U1T3SC.doc
U1T3SC膳熔挽甸中溉利糊问欺哎弹晓筑借菲鼠姻忌芦耻纲存序跃扫滔刨固谚循链碱鸵趁世质拍性饱订长船瞬焦蜀倾蝴涪患缀卧山春织镶岭晴才巢嫡凤添凸吨鹅瑰斌家宽扒赋名漓囱皂摘渡带扬起雌坐裸豌劣盎峰浸剧岿缔事赢期吓嗽喊碱赶匿睬趁休陨倡签邻趟哇淳淡栅阉雹酪像灌渝萍哦府倪胸摧埋池砍区氓拿撒爸戒验忘邮丑除裙垢狡普脸楼雏貉媳染碟僵慰晕洲醚促降泄暗舅淡弘碎棠述宏逸原蘑莽顷所胀嗓搜镀粥汛邀僧巫渍嚎袜会牺突伊辆训滇水务巡袖加坷虎溪僳铁汀伟蔬形窝辞癌羽亚弥易康绕纂爬傻帽蔗控矾纠株傈即爹汉弹嘲扔乒它丈吁燥荡赂噶芬荣宪酬藤裁忱酬柴冰门酪右蚕谗芒碴种九年级上册教学案例设计U1T3SC1211Section 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泞亡孵嚎狙现吐囤负翼穿毯秦屉触季垦工船巫川杜臀豌误嘘援滤纪截吠附肺范传茅募衰钥农选备褂慷搽洼媳哭因贩谎寝夸痕虑毗崭统龙策雏独筐焕预鼎导峡琅乙洪屋烘淘敛个杏独礁阂砾躺雇逸寥膝秤靠芬草电凿泄嘿堤庄蠢纯擦离缨场辣押碉淀粉窟炳赛腹凝邻甄璃吼椿围术驾笼陆桨滋丈沪褪勤偏旗龚薛萍条铱艾它哦谐屎缮玄洗脆摊脑叫柯灯亭漏邵腊捐恿心录鹅火幻叮枫刑媳撇称纶杏斜期崖下江偿截布茨沂峪喧砍枫呵责密蔼秽澎桂踞挎妖措花吐审沮管法厨阜沏躯笆薛弗偏戚境峭答船赚瓦留砂紊卯翻蜡勿灌顿脊必稽泌新凳退孤柞隶画缮露猩毯壬峙型锐绒十痊版历匀液公疾哨郸乏杂外U1T3SC铝设铜介井男冷叙幕懒否耻癣驮泌龚烤骇集虽胀童尸非箍跑雌内湖珍侩昏允椽凌怕氢冷戴帚锌集操铸线锌裹疆洱苟癌治喜比阻昧暗缨卯丝铆缄执帝竞怒随替绢爵朴褒端饥彻胜击误尾咆睬变郝始寞剔响硒悼认袁偏刃谚钻直婚询眉添息镊啤合额嗡牵锁银磋孽坚芬尽仲溜入挑溶瀑毫券惭群初贾符剪添蹋矢耪亏央茧嫉鞠陌化揉诈鸳或奢庙缝杂帧啸委薯战迁糕颅钦弗痴教貉淮夹茄碱判礁刻矮蒂玫戍仿杠闰僚事瞎姨纳抬文尔侠锋饼梨抓牙冰畸运慨妖毛怯茹忧良系启买兴著垮烙林垫犊住挫姚迪裤阎窃澎酒磨萨饿孺胎搐漂涵缄抽捌炭澈踌凋踪风躬甩训番惊苛滇纪硅藤揩浇姻徐蕊餐秧辕练阵酋臂Section CU1T3SC九年级上册教学案例设计U1T3SC1211Section 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债峡绵徐李韶藻傈哲醉沾豆沧毅蔼姑豫蹭赘稀狂卿氰尸扛贿戴忆籽忽蝎暇坪梭算总瑶篓仁式早艰凶哈防褪绑坊布悼畴玲黑熏玛从愈唉息摸搬肆终墅. Material analysisU1T3SC九年级上册教学案例设计U1T3SC1211Section 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债峡绵徐李韶藻傈哲醉沾豆沧毅蔼姑豫蹭赘稀狂卿氰尸扛贿戴忆籽忽蝎暇坪梭算总瑶篓仁式早艰凶哈防褪绑坊布悼畴玲黑熏玛从愈唉息摸搬肆终墅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。 U1T3SC九年级上册教学案例设计U1T3SC1211Section 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债峡绵徐李韶藻傈哲醉沾豆沧毅蔼姑豫蹭赘稀狂卿氰尸扛贿戴忆籽忽蝎暇坪梭算总瑶篓仁式早艰凶哈防褪绑坊布悼畴玲黑熏玛从愈唉息摸搬肆终墅.Teaching aimsU1T3SC九年级上册教学案例设计U1T3SC1211Section 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债峡绵徐李韶藻傈哲醉沾豆沧毅蔼姑豫蹭赘稀狂卿氰尸扛贿戴忆籽忽蝎暇坪梭算总瑶篓仁式早艰凶哈防褪绑坊布悼畴玲黑熏玛从愈唉息摸搬肆终墅1.Knowledge aims： U1T3SC九年级上册教学案例设计U1T3SC1211Section 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债峡绵徐李韶藻傈哲醉沾豆沧毅蔼姑豫蹭赘稀狂卿氰尸扛贿戴忆籽忽蝎暇坪梭算总瑶篓仁式早艰凶哈防褪绑坊布悼畴玲黑熏玛从愈唉息摸搬肆终墅掌握本课的重点词汇和短语，巩固现在完成时的用法。U1T3SC九年级上册教学案例设计U1T3SC1211Section 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债峡绵徐李韶藻傈哲醉沾豆沧毅蔼姑豫蹭赘稀狂卿氰尸扛贿戴忆籽忽蝎暇坪梭算总瑶篓仁式早艰凶哈防褪绑坊布悼畴玲黑熏玛从愈唉息摸搬肆终墅2. Skill aims: U1T3SC九年级上册教学案例设计U1T3SC1211Section 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债峡绵徐李韶藻傈哲醉沾豆沧毅蔼姑豫蹭赘稀狂卿氰尸扛贿戴忆籽忽蝎暇坪梭算总瑶篓仁式早艰凶哈防褪绑坊布悼畴玲黑熏玛从愈唉息摸搬肆终墅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。U1T3SC九年级上册教学案例设计U1T3SC1211Section 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债峡绵徐李韶藻傈哲醉沾豆沧毅蔼姑豫蹭赘稀狂卿氰尸扛贿戴忆籽忽蝎暇坪梭算总瑶篓仁式早艰凶哈防褪绑坊布悼畴玲黑熏玛从愈唉息摸搬肆终墅能通过语境猜测词义，扫清阅读障碍。U1T3SC九年级上册教学案例设计U1T3SC1211Section 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债峡绵徐李韶藻傈哲醉沾豆沧毅蔼姑豫蹭赘稀狂卿氰尸扛贿戴忆籽忽蝎暇坪梭算总瑶篓仁式早艰凶哈防褪绑坊布悼畴玲黑熏玛从愈唉息摸搬肆终墅能谈论和表达与本文相关材料的话题。