模块整体教学设计

1、模 块 整 体 教 学 设 计九下Module 7 Eating together区：开发区学校：十三中学姓名：张 晓 颖年级：九年级下模块：第七模块课型：阅读与写作课九下Module 7 Eating together 开发区第十三中学张晓颖一、教材分析： 21世纪的今天，越来越多的人走出国门，同时越来越多的外国朋友来到中国旅游、学习和工作。因此了解西方的用餐礼仪不仅是外语教学的任务之一，也是时代提出的要求。本模块通过准备聚会食物的对话和介绍西餐用餐习惯的课文，帮助学生了解西方的饮食文化和用餐习俗，同时可以加深同学们对饮食文化的认识和理解。Unit One 从谈论请帖开始，引入本课的话题。下

2、面的对话以即将举办的毕业生晚会为话题谈论不同国家的传统食物。对话中突出了本模块的语法被动语态，学生们可以在学习对话的过程中复习被动语态的用法和结构。Unit Two 的课文讲的是西方的用餐习俗，内容涉及用餐时间、餐具、食物数量和如何结束等方面。Unit Three 的任务是练习、巩固被动语态用法、复习检测重要词汇并完成模块任务介绍自己的餐饮经历。二、 学情分析：1、被动语态学生已经学过，只不过是本次通过模块学习，进一步加深对它的理解，系统归纳其结构和用法。2、经过近三年的训练，学生的阅读能力已经有了很大的提高，但是对相应的阅读技巧如：根据相关信息预测下文，能评价文章和根据文中信息推断文章的深层

3、含义，还需强化训练。3、对于初三学生，即将走出校园，了解他国的饮食文化，保持中国饮食文化中良好的习惯，学习西方饮食习俗中好的方面，拓宽视野，这一点尤其重要。Unit 1 Whens the school leavers party?（一）课型：Listening and speaking（二）教学目标：1、知识目标：通过听和读的练习，能够听懂关于饮食方面的对话；通过推断和分析，能够回答对话中的问题；学习词汇finger, basket, bread, fork, knife, lemonade,pancake, serve, spoon, hold, hot, roll和句型And every

4、one has been told to prepare a traditional dish from our own countries. Its made with chicken or pork and vegetables. 语法：复习巩固被动语态直至熟练运用。语音：能根据意群正确朗读语句。2、技能目标：听：能够听懂有关饮食方面的对话；运用记笔记方法掌握记细节信息。 说：能谈论聚会计划。3、情感目标：理解西方饮食文化，加深对中国饮食文化的认识和理解。（三）教学重点和难点：1、教学重点：四会单词，被动语态。2、教学难点：能够听懂有关饮食方面的对话；运用记笔记方法掌握记细节信息。（四）教

5、学方法：communicative approach（五）教学步骤： STEP 1 Presentation of new wordsActivity1: learn the new wordsThe teacher shows a knife and a fork to the SsT: What are they?S: They are a knife and a fork.T: What can we do with they?S: We can use them to eat food.T: What food can be eaten with fingers?S1: Bread.S

6、2: Pancake.S3: Roll.T: Good, but do you know what can used to eat soup?S:Spoon.T: Yes, you are right, great! But do you know what can be held in a basket?S: T: Very clever. Youre great. 设计意图：本环节通过展示实物，师生之间展开问答练习，通过问答这种形式，引导学生自主学习新词汇，既提高学习英语的积极性，又掌握了新单词。 Activity 2 listen and choose the right answers

7、 to the following questions.1.How has Tonys mum carried the shopping home? A.In a plastic bag B.In a basket C.In a box.2. What has she bought? ATea and rice B.Vegetables and pork C.Food and and drink 3. What does she suggest for the party?APancakes or pizza B.Bread or wine C.Rolls and juice4. What f

8、ood and drink is for the family?A. Pizza and lemonade B.Grapes , bread and wine C.Cheese , ham and tea5. What food and drink is for Tony and the party？ A.Grapes , bread and wine B.Pizza and lemonade C.Cheese , ham and tea设计意图:本环节是听力训练，通过该训练，一方面训练听力，另一方面，很自然地把第一环节中词汇融了进来，引导学生在一定的语境中再次理解新词汇的用法。STEP 2

9、presentation of the dialogue. Activity1: listen and answerAsk Ss to listen to the tape and answer the questions.1.When is the school leavers party? A. on 30th May B. on 30th April C. on 13th May2.What has Daming been chosen to do?3.What has Tony been chosen to do?4.What has everyone been told to do?

