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. |
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) |
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 “残酷”. 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“残酷”. S2: The people there couldn’t 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: 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: 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 |
Post-reading (15mins) |
Pair work Group work Group 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… |
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。 |
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. |
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