New Era Interactive English 新时代交互英语 Viewing, Listening and Speaking Level 2 视听说第二册
课程教案
Foreign Language Teaching and Research Department Heilongjiang University
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Unit 1
Part A I At a Glance Learning Objectives
A Quick Lunch
Topic: In a Restaurant Words & expressions: enjoy, slice, care, regular, leftover, stir-fry, dressing Vocabulary: Learn the meanings and usage of the words and expressions about food and drinks: enjoy, (on) tap, salad bar, appetizer, buffet, salad dressing, entree, booth, rye/wheat/white toast Function: Taking orders: Oh, hi, Emi. What can I get for you? Language learning strategy: Keep a journal in English Pronunciation: Wh-question stress and intonation: What kind of bread would you like? Intonation questions with or: Tea or coffee? Communication tip: How to have a dinner at other's home II Transcript: Video Dave and Rich are working behind the Dave: Here you go. A half-caf, halfdecaf, counter at the Rock Cafe: Dave is delivering orders to customers. with Dave. low-fat latte. Enjoy! Next, please. Emi: Hi, Dave. Emi: I'd like a tuna fish sandwich. Dave: For here, or to go? Emi: For here. Emi looks indecisive. Dave: Sure. What kind of bread would you like? Emi: Bread? Whole wheat, I guess. Dave: Sorry, we don't have any whole wheat. How about white or rye? Emi:White is fine. Dave: Would you like a slice of tomato or lettuce on it? Emi: Um. Tomato or lettuce? Just lettuce, no tomato. Dave: Would you like mustard or mayo? Emi is a little irritated, but Emi: Dave, look, I don't really care. Just
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Emi is now at the counter, speaking Dave: Oh, hi, Emi. What can I get for you?
good-natured. Dave is unfazed.
give me a tuna fish sandwich! Dave: Sure. One tuna fish sandwich. Coming right up! Dave: Anything to drink with that? Emi: Maybe some iced tea. Dave: With ice? Emi: Of course! Dave: Sure. Large, medium, or small? Emi: Small. Dave: Regular or decaf? Emi: Regular or decaf? You have decaf tea? Dave: Emi, there's always a choice, didn't
Dave is now deliberately teasing. Emi is exasperated.
you know that? Emi: OK, Dave. Regular. Dave: With sugar or sweetener? Emi: Dave, cut it out! Why are there so
Emi laughs.
many choices?
Culture Notes
  1. Emi says, "I don't really care." This is very informal. More formal expressions are It doesn't matter or Anything is fine.
  2. Many people in the United States drink iced tea in warm weather.
  3. Decaf is short for decaffeinated?a kind of tea or coffee with very little caffeine. III Transcript: Apply Video A: Susie, what do you want for dinner tonight? B: Oh, I don't know. What have you got in the refrigerator? A: I've got a lot of leftover stuff. I've got some vegetables, urn we could have... B: Stir-fry? A: Great. B: OK. A: We've got some celery and some green pepper and some leftover turkey and some onions I could add to it and some mushrooms. B: Sounds great.
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A: Ok. Should we have a salad with that? B: Always, you always. A: OK. So... B: You have to have a salad. A: Thousands island dressing, blue cheese dressing, Italian dressing, I think that's what I've got. B: Maybe just set them on the table and we can... A: Great. B: Choose what we want. A: OK. And for dessert I'll have angel food cake with strawberries. Sounds good? OK. B: I'm ready. A: That's it. B: OK.
Part B
More Listening
(Refer to the Appendix in the Companion Book for keys and transcripts) Part C I Your Turn
Language in Use
(Refer to the Companion Book) II Oral Activities Having Lunch at a Fast food Restaurant

  1.Pair Work: Language point:
Summary: Students ask and answer questions about their favorite restaurant Functional language?ordering food and drink Groups: Pairs Procedure:
  1) Introduce the fast-food restaurant menu to the class.
  2) Create pairs.
  3) Tell the class one student is a customer who is starving to have lunch at the restaurant and the other is a waiter/waitress of the restaurant who is really thoughtful to help the customer make choices.
  4) Have students exchange the roles of customer and waiter/waitress within pairs.
  5) When the pairs have finished, have some pairs perform their conversations in class.
