1、Unit 3 Business MealsSection 1 Warming-up and Reading A (I)I. Teaching aims and learning objectives:1.By the end of the lesson, students should be able to Have some basic ideas of the table manners.2.3.Know how to apply the principles of table seating arrangement to different situations. Grasp the g

2、eneral idea of the reading A context and finish task 1.II. Teaching Time:1 periodIII. Teaching proceduresStep 1 Revison (2 mins)Step 2 Warming-up (15 mins)1.Ask the students to list the duties of a good secretary to revise the last lessonAsk questions & discussion (5 mins)Introduce the lesson to

3、 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 hav

4、ing 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?2.3.4.5.Go through the Warming-up task with the ss and study the principles together. (2 mins)Ask the students to do the task (3 mins)Get some ss to give their answe

5、rs and compare them (3 mins)Comment briefly and give the suggested answers. (2 mins)Step 3 Reading A (28 mins)1. Fast-Reading1.1 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

6、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 12.1 Ask the ss to do task 1 after the fast-reading. (3 mins)2.2 Check

7、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. Tea

8、ching Time:2 periodsIII. Key points:entertain, build-up, imply, rather, company, turn out, pay, be on one's best behavior, kno wiedgeable, see through, not as as, start with, con duct, concen trate onIV. Teaching proceduresRead in detailsWhat kind of role does business meal play in doing busines

9、s? How to talk business in different meals?How to make a lasting impression in a business meal?How to conduct yourself properly in a business meals?Why polite dinning is important?Step 1. Ss read the passage paragraph by paragraph and answer the questions for each paragrah:1)2)3)4)5)Step 2. After an

10、swering 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 qu

11、ickly 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-projectI .Teaching Objectives :In this section the students should1) master the rule of table setting and tableware in a w

12、estern dinnern . Teaching Time:1 periodin . 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.IV . Teachin

13、g procedures:Part one:Frie ndsh ip Lunch Menu1.Warm-up questi ons:Have you ever bee n to a wester n restaura nt?2.What kind of food do you usually eat in a wester n restaura nt, can you n ame them in En glish? Stude nts are required to go through the menu in p age 38, and have a gen eral imp ressi o

14、n of the five p arts in the menu.3.Give studue nts several wester n 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

15、 reason and un dersta nding of the rules of select ing food.Set Lunch Me nuApp etizers / StartersSalad, caviarMai n courseMeat, chicke n, beef, lamb, p rok, fishDessertCakes, cookies,fruits and ice creambeverageCoffee , tea4.Stude nts sp eak out the rules of select ing food from the menu, givi ng a

16、con clusi on of the rules in each group un der the guida nee of the teacher.Part two : Mini-projectSince we get so much in formati on of select ing a wester n lun ch,the n ext part is to find the sp ecial rules of table setting in a western dinner. That is to say, how to eat the food with the proper

17、 tableware.1.2.3.play a vedio which has close relationship with table manner and the proper usage of tableware.ask stude nt to sum up the rules of tableware they have lear ned in the vedio.do match ing jobs with some give n pi ctures of tablewareSecti on 4 Liste ning & Sp eak ing.Teaching Object

18、ives :In this sect ion the stude nts shouldun dersta nd the dialogue and p ractice it n . Teaching Time:2 p eriods川.Key points:1) An swer questi ons concerning the dialogue they liste n2) Use their own words to orga nize a con versati on after lear ning the liste ning materials IV . Teaching procedu

19、res: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 SpeakingTh

20、e 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 adviceRole 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 o

21、f your company who wants to try some Chinese food.Useful expressionsStartingI'm 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

22、else?Do you know any other places?EndingThat 's a good idea. I think I will try it.StartingHave you bee n to ?There is a p lace calledFor more causal dining, you could try theContinuingYou should try You could try There 's always the , where you canEndingThey have a nice , and they also serv

23、eSection 5 Writing and Language LabI .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 n . Teaching Time:2 periodsin . Key points:1. Learn useful expressions(1) Some useful expressions

24、of invitingWe would like to invite you toIt 's our pleasure to invite you to？Would you like to join us for lunch/dinner/drinkWould you like to come to ？(2) Some useful expressions of accepting an invitation I would be delighted to come.It 's my pleasure to come.I would be pleased to come.I w

25、ould love to come.(3) Some useful expressions of declining an invitationI would love to come, but Thank you for your invitation, but I'm afraid I won't be able to accept.I 'd love to come, but I can't make it.It would be delighted to come. Unfortunately I can not accept your invitati

26、on.2. Master key words of unit 3;Knowledgeable, imply, manner, intelligent, conduct, representative, entertain, formal, urgency, turn outIV. Teach ing p rocedures:Writing:1. Warming upThe teacher asks a few students to work in pairs to discuss the following two questions:(1) On what occasions do peo

27、ple 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 t

28、o see a movie by using those useful expressions.Language Lab1. The teacher gives a brief summary of 疑問詞不定式結構疑問詞 who, what, which, when, where, whether, how 后可接不定式構成不定式短語，在句 中作主語、賓語、表語等。如： When to leave for London has not bee n decided yet. Mr. Smith did n't know whether to leave or stay there. I

29、 asked Pro fessor Xu how to lear n En glish well. The questi on was where to get the medici ne n eeded. 以上例句中疑問詞不定式部分，均可轉換為相應的從句形式。如： When we shall leave how I could learn經常在這種結構中使用的動詞有： consider, decide, discover, explain, find out, forget, hear, know, learn, observe, understand, wonder 等。2. The te

30、acher gives a brief summary of 定語從句定語從句由關系代詞 who、whom、whose、which、what、as 禾R關系副詞 where、when、why 等引導，但須記住：1. what 不能引導定語從句。2. 關系詞的分析須考慮它在定語從句中的成分。一、指人的關系代詞有 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 paren

31、ts have gone to Beijing.The man with whom my father shook hands just now is our headmaster.（=The man who/whomthat 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 har

32、d.（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that，另一個宜用 who,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系代詞是以免重復。The student that won the first prize is the monitor who wo

33、rks 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.= This is th

34、e house which /that we lived in last3. This is the house in which we lived last year. year.）= I live in the room ， the windows of which4. I live in the room whose windows face south.face south.）注：A. 介詞如果位于作為其賓語的關系代詞之前時，只能用 whom、 which 不能用 who 或 that.（1 ） The girl about whom they were talking is our

35、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。s son.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 Ping 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）先行詞是序數詞或