外研版初三英语下册module 7教案

1 / 23 外研版初三英语下册 Module 7 教案 莲山课 件 m 外研版初三下册 module7 教案 moDULE7TEAcHINGPLAN module7Eatingtogether 一、题材内容 本模块以食物和饮食习惯为话题。在 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中国 饮食文化的认识与理解。第一单元从谈论请帖开始，引入本课的话题。下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。第二单元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。第三单元的任务是复习、巩固被动语态用法、复习检测重要词汇并完成模块任务。 教学目标 2 / 23 1）语言知识： 语音能根据意群正确朗读语句。 词汇finger,basket,bread,fork,knife,lemonade,pancake,serve,spoon,hold,hot,roll,Roman,saying,cheers,plate,explanation,cross,generally,over,blind,sense,taste,owner,bee,officer,course 语法复习被动语态。 功能谈论食物和饮食习惯。 话题以食物和饮食习惯为话题。 2）语言技能： 听能听懂有关饮食习惯方面的对话；运用记笔记的方法掌握细节信息。 说能够谈论聚会计划。 读能读懂有关介绍食物和饮食习惯的 文章；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含义。 写能够模仿课文写一篇关于中国食物和饮食习惯的短文。 演示与表达展示和介绍中国的饮食文化。 3)学习策略： 学习一定程度形成自主学习，有效交际、信息处理、英语思维能力。 自学策略在文段中加深理解被动语态的意义、结构和用法。 3 / 23 合作学习策略交流健康饮食的窍门和经验。 4)文化意识： 中外对比了解西方的饮食习惯，加深对中国饮食文化和习俗的认识。 5)情感态度： 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。 6)任务：介绍自己的餐饮经历。 教学重点和难点： 重点： 1掌握介绍食物和饮食习惯的基本词汇，能够叙述自己的餐饮经历，读懂含有被动语态的句子。 难点：正确介绍自己的餐饮经历。 教学方法 基于课程改革的理念及 “ 第二语言习得论 ”, 培养实现人的可持续发展和人的主体精神的自我完善和发展所必需的能力和素质，运用任务型教学途径，围绕核心任务，设定小任务，开展和谐愉悦的课堂活动，强调兴趣第一的原则 ,初步设计 “P T P” 自主学习立体模式：pre-task task-cycle post-task。 二、教材处理 核心任务：能够运用所学句型结构介绍食物和饮食习惯。三个环节如下： 4 / 23 pre-task：学生联系生活实际，激活背景知识。 task-cycle：通过整个模块的听说读写的训练，强化对食物和饮食习惯的表达能力，为完成任务做好铺垫。 post-task：达成任务，展示成果，反馈学习情况。 三、教材安排 根据学生学习英语的特点和规律，我们把本模块划分为 4 课时： Period1:ListeningandVocabulary&PronunciationandSpeaking Period2VocabularyandReading &Aroundtheworld&moduleTask 注：教学时应根据学生的学习水平、生活实际水平、接受程度及课堂出现的临时状况进行运用、调整及筛选。 教学设计 Title:module7Eatingtogether Period1:ListeningandVocabularyandPronunciationandSpeaking Teachingcontent:ListeningandVocabularyandPronunciationandSpeaking TeachingAimsandDemands: 5 / 23 keyvocabularyandphrases:finger,basket,bread,fork,knife,lemonade,pancake,serve,spoon,hold,hot,roll keystructure:Andeveryonehasbeentoldtoprepareatraditionaldishfromourowncountries. It smadewithchickenorporkandvegetables.(难点 ) :Tounderstandtheconversationinvolvingtheuseofpassivevoice.(重点 ) :Toaskandgiveinformationaboutone sdietordiethabit. Learningstrategies: Bottom upapproachandlisteningtothetapeanddosomeexercises. TeachingAids:multi-media(Taperecorder,video,oHP,handout) TeachingProcedures: PartI:Revision Task:Recallwhatwehavelearnedinmodule6. Directions: Stepone:Labelthepictureswiththephrases. (1) (2)Askthemtolabeltheminthepicturesonthescreen. (3) Steptwo:Talkaboutfoodanddiethabit. 