Module 6 Eating together-Unit 3 Language in use教案2024-2025学年外研版英语九年级下册

Module 6 Eating together-Unit 3 Language in use 教学目标 Language Ability: Master passive voice flexibly; improve integrated skills via communicative tasks. Cultural Awareness: Deepen understanding of dining cultures through context-based practice. Thinking Quality: Analyze when to use active/passive voice, enhancing logical judgment. Learning Ability: Summarize grammar rules independently, applying them to new situations. 学情分析 Unit 3 consolidates Module 6's language points, focusing on passive voice application in dining contexts. It integrates exercises (fill-in, translation, dialogue) to reinforce grammar, linking to real-life scenarios like restaurant interactions. 重点难点 Key: Passive voice structures (present/past tense) and their use in dining-related communication. Difficult: Distinguishing active/passive voice appropriately and creating contextually fitting sentences. 教学内容 备注 Teacher: Good morning, class! Today, we're moving into a very practical and engaging part of Module 6, "Eating Together" – Unit 3: Language in Use. This unit is all about applying what we've learned about dining customs, especially Western dining etiquette, into real-life language situations. Before we dive in, let's do a quick warm-up. I want each of you to think of one word or phrase related to dining or table manners that you've learned recently. It could be from our previous lessons or something you already knew. Let's go around the room and share. Student A, why don't you start? Student A: Napkin. Teacher: Great choice! A napkin is essential for keeping our faces clean during a meal. Next, Student B? Student B: Cutlery. Teacher: Excellent! Cutlery refers to knives, forks, and spoons. It's a more formal term we use when talking about dining utensils. Student C? Student C: Elbows off the table. Teacher: Ah, a classic rule of table manners! Keeping your elbows off the table shows good posture and respect for others at the table. Thank you for sharing that. Now, let's transition into our main activity for today. We're going to focus on three key areas: making polite requests, responding to offers, and expressing preferences at the dining table. These are all crucial skills for social situations, especially when you're dining with people from different cultures. First, let's tackle making polite requests. In English, there are many ways to ask for something politely, especially in a dining setting. Can anyone think of a polite way to ask for the salt? Student D: Could you pass me the salt, please? Teacher: Perfect! That's a very polite and common way to make a request. Notice how Student D used "Could you..." followed by the action and "please" at the end. This structure is very effective in making requests sound courteous. Let's try another one. How would you ask for a glass of water? Student E: May I have a glass of water, please? Teacher: Excellent! "May I..." is another very polite way to make a request, especially when you're asking for permission or something for yourself. Now, let's practice with a partner. One of you will be the guest at a dinner party, and the other will be the host. The guest should make at least three polite requests using the structures we've discussed, and the host should respond politely. (Students pair up and begin practicing.) (After a few minutes, the teacher calls the class back together.) Teacher: Alright, let's hear some of your conversations. Student F and Student G, would you like to share? Student F: (As guest) Could you pass me the bread, please? Student G: (As host) Of course! Here you are. Student F: (As guest) Thank you. And may I have some more water? Student G: (As host) Certainly! I'll refill your glass. Teacher: Wonderful! You both used polite language effectively. Now, let's move on to responding to offers. When someone offers you something at the table, like more food or drink, how should you respond? There are a few ways, depending on whether you want the offer or not. If you want to accept the offer, you can say "Yes, please," or "Thank you, I would love some more." If you want to decline politely, you might say "No, thank you," or "I'm full, but thank you for offering." Let's practice these responses with a different partner. This time, the host will make three offers, and the guest will respond either accepting or declining politely. (Students switch partners and begin practicing.) (After a few minutes, the teacher calls the class back together again.) Teacher: Great job, everyone! Now, let's hear a couple of your responses. Student H and Student I, would you mind sharing? Student H: (As host) Would you like some more potatoes? Student I: (As guest) Yes, please. They're delicious! Student H: (As host) I'm glad you like them. And would you like a piece of cake for dessert? Student I: (As guest) No, thank you. I'm quite full, but thank you for offering. Teacher: Excellent responses, both of you! You accepted and declined the offers politely, showing good manners. Now, for our final activity today, we're going to focus on expressing preferences at the dining table. Sometimes, you might be asked about your food preferences, or you might want to share what you like or don't like. How would you express that you prefer chicken over fish? Student J: I prefer chicken to fish. Teacher: That's correct! "I prefer...to..." is a great structure for expressing preferences. Another way to say it is "I like chicken better than fish." Let's try another one. How would you say that you don't like spicy food? Student K: I don't like spicy food. Teacher: Simple and clear! You could also add a reason if you want, like "I don't like spicy food because it makes my mouth burn." Now, let's have a group activity. I'll divide you into small groups of four. In your groups, you'll create a short dialogue where each member expresses at least one food preference and gives a reason for it. Use the structures we've practiced today. (Students form groups and begin creating their dialogues.) (After about 10 minutes, the teacher asks each group to present their dialogue to the class.) Group 1 Presentation: Student L: I prefer pizza to hamburgers because pizza has more vegetables. Student M: I like sushi better than pasta because sushi is light and healthy. Student N: I don't like beans because they make me gassy. Student O: I love ice cream, especially chocolate flavor, because it's sweet and creamy. Teacher: Fantastic dialogues, Group 1! You all expressed your preferences clearly and gave reasons, which adds depth to your conversations. Let's hear from Group 2. Group 2 Presentation: Student P: I prefer tea to coffee because tea is more relaxing. Student Q: I like fruits better than candies because fruits are natural and good for you. Student R: I don't like onions because they taste too strong. Student S: I adore chocolate cake because it's rich and decadent. Teacher: Another great set of dialogues, Group 2! You've all done an excellent job of applying the language we've learned today to real-life situations. Before we wrap up, let's do a quick review. Today, we practiced making polite requests using "Could you..." and "May I...", responding to offers by accepting or declining politely, and expressing preferences with "I prefer...to..." or "I like...better than..." These are all essential skills for socializing and dining with others, especially in a multicultural context. For homework, I want you to write a short paragraph about a dining experience you've had, either at home or in a restaurant. Describe the food, the atmosphere, and any interesting conversations or interactions you had. Use at least three of the language structures we've practiced today. This will help you consolidate what you've learned and apply it in a written context. That's it for today's lesson. You've all worked very hard, and I'm impressed with your participation and progress. Remember, language is not just about grammar and vocabulary; it's about communicating effectively and respectfully with others. Keep practicing, and you'll continue to improve. See you next time! ( 第 1 页 共 1 页 ) 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$