Lesson
2
Eating
Out
Topic:
Eating
out
1．Teacher:
2．School:
3．Teaching
material:
New
Century
English
8A
4．Teaching
Aid:
Multi-media
facilities
and
tape
recorder
Teaching
Objectives
Knowledge
objectives:
1．To
review
different
kinds
of
food.
2．To
comment
on
food
by
using
the
adverbial
clause
of
result
with
so…
that.
Ability
objectives:
1．To
enable
the
students
to
order
food
and
take
orders
freely
in
a
restaurant.
2．To
lead
the
students
to
debate
on
eating
out.
3．To
improve
the
students’
abilities
of
communicating
in
English.
Moral
objectives:
1．To
arouse
the
students’
interest
in
learning
more
about
other
countries’
eating
habits
and
different
culture
and
customs
all
over
the
world
2．To
encourage
students
to
have
a
good
eating
habit
Teaching
points:
1．To
broaden
the
names
of
different
kinds
of
food
from
different
countries.
2．To
practise
the
adverbial
clauses
of
result
with
so…
that.
3．To
enable
the
students
to
order
food
and
take
orders
freely
in
a
restaurant.
4．To
lead
the
students
to
debate
on
eating
out.
Important
and
Difficult
Points
1．To
enable
the
students
to
order
food
and
take
orders
freely
in
a
restaurant.
2．To
lead
the
students
to
debate
on
eating
out.
Teaching
Aids
1．The
multi-media
system
2．Some
menus
and
pieces
of
paper
Teaching
Procedures
Processes
Teacher’s
Activities
Students’
Activities
Purposes
Warming-up:
Brainstorming:
Let
students
review
the
names
of
Western
and
Eastern
dishes
Look
and
say:
Review
the
names
of
Western
and
Eastern
dishes
To
arouse
students’
interest
in
learning
English
Pre-task:
1．Organize
a
matching
about
the
names
of
the
dishes
from
Western
and
Eastern
1．Look
and
match:
Match
the
pictures
and
the
names
of
the
dishes
from
Western
and
Eastern
1．To
help
the
students
learn
some
new
words
of
the
dishes
from
Western
and
Eastern2．To
help
the
students
to
comment
on
food
by
using
the
adverbial
clause
of
result
with
so…
that
2．Lead
the
students
to
comment
on
food
by
using
so…that…
2．Look
and
learn:
Learn
how
to
use
so…
that…
to
comment
on
food
3．Have
the
students
comment
on
food
by
using
so…that…
3．Look
and
talk:
Use
so…
that…
to
comment
on
food
While-task:
1．Help
the
students
review
how
to
order
food
and
how
to
take
orders
1．Look
and
fill:
Review
how
to
order
food
and
how
to
take
orders
together
1．To
improve
the
students’
abilities
of
listening
,
reading
and
speaking2．To
train
the
students’
living
abilities
in
a
real
life
situation
2．Give
some
key
sentences
2．Look
and
read:
Read
the
key
sentences
given
by
teacher
3．Have
the
students
do
work
in
groups
(offer
some
menus)
3．Look
and
perform:
Do
a
role-play
in
a
real
life
situation
Post-task:
Lead
the
students
to
have
a
debate
on
eating
out
Look
and
debate:
Have
a
debate
on
eating
out
To
improve
the
students’
abilities
of
thinking
and
speaking
Conclusion:
1．Conclude
what
we’ve
learnt
today2．Give
the
students
2
proverbs
Talk
about
what
we’ve
learnt
today
To
help
the
students
make
a
conclusion
Homework
1．Prepare
for
a
speech
about
eating
out2．A
composition:
“The
advantages
and
disadvantages
of
eating
out”
1
/
1Lesson
2
Eating
Out
Period
3
Teaching
Objectives
To
enable
students
to
do
the
following:
1．To
express
results
2．To
express
quantities
3．To
order
food
4．To
use
the
adverbial
clause
of
result
with
“so…that”.
5．To
make
the
students
learn
to
cooperate
6．To
enhance
their
interest
in
western
culture
and
customs.
Teaching
Important
and
Difficult
Points
1．The
adverbial
clause
of
result
(so…that)
2．few/
little
3．May
I
take
your
order?
4．We’ll
have…
5．How
would
you
like
your…?
Teaching
Procedures
I.
Revision
1．Review
the
use
of
“so…that”
Change
the
following
sentences
into
“so…that”
①
Jack
is
tall
enough
to
play
basketball.
②
We
are
old
enough
to
go
to
school.
