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Unit1Topic3SectionC教学设计Ⅰ.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:(op

tional)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.Thekeypoi

ntsanddifficultpoints1.Keypoints:Wordsandphrases:basic,human,value,period,whatever,steal,support,shelter,homele

ssness,earn,drug,mental,onpurpose,effect,phrase,according,context,laborer,cruel,basicneeds,ashortperiodof,oneplacetoanother,inashel

ter,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.Learnin

gstrategies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/valu

ableetc.）；幻灯片；能反映学生家乡今昔变化的图片或照片等。Ⅵ.TeachingproceduresStage(timeperiod)InteractionpatternsTeacheractiv

ityStudentactivityRemarks1Gettingstudentsreadyforlearning（2-3mins）ClassactivityGreetandholdacompetitionbetween

boysandgirls:Lettheboysmakeasentencebyusingthesimplepasttenseandaskthegirlstochangethesentenceintothepresentperfec

ttense.Thentheydoitinreverse.T:Goodmorning,boysTheboysmakeasentencebyusingthesimplepasttensefirstandthegirlschangethesentenceintothepresentperfectt

ense.Thentheydoitinreverse.Ss:Goodmorning…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过去时的句子。andgirls,wehavelearne

dthedifferencesbetweenthepresentperfecttenseandthesimplepasttenselastperiod.Nowlet’shaveacompetition.First,boysmakeanewsentencein

thesimplepasttenseandthengirlschangeitintothepresentperfecttenseasquicklyasyoucan.Areyouready?Ss:Yes!S1:Icameherelastyear.S2:Ihavebeenhe

reforoneyear/sincelastyear.Ss:Yes!Bs:Icameherelastyear.Gs:Ihavebeenhereforoneyear/sincelastyear.2Lead-in(3-5mins)GroupworkPlayapartofthemovieo

fcruelwarsaboutNanjingMassacre,andthenleadtheSstotalkabouttheirfeelings.T:Let’swatchapartofthemoviea

boutNanjingMassacre.Thendiscussyourfeelings.…WatchamovieaboutNanjingMassacre.Thentalkaboutthefeelings.Ss:Goodmorning,…通过观看“战争”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。T:Whatdoyouthinkofit?S1:It’svery“残酷”.T:Right.It’scruel.What’syouropinion?S2:Thepeopletherecouldn’tliveanormallife

.S3:Thecruelwarwillcausepeopletobehomeless.…S1:It’svery“残酷”.S2:Thepeopletherecouldn’tliveanormallife.S3:Thecruelwarwillcausepeopletobehome

less.…对于一些描述性的词，可允许学生用中文表达，教师给出英语说法，同时，引导学生更好的思考。如cruel等。3Pre-reading(5mins)ClassactivityPresentthenewwordsaccordingtotheintroduct

ionaboutthehomelessnessandguidetheSstoguessthemeaning.Thenleadto1a.T:That’sright.Thewariscruel.Itcausespeopletolosetheirhomes.They

havetoliveonthestreetorinashelter.Ahomeisthebasicneedtohumans.Everyonevaluesit.Sowemustvalueourhomeandfamily.Gues

sthemeaningofthewordsaccordingtheteacher’sdescriptionsandpayattentiontothepronunciationandspellingofthewords.S1:Someofthemare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”。(Teachotherwordsbythepicturesorwordcards)Ss:…T:Haveyoueverseenanyhomelesspeople?Doyouknowwhytheyarehomeless?S1:So

meofthemaredisabled.S2:Maybetheyarelazy.S3:Somehavementalillness.S4…disabled.S2:Maybetheyarelazy.S3:Somehavemental

illness.S4…4While-reading(15mins)IndividualworkGroupworkStep1:First-readingGettheSstoreadthepassagequicklyandfinish1b.Checktheanswerinclassandgivenec

essaryexplanations.T:Ok,nowreadthepassagequicklyandchooseatitleforthispassage.Step2：Second-reading.Gui

detheSstoreadthepassagepara.bypara.ThenfillinthechartReadthepassagequicklyandtrytochoosethebesttitleforthepassage.Readthepassageagainandfinish1

c.Getthemainideasofeachparagraphandpayattentiontothedetails.Thenfinish1c.…在切入“一读”、“二读”、“再读”的阅读任务时，要注意任务的层次性，引导学生通过不同的阅读方式解决不同的阅读任务,培养学生掌握阅

