Module 6 Eating together 模块表格式教学设计

Module 6 Eating together 模块表格式教学设计
教材及年级名称 《英语》（新标准）九年级下册 模块名称 Module 6 Eating together
教材分析 本模块的话题是不同国家的食物和西餐的用餐习惯。依据《九年义务教育英语课程标准》，饮食习俗以及点餐都是学生应该了解的内容。本模块的语法重点为复习初中阶段所学习的被动语态，要求学生体会在特定语境下用被动语态比主动时态更合适。
模块教学目标 语言知识目标：词汇：invitation, calendar, balloon, paint, heat up, knife, fork, spoon, serve, similar, wing, lady, gentleman, help yourself语法：复习已经学过的被动语态。语音：能够正确使用被动语态，用正确的语音语调来达意。语言技能目标：听：能听懂谈论饮食习惯的对话。说：能够讨论聚会计划。读：能读懂有关食物和饮食习惯的文章。写：能够模仿课文写一篇介绍中国饮食习惯的短文。运用：能够展示和介绍中国的饮食文化。情感目标：了解不同国家的饮食文化，保持中国饮食习俗中良好的习惯，学习西方饮食习俗中好的方面。学习策略：自学策略：在文段中尝试理解被动语态的意义、结构和用法。合作学习策略：同学之间互相交流健康生活的经验。文化意识：了解不同国家的饮食习惯，同时加深对中国饮食文化的理解。
教学重点及难点 重点：一、掌握课文内容相关的词汇句型。二、掌握已经学过的被动语态的用法。难点：一、能听懂、读懂简单故事，了解主要人物和故事梗概。二、正确掌握已经学过的被动语态的用法。三、能用已经学过的被动语态讨论聚会计划。
教学辅助 多媒体、课本、黑板
教学策略 任务型教学法、交际教学法
教学过程
第一课时教学设计
教材分析 课型：听说课第一单元从呈现请帖开始，引入本课的话题。下面的对话以即将举办的毕业聚会为话题，谈论不同国家的传统食物。对话中突出了本模块的语法，即被动语态，让学生在学习对话的过程中复习被动语态的用法和结构。
课时教学目标 一、核心内容：(一) 核心词汇：invitation, calendar, balloon, paint, heat up, knife, fork, spoon(二) 核心句型：各种被动语态的句式 二、能力目标：通过听和读来理解对话；能用已经学过的被动语态讨论聚会计划。
教学重点与难点 一、重点：掌握课文内容相关的词汇句型。提高学生们的听力。二、难点：能用已经学过的被动语态讨论聚会计划。
教学辅助 多媒体、课本、黑板
教学策略 任务型教学法、交际教学法
教学内容 教学活动 设计意图
教师活动 学生活动
Step 1: Warming-up: Let’s talk!Is there a school-leavers’ party in your school？If so, what do you think the students usually do in the party 通过快速回答问题，帮助学生快速进入课堂状态，快速认识本课的内容。
Step 2: Listen and complete the invitation.InvitationYou are invited to the _______________ on Saturday, 30th May at ____________ in _______________________________.Bring a traditional dish (e and enjoy the food, music and dancing. 听力活动，既是一种热身又是对文章内容的初步了解，帮助学生尽快进入学习状态。同时，他们也会怀着更大的兴趣往下学习。
Step 3: Read the passage in different roles.1．Read the story in different roles.Boys = Daming & TonyGirls = Betty & Lingling 2．Read the story together. 外研版教材所配的教学资源包是一个极好的资源，里面的课文动画更是学生们的最爱。通过对故事动画的跟读和模仿，也让学生们对故事内容有了更深的理解。
Step 4: Complete the exercises.1. 1) What was Daming chosen to do at the school-leavers’ party 2) Where are they going to prepare the food 3) Why does Tony call pizza a traditional English dish 2. balloons, calendar, fork, knife, paint, spoonThe day for the school-leavers’ party is an important date in the school (1) _________. Tony is going to bring some (2) _________ and (3) _______ some pictures for the party. Everyone is going to bring a traditional dish that can be eaten with their fingers. Soup is no good because it is not finger food and people need a (4) _______ for it. Anything that needs a (5) _______ and (6) _______ is not finger food either. 经过听力和阅读，学生已经对文章有了一定的了解，再通过练习进一步加强对文章的理解并为下面的口语练习打下基础。
Step 5: Find out the sentences that are in the passive voice（被动语态）.It’ll be held on the 30th of May.We’re all invited.I was chosen to play the dance music.I was asked to bring some balloons...It should be cooked at home.It’s made with chicken and vegetables.Cheeseburgers are made with hamburgers and cheese.Is she invited to the school-leavers’ party too It’s eaten everywhere in England. 要求学生思索并找出被动语态的句式。通过此练习，复习被动语态的用法，并为下面的口语练习做铺垫。
Step 6: Pair work: Make plans for your own school-leavers’ party.Think about:Where will it be held What should be prepared What food need be cooked What ought to be asked to bring Who must be invited ... 学生需要发挥自身的想象力，或结合实际情况，策划自己的离校聚会。
Homework: Complete the short dialogue after lesson.
