MODULE 7 TEACHING PLAN
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(jì)的今天，越來(lái)越多的人走出國(guó)門(mén)，同時(shí)越來(lái)越多的外國(guó)朋友來(lái)到中國(guó)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(yǔ)的任務(wù)之一，也是時(shí)代提出的要求。本模塊通過(guò)準(zhǔn)備聚會(huì)食物的對(duì)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(shí)可以加深同學(xué)們對(duì)中國(guó)飲食文化的認(rèn)識(shí)與理解。第一單元從談?wù)撜?qǐng)?zhí)_(kāi)始，引入本課的話題。下面的對(duì)話以即將舉辦的畢業(yè)生晚會(huì)為話題談?wù)摬煌瑖?guó)家的傳統(tǒng)食物。對(duì)話中突出了本模塊的語(yǔ)法---- 被動(dòng)語(yǔ)態(tài)，學(xué)生們可以在學(xué)習(xí)對(duì)話的過(guò)程中復(fù)習(xí)被動(dòng)語(yǔ)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(shí)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(dòng)語(yǔ)態(tài)用法、復(fù)習(xí)檢測(cè)重要詞匯并完成模塊任務(wù)。
目標(biāo)
1）語(yǔ)言知識(shí)：
語(yǔ)音能根據(jù)意群正確朗讀語(yǔ)句。
詞匯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
語(yǔ)法復(fù)習(xí)被動(dòng)語(yǔ)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(yǔ)言技能：
聽(tīng)能聽(tīng)懂有關(guān)飲食習(xí)慣方面的對(duì)話；運(yùn)用記筆記的方法掌握細(xì)節(jié)信息。
說(shuō)能夠談?wù)摼蹠?huì)計(jì)劃。
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(cè)下文；能評(píng)價(jià)文章和根據(jù)文中信息推斷文章的深層含義。
寫(xiě)能夠模仿課文寫(xiě)一篇關(guān)于中國(guó)食物和飲食習(xí)慣的短文。
演示與表達(dá) 展示和介紹中國(guó)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(yǔ)思維能力。
自學(xué)策略在文段中加深理解被動(dòng)語(yǔ)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(mén)和經(jīng)驗(yàn)。
4) 文化意識(shí)：
中外對(duì)比了解西方的飲食習(xí)慣，加深對(duì)中國(guó)飲食文化和習(xí)俗的認(rèn)識(shí)。
5) 情感態(tài)度：
了解不同國(guó)家的飲食文化，保持中國(guó)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(diǎn)和難點(diǎn)：
重點(diǎn)：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(dòng)語(yǔ)態(tài)的句子。
難點(diǎn)：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(yǔ)言習(xí)得論”,培養(yǎng)實(shí)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(yùn)用任務(wù)型教學(xué)途徑，圍繞核心任務(wù)，設(shè)定小任務(wù)，開(kāi)展和諧愉悅的課堂活動(dòng)，強(qiáng)調(diào)興趣第一的原則,初步設(shè)計(jì)“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(yùn)用所學(xué)句型結(jié)構(gòu)介紹食物和飲食習(xí)慣。三個(gè)環(huán)節(jié)如下：
pre-task：學(xué)生聯(lián)系生活實(shí)際，激活背景知識(shí)。
task-cycle：通過(guò)整個(gè)模塊的聽(tīng)說(shuō)讀寫(xiě)的訓(xùn)練，強(qiáng)化對(duì)食物和飲食習(xí)慣的表達(dá)能力，為完成任務(wù)做好鋪墊。
post-task：達(dá)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(yǔ)的特點(diǎn)和規(guī)律，我們把本模塊劃分為4課時(shí)：
Period 1: Listening 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(shí)應(yīng)根據(jù)學(xué)生的學(xué)習(xí)水平、生活實(shí)際水平、接受程度及課堂出現(xiàn)的臨時(shí)狀況進(jìn)行運(yùn)用、調(diào)整及篩選。
『教學(xué)設(shè)計(jì)』
Title: Module 7 Eating together
Period 1: Listening and Vocabulary and Pronunciation 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 told to prepare a traditional dish from our own countries.
It’s made with chicken or pork and vegetables. (難點(diǎn))
2. Listening skill: To understand the conversation involving the use of passive voice. (重點(diǎn))
3. Speaking skill: To ask and give information about one’s diet or diet habit.
Learning 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.
(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 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- 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 abut 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: 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 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 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, check 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 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 from 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
LinglingSuanla tangChicken or pork and vegetables
TonypizzaCheese, tomato, ham
Damingjiaozi(we don’t know, but probably meat or eggs, vegetables, flour)
Task 5: 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 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(gè)整體，所以謂語(yǔ)動(dòng)詞用單數(shù)。再如：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, I had a wonderful pasta dish.
do / wash the dishes 表示“清洗餐具（包括盤(pán)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(méi)（或沒(méi)什么、沒(méi)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 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 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 pronunciation.