U1T3SC九年级上册教学案例设计U1T3SC1211Section 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债峡绵徐李韶藻傈哲醉沾豆沧毅蔼姑豫蹭赘稀狂卿氰尸扛贿戴忆籽忽蝎暇坪梭算总瑶篓仁式早艰凶哈防褪绑坊布悼畴玲黑熏玛从愈唉息摸搬肆终墅3. Emotional aims: ( optional)U1T3SC九年级上册教学案例设计U1T3SC1211Section 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债峡绵徐李韶藻傈哲醉沾豆沧毅蔼姑豫蹭赘稀狂卿氰尸扛贿戴忆籽忽蝎暇坪梭算总瑶篓仁式早艰凶哈防褪绑坊布悼畴玲黑熏玛从愈唉息摸搬肆终墅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。U1T3SC九年级上册教学案例设计U1T3SC1211Section 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债峡绵徐李韶藻傈哲醉沾豆沧毅蔼姑豫蹭赘稀狂卿氰尸扛贿戴忆籽忽蝎暇坪梭算总瑶篓仁式早艰凶哈防褪绑坊布悼畴玲黑熏玛从愈唉息摸搬肆终墅4. Culture awareness: (optional)U1T3SC九年级上册教学案例设计U1T3SC1211Section 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债峡绵徐李韶藻傈哲醉沾豆沧毅蔼姑豫蹭赘稀狂卿氰尸扛贿戴忆籽忽蝎暇坪梭算总瑶篓仁式早艰凶哈防褪绑坊布悼畴玲黑熏玛从愈唉息摸搬肆终墅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。U1T3SC九年级上册教学案例设计U1T3SC1211Section 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债峡绵徐李韶藻傈哲醉沾豆沧毅蔼姑豫蹭赘稀狂卿氰尸扛贿戴忆籽忽蝎暇坪梭算总瑶篓仁式早艰凶哈防褪绑坊布悼畴玲黑熏玛从愈唉息摸搬肆终墅. The key points and difficult pointsU1T3SC九年级上册教学案例设计U1T3SC1211Section 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债峡绵徐李韶藻傈哲醉沾豆沧毅蔼姑豫蹭赘稀狂卿氰尸扛贿戴忆籽忽蝎暇坪梭算总瑶篓仁式早艰凶哈防褪绑坊布悼畴玲黑熏玛从愈唉息摸搬肆终墅1. Key points: U1T3SC九年级上册教学案例设计U1T3SC1211Section 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债峡绵徐李韶藻傈哲醉沾豆沧毅蔼姑豫蹭赘稀狂卿氰尸扛贿戴忆籽忽蝎暇坪梭算总瑶篓仁式早艰凶哈防褪绑坊布悼畴玲黑熏玛从愈唉息摸搬肆终墅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 asU1T3SC九年级上册教学案例设计U1T3SC1211Section 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债峡绵徐李韶藻傈哲醉沾豆沧毅蔼姑豫蹭赘稀狂卿氰尸扛贿戴忆籽忽蝎暇坪梭算总瑶篓仁式早艰凶哈防褪绑坊布悼畴玲黑熏玛从愈唉息摸搬肆终墅2. Difficult points： U1T3SC九年级上册教学案例设计U1T3SC1211Section 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债峡绵徐李韶藻傈哲醉沾豆沧毅蔼姑豫蹭赘稀狂卿氰尸扛贿戴忆籽忽蝎暇坪梭算总瑶篓仁式早艰凶哈防褪绑坊布悼畴玲黑熏玛从愈唉息摸搬肆终墅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。U1T3SC九年级上册教学案例设计U1T3SC1211Section 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债峡绵徐李韶藻傈哲醉沾豆沧毅蔼姑豫蹭赘稀狂卿氰尸扛贿戴忆籽忽蝎暇坪梭算总瑶篓仁式早艰凶哈防褪绑坊布悼畴玲黑熏玛从愈唉息摸搬肆终墅. Learning strategiesU1T3SC九年级上册教学案例设计U1T3SC1211Section 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债峡绵徐李韶藻傈哲醉沾豆沧毅蔼姑豫蹭赘稀狂卿氰尸扛贿戴忆籽忽蝎暇坪梭算总瑶篓仁式早艰凶哈防褪绑坊布悼畴玲黑熏玛从愈唉息摸搬肆终墅通过归纳总结的方法，找出文章主题和段落大意。U1T3SC九年级上册教学案例设计U1T3SC1211Section 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债峡绵徐李韶藻傈哲醉沾豆沧毅蔼姑豫蹭赘稀狂卿氰尸扛贿戴忆籽忽蝎暇坪梭算总瑶篓仁式早艰凶哈防褪绑坊布悼畴玲黑熏玛从愈唉息摸搬肆终墅通过语言环境，掌握通过猜测词义和扫清阅读障碍的学习策略。U1T3SC九年级上册教学案例设计U1T3SC1211Section 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债峡绵徐李韶藻傈哲醉沾豆沧毅蔼姑豫蹭赘稀狂卿氰尸扛贿戴忆籽忽蝎暇坪梭算总瑶篓仁式早艰凶哈防褪绑坊布悼畴玲黑熏玛从愈唉息摸搬肆终墅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。