仁爱版九年级上册英语U1T3SC.docx

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仁爱版九年级上册英语U1T3SC

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.Teachingaims

1.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.

通过观看电影,了解“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:

causesofshort-timehomelessness

Para3:

causesofhomelessness

Para4:

effectsofhomelessness

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