資源簡介

Unit 1The Changing World Topic 3 Section C（教學設計）
Ⅰ. Material analysis
本課繼續(xù)談論社會問題和公共服務，主活動是1a和3。1a通過分析流浪人口的產(chǎn)生原因和導致的結果，讓學生正確認識流浪人口這種社會現(xiàn)象。1b的任務主要是培養(yǎng)學生提煉文章標題的能力。1c則是讓學生學會尋找特定的信息。1d旨在培養(yǎng)學生根據(jù)上下文猜測詞意的能力。2這個看圖說話屬于半控制性任務。讓學生模仿1a的句型來談論新的問題。3的寫作任務是建立在完成2的基礎之上的。讓學生先討論再寫作，有利于降低寫作難度，拓展學生的思維。本課通過了解流浪人口產(chǎn)生的原因和結果，引導學生關注社會現(xiàn)象，思考社會問題的成因。文章還向?qū)W生傳遞了“以人為本”的人文關懷的理念。
Ⅱ.Teaching aims
1.Knowledge aims：
掌握本課的重點詞匯和短語，鞏固現(xiàn)在完成時的用法。
2. Skill aims:
運用不同的閱讀方法找出文章主題，段落主旨句和細節(jié)描述。
能通過語境猜測詞義，掃清閱讀障礙。
能談論和表達與本文相關材料的話題。
3. Emotional aims: ( optional)
引導學生關注社會問題和社會服務，為社會主義的發(fā)展作出努力。
4. Culture awareness: (optional)
了解世界各國存在的社會問題，分析產(chǎn)生的原因和導致的結果，關注各國政府就這個問題采取的應對措施， 從而拓展學生的國際視野。
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：
口頭報告和書面寫作時，能有意識地使用“cause and effect”來組織段落。
Ⅳ. Learning strategies
通過歸納總結的方法，找出文章主題和段落大意。
通過語言環(huán)境，掌握通過猜測詞義和掃清閱讀障礙的學習策略。
引導學生就不同的問題討論、交流觀點，培養(yǎng)學習英語的自信。
Ⅴ. Teaching aids
單詞卡片（如base/ basic; human, value/ valuable etc.）；幻燈片；能反映學生家鄉(xiāng)今昔變化的圖片或照片等。
Ⅵ. Teaching procedures
Stage(time period) Interactionpatterns Teacher activity Student activity Remarks
1 Getting students ready for learning（2-3 mins） Class activity Greet and hold a competition between boys and girls: Let the boys make a sentence by using the simple past tense and ask the girls to change the sentence into the present perfect tense. Then they do it in reverse.T: Good morning, boys and girls, we 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 quickly as you can. Are you ready Ss: Yes! S1: I came here last year.S2: I have been here for one year/since last year. The boys make a sentence by using the simple past tense first and the girls change the sentence into the present perfect tense. Then they do it in reverse. Ss: Good morning…Ss: Yes! Bs: I came here last year.Gs: I have been here for one year/since last year. 該環(huán)節(jié)通過造句和改句的競賽方式，讓學生鞏固一般過去時和現(xiàn)在完成時的用法。為了降低難度，老師可以提前準備一些一般過去時的句子。
2 Lead-in(3-5 mins) Group work Play a part of the movie of cruel wars about Nanjing Massacre, and then lead the Ss to talk about their feelings.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 “殘酷”.T: Right. It’s cruel. What’s your opinion S2: The people there couldn’t live a normal life.S3: The cruel war will cause people to be homeless.… Watch a movie about Nanjing Massacre. Then talk about the feelings.Ss: Good morning,…S1: It’s very“殘酷”.S2: The people there couldn’t live a normal life.S3: The cruel war will cause people to be homeless.… 通過觀看電影，了解“戰(zhàn)爭”導致的無家可歸，引導學生思考更多的無家可歸的原因和結果，為學習1a做好準備。對于一些描述性的詞，可允許學生用中文表達，教師給出英語說法，同時，引導學生更好的思考。如cruel等。
3 Pre-reading (5 mins) Class activity Present the new words according to the introduction about the homelessness and guide the Ss to guess the meaning. Then lead to 1a.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.(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… Guess the meaning of the words according the teacher’s descriptions and pay attention to the pronunciation and spelling of the words.S1: Some of them are disabled.S2: Maybe they are lazy.S3: Some have mental illness.S4… 教師在教授新詞匯時，要注意豐富語言環(huán)境，才能讓學生“夠得著”。
4 While-reading (15 mins) Individual workGroup work Step 1: First-readingGet the Ss to read the passage quickly and finish 1b. Check the answer in class and give necessary explanations.T: Ok, now read the passage quickly and choose a title for this passage. Step 2：Second-reading.Guide the Ss to read the passage para. by para. Then fill in the chart according to the details in each 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.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... Read the passage quickly and try to choose the best title for the passage. Read the passage again and finish 1c. Get the main ideas of each paragraph and pay attention to the details. Then finish 1c.…S1: The first cause is moving.The second reason is that people are unable to find a home.S2…S3... 在切入“一讀”、“二讀”、“再讀”的閱讀任務時，要注意任務的層次性，引導學生通過不同的閱讀方式解決不同的閱讀任務, 培養(yǎng)學生掌握閱讀策略。
