Unit-Business-Meals-full

1、Unit3BusinessMealsSection1Warming-upandReadingA(I)I. Teachingaimsandlearningobjectives:Bytheendofthelesson,studentsshouldbeableto1.Havesomebasicideasofthetablemanners.2.Knowhowtoapplytheprinciplesoftableseatingarrangementtodifferentsituations.3.GraspthegeneralideaofthereadingAcontextandfinishtask1.I

2、I. TeachingTime:1 periodIII. TeachingproceduresStep1Revison(2mins)AskthestudentstolistthedutiesofagoodsecretarytorevisethelastlessonStep2Warming-up(15mins)1.Askquestions&discussion(5mins)Introducethelessontothestudentsandaskthequestions:(ssareallexpectedtobeinvolvedinthediscussiontosharetheiropi

3、nionswitheachotherandhavetheopportunitytopracticetheirspokenEnglish.Itcanarousetheirinterestinlearningandbuildtheirconfidence.)a. Arethereanymannerswhenyouarehavingmealswithyourfamilyinyourhometown?b. DoyouknowanytablemannersintheWest?c. Doyouknowhowtoarrangeatableseating?2.GothroughtheWarming-uptas

4、kwiththessandstudytheprinciplestogether.(2mins)3.Askthestudentstodothetask(3mins)4.Getsomesstogivetheiranswersandcomparethem(3mins)5.Commentbrieflyandgivethesuggestedanswers.(2mins)Step3ReadingA(28mins)1.Fast-Reading1.1 Gothroughsomekeywordsinthetextthatwillhindersscomprehensionandcannotbeeasytogues

5、stheirmeaningsinthecontext(10mins)1.2 Letsstalkaboutthetitleandpredictthecontentbythemselvesinsteadofgivingrightanswerssinceallkindsofpredictionwillbehelpfulincomprehension.(2mins)1.3 Letssdofast-readingandgetthemainideaaboutthetext.(8mins)2.Task12.1 Askthesstodotask1afterthefast-reading.(3mins)2.2

6、Checktheanswersandasksstopointoutwheretheyareinthetext.(3)2.3 Summary(2mins)1)ReadingA(II)1. Teachingaimsandlearningobjectives:Bytheendofthelesson,studentsshouldbeableto(1)UnderstandthetextofReadingA(2)Graspthekeywordsandlearntousethemcorrectly2. TeachingTime:2periods3. Keypoints:entertain,build-up,

7、imply,rather,company,turnout,pay,beononesbestbehavior,knowledgeable,see-through,notasas,startwith,conduct,concentrateon4.TeachingproceduresReadindetailsStep1.Ssreadthepassageparagraphbyparagraphandanswerthequestionsforeachparagrah:1.Whatkindofroledoesbusinessmealplayindoingbusiness?2.Howtotalkbusine

8、ssindifferentmeals?3.Howtomakealastingimpressioninabusinessmeal?4.Howtoconductyourselfproperlyinabusinessmeals?5.Whypolitedinningisimportant?Step2.Afteransweringthequestionsforeachparagraph,oneofthesswillbeaskedtoreadaloudeachparagraph.Andthenteacherexplainthekeyswordsanddifficultsentencesinthetexta

9、nddemonstratetheirusage.Ssshouldmakeupsomesentencesaccordingtotheusage.Step3.Ssgooverthepassageagainquicklyandhighlighttheimportantwords,phrasesandsentences.Step4.Ssdolanguagelabtask1&task2topractisethekeywordsandphrases.2)ReadingB&Mini-projectI.TeachingObjectives:Inthissectionthestudentssho

10、uld(1)mastertheruleoftablesettingandtablewareinawesterndinnern.TeachingTime:1periodin.Keypoints:(2)Rememberthenamesofsomewesterndishesinthefourpartsofawesternmenu(3)Trytomakeacorrectmenuwiththeproperorderofdishes.(4)Rememberthenamesofdifferenttablewarewhichwillbeusedinaformalwesterndinner.IV.Teachin

11、gprocedures:Partone:FriendshipLunchMenu1.Warm-upquestions:Haveyoueverbeentoawesternrestaurant?Whatkindoffooddoyouusuallyeatinawesternrestaurant,canyounametheminEnglish?2.Studentsarerequiredtogothroughthemenuinpage38,andhaveageneralimpressionofthefivepartsinthemenu.3.Givestuduentsseveralwesterndishes

