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 疑问词+不定式结构疑问词 who,what,which,when,where,whether,how 后可接不定式构成不定式短语， 在句中作主语、 宾语、表语等。如：WhentoleaveforLondonhasnotbeendecidedye

24、t.Mr.Smithdidntknowwhethertoleaveorstaythere.IaskedProfessorXuhowtolearnEnglishwell.Thequestionwaswheretogetthemedicineneeded.以上例句中疑问词+不定式部分，均可转换为相应的从句形式。如：WhenweshallleavehowIcouldlearn经常在这种结构中使用的动词有：consider,decide,discover,explain,findout,forget,hear,know,learn,observe,understand,wonder 等。2.Thete

25、achergivesabriefsummaryof 定语从句定语从句由关系代词 who、whom、whose、whichwhat、as 和关系副词 where、when、why 等引导，但须记住：.what 不能引导定语从句。.关系词的分析须考虑它在定语从句中的成分。一、指人的关系代词有 who、whose、whom、that.试分析：Theoldmanwho/whom/thatwevisitedyesterdayisafamousartist.MissWangistakingcareofthechildwhoseparentshavegonetoBeijing.Themanwithwhomm

26、yfathershookhandsjustnowisourheadmaster.(=Themanwho/whomthatmyfathershookhandswithjustnowisourheadmaster.)注：A.指人时有时只用 who 不宜用 that.先行词为 one、ones 或 anyoneThecomradeIwanttolearnfromistheonewhostudieshardandworkshard.Anyonewhobreaksthelawshouldbepunished.先行词为 these 时ThesewhoaregoingtoBeijingarethebests

27、tudentsofourschool.在 therebe 开头的句子中Thereisastudentwhowantstoseeyou.一个句子中带有两个定语从句，其中一个定语从句的关系代词是 that,另一个宜用 who,以免重复。Thestudentthatwonthefirstprizeisthemonitorwhoworkshard.在非限制性定语从句中A.Imetafriendofmineinthestreet,whohadjustcomefromJapan.B.主句以 who 开头的句子中，只用 that,不用 who.二、指物的关系代词有 which、whose(=ofwhich)

28、、that.试分析：Ilikethebookswhich/thatwerewrittenbyLuXun.Thedesks(which/that)wemadelastyearwereverygood.Thisisthehouseinwhichwelivedlastyear.(=Thisisthehousewhich/thatwelivedinlastyear.)Iliveintheroomwhosewindowsfacesouth.(=Iliveintheroom,thewindowsofwhichfacesouth.)注：A.介词如果位于作为其宾语的关系代词之前时，只能用 whom、which

29、 不能用 who 或 that.Thegirlaboutwhomtheyweretalkingisourmonitor.ThebookinwhichtherearemanyinterestingthingswaswrittenbyLiMing.B.部分短语动词中的介词不可与动词拆开，在定语从句中其介词不可前置，只能放在其动词之后。Isthisthebookwhichsheislookingfor?Theoldmanwho/whomtheyarewaitingforisProfessorLi.Thechildwho/whomsheislookingafterisWangPingsson.C.指物时，下列情况下只能用 that,不宜用 which.(1)先行词为不定代词，如 All、much、anythingeverythingnothingsomethingnone、theone 等。Wearewillingtodoanythingthatisgoodtothepeople.Ihavetoldthemall(that)Iknow.Allthatcanbedonehasbeendone.(2)先行词是序数词或被序数词、修饰时。Thefirstb