新编实用英语综合教程UnitFood culture教案

汇编实用英语综合教学教育资料2-Unit5Foodculture教案材料

Unit 5 Food Culture Unit GoalsWhat you should learn to do1.Choose a table2.Order from a menu3.Take an order4.Enquire about and recommend foods and drinks5.Pay the billWhat you should know about1.Western and Chinese food2.The way to make a toast speech at a wedding3.Adverbial clausesSection I Talking Face to Face1.Imitating Mini-Talks2.Acting out the Tasks3.Studying Email Information on the Internet4.Following Sample Dialogues5.Putting Language to UseSection II Being All Ears1.Learning Sentences for Workplace Communication2.Handling a Dialogue3.Understanding a Short Speech / TalkSection III Trying your Hand1.Practicing Applied Writing2.Writing Sentences and Reviewing GrammarSection IV Maintaining a Sharp EyePassage 1 :Information Related to the Reading PassageLikes or dislikes with regard to food vary greatly from culture to culture. What is disgusting to one person can be a delicacy to another. Sometimes we need to change our eating habits. If we move or travel to a new place with a different culture, our favorite meat, fruit and vegetables may not be available to us. As a result, we have to eat what is different from the food we are used to. Slowly, this strange food may become familiar to us. Our tastes may change, too, and we begin to enjoy eating the food that used to seem unusual to us.Text Blogs on FoodBlog One2014/5/14Best Places to Eat in Beijing and ShanghaiThis will be our first time in Beijing and Shanghai. One of the best things about traveling is all the different foods you get to try. There is Chinese food in the US, but it’s not nearly as good as the food in China! Plus there are lots of things you can’t get in the US.Now we are wondering about what people who actually live in Shanghai and Beijing think are the best places to eat?If you can leave a message below that would be great. Amy2014/5/15You’ve got to have Beijing Duck at Quan Ju De ( 全聚德). You’re not a vegetarian right? LOL. Have a nice time in Beijing.2014/5/18Must go places for eating: I guess the only thing I would recommend is the Xiaolong Bao in Yu Garden ... uh ... it’s a little bit cliché... but it is still the signature dish of Shanghai ... apart from that, you can find every kind of dishes of regional flavor there ... god bless.Ming Tao2014/5/20Its a pity u stay in Hangzhou only a few hours, flying guys! Xuehe20014/5/28Hi! It was really nice meeting you today at the bar! Hope you enjoyed your stay here in Shanghai so far ... and you can try Shanghainese cuisine some time ... or maybe some snacks at the City God’s Temple (Chenghuang Miao in Chinese). They’re really one of a kind.Blog Twoby Chang Weng, from MalaysiaFunny, Isn’t It?Tuesday morning, I over-slept, while all the bosses were coming.Fortunately I was not coming late, just having no time to da bao my lunch.Me: Qiu Jun, I did not “da bao”today. If you go out for lunch,remember to bring me together.Qiu Jun: Ok, A Weng. I’ll go out for lunch later on.(Few minutes just before the lunch hour.)Qiu Jun: A Weng, let’s go for lunch now.Uncle Zhou: Today we bring A Weng to the sea.Me: Sea? (Sure? Qiu Jun and me don’t know how to swim!)Qiu Jun: Good idea.Me: Oh ... (These 2 bosses must have something secret in their plan.)Few minutes after sitting inside Qiu Jun’s car, huh, we are really reaching the sea.Oh, actually they target on the Sunrise Seafood Restaurant, which is just located besides our company, but we need to turn a big round only to reach there.Hmm, this restaurant is quite good, “floating”on top of the sea. An unlimited sea-view.Uncle Zhou treats us to lunch there. Wow, we finish almost all the ordered food. I feel surprised that I do not recommend food over here. Hehe, I cannot tell my mother, or else she will call me immediately with blar blar blar.Mum, don’t worry, I did not eat any meat, see, my plate is empty. Language Points1 Explanation of Difficult Sentences1. (Blog 1 –Amy) Now we are wondering about what people who actually live in Shanghai and Beijing think are the best places to eat?Analysis: This is a complex sentence. In this sentence what people who actually live in Shanghai and Beijing think are the best places to eat is an object clause of the preposition about, and who are ctually live in Shanghai and Beijing is used as an attributive clause modifying people.Translation: 现在我们想知道，真正住在上海和北京的居民认为什么地方的东西最好吃。

新编实用英语综合教程1-2教案

欣赏;感激;涨价/欣赏;感激;涨价/有欣赏力的;感激的/可估计的;值得重视的
v. n. adj. adj.
Ido appreciateyour kindness.
9. It’s a pity that… = That’s too bad.
10.treatv.招待
11.Ido apologizefor this.
Donna: Yeah, I have learned a lesson. Andy, it was very thoughtful of you to send methe get-well cardyesterday.
Andy: Well, I just hope you can recover soon.
主板书设计
Unit Two
SectionⅠ& SectionⅡ
Language Points:
1.rightadj. /n.have a right to do sth.
2.look forward to sth. /doing sth.
3. like + to do
doing
panyn.陪同,陪伴;公司
key
2．Listento the tape for the first time without looking at the book.
3．Play the tape with a pause after each sentence for the second time
and ask the students to take notes of the key words.
Donna: Thank you. And I’d also like to thank you for these beautiful flowers.

新编实用英语综合教程 Unit Food culture教案

Unit 5 Food Culture Unit GoalsWhat you should learn to do1.Choose a table2.Order from a menu3.Take an order4.Enquire about and remend foods and drinks5.Pay the billWhat you should know about1.Western and Chinese food2.The way to make a toast speech at a wedding3.Adverbial clausesSection I Talking Face to Face1.Imitating Mini-Talks2.Acting out the Tasks3.Studying Email Information on the Internet4.Following Sample Dialogues5.Putting Language to UseSection II Being All Ears1.Learning Sentences for Workplace munication2.Handling a Dialogue3.Understanding a Short Speech / TalkSection III Trying your Hand1.Practicing Applied Writing2.Writing Sentences and Reviewing GrammarSection IV Maintaining a Sharp EyePassage 1 :Information Related to the Reading PassageLikes or dislikes with regard to food vary greatly from culture to culture、What is disgusting to one person can be a delicacy to another、Sometimes we need to change our eating habits、If we move or travel to a new place with a different culture, our favorite meat, fruit and vegetables may not be available to us、As a result, we have to eat what is different from the food we are used to、Slowly, this strange food may bee familiar to us、Our tastes may change, too, and we begin to enjoy eating the food that used to seem unusual to us、Text Blogs on FoodBlog One2014/5/14Best Places to Eat in Beijing and ShanghaiThis will be our first time in Beijing and Shanghai、One of the best things about traveling is all the different foods you get to try、There is Chinese food in the US, but it’s not nearly as good as the food in China! Plus there are lots of things you can’t get in the US、Now we are wondering about what people who actually live in Shanghai and Beijing think are the best places to eat?If you can leave a message below that would be great、Amy2014/5/15You’ve got to have Beijing Duck at Quan Ju De ( 全聚德)、You’re not a vegetarian right? LOL、Have a nice time in Beijing、2014/5/18Must go places for eating: I guess the only thing I would remend is the Xiaolong Bao in Yu Garden 、、、uh 、、、it’s a little bit cliché、、、but it is still the signature dish of Shanghai 、、、apart from that, you can find every kind of dishes of regional flavor there 、、、god bless、Ming Tao2014/5/20Its a pity u stay in Hangzhou only a few hours, flying guys! Xuehe20014/5/28Hi! It was really nice meeting you today at the bar! Hope you enjoyed your stay here in Shanghai so far 、、、and you can try Shanghainese cuisine some time 、、、or maybe some snacks at the City God’s Temple (Chenghuang Miao in Chinese)、They’re really one of a kind、Blog Twoby Chang Weng, from MalaysiaFunny, Isn’t It?Tuesday morning, I over-slept, while all the bosses were ing、Fortunately I was not ing late, just having no time to da bao my lunch、Me: Qiu Jun, I did not “da bao”today、If you go out for lunch,remember to bring me together、Qiu Jun: Ok, A Weng、I’ll go out for lunch later on、(Few minutes just before the lunch hour、)Qiu Jun: A Weng, let’s go for lunch now、Uncle Zhou: Today we bring A Weng to the sea、Me: Sea? (Sure? Qiu Jun and me don’t know how to swim!)Qiu Jun: Good idea、Me: Oh 、、、(These 2 bosses must have something secret in their plan、) Few minutes after sitting inside Qiu Jun’s car, huh, we are really reaching the sea、Oh, actually they target on the Sunrise Seafood Restaurant, which is just located besides our pany, but we need to turn a big round only to reach there、Hmm, this restaurant is quite good, “floating”on top of the sea、Anunlimited sea-view、Uncle Zhou treats us to lunch there、Wow, we finish almost all the ordered food、I feel surprised that I do not remend food over here、Hehe, I cannot tell my mother, or else she will call me immediately with blar blar blar、Mum, don’t worry, I did not eat any meat, see, my plate is empty、Language Points1 Explanation of Difficult Sentences1、(Blog 1 –Amy) Now we are wondering about what people who actually live in Shanghai and Beijing think are the best places to eat?Analysis: This is a plex sentence、In this sentence what people who actually live in Shanghai and Beijing think are the best places to eat is an object clause of the preposition about, and who are ctually live in Shanghai and Beijing is used as an attributive clause modifying people、Translation: 现在我们想知道,真正住在上海与北京得居民认为什么地方得东西最好吃。

