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

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。

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。

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”。

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。

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。

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.。