【文档说明】Unit 1 Topic 3《The world has changed for the better》（SectionC）教学设计-九年级上册英语【仁爱版】.doc，共(10)页，50.000 KB，由小喜鸽上传

转载请保留链接：https://www.ichengzhen.cn/view-104567.html

以下为本文档部分文字说明：

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:(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.Cult

ureawareness:(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.Thekeypointsanddifficult

points1.Keypoints:Wordsandphrases:basic,human,value,period,whatever,steal,support,shelter,homelessness

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

lter,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.Learningstr

ategies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/v

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

emarks1Gettingstudentsreadyforlearning（2-3mins）ClassactivityGreetandholdacompetitionbetweenboysandgirls:Letthe

boysmakeasentencebyusingthesimplepasttenseandaskthegirlstochangethesentenceintothepresentperfecttense.Thentheydoitinrever

se.T:Goodmorning,boysTheboysmakeasentencebyusingthesimplepasttensefirstandthegirlschangethesentenceintothepresentperfec

ttense.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,wehavel

earnedthedifferencesbetweenthepresentperfecttenseandthesimplepasttenselastperiod.Nowlet’shaveacompetition.First,boy

smakeanewsentenceinthesimplepasttenseandthengirlschangeitintothepresentperfecttenseasquicklyasyoucan.Areyouready?Ss:Yes!S1:Icameherelast

year.S2:Ihavebeenhereforoneyear/sincelastyear.Ss:Yes!Bs:Icameherelastyear.Gs:Ihavebeenhereforoneyear/sincelastyear.2Lea

d-in(3-5mins)GroupworkPlayapartofthemovieofcruelwarsaboutNanjingMassacre,andthenleadtheSstotalkabouttheirfeelings.T:Let’

swatchapartofthemovieaboutNanjingMassacre.Thendiscussyourfeelings.…WatchamovieaboutNanjingMassacre.Thentalkaboutt

hefeelings.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:Thecruelwarwillcausepeopleto

behomeless.…S1:It’svery“残酷”.S2:Thepeopletherecouldn’tliveanormallife.S3:Thecruelwarwillcausepeopletobeh

omeless.…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)ClassactivityPresentthenewwor

dsaccordingtotheintroductionaboutthehomelessnessandguidetheSstoguessthemeaning.Thenleadto1a.T:That’sright.Thewari

scruel.Itcausespeopletolosetheirhomes.Theyhavetoliveonthestreetorinashelter.Ahomeisthebasicneedtohumans.Everyonevaluesit.Sowe

mustvalueourhomeandfamily.Guessthemeaningofthewordsaccordingtheteacher’sdescriptionsandpayattentiontothepronun

ciationandspellingofthewords.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”。(Teachotherwordsbythepictu

resorwordcards)Ss:…T:Haveyoueverseenanyhomelesspeople?Doyouknowwhytheyarehomeless?S1:Someofthemaredisabled.S2:Maybetheyarela

zy.S3:Somehavementalillness.S4…disabled.S2:Maybetheyarelazy.S3:Somehavementalillness.S4…4While-reading(15mins)IndividualworkGroup

workStep1:First-readingGettheSstoreadthepassagequicklyandfinish1b.Checktheanswerinclassandgivenecessaryexplanation

s.T:Ok,nowreadthepassagequicklyandchooseatitleforthispassage.Step2：Second-reading.GuidetheSstoreadthepassagepar

a.bypara.ThenfillinthechartReadthepassagequicklyandtrytochoosethebesttitleforthepassage.Readthepassageagainandfinish1c.Getthemainideasofeachparagraph

andpayattentiontothedetails.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-timehome

lessness.…T:What’sthecauseofshort-timehomelessness?S1:Thefirstcauseismoving.Thesecondreasonisthatpeopleareunabletofindahome.T:Righ

t.NowreadPara3andfindthecauseofhomelessness.…T:OK.Whocan?S2…T:Right.NowreadPara4andfindtheeffectofhomelessness.S3...S1:Thefirstcauseismoving.These