12、andaskthemtoclassifythesedishesintothecorrectpartsinwesternmenu.Studentsaredividedintoseveralgroups(4-5peopleineachgroup)andrequiredtoselecttheirfavoritedishesinalunch,eachgroupgivestheirreasonandunderstandingoftherulesofselectingfood.4.Studentsspeakouttherulesofselectingfoodfromthemenu,givingaconcl

13、usionoftherulesineachgroupundertheguidanceoftheteacher.SetLunchMenuAppetizers/StartersSalad,caviarMaincourseMeat,chicken,beef,lamb,prok,fishDessertCakes,cookies,fruitsandicecreambeverageCoffee,teaParttwo:Mini-projectSincewegetsomuchinformationofselectingawesternlunch,thenextpartistofindthespecialrul

14、esoftablesettinginawesterndinner.Thatistosay,howtoeatthefoodwiththepropertableware.(1) playavediowhichhascloserelationshipwithtablemannerandtheproperusageoftableware.(2) askstudenttosumuptherulesoftablewaretheyhavelearnedinthevedio.(3) domatchingjobswithsomegivenpicturesoftablewareSection4Listening&

15、amp;SpeakingI.TeachingObjectives:Inthissectionthestudentsshouldunderstandthedialogueandpracticeitn.TeachingTime:2periodsin.Keypoints:1.Answerquestionsconcerningthedialoguetheylisten2.UsetheirownwordstoorganizeaconversationafterlearningthelisteningmaterialsIV.Teachingprocedures:SteponeListening1Gothr

16、oughthedifficultwordsandusefulexpressionsinthelisterningmaterialsquickly.2Doeachexerciseinturn.Playthetape,thenletSsdiscusstheiranswersinpairs.Playthetapeagainifnecessary,thenchecktheanswerswiththewholeclass.SteptwoSpeakingTheteacherasksthestudentstoworkinpairstomakedialogueswiththehelpoftheusefulex

17、pressionsbelowinordertopracticeaskingandgivingadviceRoleA:YouareanAmericanclientonabusinesstriptoBeijing.YouwanttotrysomeChinesefood.RoleB:YouarereceivinganAmericanclientofyourcompanywhowantstotrysomeChinesefood.UsefulexpressionsStartingImthinkingofeatingouttonight.DoyouknowagoodChineserestaurant/se

18、afoodrestaurant?CanyourecommendagoodChineserestaurant/seafoodrestaurant?ContinuingDoyouhaveanyotherideas?Canyourecommendanythingelse?Doyouknowanyotherplaces?EndingThatsagoodidea.IthinkIwilltryit.StartingHaveyoubeento?ThereisaplacecalledFormorecausaldining,youcouldtrytheContinuingYoushouldtryYoucould

19、tryTheresalwaysthe，whereyoucanEndingTheyhaveanice,andtheyalsoserveSection5WritingandLanguageLabI.TeachingObjectives:Inthispartthestudentsshould1Learntowriteaninvitationandhowtoacceptordeclineaninvitation.2ReviewthenewwordsofUnit3n.TeachingTime:2periods出.Keypoints:(1)Learnusefulexpressions1.Someusefu

20、lexpressionsofinvitingWewouldliketoinviteyoutoItsourpleasuretoinviteyoutoWouldyouliketojoinusforlunch/dinner/drink?Wouldyouliketocometo?2.SomeusefulexpressionsofacceptinganinvitationIwouldbedelightedtocome.Itsmypleasuretocome.Iwouldbepleasedtocome.Iwouldlovetocome.3.Someusefulexpressionsofdeclininga

21、ninvitationIwouldlovetocome,butThankyouforyourinvitation,butImafraidIwontbeabletoaccept.Idlovetocome,butIcantmakeit.Itwouldbedelightedtocome.UnfortunatelyIcannotacceptyourinvitation.(2)Masterkeywordsofunit3;Knowledgeable,imply,manner,intelligent,conduct,representative,entertain,formal,urgency,turnou

22、tIV.Teachingprocedures:Writing:(1)WarmingupTheteacherasksafewstudentstoworkinpairstodiscussthefollowingtwoquestions:(5) Onwhatoccasionsdopeoplesendandreceiveinvitation?(6) Whatinformationisusuallyincludedinaninvitation?(2)Askstudentstoreadtheformalandinformalinvitationinpage42andthentocompletetask2.

