Unit 1The Changing World Topic 3The world has changed for the betterSC.docx
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Unit 1The Changing World Topic 3The world has changed for the betterSC.docx
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Unit1TheChangingWorldTopic3TheworldhaschangedforthebetterSC
SectionC
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.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.Thekeypointsanddifficultpoints
1.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.Teachingprocedures
Stage
(timeperiod)
Interaction
patterns
Teacheractivity
Studentactivity
Remarks
1
Gettingstudentsreadyforlearning
(2-3mins)
Classactivity
Greetandholdacompetitionbetweenboysandgirls:
Lettheboysmakeasentencebyusingthesimplepasttenseandaskthegirlstochangethesentenceintothepresentperfecttense.Thentheydoitinreverse.
T:
Goodmorning,boysandgirls,wehavelearnedthedifferencesbetweenthepresentperfecttenseandthesimplepasttenselastperiod.Nowlet’shaveacompetition.First,boysmakeanewsentenceinthesimplepasttenseandthengirlschangeitintothepresentperfecttenseasquicklyasyoucan.Areyouready?
Ss:
Yes!
S1:
Icameherelastyear.
S2:
Ihavebeenhereforoneyear/sincelastyear.
Theboysmakeasentencebyusingthesimplepasttensefirstandthegirlschangethesentenceintothepresentperfecttense.Thentheydoitinreverse.
Ss:
Goodmorning…
Ss:
Yes!
Bs:
Icameherelastyear.
Gs:
Ihavebeenhereforoneyear/sincelastyear.
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。
2
Lead-in
(3-5mins)
Groupwork
PlayapartofthemovieofcruelwarsaboutNanjingMassacre,andthenleadtheSstotalkabouttheirfeelings.
T:
Let’swatchapartofthemovieaboutNanjingMassacre.Thendiscussyourfeelings.
…
T:
Whatdoyouthinkofit?
S1:
It’svery“残酷”.
T:
Right.It’scruel.What’syouropinion?
S2:
Thepeopletherecouldn’tliveanormallife.
S3:
Thecruelwarwillcausepeopletobehomeless.
…
WatchamovieaboutNanjingMassacre.Thentalkaboutthefeelings.
Ss:
Goodmorning,
…
S1:
It’svery“残酷”.
S2:
Thepeopletherecouldn’tliveanormallife.
S3:
Thecruelwarwillcausepeopletobehomeless.
…
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,引导学生更好的思考。
如cruel等。
3
Pre-reading
(5mins)
Classactivity
PresentthenewwordsaccordingtotheintroductionaboutthehomelessnessandguidetheSstoguessthemeaning.Thenleadto1a.
T:
That’sright.Thewariscruel.Itcausespeopletolosetheirhomes.Theyhavetoliveonthestreetorinashelter.Ahomeisthebasicneedtohumans.Everyonevaluesit.Sowemustvalueourhomeandfamily.
(Teachotherwordsbythepicturesorwordcards)
Ss:
…
T:
Haveyoueverseenanyhomelesspeople?
Doyouknowwhytheyarehomeless?
S1:
Someofthemaredisabled.
S2:
Maybetheyarelazy.
S3:
Somehavementalillness.
S4…
Guessthemeaningofthewordsaccordingtheteacher’sdescriptionsandpayattentiontothepronunciationandspellingofthewords.
S1:
Someofthemaredisabled.
S2:
Maybetheyarelazy.
S3:
Somehavementalillness.
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”。
4
While-reading
(15mins)
Individualwork
Groupwork
Step1:
First-reading
GettheSstoreadthepassagequicklyandfinish1b.Checktheanswerinclassandgivenecessaryexplanations.
T:
Ok,nowreadthepassagequicklyandchooseatitleforthispassage.
Step2:
Second-reading.
GuidetheSstoreadthepassagepara.bypara.Thenfillinthechartaccordingtothedetailsineachparagraph.Finish1c.
T:
Now,pleasereadPara2carefullyandgetthedetailsofthecauseofshort-timehomelessness.
…
T:
What’sthecauseofshort-timehomelessness?
S1:
Thefirstcauseismoving.
Thesecondreasonisthatpeopleareunabletofindahome.
T:
Right.NowreadPara3andfindthecauseofhomelessness.
T:
OK.Whocan?
S2…
T:
Right.NowreadPara4andfindtheeffectofhomelessness.
S3...
Readthepassagequicklyandtrytochoosethebesttitleforthepassage.
Readthepassageagainandfinish1c.Getthemainideasofeachparagraphandpayattentiontothedetails.Thenfinish1c.
