外研版（2024）九年级下册 Module 6 Eating together 单元教学设计（共3课时）

Module 6 Eating together
Analysis of the whole module：
Theme: Eating customs
Function: Talking about meals and eating customs
Structure: Revision:passive voice
Module task: Describing an eating experience
Unit 1 When is the school-leavers’ party
I. Analysis of the text
What:
Starting with the invitation to the school-leavers’ party, unit 1 mainly introduces some traditional and representative dishes from different countries. The four students Lingling, Betty, Daming and Tony in the conversation talk about the dishes they will prepare, the ingredients for the dishes and some information about the party.
How:
- The conversation introduces 4 traditional and representative dishes to show the differences of diets among these countries.
- The topic of the conversation is close to students, which can arouse their interest.
- The use of passive voice in the specific context is easier for students to understand.
Why:
The purpose of the conversation is to help students to know the diets of different countries and lay a foundation for the learning of unit 2.
II. Analysis of students
What they knew:
Students have already known something about different diets of these countries, and have great interest in learning more about them.
What they wonder:
They may have trouble in talking about their plans for a party in passive voice.
What they will learn:
They will learn to talk about their party plans in groups. And they will consolidate some listening skills including predicting and writing down key words.
III. Teaching Aims
By the end of this lesson, students will be able to:
understand the dialogue through listening and reading.
acquire detailed information about some traditional food of different countries.
make a party plan and make a dialogue with partners.
4. understand passive voice in the specific context.
5. learn more about the cultural differences in diets.
IV. Key Points and difficult points
Teaching aims 1,2,3 are key points and aims 4,5 are difficult points.
V. Teaching Methods
Interactive approach, situational teaching method
VI. Teaching Aids
Seewo, pictures, handouts
VII. Teaching Steps
Step 1: Warming-up
Free talk: Have you ever been invited to a party Talk about a party experience with partners and then share with the whole class.
Step 2: Pre-listening
Look at the picture on page 48 and guess what they are doing.
Ask and answer. Then the teacher makes some supplements.
Step 3: While-listening
Look through the invitation and guess the blanks in advance.(activity 1)
Listen and complete the invitation.(activity 1)
Listen to activity 2 and answer the questions.
① What are they talking about
② How many kinds of dishes are mentioned
Listen again and complete the table.
Read and answer the following questions.
①What were Daming and Tony asked to do at the school-leavers’ party
②Where are they going to prepare the food
③Why does Tony call pizza a traditional English dish
Find all the sentences in passive voice and review the rules with partners. Then the teacher makes a summary.
Step 3: Post-listening
Work in pairs. Make plans for a party. Think about and write them down:
· food and drink
· music and dancing
Work with another pair. Try to talk about your party plans in passive voice.
– What’s your plan for the party
– Everyone will be asked to bring something to eat …
Step 4: Summary and Homework
Summary: summarize what they have learned about the differences in diets among these countries.
Homework:
Role play the conversation in groups of four.
Search more information about different food from different countries from books and the Internet, and take some notes.
VIII. Blackboard Design
Module 6 Eating together
Unit1 When is the school-leavers’ party
VIIII. Teaching reflections
Unit 2 Knives and forks are used for most Western food.
I. Analysis of the text
What:
The theme of the text belongs to man and society, which aims to describe eating customs in Western countries. It introduces some aspects like when to eat, how to eat, and what to say and do.
How:
- The structure of the text is deduction and summary.
- The text is organized in time order from the beginning of the meals to the end of the meals, which includes the introduction of meal behaviors and languages.
- The use of passive voice in this text is appropriate as the subjects are not emphasized.
- From the tone and content, it can be seen that the target readers are people from non-Western countries.
Why:
The purpose of this unit is to help students know more information about Western eating customs. What’s more, students will strengthen understanding of international culture and respect other cultures in international exchanges.
II. Analysis of students
What they knew:
Students have grasped some new words and expressions about traditional dishes after learning unit 1. They know some information about Western eating customs and have great interest in learning more.
What they wonder:
They may know little about Western eating customs and want to learn more. And they lack the logical thinking ability to integrate textual information.
What they will learn:
They will have a more comprehensive and profound understanding of Western eating customs.
III. Teaching Aims
By the end of this lesson, students will be able to:
acquire some detailed information about Western eating customs.
internalize the text by retelling with the help of the mind-map.
3. compare the differences between Chinese and Western eating customs.
4. learn more about the culture and history of these countries.
5. respect different cultures and cultivate cultural confidence.
IV. Key Points and difficult points
Teaching aims 1,2,3 are key points and aims 4,5 are difficult points.
V. Teaching Methods
Bottom-up approach, task-based approach
VI. Teaching Aids
Seewo, handouts
VII. Teaching Steps
Step 1: Warming-up
Look at the following pictures and have a free talk.
Have you ever tried Western food Do you enjoy it
Can you say some differences between Chinese meals and Western meals
Step 2: Pre-reading
Look at the picture and the title on page 50 to predict the main idea of the text.
