Unit-3-Business-Meals-(full).doc

Unit 3 Business MealsSection 1 Warming-up and Reading A (I)I. Teaching aims and learning objectives:By the end of the lesson, students should be able to1. Have some basic ideas of the table manners.2. Know how to apply the principles of table seating arrangement to different situations.3. Grasp the general idea of the reading A context and finish task 1.II. Teaching Time:1 periodIII. Teaching proceduresStep 1 Revison (2 mins)Ask the students to list the duties of a good secretary to revise the last lessonStep 2 Warming-up (15 mins)1. Ask questions & discussion (5 mins)Introduce the lesson to the students and ask the questions: (ss are all expected to be involved in the discussion to share their opinions with each other and have the opportunity to practice their spoken English. It can arouse their interest in learning and build their confidence.)a. Are there any manners when you are having meals with your family in your hometown?b. Do you know any table manners in the West?c. Do you know how to arrange a table seating? 2. Go through the Warming-up task with the ss and study the principles together. (2 mins)3. Ask the students to do the task (3 mins)4. Get some ss to give their answers and compare them (3 mins)5. Comment briefly and give the suggested answers. (2 mins)Step 3 Reading A (28 mins)1. Fast-Reading 1.1 Go through some key words in the text that will hinder ss comprehension and can not be easy to guess their meanings in the context (10 mins)1.2 Let ss talk about the title and predict the content by themselves instead of giving right answers since all kinds of prediction will be helpful in comprehension. (2 mins)1.3 Let ss do fast-reading and get the main idea about the text. (8 mins)2. Task 1 2.1 Ask the ss to do task 1 after the fast-reading. (3 mins)2.2 Check the answers and ask ss to point out where they are in the text. (3)2.3 Summary (2 mins)Section 2 Reading A (II)I. Teaching aims and learning objectives:By the end of the lesson, students should be able to1. Understand the text of Reading A2. Grasp the key words and learn to use them correctlyII. Teaching Time:2 periodsIII. Key points: entertain, build-up, imply, rather, company, turn out, pay, be on ones best behavior, knowledgeable, seethrough, not asas, start with, conduct, concentrate onIV. Teaching proceduresRead in details Step 1. Ss read the passage paragraph by paragraph and answer the questions for each paragrah:1) What kind of role does business meal play in doing business?2) How to talk business in different meals?3) How to make a lasting impression in a business meal?4) How to conduct yourself properly in a business meals?5) Why polite dinning is important?Step 2. After answering the questions for each paragraph, one of the ss will be asked to read aloud each paragraph. And then teacher explain the keys words and difficult sentences in the text and demonstrate their usage. Ss should make up some sentences according to the usage.Step 3. Ss go over the passage again quickly and highlight the important words, phrases and sentences. Step 4. Ss do language lab task 1& task 2 to practise the key words and phrases.Section 3 Reading B & Mini-project.Teaching Objectives：In this section the students should 1) master the rule of table setting and tableware in a western dinner. Teaching Time: 1 period. Key points:1) Remember the names of some western dishes in the four parts of a western menu2) Try to make a correct menu with the proper order of dishes.3) Remember the names of different tableware which will be used in a formal western dinner. Teaching procedures: Part one: Friendship Lunch Menu1. Warm-up questions:Have you ever been to a western restaurant?What kind of food do you usually eat in a western restaurant, can you name them in English?2. Students are required to go through the menu in page 38, and have a general impression of the five parts in the menu.3. Give studuents several western dishes and ask them to classify these dishes into the correct parts in western menu. Students are divided into several groups (4-5 people in each group) and required to select their favorite dishes in a lunch, each group gives their reason and understanding of the rules of selecting food.4. Students speak out the rules of selecting food from the menu, giving a conclusion of the rules in each group under the guidance of the teacher.Set Lunch MenuAppetizers / StartersSalad, caviarMain courseMeat, chicken, beef, lamb, prok, fishDessertCakes, cookies,fruits and ice creambeverageCoffee , teaPart two：Mini-project Since we get so much information of selecting a western lunch,the next part is to find the special rules of table setting in a western dinner. That is to say, how to eat the food with the proper tableware.1. play a vedio which has close relationship with table manner and the proper usage of tableware.2. ask student to sum up the rules of tableware they have learned in the vedio.3. do matching jobs with some given pictures of tablewareSection 4 Listening & Speaking.Teaching Objectives：In this section the students should understand the dialogue and practice it . Teaching Time: 2 periods. Key points:1) Answer questions concerning the dialogue they listen2) Use their own words to organize a conversation after learning the listening materials . Teaching procedures:Step