  2. Pair Work: Interviews?Your Favorite Restaurant
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Summary: Students ask and answer questions about their favorite restaurant. Language point: Stress and intonation in wh-questions Groups: Pairs Procedure:
  1) Ask students what their favorite restaurant is and why they like it.
  2) Ask students a few of the questions in the chart.
  3) Tell students that in wh-questions the intonation falls after the most important (stressed) word.
  4) Say the questions for the students. Ask them to identify the most important (stressed) word in each question. Then repeat the questions. Have them move their hands down to show falling intonation as your voice falls.
  5) Tell students to think of more questions they would like to ask their partner and to write them in the chart. Circulate to check for accuracy and assist with vocabulary.
  6) When students have finished writing their questions, create pairs.
  7) Ask students to take turns asking each other the questions. They should take notes on their partner's answers by writing key words only, not complete sentences. Tell students to pay particular attention to question stress and intonation as they interview each other.
  8) Have two pairs join together and form groups of
  4. Each student tells the group what he or she found out about his or her partner.
  9) When students have finished exchanging information, call on individuals from various groups to report to report to the class about what they learned.
  3.Group Work: Language point: Vocabulary: quantity and cooking process Groups: groups of 4 or 5 Procedure:
  1) Tell students they are going to discuss the recipe of their favorite dish.
  2) Introduce the example recipe in the Companion Book.
  3) Give students time to get familiar with the useful expressions in the Companion Book.
  4) Divide the class into groups of 3 or
  4.
  5) Give students time to decide the dish they want to discuss.
  6) Tell students they should discuss: first, the ingredients needed for the dish; for each ingredient; third, cooking process of their favorite dish.
  7) When students have finished, have one or two groups present the recipe to the whole class.
  4. Extra Classroom Practice
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talking About the Recipes of Your Favorite Dishes
Summary: Students discuss the recipes of their favorite dishes.
second, quantities
Practice 1 Pair Work: Having a Quick Lunch Summary: Students imitate Emi and Dave to make a conversation between customer and waiter/waitress in cafe Language point: Functional language: ordering food and drink Croups: Pairs Procedure:
  1) Review the conversation between Emi and Dave.
  2) Summarize the useful expressions in ordering food and drink.
  3) Create pairs.
  4) Tell the class one student plays the role of customer to order a sandwich and a drink and the other student plays the role of waiter/waitress to ask what kind the customer wants. The waiter/waitress tries to provide more choices for the customer.
  5) Have students exchange roles within pairs.
  6) When the pairs have finished, have some pairs perform their conversations in class. Words for your reference: Greeting: What can I get for you? /Can I help you? Choices for sandwich: Meat: tuna fish sandwich, ham sandwich, beef sandwich, chicken sandwich, pork sandwich Bread: whole wheat, white, rye Vegetable: a slice of tomato or lettuce/onion/cabbage Dressing: mustard or mayo/with everything on it Choices for drink: Iced-tea/water: with ice, without ice Size: Large, medium, small Original/Modified: Regular, decaf; half-caf, half-decaf; sugar, sweetener diet/low-fat milk/yogurt/coke Coffee: white (with milk), black (without milk) Order: For here or to go?/Do you do take-out orders? Practice 2 Summary: Students do a chain drill to make a grocery list. Language points: Count able and uncountable nouns
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Some and any Groups: Groups of 10 Procedure:
  1) Create groups of 10, and ask them to stand in a circle.
  2) Start the drill by saying to one student in each group, "I'm going to the grocery store, and I'm going to buy some apples."
  3) That student says the item you said, and then turns to the next student and adds an item to the list. For example, she would say, "I'm going to the grocery store, and I'm going to buy some apples and some milk." Each subsequent person adds to the list, repeating all items said previously.
  4) The chain continues until the last student has had a turn. Part D Learning by Doing
I Web Research Summary: Students search cooking websites. Then they choose one recipe to introduce to their friend by letter. Procedure:
  1) Tell students they will do research online about cooking.
  2) Introduce the websites students could go to and write them on the board.
  3) Tell students the specific task they have to finish in the Web research by reading the directions in the Companion Book together.
  4) Show students the model for writing their answers.
