Unit 2 I think that mooncakes are delicious! Section A(1a～2d) 教案2023-2024学年人教版新目标九年级全册

Unit 2 I think that mooncakes are delicious! Section A(1a～2d) 教案
I. Teaching Objectives
A. Cognitive Objectives
1. Students will be able to understand and use the vocabulary related to food preferences and culture.
2. Students will be able to understand and use the target language structures for expressing opinions and making comparisons.
3. Students will be able to improve their reading skills by skimming and scanning for main ideas and specific information.
4. Students will be able to comprehend and use the grammar focus on adjectives and adverbs of quality to describe food.
B. Skill Objectives
1. Listening: Students will be able to understand the key information and details in spoken dialogues about food preferences.
2. Speaking: Students will be able to express their own opinions about food and participate in discussions comparing cultural food traditions.
3. Reading: Students will be able to identify the main ideas and supporting details in a text about different cuisines and food cultures.
4. Writing: Students will be able to write a short paragraph sharing their opinion about a food they like or dislike, using appropriate adjectives and adverbs.
C. Emotional Objectives
1. Students will develop an appreciation for diverse food cultures and the importance of sharing one's culinary traditions.
2. Students will encourage each other to be open-minded and respectful when discussing different food preferences.
3. Students will foster a sense of community by sharing their own food experiences and learning from their peers.
II. Teaching Key Points
A. Vocabulary related to food preferences and culture.
B. Target language structures for expressing opinions and making comparisons.
C. Reading strategies for skimming and scanning.
D. Grammar focus on adjectives and adverbs of quality.
III. Teaching Difficult Points
A. Using the target language structures accurately in real-life situations.
B. Applying reading strategies effectively to extract information from a text.
C. Properly using adjectives and adverbs to describe food in writing and speaking.
IV. Teaching Methods
A. Communicative Language Teaching (CLT) approach to engage students in authentic language use.
B. Task-Based Language Teaching (TBLT) to focus on completing meaningful tasks that require using the language.
C. Cooperative Learning to promote peer interaction and collaborative work.
D. Differentiated Instruction to cater to the diverse learning needs of students.
V. Teaching Aids
A. Realia (authentic food items) to stimulate interest and provide visual aids.
B. Multimedia resources (video clips, audio recordings) for listening and viewing authentic materials.
C. Whiteboard and markers for writing and illustrating key points.
D. Handouts with exercises and activities for individual and group practice.
VI. Teaching Procedures
A. Lead-in (5 minutes)
1. Greet the students and discuss their favorite foods to activate their background knowledge on the topic.
2. Show some realia of different foods and ask students to describe them using adjectives.
B. Pre-listening (5 minutes)
1. Introduce the topic of food preferences and cultural differences through a short discussion.
2. Ask students to predict what they think the listening material will be about based on the title "I think that mooncakes are delicious!"
C. While-listening (10 minutes)
1. Play the audio for 1a and have students listen for the general idea of the conversation.
2. Play the audio again for 1b, and students take notes on specific information about food preferences.
3. For 1c, students share their answers with a partner and discuss any discrepancies.
D. Post-listening (10 minutes)
1. Review the answers as a class and clarify any doubts.
2. Discuss the cultural significance of the foods mentioned in the listening.
E. While-reading (10 minutes)
1. Have students read the text quickly (skimming) for the main idea in 2a.
2. Then, students read again (scanning) for specific information in 2b to complete the true/false statements.
3. In 2c, students compare their answers with a partner before going over them as a class.
F. Post-reading (10 minutes)
1. Analyze difficult sentences and vocabulary in the text.
2. Discuss the cultural aspects of food mentioned in the reading and relate them to students' own experiences.
G. Grammar Focus (15 minutes)
1. Introduce the grammar point of adjectives and adverbs of quality through examples in the text.
2. Provide additional exercises for practice and reinforcement.
3. Conduct a guided writing activity where students describe a food item using adjectives and adverbs.
H. Speaking Practice (10 minutes)
1. In pairs, students practice expressing opinions using the target language structures learned.
2. Encourage students to use the new vocabulary and grammar structures in their discussions.
I. Summary and Homework (5 minutes)
1. Recap the key points of the lesson and ensure students understand the objectives achieved.
2. Assign homework: Students will write a short paragraph about a food they would like to try from another culture, using adjectives and adverbs to describe it. They should also prepare to share their writing in the next class.
VII. Blackboard Design
A. Main heading: Unit 2 I think that mooncakes are delicious! Section A (1a～2d)
B. Vocabulary list: Food items and adjectives/adverbs of quality
C. Grammar structures: Expressing opinions and making comparisons
D. Key points: Food preferences, cultural differences, reading strategies, grammar focus
E. Example sentences: Using new vocabulary and grammar structures in context
VIII. Reflection and Evaluation
A. Reflect on the effectiveness of the teaching methods used and make adjustments if necessary.
B. Evaluate student participation and understanding during class activities.
C. Assess the completion and accuracy of homework assignments to gauge student learning outcomes.
D. Solicit feedback from students on the lesson content and delivery to inform future teaching practices.