Unit-10-You’re-supposed-to-shake-hands-Section-B(2a-3b)法国大餐.doc

法国大餐 - 名称法式菜肴的名菜有：马赛鱼羹、鹅肝排、巴黎龙虾、红酒山鸡、沙福罗鸡、鸡肝牛排等。/法国菜肴：法式茶烙饼红汁黄瓜冰冻茄丁巴黎卷心菜酸辣肚丝核桃鸡汤中法双松鸡肉丸于汤法国荞麦煎饼猪肉冻子中法双松酸甜莴笋面壳肠子菠萝莴笋桔香法式吐司法式蘑菇蛋卷菠菜乳酪焗生蚝芦笋浓汤鹅肝温沙拉瓤馅鸡肉饼法式蜗牛法式拌菜花法式火焰薄饼法国白酒田螺法国荞麦煎饼法式洋葱汤法国鹅肝酱煎鲜贝法式鱼卷面壳肠子鸡肉丸子汤中法双松槟榔排骨锅海带芥末沙司马乃司拌莴笋白菜薄荷束法鸡芥末拌黄瓜猪肉冻子红汁黄瓜洞房喜汤白酒法国田螺草莓黄瓜韩氏鳀鱼炒香菇炖小牛肉咸蛋挞菊莴苣色拉奶油牛肉丁番茄汤冷烤鸡菠菜沙拉黄瓜粉皮巴黎卷心菜卷心菜包肉牛肉丸子汤翡翠肉汤冰冻茄丁奶汁海带法式洋葱汤素菜泥汤烤羊肉茄子沙拉西红柿花双拼多味鱼汤鸡肉沙拉鳄梨生鲑鱼马背上的魔鬼洋葱汤蒸鸡蛋肉卷法式烩土豆茭白虾冻鸡蛋番茄沙拉酸辣肚丝海鳗汤鹅肝酱煎鲜贝法式鱼卷芦笋浓汤蟹黄活虾红烩肉杂拌咖喱油烟虾段法式火焰薄饼酸甜莴笋煎龙虾肉香脂醋风味烤鸡西红柿百里香鳕鱼烘焙芦笋鲑鱼奶油冻生耗鱼汤 法国各地的特色美食： 马赛-普罗旺斯鱼汤 阿尔萨斯-四喜炖肉 布列塔尼-油煎鸡蛋薄饼 图卢兹-什锦砂锅 勃艮第-牛肉 阿登-火腿 里昂-香肠 萨瓦-干酪 诺曼底-卡芒贝尔干酪法国大餐 - 特点法国大餐是西餐中最有地位的菜，是西方文化的一颗明珠。相传16世纪意大利女子Catherine嫁给法兰西国王亨利二世以后，把意大利文艺复兴时期盛行的牛肝脏，黑菌，嫩牛排，奶酪等烹饪方法带到法国，路易十四还曾发起烹饪比赛，即现今流行的CordenBleu奖。曾任英皇乔治四世和帝俄沙皇亚历山大一世首席厨师的安东尼.凯莱梅写了一本饮食字典,DictionaryofCuisine，成为古典法国菜式的基础。法国美食的特色在于使用新鲜的季节性材料，加上厨师个人的独特的调理，完成独一无二的艺术佳肴极品，无论视觉上、嗅觉上、味觉上、触感、交感神经上，都是无与伦比的境界，而在食物的品质服务水准用餐气氛上，更要求精致化的整体表现法国菜的特色是汁多味腴，而吃法国菜必须有精巧的餐具和如画的菜肴满足视觉；扑鼻的酒香满足嗅觉；入口的美味满足味觉；酒杯和刀叉在宁静安详的空间下交错，则是触觉和味觉的最高享受。这种五官并用的态度，发展出了深情且专注的品味。/ - #法国大餐 - 品尝法国菜法国人晚餐的时间，大多在晚上8点左右，有的甚至更晚。到了餐馆之后一切经过专家精心设计的、温馨而典雅的气氛立刻会感染你。餐厅的桌椅摆放也很讲究，不仅要方便就餐，还要迎合不同顾客的消费心理，空间更要得到充分的利用。/法国餐厅的服务非常到位，不仅要为第一次光顾的客人提供满意的服务，而且还要记住老客户的姓名及其喜好的餐桌位置。每当这些人来此就餐，他们都主动迎上前去招呼着客人的姓名，使人备感亲切。 法国餐的每一道菜与饮品搭配是一门“艺术”。餐前一杯开胃酒不可缺少，就餐期间酒的种类、甚至颜色都非常讲究。点肉类食品要配红葡萄酒，吃鱼虾一类的海味要喝白葡萄酒，有些人用餐后还喜欢喝一点白兰地一类的烈性酒。每种酒所用的酒杯都不相同。看着高矮胖瘦好几个酒杯放在眼前，不胜酒力的也不必紧张，吃法国菜酒只是席间的助兴之物，浅尝辄止就可以了。 喝红葡萄酒时时候要拿杯子的上部，因为手的温度会使酒散发出香味，也可以拿酒杯的腰部，但喝白葡萄酒和香槟时，一定要拿酒杯的腰部，以保持酒的凉爽。法国大餐 - 点菜程序法国餐的菜单很简单，主菜不过十来种，但都制作精美，我们不如用实例来说明，既有感性认识又有切实的感受。如果你到法国餐厅就餐，那点菜的顺序一定是：第一道冷头盘一般点菜第一道菜要点一道冷菜，在菜单的冷头盘之中。在上菜之前会有一道面包上来，如果要在面包上抹黄油的话，一定要把面包用手掰成可以一口吃下去的小块，临吃前在小块上抹上黄油。切忌把整个面包都涂上黄油。据说：吃面包“吃一口掰一口”的习俗已流传了几个世纪，为的是将吃剩下的面包分给穷人。第二道汤美味的法式汤类，有浓浓的肉汤、清淡的蔬菜汤、和鲜美的海鲜汤。如果汤太热不能喝，不能用嘴去吹，要等到自然凉下来再喝。第三道热头盘吃到这里才是法国菜的主菜了。主菜以肉类、海鲜为主，每个人可以根据胃口的大小点13道主菜。切忌进餐速度过快，大口吞咽食物不仅影响健康，也是失礼的表现。如果你是同他人共同进餐，那么要注意进餐的速度和大家保持一致。第四道甜品在主菜以后，可以点一道甜品，可以是冰激淋等食品。不要把勺子放在嘴里说话，嘴里有东西时不要开口说话。 法国大餐 - 使用方法 喝汤时调羹向外舀，这样可以避免滴漏，从调羹的侧面喝汤，不能发出声音。喝汤可以将汤碟朝外倾斜，以使调羹舀其最后一滴汤。吃鱼的刀叉要小些，左手握鱼叉，叉齿朝下。鱼刀是用来剥离鱼肉，将鱼肉推到鱼叉上。吃肉类的刀叉最大，握刀的右手食指应放在刀背上，离刀柄一英寸远。左手拿刀齿朝下。色拉的刀叉也有专用的，是叉刀中最小规格的。蜗牛钳的使用很简单，将蜗牛夹起，用特别的勺将肉拉出。刀勺在右边，叉和餐巾在左边，液体在右边，固体在左边。餐具先从外侧用起，别人使用餐具有错误不要去提醒，自己错了也用不着公开道歉。餐具一旦拿在手上就不能再碰到餐桌；如果中间想休息，又不想拿走盘子，就应该将刀叉交叉放在盘子里呈8:20，刀子在下，叉子在上，叉齿向下，使刀叉看上去像个倒着的V形，就餐结束，刀叉平行斜放在盘子里，刀叉头指向10点。/ - #法国大餐 - 叉刀的正确用法 一顿正式的法国餐下来，至少要用20几把刀叉，不仅是法国餐，其他西餐的用刀叉的方法是相同的，有很多值得注意的地方，一般法国人比较喜欢吃蜗牛，牡蛎什么的，那么用餐工具就会更多一些。法国大餐 - 餐具的摆放 到法国餐厅入座后，面对面前一堆的刀叉是不是会感到有些困惑？其实，餐具的摆放位置是引导用餐的，如果有人请你吃法国菜，只要看看餐具就知道今天的宴请有几到菜了。餐具的使用顺序是先从外向里使用，刀和勺在右侧；叉和餐巾在左侧；玻璃杯在右侧；碟子（色拉、黄油碟子）在左侧。/ - #法国大餐 - 优雅用餐喝浓汤时勺子横拿，由外向内轻舀，不要把勺很重地一掏到底，勺的外侧接触到汤。喝时用嘴唇轻触勺子内侧，不要端起汤盆来喝。汤将喝完时，左手可靠胸前轻轻将汤盆内侧抬起，汤汁集中于盆底一侧，右手用勺舀清。吃比萨饼或其它饼类时，用刀在盘内切出一块正好适合一口吃掉的大小，叉子叉住送入口中。吃面包时一手拿面包，一手撕下一小块放入口里，不要拿着整个面包咬。吃西餐时要衣着整洁，坐姿端正，背挺直，脖子伸长。最重要的是手一定要保持干净，指甲修剪整齐。 法国大餐 - 法国大餐入选非物质文化遗产名录新华网巴黎11月16日电，正在肯尼亚首都内罗毕举行的联合国教科文组织保护非物质文化遗产政府间委员会第五次会议16日经过审议，将法国大餐列入人类非物质文化遗产代表作名录。 法国媒体说，这是教科文组织首次将一国的餐饮列入非物质文化遗产名录。委员会成员认为，法式大餐已经融入人们的日常生活，成为个人或团体庆祝重要时刻的习俗。 法国总理菲永得知这一消息后发表公报，对法国大餐入选名录表示祝贺。他说，法国餐饮业不仅代表一种悠久的传统，还蕴含着优秀的手工艺技能和深厚的文化，并体现了法国独特的生活艺术。本次会议15日开幕，为期5天，来自近130个国家和地区的450余名代表出席会议，共有来自29个国家和地区的47项遗产申报项目被列入人类非物质文化遗产代表作名录。该名录目前已收录了77个国家和地区的166项非物质文化遗产项目。