外研版初三英语下册Module 7教案

外研版初三英语下册Module 7教案澶栫爺鐗堝垵涓変笅鍐孧odule 7MODULE 7 TEACHING PLAN Module 7 Eating together 涓€銆?21В瑗ュ嵆灏嗕妇鍔炵殑姣?---佽瘝姹囧苟瀹屾垚妯″潡浠诲姟銆?1锛??鑳芥?璇嶆眹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 璇?鍔熻兘?璇?2锛?鍚?鑳?璇??璇?銆?鍐?勭煭鏂囥€?婕旂ず涓庤〃杈??3)瀛︿範绛栫暐锛??鍦ㄦ枃娈典腑鍔犳繁鐞嗚В?鍚堜綔瀛︿範绛栫暐?4) 鏂囧寲鎰忚瘑锛?浜嗚В?5) 鎯呮劅鎬佸害锛?浜嗚В濂界殑鏂归潰銆?6) 浠诲姟锛氫粙缁嶈嚜宸辩殑椁愰ギ缁忓巻銆?鍜岄毦鐐癸細閲嶇偣锛?佺殑鍙ュ瓙銆??硶?鍩瑰吇缁曟牳蹇冧换鍔★紝璁惧畾灏忎换鍔★紝寮€灞曞拰璋愭剦鎮︾殑璇惧爞娲诲?涔犵珛浣撴ā寮忥細pre-task鈥晅ask-cycle鈥昿ost-task銆?浜屻€?鏁欐潗澶勭悊pre-task?task-cycle诲姟鍋氬ソ閾哄灚銆?post-task涔犳儏鍐点€?涓夈€?鏁欐潗瀹夋帓4璇炬椂锛?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搴﹀強璇惧爞鍑虹幇鐨勪复鏃剁姸鍐佃繘琛岃繍鐢ㄣ€佽皟鏁村強绛涢€夈€??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鈥檚made with chicken or pork and vegetables. (闅剧偣) 2. Listening skill: To understand the conversation involving the use of passive voice. (閲嶇偣) 3. Speaking skill: To ask and give information about one鈥檚diet or diet habit. Learning strategies: Bottom 锟紺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鈥檙e from. 3. Food which you can eat with your hands--- you don鈥檛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 Lingling Suanla tang Chicken or pork and vegetables Tony pizza Cheese, tomato, ham Daming jiaozi (we don鈥檛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 checkwith 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鈥檛introduced into Britain then. Part IV: Language points 1. What food and drink is for the family?鍙ヤ腑鐨刦ood and drink曟暟銆傚啀濡傦細a knife and fork; a horse and cart 绛?2. I suppose it can be heated up in the school kitchen 鈥?heat up?Freda heated up a pie for me. 3. And everyone has been told to prepare a traditional dish from our own countries. dish 鐨勬剰鎬濇槸When I was in Italy, I had a wonderful pasta dish. do / wash the dishes 琛ㄧず鈥滄竻娲楅I鈥檒l just do the dishes before we go. 4. Oh, soup鈥檚no good. 杩欓噷no good 琛ㄧず鈥滄病锛堟垨娌′粈涔堛€佹病澶氬ぇ锛夌敤澶勶紙鎴栧ソ澶勶級鈥濄€備緥濡傦細The movie is no good, I think. There鈥檚too much fighting. It鈥檚no good worrying about that now. no good鐢ㄦ硶灏忕粨锛?A锛巒o good doing sth. It鈥檚no good talking to him鈥昲e 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鈥檛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 thepassage; 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. (闅剧偣) 2. Reading skill: 鈶燭o have a general idea of what the reading passage mainly talks about. 鈶?To train reading strategies including taking notes and scanning. (閲嶇偣) 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 鈥淒o you know what they are used for?鈥?(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 thestudents 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 west In China Meal times Lunch (after 12, around 1 pm); dinner (7pm or later) Things to say At the start of a meal: in France: Bon appetit in Italy: Buon appetit in Britain: nothing is said in Britain: Cheers! How to eat food Most food is eaten with a knife and fork. Being served You may be asked to serve yourself, or be served by your host. Refusing food Politely say you can鈥檛eat or don鈥檛want any more. Number of dishes Fewer dishes are offered than in China. At the end of the meal People stay and talk around the table; it鈥檚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鈥檛say anything. 3) If you鈥檝e been given something you don鈥檛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 鈥檝e 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鈥?own answers. Part IV : Dealing with expressions: 1. When in Rome, do as the Romans do.as 琛ㄧWhile in the chemistry lab, do as I say, please. As I mentioned in my last letter, I鈥檒l be back in Tianjin in June. 璇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) 鏈夊叾鐖跺繀鏈夊叾瀛愩€?2) ? 涓?3锛変笉鍔虫棤鑾枫€?4€曚簳缁炽€?5锛夌埍灞嬪強涔屻€?2. No one will be cross. 杩欓噷cross舰瀹硅瘝锛岃〃绀衡€滅敓姘旂殑鈥濄€備緥濡傦細The old lady was really cross when the boy鈥檚ball broke her window. All right, you two, don鈥檛get cross with each other. Adam, Mummy will get cross if you do it again. Don鈥檛get cross with Bill. Cross 浣滃姩璇嶏紝琛ㄧず鈥滄í绌匡紝绌胯繃锛涗氦鍙夆€濄€備緥濡傦細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鈥檝e 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. (闅剧偣) 2. Describing an eating experience. (閲嶇偣) 3. Know something about Birthday parties in the USA. Learning strategies锛?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锛?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: 鏂?璇炬爣绗?涓€缃?StepOne: 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 鈥淲hy are 16th birthday parties important?鈥?Because it鈥檚the first step in becoming an adult.) 鈥淗ow do people often celebrate?鈥?(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 (閲嶇偣) 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鈥檛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. Part鈪? A test Do精品教案设计资料activity 1on page 120 in the WB. Let鈥檚see who can finish it as soon as possible. Part IV: Homework Finish all the exercises in the WB.。