仁愛版九年級(jí)上冊(cè)英語U1T3SC

SectionCⅠ.Materialanalysis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.Teachingaims1.Knowledgeaims：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.Skillaims: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.Emotionalaims:(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.Cultureawareness:(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(bào)告和書面寫作時(shí)，能有意識(shí)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(diǎn)，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.TeachingproceduresStageInteractionpatternsTeacheractivityStudentactivityRemarks(timeperiod)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(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Greetandholdacompetitionbetweenboysandgirls:Lettheboysmakeasentencebyusingthesimplepasttenseandaskthegirlstochangethesentenceintothepresentperfecttense.Thentheydoitinreverse.Theboysmakeasentencebyusingthe過去時(shí)的句子。T:Goodmorning,boysandgirls,wehavesimplepasttensefirstandthegirlschangelearnedthedifferencesbetweenthethesentenceintothepresentperfecttense.GettingstudentsreadypresentperfecttenseandthesimplepastThentheydoitinreverse.tenselastperiod.Nowlet’shaveaSs:Goodmorning…competition.First,boysmakeanewSs:Yes!sentenceinthesimplepasttenseandthenBs:Icameherelastyear.girlschangeitintothepresentperfectGs:Ihavebeenhereforoneyear/sincetenseasquicklyasyoucan.Areyoulastyear.ready?1forClassactivitylearning（2-3mins）Ss:Yes!S1:Icameherelastyear.S2:Ihavebeenhereforoneyear/sincelastyear.2Lead-inGroupworkPlayapartofthemovieofcruelwarsWatchamovieaboutNanjingMassacre.通過觀看電影，了解“戰(zhàn)(3-5mins)aboutNanjingMassacre,andthenleadtheThentalkaboutthefeelings.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。Sstotalkabouttheirfeelings.Ss:Goodmorning,T:Let’swatchapartofthemovieabout…NanjingMassacre.ThendiscussyourS1:It’svery“殘酷”.feelings.S2:Thepeopletherecouldn’tlivea對(duì)于一些描述性的詞，可…normallife.允許學(xué)生用中文表達(dá)，教T:Whatdoyouthinkofit?S1:It’svery“殘酷”.S3:Thecruelwarwillcausepeopletobe師給出英語說法，同時(shí)，homeless.…引導(dǎo)學(xué)生更好的思考。如cruel等。T:Right.It’scruel.What’syouropinion?S2:Thepeopletherecouldn’tliveanormallife.S3:Thecruelwarwillcausepeopletobehomeless.…PresentthenewwordsaccordingtotheintroductionaboutthehomelessnessandguidetheSstoguessthemeaning.Thenleadto1a.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”。T:That’sright.Thewariscruel.Itcausespeopletolosetheirhomes.Theyhavetoliveonthestreetorinashelter.AhomeisGuessthemeaningofthewordsaccordingthebasicneedtohumans.Everyonethevaluesit.Sowemustvalueourhomeandattentiontothepronunciationandspellingteacher’sdescriptionsandpayPre-reading(5mins)family.ofthewords.3Classactivity(TeachotherwordsbythepicturesorS1:Someofthemaredisabled.wordcards)Ss:…S2:Maybetheyarelazy.S3:Somehavementalillness.T:HaveyoueverseenanyhomelessS4…people?Doyouknowwhytheyarehomeless?S1:Someofthemaredisabled.S2:Maybetheyarelazy.S3:Somehavementalillness.S4…4While-reading(15mins)IndividualworkGroupworkStep1:First-readingReadthepassagequicklyandtryto在切入“一讀”、“二讀”、GettheSstoreadthepassagequicklyandchoosethebesttitleforthepassage.