10、 A. To look after the dance and music B. To decorate the hallC. To prepare a traditional dish from their own countries.5.Where must the food be made? A.At school B. At home C. At a restaurant 6.Where can the food be heated up? A. At home. B. At school.7.What food will Lingling/Betty/Daming/Tony make

11、? A.Hamburgers B. Pizza C. Dumplings D. Suanlatang8.What is the food above made with?A.With chicken or pork and vegetables. B. With cheese in a bread roll.C.Maybe with some pork and vegetables. D. With cheese, tomato and ham 设计意图：通过听对话，锻炼学生的听力能力，从中获取有用有效信息，并能简单回答，让学生带着问题来听对话，有助于提高听的效率。Activity2: Rea

12、d and answerAsk Ss to read quickly and answer questions on Page57.设计意图： 通过阅读对话回答问题，要求学生了解对话的细节信息，并用自己的语言表述出来。Activity3: Read and complete the tableAsk Ss to read the dialogue again and complete the table when Ss finish, T can ask Ss to do it individually.设计意图：通过本活动操练，培养学生记笔记的习惯。STEP 4 ExplanationsWo

13、rds and expressions （一）serve (给）提供；端上1.Breakfast _between 7and 9. serve sb. Sth. 2. She _us a delicious lunch yesterday. be served (with)3. Last Sunday we went to our grandparentshome. We _with a wonderful meal. （二) hold 抓住、容纳、举办，召开1.I _the mouse by its tail just now. 2.The plane can _300 passengers

14、.3.Our sports meeting _next week. hold the line/hold on/hang on 别挂断（三）cross n. 十字形物；v. 横穿；adj. 恼怒的1.Ive put a _on the map to show where the hotel is. 2.cross the road/street/river/see/desert3.I was _with him for being late.4.Please dont get cross. Let me explain. 意思：_（四）dish1.dish 碟、盘/ 一道菜 一盘鱼 _ 洗碗

15、_ 2.plate 盘子一盘三明治_3. course 一道菜， 可数名词The main course is roast duck tonight. 意思：_（五）sense 感觉官能Dogs have a strong sense of smell. 意思：_（六）saying 谚语，格言1.Like father, like son._2.No pains, no gains. _3.Well begun is half done. _4. Love me, love my dog. _5. Once bitten,twice shy. _（七）like prep. 像后面接词或短语 a

16、s prep. 如同，照着，接句子1.You cant run _that.2.Do _the teacher told you. （八）no good 没什么用处或好处1.This book is too old. Its _. I want to throw it away .2.no good doing sth. Its no good _(complain)-they never listen.3. no good for sth.Too much sun is _this kind of flower.4. no good to sb. Less sleep is _childre

17、ns. 设计意图：注意细节学习，扫除理解障碍，让学生掌握一些重要词汇、词组和习惯用法，提高学生学习乐趣和自信心，为下一个学习活动打下基础。 STEP 5: Practice and retell the dialogueT: Ask Ss to practice reading the dialog in groups, circulate and monitor their production.S: Practice in groups and retell the dialog.1.When is the school leavers party?2.What has Daming be

18、en chosen to do?3.What has Tony been chosen to do?4.What has everyone been told to do? 5.Where must the food be made?6.Where can the food be heated up? A. At home. B. At school.7.What food will Lingling/Betty/Daming/Tony make? 8.What is the food above made with?设计意图：通过练习，学生体会语言使用的情感，并在语言环境中进行模仿练习，并尝

19、试根据老师提供的关键问题，对对话进行复述，让学生体验成功的快感。STEP 6: pronunciation and speakingAsk Ss to read after the tape设计意图：本活动的目的在于训练学生能够根据意群正确朗读语句。STEP 7: work in pairs，make plans for a party. Think about the following questions:1. food and drink 2. decorations3. music and dancing设计意图：这是检测教学效果的活动设计，所谈内容与学生自己的相关经历有关，具有一定的

20、真实性。STEP 8: summary and homeworkActivity1: summary T: Say something about the school leavers party. 设计意图：简单回顾本单元所学的知识重点以及对话相关内容。 Activity2: homework T: To copy the words in dialogue in Unit 1 and make some sentences with the main words. 设计意图： 复习巩固所学重点知识，加深对词汇的运用。课题：Unit 2 Knives and forks are used f

