MODULE 7   TEACHING PLAN

Module 7 Eating together

1. 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

1. 语言知识：

1. 语言技能：

3) 学习策略：

4) 文化意识：

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。

2. 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：

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。

3. 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：

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:    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. (难点)

2. Listening skill: To understand the conversation involving the use of passive voice. (重点)

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:

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看成一个整体，所以谓语动词用单数。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“加热”。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.

在这句话中，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（包括盘子、杯子、碗等）”。例如：I’ll just do the dishes before we go.

4. Oh, soup’s no good.

这里no good 表示“没（或没什么、没多大）用处（或好处）”。例如：

The movie is no good, I think. There’s too much fighting.

It’s no good worrying about that now.

no good用法小结：

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. (难点)

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. (重点)

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.