Unit-10-You’re-supposed-to-shake-hands-Section-B(2a-3b)法国饮食文化.doc

法国饮食文化法国各地大约出产450多种不同风味的奶酪。图为法国6个地区的奶酪特产。鹅肝是法国西南部的传统名菜牛角包是个很受欢迎的法国式面点法国料理（法语: Cuisine franaise, IPA: ki. zin f.sz）是一种源于法国并在全世界广为流传的烹饪系统，法国君主具有较强的王权，在路易十四时达到顶峰，宫廷奢华风气在饮食上十分讲究，各种烹饪方法通过效仿的贵族流入民间。法国烹饪重视烹饪方法和就餐礼仪，法国盛产葡萄酒（法语：vin）和奶酪（fromage），成为法国烹饪必不可少的调料，法国各地大约出产450多种不同风味的奶酪，每一种奶酪以最先发明其做法的村镇名命名，有的村镇如Camembert在任何普通地图中都找不到，但在任何一本法语词典甚至英语词典中都能找到这个代表奶酪名称的词。21法国烹饪在各地区根据其特产也具有不同的特色，南方沿海多使用橄榄油，南方和西方沿海多水产，北方和东方则多肉食，总的说法国人不太喜欢素食。法国比较具有特色的食品有：青蛙腿（grenouille）、炖鸡（coq au vin）、法国蜗牛（escargot）；主食主要是面包，具有法国特色的面包有牛角包（croissant）和棍式面包（baguette）。法国人就餐非常讲究礼仪，一般用长条型餐桌，男女主人各坐餐桌两头，家中其他成员或客人在餐桌两旁按从女主人一侧向男主人一侧重要程度递减方式排列，餐具使用各种不同形状的餐刀、叉子和勺子，用餐盘就餐，桌面上只能存在一道菜，撤去前一道才能上第二道，但餐具根据本次用餐情况全部摆放到就餐人餐盘两侧，从外到里使用。一般第一道菜是开胃浓汤（soupe），然后是冷盘（hors-duvre），接着才是主菜（plat de rsistance），最后是甜点（dessert），面包随时取用，比英美人消耗多。餐前喝利口酒，餐中水产和禽类菜配干白葡萄酒。肉类菜配干红葡萄酒，法国人消耗葡萄酒较多，几乎每餐必备，和英美法律也不同，未成年人也允许饮用葡萄酒。法国人的就餐礼仪已经成为西方宴会的经典模式。法国餐馆以其豪华的礼仪和风味著称，世界各大城市中最豪华昂贵的餐馆几乎都是法国餐馆，曾有英国人抱怨说：乘协和式飞机从伦敦去巴黎吃一顿饭，再乘机返回，所有旅费加到一起，也比在法国餐馆吃一顿饭便宜。法国是世界著名的饮食文化大国，在法国不同地区有不同的特色美食。由于法国人相当地重视美食，所以吃法国菜时所需要的餐具也是非常多的。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 morning Teaching Key Points1 Key Vocabulary oversleep2 Target Language Narrate past events with the Past Perfect Tensewww-2-1-cnjy-com 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 lives2 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 language2 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【来源：21世纪教育网】（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 orderPlay 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 left21cnjy By the time I woke up, my father had already gone into the bathroom2 Ability Objects Train the students reading skill with target language Train the students speaking skill with target language 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 3a【来源：21cnj*y.co*m】2 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 blackboard2-1-c-n-j-y3 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 articleThen 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 tenceAsk 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 Yes【版权所有：21教育】Ask 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 language21*cnjy*com2 Help learn to use the new vocabulary correctly21*cnjy*com 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 class【出处：21教育名师】Ask 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 some pairs to say their conversations to the classStep 2aSay something about April Fools Day to the studentsCall the students attention to the four pictures Ask the students what is happening in each pictureAsk four different students to describe the pictures Read the instructions to the classPlay the tape the first time The students only listen Then play the tape again Ask the students to write each boys name in the correct box Check the answers by asking different students to tell their own answersStep 2bRead the instructions to the class There are six phrases in the box Your task is to find out who says each of the phrases, Dave, Nick or Joe after listening to the same recording And write D for Dave, N for Nick and J for Joes on the short lines before the phrases Look at the first one The answer has been given as a samplePlay the recording the first time The students only listen Then play the recording again Ask the students to write the letters in the blanks Ask six different students to report their answers to the class Check the answers with the classStep 2cThis activity provides oral practice using the target languageFirst play the recording again Pause after each sentence and get the students to repeatDo it at least twiceAsk a student to read the instructions to the class Then have them look at the sample conversation on the right Ask a pair of the students to read and try to continue itThen ask the students to work in pairsEach pair makes two conversations using information from the earlier activitiesMove around the room as they work, offering help as needed Ask one or two pairs to say their conversations to the classStep Homework1 Write something that has happened to you recently Use two or more phrases from the list in Activity 1a2 Write a conversation in Activity 2cThe Fifth Period Teaching Aims and Demands1Knowledge Objects（1） Key Vocabularyannounce, describe, convince, panic, set off, authority, reveal, hoax, flee/fled/fled, spaghetti, girl-friend, Show, marry, thrill, get married, reply, ending（2） The reading passages about April Fools Day（3） Write stories happened on April Fools Day2 Ability Objects（1） Train the students reading skill（2） Train the students writing and speaking skills Teaching Key Points1 Teach the students the new vocabulary2 Help the students understand the three articles3 Guide the students to write stories happened on April Fools Day Teaching Dif