新编实用英语综合教程二Unit-5-Food-CulturePPT演示课件

3) How long has he been waiting for the food? More than 20 minutes.
Water: Sorry, it was rreesseerrvveedd an hour ago. How about that one? Jane: That’s OK. Thank you.
预定
2) What do you recommend? Waiter: What would you like to have? Zhou: I know nothing about American food here. What do you
8 Unit | Five
Back
9 Unit | Five
4 Read the following sample dialogues and try to perform your own tasks.
10 Unit | Five
Back
11 Unit | Five
5 Imagine you are having dinner at a restaurant. Fill in the blanks according to the Chinese provided.
Waiter: Hello, Madam. May I help you?
Jenny: Yes. I’d like something typically Chinese.
Waiter: Fine. We serve a wide range of typical Chinese
food. Here’s the menu.
1) Which table to choose? Jane: Waiter, a table for two, please.

课程思政化视域下高职英语课堂设计——以“Food Culture”为例

课程思政化视域下高职英语课堂设计——以“Food Culture”为例作者：刘晓燕来源：《校园英语》 2020年第37期文/刘晓燕【摘要】为了进一步贯彻落实立德树人的根本任务，本文笔者以具体的高职英语教学内容Food Culture为例，探究如可利用英语课堂的主渠道，将思政要素与课程内容有机融合，在传授语言知识的同时，对学生进行潜移默化的思想教育，使学生从中国美食的传承中感受中国传统饮食文化的丰富多彩和博大精深，美食制作者的工匠精神，同时培养学生的爱国情怀、文化自信和责任意识。

【关键词】课程思政；文化自信；中国美食【作者简介】刘晓燕(1981.11-)，女，汉族，江苏常熟人，苏州经贸职业技术学院，讲师，硕士，研究方向：英语教学、教育管理。

【基金项目】苏州市教育科学“十三五”规划项目：基于SPOC的高职英语混合教学模式研究(项目编号：192012 418)。

教育部印发的《高等学校课程思政建设指导纲要》明确指出，全面推进高校课程思政建设是深入贯彻习近平总书记关于教育的重要论述和全国教育大会精神、落实立德树人根本任务的战略举措。

高职英语教师应深度挖掘并提炼语言文化知识体系中所蕴含的思政元素，科学合理地拓展课程的广度、深度和温度，从不同行业、专业、历史、文化等方面，提升课程的人文性、知识性。

同时，利用课堂的主渠道，将思政要素与课程内容有机融合，在传授语言知识的同时，对学生进行潜移默化的思想教育，帮助学生树立正确的人生观、世界观和价值观。

因此，本文笔者就以《Food Culture》一课为例，来探讨思政元素与英语课堂的有机融合。

一、课程思政化高职英语教学设计实例本案例是基于“十二五”职业教育国家规划教材《新编实用英语综合教程2》第五单元“Food Culture”主题拓展而成。

本单元学习认识中西方美食的英语表达，了解中西方美食的制作特点，菜肴特色；能够用英语进行与饮食相关的交流与表达；秉承一直以来高职高专的英语教学理念“实用为主，够用为度”，以培养学生英语运用能力为目标，反复操练简单易错使用词句来掌握本单元最基本的表达。

通用英语1(本科版)教案U3_Food_culture_

UNIT 3 FOOD CULTURECONTENTSPART I WARMING UP (1)PART II LISTENING AND SPEAKING (2)PART III READING (6)Words & Expressions (7)Word Study (10)Text Analysis (12)Beyond the Text (14)PART IV GRAMMAR FOCUS (17)PART V WRITING (18)PART VI VIEWING (19)PART VII THE PRIDE OF CHINA (22)PART I WARMING UPTask教学目标：旨在引导学生通过练习了解饮食文化：健康饮食、饮食习惯、饮食差异等。

时间分配：10分钟教学步骤：1.老师提问学生与食物相关的问题，如各自所喜欢的食物、健康饮食的重要性、人与食物等；2.学生了解任务要求，并完成匹配练习；3.启发学生通过交流与阅读，了解饮食差异、饮食习惯以及健康饮食的意义等。

AnswersMeat:mutton, lamb, pork, beefVegetable:cabbage, lettuce, spinach, kale, celeryDairy:milk, cheese, yogurt, butterSeafood:shrimp, salmon, crab, oyster, fish, octopus, lobsterPART II LISTENING AND SPEAKINGTask 1教学目标：旨在训练和提高学生的听力理解和信息速记的能力。

时间分配：10 分钟教学步骤：1. 学生了解练习的具体要求，迅速浏览练习内容；2. 教师针对听力材料中的生词和难词进行讲解；3. 放第一遍录音，学生边听边做笔记；4. 放第二遍录音，学生答题；5. 检查和点评学生答题情况。

ScriptA: Are you good at cooking, Tina?B: Yes. Cooking is my hobby and I’m pretty good at it.A: What would you like for dinner, Jenny?B: I will have a sandwich after I finish my work.A: Hello! This is the Catering Department, Grand Hotel. What can I do for you?B:Hello! This is Grace Williams from Room 408. I’d like to book a table for dinner tonight.A: How was the food in Lanzhou, Catherine?B: The food there was tasty and I enjoyed the noodles the most.A: Do you like fast food, Judy?B: Well, I like it but I eat it moderately, because I think it’s not healthy.Task 2教学目标：旨在训练学生捕捉信息、速记要点的能力，并通过角色扮演练习口头表达。

《Unit 6 Food and Drinks Culture Understanding》教学设计

《Food and Drinks Culture Understanding》教学设计方案（第一课时）一、教学目标1. 学生能够识别常见的食物和饮料词汇，如水果、蔬菜、肉类、饮料等。

2. 学生能够理解并表达食物和饮料相关的日常用语，如询问饮食偏好、推荐餐厅等。

3. 学生能够了解并描述不同国家或地区的饮食文化，提高跨文化交际能力。

二、教学重难点1. 重点：学习并掌握食物和饮料相关的词汇和表达方式。

2. 难点：理解并描述不同国家或地区的饮食文化，提高跨文化交际能力。

三、教学准备1. 准备食物和饮料的图片及实物，便于学生识别词汇。

2. 准备一些有关食物和饮料的英文短片或视频，帮助学生理解词汇和表达方式。

3. 准备一些有关不同国家或地区的饮食文化的资料，以便学生了解不同的饮食文化。

4. 设计一些互动性的教学活动，如小组讨论、角色扮演等，以帮助学生更好地理解和应用所学知识。

四、教学过程：1. 导入：通过展示世界各地美食的图片和视频，引导学生思考不同文化背景下食物和饮料的差异，激发学生的学习兴趣。

2. 新课讲解：（1）首先介绍不同国家的代表性食物和饮品，并简单介绍其制作方法和寓意；（2）引导学生学习餐桌礼仪和饮料礼仪，帮助学生了解在不同的文化背景下如何得体地享用食物和饮料。

