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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.Knowledgeaim

s：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.Emotiona

laims:(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,valu

e,period,whatever,steal,support,shelter,homelessness,earn,drug,mental,onpurpose,effect,phrase,according,context,laborer,cruel,basicn

eeds,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,valu

e/valuableetc.）；幻灯片；能反映学生家乡今昔变化的图片或照片等。Ⅵ.TeachingproceduresStage(timeperiod)InteractionpatternsTeacheractivityStudentactivityRemarks1Gettin

gstudentsreadyforlearning（2-3mins）ClassactivityGreetandholdacompetitionbetweenboysandgirls:Lettheboysmakeasentence

byusingthesimplepasttenseandaskthegirlstochangethesentenceintothepresentperfecttense.Thentheydoitinreverse.T:Goodmorning,boysTheboysmakeas

entencebyusingthesimplepasttensefirstandthegirlschangethesentenceintothepresentperfecttense.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,wehavelearnedthedifferencesbetweenthepresentperfecttenseandthesimplepasttenselastpe

riod.Nowlet’shaveacompetition.First,boysmakeanewsentenceinthesimplepasttenseandthengirlschangeitintothepresentperfecttenseasquickl

yasyoucan.Areyouready?Ss:Yes!S1:Icameherelastyear.S2:Ihavebeenhereforoneyear/sincelastyear.Ss:Yes!Bs:Icamehere

lastyear.Gs:Ihavebeenhereforoneyear/sincelastyear.2Lead-in(3-5mins)GroupworkPlayapartofthemovieofcruelwarsaboutNanjingMass

acre,andthenleadtheSstotalkabouttheirfeelings.T:Let’swatchapartofthemovieaboutNanjingMassacre.Thendiscussyou

rfeelings.…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:Thecr

uelwarwillcausepeopletobehomeless.…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)ClassactivityPresentthenewwordsaccordin

gtotheintroductionaboutthehomelessnessandguidetheSstoguessthemeaning.Thenleadto1a.T:That’sright.Thewariscruel.Itcausespeopletolosetheirhomes.Theyh

avetoliveonthestreetorinashelter.Ahomeisthebasicneedtohumans.Everyonevaluesit.Sowemustvalueourhomeandfamily.Guessthem

eaningofthewordsaccordingtheteacher’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:Someofthemaredisabled.S2:Maybetheyarelazy.S3:Somehavementalillness.S4…disabled.S2:Maybetheyarelazy.S3:Somehavementalil

lness.S4…4While-reading(15mins)IndividualworkGroupworkStep1:First-readingGettheSstoreadthepassagequicklyandfinish1b.Checktheanswerincl

assandgivenecessaryexplanations.T:Ok,nowreadthepassagequicklyandchooseatitleforthispassage.Step2：Second-reading.GuidetheSstor

eadthepassagepara.bypara.ThenfillinthechartReadthepassagequicklyandtrytochoosethebesttitleforthepassage.Readthepassageagaina

ndfinish1c.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-timehomelessness.…T:What

’sthecauseofshort-timehomelessness?S1:Thefirstcauseismoving.Thesecondreasonisthatpeopleareunabletofindahome.T:Right.Nowre

adPara3andfindthecauseofhomelessness.…T:OK.Whocan?S2…T:Right.NowreadPara4andfindtheeffectofhomelessness.S3...S1:Thefirstcauseismoving.Thesecondreas

onisthatpeopleareunabletofindahome.S2…S3...5Post-reading(15mins)PairworkStep1:Third-reading.GuidetheSstoread1aRead

thepassagecarefully,anddiscuss学生水平整体较好的话，1dGroupworkthirdtimeandguessthemeaningofsomekeywordsandphrasesaccordingtot

hecontext.Finish1and2in1d.T:Nowread1aagain,guessthemeaningof“onpurpose”accordingtothecontext.…T:What’sthemeaningof“onpurpose”inth

esentence“Nooneiseverhomelessonpurpose”.Forexample,wearegoodfriends,sonobodywantstohurtothersonpurpose.S1:“故意地”T:Right.(Letthe

Ssdealwiththelanguagepointsinthesameway)Step2:AsktheSstoreadthelastparatofinish3in1d.T:Readthelastparatoandaskquestionsaboutthepoi

ntstheydonotunderstand.Takingnoteswhentheteachergivesexplanations.S1:“故意地”Readthelastparatofindoutwhetherthegovernmenthasdoneenoughforthehom

elessness.Discusswhatelsewecandotohelpthem.Thenchooseonestudentofeachgrouptogivetheirreporttothewholeclass.…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，Groupworkfindoutwhethert

hegovernmenthasdoneenoughforthehomelessness.Discusswhatelsewecandotohelpthem.Thenshareyoursuggestionswithyourgroupme

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

stothem.S3…Step3:Presentthreepicturesin2,leadtheSstochooseoneofthemanddiscussthecausesandeffectslike1a.Finish2.Thenletthemmakeareporttothewholeclas

sbasedon3.T:LookatthesepicturesandchooseoneofthemtodiscusstheSs:No,theyhaven’t.…S1:Wecanraisesomemoneyforthem.S2:Wecangivesomeoldclothe

sandbookstothem.S3…Lookatthreepicturesin2andchooseoneofthemtodiscussthecausesandeffectslike1a.Finish2.Thenmake

areporttothewholeclassbasedon3.…S1:Whatisthecauseofchildlaborers?S2:Therearemanycausesofit.Oneofthemisthattheya

retoopoor.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.Oneofthemi

sthattheyaretoopoor.S1:Whataretheeffectsofthechildlaborers?S2:Theeffectsaredifferent.Theycan’tgotoschool.

T:OK,whocanmakeareportaboutthecauseandeffectbasedon3?…S3:Theteenagersdon’thaveenoughmoneytogotoschool,sotheybecomechild

laborers…laborers?S2:Theeffectsaredifferent.Theycan’tgotoschool.S3:Theteenagersdon’thaveenoughmoneytogotoschool,sotheybecomec

hildlaborers…6SummarizingandAssigninghomework(3-5mins)GroupworkStep1:SumupthekeypointsinSectionC.Thenaskonegrouptogiveapresentation.Step2:1.Assign3as

theHMK.GooverwhattheyhavelearnedinGroups.Thentrytoreporttothewholeclass.1.Writeapassageaboutcausesand2.AsktheSstocollects

omefamouslogosaboutsocialorganizationsandmakeanintroductionnextclass.effectsaccordingtowhattheyhavediscussedin2.2.Collectsomefamou

slogosaboutsocialorganizationsandmakeanintroductionnextclass.Ⅶ.BlackboarddesignTheworldhaschangedforthebetter.SectionCWords:basic

,human,value,period,whatever,steal,support,shelter,homelessness,earn,drug,mental,effect,phrase,context,cruel;Languagepoints:basicneeds,ashort

periodof,onpurpose,fromoneplacetoanother,inashelter,mentalillness,childlaborer,thinkof…as…,accordingto…Reading:Aseriousproblem—H

omelessnessPara2:causeofshort-timehomelessnessPara3:causeofhomelessnessPara4:effectsofhomelessness