高中英语外研版Module3ForeignFood 市获奖

备课记录课题Book8Module3授课时间第14周第15周项目内容备注教学目标本模块以ForeignFood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。ReadingandVocabulary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。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。(4)复习定语及定语从句。教学难点(1)准确掌握本模块单词的发音，拼写；能够正确，灵活使用重要词汇以及短语。(2)牢固掌握定语及定语从句的相关知识，并能够正确运用。(3)运用本模块所学知识及表达方法讨论东西方饮食文化的差异。课时量六个课时教学设想教学手段图片；录音机Period1Introduction,VocabularyTeachingGoals:1.ToarouseSs’interestaboutfoodculture.2.TogetSstolearnsomewordsrelatedtofoodculture.TeachingProcedures:Step1.Leading-inT:Helloeveryone,whatdidyouhaveforyourbreakfast/lunchtoday?(Ssmaygivevariousanswers:bread,milk,eggs,noodles,porridge,deserts;rice,steamed-bread,meat,varietiesofvegetables.ThenshowSssomewonderfulpicturesaboutfood.)T:Theyareveryattractive,right?Soyoucanguesswe’lltalkaboutfoodtoday.First,let’scometosomenewwords.Step2.Vocabulary1.AskSstoreadthenewwordsofmodule3themselvesandfindoutthewordsdifficulttopronounce.2.AskSstoreadaftertheteacher.3.AskSstopracticethepronunciationofthenewwordsthemselves.4.ChecksomeSs’pronunciationofthenewwordsandcorrecttheirmistakesifany.Step3.Introduction1.Leading-inT:Boysandgirls,fromthepicturesIjustshowedyou,youcanseefoodisnotonlywhatweliveon,butalsoakindofartandculture.Next,let’scometosomequotationsonpage29inthetextbook,andseehowsomef2.Discussion(1)GetSstoreadthroughthequotationsanddiscusswhattheymean.(2)AskSstopickoutonethatimpressesthemmost,decidewhethertheyagreewithitornot,andgiveoutreasons.ThenchooseseveralSstopresenttheirideas.3.ExplanationGetSstofindoutthedifficultpointswithinthispartingroups.ThenhelpthemmasterthebasicusageofsomeimportantwordsandphrasesinIntroduction.EverythingyouseeIowetoSpaghetti.(Line1,page29)一切源于食物。owevt(1)欠(钱，物，债等)，后面常跟双宾语，即owesbsth也可以说owesthtosb①IoweTom150dollars.或Iowe150dollarstoTom.②Ioweyouanapology.(2)应当给与……；归因于……;由于……①Weshoulddothedutywhichweowetothefamily.②IshouldowemyprogressinEnglishtomyteacher.Step4.HomeworkAskSstoreviewthenewwordslearntinthisperiod.Period2ReadingandVocabulary(1)TeachingGoals:TogetSstoknowsomedifferencesbetweenChinesefoodcultureandBritishfoodculture.TogetSstolearnsomenewwordsduringreading.ToimproveSs’readingability.TeachingProcedures:Step1.Revision1.AllowSsafewminutestoreadthenewwordsandcheckthepronunciationwiththeirdeskmates.2.AsksomeSstoreadthenewwords.Step2.Reading1.Leading-inT:Fromyourpresentationwecanseethatthefoodyoulikemaynotbeinterestingtoothers.Itisespeciallytruetopeoplefromadifferentculture.Today,we’lldealwithtwopassages,andseehowthewritersfeelaboutforeignfood.2.FastreadingAskSstogothroughthetextsinReadingandVocabulary(1)quicklyandfinishtheexercisesofActivity3onpage31.Thenchecktheanswers.3.IntensivereadingAskSstoreadthetextscarefullyonceagain,andthenfinishthefollowingexercises.(1)Matchthewordswiththecorrectmeanings.=1\*GB3①obsess(a)wonderful=2\*GB3②banquet (b)wantingtoeatmorethanyouneed=3\*GB3③appetite(c)tothinktoomuchaboutsomething=4\*GB3④fabulous(d)averylargemealforalotofpeople=5\*GB3⑤greedy(e)topressintosmallpieces=6\*GB3⑥leftovers(f)thefeelingwantingtoeat=7\*GB3⑦mash(g)atypeoffoodconsideredveryspecial=8\*GB3⑧unrecognizable(h)aplacewherefoodanddrinkareservedinaschool,factory,etc.