Unit 5 Food Blogs

Unit 5 Food BlogsI. Teaching Aims1. Teach the students some useful words and expressions for food.2. Train the students’ ability to understand the main idea and grasp important details of the listening texts.3. Give the students a chance to exchange views on the texts to enable them to have a deeper understanding of the texts and to let the students be acquainted with some new words.4.Teach the students some practical writing skills.II. Teaching Contents·SectionⅠTalking Face to Face·SectionⅡBeing All Ears·SectionⅢMaintaining a Sharp EyePassage I: Blogs on FoodPassage II:Toast at a Wedding Dinner·SectionⅣTrying Your HandIII. Teaching Time:6 class hoursIV. Teaching Focal Points1.Asking about how to choose a table, asking about ordering froma menu, talking about taking orders asking for a toast and payingthe bill2. Shopping Ads writingV. Teaching Difficult Points1. Mastering the key words and expressions: wonder, message, recommend, signature, regional, enjoy, target, treat”2. Grammar--- adverbial clausesⅥ. Teaching methodsInteractive approachSituational teaching approachTeamwork methodTask-based teaching methodVII. Teaching aidsPPTBlackboardVIII. Teaching Procedure1. The first two-class-hour session for SectionⅠTalking Face to Face.and SectionⅡBeing All Ears.2. The next two-class-hour session for SectionⅢMaintaining a Sharp Eye.3. The last two-class-hour session for Section ⅣTrying Your Hand.The First SessionSection1 Talking Face to Face & Section2 Being All Ears Teaching Aims:Knowledge objects1 To study the key words and expressions: “how would you like to, of the day, bring sb. sth., take sth. back to, what would you like to” etc. by learning the dialogues of this part.2 To finish some oral exercises.Ability objects1 To develo p the Ss’ speaking abilities of choosing a table and ordering from a menu.2 To develop the Ss’ speaking abilities of taking an order.3 To practice the Ss’ listening comprehension on the subject. Teaching Important Points:1 To help the Ss to communicate with each other.2 To enable the Ss to study in groups and cooperate skillfully.3 To develop the Ss’ interest in talking in English.Teaching Difficult Points:1 How to make the Ss express their thoughts freely and correctly.2 How to strengthen their listening abilities.Step1 Lead-in: Menus1 Warm-up questions:1) If you want to eat at a restaurant, what would you do before ordering food?I would ask for the menu to see what to order.2) What’s the difference for paying the bill between eating at a fa stfood shop and at a restaurant?You have to pay for the bill before eating at a fast food shop, but after eating at a restaurant.2 Questions for understanding the menu.1) What food is served according to the menu?Steaks and chops served with salads, vegetable and choice of baked potato, French fries or dinner roll.2) What dishes are served?New York Steak, T-bone Steak, Sliced Steak on Garlic Bread and Pork Chops with Apple Sauce.3) Is there any onion soup served? How much is it?Yes, it is $ 1.50.4) Is orange juice served there?Yes.5) How much does a cup of Iced Tea cost?It is $ 1.00.Step2 Oral Activities: Talking Face to Face1 The teacher asks some questions and the Ss speak out the sentences for certain purposes under the guidance of the teacher.1) Do you know how to choose a table at a restaurant in English?2) Do you know how to order food or drinks at a restaurant in English?3) Do you know how to take an order as a waiter at a restaurant inEnglish?4) Do you know how to enquire about or recommend food and drinks at a restaurant?5) Do you know how to pay a bill at a restaurant in English?6) Do you know how to propose a toast at a party in English?2 The Ss read the sample dialogues after the teacher and try to find out the useful sentences and expressions for ordering food and drinks and taking orders at a restaurant.3 The Ss practice the dialogues in groups.4 Give the Ss several minutes to prepare short conversations in pairs by simulating the five small dialogues.5 The Ss role-play the similar situations they create, first in groups and then in front of the class.6 The Ss do Put-in-Use exercises in groups by reading out loud all the three dialogues they have completed.Step3 Listening Practice: Being All Ears1 Give the Ss a few minutes to read through