③
The
bag
is
too
heavy
for
me
to
carry.
④
Mary
is
too
fat
to
run
fast.
2．Review
the
text
II.
Teach
the
new
vocabularies
of
part
two
according
to
the
English
phonetic
symbols
III.
Developing
skills
1．Listening
2．Role
play
IV.
Homework
1
/
1Lesson
2
Eating
Out
Period
2
Teaching
Objectives
To
enable
students
to
do
the
following:
1．To
express
results
2．To
express
quantities
3．To
order
food
4．To
use
the
adverbial
clause
of
result
with
“so…that”.
5．To
make
the
students
learn
to
cooperate
6．To
enhance
their
interest
in
western
culture
and
customs.
Teaching
Important
and
Difficult
Points
1．The
adverbial
clause
of
result
(so…that)
2．few/
little
3．May
I
take
your
order?
4．We’ll
have…
5．How
would
you
like
your…?
Teaching
Procedures
I.
Warming
up
Quickly
response
1．Do
you
like
eating
our
or
eating
at
home?
Why?
2．What
are
the
four
main
courses
in
New
Century
Restaurant?
3．What
would
you
like?
Mushroom
soup
or
onion
soup?
4．What’s
the
specialty
of
the
restaurant?
5．Which
is
good
for
our
health?
Mineral
water
of
Spite?
6．Let’s
go
Dutch,
shall
we?
7．Do
people
need
to
leave
a
tip
at
New
Century
Restaurant?
Why?
II.
Revision
Listen
to
the
menu
and
fill
in
the
missing
words
III.
Present
the
text
1．Listen
to
the
tape
twice
and
answer
some
questions:
Which
restaurant
are
they
in?
Who
has
he
invited?
Why?
Was
smoked
fish
the
specialty?
What
was
the
specialty?
What
did
Zhang
Jun
order?
How
would
he
like
his
steak,
rear,
medium
or
well-done?
2．Listen
again
and
does
the
comprehension
check.
3．Read
and
repeat
the
text.
4．Repeat
the
useful
expression
and
phrases.
IV.
Homework
1
/
1Lesson
2
Eating
Out
Period
5
Teaching
Objectives
To
enable
students
to
do
the
following:
1．To
express
results
2．To
express
quantities
3．To
order
food
4．To
use
the
adverbial
clause
of
result
with
“so…that”.
5．To
make
the
students
learn
to
cooperate
6．To
enhance
their
interest
in
western
culture
and
customs.
Teaching
Important
and
Difficult
Points
1．The
adverbial
clause
of
result
(so…that)
2．few/
little
3．May
I
take
your
order?
4．We’ll
have…
5．How
would
you
like
your…?
Teaching
Procedures
I.
Revision
II.
A
debate:
Work
in
groups
of
four.
Two
students
complete
the
arguments
for
eating
out,
and
the
other
two
complete
the
arguments
against
eating
out.
Then
debate
with
each
other
after
the
model.
For
Against
save
time
very
expensive
very
convenient
not
clean
very
comfortable
very
noisy
more
delicious
food
waste
time
a
bigger
variety
of
food
miss
the
news
programmes
good
for
making
friends
make
people
lazy
III.
Extra
Reading
Eating
Customs
Now,
as
the
development
of
the
intercultural
communication,
it
is
inevitable
for
us
to
pay
more
attention
to
some
eating
customs
different
between
the
two
countries.
We
all
know
that
China
is
also
famous
for
its
delicious
foods.
And
we
all
have
ideas
about
what
kinds
of
foods
are
good
to
eat,
what
kinds
of
foods
are
bad
to
eat.
And
because
of
the
different
culture,
we
can
also
find
the
different
eating
customs.
Eating
in
Britain
The
British
people
are
not
too
fastidious
about
their
food;
their
food
is
a
little
dull.
If
you
ask
me
what
kind
of
food
in
Britain
is
famous,
nothing
is
better
than
beefsteak
and
several
kinds
of
dessert.
Although
the
British
food
is
not
very
sumptuous
in
variety,
they
pay
more
attention
to
the
delight
of
eating.
So
you
can
easily
find
some
restaurants
in
Britain,
which
are
graceful
and
elegant.
There
are
many
kinds
of
meat
in
Britain
food
market,
and
the
marine
products
are
abundant.
However,
most
of
the
vegetables
in
Britain
are
imported
from
other
countries.
In
spite
of
this,
the
vegetables
are
with
a
great
variety.
Usually,
the
vegetables
are
sold
in
the
special
store,
with
good
order,
and
the
price
is
a
slight
high.