6 / 23 PartII:Leadin: Task1:Introducetothemthenewwords. Directions: Stepone: StepTwo:Askthestudentstotalkaboutthepicturesonthescreen. StepThree:collectsomedescriptionsinawhole-classsetting. StepFour:PairtheSstodiscusswhatelsetheyknowaboutfood. StepFive:collectanyotherinformationtheycanprovidefromthemandlistthemontheboard. Task2:Introducetothemaboutfoodanddiethabit. Directions: StepTwo:Freetalkaboutfoodanddiethabit. PartIII:Listening Task1: StepThree:LookatthepartyinvitationandanswerthequestionsinActivity1onpage56. Directions: Stepone:Askthestudentstodothisindividually,thenchec7 / 23 kwithapartner. StepTwo:callbacktheanswersfromthewholeclass,havingonestudentaskaquestionandanotheranswer. Answers: hatyear. refrom. tneedknivesandforksorchopsticks. Task2: Directions: Stepone:Readthroughthewordsintheboxwiththewholeclass,andhavethemrepeatthemchorallyandindividuallyifyoufeelitisnecessary. StepTwo:Askthestudentstoreadthequestionstothemselves. StepThree:playtherecordingoncewhiletheyjustlistenandfocus. StepFour:playitagainforthemtoanswer;theycanthencheckwithapartner. StepFive:playitoncemoreforthemtocomplete,checkandcorrect. StepSix:callbacktheanswersfromthewholeclass,havingo8 / 23 nestudentaskaquestionandanotheranswer. Answers: ,breadandwine. (ham,tomatoes,cheesetomakethepizza). Task3:Listenandread Directions:Playtherecordingwhilethestudentsfollowtheconversationintheirbooks. Task4:activity4onpage57. Directions: Stepone:Askthestudentstodothisindividually,thencheckwithapartner. StepTwo: Answers: Dishmadewith Bettyhamburgers(meat)cheese,breadroll LinglingSuanlatangchickenorporkandvegetables Tonypizzacheese,tomato,ham Damingjiaozi(wedon tknow,butprobablymeatoreggs,vegetables,flour) 9 / 23 Task5:Activity5onpage57. Directions: Stepone:Askthestudentstodothisindividually,thencheckwithapartner. StepTwo:callbacktheanswersinawhole-classsetting. Answers: ,nottheirrelatives,topreparethefood. tintroducedintoBritainthen. PartIV:Languagepoints ? 句中的 foodanddrink 看成一个整体，所以谓语动词用单数。再如： aknifeandfork;ahorseandcart 等 heatup 意思是 “ 加 热 ” 。再比如： Fredaheatedupapieforme. ies. 在这句话中， dish 的意思是 “ 烹制好的菜肴；一道菜；食品 ” 。例如： WhenIwasinItaly,Ihadawonderfulpastadish. 10 / 23 do/washthedishes 表示 “ 清洗餐具（包括盘子、杯子、碗等） ” 。例如： I lljustdothedishesbeforewego. ,soup snogood. 这里 nogood 表示 “ 没（或没什么、没多大）用处（或好处） ” 。例如： Themovieisnogood, stoomuchfighting. It snogoodworryingaboutthatnow. nogood 用法小结： A nogooddoingsth. It snogoodtalkingtohim heneverlistens. Theseglassesarenogoodforwine. Acarisnogoodtome,sinceIcan tdrive. PronunciationandSpeaking Task1:Listenandrepeat. Directions: Stepone:Askthestudentstoreadthroughtheexacttothemselves. StepTwo:Playtherecordingwhiletheylistenandfollow. StepThree:Playitagain,pausingatthebreaksforthestudentstorepeatitchorallyandindividually. 11 / 23 StepFour:Askthestudentstogetintopairstopractisesayingthepassage,helpingeachotherwithpronunciation. StepFive:circulateandmonitortheirproduction. Task2: Directions: Stepone:Askthestudentstostayintheirpairs. StepTwo:Theyshouldtakeitinturnstoreadthepassage;thelistenershouldhelpthespeakertogetthepausesright. StepThree:circulateandmonitortheirproduction. StepFour:Playtherecordingwhilethestudentslistenandfollow. StepFive:Playitagain,pausingforthemtorepeatchorallyandindividually. Task3: Stepone:Askthestudentstogetintopairstomaketheirplans. StepTwo:Askthestudentstomakenotesunderthethreeheadings. Task4:,andsaywhatplanshavebeenmade. Stepone:Readthroughtheexampleswiththewholeclass. StepTwo:Askthepairstoworkwithanotherpairandtelleachothertheirplans. 