仁爱版英语九年级上册9A_Unit1_Topic3_SectionC_教学设计

Unit1 Topic3 SectionC 教学设计
Ⅰ. 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。

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
1
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。

Ⅵ. Teaching procedures
Stage (time period) Interaction
patterns
Teacher activity Student activity
Remarks
Greet and hold a The boys make a 该环节通过
造
competition between sentence by using the 句和改句的
竞
boys and girls: Let the simple past tense first 赛方
式，让学生
boys make a sentence and the girls change 巩固一般过
去
by using the simple past the sentence into the 时和现在完
成
1 Getting
students
ready
for
learning
tense and ask the
girls
to change the
sentence
Class activity
into the present
perfect
present perfect
tense.
Then they do it
in
reverse.
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。

（2-3 mins）
t ense. Then they do
it in
Ss: Good morning…
reverse.
T: Good morning,
boys
and girls, we have
learned the differences
between the present perfect tense and the simple past tense last
2
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 Ss: Yes!
present perfect tense as Bs: I came here last
quickly as you can. Are year.
you ready? Gs: I have been here
Ss: Yes! for one year/since last
S1: I came here last year.
year.
S2: I have been here for
one year/since last year.
Play a part of the movie Watch a movie about 通
过观看“战争”
of cruel wars about Nanjing Massacre. 导致的无家可
Nanjing Massacre, and Then talk about the
归，引导学生思
then lead the Ss to talk feelings. 考更多的无
家
about their feelings. Ss: Good morning, 可归的原因和
T: Let’s watch a part of … 结
果，为学习1a
the movie about 做好准备。

Lead-in
2 Group work Nanjing Massacre.
(3-5 mins)
Then discuss your
feelings.
…
T: What do you think of S1: It’s very“残酷”.
对于一些描述
it? 性的词，可允许
S1:It’s very “残酷”.学生用中文表
T: Right. It’s cruel. S2: The people there 达，教师给出英
3
What’s your opinion? couldn’t live a normal 语说
法，同时，
S2: The people there life. 引导学生更好couldn’t live a normal S3: The cruel war will 的思考。

如cruel
life. cause people to be 等。

S3: The cruel war will homeless.
cause people to be …
homeless.
…
Present the new words Guess the meaning of 教师在教授新
according to the the words according 词
汇时，要注意
introduction about the the teacher’s 丰富
语言环境，
homelessness and guide descriptions and pay
才能让学生“够
the Ss to guess the attention to the 得着”。

meaning. Then lead to pronunciation and
1a. spelling of the words.
T: That’s right. The war
is cruel. It causes
people to lose their
3 Pre-reading
(5 mins)
homes. They have
to
Class activity
or in a
live on the street
shelter. A home is the
basic need to human s.
Everyone value s it. So
we must value our home
and family. S1: Some of them are
(Teach other words by disabled.
the pictures or word S2: Maybe they are
cards) lazy.
Ss: …S3: Some have mental T: Have you ever seen illness.
4
any homeless people? S4…
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 Step 1: First-reading Read the passage 在切
入“一读”、
work Get the Ss to read the quickly and try to “二
读”、“再读”
passage quickly and choose the best title 的阅
读任务时，
finish 1b. Check the for the passage. 要注意任务的
answer in class and give 层
次性，引导学
necessary explanations. 生通过不同
的
T: Ok, now read the Read the passage 阅读方式解
决
Group work passage quickly and again and finish 1c. 不同的阅读任While-readin choose a title for this Get the main ideas of 务, 培养学生掌
4 g passage. each paragraph and 握阅读策略。

(15 mins) Step 2 ：pay attention to the
Second-reading. details. Then finish 1c.
Guide the Ss to read the …
passage para. by para.
Then fill in the chart
according to the details
in each paragraph. S1: The first cause is
Finish 1c. moving.
T: Now, please read The second reason is 5
Para 2 carefully and that people are unable
get the details of the to find a home.
cause of short-time
homelessness.
…
T: What’s the cause of
short-time S2…
homelessness?
S1: The first cause is
moving. S3...
The second reason is
that people are unable
to find a home.
T: Right. Now read
Para 3 and find the
cause of homelessness.
…
T: OK. Who can?
S2…
T: Right. Now read
Para 4 and find the
effect of homelessness.
S3...
Pair work Step1: Third-reading. Read the passage 学生水平整体
Guide the Ss to read 1a carefully, and
discuss
较好的话，1d
也
5 Post-reading
(15mins)
third time and guess
the
meaning of some
and ask
questions
about the points
可处理为读中
的任务。