“再讀”的閱讀任務(wù)時(shí)，要finish1b.ChecktheanswerinclassandReadthepassageagainandfinish1c.Get注意任務(wù)的層次性，引導(dǎo)themainideasofeachparagraphandpay學(xué)生通過不同的閱讀方式givenecessaryexplanations.T:Ok,nowreadthepassagequicklyandattentiontothedetails.Thenfinish1c.解決不同的閱讀任務(wù),培chooseatitleforthispassage.…養(yǎng)學(xué)生掌握閱讀策略。Step2：Second-reading.S1:Thefirstcauseismoving.GuidetheSstoreadthepassagepara.byThesecondreasonisthatpeoplearepara.Thenfillinthechartaccordingtounabletofindahome.thedetailsineachparagraph.Finish1c.S2…T:Now,pleasereadPara2carefullyandS3...getthedetailsofthecauseofshort-timehomelessness.…T:What’sthecauseofshort-timehomelessness?S1:Thefirstcauseismoving.Thesecondreasonisthatpeopleareunabletofindahome.T:Right.NowreadPara3andfindthecauseofhomelessness.…T:OK.Whocan?S2…T:Right.NowreadPara4andfindtheeffectofhomelessness.S3...5Post-reading(15mins)PairworkStep1:Third-reading.Readthepassagecarefully,anddiscuss學(xué)生水平整體較好的話，GroupworkGroupworkGuidetheSstoread1athirdtimeandandaskquestionsaboutthepointstheydo1d也可處理為讀中的任guessthemeaningofsomekeywordsandnotunderstand.Takingnoteswhenthe務(wù)。phrasesaccordingtothecontext.Finish1teachergivesexplanations.and2in1d.S1:“故意地”教師可以仿照1d的1、2小題，訓(xùn)練學(xué)生通過語境猜T:Nowread1aagain,guessthemeaningReadthelastparatofindoutwhetherthe詞的能力，同時(shí)在讀后安of“onpurpose”accordingtothecontext.…governmenthasdoneenoughforthe排成重難句（漢譯英）的homelessness.Discusswhatelsewecan翻譯題來處理和鞏固本課T:What’sthemeaningof“onpurpose”indotohelpthem.Thenchooseonestudent的重點(diǎn)詞匯，如：通過翻thesentence“Nooneiseverhomelessonofeachgrouptogivetheirreporttothe譯“沒有人愿意無家可歸”purpose”.Forexample,wearegoodwholeclass.friends,sonobodywantstohurtotherson…來purpose”。復(fù)習(xí)短語“onpurpose.Ss:No,theyhaven’t.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S1:“故意地”T:Right.…S1:Wecanraisesomemoneyforthem.(LettheSsdealwiththelanguagepointsS2:Wecangivesomeoldclothesand決問題的策略，培養(yǎng)學(xué)生inthesameway)bookstothem.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Step2:AsktheSstoreadthelastparatoS3…finish3in1d.Lookatthreepicturesin2andchooseone的情感升華。T:Readthelastparatofindoutwhetherofthemtodiscussthecausesandeffects為了降低該環(huán)節(jié)的難度，thegovernmenthasdoneenoughforthelike1a.Finish2.Thenmakeareportto可以允許學(xué)生選擇其中一homelessness.Discusswhatelsewecanthewholeclassbasedon3.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、dotohelpthem.Thenshareyour…suggestionswithyourgroupmembers.Ss:No,theyhaven’t.S1:Whatisthecauseofchildlaborers?S2:Therearemanycausesofit.OneofB類學(xué)生對(duì)第二和第三幅themisthattheyaretoopoor.圖片進(jìn)行討論；C類學(xué)生S1:Whataretheeffectsofthechild可以就第一幅圖片作出反T:Whatelsecanwedotohelpthem?S1:Wecanraisesomemoneyforthem.S2:Wecangivesomeoldclothesandlaborers?應(yīng)，也是對(duì)課堂學(xué)習(xí)情況bookstothem.S3…S2:Theeffectsaredifferent.Theycan’t的鞏固和檢測。gotoschool.Step3:Presentthreepicturesin2,leadtheS3:Theteenagersdon’thaveenoughSstochooseoneofthemanddiscussthemoneytogotoschool,sotheybecomecausesandeffectslike1a.Finish2.Thenchildlaborers…letthemmakeareporttothewholeclassbasedon3.T:Lookatthesepicturesandchooseoneofthemtodiscussthecausesandeffectslike1a.S1:Whatisthecauseofchildlaborers?S2:Therearemanycausesofit.Oneofthemisthattheyaretoopoor.S1:Whataretheeffectsofthechildlaborers?S2:Theeffectsaredifferent.Theycan’tgotoschool.T:OK,whocanmakeareportaboutthecauseandeffectbasedon3?…S3:Theteenagersdon’th