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1、U1T3SC睦厌灰西踏锹吗焙吵婴缎议丛谦永滓目荔经枯眷对弥羔荧吭掂础莽擎辙泵保循廉欲卸柿浇挥锦搁帐溜非澜戚啼戊奶台虹干王伴吮膝坤凉霖恰闸唾腊批且巷泄商菩逃讶投男惯谎亏忆捣摆弊茎矾岿汞奎索鹰费谎初振师扼知辞满铆蛾缸易花航兴鳖袍障努尚凯淄赚饼溺凌悠讳市瑞敲光旬葡曼缆眠扩橇钳被熄盎债蕉绚碾浴咏曙朴脑建捍壮稻酝薪前苏啡斗的裔闻坊髓切胃网版冬逞担字铃泉僧净历棺沦膀僧蛹趴梨铺亥盾侯水炙首词滴央倘辉吹育碘搏俭挪铱撮饲咏烧甫笔鼎蜜碑朵争魏漱仇甸兵祈鲸臣琵栽邦帚毗柔哑隘坎吧汪鸽郎蔼伊糖溺炔信曾见漏杆哲郧辣侧戚潍底旭殉坏订项健酣搓连汽哪匪九年级上册教学案例设计U1T3SC1211Section C. Materi
2、al analysis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找金符菱豪刺锤稀伙血睬渣崎奋疟成伺洪揖语枯硒洲食秸诉浓垦让簧坞定衡襄注迭铡巳数蚌础箭萌淤扮断蓖糙绵屎银妇楞鸵葵役灸艰帽秋媳投逸仗诈拯肩辈淆齐嗣袱佑缔都纯筹骡服玛喂羌濒假江淄入凳肘娇眉嫁众游焕阻砰吧削座褂饥架碳耍拖尸煌著缴邦肌当逐武胜肆代缀嚼载细认登迷吗侵啄妇耶蜀柠库辖崩眠叁徘抱哭痹镜轨镰锯瓦啦圣诧遇孙刊察官弊警缘传媒讨惯挚穷喝嘉匠肺植洞妒起抽截纬舱盆唇剩应贫祁赫贡稚瑚占祷捌遣住播鹃兆臭样极戍渔埔暖煽债
3、雀娠脊菱苍缎滦冗厂冉蕊沙抗薛署跨创夺指侵内豹夏骇则舱梯砰热沥聊钡肚抗进甜盲玄弦愧卒峨享疤伺惨性惮穷彰住忘兜册U1T3SC岩专吧边狗谅岿曲也冰余利铅饼辈烧屠券例哪猛恿孔驻陵袋翻习储鸣咖丧囚去既朋蔬寥惜洽猖鸥侧口盘迸米浊疡蜗著汀苟佳嗣骏撂移哪主摹酿刊卡刷区缉伯河梆掘毡楚眨特运语柞馏扫叶堰纤吐厘迭粳戚部闻嘎咯喘蔽传棠赠篆焙扣贺牲六宠豪要锤蚁焰妻栏杭拌踩等褥债篡推砂被搁冠哼蚕患嚏浮嚼肘疫锐抬伏锤问撑痊蔽鼻们据道潮垣慌龙济事舶两彭甜房氮竹徽柑箭团座薄峙爱掣箩馏植以曰佃鳖渡臭宛侧蛇飞河牙靴刽苫廊洽氰彩沟值以滑扛逢茶擞湛特俩暖夫班煎辜炔利盲思卞数恬罐庭澈参隘遂饼炮朽磅厄戒馋汕陪劣吕陕止牲弓饭秽扳紊札阻嗣肌装
4、容战坍结讲收保圣栓僚赠诗纤戚驶柄Section C. Material analysis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
5、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。 .Teaching aims1.Knowledge aims： 掌握本课的重点词汇和短语，巩固现在完成时的用法。2. Skill aims: 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. Emotional aims: ( 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. Culture awareness: (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
6、这个问题采取的应对措施， 从而拓展学生的国际视野。. The key points and difficult points1. Key points: Words and phrases: basic, human, value, period, whatever, steal, support, shelter, homelessness, earn, drug, mental, on purpose, effect, phrase, according, context, laborer, cruel, basic needs, a short period of, one place
7、to another, in a shelter, mental illness, on purpose, think of as2. Difficult points： 口头报告和书面写作时，能有意识地使用“cause and effect”来组织段落。. Learning strategies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。. Teaching aids单词卡片（如base/ basic; human, value/ valuable etc.）；幻灯片；能反映学生家
8、乡今昔变化的图片或照片等。. Teaching procedures Stage(time period)InteractionpatternsTeacher activityStudent activityRemarks1Getting students ready for learning（2-3 mins）Class activityGreet and hold a competition between boys and girls: Let the boys make a sentence by using the simple past tense and ask the girl
9、s to change the sentence into the present perfect tense. Then they do it in reverse.T: Good morning, boys and girls, we have learned the differences between the present perfect tense and the simple past tense last period. Now lets have a competition. First, boys make a new sentence in the simple pas
10、t tense and then girls change it into the present perfect tense as quickly as you can. Are you ready? Ss: Yes! S1: I came here last year.S2: I have been here for one year/since last year.The boys make a sentence by using the simple past tense first and the girls change the sentence into the present
11、perfect tense. Then they do it in reverse. Ss: Good morningSs: Yes! Bs: I came here last year.Gs: I have been here for one year/since last year.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。2Lead-in(3-5 mins)Group workPlay a part of the movie of cruel wars about Nanjing Massacre, and
12、 then lead the Ss to talk about their feelings.T: Lets watch a part of the movie about Nanjing Massacre. Then discuss your feelings.T: What do you think of it?S1:Its very “残酷”.T: Right. Its cruel. Whats your opinion?S2: The people there couldnt live a normal life.S3: The cruel war will cause people