key
they
words and phrases do not understand.
教师可以仿照
according to the Taking notes when
the
1d 的1、2
小题，
context. Finish 1 teacher
训练学生通过and 2 gives
6
in 1d. explanations. 语境猜词的能
T: Now read 1a again, 力，同时在读后
guess the meaning of 安排成重难句
“on purpose”（汉译英）的翻
according to the 译题来处理和
context. 巩固本课的重
…点词汇，如：通
T: What’s the meaning S1: “故意地”过翻译“ 没有人
of “on purpose ”in
愿意无家可归”
the sentence “No one is 来复习短语
ever homeless on “on
purpose”。

purpose”. For example, Read the last para to
Group work we are good friends, so find out whether the
nobody wants to hurt government has done
others on purpose. enough for the
S1: “故意地”homelessness. Discuss
T: Right. what else we can do to
(Let the Ss deal with help them. Then
the language points in choose one student of 完成课文学
习
the same way) each group to give
后，利用教材资
Step2: Ask the Ss to their report to the 源，引
导学生积
read the last para to whole class. 极思考社会问
finish 3 in 1d. …
题，以及有效解
T: Read the last para to 决
问题的策略，
find out whether the Ss: No, they haven’t.培养学生关注
government has done …社会的意识，为
enough for the S1: We can raise some 社会发展做出Group work homelessness. Discuss money for them.
贡献，实现本课
what else we can do to 的情感升华。

7
help them. Then share S2: We can give some
your suggestions with old clothes and books
your group members. to them.
Ss: No, they haven’t.S3…
T: What else can we do Look at three pictures
to help them? in 2 and choose one of
S1: We can raise some them to discuss the
money for them. causes and effects like 为了降低该
环
S2: We can give some 1a. Finish 2. Then 节
的难度，可以
old clothes and books to make a report to the 允许学生选择
them. whole class based on 其中一幅图
片
S3… 3. 进行讨论，还可Step 3: Present three 以安排不同层
pictures in 2, lead the 次
的学生，讨论
Ss to choose one of …
不同的话题。

如：A、
them and discuss the S1: What is the cause B 类
学生对第
causes and effects like of child laborers? 二和第三幅
图
1a. Finish 2. Then let 片
进行讨论；C
them make a report to S2: There are many 类学生可以就the whole class based causes of it. One of 第一幅图片作
on 3. them is that they are 出
反应，也是对
T: Look at these too poor. 课堂学习情况pictures and choose one S1: What are the 的
巩固和检测。

of them to discuss the effects of the child
causes and effects like laborers?
1a. S2: The effects are S1: What is the cause of different. They can’t child laborers? go to school.
S2: There are many
causes of it. One of
8
them is that they are too
poor. S3: The teenagers
S1: What are the effects don’t have enough
of the child laborers? money to go to school,
S2: The effects are so they become child
different. They can’t go laborers…
to school.
T: OK, who can make a
report about the cause
and effect based on 3?
…
S3: The teenagers don’t
have enough money to
go to school, so they
become child
laborers…
Group work Step 1: Sum up the key Go over what they
points in Section C. have learned in
Then ask one group to Groups. Then try to
give a presentation. report to the whole Summarizing Step 2: 1. Assign 3 as class.
and the HMK. 1. Write a passage 6 Assigning about causes and
homework effects according to (3-5 mins) 2. Ask the Ss to what they have
collect some famous discussed in 2.
logos about social 2. Collect some
organizations and make famous logos about
an introduction next social organizations
9
class. and make an
introduction next
class.
Ⅶ. Blackboard design
The world has changed for the better.
Section C
Words: Language points: Reading:
basic, human, basic needs, A serious value, period, a short period of, problem—Homelessness
whatever, steal, on purpose, Para 2: cause of short-time support, shelter, from one place to homelessness
homelessness, another, Para 3: cause of homelessness earn, drug, in a shelter, Para 4: effects of homelessness mental, mental illness,
effect, phrase, child laborer,
context, think of …as…,
cruel; according to…
10。