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視頻課題：外研版九年級下冊Module 7 Unit 2 We all own English.安徽省優課
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外研版九年級下冊Module 7 Unit 2 We all own English.安徽省優課
Teaching Design
By Liu Jia, No.50 Middle School(new campus)
Teaching material :New Standard English Grade Nine Type: Reading
Title
Module 7 English for you and me.
Unit 2 We all own English.
Analysis of the text
This is the second period of Module 7. It’s a reading lesson. Students will
learn about the history and development English. The reading material in this unit about language will also help students to know more about the spread of English development and right attitude toward English learning.
Analysis of the students
From the previous learning experience, students have realized the
importance of English. But they lack the knowledge about it. In unit 1, they have learned how to speak in English corner. So it won’t be difficult for them to get more interested in it.
Teaching aims and demands
After this lesson, the students will be able to: 1) Knowledge aims:
①master the application of new words: secretary, quarter, industry, zero, Indian and type.
② revise the passive voice of past tense.
2) Ability aims:
①use the reading skills of scanning and skimming to extract the history and development of English.
② write a letter to foresee the future of Chinese. 3) Moral aims:
know the ways about how English has become an international language. Key points
1. Find out how English has become an international language by using the
appropriate reading skills.
2. Know how to write a letter to foresee the future of Chinese.
Difficult points Get clue of history, spread and development of English.
Teaching Procedures
Steps
Teacher’s guide
Students’ activities
Purposes
Warming up
1. Greet the students.
2. Ask students the following question: What class are we having now? 1. Students know about the teacher.
2. Answer the teacher’s question together: Q: It is English.
To make students know the language they are learning now is very widely used. Thus, it leads them to think about the following question: Since it is so important, but how is it so popular?
Pre-reading
Ask them the question: Q: where can you find English in your daily life? Show a group of pictures. Students watch the pictures with the question in their mind. After watching, they answer: railway station, supermarket, public, cinema. This aims to use English to teach them English. They can get familiar about the situation of using English.
While-reading
1. Ask students to find out the answer to the question: Who owns English?
2. Ask students to skim paragraph one and answer the two questions:
a. How many people are using English now? (400 million) b. What do they use it for? (working language, daily language, foreign language)
1. Go through the passage quickly and find out the answer: Everyone who speaks it.
2. Read paragraph one quickly and underline the key words in this paragraph.
1. To get students get an overview of the whole passage. And know the reading skill: If the question is the title of the passage, the answer will usually be at the end of the passage.
2. To train students to locate the information that may help them later.
While-reading 3. Give them three to five minutes to find out the development of English in paragraph. Check their answers together.
4. Ask students to scan the paragraph three and locate the borrowed words that English has used so far.
5. Ask them to read paragraph four and foresee the future of Chinese and ask them why.
6. Lead students to conclude the structure of the passage and the writing skill.
3. Read more carefully. Find out the ways which help spread English.
Check the answers with teacher.
4. To find the borrowed words and fill in the table.
5. To find out and discuss two different voices about Chinese development.
6. Follow the teacher and conclude the key words: situation, development, future. Writing skill: use examples to support the perspective.
3. This activity aims to improve their reading by skimming the passage for the information they need.
4. To scan the target paragraph and neglect the information they don’t need. This skill can save them time and make reading more efficient.
5. To train their dialectic perspective to view the language development.
6. Since it is a long passage, students need to make a clear mind map using the key words and understand the writing skill. Post-reading
1. Ask students to look at the four key words in the screen and talk about the Chinese development in their eyes.
2. Make a sample about the topic: Chinese in your eyes,
3. Ask them to answer the questions in the scree about the future of Chinese.
1. Try to discuss the questions about the situation, development, future and main idea.
2. Follow the teacher and know deeper about the language development.
3. To discuss and answer the questions.
1. Help students to remove the previous knowledge into the new situation. To consolidate the use of the key words.
2. Guide them how to write a letter to show their opinion.
3. Tell them how to write the letter about the language development.
Blackboard Design:
Module7. English for you and me. Unit 2. We all own English.
The history and development of English situation
development
future main idea
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