第二课时教学设计
教材分析 课型：阅读第二单元的课文讲的是西方的用餐习俗。在餐饮习惯的介绍方面，按照开始用餐、进餐过程、用餐结束的顺序进行说明，同时介绍用餐的行为和言语习惯。这有助于读者按照用餐过程学习、掌握这些建议。
课时教学目标 一、核心内容：(一) 核心词汇：serve, similar, wing, lady, gentleman, help yourself(二) 核心句型：各种被动语态的句式。二、能力目标：通过阅读理解对话内容；能够模仿课文写一篇介绍中国饮食习惯的短文。
教学重点与难点 一、重点：掌握课文内容相关的词汇句型。提高学生们的阅读能力。二、难点：能够模仿课文写一篇介绍中国饮食习惯的短文。
教学辅助 多媒体、课本、黑板
教学策略 任务型教学法
教学内容 教学活动 设计意图
教师活动 学生活动
Step 1: Warming-up:Let’s discuss!What are the differences between a Western meal and a Chinese meal 1 _____________________________.2 _____________________________.3 _____________________________.... 作为热身，本活动意在讨论中西方饮食的不同，达到引入本课主题的目的。
Step 2: Read the passage again and answer the questions.“So when you eat Western food, do as Westerners do.” So what should you do “At the start of a meal, the French say ‘Bon appetite’.” What do you say at the start of a Chinese meal “I’m sorry. I don’t eat meat.” When might you want to say this “No, thanks. It was delicious, but I’ve had enough.” Do you mean you do not like the food “It is sometimes difficult to know when the meal is over.” How do you know that a meal is over in China Who is the passage written for Where might you see a passage like this Complete the passage of Activity with the correct forms of the words from the box.gentleman, knife, lady, serve, wingDuring a meal in the West, you use (1) _____ and forks most of the time, although you can use your fingers to eat chicken (2) ______ or hamburgers. You will be invited to (3) _____ yourself with food, the (4) ______ before the (5) _________. 通过细节阅读和练习，帮助学生进一步了解课文内容，并且了解如何健康地生活和学习,为下面自己提出意见和建议打基础。
Step 3: Write down Chinese eating customs.Mealtimes _____________________________________________.Things to say at the start of a meal __________________________.Method of eating ________________________________________.Things you say when offered food __________________________.Things to say and do at the end of the meal ___________________. 学生通过小组讨论，发散思维，写出中国饮食文化的特点。
Homework: Complete your passage about Chinese eating customs after lesson.
第三课时教学设计
教材分析 课型：练习与复习第三单元主要对本单元学过的单词和语法（被动语态）进行复习和巩固。首先以 write 为例，复习初中阶段所要求掌握的三种时态的被动语态的用法要点，然后通过课本的练习题，帮助学生进一步巩固和提高。其次，进行一篇阅读训练，帮助学生提高阅读能力。最后，本单元的 Around the world 讨论的是美国人如何过十六岁生日，通过学习课文，告诫学生长大成人意味着成熟和责任，以及担当。
课时教学目标 一、知识目标：了解并掌握三种时态的被动语态的用法要点。二、能力目标：提高学生们的阅读能力。
教学重点与难点 一、重点：了解并掌握三种时态的被动语态的用法要点。提高学生们的阅读能力。二、难点：了解并掌握三种时态的被动语态的用法要点。
教学辅助 多媒体、课本、黑板
教学策略 任务型教学法
教学内容 教学活动 设计意图
教师活动 学生活动
Step 1: Let’s go over it!write/wrote/written一般现在时：am/is/are written一般过去时：was/were written一般将来时：will be written/be going to be written 统一复习初中阶段要求掌握的三种时态的被动语态的基本结构及用法要点，进一步巩固学生们的基础知识。
Step 2: Let’s practise!Guests at a new restaurant in London (1) __________ (serve) by blind waiters. But the waiters are not the only people who cannot see. The guests cannot see either, because the restaurant (2) ____________ (keep) dark. No lights (3) _____________ (allow), not even the light on your mobile phone. The idea is that when you cannot see, your sense of taste (4) ___________ (improve). “Don’t worry that you won’t enjoy food without seeing it. You can (5) ________ (enjoy) it using your nose, fingers and tongue instead.” promises the restaurant manager.ask, call, drink, eat, order, pay, pick up, put on, tasteOn my mother’s birthday, my father took us to a lovely restaurant to celebrate. I (1) _________ the menu and looked at the good things to (2) ________. We (3) ________ chicken, noodles and soup. Everything (4) ________ delicious. Then I (5) _______ for some ice cream while my parents (6) _______ some coffee. My mother was given a birthday cake and a dish filled with fruit. Then my father (7) _______ the bill. It was cold outside, so he (8) ______ a taxi. We (9) ______ our coats and went home. My mother was very happy, and it was a perfect evening. 通过课本练习帮助学生进一步巩固学过的单词、词组和语法。
Step 3: Let’s read it!What is Richard worried about How many courses are usual for a dinner in the West Why should Richard practise using chopsticks Why are the plates placed in the middle of the table in China Is it a good idea to talk about food during a meal in China Why or why not 阅读课本文章并完成练习题，提高学生的阅读水平及能力。
Step 4: Around the worldWhy sixteenth birthday parties are important celebrations for teenagers What do teenagers usually do at the parties What are the other ways of celebration What is the article mainly about Around the world 讨论的是美国人如何过十六岁生日。通过学习，告诫学生长大成人意味着成熟和责任，以及担当。
家庭作业 Complete the exercise 4 on P53.
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