Module 6 Eating together
Unit 1 When is the school-leavers’ party?
课 题
Module 6 Eating together
课时
第一课时 Unit 1 When is the school-leavers’ party?
课型
New
教学目标
知识目标
1. 学习并掌握下列词汇:
calendar; balloon; heat; fork; spoon; cheeseburger; invitation; paint; knife; Italian; in fact; heat up; no good; be made with
2. 掌握以下句型:
①It’ll be held on 30th of May.
②And I was asked to bring some balloons and paint some pictures for the party.
③We can heat it up in the school kitchen, but it should be cooked at home.
④But it’s eaten everywhere in England.
能力目标
能够运用所学的被动语态谈论制订计划或写邀请函
情感目标
通过学习邀请函和准备聚会的对话, 使学生在生活中学会制订计划并做好相关准备
教学重点
1. Make a dialogue about making plans for a party
2. Understand the Passive Voice
教学难点
The use of the Passive Voice
课前预习
Preview the new words
教学方法
Situational approach; Listening and speaking approach; Communicative approach
教学过程
教学环节
教师活动
学生活动
备课札记
Step 1
Lead in
Show some pictures and teach new words. What food and drink do we usually prepare for the party or eat at the party?
Look at the pictures and learn some new words.
创设情境, 利用话题导入新课; 通过展示图片学习新单词, 形象生动, 容易激发学生的学习兴趣。
Step 2
Listening
1. Let students read the invitation in Activity 1 first.
2. Play the tape.
3. Check the answers.
1. Listen and complete the invitation in Activity 1.
2. Correct the answers
通过听力练习, 在语境中呈现和导入目标语言。
Step 3
Fast reading
First let students read the conversation in Activity 2. Complete the notes.
Dish
Made with. . .
Lingling
hot and
sour soup
chicken and vegetables
Betty
cheeseburgers
hamburgers and cheese
Daming
jiaozi
Not mentioned in the passage
Tony
pizza
cheese, tomato and ham
Read the conversation in Activity 2 loudly, and then fill in the notes.
通过朗读练习和完成笔记, 在语境中体会叙述被动语态的用法。
续表
教学环节
教师活动
学生活动
备课札记
Step 4
Careful
reading
Read the dialogue again and answer questions:
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?
1. Read the dialogue in pairs.
2. Ask and answer questions in pairs.
1. 大声朗读对话, 找出你认为不会的短语及句子。
2. 小组成员合作解决。
Step 5
Retelling the
story
Let the students complete the passage with the words in the box.
Complete the passage with the words in the box.
培养学生复述和归纳概括的能力。
Step 6
Practice
Let students look at the pictures and discuss in groups. Talk about your parties, and say what plans have been made.
Discuss in groups, and then describe the parties and plans.
在听力练习和小对话口语练习的基础上, 进行角色对话表演, 开展有实际意义的交际运用活动。
Step 7
Consolidation
教师设置巩固检测练习:
Ⅰ. 根据句意及首字母提示完成单词
1. Pass the spoon to me, please. I want to taste the soup.
2. We are going to have a school-leaver’s party before leaving school.
3. —Hi, Tom. Could you help me cut up the meat for dumplings?
—OK, Mum. But where is the knife?
Ⅱ. 根据汉语提示用适当的短语填空
1. —Where is your Mum?
—She is heating up(加热) the fish in the kitchen.
2. There is no good(没用处) worrying about that now.
3. His little sister is ill. He has to stay at home to look after(照顾) her.
4. In fact(事实上), you’ll have to eat with your fingers.
Finish these exercises alone.
通过检测练习, 便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。
Step 8
Homework
1. Recite new words and phrases.
2. Make a dialogue about making plans for a party.
板书设计
Unit 1 When is the school-leaver’s party?
1. New words and expressions
calendar; balloon; heat; fork; spoon; cheeseburger; invitation; paint; knife; Italian; in fact; heat up; no good; be made with
2. Structures
①It’ll be held on 30th of May.
②And I was asked to bring some balloons and paint some pictures for the party.
③We can heat it up in the school kitchen, but it should be cooked at home.
④But it’s eaten everywhere in England.
教学反思
学生对英语学习缺乏自信心和学习动力; 在英语课堂上不积极参与, 缺少主动发言的热情或根本不愿意发言。因此, 多鼓励后进生开口说英语, 并能及时地表扬他们。大声朗读对话, 找出你认为不会的短语及句子, 小组成员合作解决。每天做好后进生的补差工作, 绝不把今天的事情拖到明天。
Unit 2 Knives and forks are used for most Western food.
课 题
Module 6 Eating together
课时
第二课时Unit 2 Knives and forks are used for most Western food.
课型
New
教学目标
知识目标
1. 学习并掌握下列词汇:
Westerner; West; serve; similar; wing; lady; gentleman; cross; at the start of; be similar to; be used for; such as; help oneself; at the end of; as soon as; finish doing
2. 掌握以下句型:
①When in Rome, do as the Romans do.
②Dinner is served around 7 pm or even later.
③Knives and forks are used for most Western food.
④During the meal, you may be invited to serve yourself (usually the ladies before the gentlemen )by someone who says, “Help yourself. ”
⑤Or you will be served by someone who asks, “Would you like some . . . ”
⑥No one will be cross.
能力目标
能够运用所学的句型谈论中西方用餐礼仪的差异
情感目标
通过学习西方用餐礼仪, 使学生体会中西方用餐礼仪的差异, 掌握相关的文明用餐的知识
教学重点
1. Talk about manners in Western countries and China
2. Understand the Passive Voice
教学难点
The use of the Passive Voice
课前预习
Preview the new words
教学方法
Situational approach; Listening and speaking approach; Communicative approach
教学过程
教学环节
教师活动
学生活动
备课札记
Step 1
Warming up
1. Guide students to review the words and phrases of Unit 1.
2. Look at the picture and talk about the differences between a Western meal and a Chinese meal.
1. Review the words and phrases of Unit 1.
2. Say something about the differences between a Western meal and a Chinese meal in groups.
在语境中呈现和导入目标语言。
Step 2
Presentation
1. Teach the new words:
serve; wing; similar; lady; gentleman
help yourself; cross
2. Look at the pictures. What do the pictures tell you?
1. Learn the new words and practice them.
2. Talk about the pictures.
学习预习的词汇, 为课文学习作铺垫; 并通过图片激发学生的学习兴趣。
续表
教学环节
教师活动
学生活动
备课札记
Step 3
Listening
and reading
1. Let students listen to the tape and then read the passage with the questions.
2. Ask them to choose the correct answers.
(1)Who is the passage written for?
(a)A Westerner eating a Chinese meal.
(b)A Chinese person eating a Western meal.
(c)A Chinese person eating a Chinese meal.
(d)A Westerner eating in a Chinese home.
(2)Where might you see a passage like this?
(a)In a magazine.
(b)In a dictionary.
(c)In an instruction manual.
(d)In an airline magazine.
1. Listen to the tape then read the passage.
2. Choose the correct answers.
通过听读, 获取信息, 从整体上把握文章的结构和大意。
Step 4
Careful
reading
Let the students read the passage and complete the column in the West with notes.
Read the passage in Activity 2 loudly, and complete the column in the West with notes.
通过朗读练习和完成表格, 在语境中体会中西方用餐礼仪的差异。
Step 5
Summarize
1. Guide students to summarize the words, expressions and sentences in this lesson.
2. Have them finish Activities 4、5.
1. Summarize the words, expressions and sentences in this lesson.
2. Finish Activities 4、5.
培养学生探究、归纳总结能力。
Step 6
Retelling
the story
1. Guide students to complete the passage with the words in the box.
2. Language practices
①We often say, when in Rome, do as the Romans do.