21、or most food.一、课型：Reading and writing二、教学目标：1、知识技能目标：通过对课文的阅读，获取有关西方人用餐的时间、餐具、席间如何招待客人，以及食物的数量等信息；扩大词汇量、学习一些短语和句式，在上一个单元的基础上进一步巩固被动语态的用法。2、能力目标：获取有关吃西餐的信息，掌握细节信息、推理和评价的具体方法；同时在复述全文的基础上，了解文章对写作技巧和写作结构，进行模仿写作。3、情感目标：了解不同国家的饮食文化，保持中国饮食文化中良好的习惯，学习西方饮食习俗中好的方面，拓展自己的文化视野。 三、教学重点和难点1、教学重点：培养学生理解文章细节信息、推理和评价

22、的具体方法。2、教学难点：如何有效训练学生对课文进行复述同时模仿本课文章进行写作。四、教学方法：Interactive approach.五、教学步骤：STEP 1: pre-readingActivity: present some pictures and guide students to have a free talk.T：Look at the picture and say “what things you can see at a meal in western countries?S: 设计意图：通过这个Free talk, 引导学生对新词汇进行理解；同时进行学习热身，自然导

23、入本课话题，训练学生发散思维，为下一步理解课文做了很好的铺垫。STEP 2: While-readingActivity 1: SkimmingT: Read each paragraph as quickly as possible and match the meaning with each paragraph. P2 Things to say at the start of a mealP3 At the end of the mealP4 Number of dishesP5 Being served and refusing foodP6 How to eat food P7 M

24、eal times 设计意图：通过该环节的训练，主要培养学生如何快速抓住段落大意的能力。Activity 2:Scanning1.“When you eat western food, do as the Westerners do.” How should you eat?A. With fingers. B. With knives. C. With forks.D. With a knife and fork unless it is finger food.2. “But there is no similar expressions in English”. So what do y

25、ou say in English? A. I dont know. B. They dont say anything. C. Something else. D. How do you do?3. How are the forks and knives used?A. The fork is held in your right hand. B. Either hand is OK.C. The knife is held in your left hand. D. Fork is in your left hand and knife is your right hand. 4. “I

26、 am sorry. I cant eat this.” When might you want to say this?A. When you are full. B. When you are offered more food.C. When you are given something you dont like. D. When you have had enough.5. “It isnt thought to be so important to offer too much food.” What does this suggest about meals in China?

27、A. Chinese people think it is important to offer lots of food.B. Chinese people like eating too much food. C. Chinese people doesnt think it important to offer lots of food. D. Chinese people used to offer lots of food.6.“Finally, its sometimes difficult to know when the meal is over.” What does thi

28、s sentence mean?(双选)A. A Chinese meal is over as soon as people have finished eating. B. Chinese people will sit around the table and talking after they have finished eating. C. In the west, people will leave as soon as they have finished eating. D. In the west, people might sit around the table tal

29、king after theyve finished eating. 设计意图：上述问题如果采用书上的形式，对一部分学生来说有点难度，所以从形式我做了一定的改变，由回答问题变为选择题，目的是引导学生对文章细节信息的理解；同时通过这些问题培养学生推理的能力。Activity 3: Widen-readingT: Boys and girls, just now we read a passage about eating with westerns, but suppose a westerns come to China, how to eat Chinese food? As a Chine

30、se ,do you know how to give them some suggestions? Now lets read a similar passage on Page 62 Exercise 9. S：Read and finish the exercises on screen. 1.Do people in China eat earlier or later than people in China? A. Later B. Earlier C. Both are OK.2.How many dishes are on the table? A. Three courses

31、 B. A lot of different dishes.3. How do Chinese people eat meal？ A. With fingers B. With forks and knives C. With chopsticks4. Why are the plates places in the middle of the table?A. So that everyone can share. B. To look beautiful.5. Is it a good idea to talk about during a meal?A. Yes, it is. B. N

32、o, it isnt. 6. What will you be served at the end of the meal?A. Some drink. B. Some tea. C. Some fruit. 设计意图：通过阅读，培养学生获取有效信息能力和相应的英语阅读策略，同时引导把所学与生活实际结合起来；很好地做到了既培养了阅读能力，又拓宽视野。 STEP 3: RetellingActivity: retell the textT: Ask Ss to practice retell the text with the key words given.S: Begin to retell

33、 the passage.1. What does the saying “When in Rome, do as the Romans do” mean in the first paragraph?2. Say something about the things we should know about eating together in the West.(1)Meal time:1)Lunch(eat )always sometimes 2)Dinner(serve)or (2) What to say : 1)The Chinese 2)The French 3)The Ital

34、ian 4)But in English(3)How to eat : 1)Chopsticks(use); 2)Knives and forks(use)3)The fork(hold) and the knife, and the food(holdcut) 4)Soup(drink) 5)Some food(eat)(4)How to be served and refuse food? 1)At the start of a meal if , you(invite) oryour plate (fill by) 2)If you(give ) , it should (push);

35、no one will be 3)If you(offer) but just say(5)Number of dishes: 1)fewer dishes(prepare)than ; 2)It (not think) to be(6)What to do at the end of the meal: 1)Finally, its sometimes to when ;2)If you(invite) , you will know that you (expect)to long after the last dish (bring)to ; 3)and it (think) if 3.