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 should 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 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.
Period 2 Vocabulary and Reading
Teaching Content: Vocabulary and Reading
Teaching Aims and Demands:
1. Language knowledge:
New words: Roman, saying, cheers, plate, explanation, cross, generally, over
Key structure: Dinner is served around 7 pm or even later.
The fork is held in your left hand and the knife in your right, and food is held with the fork and cut with the knife. (難點(diǎn))
2. Reading skill: ①To have a general idea of what the reading passage mainly talks about.
② To train reading strategies including taking notes and scanning. (重點(diǎn))
Learning strategies: Interactive approach.
Teaching Aids: Multi-Media (Tape recorder, video, OHP, handout)
Teaching Procedures:
Part I: Revision
Help students to revise what is learnt in Period one of this module.
Show them some pictures about the new words in last period. Have the Ss. spell them chorally and individually.
Part II : Preparation
Task: Learn the new words.
Directions: Label the pictures with the words.
(1) Read through the words in the box. Have the Ss. Repeat them after you.
(2) Ss match the pictures with the words.
(3) Call back the answers from the whole class.
(4) Show the Ss the videos of knives and forks used for food. Ask them “Do you know what they are used for?”
(5) Talk about the videos.
Part III: Scanning and Skimming
1.Task: Read the passage and check your answers to Activity 2.
Directions:
Step One: Ask the students to do this individually, then check with a partner.
Step Two: Call back the answers from the whole class, having one student ask a question and another answer it.
Answers:
1. b 2. b 3. a
2. Task: Complete the column In the West with notes.
Directions:
Step One: Ask the students to do this individually, then check with a partner.
Step Two: Call back the answers from the whole class.
Answers:
In the westIn China
Meal timesLunch (after 12, around 1 pm); dinner (7pm or later)
Things to sayAt the start of a meal:
in France: Bon appetit
in Italy: Buon appetit
in Britain: nothing is said
in Britain: Cheers!
How to eat foodMost food is eaten with a knife and fork.
Being served You may be asked to serve yourself, or be served by your host.
Refusing foodPolitely say you can’t eat or don’t want any more.
Number of dishesFewer dishes are offered than in China.
At the end of the mealPeople stay and talk around the table; it’s rude to leave as soon as the meal is over.
3. Task: Read the passage again and answer the questions.
Directions:
Step One: Ask the students to do this individually, then check with a partner.
Step Two: Call back the answers from the whole class, having individuals read out the answers
Answers:
1)You should eat with a knife and fork unless it is finger food.
2)You don’t say anything.
3)If you’ve been given something you don’t like.
4)That Chinese people think it is important to offer lots of food.
5)In China a meal is over as soon as people have finished eating. In the West, people might sit around the table after they’ve finished eating.
4. Task: Read the passage. What are the most surprising pieces of information about meals and eating customs in the West?
Directions:
Step One: Ask the students to do this individually, then compare their ideas with a partner.
Step Two: Call back suggestions from the whole class.
Answers:
Students’ own answers.
Part IV : Dealing with expressions:
1.When in Rome, do as the Romans do. 這是一句諺語(yǔ)，意思“入鄉(xiāng)隨俗”。其中，as 表示“正如，像……”。例如：
While in the chemistry lab, do as I say, please.
As I mentioned in my last letter, I’ll be back in Tianjin in June.
請(qǐng)說(shuō)出以下諺語(yǔ)的意思：
1) Like father, like son.
2) Do not cut down the tree that gives you shade.
3) No pains, no gains.
4) Once bitten, twice shy.
5) Love, love my dog.
Key:
1) 有其父必有其子。
2) 不要過(guò)河拆橋。/ 不要忘恩負(fù)義。
3）不勞無(wú)獲。
4）一朝被蛇咬，十年怕井繩。
5）愛(ài)屋及烏。
2. No one will be cross.
這里cross 是形容詞，表示“生氣的”。例如：
The old lady was really cross when the boy’s ball broke her window.
All right, you two, don’t get cross with each other.
Adam, Mummy will get cross if you do it again.
Don’t get cross with Bill.
Cross 作動(dòng)詞，表示“橫穿，穿過(guò)；交叉”。例如：
It took them two months to cross the desert.
She was sitting on the floor with her legs crossed.
Part V: Language use
1. Exercise 6 on page 121 in WB.
Direction: Ss do it by themselves .Let`s see who can finish it as soon as possible.
2.(Give the students some time to recall what they’ve learned in this class)
First think by themselves Then discuss in pairs and finally share their answers with the class.
Part VI: Homework
Exercise 7 on page 122 in the WB.