12 / 23 PartV:Atest Listentothetapeandtranslatesomeofthesentencesintochinese. Homework: Actouttheshortdialogueasfluentlyaspossible. Period2VocabularyandReading Teachingcontent:VocabularyandReading TeachingAimsandDemands: : Newwords:Roman,saying,cheers,plate,explanation,cross,generally,over keystructure:Dinnerisservedaround7pmorevenlater. Theforkisheldinyourlefthandandtheknifeinyourright,andfoodisheldwiththeforkandcutwiththeknife.(难点 ) :Tohaveageneralideaofwhatthereadingpassagemainlytalksabout. Totrainreadingstrategiesincludingtakingnotesandscanning.(重点 ) Learningstrategies:Interactiveapproach. TeachingAids:multi-media(Taperecorder,video,oHP,handout) TeachingProcedures: 13 / 23 PartI:Revision HelpstudentstorevisewhatislearntinPeriodoneofthismodule. PartII:Preparation Task:Learnthenewwords. Directions:Labelthepictureswiththewords. (1) (2)Ssmatchthepictureswiththewords. (3)callbacktheanswersfromthewholeclass. (4)“Doyouknowwhatt heyareusedfor?” (5)Talkaboutthevideos. PartIII:ScanningandSkimming :ReadthepassageandcheckyouranswerstoActivity2. Directions: Stepone:Askthestudentstodothisindividually,thencheckwithapartner. StepTwo:callbacktheanswersfromthewholeclass,havingonestudentaskaquestionandanotheranswerit. Answers: :completethecolumnIntheWestwithnotes. 14 / 23 Directions: Stepone:Askthestudentstodothisindividually,thencheckwithapartner. StepTwo:callbacktheanswersfromthewholeclass. Answers: InthewestInchina mealtimesLunch(after12,around1pm);dinner(7pmorlater) ThingstosayAtthestartofameal: inFrance:Bonappetit inItaly:Buonappetit inBritain:nothingissaid inBritain:cheers! Howtoeatfoodmostfoodiseatenwithaknifeandfork. Beingservedyoumaybeaskedtoserveyourself,orbeservedbyyourhost. RefusingfoodPolitelysayyoucan teatordon twantanymore. NumberofdishesFewerdishesareofferedthaninchina. AttheendofthemealPeoplestayandtalkaroundthetable;it srudetoleaveassoonasthemealisover. :Readthepassageagainandanswerthequestions. Directions: 15 / 23 Stepone:Askthestudentstodothisindividually,thencheckwithapartner. StepTwo:callbacktheanswersfromthewholeclass,havingindividualsreadouttheanswers Answers: 1)youshouldeatwithaknifeandforkunlessitisfingerfood. 2)youdon tsayanything. 3)Ifyou vebeengivensomethingyoudon tlike. 4)Thatchinesepeoplethinkitisimportanttoofferlotsoffood. 5),peoplemightsitaroundthetableafterthey vefinishedeating. :ustomsintheWest? Directions: Stepone:Askthestudentstodothisindividually,thencomparetheirideaswithapartner. StepTwo:callbacksuggestionsfromthewholeclass. Answers: Students ownanswers. PartIV:Dealingwithexpressions: ,doastheRomansdo.