Unit 10 By the time I got outside, the bus had already leftThe First Period Teaching Aims and Demands1 Knowledge Objects（1） Key Vocabulary oversleep（2） Target Language What happened?I overslept And by the time I got up, my brother had already gotten in the shower2 Ability Objects（1） Teach the students to use the new words（2） Train the students to narrate past events with the Past Perfect Tense（3） Train the students listening and speaking skills with the target language3 Moral ObjectIts a good habit to go to bed early in the evening and get up early in the morning So youll never be in a hurry in the morning21cnjycom Teaching Key Points1 Key Vocabulary oversleep2 Target Language Narrate past events with the Past Perfect T Teaching Difficult Points1 Train the students to narrate past events with the Past Perfect Tense2 Train the students to understand the target language in spoken conversation Teaching Methods1 Thinking of examples from the students real lives【版权所有：21教育】2 Making sentences by looking at the pictures Teaching Procedures Step I Revision 1 Ask some questions like this: What volunteer work would you like to do? Help the students to answer, Id like to/I love to/I hope to 2 Practice the dialogue in Activity 3c on page 62 again 3 Check the students homework by asking some students to read their sentences with the phrasal verbs Then ask the students to hand in their homework Step 1aFirst write by the time on the blackboard and tell the class the meaning of itSay this sentence to the class: By the time the teacher came in, the students had begun reading EnglishTell them to note the structure had begun in this sentence Begun is the past participle of begin Explain what is the past participle form of a verb for the students Tell them it is as the same as the past form for a regular verb And they have to remember the irregular verbs participles one by oneWrite By the time I came backon the blackboardSay to the class, By the time I came in What had happened?Help one student to answer like this, By the time the teacher came in, Don had written his name on the blackboardThen get more students to answer differently, Read the instructions to the students and read these questions to the class as wellWhat do you usually do in, the morning before school? Do you like morning?Why or why not?Choose one good student to answer them by saying something he or she usually does in the morningThen have the whole class practice in pairs Ask each other the questionsAfter they finish talking, ask one or two pairs to say their conversations to the class Correct the mistakes they may make with the other studentsCall the students attention to the pictures in Activity la Then tell students to talk about the pictures in groups of four Move around the classroom, listening to students and offering help Make sure that they talk in EnglishAfter they all finish talking, ask different groups to tell the class about the pictures Step 1bAsk the students to read the instructions together Have them look at the two columns, A and B ,in the chart Point out the sample answer Read the two parts of the sentenceThen go over the other unconnected parts of sentences, tooPlay the recording for the first timeStudents only listen Then play it a second time Let students match two parts of each sentence Check the answers by asking some students to tell their answersMake sure that all of them have got the correct answers by listening Say congratulations to the students who get the answers correctly by guessingStep 