3. 实践活动：组织学生进行小组讨论，讨论自己喜欢的食物和饮品以及它们的文化背景。

鼓励学生用英语表达自己的观点，提高英语口语表达能力。

4. 反馈与评价：学生分享讨论成果，教师进行点评和反馈。

根据学生的表现，给予相应的鼓励和指导，帮助学生更好地掌握课程内容。

5. 课后作业：要求学生通过网络资源或书籍进一步了解感兴趣的国家和地区的饮食文化，并尝试用英语撰写一篇短文，介绍该地区的饮食特色。

6. 延伸拓展：鼓励学生参加学校或社区组织的国际美食节等活动，亲身感受不同文化背景下的食物和饮料，进一步提高跨文化交际能力。

7. 课程总结：对本课程的内容进行总结，强调重点知识和技能，为学生提供进一步的建议和指导。

新编实用英语综合教程第二学期教案

2014-2015学年第二学期大学英语教案授课教师：崔俊学授课班级：2014级数学教育1、2班教研室：大学英语教研室Unit 1 Invitation EtiquetteTopic: Good MannersObjectives: S tudents should be able to:1. Talk about good manners;2. Understand the content, the organization of the text and the writing devices of the passage;3. Know and make use of the language points, especially expressions, learned from the text;4. Grasp some key words, expressions and sentence patterns for expressing ideas on related topics;5. Learn how to write a note of thanks;6. get some tips about English modal verbs.Important/Difficult Point(s):1.Grammar2.Raise the awareness of good manners.Materials and Resources:1.Multimedia2.PPTs3.Colorful chalks4.ChalkboardProcedure:Period 1Step 1: Warm upWarm-up Discussion:Ask students to form groups of four and discuss on the topic: “D o you think good manners are important in our life? Why?”Group leaders will be asked to present group opinions.Step 2: Reading StrategyAsk students to read through the whole passage without referring to the word list. Tryto scan through to find out the main idea. And skim the passage to find out the corresponding part of the passage to the comprehension exercise after the passage. Period 2Step 1: Word study1. Read new words2. Memories them all.Step 2: Word analysisPlan for Follow Up Lesson:1.Our next class will begin with the passage. The students will be reminded atthe end of this class to prepare the readings for next class.2.The next class will be structured through passage analysis and languagestudy.Period 3Step 1: Warm-up1.Students are asked to take out a piece of paper and recite new words. A number ofstudents will be called to read some words out for the teacher to check pronunciation.2.Students watch a short video about the mannersStep 2: Passage Aprehensive study of passage Aa.main ideab.structure analysisnguage studyPeriod 4Step 1：Finish all the after-reading exerciseStep 2: Active Words1.Teacher explains the usage and examples2.Students make sentences and try to memories the usagesStep 3: HomeworkFinish Vocabulary Check after the Active Words.Plan for follow-up lesson1.Students should prepare for the study of Text B.2.Students should prepare for group discussion and writing.Period 5Step 1: Warm-upGroup Study: Students are asked to form groups of four and discuss on the topic “What is the Golden Rule in dealing with others?” Group leaders present the result. Step 2: Fast-reading of Passage BStudents are required to take advantage of fast reading strategies to do comprehension work.Step 3: Word StudyPeriod 6:Step 1: Passage Analysis1. Comprehensive study of passage B1)main idea2) structure analysis2. Language studyStep 2: (Homework)Ask students to finish after-reading activities.Period 7Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2. Students do listening practice.Step 2: Grammar studyStep 3: Finish exercise of Modal VerbsPeriod 8:Step 1: ExerciseStudents are required to do comprehensive exercises in class within a certain timeframe. The teacher will check the answer.Step 2: Writing Practice --- How to write a note of thanksThe teacher will explain what a note of thanks is and how to write it. Students will be shown with the example a note of thanks.Students are required to write a note of thanks in a group.Plan for follow-up class1.Our next class will begin with Unit2. The students will be reminded at the end ofthis class to prepare the readings for next week.2.The next class will be structured through small group work and whole classdiscussions.Unit 2 E-mailTopic: Living EnvironmentObjectives: S tudents should be able to:1. Talk about Living Environment;2. Understand the content, the organization of the text and the writing devices of the passage;3. Know and make use of the language points, especially expressions, learned from the text;4. Grasp some key words, expressions and sentence patterns for expressing ideas on related topics;5. Learn how to write a note of apology;6. Get some tips about adverbial clauses of time in English.Important/Difficult Point(s):1.Grammar2.Raise the awareness of environmental protection.Materials and Resources:1.Multimedia2.PPTs3.Colorful chalks4.ChalkboardProcedure:Period 1Step 1: Warm upWarm-up Discussion:Ask students to form groups of four and discuss on the topic: “What suggestions do you have for environmental protection?” Group leaders will be asked to present group opinions.Step 2: Reading StrategyAsk students to read through the whole passage without referring to the word list. Tryto scan through to find out the main idea. And skim the passage to find out the corresponding part of the passage to the comprehension exercise after the passage. Period 2Step 1: Word study1. Read new words2. Memories them all.Step 2: Word analysisPlan for Follow Up Lesson:1.Our next class will begin with the passage. The students will be reminded at theend of this class to prepare the readings for next class.2.The next class will be structured through passage analysis and language study. Period 3Step 1: Warm-up1.Students are asked to take out a piece of paper and recite new words. A number ofstudents will be called to read some words out for the teacher to check pronunciation.2.Students watch a short video about the environmental protection.Step 2: Passage A1. Comprehensive study of passage Aa.main ideab.structure analysis2. Language studyPeriod 4Step 1：Finish all the after-reading exerciseStep 2: Active Words1.Teacher explains the usage and examples2.Students make sentences and try to memories the usagesStep 3: HomeworkFinish Vocabulary Check after the Active Words.Plan for follow-up lesson1.Students should prepare for the study of Text B.2.Students should prepare for group discussion and writing.Period 5Step 1: Warm-upGroup Study: Students are asked to form groups of four and discuss on the topic “What does noise mean to ordinary people like you?” Group leaders present the result.Step 2: Fast-reading of Passage BStudents are required to take advantage of fast reading strategies to do comprehension work.Step 3: Word StudyPeriod 6:Step 1: Passage Analysis1. Comprehensive study of passage Ba)main idea2) structure analysis2. Language studyStep 2: (Homework)Ask students to finish after-reading activities.Period 7Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2. Students do listening practice.Step 2: Grammar studyStep 3: Finish exercise of A dverbial Clauses of time.Period 8:Step 1: ExerciseStudents are required to do comprehensive exercises in class within a certain timeframe. The teacher will check the answer.Step 2: Writing Practice --- How to write a note of apologyThe teacher will explain what a note of thanks is and how to write it. Students will be shown with the example a note of apology.Students are required to write a note of apology in a group.Plan for follow-up class1.Our next class will begin with Unit 3. The students will be reminded at the end ofthis class to prepare the readings for next week.2. The next class will be structured through small group work and whole class discussions.Unit 3 Communication by phoneTopic: Fast foodObjectives: S tudents should be able to:1. Talk about fast food2. Understand the content, the organization of the text and the writing devices of the passage;3. Know and make use of the language points, especially expressions, learned from the text;4. Grasp some key words, expressions and sentence patterns for expressing ideas on related topics;5. Learn how to write a note of congratulations6. get some tips about the adverbial clause of purpose in EnglishImportant/Difficult Point(s):nguage points2.GrammarMaterials and Resources:1.PPTs2.Colorful chalks3.ChalkboardProcedure:Period 1Step 1: Warm upWarm-up Discussion:Ask students to form groups of four and discuss on the topic: “Do you like the food at McDonald’s or KFC? What attracts you most there?” Group leaders will be asked to present group opinions.Step 2: Reading StrategyAsk students to read through the whole passage without referring to the word list. Try to scan through to find out the main idea. And skim the passage to find out thecorresponding part of the passage to the comprehension exercise after the passage. Period 2Step 1: Word study1. Read new words2. Memories them all.Step 2: Word analysisPlan for Follow Up Lesson:1.Our next class will begin with the passage. The students will be reminded atthe end of this class to prepare the readings for next class.2. The next class will be structured through passage analysis and language study.Period 3Step 1: Warm-up1.Students are asked to take out a piece of paper and recite new words. A number ofstudents will be called to read some words out for the teacher to check pronunciation.2.Students watch a short video about the fast food.Step 2: Passage Aprehensive study of passage Aa.main ideab.structure analysisnguage studyPeriod 4Step 1：Finish all the after-reading exerciseStep 2: Active Words1.Teacher explains the usage and examples2.Students make sentences and try to memories the usagesStep 3: HomeworkFinish Vocabulary Check after the Active Words.Plan for follow-up lesson1.Students should prepare for the study of Text B.2.Students should prepare for group discussion and writing.Period 5Step 1: Warm-upGroup Study: Students are asked to form groups of four and discuss on the topic “What is your healthy diet?” Group leaders present the result.Step 2: Fast-reading of Passage BStudents are required to take advantage of fast reading strategies to do comprehension work.Step 3: Word StudyPeriod 6:Step 1: Passage Analysis1. Comprehensive study of passage Ba)main idea2) structure analysis2. Language studyStep 2: (Homework)Ask students to finish after-reading activities.Period 7Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2. Students do listening practice.Step 2: Grammar studyStep 3: Finish exercise of Adverbial ClausePeriod 8:Step 1: ExerciseStudents are required to do comprehensive exercises in class within a certain timeframe. The teacher will check the answer.Step 2: Writing Practice --- How to write a note of congratulationsThe teacher will explain what a note of congratulations is and how to write it. Students will be shown with the example a note of congratulations.Students are required to write a note of thanks in a group.Plan for follow-up class1.Our next class will begin with Unit 4. The students will be reminded at the end ofthis class to prepare the readings for next week.2.The next class will be structured through small group work and whole classdiscussions.Unit 4 Hotel ServicesTopic: Daily shoppingObjectives: S tudents should be able to:1. Talk about shopping;2. Understand the content, the organization of the text and the writing devices of the passage;3. Know and make use of the language points, especially expressions, learned from the text;4. Grasp some key words, expressions and sentence patterns for expressing ideas on related topics;5. Learn how to write a note of announcement6. get some tips about the gerund in English grammarImportant/Difficult Point(s):nguage points2.GrammarMaterials and Resources:1.PPTs2.Colorful chalks3.ChalkboardProcedure:Period 1Step 1: Warm upWarm-up Discussion:Ask students to form groups of four and discuss on the topic: “Do you like shopping? Why or why not?” Group leaders will be asked to present group opinions.Step 2: Reading StrategyAsk students to read through the whole passage without referring to the word list. Try to scan through to find out the main idea. And skim the passage to find out the corresponding part of the passage to the comprehension exercise after the passage.Step 1: Word study1. Read new words2. Memories them all.Step 2: Word analysisPlan for Follow Up Lesson:1.Our next class will begin with the passage. The students will be reminded at theend of this class to prepare the readings for next class.2.The next class will be structured through passage analysis and language study. Period 3Step 1: Warm-up1.Students are asked to take out a piece of paper and recite new words. A number ofstudents will be called to read some words out for the teacher to check pronunciation.2.Students watch a short video about the shopping.Step 2: Passage Aprehensive study of passage Aa)main ideab)structure analysisnguage studyPeriod 4Step 1：Finish all the after-reading exerciseStep 2: Active Words1.Teacher explains the usage and examples2.Students make sentences and try to memories the usagesStep 3: HomeworkFinish Vocabulary