Hard seats also make customers want to eat quickly and leave.
二、教材分析
本课时的主要话题是“餐馆学问”，谈论饭店经营者如何利用颜色和座位来营造就餐氛围，挣更多的钱。同时结合其它话题来突出本单元的话题：how things affect you.
三、教学目的和要求
1.学习并巩固关于“影响”的句型。
2.培养并提高学生的阅读能力和技巧。
3.了解一些餐饮文化及英国餐饮业的常识。
四、教学重点和难点
1.口、笔头熟练运用make句型。
2.了解餐饮业的部分知识。
五、教学过程
(T—teacher S—student Ss—students Bb— blackboard)
Step 1 Warming-up
Show some pictures of restaurants. Ask the Ss to pay special attention to the color of walls and tables. Then ask them why.
Then ask some questions to get the Ss to focus on the restaurant colors.
Have you ever been to a restaurant?
Have you ever been to KFC and McDonald’s?
Can you remember the wall colors of them?
Step 2 Reading
Ask the Ss to read 3a for some minutes.
Show the questions on the screen:
1. What does the color red make most people feel?
2. Why do so many fast food restaurants paint their walls red, play loud music and have hard seats?
3. Do you think it’s fair that some restaurants are designed to be uncomfortable?
Help them to answer these questions and get them to write down in their textbook. Then ask them to read again.
Some possible explanation should be given so that the Ss can understand the text better.
1. Here are some things they’ve learned from scientific studies.
2. Soft colors like pink and light blue make people relaxed.
3. Because customers don’t stay very long, small restaurants can serve many people every day.
After that, ask the Ss to read again and list some reasons why people want to leave the restaurants earlier than usual.
Then ask the Ss if they think white walls are good for them to study for long.
Step 3 Practice
Ask the Ss to make conversations similar to 3b. But change restaurants into their classroom so that they can make the conversations more vividly.
Write some adjectives on the Bb to help the Ss make conversations:
hard, uncomfortable, stressed, unhappy, etc.
Step 4 Survey
Do a survey.
Ask the Ss to complete the survey in 4 first. Then make conversation like:
A: How do you feel about pollution?
B: It makes me kind of angry. How about you?
A: It makes me want to join a clean-up campaign.
…
Step 5 General training
Translation
1.红颜色使我很紧张。
2.轻音乐使我放松起来。
3.他的话使我很觉得很不舒服。
4.你能让他们做得更快些吗？
Keys:
1. Red makes me stressed. 2.Soft music makes me relaxed. 3. His words made me feel uncomfortable. 4. Can you make them do it faster?
Step 9 Homework
Ask the Ss to write a composition according to 3b: A restaurant near their homes.
六、教学反思
本课时以阅读为中心，通过对文章的阅读来了解一些关于餐馆的学问，这样一种贴近生活的教学可以吸引学生的注意力，再添加一定的图片来补充教学，可以收到很好的教学效果。
(The Third Period)
一、教学内容
1.Words and phrases：slogan, mysterious ,shiny， skin， product, lookout, beauty, toothpaste, etc.
2. New patterns:
It worked really well.
Have you ever had Beijing Duck?
I can’t stand ads like that!
They make you think that you can look like the person in the ad.
I’ll bet they don’t even keep out the sun.
I guess you shouldn’t believe everything you read.
二、教材分析
本课时的主要话题是“广告” 。谈论商品与商家如何通过广告获得更多的关注。本课时主要是通过听、说的方式来了解各种广告的知识。并了解常见口语的表达形式，如I bet…, I guess, I believe…, etc.
三、教学目标和要求
1.掌握一些有用的生活词语。
2.掌握一些常见的日常口语表达形式。
3.培养学生听、说、读的能力。
4.了解英语国家的广告文化和广告用语。
四、教学重点和难点
1.广告的准确意思和目的。
2.巩固make的用法。
3.学习并认真掌握听的技能。
五、教学过程
（T—teacher S—student Ss—students Bb—blackboard）
Step 1 Warming-up
Ask two students to read their compositions in class. If possible, correct some possible mistakes.
Step 2 Presentation
Look at 1a.
Match each slogan with one of the products.
Ask the Ss to tell the Chinese meaning of each slogan.
If possible, ask them if they can list some more ads to make the class interesting and full of fun.
Then come to 1b
Make a list of three products they like and three products they don’t like to fill in the chart for later use.
Step 3 Listening
2a and 2b
Before listening, ask the Ss to look at 1a again, and make sure they know what they are. Then play the tape.
For the first time, ask the Ss to get the main idea of the listening material.
For the second time, ask them to write No or Yes to the four products and match them with “what people say”.
When listening for the third time, ask some questions according to what the Ss have heard.
1. Does the boy like For the shiniest hair ever? Why or why not?
2. Does the second girl like For that mysterious look? Why or why not?
3. How does Whiter than white taste in the first girl’s opinion?
Then ask the Ss to read the tapescript for some time.
Step 4 Practice
Look at 1b and make conversations:
A: Have you ever had Beijing Duck?
B: Yeah. I love it.
A: have you ever had…?
B: yeah. And it made me….
After the Ss finish their conversation, ask two pairs to act out theirs.
Step 10 Homework
Ask the Ss to write down their conversations.
六、教学反思
本课时的教学重在听和说上，但要特别注意对广告语言的理解。需要教师做的事情主要是课前对英文广告的收集和整理，从而使学生能更加深刻地了解英文广告的魅力和作用。
（ The Fourth Period ）
一、教学内容
1.Words and phrases: stardust, advertising, pros and cons, aim, aim at, specifically, instance, for instance, list, confusing, misleading, truth, at times, to start with, etc.
2. New patterns:
Some people think that ads are great. Others hate ads, saying that they make our cities and countryside look ugly.
It’s true that some ads can be very useful.
At times an ad can lead you to buy something you don’t need at all.
二、教材分析
本课时的话题是谈论“广告的作用”，通过对双方观点的陈述，说明了广告在日常生活的作用。本课时中的语句结构较为复杂，在教学时要适当地加以讲解。
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