1cFirst play the recording in Activity 1b again and let the students read after it Do it at least twiceThen read the instructions together with the whole classYou will make conversations in pairs Each of you will have to take turns being Tina Look at the pictures in Activity la to help you Tell your partner what happened to you this morning Ask a pair to read the example to the class before they begirtHave the students work in pairs Move around the room offering language support as neededAfter they all finish talking, ask some pairs to say their conversations to the classStep SummaryStep Homework1 Write out the story of Tina, Note to use the target language21教育名师原创作品2 Revise when to use the Past Perfect Tense and the verb structure of itThe Second Period Teaching Aims and Demands1 Knowledge Objects（1） Target Language By the time she got to class, the teacher had already started teaching When she got to school, she realized she had left her backpack at home When I got home, I realized I had left my keys in the backpack（2）The Three Forms of the verbs2 Ability Objects（1） Train the students listening skill（2） Train the students writing skill with the target language（3） Train the students speaking skill（4） Train the students to use the three forms of the verbs Teaching Key Points1 Listening practice with the target language2 Use the correct verb forms to fill in the blanks by listening3 Make sentences using the Past Perfect Tense4 The three forms of the verbs Teaching Difficult Points1 Write an ending for the story in Activity 2c2 The three verb forms in Grammar FocusTeaching ProceduresStep I Revision1 Revise what happened to Tina in the morning by asking one or two students to tell the stroy on page 682 Ask students to check each others homework in pairs, pointing out all the mistakes they might have made3 Revise the Past Perfect Tense by asking the children when to use it and what its verb structure isStep 2aRead the instructions to the class Be sure that all of them know what to doCall the students attention to the four pictures Get them to guess the correct order of the pictures first The first one is given as a sample Ask one or two children to tell their stories by describing the pictures according to their own order【出处：21教育名师】Play the recording the first time, students only listen Play the recording again and ask the children to number each pictureCheck the answers with the class and see who have ever got the correct answers without listeningStep 2bAsk the students to read the instructions together Point out the blanks in the sentences and the verbs in the bracketsLet the students fill in the blanks with the correct forms individuallyMove around the classroom collecting the common mistakes they may makeAfter they all finish writing, tell them to get ready to listen to the conversation and check their answersPlay the recording Students listen and check their answers Correct the answers by asking seven different students to say theirs to the classStep 2cAsk the whole class to read the instructions togetherWe have a new task now We know Tina was late for class What do you think happened after Tina was late for class?Work with a partner Make up an ending for the story by continuing it The beginning has been givenGet students to discuss in pairs Complete the ending Make sure they are talking in