教學(xué)設(shè)計：Unit1【全國一等獎】

Unit1Topic3SectionC教學(xué)設(shè)計Ⅰ.Materialanalysis本課是九年級第一單元第三話題的第三課時，承接第二個話題，繼續(xù)談?wù)撋鐣栴}和公共服務(wù)，主活動是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)識流浪人口這種社會現(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)會尋找特定的信息。1d旨在培養(yǎng)學(xué)生根據(jù)上下文猜測詞意的能力。2這個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)注社會現(xiàn)象，思考社會問題的成因。文章還向?qū)W生傳遞了“以人為本”的人文關(guān)懷的理念。Ⅱ.Teachingaimsaims：掌握本課的重點詞匯和短語，鞏固現(xiàn)在完成時的用法。2.Skillaims:運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。能通過語境猜測詞義，掃清閱讀障礙。能談?wù)摵捅磉_與本文相關(guān)材料的話題。3.Emotionalaims:(optional)引導(dǎo)學(xué)生關(guān)注社會問題和社會服務(wù)，為社會主義的發(fā)展作出努力。4.Cultureawareness:(optional)了解世界各國存在的社會問題，分析產(chǎn)生的原因和導(dǎo)致的結(jié)果，關(guān)注各國政府就這個問題采取的應(yīng)對措施，從而拓展學(xué)生的國際視野。Ⅲ.Thekeypointsanddifficultpoints1.Keypoints:Wordsandphrases:basic,human,value,period,whatever,steal,support,shelter,homelessness,earn,drug,mental,onpurpose,effect,phrase,according,context,laborer,cruel,basicneeds,ashortperiodof,oneplacetoanother,inashelter,mentalillness,onpurpose,thinkof…as…2.Difficultpoints：口頭報告和書面寫作時，能有意識地使用“causeandeffect”來組織段落。Ⅳ.Learningstrategies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，培養(yǎng)學(xué)習(xí)英語的自信。Ⅴ.Teachingaids單詞卡片（如base/basic;human,value/valuableetc.）；幻燈片；能反映學(xué)生家鄉(xiāng)今昔變化的圖片或照片等。Ⅵ.TeachingproceduresStage(timeperiod)InteractionpatternsTeacheractivityStudentactivityRemarks1Gettingstudentsreadyforlearning（2-3mins）ClassactivityGreetandholdacompetitionbetweenboysandgirls:Lettheboysmakeasentencebyusingthesimplepasttenseandaskthegirlstochangethesentenceintothepresentperfecttense.Thentheydoitinreverse.T:Goodmorning,boysandgirls,wehavelearnedthedifferencesbetweenthepresentperfecttenseandthesimplepasttenselastperiod.Nowlet’shaveacompetition.First,boysmakeanewsentenceinthesimplepasttenseandthengirlschangeitintothepresentperfecttenseasquicklyasyoucan.Areyouready?Ss:Yes!S1:Icameherelastyear.lastyear.Theboysmakeasentencebyusingthesimplepasttensefirstandthegirlschangethesentenceintothepresentperfecttense.Thentheydoitinreverse.Ss:Goodmorning…Ss:Yes!Bs:Icameherelastyear.Gs:Ihavebeenhereforoneyear/sincelastyear.該環(huán)節(jié)通過造句和改句的競賽方式，讓學(xué)生鞏固一般過去時和現(xiàn)在完成時的用法。為了降低難度，老師可以提前準(zhǔn)備一些一般過去時的句子。2Lead-in(3-5mins)GroupworkPlayapartofthemovieofcruelwarsaboutNanjingMassacre,andthenleadtheSstotalkabouttheirfeelings.T:Let’swatchapartofthemovieaboutNanjing…T:Whatdoyouthinkofit?S1:It’svery“殘酷”.T:Right.It’scruel.What’syouropinion?S2:Thepeopletherecouldn’tliveanormallife.S3:Thecruelwarwillcausepeopletobehomeless.…WatchamovieaboutNanjingMassacre.Thentalkaboutthefeelings.Ss:Goodmorning,…S1:It’svery“殘酷”.S2:Thepeopletherecouldn’tliveanormallife.S3:Thecruelwarwillcausepeopletobehomeless.…通過觀看“戰(zhàn)爭”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。對于一些描述性的詞，可允許學(xué)生用中文表達，教師給出英語說法，同時，引導(dǎo)學(xué)生更好的思考。如cruel等。3Pre-reading(5mins)ClassactivityPresentthenewwordsaccordingtotheintroductionaboutthehomelessnessandguidetheSstoguessthemeaning.Thenleadto1a.T:That’sright.Thewariscruel.Itcausespeopletolosetheirhomes.Theyhavetoliveonthestreetorinashelter.Ahomeisthebasicneedtohumans.Everyonevaluesit.Sowemustvalueourhomeandfamily.(Teachotherwordsbythepicturesorwordcards)Ss:…T:Haveyoueverseenanyhomelesspeople?Doyouknowwhytheyarehomeless?S1:Someofthemaredisabled.S2:Maybetheyarelazy.S3:Somehavementalillness.S4…Guessthemeaningofthewordsaccordingtheteacher’sdescriptionsandpayattentiontothepronunciationandspellingofthewords.S1:Someofthemaredisabled.S2:Maybetheyarelazy.S3:Somehavementalillness.S4…教師在教授新詞匯時，要注意豐富語言環(huán)境，才能讓學(xué)生“夠得著”。