高中英语_高二英语选修八(外研版)模块三听说课教学设计学情分析教材分析课后反思
高中英语外研版高中选修8Module3ForeignFood-教案
Book8 Module 3Foreign Food群文阅读语篇教学设计“基于核心素养，教学目标引领，提高课堂教学质量”主题语境：人与社会——跨文化沟通语篇类型：介绍性文章（多模态形式）授课时长：一课时（60分钟）一、教材分析：本模块采用题材、功能、结构和任务相结合的体系，彰显了教材的特点。
本课分为三个部分，第一部分为Module 8 Book 3 Reading and V ocabulary中的Passage1, 本文是记叙文，一个美国人用幽默的方式介绍了他在中国的感受到的几次饮食文化差异，这个部分为课堂的核心，采用不同的方式精讲，第二部分对课前预习部分的讲解，选自《阅读联播》教程，Eating Customs；是英国一家人来中国旅游，在北京体验到的不同饮食习惯差异；第三部分为Module 8 Book 3 中的Reading（2）Passage 3: An Embarrassing Moment. 讲述英国国王Edward vii为他的客人化解了一场餐桌礼仪的尴尬的故事。
该课把这三篇文章融为一体，目的是通过在不同的语境介绍不同的饮食文化差异，最终升华到一个主题意义，培养学生的批判思维，我们应该包容的姿态接受他人文化的唯一性，尊重文化的多样性。
二、学情分析高三学生已经具备了一定的阅读能力，词汇基础，文章的分析能力；虽然这三篇文章的题材都是记叙文，但是选8的教材在词汇上，语言表述上升了一定的难度，给学生设置一定的挑战性，而且本课堂的容量较大，目的是为了通过不同的文章找出它们的共同点，深化到相同的主题意义，理解文化内涵，表达自己的观点。
三、教学重点:四、教学难点:五、教学和学习方法六、课程资源:相关视频，课件，有关内容的资料,学生用导学案。
七、教学安排价。
高中英语_Module3,教学设计学情分析教材分析课后反思
高中英语_Module3,教学设计学情分析教材分析课后反思Teaching design(教学设计)Teaching aims of this class contains the knowledge aim: to master some useful words and expressions through the text; the ability aim: to enhance the reading skills such as predicting the content,skimming, finding the details and summarizing the main idea; the emotion aim: to cultivate the proper attitude towards the friendship and solve the similar problems in their own life.This class adopts the students-centered approach, task-based method and communicative method.Teaching procedures. It mainly includes 7steps. Step I Warming-up ,用《朋友与熊》视频导入。
Step II Fast reading ,设置两种题型，让学生对文章有个整体了解。
StepIII Careful –reading ,用找段落大意，问答题，判断对错的形式来让学生掌握细读。
Step VI Consolidation ,用挖空的形式，来让学生掌握全文 Step V Retell the whole story，time line以时间为主线。
设置这个题型，来提高学生的口语。
Step VI Discussion，在这个题型中，激发学生的灵活性，促进他们开拓思维，提高口语。
高二外研版选修八备课资料：Module 3 教案 The First Period Reading(精修版)
外研版英语精品资料（精修版）Module 3 Foreign FoodＩ．模块教学目标Ⅱ. 目标语言Target LanguageIII. 教材分析与教材重组1. 教材分析本模块以Foreign Food为话题，通过与饮食文化相关的材料反映了世界各地饮食文化的差异和丰富多彩，从而激发学生的学习兴趣和了解世界饮食文化的愿望，使他们更加热爱生活，追求生活中美好的事物。
本模块所选内容贴近学生生活，教师可以借助听、说、读、写和讨论等一系列扎实有效的教学活动，充分调动学生的积极性，提高其语言运用能力。
1.1 INTRODUCTION 以几幅食物图片切入话题，然后让学生讨论有关食物的谚语，为后面的阅读做好铺垫。
1.2 READING AND VOCABULARY（1）中包括两篇文章：第一篇文章主要通过一个美国人第一次参加中国宴席和吃臭豆腐的经历以及他对于中餐从吃惊到接受的过程，反映了中餐的特点和东西方饮食文化的差异；第二篇是描述一个中国人第一次在英国吃“西餐”的经历，以及因饮食文化的差异所引发的感受。
从这两篇文章，我们可以看出中西方饮食文化的差异。
两者各有千秋，“中餐”种类丰富，味美可口，而“西餐”似乎很简单，但餐桌礼仪却值得我们借鉴学习。
这两篇文章语言简练，幽默风趣。
与课文相关的练习Activities 1 and 3 要求学生采用快速浏览的方法确定相关的主题，潜移默化中培养学生skimming 这一重要阅读技巧；Activities 4 and 5 要求学生掌握与课文相关的语言知识；Activities 6 and 7 要求学生进一步理解课文并在此基础上进行讨论。
1. 3 GRAMMAR 分两部分。
GRAMMAR（1）旨在通过一系列语法练习，使学生掌握单词、短语和不定式，-ing形式, -ed形式作定语的用法。
GRAMMAR（2）通过多种形式的语法练习，要求学生掌握定语从句中的关系词及非限制性定语从句的用法。
高二外研版选修八备课资料：module_3_教案_附件
附件Ⅰ. 课文注释与疑难解析1. Everything you see I owe to spaghetti.a. you see为定语从句,前面省略了关系代词that，当先行词为something, anything, everything, nothing等不定代词时，引导定语从句只能用that而不用which。
如：I will do everything that I can to help you.我将尽我所能来帮助你。
b. owe ... to ... （常与to连用）归功于；由于；欠，欠债She owes her success to good luck.她把成功归功于幸运。
The young writer owed his success to his teacher’s encouragement.年轻作家把自己的成功归于他老师的鼓励。
He still owes for what he bought last summer.他去年夏天买东西欠的钱还未还呢!2. No wonder my fellow guests had had only a few bites of each dish.难怪和我一块的客人每盘只吃一点菜。
(It’s) no wonder (that) 难怪；并不奇怪；当然。
No wonder he is not hungry; he has been eating sweets all day. 难怪他不饿，他整天在吃糖果。
Peter is always working hard. No wonder that he passed the exam successfully.彼特学习总是很努力，他顺利通过考试并不奇怪。
3. The first six or seven dishes seemed to fill the table, with plates dangerously balanced one on top of another.with plates dangerously balanced one on top of another 被称作介词“with复合结构”。
外研版高中英语选修8 Module3 period 2参考教案
教学重点
to learn some words related with the food culture.
