(wù)。教師可以仿照1d的1、2小題，訓(xùn)練學(xué)生通過語境猜詞的能力，同時(shí)在讀后安排成重難句（漢譯英）的翻譯題來處理和鞏固本課的重點(diǎn)詞匯，如：通過翻譯“沒有人愿意無家可歸”來復(fù)習(xí)短語 “on purpose”。完成課文學(xué)習(xí)后，利用教材資源，引導(dǎo)學(xué)生積極思考社會(huì)問題，以及有效解決問題的策略，培養(yǎng)學(xué)生關(guān)注社會(huì)的意識(shí)，為社會(huì)發(fā)展做出貢獻(xiàn)，實(shí)現(xiàn)本課的情感升華。為了降低該環(huán)節(jié)的難度，可以允許學(xué)生選擇其中一幅圖片進(jìn)行討論，還可以安排不同層次的學(xué)生，討論不同的話題。如：A、B類學(xué)生對(duì)第二和第三幅圖片進(jìn)行討論；C類學(xué)生可以就第一幅圖片作出反應(yīng)，也是對(duì)課堂學(xué)習(xí)情況的鞏固和檢測(cè)。6Summarizing and Assigning homework (3-5 mins)Group workStep 1: Sum up the key points in Section C. Then ask one group to give a presentatio