2021学年Unit 1 The Changing WorldTopic 3 The world has changed for the better.教案

这是一份2021学年Unit 1 The Changing WorldTopic 3 The world has changed for the better.教案，共13页。

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.Knwledge 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. Emtinal aims: ( ptinal)
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: (ptinal)
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 pints and difficult pints
1. Key pints:
Wrds and phrases: basic, human, value, perid, whatever, steal, supprt, shelter, hmelessness, earn, drug, mental, n purpse, effect, phrase, accrding, cntext, labrer, cruel, basic needs, a shrt perid f, ne place t anther, in a shelter, mental illness, n purpse, think f …as…
2. Difficult pints：
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 prcedures
Ⅶ. Blackbard design
Stage
(time perid)
Interactin
patterns
Teacher activity
Student activity
Remarks
1
Getting students ready fr learning
（2-3 mins）
Class activity
Greet and hld a cmpetitin between bys and girls: Let the bys make a sentence by using the simple past tense and ask the girls t change the sentence int the present perfect tense. Then they d it in reverse.
T: Gd mrning, bys and girls, we have learned the differences between the present perfect tense and the simple past tense last perid. Nw let’s have a cmpetitin. First, bys make a new sentence in the simple past tense and then girls change it int the present perfect tense as quickly as yu can. Are yu ready?
Ss: Yes!
S1: I came here last year.
S2: I have been here fr ne year/since last year.
The bys make a sentence by using the simple past tense first and the girls change the sentence int the present perfect tense. Then they d it in reverse.
Ss: Gd mrning…
Ss: Yes!
Bs: I came here last year.
Gs: I have been here fr ne 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。
2
Lead-in
(3-5 mins)
Grup wrk
Play a part f the mvie f cruel wars abut Nanjing Massacre, and then lead the Ss t talk abut their feelings.
T: Let’s watch a part f the mvie abut Nanjing Massacre. Then discuss yur feelings.
…
T: What d yu think f it?
S1:It’s very “残酷”.
T: Right. It’s cruel. What’s yur pinin?
S2: The peple there culdn’t live a nrmal life.
S3: The cruel war will cause peple t be hmeless.
…
Watch a mvie abut Nanjing Massacre. Then talk abut the feelings.
Ss: Gd mrning,
…
S1: It’s very“残酷”.
S2: The peple there culdn’t live a nrmal life.
S3: The cruel war will cause peple t be hmeless.
…
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
(5 mins)
Class activity
Present the new wrds accrding t the intrductin abut the hmelessness and guide the Ss t guess the meaning. Then lead t 1a.
T: That’s right. The war is cruel. It causes peple t lse their hmes. They have t live n the street r in a shelter. A hme is the basic need t humans. Everyne values it. S we must value ur hme and family.
(Teach ther wrds by the pictures r wrd cards)
Ss: …
T: Have yu ever seen any hmeless peple?
D yu knw why they are hmeless?
S1: Sme f them are disabled.
S2: Maybe they are lazy.
S3: Sme have mental illness.
S4…
Guess the meaning f the wrds accrding the teacher’s descriptins and pay attentin t the prnunciatin and spelling f the wrds.
S1: Sme f them are disabled.
S2: Maybe they are lazy.
S3: Sme 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”。
4
While-reading
(15 mins)
Individual wrk
Grup wrk
Step 1: First-reading
Get the Ss t read the passage quickly and finish 1b. Check the answer in class and give necessary explanatins.
T: Ok, nw read the passage quickly and chse a title fr this passage.
Step 2：Secnd-reading.
Guide the Ss t read the passage para. by para. Then fill in the chart accrding t the details in each paragraph. Finish 1c.
T: Nw, please read Para 2 carefully and get the details f the cause f shrt-time hmelessness.
…
T: What’s the cause f shrt-time hmelessness?
S1: The first cause is mving.
The secnd reasn is that peple are unable t find a hme.
T: Right. Nw read Para 3 and find the cause f hmelessness.
…
T: OK. Wh can?