教学难点
To learn aboutthe variety of foreign food all across the globe
If you’re going to America, bring your own food.
You should eat to live, not live to eat.
a piece of cake小菜一碟
hot potato烫手的山芋
put all eggs in one basket把所有鸡蛋放在一篮子里(比喻风险很大)
Module3 period 2参考教案
课题
Module 3Foreign food
课型
new
课时
2
教学
目标
1.Knowledge aim: To arouse Ss’ interest in learning about food culture.
2. Ability aim: to learn some words related with the food culture.
Hello, class! Before we begin our reading of Module 3, let’s try to understand some famous quotations about food and their reactions to these sayings:
外研版高中英语选修8 Module3教案高二外研选修8 Module 3 Foreign Food教案
Module 3 Foreign Food Ｉ．模块教学目标III. 教材分析与教材重组1. 教材分析本模块以Foreign Food为话题，通过与饮食文化相关的材料反映了世界各地饮食文化的差异和丰富多彩，从而激发学生的学习兴趣和了解世界饮食文化的愿望，使他们更加热爱生活，追求生活中美好的事物。
本模块所选内容贴近学生生活，教师可以借助听、说、读、写和讨论等一系列扎实有效的教学活动，充分调动学生的积极性，提高其语言运用能力。
1.1 INTRODUCTION 以几幅食物图片切入话题，然后让学生讨论有关食物的谚语，为后面的阅读做好铺垫。
1.2 READING AND VOCABULARY（1）中包括两篇文章：第一篇文章主要通过一个美国人第一次参加中国宴席和吃臭豆腐的经历以及他对于中餐从吃惊到接受的过程，反映了中餐的特点和东西方饮食文化的差异；第二篇是描述一个中国人第一次在英国吃“西餐”的经历，以及因饮食文化的差异所引发的感受。
从这两篇文章，我们可以看出中西方饮食文化的差异。
两者各有千秋，“中餐”种类丰富，味美可口，而“西餐”似乎很简单，但餐桌礼仪却值得我们借鉴学习。
这两篇文章语言简练，幽默风趣。
与课文相关的练习Activities 1 and 3 要求学生采用快速浏览的方法确定相关的主题，潜移默化中培养学生skimming 这一重要阅读技巧；Activities 4 and 5 要求学生掌握与课文相关的语言知识；Activities 6 and 7 要求学生进一步理解课文并在此基础上进行讨论。
1. 3 GRAMMAR 分两部分。
GRAMMAR（1）旨在通过一系列语法练习，使学生掌握单词、短语和不定式，-ing形式, -ed形式作定语的用法。
GRAMMAR（2）通过多种形式的语法练习，要求学生掌握定语从句中的关系词及非限制性定语从句的用法。
教师可在此基础上做些拓展性和巩固性练习设计。
1. 4 VOCABULARY AND LISTENING和SPEAKING两部分有两项任务：一是听有关英国餐桌礼仪方面的文章录音，然后完成与录音内容相关的练习；二是就中西方餐桌礼仪的不同分组讨论并回答问题。
高中英语_book8unit3Inventors and inventions教学设计学情分析教材分析课后反思
教学设计Step1.Warming UpAsk two questions to lead in the topic.1.Get Ss to discuss the difference between the inventions and a d iscovery and give a definition of them and give some examples of each category.2.Do a guessing game and discuss which is an invention and which is a discovery.(设计目的:通过问题层层深入，引导学生认识发明与发现的区别，激发学生学习兴趣为阅读教学作铺垫）Step2.Pre-reading1.ask a question: if there were snakes in your yard, how would you like to deal with them?（设计目的:直接导入课文，让学生根据标题及课文插图对课文内容进行预测。
）Step3.Fast reading1.Ask Ss to read the text quickly and try to get the main idea of the whole text.Suggested Answer:The text narrates the problem of the snakes and presents the pr ocedures of catching them and applying for a patent.2.Get Ss to divide the passage and work out the main idea for e ach part.Part I(Para1):The discovery of the problem of the snakes. Part II(Para2～3):The research on the approaches to solve the problem.Part III(Para4～6):The attempts to catch the snakes.Part IV(Para7～8):The requirement of getting a patent.（设计目的：要求学生快速浏览文章，概括出文章主旨大意，把文章分为四部分，并找出每部分的大意。
外研高中选修八 Module 3 教案 3
tender green shoots.柔弱的嫩芽
tender skin.过敏的皮肤
a tender heart.
