九年級英語外研版下module7unit1教案

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1、外研初三下冊MODULE 7 Content：Module 7 Eating together 一、 題材內(nèi)容 本模塊以食物和飲食習(xí)慣為話題。在21世紀的今天，越來越多的人走出國門，同時越來越多的外國朋友來到中國旅游、學(xué)習(xí)和工作。因此了解西方的用餐禮儀不僅是外語教學(xué)的任務(wù)之一，也是時代提出的要求。本模塊通過準備聚會食物的對話和介紹西餐用餐習(xí)慣的課文，幫助學(xué)生了解西方的飲食文化和用餐習(xí)俗，同時可以加深同學(xué)們對中國飲食文化的認識與理解。第一單元從談?wù)撜執(zhí)_始，引入本課的話題。下面的對話以即將舉辦的畢業(yè)生晚會為話題談?wù)摬煌瑖业膫鹘y(tǒng)食物。對話中突出了本模塊的語法---- 被動語態(tài)，學(xué)生們可

2、以在學(xué)習(xí)對話的過程中復(fù)習(xí)被動語態(tài)的用法和結(jié)構(gòu)。第二單元的課文講的是西方的用餐習(xí)俗，內(nèi)容涉及用餐時間、餐具、食物數(shù)量和如何結(jié)束等方面。第三單元的任務(wù)是復(fù)習(xí)、鞏固被動語態(tài)用法、復(fù)習(xí)檢測重要詞匯并完成模塊任務(wù)。 教學(xué)目標(biāo) 1） 語言知識： 語音 能根據(jù)意群正確朗讀語句。 詞匯 finger, basket, bread, fork, knife, lemonade, pancake, serve, spoon, hold, hot, roll, Roman, saying, cheers, plate, explanation, cross, generally, over, blind,

3、sense, taste, owner, bee, officer, course 語法 復(fù)習(xí)被動語態(tài)。 功能 談?wù)撌澄锖惋嬍沉?xí)慣。 話題 以食物和飲食習(xí)慣為話題。 2） 語言技能： 聽 能聽懂有關(guān)飲食習(xí)慣方面的對話；運用記筆記的方法掌握細節(jié)信息。 說 能夠談?wù)摼蹠媱潯? 讀 能讀懂有關(guān)介紹食物和飲食習(xí)慣的文章；根據(jù)相關(guān)信息預(yù)測下文；能評價文章和根據(jù)文中信息推斷文章的深層含義。 寫 能夠模仿課文寫一篇關(guān)于中國食物和飲食習(xí)慣的短文。 演示與表達 展示和介紹中國的飲食文化。 3)學(xué)習(xí)策略 學(xué)習(xí)一定程度形成自主學(xué)習(xí)，有效交際、信息處理、英語思維能力。 自學(xué)策略 在文段中加

4、深理解被動語態(tài)的意義、結(jié)構(gòu)和用法。 合作學(xué)習(xí)策略 交流健康飲食的竅門和經(jīng)驗。 4)文化意識： 中外對比 了解西方的飲食習(xí)慣，加深對中國飲食文化和習(xí)俗的認識。 5)情感態(tài)度: 了解不同國家的飲食文化，保持中國飲食文化中良好的習(xí)慣，學(xué)習(xí)西方飲食習(xí)俗中好的方面。 6)任務(wù):介紹自己的餐飲經(jīng)歷。 教學(xué)重點和難點 重點：1．掌握介紹食物和飲食習(xí)慣的基本詞匯，能夠敘述自己的餐飲經(jīng)歷，讀懂含有被動語態(tài)的句子。 難點：正確介紹自己的餐飲經(jīng)歷。 教學(xué)方法 基于課程改革的理念及“第二語言習(xí)得論”,培養(yǎng)實現(xiàn)人的可持續(xù)發(fā)展和人的主體精神的自我完善和發(fā)展所必需的能力和素質(zhì)，運用任務(wù)型教學(xué)途

5、徑，圍繞核心任務(wù)，設(shè)定小任務(wù)，開展和諧愉悅的課堂活動，強調(diào)興趣第一的原則,初步設(shè)計“P—T—P”自主學(xué)習(xí)立體模式：pre-task…task-cycle…post-task。 二、 教材處理 核心任務(wù)：能夠運用所學(xué)句型結(jié)構(gòu)介紹食物和飲食習(xí)慣。三個環(huán)節(jié)如下： pre-task：學(xué)生聯(lián)系生活實際，激活背景知識，。 task –cycle：通過整個模塊的聽說讀寫的訓(xùn)練，強化對食物和飲食習(xí)慣的表達能力，為完成任務(wù)做好鋪墊 post-task：達成任務(wù)，展示成果，反饋學(xué)習(xí)情況 三、 教材安排 根據(jù)學(xué)生學(xué)習(xí)英語的特點和規(guī)律，我們把本模塊劃分為4課時： Period 1: Listening

6、 and Vocabulary & Pronunciation and Speaking Period 2 Vocabulary and Reading Period 3. Language in use Period 4. Writing& Around the world &Module Task 注：教學(xué)時應(yīng)根據(jù)學(xué)生的學(xué)習(xí)水平、生活實際水平、接受程度及課堂出現(xiàn)的臨時狀況進行運用、調(diào)整及篩選。 『教學(xué)設(shè)計』 Title: Module 7 Eating together Period 1: Listening and Vocabulary and Pronunciat

7、ion and Speaking Teaching Content : Listening and Vocabulary and Pronunciation and Speaking Teaching Aims and Demands: 1. Language Knowledge Key vocabulary and phrases: finger, basket, bread, fork, knife, lemonade, pancake, serve, spoon, hold, hot, roll Key structure: And everyone has been

