沪教牛津版初中英语九年级下册教案教学设计u2-2.docx

Teaching Design9B Unit 2 Culture Shock龙华区实验学校陈继辉TitleLiving in another countrySubjectEnglishGradeGrade 9Teaching MaterialOxford English 9BModuleModule 1 Explorations and exchangesTypeReadingTime1 period( 40 minutes)Analysis of the teaching materialThis is an English reading class on culture shock.The article titled Living in another country is a narration taken from Oxford English published by Shanghai Education Press for Grade 9 students. This unit is from Module 1 Explorations and exchanges and the reading article is a speech about a Chinese student Brad Li's experience as an exchange student in the US. The article mainly tells us the culture shock Brad Li had experienced from the following three aspects: the language, the food and (he school. The article aims to help students learn about the structure of a speech, understand what culture shock is and furthermore encourage students to think about how to deal with culture shock in a real life situation. At the end of the article, it also guide students to realize the deeper meaning of cultural exchange.Analysis of the studentsStudents in Grade 9 are competent readers, patient listeners, independent thinkers and active presenter. They are fond of learning about a new and different culture. They are capable of reading articles with different tasks. They are also able to form their own ideas and opinions when reading their peer's stories. Some of them arc even eager to express their critical thinking. Therefore teachers are expected to set different levels of reading tasks when guiding students to read the article, read between the lines and furthermore read beyond the article text. As for the topic of (his unit, students have learnt some general knowledge of educational exchange from 8A Unit 5 Educational Exchange, but most of them haven't got the chance to experience culture shock in a real life situation. Thus it is very important to guide students to know what culture shock is in various ways and guide them to put themselves in others5 shoes to imagine what obstacles there might be when experiencing culture shock and think about possible solutions to dealing with it.By the end of the class, the students are expected to :Language ability:1. understand what culture shock is;2. get the main idea of the reading passage.Learning strategy:Learning aims1. know how to organize a speech clearly and persuasively;2. enrich the relevant information on culture shock by observing in daily life, interviewing others or cooperating with others.Thinking quality:think about what to do in a real life situation when experiencing culture shock and seek to find possible solutions actively.Culture awareness:understand a different culture and realize the deeper meaning of cultural exchange.Key pointsStudents can organize a speech clearly and persuasively in a real life situation.Difficult pointsStudents can summarize possible solutions to dealing with culture shock and put them into use in a real life situation.Learning ProceduresStepsTeacher's activityStudents5 activityPurposeStep 1:Leading-in1. Ask the following question: if we live in another country, we may probably have culture shock, so what is culture shock?2. Play a video about culture shock.1 .Brainstorm and answer the question freely.2. Watch the video and summarize what culture shock is.Lead in the topic and arouse Ss' interest.Step 2:Pre-learningGuide Ss to predict before reading:a. Where was Brad last year?b. Why was he there?c. In which aspects would Brad probably have culture shock?Look at (he introduction, the picture and the title and then predict.Train Ss, ability to express as well as improve their speaking ability and to get ready for more reading.Step 3:While-learning1. Guide Ss to read and construct the structure of the passage.2. Guide Ss to read and complete a table.3. Ask Ss to summarize the features of a speech.4. Guide Ss to read and contrast the differences between the US and China mentioned in the passage.1. .Read the first and last paragraph of each part to get the main idea.2. Read para2-4 and find out the key information of topic sentences and supporting sentences.3. Summarize the features of a speech.4. Read para5-6 and spot the differences between the US and China.Guide Ss to concentrate on reading the passage and lead them to get the main idea and structure by noting the key words or sentences.Step 4:Post-learning1. Guide Ss to read and relate in a real life situation.2. Guide Ss to read between the lines and think actively by answering two questions.3. Share an MP3 clip from a former student on how to deal with culture shock in class and ask Ss to finish a mind map.1 . Spot more differences in other aspects such as transportation, festivals, online shopping and etc. among different countries.2 .Answer the two questions: a. Did Brad finally overcome culture shock?b. If you were Brad, could you share with us your effective ways of dealing with culture shock?3. Listen to the MP3 clip and retell with the help of the mind map.Help Ss to develop the ability of reading between the lines and think actively.Step 5:SummaryGuide Ss to extend (heir understanding of culture shock by reading beyond the text.Read the last but one paragraph and answer: My American friend asked me many questions about life in China, and this made nie think about my own culture as well.What can we infer from the above sentence?Guide Ss to express their ideas and understanding of culture shock and lead them to further thinking about the cultural exchange.Step 6: HomeworkAsk Ss to finish the exercise on P20-21 and prepare a speech (o introduce Chinese culture to their foreign friends.Finish the exercise and organize their speech.Encourage Ss to consolidate and use what they have learnt today in class.