Step 2: While-reading
Fast reading
Read the text quickly and finish the tasks.
① Match the headings with each paragraph.
② Divide the text into 3 parts and summarize the main idea of each part.
③ Think about the writing order of the text and find some key words.
Careful reading
Scan each paragraph carefully and find out the answers accordingly.
Part 1& 3: Fill in the blanks and think about the question.
Question: What is the golden rule
Part 2: Fill in the blanks.
Read for thinking
①Who is the passage written for
②Where might you see a passage like this
③The difference of eating customs is just a part of cultural difference.What should we do in the face of cultural differences
Step 3: Post-reading
Pair work: retell the passage with the help of the table in pairs.
Group work: discuss in groups and fill the blank. Then make a report to show the group work.
Step 4: Summary and Homework
Summary: summarize what they have learned about eating customs today and the teacher leads them to respect cultural differences.
Homework:
① Learn more about Chinese and Western eating customs from books and the Internet, and take some notes.
② Introduce what you have learned from books and the Internet to your partner in your own words.
VIII. Blackboard Design
VIIII. Teaching reflections
Unit 3 Writing
I. Analysis of students
What they knew:
Students have grasped some expressions about eating customs, the structure of the text, and the usage of passive voice after learning unit 1 and unit 2. What is more, they are familiar with Chinese eating customs.
What they wonder:
They may have trouble in expressing certain Chinese eating customs and writing a text logically and fluently.
What they will learn:
They will learn to write a similar text to introduce Chinese eating customs with the help of partners and the teacher.
II. Teaching Aims
By the end of this lesson, students will be able to:
1. write a text to introduce Chinese eating customs.
2. enhance cultural confidence and respect different cultures.
III. Key Points and difficult points
Teaching aim 1 is the key point and aim 2 is the difficult point.
IV. Teaching Methods
Bottom-up approach, communicative approach, task-based approach
V. Teaching Aids
Seewo, pictures
VI. Teaching Steps
Step 1: Pre-writing
Homework report
Share what you have learned about Chinese and Western eating customs from books and the Internet to the whole class. The teacher makes some comments.
Lead in the writing task
Watch a video of Chinese eating customs and meanwhile review the tables they have finished in unit 2. Then lead in the topic today-write a text about Chinese eating customs for foreigners.
Brainstorm
Think about the following question and discuss in groups, then voice your opinions.
Question:How to write the text
Write an outline
Encourage students first to build the framework of the writing such as the structure and the main idea of each paragraph in groups and write an outline with group members. Then share with the whole class.
Step 2: While-writing
Write a draft independently with the title, beginning, body and ending.
Self-editing. Check the writing on their own from these aspects--spelling,
grammar, comma, transition and so on.
Peer-editing. Work in groups to modify the writing from the aspects mentioned above. Then choose the best one as the representative.
Step 3: Post-writing
Share some good works by Seewo with the whole class and the teacher gives some comments.
Show students an example of writing and invite students to give comments, then the teacher makes some supplements.
Sample:
Chinese eating customs
Eating customs in China are in some ways different from those in the West. Here are some tips for you when you visit China.
Chinese meals are usually served at certain times. Breakfast is usually served around 7:00 am, lunch is 12:00, and dinner is eaten at about 7:00 pm. If you miss the time, maybe nothing will be left to eat.
At the start of a meal, the Chinese usually say “man man chi”(take your time to eat). When a new dish is served, you guests are usually asked to eat it first and show your feelings, and Chinese usually say “zen me yang”(tasty ). At the end of the meals, you may say “wo chi bao le”(I am full).
How do Chinese eat food Chopsticks are usually used in China. Soup is drunk with a spoon or sometimes Chinese drink directly without using a spoon but it is sometimes considered rude.
Another important difference is that Chinese people take the food from plates in the middle of the table, so there is a strong feeling that people are sharing the food, not eating individually. It is polite to let you guests or important people take the food first.
What does the hostess in China usually do The hostess usually tries to fill more food or drink for you guests, because she is afraid that you can’t have enough. If you really have had enough, you can say, “bu yao le, wo chi bao le”. In English, “No, thanks. It is delicious, but I’ve had enough.” Chinese people are polite and kind, so don’t worry if you make mistakes.
Although Chinese eating customs are quite different from Western habits, you’ll have no trouble fitting in. Watch what everyone else does and follow him or her. Above all, just enjoy your Chinese meal. I promise you’ll never forget it!
评语：
1.从多角度介绍中国用餐习俗，如mealtimes, method of eating, things to say and do at the start of a meal, during a meal and at the end of a meal, some typical differences.
2. 该话题文章不强调动作执行者，部分句子使用被动语态恰到好处，丰富了文章句型。
3. 主体部分运用了大量的段旨句和过渡句，如“Chinese meals are usually served at certain times.”“How do Chinese eat food ”，使段落大意清晰，连贯得体，便于读者理解。
Step 4: Homework
Modify and polish the writing according to some excellent works by other students and the sample after class.
VII. Blackboard Design
VIII. Teaching reflections