Lesson 45 Different Manners教学创新设计

Lesson 45: Different Manners 一、Student analysis：For the ninth grade students, some of them already have a certain foundation of English learning and have mastered some different traditional features in the daily life of western countries, but on the whole, they are relatively few. Based on the real life, they can only be guided to display rich imagination in the classroom, simulate the classroom into life, place themselves in English learning, and improve their language communication ability. However, most students know very little about the tourist resorts, local customs and traditional life in western countries, so their vocabulary and information may be too large. In addition, the students' English scores are seriously divided. Therefore, students are required to prepare carefully before class, understand the characteristics and differences of traditional life in western countries with the help of the internet and books, and cultivate self-study ability. Teachers should pay attention to guiding students to generate dynamically in communication in preset tasks. Students have something to say and are willing to cooperate and share. This will help them to better use textbook knowledge and achieve the goal of improving their comprehensive language ability.

二、Resource analysis:

The teaching content of this unit is to launch various activities with "cultural differences" as the central topic.

"Different Manners" is the third lesson in this unit, which is a reading

lesson.

The topic of this lesson is "different etiquette habits". It starts from the Chinese and foreign names and feelings of overseas Chinese Wu Zhou living in Canada, and introduces six different etiquette habits of China, North America and Canada. The English curriculum in the 2011 edition of English curriculum standard undertakes the task of improving students' comprehensive quality, that is, students can broaden their horizons, enrich their life experiences, form cross-cultural awareness, and lay the foundation for students' lifelong development. In this process, it is necessary to understand the learning basis of the students, find out the difficult points, error-prone points and interest points of the students in time, and effectively combine the teaching content with the interest points of the students, so as to achieve the goal of "learning and teaching" and realize the effective classroom 三、Teaching objectives: 1．

The students will be able to learn about different manners in different countries. 2．

The students can master some important words and expressions like though and take turns. 3.

The students will be able to be polite and cultured while going abroad or being with foreigners and understand the world better and behave better. 四、Teaching focus：

To know about different country has different manners. To be polite and cultured while going abroad or being with foreigners. 五、Teaching difficulties：

To master some important words and expressions like though and take turns. 六、Teaching methods：“Task-based” method 七、Teaching aids：CAI

八、Teaching procedure：

（一）pre-reading Step1 Warming up

1. Show some pictures to explain “good manners”

and let some individual students to answer “In your opinion,

what are good manners?”

2. Play a video about manners and let students think about “Do you think cultures shapes manners?”

Step2:

Lead-in Present “guest” by showing a picture and import the new lesson （二）While-reading

Step3: presentation

Introduce the cultural differences between China and foreign countries through pictures, including being praised, asking about age, paying for meals, entertaining guests, giving tips and giving seats to the elderly. This leads to the usage of "though"

Step4: Practice

Match and complete the sentences and practice the structure: Adverbial Clause with “though”

Step5: Listening Students listen to the tape and fill the blanks

Step6: Skimming

Ask the students to read the text quickly and fill in the blanks. Then check the answers

Step7: Scanning Read the text carefully and finish the mind map. Ask the students to follow the example given by the teacher . Do it themselves and then check the answers

with

groups .

（三）After-reading Step8: Group work Suppose an exchange student from Canada comes to our class, ask the students to role play about the different manners in the two countries.

Step9: Sum-up (Show the PPT) Give the students some examples about different manners in some western countries like weeding manners, table manners and greeting manners and so on, and summarize the main idea of the passage, which helps them open up their minds and further understand the western cultures.

Different cultures shape different manners. We should remember the old saying : When in Rome, do as Romans do, then we’ll understand the world better and behave better.

Step10: Homework

Compare the manners between China and the country you choose and write a passage

九、Teacher’s reflection:

In this lesson, all of the students were very hard-working. It seemed that they had grasped all the knowledge effectively in this period. However, I found some problems when they stood up to give me answers. On the whole, the students and I cooperated well during the following steps. In my teaching process, I felt a pity that I didn’t give the students time to present their papers and correct their mistake .I think it would be better for me to improve the teaching procedure for future use.

十、Board design:

Lesson 45: Different Manners manners

private guest

take turns doing

modest

waiter

virtue

extra praise

tipping(leave a tip) elderly

though/although

Different Cultures

Different Manners

In North America

When in Rome, do as Romans do. In China