读策略。accordingtothedetailsineachparagraph.Finish1c.T:Now,pleasereadPara2carefullyandgetthedetailsofthecauseofshort-timehomelessne

ss.…T:What’sthecauseofshort-timehomelessness?S1:Thefirstcauseismoving.Thesecondreasonisthatpeopleareunabletofindahome.T:Right.No

wreadPara3andfindthecauseofhomelessness.…T:OK.Whocan?S2…T:Right.NowreadPara4andfindtheeffectofhomelessness.S3...S1:Thefirstcauseismoving.Thes

econdreasonisthatpeopleareunabletofindahome.S2…S3...5Post-reading(15mins)PairworkStep1:Third-reading.GuidetheSstoread1aReadthe

passagecarefully,anddiscuss学生水平整体较好的话，1dGroupworkthirdtimeandguessthemeaningofsomekeywordsandphrasesaccordingtothecontext.Finish1and2in1d.T:Now

read1aagain,guessthemeaningof“onpurpose”accordingtothecontext.…T:What’sthemeaningof“onpurpose”inthesentence“Nooneiseverhomelessonpurpose”.Forexampl

e,wearegoodfriends,sonobodywantstohurtothersonpurpose.S1:“故意地”T:Right.(LettheSsdealwiththelanguagepointsinthesameway)Step2:AsktheSstoreadthelas

tparatofinish3in1d.T:Readthelastparatoandaskquestionsaboutthepointstheydonotunderstand.Takingnoteswhentheteachergivesexplanations.S1:“故意地”Read

thelastparatofindoutwhetherthegovernmenthasdoneenoughforthehomelessness.Discusswhatelsewecandotohelpthem.Thenchooseonestude

ntofeachgrouptogivetheirreporttothewholeclass.…也可处理为读中的任务。教师可以仿照1d的1、2小题，训练学生通过语境猜词的能力，同时在读后安排成重难句（汉译

英）的翻译题来处理和巩固本课的重点词汇，如：通过翻译“没有人愿意无家可归”来复习短语“onpurpose”。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，以及有效解决问题的策略，Groupwork

findoutwhetherthegovernmenthasdoneenoughforthehomelessness.Discusswhatelsewecandotohelpthem.Thenshareyoursuggestionswithyourgroupme

mbers.Ss:No,theyhaven’t.T:Whatelsecanwedotohelpthem?S1:Wecanraisesomemoneyforthem.S2:Wecangivesomeoldclothesandbookstothem.S3

…Step3:Presentthreepicturesin2,leadtheSstochooseoneofthemanddiscussthecausesandeffectslike1a.Finish2.Thenletthemmakeareportt

othewholeclassbasedon3.T:LookatthesepicturesandchooseoneofthemtodiscusstheSs:No,theyhaven’t.…S1:Wecanraisesomemo

neyforthem.S2:Wecangivesomeoldclothesandbookstothem.S3…Lookatthreepicturesin2andchooseoneofthemtodiscussthecausesandeffec

tslike1a.Finish2.Thenmakeareporttothewholeclassbasedon3.…S1:Whatisthecauseofchildlaborers?S2:Therearemanycausesofit.Oneofthem

isthattheyaretoopoor.S1:Whataretheeffectsofthechild培养学生关注社会的意识，为社会发展做出贡献，实现本课的情感升华。为了降低该环节的难度，可以允许学生选择其中一幅图片进行讨论，还可以安排

不同层次的学生，讨论不同的话题。如：A、B类学生对第二和第三幅图片进行讨论；C类学生可以就第一幅图片作出反应，也是对课堂学习情况的巩固和检测。causesandeffectslike1a.S1:Whatisthecaus

eofchildlaborers?S2:Therearemanycausesofit.Oneofthemisthattheyaretoopoor.S1:Whataretheeffectsofthechildlaborers?S2:Theeffec

tsaredifferent.Theycan’tgotoschool.T:OK,whocanmakeareportaboutthecauseandeffectbasedon3?…S3:Theteenagersdon’thaveenoughmoneytogotosc

hool,sotheybecomechildlaborers…laborers?S2:Theeffectsaredifferent.Theycan’tgotoschool.S3:Theteenagersdon’thaveenoughmon

eytogotoschool,sotheybecomechildlaborers…6SummarizingandAssigninghomework(3-5mins)GroupworkStep1:SumupthekeypointsinSectionC.The

naskonegrouptogiveapresentation.Step2:1.Assign3astheHMK.GooverwhattheyhavelearnedinGroups.Thentrytoreporttothewholeclass.1.Writea

passageaboutcausesand2.AsktheSstocollectsomefamouslogosaboutsocialorganizationsandmakeanintroductionnextclass.effectsaccordingtowhatthe

yhavediscussedin2.2.Collectsomefamouslogosaboutsocialorganizationsandmakeanintroductionnextclass.Ⅶ.BlackboarddesignTheworldhaschangedfor

thebetter.SectionCWords:basic,human,value,period,whatever,steal,support,shelter,homelessness,earn,drug,mental,eff

ect,phrase,context,cruel;Languagepoints:basicneeds,ashortperiodof,onpurpose,fromoneplacetoanother,inas

helter,mentalillness,childlaborer,thinkof…as…,accordingto…Reading:Aseriousproblem—HomelessnessPara2:causeofshort-timehomelessnessPara3:causeo

fhomelessnessPara4:effectsofhomelessness