Check after the Active Words.Plan for follow-up lesson1.Students should prepare for the study of Text B.2.Students should prepare for group discussion and writing.Step 1: Warm-upGroup Study: Students are asked to form groups of four and discuss on the topic “Why is it convenient to do shopping on line?” Group leaders present the result.Step 2: Fast-reading of Passage BStudents are required to take advantage of fast reading strategies to do comprehension work.Step 3: Word StudyPeriod 6:Step 1: Passage Analysis1. Comprehensive study of passage Ba)main idea2) structure analysis2. Language studyStep 2: (Homework)Ask students to finish after-reading activities.Period 7Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2. Students do listening practice.Step 2: Grammar studyStep 3: Finish exercise of gerundPeriod 8:Step 1: ExerciseStudents are required to do comprehensive exercises in class within a certain timeframe. The teacher will check the answer.Step 2: Writing Practice --- How to write a note of AnnouncementThe teacher will explain what a note of announcement is and how to write it. Students will be shown with the example a note of announcement.Students are required to write a note of thanks in a group.Plan for follow-up class1.Our next class will begin with Unit 5. The students will be reminded at the end ofthis class to prepare the readings for next week.2.The next class will be structured through small group work and whole classdiscussions.Unit 5 Food BlogsTopic: Modern CommunicationObjectives:1. Students will be able to enlarge the vocabulary relating to modern communication.2. Students will be able to understand the content, the organization of the text and the writing devices of the passage.3. Students will be able to know and make use of the language points, especially expressions, learned from the text.4. Students will come to know the importance of managing incoming email.5. Students will be able to learn how to write a public notice.6. Students will be able to get some tips about the use of the infinitive in English. Important/Difficult Point(s):1.Grammar2. Experiences with cell phones and emails.Materials and Resources:1.Multimedia2.PPTs3.Colorful chalks4.ChalkboardProcedure:Period 1Step 1: Warm up1. Warm-up DiscussionQuestions: What is your favorite way of daily communication?Do you use the Internet?.2. Group DiscussionAsk students to form groups of four and discuss on the topic of Internet: How has the Internet influenced your life? Is the influence good or bad? Why?Appoint a team leader for each group.Group leaders will be asked to present group opinions.Step 2: Reading StrategyAsk students to read through the whole passage without referring to the word list. Try to scan through to find out the main idea. And skim the passage to find out the corresponding part of the passage to the comprehension exercise after the passage. Period 2Step 1: New word studyStep 2: (Homework)1. Read new words2. Memorize them all.Plan for Follow Up Lesson:1.Our next class will begin with the passage. The students will be reminded atthe end of this class to prepare the readings for next class.2.The next class will be structured through passage analysis and languagestudy.Period 3Step 1: Warm-up1.Students are asked to take out a piece of paper and recite new words. A number ofstudents will be called to read some words out for the teacher to check pronunciation.2.Students will go to spot dictation to practice their listening.Step 2: Text Aa.Guide the students to get the main idea.b.structure analysisPeriod 4Step 1：Language studyStep 2: Finish all the after-reading exercisePeriod 5Step 1: Warm-upGroup Study: Students are asked to form groups of four and talk about making telephone calls based on the following questions:What advantages does making phone cells have?Do you prefer making phone cells to sending short messages to your parents while you are in college? Why or why not?Group leaders present the result.Step 2: Active Words1.Teacher explains the usage and examples2.Students make sentences and try to memories the usagesStep 3: HomeworkFinish Vocabulary Check after the Active Words.Plan for follow-up lesson1.Students should prepare for the study of Text B.2.Students should prepare for group discussion and writing.Period 6:Step 1: Fast-reading of Text BStudents are required to take advantage of fast reading strategies to do comprehension work.Step 2: Brief Text Analysis1. The main idea of the text2. Questions relating to the major points of the textWhat problem is troubling email users and corporations around the world?What is the importance of managing emails?Who should be responsible for managing emails?Step 3: (Homework)Ask students to finish after-reading activities.Period 7Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2. Students do listening practice.Step 2: Grammar Study: the infinitive in EnglishGuide students to learn the grammar points of this unit.Step 3: Exercises of the infinitive in EnglishPeriod 8:Step 1: ExercisesStudents are required to do comprehensive exercises in class within a certain timeframe. The teacher will check the answer.Step 2: Writing Practice --- How to write a public noticeThe teacher will explain what a public notice is and how to write it. Students will be shown with the samples.Students are required to write two notices according to the assignments in the textbook.Plan for follow-up class1.Our next class will begin with Unit 6. The students will be reminded at the end ofthis class to prepare the readings for next week.2. The next class will be structured through small group work and whole class discussions.Unit 6 Shopping and SightseeingTopic: Health CareObjectives:1.Students will know the background information related to the text.2.Students will be able to understand the content, the organization of the text andwriting devices of the text.3.Students will be able to grasp some key words, expressions and sentence patternsfor expressing ideas on related topics.4.Students will enlarge their vocabulary of diseases.5.Students will learn about the past participle in English.6.Students will learn how to write a name card.Important/Difficult Point(s):Key words and expressionsGrammarMaterials and Resources:1.PPTs2.Multimedia3.Colorful pens and markers4.Chalk, chalkboardProcedure:Period 1Step 1: Warm up:1. Ask students questions about healthDo you often get sick? What should we do if we want to stay healthy?2. Group DiscussionAsk students to form groups of four and discuss on the topic of health: What can we do in order to have a healthy, happy and long life?Appoint a team leader for each group.Group leaders will be asked to present group opinions.Step 2: Reading StrategyAsk students to read through the whole passage without referring to the word list. Try to scan through to find out the main idea. And skim the passage to find out the corresponding part of the passage to the comprehension exercise after the passage. Period 2Step 1: New word studyStep 2: (Homework)1. Read new words2. Memorize them all.Plan for Follow Up Lesson:1. Our next class will begin with the passage. The students will be reminded at the end of this class to prepare the readings for next class.2. The next class will be structured through passage analysis and language study. Period 3Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2.Students will go to spot dictation to practice their listening.Step 2: Text A1. Guide the students to get the main idea.2. Structure analysisPeriod 4Step 1：Language studyStep 2: Finish all the after-reading exercisePeriod 5Step 1: Warm-upGroup Study: Students are asked to form groups of four and talk about experiences with doctors based on the following questions:1. What was your most unforgettable experience with doctors?2. What kind of doctor do you like best? Why?Group leaders present the result.Step 2: Active Words1. Teacher explains the usage and examples2. Students make sentences and try to memories the usagesStep 3: HomeworkFinish Vocabulary Check after the Active Words.Plan for follow-up lesson1. Students should prepare for the study of Text B.2. Students should prepare for group discussion and writing.Period 6:Step 1: Fast-reading of Text BStudents are required to take advantage of fast reading strategies to do comprehension work.Step 2: Brief Text Analysis1. The main idea of the text2. Questions relating to the major points of the textWhat are the secrets of a good night’s sleep?How many phases are there in the course of sleep?Step 3: (Homework)Ask students to finish after-reading activities.Period 7Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2. Students do listening practice.Step 2: Grammar Study: the past participle in EnglishGuide students to learn the grammar points of this unit.Step 3: Finish exercises of the past participle in EnglishPeriod 8:Step 1: Comprehensive ExercisesStudents are required to do comprehensive exercises in class within a certain timeframe. The teacher will check the answer.Step 2: Writing Practice --- How to write a name cardThe teacher will explain what a name card is and how to write it. Students will be shown with the samples.Students are required to design a name card for themselves according to the assignment in the textbook.Plan for follow-up class1. Our next class will begin with Unit 7. The students will be reminded at the end of this class to prepare the readings for next week.2. The next class will be structured through small group work and whole class discussions.Unit 7 FarewellTopic: Generation gapObjectives: S tudents should be able to:1. Talk about generation gap2. Understand the content, the organization of the text and the writing devices of the passage;3. Know and make use of the language points, especially expressions, learned from the text;4. Grasp some key words, expressions and sentence patterns for expressing ideas on related topics;5. Learn how to write invitation cards or letters6. get some tips about the relative clause in EnglishImportant/Difficult Point(s):1.active verbs: start, concern, throw, care, count2.mean, major, concerned, dorm, save, sake, wear, exaggerate, collect, can, charge, priority, ruin, vacation,3.the relative clause in EnglishMaterials and Resources:1.PPTs2.Colorful chalks3.ChalkboardProcedure:Period 1Step 1: Warm upWarm-up Discussion:Ask students to form groups of four and discuss on the topics: 1) differences between my parents and 2) suggestions for bridging the generation gapDivide the students into groups of three or four. Appoint a team leader for each group. Invite some students to talk about the topics. Each speaker has two minutes for thepresentation.Step 2: Reading StrategyAsk students to read through the whole passage without referring to the word list. Try to scan through to find out the main idea. And skim the passage to find out the corresponding part of the passage to the comprehension exercise after the passage. Period 2Step 1: Word studyStep 2: Word analysisPlan for Follow Up Lesson:1.Our next class will begin with the passage. The students will be reminded at the end of this class to prepare the readings for next class.2.The next class will be structured through passage analysis and language study. Period 3Step 1: Warm-up1.Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2.Students watch a short video about the generation gap.Step 2: Passage Aprehensive study of passage Ac.main idead.structure analysisnguage studyi.You don’t really feel the generation gap until a son or daughter comeshome form college fro Christmas.ii.What difference does it make?iii.Why don’t you do it for our sake?iv.But it’s very hard for us to realize you’re an adult when you throw all your clothes on the floor.Period 4Step 1：Finish all the after-reading exerciseStep 2: Active Words1.Teacher explains the usage and examples2.Students make sentences and try to memorize the usagesStep 3: HomeworkFinish Vocabulary Check after the Active Words.Plan for follow-up lesson1.Students should prepare for the study of Text B.2.Students should prepare for group discussion and writing.Period 5Step 1: Warm-upGroup Study: Students are asked to form groups of four and discuss on the topics “What do you do when you and your parents have different ideas about the same thing?” And “what suggestions do you have for bridging the generation gap?”Group leaders present the result.Step 2: Fast-reading of Passage BStudents are required to take advantage of fast reading strategies to do comprehension work.Step 3: Word StudyPeriod 6:Step 1: Passage Analysis1. Comprehensive study of passage B1)main idea2) structure analysis2. Language studyStep 2: (Homework)Ask students to finish after-reading activities.Period 7Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of。