23、(3)Teachtheusefulexpressionsintask3andaskstudentstowriteaninvitationaboutinvitingoneclassmatetoseeamoviebyusingthoseusefulexpressions.LanguageLab1.Theteachergivesabriefsummaryof 疑問(wèn)詞+不定式結(jié)構(gòu)疑問(wèn)詞 who,what,which,when,where,whether,how 后可接不定式構(gòu)成不定式短語(yǔ)， 在句中作主語(yǔ)、 賓語(yǔ)、表語(yǔ)等。如：WhentoleaveforLondonhasnotbeendecidedye

24、t.Mr.Smithdidntknowwhethertoleaveorstaythere.IaskedProfessorXuhowtolearnEnglishwell.Thequestionwaswheretogetthemedicineneeded.以上例句中疑問(wèn)詞+不定式部分，均可轉(zhuǎn)換為相應(yīng)的從句形式。如：WhenweshallleavehowIcouldlearn經(jīng)常在這種結(jié)構(gòu)中使用的動(dòng)詞有：consider,decide,discover,explain,findout,forget,hear,know,learn,observe,understand,wonder 等。2.Thete

25、achergivesabriefsummaryof 定語(yǔ)從句定語(yǔ)從句由關(guān)系代詞 who、whom、whose、whichwhat、as 和關(guān)系副詞 where、when、why 等引導(dǎo)，但須記?。?what 不能引導(dǎo)定語(yǔ)從句。.關(guān)系詞的分析須考慮它在定語(yǔ)從句中的成分。一、指人的關(guān)系代詞有 who、whose、whom、that.試分析：Theoldmanwho/whom/thatwevisitedyesterdayisafamousartist.MissWangistakingcareofthechildwhoseparentshavegonetoBeijing.Themanwithwhomm

26、yfathershookhandsjustnowisourheadmaster.(=Themanwho/whomthatmyfathershookhandswithjustnowisourheadmaster.)注：A.指人時(shí)有時(shí)只用 who 不宜用 that.先行詞為 one、ones 或 anyoneThecomradeIwanttolearnfromistheonewhostudieshardandworkshard.Anyonewhobreaksthelawshouldbepunished.先行詞為 these 時(shí)ThesewhoaregoingtoBeijingarethebests

27、tudentsofourschool.在 therebe 開(kāi)頭的句子中Thereisastudentwhowantstoseeyou.一個(gè)句子中帶有兩個(gè)定語(yǔ)從句，其中一個(gè)定語(yǔ)從句的關(guān)系代詞是 that,另一個(gè)宜用 who,以免重復(fù)。Thestudentthatwonthefirstprizeisthemonitorwhoworkshard.在非限制性定語(yǔ)從句中A.Imetafriendofmineinthestreet,whohadjustcomefromJapan.B.主句以 who 開(kāi)頭的句子中，只用 that,不用 who.二、指物的關(guān)系代詞有 which、whose(=ofwhich)

28、、that.試分析：Ilikethebookswhich/thatwerewrittenbyLuXun.Thedesks(which/that)wemadelastyearwereverygood.Thisisthehouseinwhichwelivedlastyear.(=Thisisthehousewhich/thatwelivedinlastyear.)Iliveintheroomwhosewindowsfacesouth.(=Iliveintheroom,thewindowsofwhichfacesouth.)注：A.介詞如果位于作為其賓語(yǔ)的關(guān)系代詞之前時(shí)，只能用 whom、which

29、 不能用 who 或 that.Thegirlaboutwhomtheyweretalkingisourmonitor.ThebookinwhichtherearemanyinterestingthingswaswrittenbyLiMing.B.部分短語(yǔ)動(dòng)詞中的介詞不可與動(dòng)詞拆開(kāi)，在定語(yǔ)從句中其介詞不可前置，只能放在其動(dòng)詞之后。Isthisthebookwhichsheislookingfor?Theoldmanwho/whomtheyarewaitingforisProfessorLi.Thechildwho/whomsheislookingafterisWangPingsson.C.指物時(shí)，下列情況下只能用 that,不宜用 which.(1)先行詞為不定代詞，如 All、much、anythingeverythingnothingsomethingnone、theone 等。Wearewillingtodoanythingthatisgoodtothepeople.Ihavetoldthemall(that)Iknow.Allthatcanbedonehasbeendone.(2)先行詞是序數(shù)詞或被序數(shù)詞、修飾時(shí)。Thefirstb