仁爱版九年级上册英语U1T3SC

SectionCⅠ.Materialanalysis本课是九年级第一单元第三话题的第三课时，承接第二个话题，继续谈论社会问题和公共服务，主活动是1a和3。1a通过分析流浪人口的产生原因和导致的结果，让学生正确认识流浪人口这种社会现象。1b的任务主要是培养学生提炼文章标题的能力。1c则是让学生学会寻找特定的信息。1d旨在培养学生根据上下文猜测词意的能力。2这个看图说话属于半控制性任务。让学生模仿1a的句型来谈论新的问题。3的写作任务是建立在完成2的基础之上的。让学生先讨论再写作，有利于降低写作难度，拓展学生的思维。本课通过了解流浪人口产生的原因和结果，引导学生关注社会现象，思考社会问题的成因。文章还向学生传递了“以人为本”的人文关怀的理念。Ⅱ.Teachingaims1.Knowledgeaims：掌握本课的重点词汇和短语，巩固现在完成时的用法。2.Skillaims:运用不同的阅读方法找出文章主题，段落主旨句和细节描述。能通过语境猜测词义，扫清阅读障碍。能谈论和表达与本文相关材料的话题。3.Emotionalaims:(optional)引导学生关注社会问题和社会服务，为社会主义的发展作出努力。4.Cultureawareness:(optional)了解世界各国存在的社会问题，分析产生的原因和导致的结果，关注各国政府就这个问题采取的应对措施，从而拓展学生的国际视野。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：口头报告和书面写作时，能有意识地使用“causeandeffect”来组织段落。Ⅳ.Learningstrategies通过归纳总结的方法，找出文章主题和段落大意。通过语言环境，掌握通过猜测词义和扫清阅读障碍的学习策略。引导学生就不同的问题讨论、交流观点，培养学习英语的自信。Ⅴ.Teachingaids单词卡片（如base/basic;human,value/valuableetc.）；幻灯片；能反映学生家乡今昔变化的图片或照片等。Ⅵ.TeachingproceduresStageInteractionpatternsTeacheractivityStudentactivityRemarks(timeperiod)该环节通过造句和改句的竞赛方式，让学生巩固一般过去时和现在完成时的用法。为了降低难度，老师可以提前准备一些一般Greetandholdacompetitionbetweenboysandgirls:Lettheboysmakeasentencebyusingthesimplepasttenseandaskthegirlstochangethesentenceintothepresentperfecttense.Thentheydoitinreverse.Theboysmakeasentencebyusingthe过去时的句子。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.通过观看电影，了解“战(3-5mins)aboutNanjingMassacre,andthenleadtheThentalkaboutthefeelings.争”导致的无家可归，引导学生思考更多的无家可归的原因和结果，为学习1a做好准备。Sstotalkabouttheirfeelings.Ss:Goodmorning,T:Let’swatchapartofthemovieabout…NanjingMassacre.ThendiscussyourS1:It’svery“残酷”.feelings.S2:Thepeopletherecouldn’tlivea对于一些描述性的词，可…normallife.允许学生用中文表达，教T:Whatdoyouthinkofit?S1:It’svery“残酷”.S3:Thecruelwarwillcausepeopletobe师给出英语说法，同时，homeless.…引导学生更好的思考。如cruel等。T:Right.It’scruel.What’syouropinion?S2:Thepeopletherecouldn’tliveanormallife.S3:Thecruelwarwillcausepeopletobehomeless.…PresentthenewwordsaccordingtotheintroductionaboutthehomelessnessandguidetheSstoguessthemeaning.Thenleadto1a.教师在教授新词汇时，要注意丰富语言环境，才能让学生“够得着”。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“一读”、“二读”、GettheSstoreadthepassagequicklyandchoosethebesttitleforthepassage.“再读”的阅读任务时，要finish1b.ChecktheanswerinclassandReadthepassageagainandfinish1c.Get注意任务的层次性，引导themainideasofeachparagraphandpay学生通过不同的阅读方式givenecessaryexplanations.T:Ok,nowreadthepassagequicklyandattentiontothedetails.Thenfinish1c.解决不同的阅读任务,培chooseatitleforthispassage.…养学生掌握阅读策略。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学生水平整体较好的话，GroupworkGroupworkGuidetheSstoread1athirdtimeandandaskquestionsaboutthepointstheydo1d也可处理为读中的任guessthemeaningofsomekeywordsandnotunderstand.Takingnoteswhenthe务。phrasesaccordingtothecontext.Finish1teachergivesexplanations.and2in1d.S1:“故意地”教师可以仿照1d的1、2小题，训练学生通过语境猜T:Nowread1aagain,guessthemeaningReadthelastparatofindoutwhetherthe词的能力，同时在读后安of“onpurpose”accordingtothecontext.…governmenthasdoneenoughforthe排成重难句（汉译英）的homelessness.Discusswhatelsewecan翻译题来处理和巩固本课T:What’sthemeaningof“onpurpose”indotohelpthem.Thenchooseonestudent的重点词汇，如：通过翻thesentence“Nooneiseverhomelessonofeachgrouptogivetheirreporttothe译“没有人愿意无家可归”purpose”.Forexample,wearegoodwholeclass.friends,sonobodywantstohurtotherson…来purpose”。复习短语“onpurpose.Ss:No,theyhaven’t.完成课文学习后，利用教材资源，引导学生积极思考社会问题，以及有效解S1:“故意地”T:Right.…S1:Wecanraisesomemoneyforthem.(LettheSsdealwiththelanguagepointsS2:Wecangivesomeoldclothesand决问题的策略，培养学生inthesameway)bookstothem.关注社会的意识，为社会发展做出贡献，实现本课Step2:AsktheSstoreadthelastparatoS3…finish3in1d.Lookatthreepicturesin2andchooseone的情感升华。T:Readthelastparatofindoutwhetherofthemtodiscussthecausesandeffects为了降低该环节的难度，thegovernmenthasdoneenoughforthelike1a.Finish2.Thenmakeareportto可以允许学生选择其中一homelessness.Discusswhatelsewecanthewholeclassbasedon3.幅图片进行讨论，还可以安排不同层次的学生，讨论不同的话题。如：A、dotohelpthem.Thenshareyour…suggestionswithyourgroupmembers.Ss:No,theyhaven’t.S1:Whatisthecauseofchildlaborers?S2:Therearemanycausesofit.OneofB类学生对第二和第三幅themisthattheyaretoopoor.图片进行讨论；C类学生S1:Whataretheeffectsofthechild可以就第一幅图片作出反T:Whatelsecanwedotohelpthem?S1:Wecanraisesomemoneyforthem.S2:Wecangivesomeoldclothesandlaborers?应，也是对课堂学习情况bookstothem.S3…S2:Theeffectsaredifferent.Theycan’t的巩固和检测。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