这是一句谚语，意思 “ 入乡随俗 ” 。其中， as 表示 “ 正如，像 ” 。例如： 16 / 23 Whileinthechemistrylab,doasIsay,please. AsImentionedinmylastletter,I llbebackinTianjininjune. 请说出以下谚语的意思： 1)Likefather,likeson. 2)Donotcutdownthetreethatgivesyoushade. 3)Nopains,nogains. 4)oncebitten,twiceshy. 5)Love,lovemydog. key: 1)有其父必有其子。 2)不要过河拆桥。 /不要忘恩负义。 3）不劳无获。 4）一朝被蛇咬，十年怕井绳。 5）爱屋及乌。 这里 cross 是形容词，表示 “ 生气的 ” 。例如： Theoldladywasreallycrosswhentheboy sballbrokeherwindow. Allright,youtwo,don tgetcrosswitheachother. Adam,mummywillgetcrossifyoudoitagain. Don tgetcrosswithBill. 17 / 23 cross 作动词，表示 “ 横穿，穿过；交叉 ” 。例如： Ittookthemtwomonthstocrossthedesert. Shewassittingonthefloorwithherlegscrossed. PartV:Languageuse Direction:sseewhocanfinishitassoonaspossible. 2.(Givethestudentssometimetorecallwhatthey velearnedinthisclass) FirstthinkbythemselvesThendiscussinpairsandfinallysharetheiranswerswiththeclass. PartVI:Homework Exercise7onpage122intheWB. Period3:Writing&Aroundtheworld&moduleTask Teachingcontent:Writing&Aroundtheworld&moduleTask TeachingAimsandDemands: :Wheninchina,doasthechinesedo.(难点 ) (重点 ) Learningstrategies： Top-downandInteractiveapproachanddosomeexercises. TeachingAids:multi-media(Taperecorder,video,oHP,han18 / 23 dout) TeachingProcedures: PartI:Revision Task:Helpstudentstorevisewhatislearntinlastmodule. Directions: (1)Revisethewordsandphrases. (2) PartII:Writing :completethecolumnInchinainActivity3withnotesaboutmealsandeatingcustomsinchina. Directions： Askthestudentstodothisindividually,thencomparewithapartner. :Writeapassageforatouristmagazinewithwesternreaders. Directions:新课标第一网 Stepone:Readthroughtheinstructionsandexampleswiththewholeclass. StepTwo:Askthestudentstodothisindividually. StepThree:Whentheyhavefinished,askthemtoexchangewritingwithapartnerforpeer-correctionoflanguageandcontent. StepFour:Havesomestudentsreadtheirworkouttothewhole19 / 23 class. Task:LearnsomethingaboutBirthdaypartiesintheUSA. Directions: “Whyare16thbirthdaypartiesimportant?”(Becauseit sthefirststepinbecominganadult.)“Howdopeopleoftencelebrate?”(Withabigpartyorotherspecialevent.) PartIV:moduleTask :Describeaspecialorunusualmealyouhaveeaten. :compareyourlistwithotherstudents. Directions: /unusualmeal. PartV:Recalling Recallwhatwelearntoday. PartVI:Atest 20 / 23 PartVII:Homework DotheSelf-assessmentonPage123intheworkbook. Teachingcontent:Languageinuse keystructures:Theuseofpassivevoice(重点 ) TeachingAimsandDemands: :Theuseofpassivevoice. Learningstrategies:Formalinstructionandtask-basedapproachandinteractivepractice. TeachingAids:multi-media(video,oHP,handout) TeachingProcedures: PartIRevision Helpstudentstorevisewhatwaslearntin3periodsofthismodule. PartIILanguagepractice Task1:Tosummarizeandconsolidatetheusageofpassivevoice. (1). thepassivevoice. (2) Task2:Toconsolidatetheuseofpassivevoice: (1)Doactivity1,: 21 / 23 (2) (3) Task3: Directions: (1) (2)Theyca