the printed materials for each listening item.2 Listen to the tape for the first time without looking at the book.3 Play the tape for a second time with a pause after each sentence, and ask the Ss to take notes of the key words.4 Play the tape for the third time, and ask the Ss to simultaneously repeat the passage while they are listening.5 Do all the exercises in this section.Step4 Assignments1 Group work: make up dialogues about having dinner at a restaurant.2 Recite the wonderful sentences picked out by the teacher.3 Preview Passage 1 and the exercises.The Second SessionSection3 Maintaining a Sharp Eye: Passage1 Teaching Aims: Knowledge objects1 To study the key words and expressions: “wonder, message, recomme nd, signature, regional, enjoy, target, treat” by learning the passage of this part.2 To understand food menus.3 To grasp the main idea of the passage.Ability objects1 To develop the Ss’ abilities of reading comprehension.2 To develop the Ss’ abilitie s of making sentences.Teaching Important Points:1 To enable the Ss to get a general understanding of the passage.2 To enable them to make sentences using the key words and expressions.Teaching Difficult Points:1 How to make the Ss translate the sentences by simulating the structures in the passage correctly.2 How to make the Ss understand some long or difficult sentences better.Step1 Lead-in: Warm-up questions:1 What kind of food do you like better, Chinese food or Western food?2 What do you know about Western table manners?Step2 Listen and Read1 The Ss read the passage as quickly as possible.2 The teacher plays the tape for the first time and ask the Ss to listen.3. Play the tape for a second time and ask the Ss to repeat after the tape.Step3 Analyzing and SummarizingThe Ss answer the teacher’s questions for each part of the passage. 1) Why does Amy ask about the best places to eat in Beijing and Shanghai?2) What does Amy think is one of the best things about traveling?3) What does Dong Dong recommend Amy to eat in Beijing?4) How long will Amy stay in Hangzhou?5) What does Ming Tao advise Amy to eat in the City’s God’s Temple?6) Why couldn’t A Weng da bao his lunch that Tuesday?7) Where did A Weng have his lunch?Step 4 Role-play ActivityThe Ss are given several minutes to prepare for role-playing the story in groups and then the teacher chooses some groups to give their performance before the class.Step5 Language pointsThe Ss choose some useful expressions and sentences from the passage, and then the teacher demonstrates their usage. The following should be chosen and practiced. The Ss should make up at least two sentences using the chosen phrases in groups.1. wonder v. to express a wish to know; want to know 想知道e.g. I am wondering what had really happened to him.She is just wondering how to do it.What are they going to do now, I wonder?2. message n. a spoken or written piece of information from one person to another 口信，音讯e.g. There is an important message for you from your professor. Let’s leave her a message to meet us at the station.Did you get the message that your boss has cancelled the meeting?3. recommend v. to praise as being good for a purpose; to provide information about 推荐，介绍e.g. She recommended a good dictionary to the class.I was recommended as a suitable candidate for the job.I recommend that everyone read this article.4. signature n. a person’s name written by himself 签名e.g. They returned her cheque because she hadn’t put her signature on it. His signature was signed at the bottom of the letter.5. regional a. of or in a particular region 区域的，地区的e.g. If you want to stay here for more than one month, you have to go to the regional authorities for registration.In this country the regional differences in temperature are great in winter.6. enjoy v. to get pleasure from; possess or use 享受⋯乐趣，喜爱，享有e.g. He has always enjoyed very good health.Most students enjoy asking questions in English.The show was over before we could fully enjoy it.7. target v. to aim at an object 对⋯瞄准，指向e.g. The rising cost didn’t prevent the bargain price we had originally targeted.Welfare spending is being cut, so it should be targeted on the people who need it most.8. treat v. to buy or give something special, as a friendly act 请客，款待e.g. I’m going to treat myself to Paris next summer.My