1、所用教科书 书名 外研版九年级英语下册 所教年级 九年级 所教册次、 单元 Module 6 Unit 2 设计主题 Unit 2 Knives and forks are used for most Western food. 1.整体设计思路、指导依据说明 本单元是一节阅读课，主要话题为，了解并尊重西方饮食文化。所以，我就围绕这个 话题，设计阅读任务，从感知到综合运用，帮助学生从文中获取西方饮食文化信息的 能力，掌握被动语态的用法，并掌握阅读技能。整节课以学生自主学习为主，合作探 究为辅，结合 PPT 达到激发兴趣的教学效果，引发情感教育。 2.教学背景分析 教学内容分析： 【教材分析】
2、Module 6 的主要内容为通过对中西方饮食文化的介绍来复习被动语态，重点学习 heat up, be similar to, help yourself 等短语的用法。从全书来看，本模块承接上册书对被动语 态的学习和运用，内容有层次的展开，学生容易接受。 （1）本单元要学习的内容就是了解并尊重西方饮食文化。 （2） 本单元要用到的重点句型是被动语态的句型： 如： 主语+ be + done + by + 执行者。 （3）本课时所教学的内容以读写为主，是本单元的基础，也是本单元的重点。 学生情况分析： （1）学生的英语基础薄弱，对重点语法被动语态的理解、掌握和运用或多或少的存在 些问题。 （
3、2）学生的记忆能力不强，所以，需要落实的时间。 3.教学目标分析 知识与技能 Key vocabularyWesterner, West, serve, similar, wing, lady, gentleman, cross Key structureshelp yourself, do as the Romans do 过程与方法 To get information about Western diet culture. To master the passive voice. 情感、态度与价值观 To respect Western diet culture; 4.教学重点、难点分析
4、 教学重点： 1. To learn some expressions in the passage. 2. To learn the passive voice. 3. To learn some reading strategies. 教学难点： 1. To get information from the article. 2. The use of do as the Romans do and help oneself. 5.教学过程设计 Step 1 Learning aims and presentation 【设计意图】使学生明确本课所学语言目标，对今天所学的内容做到心中有数。
5、 Step 2 Warming up 1. Read and speak out the words or Chinese as quickly as possible. 2. Answer some questions about Western diet culture. 【设计意图】导入本单元话题，并为下一步理解文章做一个铺垫。 Step 3 Reading 1. Fast reading Read the passage quickly, then answer the questions. 1) Who is the passage written for? A. Visitors
6、to Western countries. B. Visitors to China. 2) Where might you see a passage like this? A. In a newspaper B. In a magazine. 文章结构：_ _ _ 【设计意图】将课本中的问答改为选择，既让学生整体把握作者意图及文章大意，又 照顾到学生能力，降低难度。 2. Skimming Match the topics with the paragraphs. Method of eating Paragraph 2 Mealtimes Paragraph 3 Things you s
7、ay when offered food Paragraph 4 Things to say and do at the end of the meal Paragraph 5 Things to say at the start of a meal Paragraph 6 Stay and _. 【设计意图】使学生了解西方饮食文化，并对比中国饮食文化异同，拓展视野，也为 以后的写作铺垫。 4. Language points 1. 被供应被供应/端上端上 6. 请自便 2. 做某事是常见的 7. 生气 3. 在开始的时候 8. 提供给某人某物 4. 在结束的时候 9. 不再 5. 用于用于
8、10. 被期待做某事被期待做某事 * 一般现在时的被动语态：一般现在时的被动语态：_ * 一般将来时的被动语态：一般将来时的被动语态：_ 含情态动词的被动语态：_ * 一般过去时的被动语态：一般过去时的被动语态：_ 现在完成时的被动语态: _ 链接中考链接中考 ( ) 1. Paper _ first _ about 2000 years ago in China. (2016 天津) A. is; creating B. is; created C. has; created D. was; created ( ) 2. The novel _ by many people today. (
9、2015 天津) A. is read B. are read C. reads D. were read ( ) 3. Look at our new school. It _ last year. (2014 天津) A. built B. was built C. is built D. will be built 【设计意图】使学生真正地能理解、掌握和运用本课应该掌握的语言目标和语法知识， 并拓展知识面。 Step 5. Another reading comprehension. Table manners are different from country to country.