  5) Go to the "Web Talk" section in "Part E Learning by Doing". II Web Talk Summary: Students use the information they found on the Web to discuss food and create a menu. Language points: Countable and uncountable nouns Food vocabulary Groups: Groups of 4 Materials needed: A large piece of paper for each group, (optional) colored felt-lip pens for each group Procedure:
  1) Ask students to take out the completed" Web Research Assignment: Recipes" which you assigned before the class.
  2) Ask students to look at the names of the dishes and ingredients they wrote down. Ask for the names and ingredients of a few dishes.
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  3) Create groups of
  4. Try to arrange the groups so the students in each group have visited different websites.
  4) Ask students to share the names of the dishes they wrote down, why they chose that dish, and what the ingredients are.
  5) When they are finished, give each group a large piece of paper.
  6) Have students work together to produce a menu. They should write the names of the dishes with the ingredients in brackets below.
  7) Designate one waiter in each group. The rest are customers.
  8) The waiter should ask customers what they want from the menu. The customers should talk about what they want to eat and order.
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Unit 2 Part A I At a Glance Learning Objectives
What a Weekend
Topic: A Vacation Words & expressions: a bunch of, way, coupon, crash, to skid, scary, barely Vocabulary: Learn the meanings and usage of the vacation-related words: camp site, lodging, resort area, a hotel stay, crowded, bunch, discount, road trip, spend, cruise, tourist attractions, amusement park, boring, scenic tour Function: Talking about vacation: How was your weekend? Language learning strategy: Organize your ideas before telling a story Pronunciation: Shortened phrases?didja: Did you have a good time? City names: Mexico City, Paris, Tokyo. Communication tip: Summer vacation travel II Transcript: Video Listening Script (Video)
Scene Description
Ana enters the office coffee room; Chris is Ana: Hi, Chris. How was your weekend? seated at a table. She sits down to speak with Chris: Boring. I was at home all weekend. How him. about you? Ana: You know me. I'm never home on weekends! Chris: Where were you? Chris didn't hear the first time. Ana: I was in L. A. on Saturday and Sunday. Chris: Where? Ana is very animated as she speaks about her Ana: Los Angeles. Chris: Oh, wow! What did you do? weekend. Ana: We did a bunch of tourist stuff-shopping, beach, movie studios. Chris: Ah. Did you have a good time? Ana holds up a pair of sunglasses. Ana: Oh, yeah, it was great. But I spent way too much money. Chris: Who... who did you go with? Ana: Emi and Sam. Chris: Oh. How did you get there?
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Ana: We flew. Chris: Wasn't that expensive? Ana: No. It was really cheap. Sam had these great discount coupons. Chris: Where did you guys stay? Ana: Oh, Sam has a brother in L. A. We stayed at his place. Chris: Ah. Wasn't that. ..crowded? Ana: No. It was a lot of fun. You know, Chris, Ana gets up to leave, turns to extend an Chris: Hmm. Maybe. invitation to Chris, who is still seated, as she exits. you ought to come with us next time.
Culture Notes
  1.Ana says that she spent "way too much money." Way too much means far more than expected or wanted. Here "Way too much money" means that she spent more than she wanted.
  2.Chris asks a lot of personal questions, fn the United States, it's common to ask good friends personal questions like these.
  3.A coupon is a piece of paper which gives you a reduction on things you buy in stores, hotels, and restaurants. III Transcript: Apply Video
Fl: OK. Susie, we have to go back to New York. Don't you think that was the best trip we ever had? F2: Oh, I... And I, I saw ten shows. Fl: I know ten shows, I only saw six shows but I wanted to go to see the Empire State Building and I wanted to go see... F2: And eat? Fl: And eat? Of course. F2: I didn't have time to eat. Fl: Of course... And shop? F2: And shop. Fl: Lots of shopping which was really, really fun, I spent way too much money. F2: Did you? But you got that cute red jacket. F1: Yes. F2: I love that jacket. F1: Yes, I know. Thanks. But we have to go back.
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F2: Where did you get that jacket? At the CAP? F1: I got that, no, yeah, I did get that at CAP. You're right. You're right. F2: I was thinking you did. F1: But you know what, we took a Taxi ride on the way in? I don't know if I ever told you this. And we alm
 

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