心肠软
3.remark
He remarked that it was getting late.
他说天色渐晚了。
Such unkind remark was not called for.
tender skin.过敏的皮肤
Considerate and protective; solicitous:
慈爱的考虑周到且给予保护的；慈爱的：
a tender mother; his tender concern.
慈爱的母亲；他亲切的关怀
Characterized by or expressing gentle emotions; loving:
教案：教案序号：年月日
课题
Module3
Foreign Food
Vocabulary andwriting
课型
New Lesson
教学
目标
1. Master the main language points in the text.
2. Understand the passage.
重点
Main language points in the text.
state的含义是把某件事情详细地陈述出来，这样的陈述不仅阐明事情的性质，而且还包含着阐述这种事情是有一定的目的
效果
检测
与
校正
教学
札记
去年我有过一次好笑的经历。
He is an amusing story teller.
他讲的故事很使人发笑。
外研高中英语选修8各单元教材分析与教学建议-推荐下载
可
结构目标：能在陈述观点和说明理由时正确运
用名词性从句
语用目标：了解人类探索外空的事实，就人类
是否应继续和如何探索太空陈述自己的观点和
对全部高中资料试卷电气设备，在安装过程中以及安装结束后进行高中资料试卷调整试验；通电检查所有设备高中资料电试力卷保相护互装作置用调与试相技互术通关，1系电过，力管根保线据护敷生高设产中技工资术艺料0不高试仅中卷可资配以料置解试技决卷术吊要是顶求指层，机配对组置电在不气进规设行范备继高进电中行保资空护料载高试与中卷带资问负料题荷试2下卷2，高总而中体且资配可料置保试时障卷，各调需类控要管试在路验最习；大题对限到设度位备内。进来在行确管调保路整机敷使组设其高过在中程正资1常料中工试，况卷要下安加与全强过，看度并22工且22作尽22下可22都能22可地护以缩1关正小于常故管工障路作高高；中中对资资于料料继试试电卷卷保破连护坏接进范管行围口整，处核或理对者高定对中值某资，些料审异试核常卷与高弯校中扁对资度图料固纸试定，卷盒编工位写况置复进.杂行保设自护备动层与处防装理腐置，跨高尤接中其地资要线料避弯试免曲卷错半调误径试高标方中高案资等，料，编试要5写、卷求重电保技要气护术设设装交备备置底4高调、动。中试电作管资高气，线料中课并敷3试资件且、设卷料中拒管技试试调绝路术验卷试动敷中方技作设包案术，技含以来术线及避槽系免、统不管启必架动要等方高多案中项；资方对料式整试，套卷为启突解动然决过停高程机中中。语高因文中此电资，气料电课试力件卷高中电中管气资壁设料薄备试、进卷接行保口调护不试装严工置等作调问并试题且技，进术合行，理过要利关求用运电管行力线高保敷中护设资装技料置术试做。卷到线技准缆术确敷指灵设导活原。。则对对：于于在调差分试动线过保盒程护处中装，高置当中高不资中同料资电试料压卷试回技卷路术调交问试叉题技时，术，作是应为指采调发用试电金人机属员一隔，变板需压进要器行在组隔事在开前发处掌生理握内；图部同纸故一资障线料时槽、，内设需，备要强制进电造行回厂外路家部须出电同具源时高高切中中断资资习料料题试试电卷卷源试切，验除线报从缆告而敷与采设相用完关高毕技中，术资要资料进料试行，卷检并主查且要和了保检解护测现装处场置理设。备高中资料试卷布置情况与有关高中资料试卷电气系统接线等情况，然后根据规范与规程规定，制定设备调试高中资料试卷方案。
高二外研版选修八备课资料：module_3_教案_the_fifth_period_writing
The Fifth Period WritingTeaching goals 教学目标1. Target language目标语言Write about an embarrassing moment the students had and a passage about a short description ofa typical meal in China.2. Ability goals能力目标Enable the students to write about an embarrassing moment they had.Enable the students to write a passage about a short description of a typical meal in China.Design a menu for the school’s lunch for one week.3. Learning ability goals 学能目标Help the students learn how to write about an embarrassing moment they had.Teaching important points教学重点Teach the students how to write about an embarrassing moment they had.Teaching difficult points 教学难点How to write a passage about a short description of a typical meal in China.Teaching methods教学方法1. Task-based method to help the students to organize their writing.2. Pair work or group work to get every student to work in class.Teaching aids 教具准备1. A projector and some slides.2. A multiple-media computer.Teaching procedures & ways教学过程与方式Step ⅠRevision1. Greetings2. RevisionTeachers can collect the summaries that the students wrote. Ask two or three of them to read out the summaries they have written, and show one or two of them on the screen.Sample version:One of the best-known designs on British plates is the “Willow Pattern”. Normally this kind of plates is kept only for important occasions when important guests come to dinner. The Willow Pattern Plate was based on Chinese designs, which is a mixture of different elements from Chinese designs. The first plates of this kind included a bridge with three people crossing it, a boat,a teahouse, a fence in the foreground and two songbirds flying overhead.Behind the scene pictured on the plate is a very touching love story. Once there was a girl named Kun Xi, who was the daughter of a rich Mandarin. She fell in love with his father’s gardener. Despite her father’s strong objection, she still loved him deeply. At last the two escaped to an island. But the Mandarin and his servants followed there, and set fire to the hut where they stayed. The two of them were killed in the fire, but their souls were transformed into songbirds, which you can see singing at the top of the picture.Step ⅡWriting (Page 38)Activity 1 Complete the sentences about the story on Page 35.Get the students to go over the story on Page 35. Make sure the students know how to write a coherent and fluent passage. Ask them to think it over, have a discussion in pairs and then ask two or three students to report their answers.Suggested answers:1) One evening the King of England was entertaining the ruler of a small island in the Pacific.2) As soon as the Polynesian guest tasted the asparagus he remarked how delicious it was.3) When the King found the Polynesia throw the hard part over his shoulder onto the floor, he said nothing.4) Before long everybody else at the dinner was following his example.5) At the end of the meal, the carpet was rather dirty.6) In the end most people had to