我们经常说“入乡随俗”。
②Dinner is served around 7 pm or even later.
晚餐在晚上7点左右或更晚提供。
③Knives and forks are used for most Western food.
大多数西餐中用刀叉(做餐具)。
④During the meal, you may be invited to serve yourself (usually the ladies before the gentlemen) by someone who says, “Help yourself. ”
用餐期间, 有人可能会请你自己取食物(通常是女士优先于男士), 并告诉你“请自便”。
⑤Or you will be served by someone who asks, “Would you like some . . . ”或者有人会给你服务, 并问“你想要些……吗?”
⑥No one will be cross. 没有人会生气的。
1. Follow the teacher to complete the passage with the words in the box.
2. Practice the important language points.
培养学生复述和归纳概括的能力; 养成及时复习、做好笔记的习惯。
续表
教学环节
教师活动
学生活动
备课札记
Step 7
Writing
Write a passage for a tourist magazine with Western readers called: When in China, do as the Chinese do.
Write a passage about Chinese manners.
通过所学知识和思维导图教会学生如何构思, 写一篇有关中国饮食习惯的文章。
Step 8
Consolidation
Make students do some exercises and then correct the answers.
1. Do some exercises alone.
2. Correct the answers.
通过检测练习, 便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。
Step 9
Homework
1. Recite new words and phrases.
2. Write a passage called “Manners in Chinese restaurants”.
板书设计
Unit 2 Knives and forks are used for most Western food.
1. Words and expressions:
Westerner; West; serve; similar; wing; lady; gentleman; cross; at the start of; be similar to; be used for; such as; help oneself; at the end of; as soon as; finish doing
2. Sentences:
①When in Rome, do as the Romans do.
②Dinner is served around 7 pm or even later.
③Knives and forks are used for most Western food.
④During the meal, you may be invited to serve yourself (usually the ladies before the gentlemen )by someone who says, “Help yourself. ”
⑤Or you will be served by someone who asks, “Would you like some. . . ?”
⑥No one will be cross.
教学反思
本模块通过对中西方饮食文化的介绍来复习被动语态, 在练习题中巩固、掌握和运用。通过习题训练复习巩固和运用, 所用时间多一点。通过小组合作解答难题来培养学生对知识的运用能力。鼓励学生认真做题, 对于共性的问题, 先讲解, 再巩固。
Unit 3 Language in use
课 题
Module 6 Eating together
课时
第三课时 Unit 3 Language in use
课型
Grammar
教学目标
知识目标
掌握各种时态的被动语态基本用法
能力目标
能够运用所学的被动语态谈论制订计划或写邀请函或谈论中西方用餐礼仪的差异
情感目标
通过学习邀请函和西方用餐礼仪, 使学生体会中西方用餐礼仪的差异, 掌握相关知识
教学重点
Understand the Passive Voice
教学难点
The use of the Passive Voice
课前预习
Preview the new sentences about the tenses
教学方法
Situational approach; Listening and speaking approach; Communicative approach
教学过程
教学环节
教师活动
学生活动
备课札记
Step 1
Lead in
1. Lead students to read the sentences:
I was chosen to play the dance music.
Lunch is usually eaten at about 1 pm.
Knives and forks are used for most Western food.
You’ll be served by someone who asks “Would you like some. . . ?”
2. Encourage them to try to speak out the rules.
1. Read the sentences.
2. Try to speak out the rules.
学习本模块的典型句子, 为语法的学习作铺垫; 同时, 学会归纳总结。
Step 2
Grammar
1. Explain and help students understand the Passive Voice.
各种时态的被动语态构成
一般现在时: am/is/are+动词过去分词
Shoes are made(by them) in that factory.
一般过去时: was/were+动词过去分词
Ten computers were bought(by them) last term.