uncle treated us to a decent meal at that famous restaurant last Sunday.Step6 Doing ExercisesGuide the Ss through Read and Simulate exercise. Try to let them find out and simulate the patterns and the expressions used in the sentences taken from the passage.Step7 Assignments1 Recite the words as many as possible after class.2 Do Ex.2-3 on P.124 in the exercise book.3 Preview Passage 2 and Section4 and do all the exercises after Passage2.The Third SessionTeaching Contents:Section3 Maintaining a Sharp Eye: Passage2& Section4 Trying Your HandTeaching Aims:Knowledge objects1 To study the key words and expressions: “it’s with great pleasure that, add joy to, bring back memory to one’s heart of, a toast to sb./sth., wish sb. all the happiness” etc. by learning this part.2 To learn the format and language features of food menus.3 To know about the use of adverbial clauses.4 To grasp the main idea of the passage.Ability objects1 To develop the Ss’ abilities of reading comprehension.2 To develop the Ss’ abilities of making sentences.Teaching Important Points:1 To enable the Ss to understand food menus.2 To enable the Ss to use the adverbial clauses properly.Teaching Difficult Points:How to make the Ss use the adverbial clauses better.Step1 Lead-in: Warm-up questions1 Have you ever attended a wedding?2 If you attend your friend’s wedding, what would you say to the couple?Step2 Listen and Read1 The teacher plays the tape and asks the Ss to listen.2 The Ss read the passage.Step3 Discussion1 How do people usually start their speech at a wedding?They usually express their joy with the sentence “It is with great pleasure that...”2 Who should be praised first at a wedding? The bride or the groom?It is common to praise the bride first.3 What words are used to describe the bride in the passage? Radiance, grace, beauty, thoughtfulness, consideration and warmth.4 What wishes are usually given to the bride and groom at a wedding?We sincerely wish that ...all the happiness in the world.5 How do people propose a toast in closing their speech at a wedding?Friend and relatives: Please rise together... and love. Drink a toast to the bride.Step4 Language pointsThe Ss choose some useful expressions and sentences from the passage, and then the teacher demonstrates their usage. The following should be chosen and practiced. The Ss should make up at least two sentences using the chosen phrases in groups.1 It’s with great pleasure that: do sth. with happiness or satisfactione.g. It’s with great pleasure that we can meet our old friends in America.2 add joy to: put great happiness toe.g. The good news of his finding an ideal job added joy to the family gathering.3 bring back memories to one’s heart of: cause sb. to remember sth.e.g. What he said brought back memories to my heart of those difficult days.4 a toast to sb./sth.: suggest a drink to sb./sth.e.g. Let’s drink a toast to our beloved uncle.5 wish sb. all the happiness: hope sb. will be happy all the timee.g. People often write the words Wish You All the Happiness on a Season’s Greeti ngs card.Step5 Applied Writing1 The teacher briefly summaries the format and the language used in menus.Food menu is used to provide customers with information about the food available at the restaurant. You may find a separate catalogue of dishes, soup and drinks with prices on a menu. Only phrases are written on a menu and they are direct, concise and clear.2 The students do the Simulate and Create exercises.Step6 Grammar Review1 The teacher gives a brief definition of adverbial clauses.An adverbial clause is a clause that has an adverb-like function in modifying another clause. It is also a dependent clause that does the same job as an adverb or an adverb phrase. Most adverbial clauses can be recognized because they are introduced by a particular word or phrase, such as when, where, why, how, because, as, though, in order that, ... Adverbial clauses are usually used toindicate place, time, cause, purpose, concession, and condition.2 The Ss do Exs.4, 5 and 6 and go through the Grammar Review in the Workbook.Step7 Assignments1 Recite the words as many as possible after class.2 Do the grammar exercises in the Workbook.3 Prepare for the speaking activities in Section 1of Unit 6.4 Recite the last three paragraphs in Passage 2.。