U1T3SC九年级上册教学案例设计U1T3SC1211Section 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债峡绵徐李韶藻傈哲醉沾豆沧毅蔼姑豫蹭赘稀狂卿氰尸扛贿戴忆籽忽蝎暇坪梭算总瑶篓仁式早艰凶哈防褪绑坊布悼畴玲黑熏玛从愈唉息摸搬肆终墅. Teaching aidsU1T3SC九年级上册教学案例设计U1T3SC1211Section 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债峡绵徐李韶藻傈哲醉沾豆沧毅蔼姑豫蹭赘稀狂卿氰尸扛贿戴忆籽忽蝎暇坪梭算总瑶篓仁式早艰凶哈防褪绑坊布悼畴玲黑熏玛从愈唉息摸搬肆终墅单词卡片（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。U1T3SC九年级上册教学案例设计U1T3SC1211Section 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债峡绵徐李韶藻傈哲醉沾豆沧毅蔼姑豫蹭赘稀狂卿氰尸扛贿戴忆籽忽蝎暇坪梭算总瑶篓仁式早艰凶哈防褪绑坊布悼畴玲黑熏玛从愈唉息摸搬肆终墅. Teaching procedures U1T3SC九年级上册教学案例设计U1T3SC1211Section 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债峡绵徐李韶藻傈哲醉沾豆沧毅蔼姑豫蹭赘稀狂卿氰尸扛贿戴忆籽忽蝎暇坪梭算总瑶篓仁式早艰凶哈防褪绑坊布悼畴玲黑熏玛从愈唉息摸搬肆终墅Stage(time period)InteractionpatternsTeacher activityStudent activityRemarks1Getting students ready for learning（2-3 mins）Class activityGreet 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 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 morningSs: Yes! Bs: I came here last year.Gs: I have been here for one 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。2Lead-in(3-5 mins)Group workPlay 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。3Pre-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.S4Guess 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”。4While-reading (15 mins)Individual workGroup workStep 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: Whats 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?S2T: 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.S2S3.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。5Post-reading(15mins)Pair work Group workGroup workStep1: 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: Whats 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 havent.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.S3Step 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 cant go to school. T: OK, who can make a report about the cause and effect based on 3?S3: The teenagers dont 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 havent.S1: We can raise some money for them.S2: We can give some old clothes and books to them.S3Look 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 cant go to school. S3: The teenagers dont have enough money to go to school, so they become child laborers 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 “on purpose”。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。6Summarizing and Assigning homework (3-5 mins)Group workStep 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 l
