九上UT3SC教學設計

指向學科核心素養(yǎng)的初中英語閱讀課作業(yè)設計與評價教學設計姓名劉宏霞性別女學校祁東縣思源實驗學校任教年級九年級教齡22年小組第二組溫暖向陽UP組教材版本仁愛版教學課題九年級上冊Unit1Topic3Theworldhaschangedforthebetter.SectionC課時第3課時學情分析本課是九年級第一單元第三話題的第三課時，承接第二個話題，繼續(xù)談論社會問題和公共服務。1901班的學生對于閱讀理解的能力有所欠缺，故運用討論的方式來降低難度，另外問題的設計也降低了一定的難度。讀寫教學內容文本分析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。文章還向學生傳遞了“以人為本”的人文關懷的理念。教學目標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.Skillaims: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.Emotionalaims:(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.Cultureawareness:(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。教學重點難點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：口頭報告和書面寫作時，能有意識地使用“causeandeffect”來組織段落。教學手段及方法情景交際法，任務型教學法，視聽法讀寫教學設計思路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。教學過程（說明：可以根據(jù)自己的實際情況調整教學過程表格）教學步驟教師活動學生活動設計意圖Step1.Gettingstudentsreadyforlearning（2-3mins）Greetandholdacompetitionbetweenboysandgirls:Lettheboysmakeasentencebyusingthesimplepasttenseandaskthegirlstochangethesentenceintothepresentperfecttense.Thentheydoitinreverse.T:Goodmorning,boysandgirls,wehavelearnedthedifferencesbetweenthepresentperfecttenseandthesimplepasttenselastperiod.Nowlet’shaveacompetition.First,boysmakeanewsentenceinthesimplepasttenseandthengirlschangeitintothepresentperfecttenseasquicklyasyoucan.Areyouready?Ss:Yes!S1:Icameherelastyear.lastyear.Theboysmakeasentencebyusingthesimplepasttensefirstandthegirlschangethesentenceintothepresentperfecttense.Thentheydoitinreverse.Ss:Goodmorning…Ss:Yes!Bs:Icameherelastyear.Gs:Ihavebeenhereforoneyear/sincelastyear.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。Step2.Lead-in(3-5mins)PlayapartofthemovieofcruelwarsaboutNanjingMassacre,andthenleadtheSstotalkabouttheirfeelings.T:Let’swatchapartofthemovieaboutNanjingMassacre.Thendiscussyourfeelings.…T:Whatdoyouthinkofit?S1:It’svery“殘酷”.T:Right.It’scruel.What’syouropinion?S2:Thepeopletherecouldn’tliveanormallife.S3:Thecruelwarwillcausepeopletobehomeless.…WatchamovieaboutNanjingMassacre.Thentalkaboutthefeelings.Ss:Goodmorning,…S1:It’svery“殘酷”.S2:Thepeopletherecouldn’tliveanormallife.S3:Thecruelwarwillcausepeopletobehomeless.…通過觀看“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。Step3.Pre-reading(5mins)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…Step4.While-reading(15mins)Step1:First-readingGettheSstoreadthepassagequicklyandfinish1b.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“一讀”、“二讀”、“再讀”的閱讀任務時，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。Step5.Post-reading(15mins)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…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“onpurpose”。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。Step6.SummarizingandAssigninghomework(3-5mins)Step1:SumupthekeypointsinSectionC.Thenaskonegrouptogiveapresentation.Step2:1.Assign3as