《Unit 6 Food and Drinks Culture Understanding》教学设计

《Food and Drinks Culture Understanding》教学设计方案（第一课时）一、教学目标1. 学生对西方食物和饮料的背景和文化有基本了解。

2. 学生能够识别常见食物和饮料的英语表达。

3. 学生能够理解和描述不同文化背景下的食物和饮料的差异。

4. 学生提高跨文化交流的意识和能力。

二、教学重难点1. 重点：教授西方常见食物和饮料的英语表达，以及它们的文化背景。

2. 难点：让学生理解和描述不同文化背景下的食物和饮料的差异。

三、教学准备1. 准备PPT：包括食物和饮料的图片以及相关的文化背景信息。

2. 准备相关视频和音频素材，用于课堂上的文化介绍和听力练习。

3. 准备食物和饮料的实物，以便学生可以亲手尝试和体验。

4. 布置预习作业，让学生提前了解西方食物和饮料的基本知识。

四、教学过程：1. 导入（5分钟）* 教师介绍课程主题：食物和饮料文化理解。

* 通过展示一些具有代表性的食物和饮料图片，引导学生思考食物和饮料在文化中的重要性。

* 引导学生分享他们熟悉的当地食物和饮料，以及它们所代表的文化背景。

2. 文化背景介绍（10分钟）* 教师介绍一些基本的饮食文化概念，如餐桌礼仪、食物禁忌等。

* 介绍一些世界各地的代表性食物和饮料，如中餐、意大利披萨、日本拉面、法国奶酪、茶、咖啡等。

* 引导学生通过小组讨论，进一步了解这些食物和饮料背后的文化含义。

3. 课堂教学活动（15分钟）* 教师展示一段有关食物和饮料文化的视频，如中餐宴席、日本茶道等。

* 引导学生观察视频中的语言和文化元素，并尝试解释其含义。

* 鼓励学生尝试用英语描述他们熟悉的食物和饮料，以提高他们的口语表达能力。

4. 互动讨论（10分钟）* 引导学生进行小组讨论，讨论他们最喜欢的食物和饮料，以及它们在文化中的意义。

* 鼓励学生分享他们自己的饮食经验和文化背景，以提高他们的跨文化交际能力。

* 教师对小组讨论进行总结，并给予反馈和建议。

新编实用英语综合教程(第四版)Unit-2教案

江西外语外贸职业学院教案备课纸〔2〕江西外语外贸职业学院教案备课纸〔3〕主任审阅____________________ 授课教师____________________ 年月日年月日江西外语外贸职业学院教案备课纸〔4〕授课内容Unit 2Section I Talking Face to FaceThe topic of talking face to face area in this unit is to express thanks and give responses while exchanging gift-card and congratulation card. The focus is on the patterns that are appropriate for giving information concerning the various reasons and hoping to get the forgiveness from the other person.1. The students read the mini-talks after the teacher, and then try to recite them within five minutes in pairs.2. Ask the students to underline the useful expressions and perform the mini-talks in class.3. The students discuss in groups, summarizing the words, phrases and sentences frequently used according to the following topics with the help of the teacher. The students speak out the sentences under the guidance of the teacher, paying attention to the pronunciation and the intonation.1) sentences frequently used for expressing thanks:It was so generous of you to send me such a fine and beautiful gift.I don’t know how to express my thanks to you.I’m grateful for all the help and encouragement you’ve given me.2) Sentences frequently used for expressing congratulations:Congratulations on your recent promotion!Please accept my heartiest congratulations.江西外语外贸职业学院教案备课纸〔3〕主任审阅____________________ 授课教师____________________ 年月日年月日江西外语外贸职业学院教案备课纸〔4〕授课内容Unit 2Section Ⅱ Being All Ears1. Give the students a few minutes to read through the printed materials for each listening item.2. Listen to the material for the first time without referring to the book.3. Listen to the material for a second time, and ask the students to answer the following questions orally.1) What is the relationship between Andy and Donna?2) What happened to Donna? How does she feel now?3) Why does Donna show her thanks to Andy?4) Where does Andy get the flowers?5) Where does Donna keep the flowers?江西外语外贸职业学院教案备课纸〔3〕主任审阅____________________ 授课教师____________________ 年月日年月日江西外语外贸职业学院教案备课纸〔4〕授课内容Section Ⅲ Trying Y our HandApplied WritingSample AnalysisThe teacher summarizes briefly the format and language used in thank-you notes, congratulation cards and apology letters. The teacher may show the following passage with PPT. Afterwards, ask the students to read it and translate it into Chinese orally. 1.More information about thank-you notes;Thank-you notes are usually exchanged between friends and acquaintances. They are brief, direct and often in an informal style. They are often written in simple languages, using courteous words and sentences to express the writer’s good wish or thanks. The following sentences are often used in thank-you notes.2.More information about congratulation cards:People often write and send a congratulation card to congratulate one on such joyful occasions as celebrating one’s promotion, wedding, birthday, graduation, etc. Congratulation cards are also exchanged on holidays. The language used in a congratulation card usually sounds courteous and complimentary. The following expressions and sentences often appear in congratulation cards.Grammar3.Assignment for this sectionWritten work: suppose you missed an appointment with your friend. Please write a letter of apology for his/her forgiveness.江西外语外贸职业学院教案备课纸〔3〕主任审阅____________________ 授课教师____________________ 年月日年月日江西外语外贸职业学院教案备课纸〔4〕授课内容Unit 2Section Ⅳ(1): Passage 1 Thank you, Volunteers!rmation Traditional Festivals in China.春节：Spring Festival ( the 1st day of the 1st lunar month)除夕：New Year’s Eve ( the day before the Spring Festival)元宵节：Lantern Festival ( the 15th of the 1st lunar month)清明节：Qingming/Tomb-Sweeping Festival (April 4th or 5th)端午节：Dragon Boat Festival( the 5the of the 5th lunar month)七夕节：Qixi Festival( the 7th day of the 7the month of the lunar month, somewhat equivalent to Valentine’s Day in English)中秋节：Mid-Autumn Festival( the 15th of the 8th lunar month)重阳节：Double-Ninth Day ( the 9th of the 9th lunar month)2.Important Traditional Festivals in Western Countries.圣诞节：Christmas( the 25th of December)平安夜: Christmas Eve ( the 24th of December)情人节：Valentine’s Day ( 14th of February)愚人节：Fool’s Day ( the 1st of April)复活节：Easter( the 1st Sunday after a full moon on or after 21st of Marth)感恩节：Thanksgiving Day ( the 4th Thursday f November)万圣节：Halloween/All Saints’ Day (31st of October)Important words1.offerv. make available or accessible, provide or furnishe.g. The conference center offers a health spa.The local student offers to guide us around the city.2. invitev. ask someone in a friendly way to do somethinge.g. Shall we invite the famous football player to join our club?Students are invited to submit papers to this online magazine.3. gratefula. feeling or showing thankse.g. He felt so grateful to all the strangers’ help.We need to feel more grateful for what we have instead of complaining what we don’t.4.breakn. a pause from doing something ( as work)e.g. The meeting was too long, so we had a tea break.A 10-minute break between each session offers us a time to rest a bit.5. appreciatev. be fully aware of;; realize fullye.g. Do you appreciate the full meaning of this letter?I do appreciate what you have done to ease my pain.6. recognizev. show approval or appreciation ofe.g. Our effort is fully recognized by the society.The in-service training center is widely recognized here.江西外语外贸职业学院教案备课纸〔3〕主任审阅____________________ 授课教师____________________ 年月日年月日江西外语外贸职业学院教案备课纸〔4〕授课内容Unit 2Section Ⅳ(2): Passage 1 Thank you, Volunteers!Language pointsExplanation of Difficult Sentences1. (Para. 1)November in the United States brings the holiday of Thanksgiving, and therefore it’s in November that we tend to think of a way in which we could show our thanks to volunteers.Analysis: This is a complex sentence. The basic sentence structure is S(subject) and S in which…In the second and-clause an emphatic structure it’s inNovember is used to emphasize the time adverbial of in November,modifying we tend to think. Which leads a relative clause, modifyinga way.Translation: 因此，我们在十一月里常常会想方法来表示对志愿者们的感谢。