agree the king had been a perfect host, saving his guest and everybody else from the embarrassment.Activity 2 Complete the sentences with at the end or in the end.Get the students to master the usage of the two phrases. Explain the difference between the two phrases. Then ask them to do it by themselves and then check the answers.T: Pay attention to the two phrases. Who can tell me the difference between “at the end” and “in the end”?S: “At the end”means “finished”, and it can be followed by “of”phrase. “in the end”means “finally”or “at last”and it can’t be followed by “of”phrase.T: Good! Now do the activity by yourselves, and then let’s check the answers.Activity 3 Write about an embarrassing moment you (or someone you know) had.First ask the students to think about an embarrassing moment, then tell them the steps to write a good passage. Second, get them to discuss it in pairs and tell them to do the writing by themselves. Third, collect the passages the students have written. At last, show them on the screen and makeproper comments.T: Since we have read the story on Page 35. Who can tell me what needs to be done to write a good passage?S: First we should make sure what to write about. And then we should arrange the main points or events in order, such as the time, place and people involved in it.T: Good! Anything to add to?S: Yes. We must think over what words and phrases we will use.T: Quite right. Anything else?S: Yes. To write a coherent passage, we must use the conjunctions such as “and, so, but, when, while, if, as long as” and so on appropriately.T: Quite right! Now you’ve known how to write a good passage, I’d like to write a passage about an embarrassing moment. Discuss it in pairs and then finish the writing by yourselves.Sample version 1:Maria is one of my best friends. Once she told me about her experience. One day she was on the way to an interview on her bike. All of a sudden, a car stopped in front of her, which made her and another rider fall off their bikes. Maria was so angry that she told the driver that he was the worst driver in the world. The driver apologized and drove off. Fortunately she was just in time for her interview. When she got there, what made her so surprised was that the interviewer was the driver she scolded. How ashamed she felt! Meanwhile, the interviewer acted as if nothing had happened. The interview went on smoothly. But she still thought the job would never be given to her. Three days later, she received a letter that offered her the very job. How happy she was! She still thinks he is the best manager in the world now.Sample version 2:Among all the teachers, the one that I’ll never forget is Miss Wang. She is a very beautiful young woman with long hair. One thing that happened five years ago is still in my mind.That day we were having an English lesson. After finishing all the exercises, Miss Wang asked us to point out which ones were difficult and needed to be explained. With many students speaking at once, Miss Wang couldn’t hear clearly. Sitting at the back, I thought Miss Wang was ignorant of me and began to get angry. Hardly had Miss Wang arrived at her office after class when I rushed in. My anger bursting out, in tears I asked her why she paid no attention to what I had said. Miss Wang smiled and said sorry to me and told me she couldn’t hear me in class because many of us talked together. She didn’t get angry with me at all. Instead, she praised me that I was courageous to have told her what was in my mind. She also said she would do all she could to help me with my English.After that I felt very ashamed of misunderstanding her. Feeling she might have a low opinion of me because of that, I dared not raise my head in her classes. However, she paid more attention to my study and me. How great a teacher! Today I’ve made great progress in English. I should owe my success to Miss Wang.Step ⅢWriting Task (Page 42)Write some advice for visitors.Group workHelp the students to get some idea of what to write about. Ask them to work in pairs and talk about what to write about. Then ask them to prepare the writing.T: Turn to Page 42. Work in pairs and talk about what a typical meal in China is like. Think about 1. what people eat 2. how people eat 3. how they behave 4. what table manners are.After several minutes.T: Are you ready?S: Yes. There are often many dishes, generally more than people can eat in honor of the guests.S: People usually taste only a bit of each dish, then put down their chopsticks and continue to talk. S: The host usually sits in the middle, the major guest sits on the right of the host, and the others sit in