English Move around the classroom, offering language support if needed After ten minutes, ask students to stop discussing Get some pairs of students to tell the class how they think the story ended And let the whole class decide whose ending is the best Tell each pair to write down their ending, or do it after class if time is not enoughStep Grammar FocusCall students attention to the sentences on the left Ask four different students to read the four sentences and point out where had plus a past participle is used Write the sentences on the blackboardAsk the students to make sentences correctly using each form of the verbs in the box Check the answersStep Homework1 Write down the ending of Tinas story2 Make sentences using each form of the verbs below:leave, walk, start, oversleep, ring, be3 Review the Grammar FocusThe Third Period Teaching Aims and Demands1 Knowledge Objects（1） Key Vocabularybell, ring, go off, rush, run off, on time, give sb a ride, lock, break down（2） Target Language By the time I got there, the bus had already left21世纪*教育网 By the time I woke up, my father had already gone into the bathroom2-1-c-n-j-y2 Ability Objects Train the students reading skill with target Train the students speaking skill with target language21*cnjy*com Teaching Key Points1 Guide the students to read the article in activity 3a2 Help the students do the oral practice with the target language Teaching Difficult Points1 Help improve the students reading skill by Activity 3a2 Help the students describe what has happened to them with the target language Teaching ProceduresStep Revision1 Revise what happened to Tina by asking several students to tell the story2 Revise the three forms of the verbs in Grammar Focus by asking four students to write them out on the blackboard3 Check homework by asking one or two to read their own endings of the stroy4 Check homework by asking some students to read the sentences which they madeStep 3aAsk the whole class to read the instructions together There is an article in Activity 3a Your task is to read the story and write the events in the correct orderHave a look at the sample answer on the right of the article before you start Then let the children complete the work on their own After a while, ask some students to report their answers to the class Write the events on the blackboard as they report, putting the events in the correct orderAfter checking the answers, tell students to read the article again more carefullyTell them to find out the words or sentences which they cant understand this timeA few minutes later, let the students ask questions on the words and sentences which they cant understand Do some explanation and make sure that the students make everything clear about the article21cnjyThen ask the students to read the article aloud Move around the classroom while they are reading, offering help as neededNext ask students to pick out the sentences with the Past Perfect Tense Tell them to underline them and come up with the reason to use the tence21教育网Ask two students to read their answers and explain the sentencesStep 3bCall the students attention to the photo of the woman sleeping The girl is sleeping She may oversleep How about you?Have you ever overslept?Get a students to answer the question simply, such as Yes, I have /No, I haventThen ask one student to