unit5 Food Culture

新编实用英语综合教程第二册Unit5课后习题答案P101-51. But I haven't got a menu yet2. I would like to try some western food3. I would like to have a roast beef , a vegetable salad and French4. A glass of beer , please .5. What do you have for desert ?6. I'll take itP102-61. What sort of beer do you have ?2. Would you please recommend me a mild one ?3. Bring me a QingDao beer .4. It doen't taste good5. I think that's enough , thank you .P103-2bijgcaehdfP103-41.Kim2. lunch3. angry4. slow5. hurry6. waitressP104-51. Kim2. the slow service there3. more than 20 minutes4. His friends asks him not to be in a hurry .5. The waitress says it will be ready any minute .P104-61 They seem to be very busy today2 Our food should be here soon3 It will be ready any minute, sir4 We’re very busy.5 I’ll do my best, sirP105-71 special2 offers3 three years4 since5 the other6 benefits7 hard work8 become9 propose 10 businessP105-81B 2C 3A 4D 5CP106-91 He gives the dinner party to welcome the top leaders from the cooperative company.2 Because it is the first official gathering of the top leaders of the two companies.3 The two companies set up a partnership three years ago.4 He believes that the relationship between the two companies would become even stronger in the future through their mutual hard work.5 He proposed a toast to the success of the coming business meetings and to the health to all the people present.P107-1P108-21. f 6. a2. e 7. c3. d 8. j4. i 9. h5. b 10. gP110-41 If you take the subway 为if 引导的条件状语从句。

新编实用英语综合教程2--Unit-5-Food-cultu

新编实用英语综合教程2--Unit-5-Food-culture教案Unit 5 Food Culture Unit GoalsWhat you should learn to do1.Choose a table2.Order from a menu3.Take an order4.Enquire about and recommend foods and drinks5.Pay the billWhat you should know about1.Western and Chinese food2.The way to make a toast speech at a wedding3.Adverbial clausesSection I Talking Face to Face1.Imitating Mini-Talks2.Acting out the Tasks3.Studying Email Information on the Internet4.Following Sample Dialogues5.Putting Language to UseSection II Being All Ears1.Learning Sentences for Workplace Communication2.Handling a Dialogue3.Understanding a Short Speech / TalkSection III Trying your Hand1.Practicing Applied Writing2.Writing Sentences and Reviewing GrammarSection IV Maintaining a Sharp EyePassage 1 :Information Related to the Reading PassageLikes or dislikes with regard to food vary greatly from culture to culture. What is disgusting to one person can be a delicacy to another. Sometimes we need to change our eating habits. If we move or travel to a new place with a different culture, our favorite meat, fruit and vegetables may not be available to us. As a result, we have to eat what is different from the food we are used to. Slowly, this strange food may become familiar to us. Our tastes may change, too, and we begin to enjoy eating the food that used to seem unusual to us.Text Blogs on FoodBlog One2014/5/14Best Places to Eat in Beijing and ShanghaiThis will be our first time in Beijing and Shanghai. One of the best things about traveling is all the different foods you get to try. There is Chinese food in the US, but it’s not nearly as good as the food in China! Plus there are lots of things you can’t get in the US.Now we are wondering about what people who actually live in Shanghai and Beijing think are the best places to eat?If you can leave a message below that would be great. Amy2014/5/15You’ve got to have Beijing Duck at Quan Ju De ( 全聚德). You’re not a vegetarian right? LOL. Have a nice time in Beijing.2014/5/18Must go places for eating: I guess the only thing I would recommend is the Xiaolong Bao in Yu Garden ... uh ... it’s a little bit cliché... but it is still the signature dish of Shanghai ... apart from that, you can find every kind of dishes of regional flavor there ... god bless.Ming Tao2014/5/20Its a pity u stay in Hangzhou only a few hours, flying guys! Xuehe20014/5/28Hi! It was really nice meeting you today at the bar! Hope you enjoyed your stay here in Shanghai so far ... and you can try Shanghainese cuisine some time ... or maybe some snacks at the City God’s Temple (Chenghuang Miao in Chinese). They’re really one of a kind.Blog Twoby Chang Weng, from MalaysiaFunny, Isn’t It?Tuesday morning, I over-slept, while all the bosses were coming.Fortunately I was not coming late, just having no time to da bao my lunch.Me: Qiu Jun, I did not “da bao”today. If you go out for lunch,remember to bring me together.Qiu Jun: Ok, A Weng. I’ll go out for lunch later on.(Few minutes just before the lunch hour.)Qiu Jun: A Weng, let’s go for lunch now.Uncle Zhou: Today we bring A Weng to the sea.Me: Sea? (Sure? Qiu Jun and me don’t know how to swim!)Qiu Jun: Good idea.Me: Oh ... (These 2 bosses must have something secret in their plan.)Few minutes after sitting inside Qiu Jun’s car, huh, we are really reaching the sea.Oh, actually they target on the Sunrise Seafood Restaurant, which is just located besides our company, but we need to turn a big round only to reach there.Hmm, this restaurant is quite good, “floating”on top of the sea. An unlimited sea-view.Uncle Zhou treats us to lunch there. Wow, we finish almost all the ordered food. I feel surprised that I do not recommend food over here. Hehe, I cannot tell my mother, or else she will call me immediately with blar blar blar.Mum, don’t worry, I did not eat any meat, see, my plate is empty. Language Points1 Explanation of Difficult Sentences1. (Blog 1 –Amy) Now we are wondering about what people who actually live in Shanghai and Beijing think are the best places to eat?Analysis: This is a complex sentence. In this sentence what people who actually live in Shanghai and Beijing think are the best places to eat is an object clause of the preposition about, and who are ctually live in Shanghai and Beijing is used as an attributive clause modifying people.Translation: 现在我们想知道，真正住在上海和北京的居民认为什么地方的东西最好吃。