turn according to their ages.S: When drinking to one’s good luck or health, we usually stand up and touch each other’s glasses. Complete the description with a list of advice for visitors.Ask the students to finish the writing themselves, then collect their work and show it on the screen. At last, make some comments on their work and praise those who have done a good job.Show the following on the screen.1. There are often many dishes, generally more than people can eat in honor of the guests.2. People usually taste only a bit of each dish, then put down their chopsticks and continue to talk.3. The host usually sits in the middle, the major guest sits on the right of the host, and the others sit in turn according to their ages.4. When drinking to one’s good luck or health, we usually stand up and touch each other’s glasses. Sample version:A Typical Meal in ChinaVisitors who go to a formal party for the first time are often worried about how to behave at table in China. Knowing table manners helps you make a good impression on others, especially when it is an important occasion. Here is some advice for you, which may be of some help.Generally, if it is a formal occasion, it is the host who usually sits in the middle, on whose rightsits the major guest, and others sit in turn according to their ages. The chopsticks are usually put in your front with some napkins. There are often many dishes during a dinner. The starters are usually some cold dishes, following which are some hot ones. And food such as steamed bread, rice, noodles and pancakes come last. When each dish is served, people usually taste a bit of it, then put down their chopsticks and continue to talk. When drinking to one’s health, success and the like, you usually stand up and touch their glasses.However, table manners change over time. They follow the fashion of the day. It’s only important for a formal dinner. If you are not sure, you can just follow your host. You needn’t worry about all these rules while you have dinner with your family or your friends.Step ⅣSpeaking and writing (Workbook Page 108)Help the students to do the activities in groups and have a discussion. Then ask some students to express their opinions.Reading the passage and answering the questionsT: Please turn to Page 108. Read the passage and finish Activity 17. I’d like you to work in pairs, discuss and then answer the questions.After a few minutes.T: Now let’s ask and answer the questions in pairs.S: Who do you think has the healthiest lunch?S: I think Kim’s lunch is the healthiest. Because his lunch is mainly made up of rice, meat, eggs and vegetables, which contains little fat and is low in sugar.S: What do you think is the best thing about Sophie’s lunch?S: The best thing about her lunch is that there is an expert on cookery in their school. He can give good advice on how to eat healthily.S: What happens at lunch time in Jon’s school?S: The students in his school prefer junk food instead of healthy food. The cooks in his school try to give them healthy food, but it is difficult for them to change the way that students eat.S: How could this be changed?S: I think the school should teach the students the importance of eating healthy food and the harm to their health done by junk food. Also the school should take measures to stop the students from eating junk food.S: Where does Kim have lunch?S: He brings his lunch and has it in the classroom.S: Is it a good idea for the children to share their food? Why / Why not?S: I think so. Because they can learn good manners together and to be caring and unselfish, and it is necessary for their character training.DiscussionT: Good! Let’s turn to Activity 18. Please work in pairs and discuss the questions listed here. After a few minutes I’d like you to tell me the results of your discussion in pairs.T: Are you ready?S: Do you bring your lunch to school, or buy it at school?S: I often bring food to school.S: What sort of food do you think your school should serve and why?S: I think our school should serve healthy and sanitary food, which mainly contains eggs, proper amounts of meat and enough vegetables. Because we students need nutrition while we grow up. To keep us healthy, we really need healthy food.S: Is it important to eat together? Why / Why not?S: Yes, I think so. Because eating together can develop our character training. We can be more caring and unselfish.S: What advice would you give someone on how to eat healthily?S: I would tell him to eat more fruit and vegetables and less sugar and meat. Also I think it is important not to eat too much, which will do harm to his stomach.WritingT: From the discussion above, we know eating healthily is important. Now I’d like you to design a meal for your school’s lunches for one week. Read the instructions here, discuss in pairs and I’d like you to write your menus and let’s show them on the screen.A sample version:Step ⅤHomeworkGo over this module and summarize what you have learned in this module.。
