初中英语外研版 (新标准)九年级下册Module 6 Eating togetherUnit 3 Language in use教学设计

课　题

Module 6　Eating together

课时

第三课时 Unit 3 Language in use

课型

Grammar

教学目标

知识目标

掌握各种时态的被动语态基本用法

能力目标

能够运用所学的被动语态谈论制订计划或写邀请函或谈论中西方用餐礼仪的差异

情感目标

通过学习邀请函和西方用餐礼仪, 使学生体会中西方用餐礼仪的差异, 掌握相关知识

教学重点

Understand the Passive Voice

教学难点

The use of the Passive Voice

课前预习

Preview the new sentences about the tenses

教学方法

Situational approach; Listening and speaking approach; Communicative approach

教学过程

教学环节

教师活动

学生活动

备课札记

Step 1

Lead in

1. Lead students to read the sentences:

I was chosen to play the dance music.

Lunch is usually eaten at about 1 pm.

Knives and forks are used for most Western food.

You’ll be served by someone who asks “Would you like some. . . ?”

2. Encourage them to try to speak out the rules.

1. Read the sentences.

2. Try to speak out the rules.

学习本模块的典型句子, 为语法的学习作铺垫; 同时, 学会归纳总结。

Step 2

Grammar

1. Explain and help students understand the Passive Voice.

各种时态的被动语态构成

一般现在时: am/is/are+动词过去分词

Shoes are made(by them) in that factory.

一般过去时: was/were+动词过去分词

Ten computers were bought(by them) last term.

一般将来时: be going to/will/shall be +动词过去分词

The work will be finished (by them)in ten days.

现在进行时: am/is/are being+动词过去分词

The rooms are being painted by some workers now.

现在完成时: have/has been +动词过去分词

Twenty more keys have been made by us.

含情态动词: 情态动词+be +动词过去分词

Gina can be taken good care of by Amy.

2. Ask them to work in pairs to understand the grammar.

1. Learn the grammar and make notes.

2. Work in pairs to understand the grammar.

进一步学习语法, 培养归纳总结和做笔记的习惯和技能; 在小组内口头汇报, 培养合作意识。

教学环节

教师活动

学生活动

备课札记

Step 3

Exercise

1. Let students do the exercises in Activities 1, 2, 3 and 4.

2. Check the answers.

1. Do the exercises.

2. Correct the answers.

1. 利用学习的新语法, 练习抓住关键词和解决问题的能力。

2. 复习本模块的新词汇和句型, 练习抓住关键词和解决问题的能力以及合作探究能力。

Step 4

Revision

1. Play the tape, and let students finish Activities 5, 6.

2. Have them listen to the tape then finish Activity 7.

1. Listen the tape and finish Activities 5, 6.

2. Listen to the tape then finish Activity 7.

通过练习, 锻炼听力和听取信息和抓住关键词的能力。 复习巩固了本模块词汇语法; 提高合作探究能力。

Step 5

Exercise

1. Encourage students to describe a special or unusual meal they have eaten in pairs.

2. Have them finish Activities 8, 9.

1. Describe a special or unusual meal.

2. Finish Activities 8, 9.

通过练习, 巩固所学知识, 锻炼语言表达的能力。

Step 6

Practice

一、Show some exercises to students and ask them to finish them.

Ⅰ. 单项选择

(D)1. _______ you _______to the dinner?

A. Are; invite

B. Do; invite

C. Have; invited

D. Have; been invited

(B)2. His homework _______at home yesterday evening.

A. finished　　　

B. was finished

C. has finished 

D. will be finished

(C)3. It _______six years since his grandfather died.

A. is 

B. was

C. had been　

D. will be

(D)4. This kind of food _______in a basket.

A. serves　 

B. served

C. should serve　 

D. should be served

Ⅱ. 根据中文完成句子

1. 吉姆被选去参加足球比赛了。

Jim has been chosen to take part in football games.

2. 每个人将被要求唱首英文歌曲。

Everyone will be asked to sing an English song.

3. 要求他们进办公室吗?

Will they be asked to enter the office?

4. 莎士比亚的戏剧在中国非常受欢迎。

The plays written by Shakespeare is very popular in China.

5. 我母亲允许我去看足球赛了。

I am allowed by my mother to go to watch the football match.

二、Correct the answers.

1. Finish the exercises in class.

2. Correct the answers.

通过检测练习, 便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。

教学环节

教师活动

学生活动

备课札记

Step 7

Homework

1. Go over the words and useful expressions in Module 6.

2. Write about their eating experience.

板书设计

Unit 3　Language in use

各种时态的被动语态构成

1. 一般现在时: am/is/are +动词过去分词

Shoes are made(by them) in that factory.

2. 一般过去时: was/were+动词过去分词

Ten computers were bought(by them) last term.

3. 一般将来时: be going to/will/shall be +动词过去分词

The work will be finished (by them) in ten days.

4. 现在进行时: am/is/are being+动词过去分词

The rooms are being painted by some workers now.

5. 现在完成时: have/has been +动词过去分词

Twenty more keys have been made by us.

6. 含情态动词: 情态动词+be +动词过去分词

Gina can be taken good care of by Amy.

教学反思

在本节课的教学活动设计中, 设置循序渐进的学习任务, 充分发挥学生的主体作用, 引导学生合作学习、自主探究各种时态的被动语态的用法和结构, 重视“预习—总结—练习—反馈”的学习过程。