S2…
T: Right. Nw read Para 4 and find the effect f hmelessness.
S3...
Read the passage quickly and try t chse the best title fr the passage.
Read the passage again and finish 1c. Get the main ideas f each paragraph and pay attentin t the details. Then finish 1c.
…
S1: The first cause is mving.
The secnd reasn is that peple are unable t find a hme.
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
Pst-reading
(15mins)
Pair wrk
Grup wrk
Grup wrk
Step1: Third-reading.
Guide the Ss t read 1a third time and guess the meaning f sme key wrds and phrases accrding t the cntext. Finish 1 and 2 in 1d.
T: Nw read 1a again, guess the meaning f “n purpse” accrding t the cntext.
…
T: What’s the meaning f “n purpse” in the sentence “N ne is ever hmeless n purpse”. Fr example, we are gd friends, s nbdy wants t hurt thers n purpse.
S1: “故意地”
T: Right.
(Let the Ss deal with the language pints in the same way)
Step2: Ask the Ss t read the last para t finish 3 in 1d.
T: Read the last para t find ut whether the gvernment has dne enugh fr the hmelessness. Discuss what else we can d t help them. Then share yur suggestins with yur grup members.
Ss: N, they haven’t.
T: What else can we d t help them?
S1: We can raise sme mney fr them.
S2: We can give sme ld clthes and bks t them.
S3…
Step 3: Present three pictures in 2, lead the Ss t chse ne f them and discuss the causes and effects like 1a. Finish 2. Then let them make a reprt t the whle class based n 3.
T: Lk at these pictures and chse ne f them t discuss the causes and effects like 1a.
S1: What is the cause f child labrers?
S2: There are many causes f it. One f them is that they are t pr.
S1: What are the effects f the child labrers?
S2: The effects are different. They can’t g t schl.
T: OK, wh can make a reprt abut the cause and effect based n 3?
…
S3: The teenagers dn’t have enugh mney t g t schl, s they becme child labrers…
Read the passage carefully, and discuss and ask questins abut the pints they d nt understand. Taking ntes when the teacher gives explanatins.
S1: “故意地”
Read the last para t find ut whether the gvernment has dne enugh fr the hmelessness. Discuss what else we can d t help them. Then chse ne student f each grup t give their reprt t the whle class.
…
Ss: N, they haven’t.
…
S1: We can raise sme mney fr them.
S2: We can give sme ld clthes and bks t them.
S3…
Lk at three pictures in 2 and chse ne f them t discuss the causes and effects like 1a. Finish 2. Then make a reprt t the whle class based n 3.
…
S1: What is the cause f child labrers?
S2: There are many causes f it. One f them is that they are t pr.
S1: What are the effects f the child labrers?
S2: The effects are different. They can’t g t schl.
S3: The teenagers dn’t have enugh mney t g t schl, s they becme child labrers…
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 “n purpse”。
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
Summarizing and Assigning hmewrk (3-5 mins)
Grup wrk
Step 1: Sum up the key pints in Sectin C. Then ask ne grup t give a presentatin.
Step 2: 1. Assign 3 as the HMK.
2. Ask the Ss t cllect sme famus lgs abut scial rganizatins and make an intrductin next class.
G ver what they have learned in Grups. Then try t reprt t the whle class.
1. Write a passage abut causes and effects accrding t what they have discussed in 2.
2. Cllect sme famus lgs abut scial rganizatins and make an intrductin next class.
The wrld has changed fr the better.
Sectin C
Wrds:
basic, human,
value, perid,
whatever, steal,
supprt, shelter,
hmelessness,
earn, drug,
mental,
effect, phrase,
cntext,
cruel;
Language pints:
basic needs,
a shrt perid f,
n purpse,
frm ne place t anther,
in a shelter,
mental illness,
child labrer,
think f …as…,
accrding t…
Reading:
A serius prblem—Hmelessness
Para 2: causes f shrt-time hmelessness
Para 3: causes f hmelessness
Para 4: effects f hmelessness