8、told to prepare a traditional dish from our own countries. It’s made with chicken or pork and vegetables. (難點) 2. Listening skill: To understand the conversation involving the use of passive voice. (重點) 3. Speaking skill: To ask and give information about one’s diet or diet habit. Learning

9、strategies: Bottom –up approach and listening to the tape and do some exercises. Teaching Aids: Multi-Media (Tape recorder, video, OHP, handout) Teaching Procedures: Part I: Revision Task: Recall what we have learned in Module 6. Directions: Step one: Label the pictures with the phrases

10、. (1). Read through the phrases in the box and have the Ss. Repeat them after you. (2).Ask them to label them in the pictures on the screen. (3).Make some sentences with the phrases. Ask students to speak out as many as they can. Step two: Talk about food and diet habit. Part II: Lead

11、 in: Task 1 : Introduce to them the new words . Directions: Step one: Read through the new words and phrases and have the Ss. repeat them after you chorally and individually. Step two: Ask the students to talk about the pictures on the screen. Step three: Collect some descriptions in a whole-

12、 class setting. Step four: Pair the Ss to discuss what else they know about food. Step five: Collect any other information they can provide from them and list them on the board. Task 2: Introduce to them about food and diet habit. Directions: Step one. The teacher can show them the video ab

13、ut food and diet habit. Step two: Free talk about food and diet habit. Part III: Listening Task1:. Step three: Look at the party invitation and answer the questions in Activity 1 on page 56. Directions: Step one: Ask the students to do this individually, then check with a partner. Step two:

14、Call back the answers from the whole class, having one student ask a question and another answer. Answers 1. A party for students who are completing their secondary school education that year. 2. Something which belongs to the place where you live or where you’re from. 3. Food which you can eat

15、with your hands--- you don’t need knives and forks or chopsticks. 4. Listen to music and dance. Task2.: activity 2on page 57. Listen and answer the questions. Directions: Step one: Read through the words in the box with the whole class, and have them repeat them chorally and individually if

16、you feel it is necessary. Step two: Ask the students to read the questions to themselves. Step three: play the recording once while they just listen and focus. Step four: play it again for them to answer; they can then check with a partner. Step five: play it once more for them to complete, che

17、ck and correct. Step six: call back the answers from the whole class, having one student ask a question and another answer. Answers 1. In a basket. 2. Food and drink for the family and for the party. 3. Pancakes or pizza. 4. Grapes, bread and wine. 5. Lemonade and pizza (ham, tomatoes, cheese

18、 to make the pizza). Task3: Listen and read: Directions: Play the recording while the students follow the conversation in their books. Task4: activity 4 on page57. Directions: Step one: Ask the students to do this individually, then check with a partner. Step two: Call back the answers fr

19、om the whole class. You may want to complete a table on the board as they give the answers. Answers Dish Made with Betty hamburgers (meat) cheese, bread roll Lingling Suanla tang Chicken or pork and vegetables Tony pizza Cheese, tomato, ham Daming jiaozi (we don’t know, but proba

20、bly meat or eggs, vegetables, flour) Task5: activity 5 on page 57. Directions: Step one: Ask the students to do this individually, then check with a partner. Step two: Call back the answers in a whole- class setting. Answers 1. I think he feels pleased and proud. 2. At home. 3. Because

21、their school asks the students, not their relatives, to prepare the food. 4. Because you can eat it everywhere in England. 5. Because it is an Italian dish which wasn’t introduced into Britain then. Part IV: Language points 1. What food and drink is for the family? 句中的food and drink看成一個整體，所以

22、謂語動詞用單數(shù)。 如：a knife and fork; a horse and cart 等 2. I suppose it can be heated up in the school kitchen… heat up 意思是“加熱”。再比如：Freda heated up a pie for me. 3. And everyone has been told to prepare a traditional dish from our own countries. 在這句話中，dish 的意思是“烹制好的菜肴；一道菜；食品”。例如： When I was in Italy,

23、I had a wonderful pasta dish. Do / wash the dishes 表示“清洗餐具（包括盤子、杯子、碗等）”。 例如：I’ll just do the dishes before we go. 4. Oh, soup’s no good. 這里no good 表示“沒（或沒什么、沒多大）用處（或好處）”。例如： The movie is no good, I think. There’s too much fighting.It’s no good worrying about that now. no good用法小結(jié)： A． no good

24、doing sth It’s no good talking to him—he never listens. B. no good for sth These glasses are no good for wine. C. no good to sb. A car is no good to me, since I can’t drive. Pronunciation and Speaking Task1: Listen and repeat. Directions: Step one: Ask the students to read through

25、the exact to themselves. Step two: Play the recording while they listen and follow. Step three: Play it again, pausing at the breaks for the students to repeat it chorally and individually. Step four: Ask the students to get into pairs to practise saying the passage, helping each other with pronu

26、nciation. Step five: Circulate and monitor their production. Task 2 : Work in pairs. Say the sentences aloud. Make sure you pause after each sense group. Directions: Step one: Ask the students to stay in their pairs. Step two: They should take it in turns to read the passage; the listener shou

27、ld help the speaker to get the pauses right. Step three: Circulate and monitor their production. Step four: Play the recording while the students listen and follow. Step five: Play it again, pausing for them to repeat chorally and individually. Task 3: Activity 8. Work in pairs. Make plans for a

28、 party. Step one: Ask the students to get into pairs to make their plans. Step two: Ask the students to make notes under the three headings. Task 4: Activity 9. Work with another pair. Talk about your parties, and say what plans have been made. Step one: Read through the examples with the whole class. Step two: Ask the pairs to work with another pair and tell each other their plans. Part V: A test Listen to the tape and translate some of the sentences into Chinese. Homework Act out the short dialogue as fluently as possible.