10、 If you visit a friends home for a meal，its good to know about certain customs. Morocco(摩洛哥摩洛哥) In many homes，people often sit on the floor to eat a meal. Often，everyone eats from the same plate. It is in the center of the table. Only eat the food in front of you. Dont reach across someone for food.
11、 It is common to use your fingers and small pieces of bread to eat food. Use only your right hand to eat. Dont say “no” to food. If the host(主人) offers you food or drink，take some and try a little. Also remember：In many homes，it is common to take off your shoes. The United States In most homes，peopl
12、e usually sit on chairs when they eat a meal. People eat from their own plate or bowl，but sometimes people share desserts(甜点).If you want something(for example，the water)，ask for it. Reaching across someone is rude. Its O.K. to eat things like sandwiches，fruit，pizza(比萨饼)，and some kinds of meat with
13、your fingers. Its O.K. to say “no” to food if you dont like it. Also remember：People often talk when they eat a meal together. ( ) 1. It is good to know about customs in other countries so you can _. A. learn the language B. eat more C. act correctly D. make money ( ) 2. In Morocco, when people eat
14、a meal, they _. A. always sit on the floor with their shoes on B. only eat the food in front of them C. say “no” to food they dont like D. eat from their own plate ( ) 3. In Morocco, people use _ to eat food. A. only the left band B. only the right hand C. both hands D. just one finger ( ) 4. In the
15、 United States, people sometimes share _. A. all their food B. water and other drinks C. meat D. desserts ( ) 5. In the United States, people often _ when they eat a meal together. A. take off their shoes B. reach across someone for food C. talk D. keep silent 【设计意图】运用已有的阅读技巧，练习另一篇有关西方饮食文化的文章，达到学以 致
16、用。 Step 6 Homework. 1. Recite the words and phrases. 2. Finish the exercise in Activity 6. 3. Finish the exercises. (补充教材 P109 A 组) 选做： Search for more information about Chinese eating customs and Western diet culture on the Internet, and get to know the differences between them. 【设计意图】巩固课上所学知识，引导学生
17、课下查阅资料巩固所学知识，并拓展视野， 丰富课外知识。 6.板书设计 本课知识点 1. be served 6. help yourself 2. its usual to do 7. be cross 3. at the start of 8. offer sb. sth. 4. at the end of 9. notany more 5. be used for 10. be expected to do 本课重点语法再现：被动语态 be + v.p.p. 7.总结回顾 阅读策略 本课知识点 1. be served 6. help yourself 2. its usual to do
18、 7. be cross 3. at the start of 8. offer sb. sth. 4. at the end of 9. notany more 5. be used for 10. be expected to do 本课重点语法再现：被动语态 8. 教学反思 在设计本节课时，我以两个问题为中心：怎样在这节课中培养学生阅读能力，怎样 利用英语课堂对学生进行德育教育，在本节课中我充分利用本单元的话题，激发学生的 学习欲望和兴趣，在本单元我设计选择，连线，填表等多种读说任务以训练学生的口头 表达能力和阅读理解能力，在任务中体现学生的主体地位，促进学生的全面、和谐的发 展。 学生在学习的过程中有可能出现一些错误，本人就以积极的态度对待他们，引导学 生往正确的方向行走，这样创造出来的愉快的氛围对学生的学习有很大的积极影响力。 新课标强调学生的合作与交流能力的培养，在本节课中我用不同的方式来促进学生的合 作。这样使学生充分体会到合作的益处，从而促进学生的自主发展。适时恰当的课程整 合，不仅可以有效的提高课堂教学效率，也能最大限度地丰富学科内涵，提高学生的素 养。 而且我也认识到，任务的完成不是语言学习的结束，而是另一个高度的开端。教师 不要为了任务活动而忽略了语言的传授。学生的信息交流要在特定的环境中进行，给学 生参与的机会，要给学生去说、去做、去思考的机会。