In
Britain,
the
food
flavoring
is
not
as
much
as
in
China,
so
if
you
want
to
cook
some
Chinese
food
in
Britain,
half
of
the
flavoring
could
not
be
found
here.
Maybe
that
is
one
of
the
reasons
why
the
British
food
is
not
very
delicious.
Additional
words
and
expressions
stinky
tofu
(Smelly
tofu)
臭豆腐
spring
rolls
春卷
oily
bean
curd油豆腐
chicken
rolls
蛋卷
rice-noodle
米粉
fried
rice
with
egg
蛋炒饭
salad
dressing沙拉酱
hot
pot火锅
mashed
potatoes土豆泥
macaroni
意大利空心面
sundae圣代冰淇淋
spaghetti意大利式细面条
IV.
Homework
1
/
1Lesson
2
Eating
Out
Period
1
Teaching
Objectives
To
enable
students
to
do
the
following:
1．To
express
results
2．To
express
quantities
3．To
order
food
4．To
use
the
adverbial
clause
of
result
with
“so…that”.
5．To
make
the
students
learn
to
cooperate
6．To
enhance
their
interest
in
western
culture
and
customs.
Teaching
Important
and
Difficult
Points
1．The
adverbial
clause
of
result
(so…that)
2．few/
little
3．May
I
take
your
order
4．We’ll
have
5．How
would
you
like
your…?
Teaching
Methods
1．Learn
by
teach
2．Brain
storm
3．Class
discussion
4．Role
playing
Functions
1．Expressing
results
2．Expressing
quantities
3．Ordering
food
in
a
restaurant
4．Taking
orders
5．Discussing
how
to
pay
the
bill
Teaching
aids
Computer,
ppt
Teaching
Procedures
I.
Warming
up
Topics:
What’s
your
favourite
food?
If
you
eat
out,
will
you
choose
Chinese
food
or
western
food?
II.
Presentation
1．Show
a
menu
of
the
restaurant
and
introduce
the
words
of
vocabulary
part
one
2．Try
to
put
all
these
words
related
to
the
food
into
different
categories:
starter;
main
courses;
desert;
drink
3．Read
all
these
words
4．Tuning
in
Look
at
the
menu
and
ask
the
students:
①What
would
you
like
for
your
starter,
main
course,
dessert
and
drink?
②Show
the
price
list
of
a
restaurant
and
try
to
make
a
dialogue
with
a
student.
③Ask
the
students
to
make
a
dialogue
according
to
the
model.
III.
Discovering
language
1．Ask
the
students
to
read
the
sentences
and
answer
the
questions.
2．Join
the
words
into
sentences
in
using
“so…that”.
①The
girl
is
so
old
that
she
can
go
to
school.
②The
room
is
so
big
that
we
can
have
a
meeting
in
it.
③I
got
up
so
late
that
I
couldn't
catch
the
early
bus.
④It
was
so
dark
that
we
could
see
nothing
in
front
of
us.
⑤The
bag
is
so
heavy
that
she
can't
move
it.
IV.
Homework
1
/
1Lesson
2
Eating
Out
Period
4
Teaching
Objectives
To
enable
students
to
do
the
following:
1．To
express
results
2．To
express
quantities
3．To
order
food
4．To
use
the
adverbial
clause
of
result
with
“so…that”.
5．To
make
the
students
learn
to
cooperate
6．To
enhance
their
interest
in
western
culture
and
customs.
Teaching
Important
and
Difficult
Points
1．The
adverbial
clause
of
result
(so…that)
2．few/
little
3．May
I
take
your
order?
4．We’ll
have…
5．How
would
you
like
your…?
Teaching
Procedures
I.
Warming
up
Ask
the
students
to
design
a
menu
and
try
to
make
a
dialogue
according
their
menu.
II.
A
debate
1．group
work:
talk
about
the
advantages
and
the
disadvantages
of
eating
out.
2．Free
talk:
let
students
tell
whether
they
eat
at
home
or
eat
our
and
also
tell
the
reason.
III.
Reading
1．Review
the
second
part
of
Polly’s
lecture
2．Read
or
listen
to
the
reading
material
and
tick
the
correct
boxes
3．Answer
some
questions:
①What
will
you
find
if
you
live
and
study
in
America?
②Americans
eat
fast,
easy
meals
everyday,
don’t
they?
③Why
do
very
few
people
eat
lunch
at
home?
4．Read
the
passage
again.
IV.
Writing
V.
Homework
1
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1