read the instructions to the classExplain that describe the circumstances means to tell when, where and how the things happenedAsk one student who has ever overslept to answer the first question and describe the circumstance Help him or her use the Past Perfect Tense to describe the circumstanceThen ask students to read the questions and write their answers in their exercise books Tell them that they have to describe the circumstances if their answers are Yes, and there should be at least one sentence with the Past Perfect Tense in each description Move around the classroom providing sentences to the ones who need Ask several students to share their stories with the class Correct any mistakes they may make Let them check the answers in pairsStep 3cAsk the whole class to read the instructions together Then call the students attention to the sample conversation on the right Ask a pair of the students to read the conversation to the class Please ask your partner the questions in Activity 3b Ask more questions if he or she says YesAsk the students to work in pairs Encourage them to ask as many questions as they can As they work, move around the room offering help and answering questions as needed Ask some pairs to say their conversations to the classStep homework1 Write the answers to the questions in Activity 3b2 Write a conversation in Activity 3cThe Fourth PeriodI Teaching Aims and Demands1 Knowledge Objects（1） Key Vocabularycostume, show up, exhausted, embarrassed, empty, fool, April Fools Day, go off, stay up（2）Target LanguageWhen I got there, I found that he had fooled meAfter an hour, the other kids showld up, and I realized that my brother had fooled meBy the time I got to match class, I was exhausted because I had stayed up all night studyingI found out that my friend had fooled me2 Ability Objects（1） Train the students writing, listening and speaking skills with the target language（2）Train the students to use the new vocabulary Teaching Key Points1 Train the students listening and speaking skills with target language2 Teach the students the new vocabulary Teaching Difficult Points1 Guide listening and oral practice using the target language2 Help learn to use the new vocabulary correctly Teaching ProceduresStep I Revision1 Revise the article in Activity 3a on page 70 by asking several students to read it2 Dictate some words and phrases:3 Check the homeworkStep 1aRead the instructions to the students Remember to read the sentence in the brackets Point to the chart with the three headings Nouns, Verbs and Adjectives Read the words in the brackets to the students and help the students to understand the meanings of nouns, verbs and adjectivesGet a student to read the sample answers to the class before they start say, Fool call also be a verb Ask the students to complete the chart on their ownCorrect the answers by asking three students to read their answers to the classStep 1bAsk a student to read the instructions to the classwww-2-1-cnjy-comAsk another student to read the example on the rightWork in pairs now Tell your partner about something that has happened to you recently Note to use two or more phrases from the list in Activity la Get tile students to talk in pairs Move around the classroom checking their work and offering language support as neededAfter they all finish talking, ask