=9\*GB3⑨canteen(i)foodleftfromanearliermeal=10\*GB3⑩delicacy(j)noteasytorecognizeSuggestedAnswers:=1\*GB3①—(c)=2\*GB3②—(d)=3\*GB3③—(f)=4\*GB3④—(a)=5\*GB3⑤—(b)=6\*GB3⑥—(i)=7\*GB3⑦—(e)=8\*GB3⑧—(j)=9\*GB3⑨—(h)=10\*GB3⑩—(g)(2)AskSstodecidewhetherthefollowingstatementstrue(T)orfalse(F)forPassage1.=1\*GB3①ThewriterthinksChinesepeopleoftendon’tcareaboutfoodalot.=2\*GB3②Whenthefirstsixorsevendishescametothetable,everyelsetastedonlyabitofeverydish,becausetheydidn’thaveagoodappetite.=3\*GB3③Whenmoredishesarrived,thewriterdidn’twanttocontinue.=4\*GB3④Lotsofforeignerscouldn’tmakeoutwhyChinesepeopleeatalmosteverypartofeveryanimal.=5\*GB3⑤Thewriterdoesn’tthinkhecangetusedtoChineseChoudoufu.SuggestedAnswers:=1\*GB3①F=2\*GB3②F=3\*GB3③F=4\*GB3④T=5\*GB3⑤F(3)AskSstoreadPassage2andfindouttheanswerstothefollowingquestions.=1\*GB3①AtwhatthewriterwasamazedthefirsttimesheateBritishfood?=2\*GB3②WhatdoescoldfoodmeaninChineseculture?=3\*GB3③What’sChinesesenseofbeautyaboutfood?=4\*GB3④NamesofBritishfoodsareeasytoremember?Andwhy?=5\*GB3⑤WhatdoesthewriterthinkaboutthewayBritishpeopleeat?SuggestedAnswers：=1\*GB3①ThewriterwasamazedattheeasyandgracefulmanneroftheBritishpeople.=2\*GB3②Coldfoodmeans“poverty”inChineseculture.=3\*GB3③Chinesedishescanphotographedandhaveaniceappearance.=4\*GB3④NamesofmanykindsofEnglishfoodarehardtoremember,fortheyoftenuseFrenchorItalianwords.=5\*GB3⑤TheBritishpeopleeatinapolitemanneraccordingtothewriter.Step3.Post-readingAskSstomakeabriefcomparisonofChinesefood/foodculturewithBritishfood/foodculture.Step4.LanguagePointsAskSstofindouttheimportantanddifficultlanguagepointsinthepassage.ThengivethemsomeExplanation.1.beobsessedwith迷住；为……所困扰Davidwasobsessedwithagirlhehadjustmet.Alotofgirlsareobsessedwiththeirweight.2.Nowondermyfellowguestshadhadonlyafewbitesofeachdish;…(Line3,Para2,Page30)怪不得跟我一起的客人每道菜也就浅尝几口；……Nowonder作“难怪，不足为奇，十分自然”解，为正式用法，实际上是“Itisnowonder”的省略形式。其后接that从句,that可以省略。①Thehandbookispractical.Nowonder(that)theylikeitverymuch.②Nowonder(that)youcan’tsleepwhenyoueatsomuch.3.Itwasquitehardtomakeoutwhattheycontained.(Line7,Para1,Page31)很难弄清楚他们究竟是什么做的。makeout有多种意思，后可加名词、代词、带疑问词的不定式、that从句等：(1)认出Icanjustmakeoutthewriting.(2)理解，明白Ican’tmakeoutwhathewants.(3)填写，开出Makeoutalistofthebooksyouneed.4.Coldfoodmeanspoverty.(Line19,Para1,P31)冷的食物意味着贫穷。povertyn(1)贫穷，贫困;Manyelderlyliveinpoverty.(2)缺少,贫乏,不足(of,in)Thereisapovertyofcolourinherwork.【拓展】与poverty相关的常用表达thepovertyline贫困线atthepovertyline在贫困线belowthepovertyline在贫困线以下Athirdofthepopulationislivingatorbelowthepovertyline.5.IalsolearnedthattheEnglishliketomixfoodbeforeservingitatthetable.(Line1,Para2,P31)我还知道了英国人喜欢食物端上桌之前把它们混起来。servev(1)服务，为……工作①servethepeopleheartandsoul全心全意地为人民服务②MakethepastservethepresentandforeignthingsserveChina.古为今用,洋为中用。(2)招待,侍候；上饭菜①servecoffeehot把咖啡趁热端上来②WhatmayIserveyouwith?您要些什么?(3)服刑，服役Hehasservedfiveyearsofhissentence.6.…itwasonlyafterIhadtasteditthatIknewitwasactuallycookedwithmushrooms.该句子是强调句型。强调的是时间状语从句。7.goagainst违反；违背。what’smore此外；而且。在此做插入语8.ButonethingIdoadmireisthepolitemannerinwhichBritishpeopleeat,…(Line3,Para3,P31)但是有一点我很钦佩，那就是英国人吃饭时的礼貌态度。admirevt(1)称赞，钦佩，羡慕Iadmire(himfor)hiscourage.(2)欣赏，观赏Westoppedtoadmiretheview.Step5.Homework1.AskSstoreviewwhathasbeenlearntinthisperiod.AskSstopreviewGrammar(1)&(2)andfinishActivity2and3onpage33.Period3Grammar(1),Grammar(2)TeachingGoals:1.Toreviewattributesandattributiveclause.2.TomakeSsusethegrammaticalrulesfreely.TeachingProcedures:Step1.RevisionPurpose:ToseewhetherSshavemasteredwhattheylearnedinthelastperiod.AskSstotranslatethefollowingsentences.ThenchoosesomeSstopresenttheirtranslationorally.