one Listening1. Go through the difficult words and useful expressions in the listerning materials quickly.2. Do each exercise in turn. Play the tape, then let Ss discuss their answers in pairs. Play the tape again if necessary, then check the answers with the whole class.Step two SpeakingThe teacher asks the students to work in pairs to make dialogues with the help of the useful expressions below in order to practice asking and giving advice Role A: You are an American client on a business trip to Beijing. You want to try some Chinese food.Role B: You are receiving an American client of your company who wants to try some Chinese food.Useful expressionsStartingIm thinking of eating out tonight.Do you know a good Chinese restaurant/seafood restaurant?Can you recommend a good Chinese restaurant/seafood restaurant?ContinuingDo you have any other ideas?Can you recommend anything else?Do you know any other places?EndingThats a good idea. I think I will try it.StartingHave you been to？There is a place calledFor more causal dining, you could try theContinuing You should tryYou could tryTheres always the, where you canEndingThey have a nice, and they also serveSection 5 Writing and Language Lab.Teaching Objectives：In this part the students should(1) Learn to write an invitation and how to accept or decline an invitation.(2) Review the new words of Unit 3. Teaching Time: 2 periods. Key points:1. Learn useful expressions(1) Some useful expressions of invitingWe would like to invite you toIts our pleasure to invite you toWould you like to join us for lunch/dinner/drink?Would you like to come to?(2) Some useful expressions of accepting an invitation I would be delighted to come. Its my pleasure to come.I would be pleased to come. I would love to come.(3) Some useful expressions of declining an invitation I would love to come, but Thank you for your invitation, but Im afraid I wont be able to accept. Id love to come, but I cant make it. It would be delighted to come. Unfortunately I can not accept your invitation.2. Master key words of unit 3;Knowledgeable, imply, manner, intelligent, conduct, representative, entertain, formal, urgency, turn out. Teaching procedures:Writing:1. Warming up The teacher asks a few students to work in pairs to discuss the following two questions:(1) On what occasions do people send and receive invitation?(2) What information is usually included in an invitation?2. Ask students to read the formal and informal invitation in page 42 and then to complete task 2.3. Teach the useful expressions in task 3 and ask students to write an invitation about inviting one classmate to see a movie by using those useful expressions.Language Lab1. The teacher gives a brief summary of 疑問詞不定式結(jié)構(gòu) 疑問詞who, what, which, when, where, whether, how后可接不定式構(gòu)成不定式短語，在句中作主語、賓語、表語等。如： When to leave for London has not been decided yet. Mr. Smith didnt know whether to leave or stay there. I asked Professor Xu how to learn English well. The question was where to get the medicine needed. 以上例句中疑問詞不定式部分，均可轉(zhuǎn)換為相應(yīng)的從句形式。如：When we shall leavehow I could learn 經(jīng)常在這種結(jié)構(gòu)中使用的動詞有：consider, decide, discover, explain, find out, forget, hear, know, learn, observe, understand, wonder等。 2. The teacher gives a brief summary of 定語從句定語從句由關(guān)系代詞who、whom、whose、which、what、as和關(guān)系副詞where、when、why等引導，但須記?。?. what不能引導定語從句。 2.關(guān)系詞的分析須考慮它在定語從句中的成分。 一、指人的關(guān)系代詞有who、whose、whom、that. 試分析： The old man who/whom /that we visited yesterday is a famous artist. Miss Wang is taking care of the child whose parents have gone to Beijing. The man with whom my father shook hands just now is our headmaster. （=The man who/whom that my father shook hands with just now is our headmaster.）注： A. 指人時有時只用who不宜用that. 1.先行詞為one、ones或anyone （1）The comrade I want to learn from is the one who studies hard and works hard. （2）Anyone who breaks the law should be punished. 2.先行詞為these時 These who are going to Beijing are the best students of our school. 3.在there be 開頭的句子中 There is a student who wants to see you. 4.一個句子中帶有兩個定語從句，其中一個定語從句的關(guān)系代詞是that，另一個宜用who，以免重復。 The student that won the first prize is the monitor who works hard. 5.在非限制性定語從句中 A. I met a friend of mine in the street，who had just come from Japan. B.主句以who開頭的句子中，只用that，不用who. 二、指物的關(guān)系代詞有which、whose（=of which）、that. 試分析： 1. I like the books which / that were written by Lu Xun. 2. The desks （which/that） we made last year were very good. 3. This is the house in which we lived last year. （= This is the house which /that we lived in last year.） 4. I live in the room whose windows face south. （= I live in the room ，the windows of which face south.） 注： A. 介詞如果位于作為其賓語的關(guān)系代詞之前時，只能用whom、 which不能用who或that. （1）The girl about whom they were talking is our monitor. （2）The book in which there are many interesting things was written by Li Ming. B. 部分短語動詞中的介詞不可與動詞拆開，在定語從句中其介詞不可前置，只能放在其動詞之后。 Is this the book which she is looking for？ The old man who/whom they are waiting for is Professor Li. The child who/whom she is looking after is Wang Pings son. C. 指物時，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、anything、everything、nothing、something、none、the one等。 We are willing to do anything that is good to the people. I have told them all （that） I know. All that can be done has been done. （2）先行詞是序數(shù)詞或被序數(shù)詞、修飾時。