外研版九年级下册Module 6 Unit 2 Reading and vocabulary教学设计（表格式）

教学设计
课程基本信息
学科 初中英语 年级 九 学期 春季
课题 Module 6 Eating together Unit 2 Knives and forks are used for most Western food.
教科书 书 名：义务教育教科书英语九年级下册教材 出版社：外语教学与研究出版社
教学目标
通过本课学习，大部分学生能够： ( By the end of the lesson, most students will be able to:) 1.通过一系列的阅读任务获取和梳理有关西方饮食文化的事实信息；（学习理解） (acquire and get factual information about Western table manners by reading tasks; ) 2.归纳有关饮食文化的写作顺序并且提炼出有关饮食文化文章的写作框架；（学习理解） (summarize writing features of the passage and form the structural knowledge of writing about eating customs;) 3.评价饮食行为，在情境中转述西方饮食文化，学会尊重文化差异；（应用与实践） (analyze whether the eating behavior is polite, retell the Western customs in the situation of being invited to a dinner and learn to respect different cultures;) 4.应用所学知识向外国友人介绍中国的饮食习惯并增加文化自信。（迁移与创新） (introduce Chinese table manners and build cultural confidence. )
教学内容
教学重点： 1.通过一系列的阅读任务获取和梳理有关西方饮食文化的事实信息；（学习理解） (acquire and get factual information about Western table manners by reading tasks; ) 2.归纳有关饮食文化的写作顺序并且提炼出有关饮食文化文章的写作框架；（学习理解） (summarize writing features of the passage and form the structural knowledge of writing about eating customs;) 教学难点： 1.评价饮食行为，在情境中转述西方饮食文化，学会尊重文化差异；（应用与实践） (analyze whether the eating behavior is polite, retell the Western customs in the situation of being invited to a dinner and learn to respect different cultures;) 2.应用所学知识向外国友人介绍中国的饮食习惯并增加文化自信。（迁移与创新） (introduce Chinese table manners and build cultural confidence. )
教学过程
Learning Objectives Learning Activities Evaluation of effectiveness
1.通过一系列的阅读任务获取和梳理有关西方饮食文化的事实信息；（学习理解） (acquire and get factual information about Western table manners by reading tasks; ) 2.归纳有关饮食文化的写作顺序并且提炼出有关饮食文化文章的写作框架；（学习理解） (summarize writing features of the passage and form the structural knowledge of writing about eating customs;) Students watch a video about table manners, and share what they have already known about table manners. Students are told the task: Introduce Chinese table manners to our foreign friends. 2. Students look at the title and answer the questions: it is from a famous saying, do you know it What does it mean Then look at the title and the picture beside the text and predict: Who is the passage written for (Who should do as the Romans do ) 3. Students read the text and check whether their prediction is correct. And students are asked to find the rule that is conveyed in the passage. Then students understand the structure of the passage. 4. Students read the body part of the passage, get the main idea of each paragraph by themselves, and find the writing order with some time phrases. 5. Students read the body part again and extract the information about when to eat, what to use, and what to say at the start of a meal, during the meal, and at the end of the meal, and what to do after the meal. Observe the performance of students, learn about their vocabulary and knowledge according to their answers. Evaluate student’s ability to infer by the reasonable degree of their prediction. Estimate student’s ability of extracting information comprehensively and correctly by the table they complete.
Intention：Introduce the topic, create situation, stimulate student’s interest in participation, activate students' vocabulary about eating customs; Through the prediction task, the students can think and develop their ability to make inferences and predictions using situational clues. Help students perceive the content of the text, and develop students' ability to accurately obtain, sort out and extract key information. (Perceive and concern, acquire and arrange)
3.评价饮食行为，在情境中转述西方饮食文化，学会尊重文化差异；（应用与实践） (analyze whether the eating behavior is polite, retell the Western customs in the situation and learn to respect different cultures;) 7. Students analyse whether the eating behavior (leave as soon as you finish eating) after the meal is polite. 8. Students find polite behaviors in the text. 9. Students role play Daming, Lingling and Betty, in the situation of being invited to Tony’s home for dinner. 10. Students answer the question “Why doesn’t the writer use ‘Do as the Westerners do’ as the title ”, and then they understand the existence of cultural differences between different countries, and China is no exception. Observe whether the students can analyze the behaviors in a specific and comprehensive way, whether the language is correct, and how the students internalize the content and language they have learned. Observe whether students can apply what they have learned in the lesson into practice.
Intention：Guide students to analyze whether the eating behaviors are polite or not, retell the core content of the text in the situation of being invited to an English dinner, and lay a good foundation for further application of what they have learned into real life situations. (apply and practice)
4.应用所学知识向外国友人介绍中国的饮食习惯并增加文化自信。（迁移与创新） (introduce Chinese table manners and build cultural confidence. ) Students in groups of 4 discuss Chinese table manners from 4 aspects: when to eat, what to use, and what to do&say. 12. The students in groups of 4 introduce Chinese table manners. Other students extract and record key information according to the checklist, and evaluate their performance. Observe whether students can introduce Chinese eating customs during group discussion and group presentation, and give necessary guidance and feedback as needed.
Intention：Guide students to go beyond the discourse, contact with real life activities, use the target language. According to the new situation, the relevant language expression is integrated to simulate the real dialogue in life, complete the communication task, learn to apply, train students to use the language with cultural awareness in the real situation to solve practical problems, promote transfer and innovation. (transfer and create)
Homework： Must do: Polish your group work according to the checklist, and then write a report about introducing Chinese table manners. Choose to do: Search for information about how to be a polite guest in China and in the West.
Blackboard design:
备注：教学设计应至少含教学目标、教学内容、教学过程等三个部分，如有其它内容，可自行补充增加。