4While-reading(15mins)IndividualworkGroupworkStep1:First-readingGettheSstoreadthepassagequicklyandfinish1b.Checktheanswerinclassandgivenecessaryexplanations.T:Ok,nowreadthepassagequicklyandchooseatitleforthispassage.Step2：Second-reading.GuidetheSstoreadthepassagepara.bypara.Thenfillinthechartaccordingtothedetailsineachparagraph.Finish1c.T:Now,pleasereadPara2carefullyandgetthedetailsofthecauseofshort-timehomelessness.…T:What’sthecauseofshort-timehomelessness?S1:Thefirstcauseismoving.Thesecondreasonisthatpeopleareunabletofindahome.T:Right.NowreadPara3andfindthecauseofhomelessness.…T:OK.Whocan?S2…T:Right.NowreadPara4andfindtheeffectofhomelessness.S3...Readthepassagequicklyandtrytochoosethebesttitleforthepassage.Readthepassageagainandfinish1c.Getthemainideasofeachparagraphandpayattentiontothedetails.Thenfinish1c.…S1:Thefirstcauseismoving.Thesecondreasonisthatpeopleareunabletofindahome.S2…S3...在切入“一讀”、“二讀”、“再讀”的閱讀任務(wù)時，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)PairworkGroupworkGroupworkStep1:Third-reading.GuidetheSstoread1athirdtimeandguessthemeaningofsomekeywordsandphrasesaccordingtothecontext.Finish1and2in1d.T:Nowread1aagain,guessthemeaningof“onpurpose”accordingtothecontext.…T:What’sthemeaningof“onpurpose”inthesentence“Nooneiseverhomelessonpurpose”.Forexample,wearegoodfriends,sonobodywantstohurtothersonpurpose.S1:“故意地”T:Right.(LettheSsdealwiththelanguagepointsinthesameway)Step2:AsktheSstoreadthelastparatofinish3in1d.T:Readthelastparatofindoutwhetherthegovernmenthasdoneenoughforthehomelessness.Discusswhatelsewecandotohelpthem.Thenshareyoursuggestionswithyourgroupmembers.Ss:No,theyhaven’t.T:Whatelsecanwedotohelpthem?S1:Wecanraisesomemoneyforthem.S2:Wecangivesomeoldclothesandbookstothem.S3…Step3:Presentthreepicturesin2,leadtheSstochooseoneofthemanddiscussthecausesandeffectslike1a.Finish2.Thenletthemmakeareporttothewholeclassbasedon3.T:Lookatthesepicturesandchooseoneofthemtodiscussthecausesandeffectslike1a.S1:Whatisthecauseofchildlaborers?S2:Therearemanycausesofit.Oneofthemisthattheyaretoopoor.S1:Whataretheeffectsofthechildlaborers?S2:Theeffectsaredifferent.Theycan’tgotoschool.T:OK,whocanmakeareportaboutthecauseandeffectbasedon3?…S3:Theteenagersdon’thaveenoughmoneytogotoschool,sotheybecomechildlaborers…Readthepassagecarefully,anddiscussandaskquestionsaboutthepointstheydonotunderstand.Takingnoteswhentheteachergivesexplanations.S1:“故意地”Readthelastparatofindoutwhetherthegovernmenthasdoneenoughforthehomelessness.Discusswhatelsewecandotohelpthem.Thenchooseonestudentofeachgrouptogivetheirreporttothewholeclass.…Ss:No,theyhaven’t.…S1:Wecanraisesomemoneyforthem.S2:Wecangivesomeoldclothesandbookstothem.S3…Lookatthreepicturesin2andchooseoneofthemtodiscussthecausesandeffectslike1a.Finish2.Thenmakeareporttothewholeclassbasedon3.…S1:Whatisthecauseofchildlaborers?S2:Therearemanycausesofit.Oneofthemisthattheyaretoopoor.S1:Whataretheeffectsofthechildlaborers?S2:Theeffectsaredifferent.Theycan’tgotoschool.S3:Theteenagersdon’thaveenoughmoneytogotoschool,sotheybecomechildlaborers…學(xué)生水平整體較好的話，1d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詞匯，如：通過翻譯“沒有人愿意無家可歸”來復(fù)習(xí)短語“onpurpose”。完成課文學(xué)習(xí)后，利用教材資源，引導(dǎo)學(xué)生積極思考社會問題，以及有效解決問題的策略，培養(yǎng)學(xué)生關(guān)注社會的意識，為社會發(fā)展做出貢獻，實現(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)生對第二和第三幅圖片進行討論；C類學(xué)生可以就第一幅圖片作出反應(yīng)，也是對課堂學(xué)習(xí)情況的鞏固和檢測。6SummarizingandAssigninghomework(3-5mins)GroupworkStep1:SumupthekeypointsinSectionC.Thenaskonegrouptogiveapresentation.Step2