5 Post-reading(15mins) Pair work Group workGroup work Step1: Third-reading. Guide the Ss to read 1a third time and guess the meaning of some key words and phrases according to the context. Finish 1 and 2 in 1d.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 example, we are good friends, so nobody wants to hurt others on purpose.S1: “故意地” T: Right.(Let the Ss deal with the language points in the same way)Step2: Ask the Ss to read the last para to finish 3 in 1d.T: Read the last para to find out whether the government has done enough for the homelessness. Discuss what else we can do to help them. Then share your suggestions with your group members.Ss: No, they haven’t.T: What else can we do to help them S1: We can raise some money for them.S2: We can give some old clothes and books to them.S3…Step 3: Present three pictures in 2, lead the Ss to choose one of them and discuss the causes and effects like 1a. Finish 2. Then let them make a report to the whole class based on 3.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 S2: There are many causes of it. One of them is that they are too poor.S1: What are the effects of the child laborers S2: The effects are different. They 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 money to go to school, so they become child laborers… Read the passage carefully, and discuss and ask questions about the points they do not understand. Taking notes when the teacher gives explanations. S1: “故意地”Read the last para to find out whether the government has done enough for the homelessness. Discuss what else we can do to help them. Then choose one student of each group to give their report to the whole class.…Ss: No, they haven’t.…S1: We can raise some money for them.S2: We can give some old clothes and books to them.S3…Look at three pictures in 2 and choose one of them to discuss the causes and effects like 1a. Finish 2. Then make a report to the whole class based on 3.…S1: What is the cause of child laborers S2: There are many causes of it. One of them is that they are too poor.S1: What are the effects of the child laborers S2: The effects are different. They can’t go to school. S3: The teenagers don’t have enough money to go to school, so they become child laborers… 學生水平整體較好的話，1d也可處理為讀中的任務。教師可以仿照1d的1、2小題，訓練學生通過語境猜詞的能力，同時在讀后安排成重難句（漢譯英）的翻譯題來處理和鞏固本課的重點詞匯，如：通過翻譯“沒有人愿意無家可歸”來復習短語 “on purpose”。完成課文學習后，利用教材資源，引導學生積極思考社會問題，以及有效解決問題的策略，培養(yǎng)學生關注社會的意識，為社會發(fā)展做出貢獻，實現(xiàn)本課的情感升華。為了降低該環(huán)節(jié)的難度，可以允許學生選擇其中一幅圖片進行討論，還可以安排不同層次的學生，討論不同的話題。如：A、B類學生對第二和第三幅圖片進行討論；C類學生可以就第一幅圖片作出反應，也是對課堂學習情況的鞏固和檢測。
6 Summarizing and Assigning homework (3-5 mins) Group work Step 1: Sum up the key points in Section C. Then ask one group to give a presentation.Step 2: 1. Assign 3 as the HMK. 2. Ask the Ss to collect some famous logos about social organizations and make an introduction next class. Go over what they have learned in Groups. Then try to report to the whole class.1. Write a passage about causes and effects according to what they have discussed in 2. 2. Collect some famous logos about social organizations and make an 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—HomelessnessPara 2: causes of short-time homelessnessPara 3: causes of homelessnessPara 4: effects of homelessness
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