Module 7 Unit 2 We all own English
指导思想与理论依据 理论依据： 分层教学与任务型教学 参考书目：《新课程标准》《英语周报》 教学背景分析 本课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。与实际生活紧密联系。由于本班学生英语水平差，单词量少，所以结合本节课的特点采取学生自主学习的教学方式。 教材分析 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也是时代提出的要求。本课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和理解。 教学重点、难点 教学重点：1、Dinner is served around 7pm or even later. 2 The fork is held in your left hand and the knife in your right, and the food is held with the fork and cut with the knife. 教学难点：复习被动语态 教学目标(内容框架) 1、 知识与技能：1） To get the general idea and specific information of the reading passage. 2) To infer some information through analising the passage. 2、过程与方法：Interactive approach 3、情感态度与价值观：了解不同国家的饮食文化，学习西方饮食习俗中好的方面。
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教学流程示意(可选项) Greeting---Lead-in---Pre-reading---Whilereading---After reading---Self-assissment---Summary---Homework---The end 教学过程 教学环节 Step1、Greeting. Step2 Lead-in. Step3 Pre-eading Look at the pictures of Western meal. What things do you see at meal in China and what things are different.. Step4 While reading. 一、 Complete the column in the West with notes. 1 Fast reading and
教师活动 Greetings. Show them the pictures and ask them to think “Are they right to eat Western food?” 1 Show them some pictures about food. 2 Ask them to discuss the difference. 1 Show them the column and make sure they can undersand it. 学生活动 Greeting. Think and tell the class their ideas. 1 Discuss with partner. 2 Show their answers. 1 Look at the column. 2 Read the passage and finish this 设计意图 Greeting. Pay attention to the details and pave the way for the reading. Prepare for the reading. To understand the meaning of the passage and 2
fill in the blanks. 2 Check the answers. 二、Read the passage again and answer the following questions. 1 Who is the passage written for? 2 What is the tone of the passage? 3 Where might you see a passage like this? Step 5 After reading. Fill in the blankes according to the passage. Step 6 Act in role. Step 7
2 Ask the Ss to read the passage and give them 10mins to finish this part. 3 Put them into 5groups and have them disscuss their idears. 1 Ask the Ss to read the questions together. 2 Give them 5mins to finish this part.. 1 Ask some students to read the small passage then give them some mins to fill in the blanks. 2 Choose some students to tell their answers and check them together. 3 Have them read the passage loudly. 4 Make sure they can understand it. 1 Ask them to play in role. 2 Choose some groups to show their work. part. 3 Discuss with partner and show the idears. 4 Check the answers and correct them. 1 Read the passage together. 2 Finish this part by themselves then check together. 1 Read the passage by themselves. 2 Fill in the blanks. 3 Check the answers together. 4 Read it loudly. 1 Practice with partener. 2 Show their works. practice the reading. Remember the key points. Make sure the students can use the langue points. Summary. 3
Summary. Step 8 Home work. Ask them to read the key points loudly. Remember these points. 板书设计 Unit 2 Knives and forks are used for most food What should you do? 1 At the start of a meal: “Bon appetit” “Enjoy your meal” “ Cheers” 2 During the meal: Chopsticks fork knife fingers 3 finally: You’ll know that you are expected to stay and talk around the dinner table long after the last dish has been brought to the table.
学习效果评价设计 一、Read the passage and answer the questions? 1 Who is the passage written for? 2 What is the tone of the passage? 3 Where might you see a passage like this? 二、Complete the column in the West with notes. 三、Complete the passage. 本教学设计与以往或其他教学设计相比的特点(300-500字数) 本次设计中最大的特点就是将课本立体化，将生活中的事例与课本知识相结合，通过学生的自主学习，找出问题的答案，再根据情景通过学生表演将学到的知识用自己的方式表达出来，从输入到输出，由读到说，给学生呈现一个完整的认知过程。其次就是根据学生的特点在导入部分我采用
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了一段视频资料，让学生在笑声中轻松进入到本课主题，并且极大的调动了学生的积极性。还有就是在备课中我结合本班的实际情况对课本进行了整和，对一些习题采取了放弃，只用了课本的第三题和第二题，其他的就是我自己根据学生特点自己编制的，在教学中，我发现这样有的放矢的讲练对学生有一定的好处，目标明确，重点突出，学生的学习效果也比较好。在最后的SUMMARY和HOMEWORK中，我有意识为下堂课的写作做好铺垫，因为本节课中的重点是读和说，那么下面的是写，如何将读说写这三方面有机的结合在一起是英语教学中需要着重思考的问题，因此在本节课中，我尝试着在最后的环节中通过写的方式让学生再次输出，为后面的写作打基础。
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