外研版九年級(jí)英語下冊(cè)Module 6 Unit 2 教學(xué)設(shè)計(jì)

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1、外研版九年級(jí)英語下冊(cè)Module 6 Unit 2教學(xué)設(shè)計(jì) Module 6 Eating together Unit 2 Knives and forks are used for most western food. I. Analysis of the text What: The type of this lesson is reading and writing. The topic is about Western eating customs, which belongs to the theme of people and society. The genre is

2、exposition. How: The whole passage consists of 8 paragraphs, which introduces the eating customs in the West from three aspects: when to eat, what to say and do, how to eat. The passage is divided into three parts and the structure is deduction & summary. The grammar reviewed in this unit is passi

3、ve voice. Why: As part of revision, this passage not only provides students with information about eating customs in the West, but also helps to cultivate students' intercultural awareness. II. Analysis of target students The analysis of target students is based on SWOT model. Strengths: Stude

4、nts are familiar with and have interests in the topic. They also have some abilities in reading and writing. Weakness: Students know little about table manners in Western countries. Opportunities: Students have the willingness to learn more about Western customs. Threats: Students lack logical

5、 and critical thinking. III. Teaching objectives By the end of the class, students will be able to: Cognize and understand the key vocabulary and grammar. Predict the topic and content based on the title and pictures. Find out the details about how to eat Western meals. Practise through skimmi

6、ng and scanning to solve reading problems: the main idea and the structure. Compare the differences between Chinese and Western table manners. Learn to respect different cultures. IV. Key points and difficult points Key points: Cognize and understand the key vocabulary and grammar. Predict the

7、 topic and content based on the title and pictures. Find out the details about how to eat Western meals. Practise through skimming and scanning to solve reading problems: the main idea and the structure. Difficult points: Compare the differences between Chinese and Western table manners. Learn

8、to respect different cultures. V. Teaching methods PWP VI. Teaching aids Multi-media VII. Teaching steps Step 1. Pre-reading 1. Lead-in Lead in the topic with a video about table manners in Western countries, ask students what the video is talking about, and make the students have a free tal

9、k about other Western table manners that they knew. Purpose: To attract students' interests and lead students to the theme situation, activate students' existing schema and help students remove word barriers. 2. Predict Ask students to look at the title and the picture beside the text and predi

10、ct the main idea of the passage. Purpose: To develop students' predictive skill. Step 2. While-reading 1. Read for the main idea ① Ask students to read for the main idea and find the golden rule: Do as the Romans do. ② Ask students to read and guess: Who is the passage written for? Where mig

11、ht you see a passage like this? ③ Ask students to divide the passage into three parts to get the structure. ④ Ask students to read for genre. Purpose: To help students get a general understanding of the passage through skimming and scanning. 2. Read for details ①Ask students to match the topic

12、s with the paragraphs. Students should pay attention to the first and last sentences of each paragraph. ②Ask students to read Paragraph 2 and find out the mealtimes in Western countries. Read for details. What are the meal times in some We stern countries? Lunch： Dinner> 3 pm 7prn In S

13、pain tOpm What are the meal times m China? Lunch： 12pm Dinner： 6pm Why are the meal times different ? ③Ask students to read Paragraph 3-7 carefully and complete the blanks. Read for details. Para. 3-7 j At the start of th# meal During the meal At the end of the meal Left: for

14、k France Buon ?叩-titp When %ErvEd Thank you Rrght: knife Italian Bon ejppeli t When gXl ng something Y*u donrt like iJm 1 don't ent mer Things to say Enjoy every dEsih. Soup: spoon English 一 Wtien offeretil rjwp food ThJbrl gu c；』n 5 HoJh.哧％ RTit bi/t I've hd-d eri^iwh. Thing-s t

15、e do StflV Telk Some Food： fingcr-h Purpose: To help students understand the passage thoroughly, and confirm students new knowledge. 3. Read for language Ask students to pay attention to the passive voice and ask them why the author used “be done” so much. Purpose: Help students appreciat

16、e the function of language and get a better understanding of the form and meaning of passive voice. 4. Read for thinking Ask students to discuss the question: Why should we do as the Romans do when we are eating a Western meal? Purpose: To develop students' critical thinking, enhance their inte

17、rcultural awareness, let them understand and respect others' culture. Step 3. Post-reading 1. Compare and contrast Ask students to use the blank to compare and contrast the different table manners between Western countries and China. Compare and contrast. in China in the west when to eat l

18、unch : 1pm . ^pm dinner; 7pm i■叩m lunch : 12pm . 3Pm dinner: fipm球網(wǎng)呵；眄⑴ what to say what to da et th* tUrt of the m?al during 曲菱 m&al ■at tht end of Hi屯 mtal I French : Quan jippetilns Um h'an a ppebL EngllihmelhlHf

19、■口 rrv.l durft -eat me-BL Whe-n

20、hopsticks 5口up: Sipoon Purpose: Promote students' analyzing thinking and lay a foundation for imitative writing afterwards. 2. Writing Ask students to write a passage about how to eat a Chinese meal. Provide students with writing tips. Purpose: Enable students to integrate the writing knowledge about eating customs. Homework Polish your passage Chinese eating customs.