C名师教学设计

U1T3SC Section CⅠ. 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.Teaching aims 1.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。

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九年级上册教学案例设计

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，关注各国政府就这个问题采取的应对措施，

从而拓展学生的国际视野。

Ⅲ. The key points and difficult points 1. 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 to another, in a shelter, mental illness, on purpose, think of …as…

2. 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。

Ⅳ. 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。

Ⅴ. Teaching aids 单词卡片（如base/ basic; human, value/ valuable etc.）；幻灯片；能反映学生家乡今昔变化的图片或照片等。

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U1T3SC Ⅵ. Teaching procedures

Stage (time period) Interaction patterns Teacher activity Student activity Remarks Greet and hold a competition between The boys make a sentence by using the 该环节通过造句和改句boys and girls: Let the boys make a simple past tense first and the girls 的竞赛方式，让学生巩sentence by using the simple past change the sentence into the present 固一般过去时和现在完tense and ask the girls to change the perfect tense. Then they do it in reverse.

成时的用法。为了降低sentence into the present perfect

Getting 1 students ready Class for learning （2-3 mins）

activity tense. Then they do it in reverse.

难度，老师可以提前准备一些一般过去时的句子。

T: Good morning, boys and girls, we Ss: Good morning…

have learned the differences between

the present perfect tense and the

simple past tense last period. Now

let’s have a competition. First, boys

make a new sentence in the simple

past tense and then girls change it

into the present perfect tense as

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九年级上册教学案例设计

quickly as you can. Are you ready?

Ss: Yes!

S1: I came here last year.

S2: I have been here for one year/since Ss: Yes!

last year.

Bs: I came here last year. Gs: I have been here for one year/since last year. Play a part of the movie of cruel wars Watch a movie about Nanjing 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，about Nanjing Massacre, and then Massacre. Then talk about the feelings. lead the Ss to talk about their Ss: Good morning, feelings. 2 Lead-in (3-5 mins) Group work …

T: Let’s watch a part of the movie

about Nanjing Massacre. Then

discuss your feelings. …

T: What do you think of it? S1:It’s very “残酷”.

S1: It’s very“残酷”.

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U1T3SC T: Right. It’s cruel. What’s your

opinion?

可允许学生用中文表达，教师给出英语说法，S2: The people there couldn’t live a S2: The people there couldn’t live a 同时，引导学生更好的normal life. normal life. 思考。如cruel等。

S3: The cruel war will cause people S3: The cruel war will cause people to to be homeless. …

3 Pre-reading

(5 mins) Class activity

be homeless. …

Present the new words according to Guess the meaning of the words 教师在教授新词汇时，the introduction about the according the teacher’s descriptions and 要注意丰富语言环境，homelessness and guide the Ss to pay attention to the pronunciation and 才能让学生“够得着”。

guess the meaning. Then lead to 1a. spelling of the words. T: That’s right. The war is cruel. It

causes people to lose their homes.

They have to live on the street or in a

shelter. A home is the basic need to

humans. Everyone values it. So we

must value our home and family.

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九年级上册教学案例设计

(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 illness. S4…

Individual work While-reading

(15 mins)

Step 1: First-reading S1: Some of them are disabled. S2: Maybe they are lazy. S3: Some have mental illness. S4…

Read the passage quickly and try to 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。

Get the Ss to read the passage quickly choose the best title for the passage.

and finish 1b. Check the answer in

class and give necessary

4 explanations. T: Ok, now read the passage quickly

and choose a title for this passage.

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U1T3SC Group work Step 2：Second-reading. Read the passage again and finish 1c.

Guide the Ss to read the passage para. Get the main ideas of each paragraph by para. Then fill in the chart and pay attention to the details. Then according to the details in each finish 1c. paragraph. Finish 1c. …

T: Now, please read Para 2 carefully

and get the details of the cause of

short-time homelessness.

…

T: What’s the cause of short-time

homelessness?

S1: The first cause is moving.

S1: The first cause is moving. The second reason is that people are The second reason is that people are unable to find a home. unable to find a home. T: Right. Now read Para 3 and find

the cause of homelessness. …

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九年级上册教学案例设计

T: OK. Who can? S2…

S2…

T: Right. Now read Para 4 and find

the effect of homelessness. S3... Pair work

5 Post-reading (15mins)

Step1: Third-reading.

S3... Read the passage carefully, and discuss 学生水平整体较好的Guide the Ss to read 1a third time and and ask questions about the points they 话，1d也可处理为读中guess the meaning of some key words do not understand. Taking notes when 的任务。

and phrases according to the context. the teacher gives explanations.

Finish 1 and 2 in 1d.

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”。

T: Now read 1a again, guess the

meaning of “on purpose” according

to the context.

…

T: What’s the meaning of “on

purpose”

in the sentence “No one is

ever homeless on purpose”. For

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U1T3SC

example, we are good friends, so

nobody wants to hurt others on

purpose. S1: “故意地”

T: Right.

S1: “故意地”

(Let the Ss deal with the language

points in the same way)

Group work Step2: Ask the Ss to read the last para Read the last para to find out whether 完成课文学习后，利用

to finish 3 in 1d. the government has done enough for the 教材资源，引导学生积T: Read the last para to find out homelessness. Discuss what else we can 极思考社会问题，以及whether the government has done do to help them. Then choose one 有效解决问题的策略，enough for the homelessness. Discuss student of each group to give their 培养学生关注社会的意what else we can do to help them. report to the whole class. Then share your suggestions with …

your group members. Ss: No, they haven’t.

Ss: No, they haven’t.

识，为社会发展做出贡献，实现本课的情感升华。

T: What else can we do to help them? …

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九年级上册教学案例设计

S1: We can raise some money for S1: We can raise some money for them. them.

S2: We can give some old clothes and S2: We can give some old clothes and

books to them. S3…

books to them. S3…

Group work Step 3: Present three pictures in 2, Look at three pictures in 2 and choose 为了降低该环节的难lead the Ss to choose one of them and one of them to discuss the causes and 度，可以允许学生选择discuss the causes and effects like 1a. effects like 1a. Finish 2. Then make a 其中一幅图片进行讨Finish 2. Then let them make a report report to the whole class based on 3. to the whole class based on 3.

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? 行讨论；C类学生可以就第一幅图片作出反S1: What is the cause of child

laborers? S2: There are many causes of it. One of 应，也是对课堂学习情况的巩固和检测。

S2: There are many causes of it. One them is that they are too poor. of them is that they are too poor. S1: What are the effects of the child

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U1T3SC S1: What are the effects of the child laborers? laborers? S2: The effects are different. They can’t S2: The effects are different. They go to school.

can’t go to school.

T: OK, who can make a report about

the cause and effect based on 3? …

S3: The teenagers don’t have enough S3: The teenagers don’t have enough money to go to school, so they become money to go to school, so they child laborers…

become child laborers…

Group work Step 1: Sum up the key points in Go over what they have learned in Summarizing 6 and Assigning homework (3-5 mins) Section C. Then ask one group to Groups. Then try to report to the whole give a presentation. Step 2: 1. Assign 3 as the HMK.

class. 1. Write a passage about causes and

effects according to what they have discussed in 2.

2. Ask the Ss to collect some 2. Collect some famous logos about

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九年级上册教学案例设计

famous logos about make social social organizations and make an an introduction next class. organizations and introduction next class. Ⅶ. Blackboard design The world has changed for the better. Section C Words: 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 to…

Reading: A serious problem—Homelessness Para 2: cause of short-time homelessness Para 3: cause of homelessness Para 4: effects of homelessness

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