Module 9 Unit 1 Other countries, other cultures

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Module 9
Unit 1 Other countries, other cultures
Goal Making a display about national culture
Plan for the whole unit
Teaching objectives
By the end of this unit, Ss will be able to:
Language
1 describe a country and its culture
2 use words and expressions like abundant, thrill, colonize, superb
3 overview subordinate clauses
Skills & strategies
4 Read a travel brochure about Canada and a magazine about an aspect of Australian culture
5 Listen to a conversation about travel plans
6 Talk about issues related to travel and phone up a travel agent
7 plan and write a travel itinerary
8 make a flip chart about an aspect of Chinese culture
Culture & morals
9 information about Canada
10 the symbols of different countries
11 Australia and sports
Overview
Unit 1 Other countries, other cultures
This unit introduces and develops the theme of different countries and their cultures.
In Welcome to the unit, students are presented with four pictures, each of which represents a different country. Students are expected to discuss the symbols of different countries. Word power is combined in this period. In this section, words and phrases describing a country are presented to the students.
1. In the second period, the reading text is a brochure about the country of Canada,in which its geography, history,culture and its four major cities are introduced. In Grammar and Usage, students will reviewthe use of subordinate clauses.
2. In the Task section, which requires students to plan an itinerary. Students will have the opportunity to practice their listening, speaking, reading and writing skills. They will also learn how to infer information when listening, how to ask for repetition of information and how to write an itinerary.
3. In Project, students will first read a magazine article about one aspect of Australian culture and theb prepare for a presentation about a particular feature of Chinese culture.
4. The period of Self-assessment is a totally student-centered time. The students get to know their strengths and weaknesses by checking what they have learned in this unit, with the help of which solutions to improvement will be worked out individually.
Period arrangement
Period Contents & pages or sources Self-assessment
Textbook Workbook(Page) Supplementary(Source) To M Y
Section Page
1 Welcome to the unit and word power 1 ,6-7 A,B(102-103) 1,211 4
2 Reading (2-1) 2-3 Skimming and scanning exercises (original) 6,9,10,12 5
3 Reading (2-2) 2-3 A1,A2(106-107) Consolidating exercises(original) 4,5,15 5
4 Grammar and usage 8-9 C1,C2(104) A game 5,20 4
5 Task (2-1) 10-11 Reading comprehension exercises(original) 3,7,8,15 5
6 Task (2-2) 12-13 D1, D2(105) Itinerary design(original) 8,9 4
7 Project(2-1) 14-15 A display(original) 13,17,20 5
8 Project (2-2) 14-15 A vote design(original) 16,19,20 5
9 Self-assessment 16 A questionnaire(original) 4,19,21 5
10 Total 16 ALL (5) 11 21 97
⑤ Very confident ④ Quite confident ③ Confident ② Slightly confident ① Not confident
(表中最右栏供教师课后自评教学效果用，To 表示 Teaching objectives, M, My self-assessment, Y, Your self-assessment, 评价等级5－1。单元教学效果总评成绩采用百分制，公式为100÷实际课时数÷5×各课时自评等级分之和)
Feedback
Mine　
In general, 95% drafted teaching objectives have been fulfilled. In terms of language and knowledge, the students have learned a lot about different countries and cultures. In the aspect of attitudes toward learning, learning strategies, and cultural awareness, students have also gained some knowledge. Most of them actively participated in the process of discussing and learned how to cooperate with each other properly, showing extraordinary interest in the project. They tried to come up with unique ideas, and really worked on it. They tried every possible means to get all the information they need, such as surfing the Internet, finding some reference books in the library or even getting some first-hand materials from the foreign teachers and their pen pals abroad. Much to our surprise, every student buried themselves in the project work. .On the whole, the teaching plans have worked well and smoothly, mostly due to the sufficient need analyses. However, very few students couldn’t express themselves freely and fluently due to their shyness and lack of self-confidence. As for this kind of students, we need to show more concern for them and encourage them to express themselves confidently.
Yours
Period 2 Reading Canada— land of the maple tree
( reading%201.ppt )
Teaching aims
1. let students learn the geography, history and four cities of Canada.