新编实用英语综合教程二Unit-5-Food-CulturePPT演示课件

I’ll take it
Back
12ose you are drinking at a bar. Play your role according to the clues given in brackets.
Back
13 Unit | Five
倒出 (液体)
Steven: OK. Help yourself to more meat if you want.
5) Let me pay the bill / check.
Li Ming: Let me pay the bill today.
Tom: Oh, no! Let’s ggooDDuuttcchh . We’re both students after all. AA制 (各付各的账) Li Ming: OK. It’s 15 dollars altogether. So 7 dollars and 50 cents
1) Which table to choose? Jane: Waiter, a table for two, please.
Water: This way, please. Is this table alright? Jane: I would prefer the one near the window.
each. Right? Tom: That’s right. Waiter, bring the bill, please.
Back
6 Unit | Five
2 Work in pairs and perform the tasks by following the above mini-talks. Refer to the Data Bank in the Workbook for relevant expressions.

Unit6Food新编大学英语第二版第二册教案

Unit6Food新编⼤学英语第⼆版第⼆册教案Unit 6 FoodUseful InformationFood is a basic necessity, so every culture has important norms and customs related to it. Ever since they adopted settled lifestyles centuries or millennia ago, most cultures have emphasized daily meals in households or family units. Some members provide the food, some members prepare the food, and all members must eat. The providers and the preparers may not be the same, depending partly on gender roles and specialization. And the status of individuals in the eating process may not be the same, depending partly on their age and gender, and whether the household contains servants or guests. Servants rarely eat with others, while honored guests may be wined and dined like visiting royalty. Elders and males may also be treated ceremonially.Formal meals may take hours in some cultures or households, while in others people may eat hastily while traveling to their next destination on foot or by car. Some people eat while working or use eating as a form of recreation. In most cultures the feeding of friends, relatives, and others is a way of meeting, socializing, entertaining, and showing respect. Some cultures permit or encourage the use of alcoholic or caffeinated beverages with food, while others discourage or even prohibit this. Most cultures have food preferences and food taboos, so they find different ways to achieve balanced diets.Eating away from home in restaurants, taverns, inns, or hotels has long been an option in most cultures, but the variety of these choices is rapidly increasing today as the fast pace of modern life encourages more people to “eat on the run”. This also tends to blur the traditional distinction between providers and preparers of food, especially in families where both parents work full-time outside the home. In such cases both parents may eat out at noon, the children may eat at school, and anyone may pick up pizza or hamburgers on the way home or phone for pizza to be delivered. In the U.S., Chinese restaurants do a big take-out business and microwa ved “TV dinners” are very popular. Some busy families rarely eat formal meals together, even when they all eat at home. Refrigeration has also changed eating habits, and “raiding the refrigerator” is often a substitute for preparing meals. As eating habits have changed, table manners have tended to decline, though proper etiquette is still needed on formal occasions.Mealtimes differ considerably from culture to culture or from household to household. In agrarian cultures rural families tend to eat their first two meals earlier in the day, while in industrial cultures urban families often have them later. The time of the third meal depends on several factors such as whether there is a nap after lunch and whether food or beverages are typically consumed in the mid-to-late afternoon as snacks or social events.In some cultures “tea” in the afternoon is almost a fourth meal. Some people have their supper in the late afternoon or early evening, while others may have it in the mid-to-late evening. For some people the second meal of the day is the largest, while for others the third meal is the largest. This causes considerable confusion as to whether lunch or supper is more appropriately referred to as “dinner.” Further confusion is caused by people who skip brea kfast and others who prefer “brunch” instead. Brunch is especially popular on weekends, when it may last from mid-morning to early afternoon.The biggest recent change in eating habits and food-related lifestyles is the advent of fast food. This permits many people to eat conveniently away from home, or to bring food home to eat without having to prepare it. But it also makes family-style meals less likely to be, and it is not always very nutritious. The clever marketing of fast food such as McDonald’s ha mburgers and KFC (Kentucky Fried Chicken) may cause some youngsters to dislike their parents’ cooking and some college students to dislike the more nutritious food available on campus. Eating fast food while driving is also a cause of traffic accidents. So ciologist George Ritzer uses the metaphor of “McDonaldization” to criticize the entire cultural trend toward standardized pre-packaged products which can be quickly consumed. He claims the quality of life is diminished by what he calls the “McDonaldization of society,” and that we should voice our protest by eating in local “mom and pop” restaurants rather than patronizing national or international fast-food chains. Despite Ritzer’s advice, McDonald’s and other fast-food chains are probably here to stay. They are getting more similar to one another all the time, with hamburger chains offering chicken, chicken chains offering hamburgers, and all of them offering milk shakes and fries.Nutritionists have been warning that the typical fast-food diet is unhealthy if eaten too often. Consequently, some of the fast-food chains, such as McDonald’s, are now including healthier options for their customers along with the traditional hamburgers. Various healthy salads are now appearing on the menu boards, along with low fat salad dressing options. For children, fresh apple slices with a low fat caramel dipping sauce can now be chosen in the place of French fries in the children’s meal, and apple juice or low fat white and chocolate milk can be chosen instead of a cola. Bottled water also can now be purchased instead of a soft drink if one so chooses. Most people believe that this trend of healthier eating will continue.3) Differences between the British boy and a Chinese boy:A. The British boy eats a wider variety of things.B. The British boy eats much more than a Chinese boy.STEP TWOSamples1) Different DietsAt school:Student ABreakfast: two steamed rolls (or baozi), some porridgeLunch: rice, fish or meat, some vegetablesSupper: rice, fish or meat, some vegetables; noodles; or jiaozi (dumplings)Snacks during the day: an apple or a pear, some biscuitsStudent BBreakfast: a cup of milk, one boiled egg, some rice cakesLunch: rice, fish or meat, some vegetablesSupper: rice, fish or meat, some vegetables; noodles; or jiaozi (dumplings)Snacks during the day: some biscuits, cookies, or cakes, some preserved fruit.At home (for both):A much wider variety of foods like seafood, more snacks, more fruit, etc.2) Advice on the improvement of the diet:A. Student B should have some fruit every day; otherwise the lack of vitamin C may cause sickness.B. Student A should drink some milk every day, since milk provides certain minerals, vitamins, etc., which are necessary for a healthy body.C. Both students should add some variety in their diets, because different foods contain different nutrients the body needs. Besides, their diets at school and at home shouldn’t be too different.Part Two Reading-Centered ActivitiesIn-Class ReadingI. Pre-ReadingSamples:1. ― I like fresh fruit, vegetables, pork, seafood, all kinds of nuts, etc.. I don’t l ike beef, lamb, chicken and pickles.― Although I’m not a vegetarian, I like vegetables and fruit most. I eat a lot of them. I also like seafood because I was born ina city on the coast. I’ve been exposed to seafood ever since my childhood. I don’t eat me at, any kind of meat.2. ― The reason why I eat certain foods or don’t eat certain foods is simple: taste. In other words, I eat what tastes good, and don’t eat what doesn’t. But there is one exception. I’ve never tried snake because I’m scared by the c reature. The mere mention of the word “snake” makes my skin crawl.― I think our eating habits were formed at home when we were very young. For example, my mother is an excellent cook, especially good at cooking seafood and vegetables. I ate a lot of them at home. Gradually I’ve become used to this diet.3. Yes. People in Guangzhou eat rats, snakes and many other birds or animals. It is said that they eat anything with 2 legs except human beings and anything with 4 legs except tables. Although it is an exaggeration, it shows they really eat a wide range of things. Many people think that’s strange because rats and snakes are nauseating. I also find eating raw fish strange, because I think raw fish contains a lot of bacteria.II. Passage ReadingWords, Phrases and Grammatical Points1. be sick (l.5), vomit, nauseate (l.3)“Be sick” can mean “feel ill as if one is going to vomit”.e.g. She was sick after she ate too much chocolate.Lucy felt sick (= felt likely to vomit) the morning after the party.Other uses include: airsick, carsick, seasick.“Nauseate” comes from the word “nausea” which means “a feeling of illness in the stomach, often making one feel as if one is going to vomit.” It’s a formal word and often used in passive form.e.g. He is nauseated by the smell of meat cooking.“Vomit” means “bring food or drink up from one’s stomach through one’s mouth, because one is sick.”In spoken English, “be sick” is more often used to mean “throw up all the contents in the stomach through the mouth” than “be generally ill”.e.g. If one eats too many sweets one will be sick.The more formal word in British and American English is “vomit”, and the less formal expression is “throw up”. Compare: be sick of … (=be very annoyed about…) 对……感到厌烦的e.g. I’m sick of the way you’re behaving.2. The term “sacred cow” (l. 23) is also used derogatorily to refer to an idea, practice, etc. that is so much accepted that not even the slightest doubts about it are allowed.e.g. I) The need for secrecy has become a kind of sacred cow.II) They did not dare to challenge the sacred cow of parliamentary democracy.2) ―When I see people eat things I don’t like, my first reaction is disgust. I just can’t understand how people can eat such nauseating things. Sometimes I feel that people are cruel when they eat some animals which are a help to human beings.―I don’t mind what other people prefer eating. People can have different likes and dislikes in different aspects. Nowadays a variety of foods are available in most places of the country and people can have a good choice. Many of us even enjoy foods from other countries. But we have to think about our environment as well as health before eating. Sars has already taught us a good lesson in eating.Vocabulary1. 1) common 2) appropriate 3) forbidden 4) supplies 5) related 6) evidence 7) requires 8) raise 9) spread 10) sufficiently2. 1) disgusting 2) habit 3) insects 4) reasonable 5)relatively6) animals 7) harvested 8) grow 9) nearly 10) other11) altogether 12) consumed 13) avoided 14) popular 15) offers16) served 17) would 18) enjoyed 19) considered 20) reject3. 1) G 2) F 3) B 4) C 5) H 6) E 7) I 8) D 9) A 10) JTranslation1. We regard him as one of the best players in the game.2. The scientist picked up those little pieces of rock and carefully put them into a box.3. The population of China is almost five times as large as that of the United States.4. The reason why grass is green was once a mystery to the little boy.5. She was standing by the window, apparently quite calm and relaxed.6. Profits have declined as a result of the recent drop in sales.7. She put on dark glasses as a protection against the strong light.8. He could no longer be trusted after that incident.Part Three Further Development1. Jokes and Riddles about FoodTask One1) Pear. 2) Mushroom.2. Food Proverbs1) d: Half a loaf is better than none. 有⼀点总⽐没有好。