高二外研版选修八备课资料：module_3_教案_the_third_period_listening_and_speaking
The Third Period Listening and SpeakingTeaching goals 教学目标1. Target language 目标语言重点词汇及短语behave, separately, table manners, pick up, eat up, cut up, as a rule, go without saying, make a beeline2. Ability goals能力目标Let the students listen to the listening materials about table manners and do the listening activities correctly.3. Learning ability goals学能目标Learn how to decide the important listening points by reading the activities.Teaching important & difficult points 教学重难点Learn to listen to and talk about table manners.Teaching methods教学方法Listening and cooperative learning.Teaching aids 教具准备A tape-recorder, a projector and a computer.Teaching procedures & ways 教学过程与方式Step ⅠRevision1. Greetings2. RevisionT: At the beginning of this class, let’s check the home-work. First let’s check the answers to the activities about attributive clauses. I’d like two students to read out your answers.Suggested answers:1. 1）which→who / that 2) them→whom3) was→were 4)that→whom 5)who’s→whose6) whom→who / that 7) where→why8) which→that 9)that→which10) when→that / which / 去掉when2. 1)-5) ACBBC 6)-10) BDBBD3. 1) with 2)through 3)from 4)by 5)of6)under 7)without 8)to 9)in 10) at4. 1）This is a very beautiful small folding table which / that was made in Shanghai.2）This is the problem which / that will be discussed tomorrow.3）I do admire the polite manner in which the British people eat.4）Most people who are busy like the take-away food.Step ⅡListeningTrain the students’listening ability. Play the tape for the students to listen, and ask them to do Activities 1-4 on Page 34. After that, ask the students to work in pairs and check the answers. At last, play the tape again.T: OK. Let’s go on with our listening text. Please open your books at Page 34. Before you listen to the tape, please read the questions fast to find out the listening points. Pay more attention to these important points while listening.A few minutes later.T: Now, I’ll play the tape again. Please listen carefully and pay much attention to the important points. While reading, you’d better make notes of the listening points like this.After listening twice, check the answers and explain some difficult listening points if necessary. Step ⅢSpeakingEncourage the students to talk about table manners according to the listening materials they hear on the tape. Pay more attention to their pronunciation.T: Now I’d like you to discuss the questions on Page 34 in pairs. Then I’ll ask some of you to express your opinions.Encourage the students to act out the dialogue in class and help them to use the ways they have learned in the listening materials. Divide the students into six groups and allow them to discuss. Then ask some of them to act it out.Step ⅣListening and speaking (Page 107)Before listening, let the students go through Activities 14-15. Then play the tape three times. For the first time, let them listen for the main idea and do Activity 14. For the second time, let the students take down some notes to complete Activity 15. Lastly, let the students check the answers themselves.T: Please turn to Page 107 in your Workbook. We are going to listen to another material. Have a quick look at the activities here. Then let’s begin to listen.After a few minutes.T: You have done a good job. Let’s go on with Activity 16. Work in pairs and talk about the following things and then I will ask some of you to act them out.Allow the students a few minutes and then ask some pairs to act out.Step ⅤConversation (Everyday English)Help the students to complete the conversation with the given phrases. Allow them enough time to read aloud and then ask the students to act it out in pairs. And teachers can also assign this as homework.Step ⅥHomeworkAsk the students to1. Listen to the recording repeatedly and pay more attention to the pronunciation.2. Finish Activity 16 (Workbook).。
高二英语外研版选修8：Module 3 全单元教案
Module 3 Foreign FoodI．教材内容分析本模块以Foreign Food 为话题，讲述中英的一些饮食文化。
学生通过本模块的学习，可以增进对饮食文化知识的了解，提高听、说、读、写等各项技能。
Introduction 部分导入本模块话题，并引出与“食物”，“饮食文化”相关的词汇学习。
Reading and Vocabulary (1) 部分由两篇文章构成。
文章选取第一人称形式讲述了两位作者对中国和英国饮食文化的感受。
使学生在学习新词汇，摄取文化知识的同时更深刻地体会东西方文化的差异。
各项任务、题目的设置旨在提高学生阅读能力，培养良好的语言感觉及鉴赏能力。
Grammar (1)&(2)部分复习定语及定语从句的相关知识和用法：定语的实现形式；定语从句的关系词及定语从句的分类。
