MODULE 7 TEACHING PLAN
Module 7 Eating together
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。
目标
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。
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：
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：
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:
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.
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. 这是一句谚语，意思“入乡随俗”。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.
请说出以下谚语的意思：
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。
2. No one will be cross.
这里cross 是形容词，表示“生气的”。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 作动词，表示“横穿，穿过；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. (难点)
2. Describing an eating experience. (重点)
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 课标第 一网
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 (重点)
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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