condreasonisthatpeopleareunabletofindahome.S2…S3...5Post-reading(15mins)PairworkStep1:Third-reading.GuidetheSstoread1aReadthepa

ssagecarefully,anddiscuss学生水平整体较好的话，1dGroupworkthirdtimeandguessthemeaningofsomekeywordsandphrasesaccordingtothecontext.Finish1and2in1d.T:Nowread1aag

ain,guessthemeaningof“onpurpose”accordingtothecontext.…T:What’sthemeaningof“onpurpose”inthesentence“N

ooneiseverhomelessonpurpose”.Forexample,wearegoodfriends,sonobodywantstohurtothersonpurpose.S1:“故意地”T:Right.(LettheS

sdealwiththelanguagepointsinthesameway)Step2:AsktheSstoreadthelastparatofinish3in1d.T:Readthelastparato

andaskquestionsaboutthepointstheydonotunderstand.Takingnoteswhentheteachergivesexplanations.S1:“故意地”Readthelastparatofindo

utwhetherthegovernmenthasdoneenoughforthehomelessness.Discusswhatelsewecandotohelpthem.Thenchooseonestudentofeachgrouptogivetheirreporttothe

wholeclass.…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，Groupworkfindoutwhetherthegovernmenthasdoneenoughforthehomelessness.Discusswhatelsewecandotohelpthem.Thenshareyours

uggestionswithyourgroupmembers.Ss:No,theyhaven’t.T:Whatelsecanwedotohelpthem?S1:Wecanraisesomemoneyfor

them.S2:Wecangivesomeoldclothesandbookstothem.S3…Step3:Presentthreepicturesin2,leadtheSstochooseoneofthemanddiscussthecausesand

effectslike1a.Finish2.Thenletthemmakeareporttothewholeclassbasedon3.T:LookatthesepicturesandchooseoneofthemtodiscusstheSs:

No,theyhaven’t.…S1:Wecanraisesomemoneyforthem.S2:Wecangivesomeoldclothesandbookstothem.S3…Lookatthreepicturesin2andchooseo

neofthemtodiscussthecausesandeffectslike1a.Finish2.Thenmakeareporttothewholeclassbasedon3.…S1:Whatisthecauseofchi

ldlaborers?S2:Therearemanycausesofit.Oneofthemisthattheyaretoopoor.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:Whatisthecauseofchildlaborers?S2:Therearemanycausesofit.Oneofthemisthattheyaretoopoor.S1:Whataretheeffect

softhechildlaborers?S2:Theeffectsaredifferent.Theycan’tgotoschool.T:OK,whocanmakeareportaboutthecauseandeffectbasedon3?…S3:Theteenage

rsdon’thaveenoughmoneytogotoschool,sotheybecomechildlaborers…laborers?S2:Theeffectsaredifferent.Theycan’tgotoschool.S3:Th

eteenagersdon’thaveenoughmoneytogotoschool,sotheybecomechildlaborers…6SummarizingandAssigninghomework(3-5mins

)GroupworkStep1:SumupthekeypointsinSectionC.Thenaskonegrouptogiveapresentation.Step2:1.Assign3astheHMK.Gooverwhattheyhavelearnedi

nGroups.Thentrytoreporttothewholeclass.1.Writeapassageaboutcausesand2.AsktheSstocollectsomefamouslogosaboutsocialorganizationsandmak

eanintroductionnextclass.effectsaccordingtowhattheyhavediscussedin2.2.Collectsomefamouslogosaboutsocialorganizationsandmakean

introductionnextclass.Ⅶ.BlackboarddesignTheworldhaschangedforthebetter.SectionCWords:basic,human,value,period,whatever,steal,support,shelter,homel

essness,earn,drug,mental,effect,phrase,context,cruel;Languagepoints:basicneeds,ashortperiodof,onpurpose,fromone

placetoanother,inashelter,mentalillness,childlaborer,thinkof…as…,accordingto…Reading:Aseriousproblem—HomelessnessPara2:causeofshort-timehom

elessnessPara3:causeofhomelessnessPara4:effectsofhomelessness