Vocabulary and Listening部分采取听力练习这一知识输入方式，旨在提高学生听力水平，并增进其对欧洲饮食文化的了解。
Speaking部分检验学生对新词汇的掌握以及对学到的饮食文化知识的运用，并提高其语言表达能力。
Everyday English部分要求学生学习并掌握六个英语日常用语。
Reading (2) 部分进一步介绍英国饮食文化。
Writing部分要求学生运用所学知识及词汇进行书面表达。
旨在提高学生写作能力。
Reading Practice部分介绍澳大利亚文化。
旨在增进学生对澳大利亚文化的了解，锻炼学生读写能力。
Cultural Corner部分介绍英国的一种传统瓷器并开拓学生视野。
使学生体会中西文化的融合。
Task要求学生以书面表达形式介绍一种传统中餐，并向就餐者提供相应的餐桌礼仪知识。
Module File部分有助于学生对本模块学习内容进行归纳，对自己的学习进行总结和检验。
II. 教学重点与难点1. 教学重点(1) 学习与饮食文化有关的重要词汇。
(2) 学习掌握一些日常用语。
(3) 了解东西方饮食文化。
高中英语Module3ForeignFoodSectionⅣUsingLanguage教案含解析外研版选修8
Section ⅣUsing LanguagePart 1阅读P35教材课文，判断正(T)误(F)1．King Edward Ⅶ liked having a good time.(T)2．King Edward Ⅶ threw the tough end over his shoulder onto the floor behind him as the Polynesian guest did so as not to embarrass him.(T)3．Not everyone present at the dinner did as the King had done.(F)4．The cleaners weren't very happy，for the King didn't know how to entertain his guests.(F)5．The Polynesian guest was angry when he saw all present follow his example.(F) Part 2阅读P39教材课文，并从四个选项中选择最佳答案1．What does the writer think about Australian meat?A．It's bad for your health.B．It's not highly regarded outside Australia.C．It's mostly lamb and not mutton.D．It's wellknown because it's very good.2．What does fusion cuisine mean?A．It means only pure, fresh ingredients.B．It means fresh ingredients from all over the world，which are prepared in a variety of ways.C．It means typical dishes from different countries.D．It means a love of good food.3．How can we describe the food in Australia?A．Ample and abundant.B．Famous and healthy.C．Fragrant and delicious.D．Modern and popular.4．During the 1980s each person consumed a lot of meat a year, and the consequence was that ．A．many people were overweightB．more and more people ate huge amounts of meatC．people preferred lamb to muttonD．people were becoming healthier[答案]1－4 DBBAPart 3Ⅰ.速读P41教材课文，匹配段落大意1．Para.1 A．When the plate is used.2．Para.2 B．How the love story ended.3．Para.3 C．What the scene on the plate means.4．Para.4 D．How its design came out.[答案]1－4 ADCBⅡ.细读P41教材课文，选择最佳答案1．The passage is mainly about ．A．a willow tree B．a love storyC．a pattern plate D．two songbirds2．The Mandarin tried to stop his daughter from marrying the young man，perhaps because ．A．the young man was too poorB．the Mandarin looked down upon the youngmanC．the status of the young man was too lowD．All the above3．Which of the following statements is false?A．The willow pattern plates are kept for special occasions.B．The first plates of this kind were made in about the 17th century.C．No original Chinese designs included all the designs together.D．At last the daughter of the Mandarin and the young man were burned to death.[答案]1－3 CDBⅢ.根据P41教材课文，在空白处填入1个适当的单词或括号内单词的正确形式One of the bestknown 1.designs(design) on British plates is the “Willow Pattern”．They 2.are kept(keep) for special occasions when important guests come to dinner.The first British plates were based 3.on Chinese designs.Josiah Spode produced the willow pattern plates named after the willow tree in 4.the center of the design by 5.mixing(mix) elements from different Chinese designs.The scene 6.pictured(picture) on the plate tells of a story of the daughter ofa rich mandarin, 7.who fell in love with her father's gardener.When the mandarin discovered it, he 8.locked(lock) the girl up in the house.But the two lovers managed 9.to run(run) to a small island.The mandarin and some servants followed 10.them(they) and set fire to the two lovers' sleeping hut.The two lovers were killed, but their souls were transformed into songbirds.Ⅰ.单词拼写1.If climate continues, we will have to suffer the consequences(后果)．2．The trend(趋势) of house prices in the city is upwards.3．A local newspaper remarked(谈到) that crime was on the decrease.4．When the artificial flowers are contrasted with natural ones, you can hardly tell the difference.5．Female English teachers outnumbered their male colleagues by two to one.6．The movie transformed her almost overnight from an unknown girl to a superstar.Ⅱ.拓展词汇根据词性和汉语提示，写出下列单词1．entertain v．招待；款待；请客→entertaining adj.使人愉快的；有趣的→entertainment n．招待；娱乐2．casual adj.随意的；随便的→casually adv.随意地3．consume v．(正式)吃；喝→consumer n．消费者4．gradual adj.逐渐的；逐步的→gradually adv.逐渐地5．abundant adj.丰富的；充裕的→abundance n．丰盛；充裕Ⅲ.补全短语根据提示补全下列短语1．in short 总之；简言之2．set fire to 放火烧……3．eat up 吃光4．as a rule 一般说来，通常5．by nature 天生地6．on close terms with 与……关系密切7．on the dot 准时地8．be based on 以……为基础Ⅳ.选词填空选用上述短语的适当形式填空1．Scientific theories must be based on facts.2．The person who set fire to the building has been caught.3．I'm surprised that he has eaten up all the food in the fridge.4．I go to work by bicycle as a rule ．5．We will finish this meeting at 17：00 on the dot ．entertain v ．招待；款待某人；请客；使有兴趣；使快乐(教材P 35)One evening he was entertaining the ruler of a small island in the Pacific. 一天晚上，他正在款待太平洋中一个小岛的统治者。