Period 3: Writing & Around the world &Module Task
Teaching Content: Writing & Around the world &Module Task
Teaching Aims and Demands:
1. Write a passage for a tourist magazine with western readers called: When in China, do as the Chinese do. (難點(diǎn))
2. Describing an eating experience. (重點(diǎn))
3. Know something about Birthday parties in the USA.
Learning strategies：
Top-down and Interactive approach and do some exercises.
Teaching Aids: Multi-Media (Tape recorder, video, OHP, handout)
Teaching Procedures:
Part I: Revision
Task: Help students to revise what is learnt in last module.
Directions:
(1) Revise the words and phrases.
(2) Put the Ss. in pairs to practice the dialogue and the text.
Part II: Writing
1.Task: Complete the column In China in Activity 3 with notes about meals and eating customs in China.
Directions：
Ask the students to do this individually, then compare with a partner.
2. Task: Write a passage for a tourist magazine with western readers.
Directions: 新 課標(biāo)第 一網(wǎng)
Step One: Read through the instructions and examples with the whole class.
Step Two: Ask the students to do this individually.
Step Three: When they have finished, ask them to exchange writing with a partner for peer-correction of language and content.
Step Four: Have some students read their work out to the whole class.
Part III. Around the world
Task: Learn something about Birthday parties in the USA.
Directions:
1. Ask the Ss. to read the passage to themselves.
Tell the Ss. some things about him.
2. Ask some general questions such as “Why are 16th birthday parties important?”(Because it’s the first step in becoming an adult.) “How do people often celebrate?” (With a big party or other special event.)
Part IV: Module Task
Describe an eating experience.
1. Task: Describe a special or unusual meal you have eaten.
2. Task: Compare your list with other students.
Directions:
1. Read through the instructions with the whole class.
2. Ask them to use the cues to describe their special / unusual meal.
3. They can then share their experience with a partner.
4. Call back some examples from the whole class.
Part V: Recalling
Recall what we learn today.
Part VI: A test
Do Ex.8 on page 122 and hand in immediately.
Part VII: Homework
Do the Self-assessment on Page 123 in the workbook.
Period 4. Language in use
Teaching Content: Language in use
Key structures: The use of passive voice (重點(diǎn))
Teaching Aims and Demands:
1. To summarize and consolidate grammar focus: The use of passive voice.
Learning strategies: Formal instruction and task-based approach and interactive practice.
Teaching Aids: Multi-Media (video, OHP, handout)
Teaching Procedures:
Part I Revision
Help students to revise what was learnt in 3 periods of this module.
Part II Language practice
Task1: To summarize and consolidate the usage of passive voice.
(1).Run through the examples with the Ss. and make sure that they are familiar with the use of
the passive voice.
(2) Ask the Ss. to repeat the sentences in the box.
Task 2: To consolidate the use of passive voice:
(1) Do activity 1, 2 on page 60 and 4 on page 61. Grasp the use of the structure:
(2) Ask the Ss. to call out the answers from the whole class.
(3) Ask the Ss. to read the complete sentences.
Task 3: Activity 3. Work in pairs. Look at the pictures and say what you think happened.
Directions:
(1) Ask the Ss. to get into pairs to tell the story.
(2) They can then get together with another pair to compare their ideas.
(3) Call the story back in a whole-class setting.
Answer:
This is a model answer:
A man was eating snacks in a restaurant. He put his hand into the bowl, but didn’t notice a bee in it. He picked up the bee with the snacks and put them into his mouth. The bee stung him in his throat as he was swallowing the snacks. Later the restaurant was closed down because hundreds of bees were found in the kitchen by food inspectors.
Task 4: Activity 5. Answer the questions about the words in the box.
Directions:
(1)Read through the words in the box with the whole class; ask them to repeat them chorally and individually if you feel it is necessary.
(2)Ask the students to do this activity individually, then check with a partner.
(3)Call back the answers from the whole class, having one student ask a question and another answer it.
Task 5: Activity 6. Work in pairs and answer the questions.
Directions:
(1)Ask the students to answer the questions individually.
(2)Then ask them to get into pairs to ask and answer the questions of each other.
Task 6:
Activity 7. Listen and match the conversations with the pictures.
Directions:
(1)Ask the students to look at the pictures.
(2)Play the recording while the students just listen and focus.
(3)Play it again for them to answer; they can then check with a partner.
(4)Play it once more for them to complete, check and correct.
(5)Call back the answers from the whole class.
Task 7:
Activity 8. Listen again and choose the correct answer.
Directions:
(1)Ask the students to do this individually, then check with a partner.
(2)Call back the answers from the whole class as complete sentences.
Task 8:
Activity 9. Read the email and answer the questions.
Directions:
(1) Ask the students to do this individually, then check with a partner.
(2) Call back the answers from the whole class , having one student ask a question and another answer it.
PartⅢ: A test
Do activity 1on page 120 in the WB. Let’s see who can finish it as soon as possible.
Part IV: Homework
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