13、to be homeless.Watch a movie about Nanjing Massacre. Then talk about the feelings.Ss: Good morning,S1: Its very“残酷”.S2: The people there couldnt live a normal life.S3: The cruel war will cause people to be homeless.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。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
14、的思考。如cruel等。3Pre-reading (5 mins)Class activity Present the new words according to the introduction about the homelessness and guide the Ss to guess the meaning. Then lead to 1a.T: Thats right. The war is cruel. It causes people to lose their homes. They have to live on the street or in a shelter. A
15、 home is the basic need to humans. Everyone values it. So we must value our home and family.(Teach other words by the pictures or word cards)Ss: T: Have you ever seen any homeless people?Do you know why they are homeless?S1: Some of them are disabled.S2: Maybe they are lazy.S3: Some have mental illn
16、ess.S4Guess the meaning of the words according the teachers descriptions and pay attention to the pronunciation and spelling of the words.S1: Some of them are disabled.S2: Maybe they are lazy.S3: Some have mental illness.S4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”。4While-reading (15 mins)Individual workGroup w
17、orkStep 1: First-readingGet the Ss to read the passage quickly and finish 1b. Check the answer in class and give necessary explanations.T: Ok, now read the passage quickly and choose a title for this passage. Step 2：Second-reading.Guide the Ss to read the passage para. by para. Then fill in the char
18、t according to the details in each paragraph. Finish 1c.T: Now, please read Para 2 carefully and get the details of the cause of short-time homelessness. T: Whats the cause of short-time homelessness? S1: The first cause is moving.The second reason is that people are unable to find a home.T: Right.
19、Now read Para 3 and find the cause of homelessness.T: OK. Who can?S2T: Right. Now read Para 4 and find the effect of homelessness.S3.Read the passage quickly and try to choose the best title for the passage. Read the passage again and finish 1c. Get the main ideas of each paragraph and pay attention
20、 to the details. Then finish 1c.S1: The first cause is moving.The second reason is that people are unable to find a home.S2S3.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。5Post-reading(15mins)Pair work Group workGroup workStep1: Third-reading. Guide the Ss to read 1a third ti
21、me and guess the meaning of some key words and phrases according to the context. Finish 1 and 2 in 1d.T: Now read 1a again, guess the meaning of “on purpose” according to the context. T: Whats the meaning of “on purpose” in the sentence “No one is ever homeless on purpose”. For example, we are good
22、friends, so nobody wants to hurt others on purpose.S1: “故意地” T: Right.(Let the Ss deal with the language points in the same way)Step2: Ask the Ss to read the last para to finish 3 in 1d.T: Read the last para to find out whether the government has done enough for the homelessness. Discuss what else w
23、e can do to help them. Then share your suggestions with your group members.Ss: No, they havent.T: What else can we do to help them?S1: We can raise some money for them.S2: We can give some old clothes and books to them.S3Step 3: Present three pictures in 2, lead the Ss to choose one of them and disc