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Module 3 book 8 Listening and speaking教学设计▇Goals1. To make out the useful information in listening materials.2. To talk about table manners in China and Britain.3. To learn about food culture in Britain and China.▇ProceduresI. Leading-inT: 1. Chinese traditional food ---- dumplings and noodlesForeign food ----- fried chicken and hamburgersWhich do you prefer? Why?2. If you are eating dumplings /noodles, what should you pay attention to?3. If you are in Britain, you’d better know what to do when your English friends invite you fordinner.Let’s listen about table manners in Britain.II. Listening1. Words and expressionsbutler司膳官offend 冒犯royal 皇家的arrangement 布置；安排host 男主人barbecue烧烤compliment 赞美chef 厨师；主厨embarrassment 尴尬make a point of 特别注意(做某事)knife and fork 一副刀叉gentleman's gentleman 侍从；男仆eat up pick up cut up2. Daily expression (guess the meaning )1) go without sayingIt goes without saying that correct spelling is as important as correct pronunciation.2) on the dotHe is always punctual; always arrives on the dot.3) make a beeline forAt a dinner party, it is not polite to make a beeline for the best seat.4) be on close terms withHe is on close terms with his roommates.5) the done thingTo just use the fingers is not really the done thing in Britain6) as a ruleAs a rule, he gets up very early.3. Listen and say what Jack Ryland has been doing for thirty years. Choose from the box.4. Complete the meanings with the words in the box.5. Check the appropriate column.Table manners in Britain1) arrive on time2) choose where to sit3) wait for your host to pick up a knife and fork4) ask for something that isn’t on the table5) eat with your fingers6) put the knife and fork on the tablecloth7) put the knife and fork together when you finish8) leave much food on the plateIII. Everyday EnglishComplete the conversation with the phrases in the box.A: What time should you arrive when you’re invited to dinner in Britain? I mean, if the invitation says eight o’clock, you should get there at eight __________ ?B: Well, _________ you should be there on time. It ______________ that you shouldn”t be more than a few minutes late!A: And should you __________ for the food and drink as soon as you arrive?B: Not really. Even if you are _____________ the host, you should wait to be offered something. Do not help yourself. It’s not really __________ in Britain, though in other countries people might be more relaxed.A: I see. Thanks for the advice, I’m sure it will be useful!IV. Speaking1)Do you find any of the rules in the listening passage strange?2) Do you think people’s ideas of table manners are changing? If so, why?V. DiscussionThe rules of table manners in ChinaPossible tips:1) If the food is juicy, use the spoon to help. Do not make the juice split everywhere.2) When something is hard to be pick up, use the spoon to help, too.3) To show the warm welcome to the guest, the host will cheer the guest up and try to persuade the guest to drink wine as much as he can. Or the host will be viewed as bad serving. If you can not drink wine, tea and other drinks are also ok.4) The dinner will not begin until everybody arrive, even if someone is not on time.5) If you need to clean your teeth, use your hand or a towel(手巾；纸巾) to cover your mouth so that others will not see it.6) Do not speak when there are things in your mouth./Do not speak before you finish eating things in your mouthVI. ConclusionTable manners is a global issue. So we should not only know Chinese table manners, but must understand foreign table manners.VII. HomeworkWrite a short passage about table manners in china, using correct conjunctions if necessary(注意连接词的正确应用).学情分析本班学生是高二19班文科班学生，本节课是第三课时，在学习课文的基础上进行语言的听说训练在我校高中阶段，英语学习是不少学生的薄弱点，在高中各学科中，英语学习的困难居其他学科之首（尤其对男生），导致很多学生对英语学习失去了兴趣，甚至放弃了对英语的学习。
高二除少数同学积极性较高外，相当一部分同学比较被动或非常被动。
他们的主要表现在下面几个方面：1.学习英语的目的不明，大多数人把学习英语看作是为了高考是被迫无奈而没有当作是多掌握了一样人生的工具。
因此，不少学生缺乏学习动力，无法将强烈的学习愿望变成强大的学习内驱力，有效地推动自己的英语学习。
事实表明，目的明确的学生英语学习水平较高，而缺乏明确目的的学生，水平较低。
教师应该试图提升中学生的学习动机，从而提高中学生的英语学习水平。
2. 缺乏积极的学习态度和毅力。
不少学生对英语学习的努力程度不够。
他们有学好英语的愿望，但缺乏学习的毅力，没有长期努力的思想准备。
他们不愿在英语学习上多花时间与精力，遇到困难很容易产生疲劳感，甚至厌烦感。
积极的学习态度会促进英语水平的提高，而消极的态度会抑制进步。
他们的学习态度主要是建立在兴趣之上的。
因此，教师应尽可能呼唤起他们的积极态度，提升学习效果。
要避免一人讲课、众人听课的局面，多一些互动，吸引学生参与课堂教学。
教师要精神饱满地上课，因为你的态度会直接影响学生的行为。
尽量让课堂充满生气，提高学生自主学习的能力。
3. 缺乏对英语的兴趣和信心对英语的兴趣。
一般或不大的人数较多。
兴趣是推动学习的重要力量。
人们对有兴趣的东西往往表现出极大的积极性。
如果学生对英语学习有兴趣，就会产生学习动力。
不少学生对学好英语不抱任何希望。
自信心是一种强大的内部动力，能激励人积极行动，追求一定的目标，坚持不懈地去实现自认为可达到的成就。