2. train Ss to learn the reading strategy: how to sort information into section on a variety of different subject.
3. improve students’ reading ability
Teaching procedures
In general
The reading text is a brochure about Canada. Student are expected to gain some information about the geography, history and four cities of Canada. Students are expected to gain more information about Canada and improve their reading skills by fully participating in all the activities.
In detail
Step 1 Revision and Leading in (10 minutes)
1. Review the new words learnt in the last period. Have a dictation to check if the students have mastered the words.
2. Ask students some questions about Canada.
Q1 When we talk about Canada, what do you think of
Q2 What is Canada famous for
Q3 Can you name some famous cities in Canada
Q4 What are the official languages that are used in Canada
Q5 Can you name some famous people from Canada
Present a map of Canada and ask the students to mark their answers on the map:
What is the capital city of Canada
Where is the largest city, Toronto, located
Where is the second largest city, Montreal, located
Where is Vancouver, the city with the largest Chinese population, located
Where is Edmonton, a city in the province of Alberta, located
Step 2 Guess and Scanning (5 minutes)
1. Guess the article with the title Canada ---land of the maple tree. Ask Ss what they think about what subjects will be covered in the passage. Then ask students to create a spider gram to organizr their ideas.
Tell the students that all information may not included in the text. So they may create a variety of subjects in their spidergram.,
2. Scan the article as quickly as possible and try to find answers to the three questions in Part A. Remind Ss only to focus on the information needed to answer these questions.
ANSWERS:
A 1. About 30 million people.
2. Toronto, Montreal, Vancouver and Edmonton.
3. 670 meters wide.
Step 3 Skimming (15minutes)
1. Ask students to read the article again and complete Part C1 and C2 individually.
2. Check the answers:
C1 1).M 2).M 3).T 4).T 5).M 6).F 7).T 8).T
C2 1). Montreal 2). Montreal 3) Toronto .4) Vancouver 5). Edmonton 6). Toronto
3. Ask the students to read the Reading strategy and remind them to concentrate on how to sort the information into sections. Tell the students that a good way of sorting out the information is to make a table with different headings and take notes while reading the text. Subtitles in the text may show how it is organized. Tell the students to read the text again and consider how the information is grouped in the reading passage.
Step4 Vocabulary (3 minutes )
Ask the students to do Part D.
Check the answers
1. d 2 .b 3. j 4 .I 5. f 6. e 7 .g 8. h .9 .a 10 c
Step5 Blank filling (10 minutes)
Read the article again to find the details. Then get students to fill in the following table.
category Description
Population About 30 million
location The arctic is to the north, the USA is to the south, the Atlantic ocean is to the east and the Pacific to the west.
Size Second largest country in the world
Geography Frozen waste; vast mountain ranges; enormous open plain; countless rivers; endless forests
Landscape spectacular
Major cities Toronto Largest in Canada; most multicultural; famous for the CN tower
Montreal Second largest in Canada; second largest French-speaking city in the world; wonderful mix of Old World and New World architecture and culture
Vancouver Smaller in size but equally famous; multicultural; has the biggest Chinese population in Canada; close to the ski resorts
Edmonton A city in the province of Alberta; home to west Edmonton mall, the largest pedestrian mall in the world
Other interest Niagara falls
History Quebec---originally a French colony; gold rush in 1896
symbol Maple leaf
Step7 Homework (2 minute)
1. Finish the exercises E on page 5.
2. Surf the Internet to get more information about Canada .
3. Read the passage after class until students can read it correctly and fluently.
4.Categorize difficult and vital language points on their own .
Feedback
In general, 95% drafted teaching objectives have been fulfilled. Students knew more about Canada and its culture. In this part, they also learnt how to sort the information into sections . In a word, the teaching plans have been carried out smoothly and efficiently. However, few students couldn’t express themselves freely and fluently because they lack of self-confidence. So we should pay more attention to them, encourage them to express their feelings, and praise them in time.
Yours
Canada
Food
Geography
Society
Culture
History
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