一般将来时: be going to/will/shall be +动词过去分词
The work will be finished (by them)in ten days.
现在进行时: am/is/are being+动词过去分词
The rooms are being painted by some workers now.
现在完成时: have/has been +动词过去分词
Twenty more keys have been made by us.
含情态动词: 情态动词+be +动词过去分词
Gina can be taken good care of by Amy.
2. Ask them to work in pairs to understand the grammar.
1. Learn the grammar and make notes.
2. Work in pairs to understand the grammar.
进一步学习语法, 培养归纳总结和做笔记的习惯和技能; 在小组内口头汇报, 培养合作意识。
续表
教学环节
教师活动
学生活动
备课札记
Step 3
Exercise
1. Let students do the exercises in Activities 1, 2, 3 and 4.
2. Check the answers.
1. Do the exercises.
2. Correct the answers.
1. 利用学习的新语法, 练习抓住关键词和解决问题的能力。
2. 复习本模块的新词汇和句型, 练习抓住关键词和解决问题的能力以及合作探究能力。
Step 4
Revision
1. Play the tape, and let students finish Activities 5, 6.
2. Have them listen to the tape then finish Activity 7.
1. Listen the tape and finish Activities 5, 6.
2. Listen to the tape then finish Activity 7.
通过练习, 锻炼听力和听取信息和抓住关键词的能力。 复习巩固了本模块词汇语法; 提高合作探究能力。
Step 5
Exercise
1. Encourage students to describe a special or unusual meal they have eaten in pairs.
2. Have them finish Activities 8, 9.
1. Describe a special or unusual meal.
2. Finish Activities 8, 9.
通过练习, 巩固所学知识, 锻炼语言表达的能力。
Step 6
Practice
一、Show some exercises to students and ask them to finish them.
Ⅰ. 单项选择
(D)1. _______ you _______to the dinner?
A. Are; invite
B. Do; invite
C. Have; invited
D. Have; been invited
(B)2. His homework _______at home yesterday evening.
A. finished
B. was finished
C. has finished
D. will be finished
(C)3. It _______six years since his grandfather died.
A. is
B. was
C. had been
D. will be
(D)4. This kind of food _______in a basket.
A. serves
B. served
C. should serve
D. should be served
Ⅱ. 根据中文完成句子
1. 吉姆被选去参加足球比赛了。
Jim has been chosen to take part in football games.
2. 每个人将被要求唱首英文歌曲。
Everyone will be asked to sing an English song.
3. 要求他们进办公室吗?
Will they be asked to enter the office?
4. 莎士比亚的戏剧在中国非常受欢迎。
The plays written by Shakespeare is very popular in China.
5. 我母亲允许我去看足球赛了。
I am allowed by my mother to go to watch the football match.
二、Correct the answers.
1. Finish the exercises in class.
2. Correct the answers.
通过检测练习, 便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。
续表
教学环节
教师活动
学生活动
备课札记
Step 7
Homework
1. Go over the words and useful expressions in Module 6.
2. Write about their eating experience.
板书设计
Unit 3 Language in use
各种时态的被动语态构成
1. 一般现在时: am/is/are +动词过去分词
Shoes are made(by them) in that factory.
2. 一般过去时: was/were+动词过去分词
Ten computers were bought(by them) last term.
3. 一般将来时: be going to/will/shall be +动词过去分词
The work will be finished (by them) in ten days.
4. 现在进行时: am/is/are being+动词过去分词
The rooms are being painted by some workers now.
5. 现在完成时: have/has been +动词过去分词
Twenty more keys have been made by us.
6. 含情态动词: 情态动词+be +动词过去分词
Gina can be taken good care of by Amy.
教学反思
在本节课的教学活动设计中, 设置循序渐进的学习任务, 充分发挥学生的主体作用, 引导学生合作学习、自主探究各种时态的被动语态的用法和结构, 重视“预习—总结—练习—反馈”的学习过程。