…
S1:
Thefirstcauseismoving.
Thesecondreasonisthatpeopleareunabletofindahome.
S2…
S3...
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。
5
Post-reading
(15mins)
Pairwork
Groupwork
Groupwork
Step1:
Third-reading.
GuidetheSstoread1athirdtimeandguessthemeaningofsomekeywordsandphrasesaccordingtothecontext.Finish1and2in1d.
T:
Nowread1aagain,guessthemeaningof“onpurpose”accordingtothecontext.
…
T:
What’sthemeaningof“onpurpose”inthesentence“Nooneiseverhomelessonpurpose”.Forexample,wearegoodfriends,sonobodywantstohurtothersonpurpose.
S1:
“故意地”
T:
Right.
(LettheSsdealwiththelanguagepointsinthesameway)
Step2:
AsktheSstoreadthelastparatofinish3in1d.
T:
Readthelastparatofindoutwhetherthegovernmenthasdoneenoughforthehomelessness.Discusswhatelsewecandotohelpthem.Thenshareyoursuggestionswithyourgroupmembers.
Ss:
No,theyhaven’t.
T:
Whatelsecanwedotohelpthem?
S1:
Wecanraisesomemoneyforthem.
S2:
Wecangivesomeoldclothesandbookstothem.
S3…
Step3:
Presentthreepicturesin2,leadtheSstochooseoneofthemanddiscussthecausesandeffectslike1a.Finish2.Thenletthemmakeareporttothewholeclassbasedon3.
T:
Lookatthesepicturesandchooseoneofthemtodiscussthecausesandeffectslike1a.
S1:
Whatisthecauseofchildlaborers?
S2:
Therearemanycausesofit.Oneofthemisthattheyaretoopoor.
S1:
Whataretheeffectsofthechildlaborers?
S2:
Theeffectsaredifferent.Theycan’tgotoschool.
T:
OK,whocanmakeareportaboutthecauseandeffectbasedon3?
…
S3:
Theteenagersdon’thaveenoughmoneytogotoschool,sotheybecomechildlaborers…
Readthepassagecarefully,anddiscussandaskquestionsaboutthepointstheydonotunderstand.Takingnoteswhentheteachergivesexplanations.
S1:
“故意地”
Readthelastparatofindoutwhetherthegovernmenthasdoneenoughforthehomelessness.Discusswhatelsewecandotohelpthem.Thenchooseonestudentofeachgrouptogivetheirreporttothewholeclass.
…
Ss:
No,theyhaven’t.
…
S1:
Wecanraisesomemoneyforthem.
S2:
Wecangivesomeoldclothesandbookstothem.
S3…
Lookatthreepicturesin2andchooseoneofthemtodiscussthecausesandeffectslike1a.Finish2.Thenmakeareporttothewholeclassbasedon3.
…
S1:
Whatisthecauseofchildlaborers?
S2:
Therearemanycausesofit.Oneofthemisthattheyaretoopoor.
S1:
Whataretheeffectsofthechildlaborers?
S2:
Theeffectsaredifferent.Theycan’tgotoschool.
S3:
Theteenagersdon’thaveenoughmoneytogotoschool,sotheybecomechildlaborers…
学生水平整体较好的话,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“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,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。
6
SummarizingandAssigninghomework(3-5mins)
Groupwork
Step1:
SumupthekeypointsinSectionC.Thenaskonegrouptogiveapresentation.
Step2:
1.Assign3astheHMK.
2.AsktheSstocollectsomefamouslogosaboutsocialorganizationsandmakeanintroductionnextclass.
GooverwhattheyhavelearnedinGroups.Thentrytoreporttothewholeclass.
1.Writeapassageaboutcausesandeffectsaccordingtowhattheyhavediscussedin2.
2.Collectsomefamouslogosaboutsocialorganizationsandmakeanintroductionnextclass.
Ⅶ.Blackboarddesign
Theworldhaschangedforthebetter.
SectionC
Words:
basic,human,
value,period,
whatever,steal,
support,shelter,
homelessness,
earn,drug,
mental,
effect,phrase,
context,
cruel;
Languagepoints:
basicneeds,
ashortperiodof,
onpurpose,
fromoneplacetoanother,
inashelter,
mentalillness,
childlaborer,
thinkof…as…,
accordingto…
Reading:
Aseriousproblem—Homelessness
Para2:
causeofshort-timehomelessness
Para3:
causeofhomelessness
Para4:
effectsofhomelessness
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