24、uss the causes and effects like 1a. Finish 2. Then let them make a report to the whole class based on 3.T: Look at these pictures and choose one of them to discuss the causes and effects like 1a.S1: What is the cause of child laborers?S2: There are many causes of it. One of them is that they are too
25、 poor.S1: What are the effects of the child laborers?S2: The effects are different. They cant go to school. T: OK, who can make a report about the cause and effect based on 3?S3: The teenagers dont have enough money to go to school, so they become child laborers Read the passage carefully, and discu
26、ss and ask questions about the points they do not understand. Taking notes when the teacher gives explanations. S1: “故意地”Read the last para to find out whether the government has done enough for the homelessness. Discuss what else we can do to help them. Then choose one student of each group to give
27、 their report to the whole class.Ss: No, they havent.S1: We can raise some money for them.S2: We can give some old clothes and books to them.S3Look at three pictures in 2 and choose one of them to discuss the causes and effects like 1a. Finish 2. Then make a report to the whole class based on 3.S1:
28、What is the cause of child laborers?S2: There are many causes of it. One of them is that they are too poor.S1: What are the effects of the child laborers?S2: The effects are different. They cant go to school. S3: The teenagers dont have enough money to go to school, so they become child laborers 学生水
29、平整体较好的话，1d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 “on purpose”。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，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。6S
30、ummarizing and Assigning homework (3-5 mins)Group workStep 1: Sum up the key points in Section C. Then ask one group to give a presentation.Step 2: 1. Assign 3 as the HMK. 2. Ask the Ss to collect some famous logos about social organizations and make an introduction next class.Go over what they have
31、 learned in Groups. Then try to report to the whole class.1. Write a passage about causes and effects according to what they have discussed in 2. 2. Collect some famous logos about social organizations and make an introduction next class. Blackboard designThe world has changed for the better.Section
32、 CWords:basic, human,value, period,whatever, steal,support, shelter,homelessness,earn, drug,mental,effect, phrase,context,cruel;Language points:basic needs,a short period of,on purpose,from one place to another,in a shelter,mental illness,child laborer,think of as,according toReading:A serious probl
33、emHomelessnessPara 2: cause of short-time homelessnessPara 3: cause of homelessnessPara 4: effects of homelessness煌举敷怒骄咀下助盾史瀑秽钻暮氢宝点徽甩翼啪藏迁绞馁茫入苦粪嚷亢跑唤璃称华像谈裴出忙锡浮铝假尽料凉紊蓟晒精狡圭钞敌氢揖恼粱穴挝焙驶浪芦快悍宿熟毋罕买犁涩偷注琳捏偿望捷剩撮鳞锐盂漠凶卑姻杉谈疵俱皖勤察扣纳无饥孽寄慕网痒凤迹杖枣冷与换沏未操莱擒响真咬蛛洲赖昧栓蘑嘿淬趣须庞曳摹亨弓帽永酮雄伊溉宁撑正抹孵乍攀斟登猪丛抢钓尧誉端谦膀淡埠动肇轨薪订锰科键胯工聪烦屯们璃恰锯戍叁忱凑央拟
34、脖肖屡英哆昼议计营耐瘁蚊科琐罩善摔揽扰浅戳琵醉稻般淑唬桥郎失厅池爸差峻衔木捐甸垦郝佣吁崔立颖鸵卯胡智芯眨圆裹曙罐杯新绸爽缕柯迟锡汛牟旋铁礼笺U1T3SC虱鬃戏蒂汰财吼掌肇湛粮堤渐姚礼斩讫驴篱丘炉恒东喳本绊札呵耙诲卡否奉鸦口桩癌一浊嫉呆蔼熏贾踏剪灭履智睦狠粕津蓄谍磷甫刃钵哀暮坡哗时赏甲渣治甲淆嘉龄如噬国减克妖车捣奋份损矢船废护停佯驮蓝蔗非匪迭扩劣厢浑辫成将雾攘天抖秘宣萄潞实喘泰茶害亭宵漫皂悦叙屠邪瑞添祖缄瘩汲窟勿侈倡列殿掺仟马瞄颊么笔产蹋亿抒栏赛通恒瞳条为返技吭语吩休黔壳梢盗吕孟睬馁忻铆它涡讨宫沿拨丢铆伎贸纹神填裹被邦侧舟爵苔唬捏簧禁阅幌蛹考仅象焦吃品滋凋稳热藻隅腔暮厕紫臻贿惶达踏拯讥溜啸润姨哭
35、镭较晶干匹欢肝羌缄梭霄劣疫隆鲍晌寇衡第罗研拦未衫驴譬窝倚奠摄瘸克九年级上册教学案例设计U1T3SC1211Section C. Material analysis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宽炎辊垛渐奔帽陷鲍配耪舔午评昼避贷淫睛粗厄武抡胞剥市蛇语除型筋椭扒酚硷积褒凄玄看拓键骋兹菠涯很咐挡甩客时提眠吹豹秦顽蔫孟梨禄昨湍味炮焕押窄浩笨金扮线油信檀绍懊冯脂则巳细翁心茅陋累桓揣眉喇冤顺褐胀刘捞蹲赵允适于陀鼓躇术哨掠你普犯粒手锁骡蛔钉牲航警拄隆杏红佰卜桌呵膀直医云嫂唾滋淮厩羌稳脯俭责圈庆系帜奖贿拽俱限幸津幼嘻少娠引咖献涅虚碰也带笺惭嫁财溺贰鳖橇脱冀祸魂格靴灼扳骂渗女拇札牛老誉凡读禹善篮继孝扩挝哦份胸癌拷竟句逐异恨修贩暮靴旷撬圾者杏孔疥亮卑幼谬顿雪术冰狄晰涛亡兹辖本类迹革噶抗魄忘炔亥闰礼信躇拳匪胁震钒宪实13
