Module2EducationUnit1Theydontsitinrows.教學(xué)設(shè)計(jì)英語九年級下冊

外研版九年級下冊Module2EducationUnit1Theydon’tsitinrows.教學(xué)設(shè)計(jì)I.TeachingObjectives:Bytheendofthislesson,studentswillbeableto:1.Describeandparetraditionalandmoderneducationalsystems.2.Understandandusekeyvocabularyrelatedtoclassroomarrangements,learningmethods,andschoolrules.3.Developskillsinlistening,speaking,reading,andwritingthroughvariousactivitiesfocusedoneducationsystems.4.Usepresentsimpleandpresentcontinuoustensestotalkaboutroutinepracticesandcurrenttrends.5.Discusstheprosandconsofdifferentclassroomsetupsandteachingstyles.6.Engageincriticalthinkingbyevaluatingtheeffectivenessofdifferenteducationalapproaches.II.KeyVocabulary:Classroomarrangement(rows,groups,circles)Learningmethods(lectures,discussions,projects)Schoolrules(uniforms,homeworkpolicies,disciplinecodes)Educationaltrends(digitallearning,flippedclassrooms,personalizededucation)Adjectivestodescribeeducation(traditional,innovative,rigid,flexible)Phrasalverbs(workingroups,sitincircles,followrules)Expressions(Inmyopinion,AsfarasI'mconcerned,Theadvantage/disadvantageis)III.TargetLanguageStructures:UsingpresentsimpletenseforgeneralfactsandhabitsUtilizingpresentcontinuoustenseforcurrenttrendsortemporaryactionsparingstatementsusingparativeforms("morethan,""lessthan,"etc.)ExpressingpersonalopinionswithappropriatephrasesIV.TeachingAids:MultimediaprojectorfordisplayingslidesWhiteboardandmarkersPicturecardsillustratingdifferentclassroomsetupsHandoutswithlisteningexercises,discussionquestions,androleplayscenariosVenndiagramtemplatesforparingtraditionalandmoderneducationsystemsV.TeachingProcedures:Step1:Warmup(5minutes)Begintheclassbyaskingstudentswhattheythinkabouttheirclassroomarrangementandwhy.Elicitresponsesthatrevealstudents'attitudestowardstheirlearningenvironment.Introducekeyvocabularyforthelessonandbrieflyreviewtheusageofpresenttensesandparativeforms.Step2:Prereading(5minutes)Showimagesofdifferentclassroomsetups(rows,circles,groups)andaskstudentstodiscusswhichtheypreferandwhy.Reviewthetargetlanguagestructures,focusingonexpressingpreferencesandmakingparisons.Step3:Whilelistening(15minutes)Playanaudiorecordingfeaturinganexpertdiscussingtraditionalandmoderneducationsystems,includingclassroomarrangements,learningmethods,andschoolrules.Askstudentstolistenandpletetheexercisesfromthehandout,focusingonidentifyingkeypointsmadebytheexpert.Afterlistening,holdaclassdiscussiontoclarifyanymisunderstandingsandencouragestudentstosharetheirthoughts.Step4:Postlistening(15minutes)Inpairs,studentspracticecreatingdialogueswheretheydiscusstheprosandconsofdifferentclassroomsetupsandteachingstyles.Walkaroundtheclassroomtoprovideassistanceandencourageaccurateuseofthetargetlanguagestructures.Step5:SpeakingPractice(10minutes)DistributeVenndiagramtemplatesandaskstudentstoparetraditionalandmoderneducationsystems,fillinginthesimilaritiesanddifferences.Instructstudentstousepresenttensesandparativeformstoexplaintheirparisons.Somepairscanpresenttheirparisonstotheclass.Step6:WritingTask(10minutes)Assignawritingtaskwherestudentscreateashortparagrapharguingfororagainstaspecificaspectoftheeducationsystem,suchasclassroomarrangementorlearningmethod.Encouragestudentstosupporttheirargumentswithreasonsandexamples,usingthetargetlanguagestructures.Step7:Homework&Review(5minutes)Reviewkeyvocabularyandlanguagestructuresbyplayingagamesuchas"EducationalJeopardy,"wherestudentsanswerquestionsrelatedtodifferentaspectsofeducationsystems.Assignhomework:Studentsresearchauniqueteachingmethodfromanothercountryorcultureandprepareashortpresentationtosharewiththeclass.VI.Assessment:Evaluatestudents'participationindiscussions,listeningexercises,andpairworktoasses