Food+and+Culture+Learning+About+Language教学设计高中英语

人教版（2019）选择性必修第二册Unit 3 Food and CultureLearning About Language教材分析：本节课是人教版（2019）选择性必修第二册Unit 3 Food and Culture Learning About Language，属于英语选修课程。

教材主要包括两篇文章：《Chinese Food Culture》和《My Favorite Foods》。

教学目标：本节课的教学目标包括知识目标和能力目标。

知识目标是学习了解中国的饮食文化以及个人对食物的喜好。

能力目标是培养学生的阅读和写作能力，能够理解文章内容并进行简单的写作表达。

教学重点：本节课的教学重点是了解中国饮食文化，并能够运用所学知识进行简单的写作表达。

教学难点：本节课的教学难点是培养学生的写作能力，让学生能够准确地表达自己对食物的喜好和理由。

学情分析：学生是高二年级的学生，已经具备一定的英语基础，对于课堂上的交流和表达能力有一定的需求。

同时，学生对于中国的饮食文化可能存在一些模糊的概念，需要通过本节课的学习来进行补充和深化。

教学策略：本节课可以采用多种教学策略，例如先导入学生的已有知识，然后通过图片或视频等多媒体呈现方式进行新课的引入，让学生对中国饮食文化产生兴趣。

在教学中，要注重激发学生的积极性，增加互动环节，增强学生参与课堂的积极性。

教学方法：本节课可以采用任务型教学方法，让学生通过阅读文章和解答问题来了解中国饮食文化，并能够运用所学知识进行简单的写作练习。

同时，可以采用小组合作学习的方式，让学生在小组内相互讨论和分享自己的观点，提高学生的合作学习能力和英语口语表达能力。

教学主题：Unit 3 Food and Culture Learning About Language导入环节（约5分钟）：教学内容：1. 教师介绍本节课的教学主题——"食物与文化"，并与学生一起讨论食物和文化之间的关系。

Food+and+Culture+Using+Language教学设计高中英语人教版(2019)

人教版（2019）选择性必修第二册Unit 3 Food and CultureUsing Language本节课的教材分析：本节课的教材是人教版（2019）选择性必修第二册Unit 3 Food and Culture Using Language。

该课程主要涵盖了与食物文化相关的主题，通过使用语言来探讨食物和文化的关系。

主要内容包括文化背景知识、词汇与语法练习、听说读写等方面的活动。

教学目标：1. 了解不同文化背景下的食物习俗和价值观。

2. 学习相关的词汇和语法知识，提高语言运用能力。

3. 培养学生的跨文化意识和批判思维能力。

教学重点：1. 学习与食物和文化相关的词汇。

2. 提高学生的听说读写能力。

教学难点：1. 对于某些文化背景陌生的学生，他们可能需要更多的背景知识来理解课文内容。

2. 学生对于跨文化交流的理解和运用难度可能较大。

学情分析：学生为高二年级学生，基本具备一定的英语基础。

但对于食物和文化的表达可能存在一定的局限性，对于一些外国的饮食文化和习俗可能不太了解。

因此需针对学生的学情，进行相关的背景知识和词汇的讲解，以帮助学生更好地理解课文内容。

教学策略：1. 激发学生的兴趣：通过引入一些有趣的图片、视频或故事来激发学生对于课文内容的兴趣。

2. 合作学习：利用小组合作的方式来进行交流和讨论，让学生从彼此的交流中获得不同的观点和思考方式。

3. 提供实践机会：通过角色扮演、小组讨论、完成任务等活动形式，让学生有机会运用所学知识并实践跨文化交流的能力。

教学方法：1. 情景教学法：通过创设真实的语境，让学生能够在真实的情境中运用所学知识。

2. 探究式教学法：通过学生自主探究的方式，引导学生掌握知识和解决问题的能力。

3. 任务型教学法：通过给学生一些具体的任务，激发学生的学习兴趣和学习动机，并培养学生的能力。

导入环节（约5分钟）：教学内容：介绍关于食物和文化的话题，引入本节课的主题。

教学活动：1. 师生互动：老师可以用幻灯片展示不同国家的传统美食图片，并向学生询问他们对这些食物的认识和了解程度。

Unit 3 Food and Culture Learning about Language 教案

Unit 3Learning about Language教学设计科目：英语课题：Learning about Language课时：1课时教学目标与核心素养：知识目标：掌握过去完成时的主动语态和被动语态的用法。

能力目标：培养学生语法运用的能力。

情感目标：激发学生对语法学习的兴趣并使其喜欢语法学习，更好地将过去完成时运用到实践中。

教学重难点教学重点：让学生更好地理解过去完成时的主动语态和被动语态的用法。

教学难点：使学生掌握过去完成时的主动语态和被动语态并可以进行造句练习。

课前准备：多媒体，黑板，粉笔教学过程：一、Pre-class1. Greeting2. Leading-in教师活动：让学生观察活动1中的句子，画出主句和从句的谓语动词，并思考以下问题：〔1〕主句和从句中的谓语动词分别用了什么时态和语态？〔2〕主句和从句中谓语动词的形式各是怎样的？〔3〕主句和从句中谓语动词所表示的动作哪个先发生、哪个后发生？〔4〕主句与从句之间的连接词是什么？学生活动：找出本单元第26和27页课文中使用过去完成时态的句子，并分析句子使用的是什么语态。

活动目的：通过提问和举例，学生大致了解本堂课所学语法知识。

二、While-class教师活动：介绍过去完成时态的相关知识，同时根据具体情况举例说明过去完成时的主动语态和被动语态。

1. 过去完成时的主动语态〔1〕构成：had+过去分词〔2〕用法①表示在过去某一时间或动作之前已经发生或完成的动作。

它表示这个动作发生的时间是“过去的过去〞，这一过去时间可用by, before 等构成的短语及when, before, after, by the time 等引导的状语从句表示。

I had finished my homework before I had supper.我在晚饭前把家庭作业做完了。

②表示从过去某一时间开始，延续到过去另一时间的动作。

这个动作可能还要延续下去，常与for, since构成的表示一段时间的短语或since 引导的表示一段时间的从句连用。

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