(1)—他昨天工作了一整夜。—难怪他开起来这么疲惫。(2)我不明白您的意思。(3)不要大手大脚地乱花钱，否则你最终会成为乞丐的。(4)嘴里吃着东西说话是不礼貌的。SuggestedAnswers:(1)—Heworkworkedawholenightyesterday.—Nowonderhelooksotired.(2)Icannotmakeoutwhatyoumean.(3).Stopspendingsofast,oryou’llendupasabeggar.(4).It’sbadmannerstotalkwithyourmouthfull.Step2.Grammar(1)1.AskSstoreadthesentencesinActivity1anddiscusswhatcanbeusedasattributes.SuggestedAnswers:Adjectives,numbers,pronouns,non-finiteverbs,nounscanbeusedasattributes.2.AskSstomakeupsentencesbyusingattributesofthecategorieslistedabove.Foryourreference:(1)Idon’tlikeselfishpeople.(adjective)(2)Tomlivesinathree-storeybuilding.(adjective)(3)Ihaven’treceivedhisletteryet.(pronoun)(4)Themaninjuredinthecaraccidentwassenttohospitalimmediately.(v-ed)(5)Thesleepingbabyisherlittlebrother.(v-ing)(6)Doyouhaveanythingtosay?(infinitiveverb)Step3.Grammar(2)GiveSsthefollowingpresentationaboutattributiveclauses.1.定义在复合句中充当定语的从句叫做定语从句（又称关系从句或形容词性从句）。2.用途/作用修饰名词或代词，有时也可以修饰一个句子。被修饰的名词或代词叫先行词，因为定语从句通常置于它所修饰的名词或代词之后。3.关系词

定语从句由关系词引出，关系词包括关系代词或关系副词。4.关系代词引导的定语从句(1)关系代词在定语从句中代替人或物：who,whom用来代替人，who在从句中作主语或宾语，whom在从句中作宾语。which用来代替物，在从句中作主语或宾语。that用来代替人或物，在从句中作主语或宾语。whose用来代替人或物，在从句中作定语。注意：that比较灵活，好多情况下可以和who,which互用。但是在下面情况下，一般只用that:①现行词为不定代词anything,everything,nothing,any,little,one,few,much,all,none等时,如：Heisoneofthefewthatcanworkitoutinfiveminutes.Thereisn’tmuchthatIcando.②当先行词是形容词最高级或被形容词最高级修饰时，如：ThebookisthebestthatIhaveeverread.Thisisthebiggestlaboratorythatwehaveeverbuiltinouruniversity.③当先行词是序数词或被序数词修饰时，如：ItisthethirdonethatI’vebought.ThisisthefirstplacethatI’veevervisited.④当先行词被thevery,theonly修饰时，如：Isthistheverymuseumthatyouvisitedtheotherday?ThisistheonlybookthatIneedatpresent.⑤当先行词包含了人和事物两方面的含义时，如：Theytalkedofthingsandpersonsthattheyrememberedintheschool.⑥当先行词被same修饰，且指“同一物品”时，如：Sheiswearingthesamedressthatsheworeyesterday.⑦关系代词在从句中作表语时，如：Thisisnolongertheplacethatitusedtobe.Heisnotthemanthathewas.(2)关系代词引导定语从句时应注意的几个问题：①关系代词没有数的形式，它既可以指代单数先行词也可以指代复数先行词。因此，当关系代词在从句中作主语时，从句谓语动词的数由先行词的数决定。如：Ican’tbetheonlywomanwhoisn’twearingjewellery.Second,electricitycannowbemadefromthewaterwhichrushesthroughthebaseofthedam.②在从句中作宾语的关系代词常常可以省略。如：Haveyoufoundthebook(that)youwant?③当关系代词紧跟介词，作介词宾语时，不可用that，只能用whom或which(即that不能作介词宾语)。如：ThebookfromwhichIgotlotsofusefulinformationwaswrittenbyafamousteacherWhoistheboywithwhomyouweretalkingjustnow?④定语从句通常紧跟在先行词之后，但有时二者之间可能有其他词语。要在阅读时观察清楚。如：OnAugust28,1963,Kingmadeaspeechtothousandsofblackpeoplethatimmediatelybecameworld-famous.Cavepaintingshavebeenfoundwhichareatleast20,000yearsoldandareperhapstheoldestformofartyetdiscoveredontheearth.5.关系副词引导的定语从句关系副词when,where,why在从句中分别作时间、地点和原因状语。关系副词在意义上常常相当于一个“介词+which/whom”的结构。(1)关系副词从句中所作的成分：when(=at,on,in,duringwhich)作时间状语；where(=in,on,atwhich)作地点状语；why(=forwhich)reason作原因状语。如：Thisistheroomwhere(inwhich)Ilivedthreeyearsago.Thisisthebridgewhere(onwhich)youtookphotos.Istillrememberthedaywhen(onwhich)IjoinedtheYouthLeague.Thereasonwhy(forwhich)hemissedthebuswasthathegotuplate.(2)关系副词引导定语从句时应注意的几个问题：①where的先行词可以是有地点含义的抽象名词，如：Hehasreachedthepointwhereachangeisneeded.他