36、 What s the golden rule of eating together? Watchdo 设计意图： 本篇文章中被动语态的使用是一个亮点和关键，如果把握住这些动词进行复述，会起到事半功倍的效果，促进学生理解篇章内容和逻辑关系，所以教师在提供的关键线索中把动词作为一个主要的内容。STEP 4: writingActivity 1：Enjoy the writing style of the passageT: To anlyse the contents and the writing skills of the passage.1.写作内容分析 本文重点介绍了西方的用餐习俗，内容

37、涉及用餐时间、餐具、用餐情况、拒绝餐食、食物数量和如何结束等方面。2.写作结构分析(1)为了介绍西方的用餐习俗，作者首先简单介绍西餐的不同。(2)接下来分别从七个方面对吃西餐的具体细节进行了具体的介绍。(3)最后抛出总结性话语，文章首尾呼应。Activity 2: Design writing and discuss writingT: Ask Ss to read the following requirements. 我们的英国友好学校”Park School”下周要到我校回访，作为学校派出的接待代表，请你模仿课文，以“When in China, do as the Chinese do

38、”为话题，从以下几个方面向你们的领队Mr.Jackson 发一个电子邮件，简单介绍一下吃中国餐应该注意的事项：(1)吃饭时间（2）餐具（3）饭菜数量 要求: (1)文章段落清晰，结构完整，首尾呼应。 (2)语言连贯，层次清晰，尽量使用被动语态，无语法和拼写错误。 (3)80词左右。S: Discuss in groups and say out “what to write and how to write”.设计意图：这个环节主要采用讨论活动的途径，倡导学生体验参与，培养合作精神，通过讨论共同实现任务目标，感受成功，从而形成积极的学习态度，提高语言实际运用能力，并开发思维。Activity3

39、: Copy writingT: Ask Ss to complete the composition.S: Begin to write . 设计意图：经过了层层铺垫，学生的口头输出已经足够，已经为写作打下了基础，这时的学生完全可以充满信心、有效地写作。教师鼓励学生合理运用所学语言，写出语言流畅、内容丰富的文章。STEP 5: Homework: To sum up the main idea of the text 设计意图：巩固所学知识内容，培养学生书面综合语用能力。课题: Unit 3 Language in use一、课型：Revision and application二、教学目标

40、：(一) 词汇和词组：掌握 blind, sense, taste, owner, bee, officer, course（二）语法：熟练而准确地运用被动语态各种用法。三、教学重点和难点（一）教学重点：重点词汇和词组在新的语境下的使用，熟练准确使用被动语态。（二）教学难点：完成本模块任务：根据表格练习叙述餐饮经历。四、学习策略：（一）自学策略：能结合自己的情况预习第三单元，并根据自己的特点进行调整和补救。（二）合作学习策略：在同伴交流表格内容的过程中学会合作。五、学习方法：Formal and interactive practice六、教学步骤：STEP 1: Language pract

41、iceActivity 1: Read and summarizeT: Ask Ss to read the sentences and try to summarize the grammar points.S: Read the four sentences and summarize by themselves. 设计意图：学生再次归纳总结被动语态的综合用法，教师做适时指导，为学生进一步熟练运用语言做铺垫。Activity 2:Finish writing the sentences to explain these signs.Ask Ss to do it quickly and c

42、heck it individually. 设计意图：本活动为被动语态使用形式的转换练习，把大家熟悉的标志语转换成被动语态句子，意在引导学生加深对被动语态的使用。Activity 3: Ask and answer in pairsT: Work in pairs, look at the pictures and say what you think happened. S: Work in pairs to practice the conversation. 设计意图：本环节的内容形式与上题不同，难度有所增加，结合图片，在说出完整句子的同时，用上适当的连词使之完整，形成一个完整的小故事，这样的练习会使句子结构的整体感更好。Activity 4:Complete the passage with the correct form of the verbs.T: Ask Ss to write instructions using if clause with the words given.For example, like/the pictures/save/on the computer.If you like the pictures, save them on the computer.设计意图：这是上一活动的延伸-引导学生在一定