Section C . 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。 .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。 . 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。 . 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。 . 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。 . Teaching procedures Stage (time period) Interaction patterns Teacher activityStudent activityRemarks 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 lets 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 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! 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。 last year.Bs: I came here last year. Gs: I have been here for one year/since last year. 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: Lets watch a part of the movie about Nanjing Massacre. Then discuss your feelings. T: What do you think of it? S1:Its very “残酷”. T: Right. Its cruel. Whats your opinion? S2: The people there couldnt 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: Its very“残酷”. S2: The people there couldnt live a normal life. S3: The cruel war will cause people to be homeless. 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， 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 words according to the introduction about the homelessness and guide the Ss to guess the meaning. Then lead to 1a. T: Thats 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 teachers 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 work Group work Step 1: First-reading Get 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: Whats the cause of short-time homelessness? S1: The first cause is moving. The second reason is that people are 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 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。 unable to find a home. T: Right. Now read