新生代英语基础教程1 Unit 3_电子教案

... 教案 中职数学基础模块教案 下载北师大版¥1.2次方程的根与系数的关系的教案关于坚持的教案初中数学教案下载电子教案下载 课程名称新生代英语基础 教程 人力资源管理pdf成真迷上我教程下载西门子数控教程protel99se入门教程fi6130z安装使用教程 1课时班级专业教师系部教研室教材《新生代英语基础教程1》教学 计划 项目进度计划表范例计划下载计划下载计划下载课程教学计划下载 教学单元Unit3“What’sforlunch?”单元主 题 快递公司问题件快递公司问题件货款处理关于圆的周长面积重点题型关于解方程组的题及答案关于南海问题 Food课时安排8教学内容ShowTime“What’sforlunch?”ReadingFoodlabelsChatTimeKnockyourselfoutWritingAquestionnaireGrammarArticlesMyStoryBreakfast,lunch,anddinner主要目标教学活动建议Warm-upTogetstudentstotalkaboutthemaintopicofthisunitinacomfortableandrelaxedmannerHavestudentslookatthepictureandaskthemtotellyouasmuchastheycanaboutit.Then,gothroughthequestionsandchoosethebestanswer.VocabularyBuilderAandBToteachstudentsnewvocabularyrelatedtofood.Havethestudentslistenandrepeatthewords.Themostdifficultwordonthislistisprobably“delicious”.Havestudentsrepeatthiswordafewtimesandcheckpronunciation.Asawarmup,youcanalsoaskstudentstotellyouallthefoodstheythinkaredelicious.Youcandothisbyaskingeachstudent“Whichfooddoyouthinkisdelicious?”Theycananswerinafullsentence“Ithink________is/aredelicious.”Correctthestudentsiftheyusethewrongbeverb,explainingthatweuseisforsingleoruncountablefoodsandareforcountable(plural)foods.Youcanalsoaskstudentstotellyouwhichbeverbwewouldusewiththevocabularywordshere,forexample“Whichbeverbshouldweusewiththewordsaladhere?”Oncestudentsseemcomfortablewiththevocabulary,havethemdotheexercisescorrectinganyerrors.CandDToimprovestudents’listeningandcomprehensionskillsHavestudentsgothroughtheconversationquicklyandthinkaboutwhattheyaretalkingabout.Youmayremindthemtopayattentiontokeywords“dessert”,“drink”,and“iced-tea”.Tellthestudentstheywillheartwopeopletalkingaboutfood.Nowlistentotheconversationandhavestudentscompletethesentences.Correctanymistakes.Youcanalsointroducetheideaoflosingorgainingweight.TellthemthatAlexisamanandJennyisawoman.Clarifythatlosingweightisnotwomen’spatent.Askstudentswhattheywouldliketoeatanddrinkforlunch/dinner.Anotherwaytomodelthisconversationistoputstudentsinpairswithonestudentasthewaiterandtheotherasacustomer.Studentstaketurnsaskingtheotherwhatheorshewouldliketoeat/drink.ForexerciseD,havestudentslookatthepictures.Labelthefoodwithnamesfromtheboxes.Writeincompletesentencesintheblackboardlike“I’monadiet,soIdon’twanttoeat/drink___________.”or“I’mreallyhungry,I’llhave___________.”Havethemfillintheblanksandmakeupaconversationbasedonthesesentences.ShowTimeAToteachstudentslisteningandspeakingskillsthroughtheuseofvideoFirst,havestudentsmatchthepicturestothesentenceswhichdescribethemThen,askbasiccomprehensionquestionssuchas,“Whoarethemaincharactersinthisvideo?”“Wherearethey?”“Whataretheydoing?”“Whyaretheydoingthat?”“Howaretheydoingit?”Next,havestudentstaketurnsinexplainingwhatishappeningineachpicture.Youcandothefirstpicture,andthenhaveamoreconfidentstudenttrythesecondone.Tomakeitmorefun,youcouldchoosetwostudents,andthenhavethemracetoexplainwhatishappeninginthepicture.Thestudentwiththefastestandbestexplanationwins.B,CandDToimprovestudents’listeningcomprehensionthroughtheuseofvideoWatchthevideo.Bynowthestudentsshouldbeconfidentinnamingthethreecharacters.Tomakesure,youcanpausethevideowhenallthreecharactersareonscreenandaskingthenameofeachone.NowlookatExerciseB,andaskstudentsiftheycanrememberwhatHectorandMateoorderedandhavethemticktheanswers,correctinganyerrors.Havethemrefinetheconversationtheyjustmadeup.Next,studentscangothroughthedialogueinExerciseCandguessthemissingwords.Watchthevideoagainandchecktheirguessing.HavetwostudentsreadoutthedialoguewithonestudentplayingtheroleofHectorandtheotherasMateo.Anotherwaytodothisistohavehalftheclass(forexamplealltheboys)readMateo’slinesandhalftheclass(allthegirls)readHector’slines.Continuetorefinetheconversationaccordingtothisexercise.Finally,havestudentsmatchthequestionstotheanswersinExerciseD.Youmayneedtoremindthemthat’disacontractionofwould.ThiswillhelpthemwithNumber3.Whentheyhavefinished,gothroughtheanswers.Continuetorefinetheconversationaccordingtothisexercise.ReadingA,BandCToimprovestudents’readingcomprehensionHavestudentswatchthepicturesmatchthefoodlabelswiththephrasesasquicklyaspossible.Invitestudentstoguesswhateachlabelmeans.AskstudentstoscanfortherightanswerstoExercisesBandC.(Toscanmeanstoreadthetextveryquicklyonlyforthespecificinformationyouneedwithoutreadinglaboriouslythrougheverything.)Remindthemtoskipwordstheydon’tknow.D,EandFImprovestudents’abilitytoutilisewhattheyhavelearnedHavestudentsreadthroughwordsgivenbeforetheygoontofinishExerciseD.Checktheirpronunciation.Youmaydividetheclassintotwogroupsandhavethemreadthewordsinturnoryoumayhavestudentsfindsentenceswiththesewordsinlabelsatofandreadoutthecorrespondingsentence.Aftertheyfinishtheexercise,checktheiranswers.ForExerciseE,havestudentsworkinpairanddiscusstheirfavoritefood.Askquestionslike:Howisitcooked?Whataretheingredients?Whatisitsuniquesellingpoint/USP?Providerelativewordslikefried,baked,stewed,braisedandsteamed.Nowanalysehowmanypartsafoodlabelmaycontainandwritealabelforyourfavoritefood.Letstudentsexchangetheiranswers.Correcttheirmistakes.Explaintostudentsthattheyshouldusethelettersintheboxestocompletethewords.Dothefirstandthefifthwordtogetherandhavethemfinishtherestbythemselves.Anyonewhoworkoutthewordscallout“Bingo”.ChatTimeToimprovestudents’listening,speaking,writingandactingskillsthroughtheuseofconversationFirst,havestudentsgothroughtheconversationandpredictwhattheyaretalkingabout.Remindthemtopayspecialattentiontothekeywords,suchas“onadiet”,“soup”,“food”,“staring”,“eat”,“knockyourselfout”.Makethemunderstandtheyarediscussingfoodchoices.Tellthestudentstolistencarefullyandwritedownwhattheyhearintheblankspaces.Ifnecessary,pausetherecordingsothatstudentshavetimetowrite.Next,havestudentspracticetheconversationinpair,monitoringthemwhiletheydoso.Now,havestudentsreadthroughtheLanguageNote,teachingtheexpression“knockyourselfout.”Youcanalsoteachtheexpression“goforit,”whichhasthesamemeaning.Next,forExerciseB,havestudentsmakenewconversationsaccordingtotheexample.YoucanremindstudentstoreferbacktoVocabularyBuilder.Iftheyarewell-prepared,youmayencouragethemtoexplainhowtomakethefood.Finally,forExerciseC,havestudentsworkinpair,actingoutthemenuwithonestudentasthewaitressandtheotherasthecustomer.Monitortheirperformanceandprovidehelp.WritingToimprovestudents’writingskillsandlearntodesignaquestionnaireFirst,havestudentsgothroughExerciseAandguessthemeaningoftheword“questionnaire”.Youmayremindthemthatthiswordismadeupoftwoparts:questionandnaire.Explainthemeaningof“naire”bygivinganotherexample“millionaire”.Then,studentsfinishthequestionnaireaccordingtotheirownconditions.Next,havestudentsputsentencesinExerciseBincorrectorder.Iftheyfinditdifficult,youcananalysethewordorderinsentencesfromExerciseA.DividestudentsintoseveralgroupsanddirectthemtodesignaquestionnaireonsleepinghabitswithExerciseAandBasreference.Groupsexchangetheirworksandformafinalquestionnaire.Askstudentsatschoolorevenfromotherschoolstodothequestionnaire.Helpstudentstowriteareportifpossible.GrammarToteachstudentshowtousearticlesHavestudentsfinishExerciseA.checktheiranswersandexplaintothemthatweusearticlesinfrontofnouns.Articlescangiveusmoreinformationaboutanoun,suchaswhetheritissingular,plural,countableoruncountable.Articlescanalsotellusifwearetalkingaboutaspecificoruniquething.Now,introducea,an,theand–.Explainthatweuseaforsingularcountablenouns.Atthispoint,youwillneedtobrieflyexplainthedifferencebetweencountableanduncountable(alsoknownasnon-count).Agoodwaytoteachthisistotellstudentsthatthematerialofathingisimportant.Liquidsandgasesareuncountable.Forexample,juice,sodaandwaterareliquids,sotheyareuncountable.Airisagassoitisuncountable.Solidsthatlosetheirshapearealsouncountable.Forexample,atablewon’tloseitsshapesoitiscountable.Ontheotherhand,cheesecanmeltandisthusuncountable.Tinysolidsarealsousuallyuncountable,forexamplesalt,sand,riceandsugar.Finally,collectionsofsimilarthingsareusuallyuncountable,suchasfurniture(thisisacollectionmadeupoftables,chairsetc.).Youmayneedtospendabitoftimeonthis,butitisimportantstudentsgrasptheconcept.Foran,remindstudentsthatweuseanbeforeavowel(a,e,i,o,u).Thearticletheisusedforspecificoruniquenouns.Tellstudentsthatspecificoftenmeansthatthenouninquestionhasalreadybeenmentioned.Uniquemeansthereisonlyone,suchasthesunandthemoon.Weusenoarticlewhenthenounispluraloruncountable.Tellstudentsthatpluralmeansmorethanone.InEnglish,pluralsarenormallyformedbyaddings.However,insomecasesweusees,ies,vesorchangethenoun.Oncetheyareready,havethemfinishExerciseBandchecktheiranswers.MyStoryToimprovestudents’listeningcomprehensionandspeakingabilitythroughtheuseofvideoHavestudentsgothroughExercisesAandBandguesswhatisonthevideo.Remindthemtopayattentiontothetitle.Thenencouragethemtoguesstheanswersaccordingtotheirprediction.Nowwatchthevideoandhavestudentscompletethetrueorfalsestatements.Insomecases,youmayneedtopausethevideotohelpthestudents.Nowhavestudentstellyoutheanswers,correctinganymistakes.Watchthevideoagainandhavestudentswriteinthemissingwords,pausingthevideoifnecessary.Checkthestudents’answers,correctinganymistakes.ForExerciseC,youcansay“Alejandrausuallyhascoffeewithmilk,fruit,yogurt,andcerealforbreakfast.”Oryoumaytellthemwhatyouhaveeatenforbreakfast.Thenaskthemwhattheyeatforbreakfast/lunch/dinner.Havestudentspracticeconversationinpairormovefreelytoasktheirclassmates.课后学习 设计 领导形象设计圆作业设计ao工艺污水处理厂设计附属工程施工组织设计清扫机器人结构设计 作业FinishalltheexercisesinUnit3.Readthetextinthisunitagain.Writeaquestionnaireonthetopicstudentsareinterestedin.课后总结与反思补充教学资源VOCABULARYBUILDER参考译文珍妮：嗨，亚历克斯，想来点这个甜点吗？非常好吃！亚历克斯：不，谢谢，珍妮。我正在减肥。珍妮：哦，我知道了。那炸薯条要吗？它们也很好吃。亚历克斯：嗯……我想我还是就吃点沙拉吧。珍妮：好的。那喝点什么呢？苏打水吗？亚历克斯：不了，谢谢。我还是来点不加糖的冰茶吧。珍妮：哦，来点甜点吧。你也就活这么一次！亚历克斯：好吧好吧，那我尝尝。SHOWTIME语言解析1.Themenulooksgood.菜单看起来不错。look这里用作系动词，意为“看起来”，其后可以加多种语言成分。1）look+形容词e.g.Theteacherlookshappy.老师看上去很高兴。2）look+过去分词e.g.Helookedsurprisedwhenheheardthenews.得知消息时他显得吃惊。3）look+名词e.g.Helooksanice,honestman.他看上去是个诚实的好人。4）look+介词短语e.g.Helooksingoodhealth.他看起来十分健康。2.HECTOR:I’mreallythirsty,too.IthinkI’llhaveasoda.MATEO:Goahead,knockyourselfout.赫克托：我也很渴，我要再点个苏打水。玛特奥：好吧!你随便点。knockyourselfout.1）用餐时，当某人说“想点什么”，你可以用这句话回答，表示“随意点”。2）当对方说自己想干什么事情的时候，可用此短语回答，包含的意思是“你可以做任何你想做的事情，不必客气”。e.g.A:CanIborrowyourpencilforawhile?B:Knockyourselfout.Mypencilisjustonthetable.—我能借你的铅笔用一下吗？—请随便，我的铅笔就在桌子上。3.Ourspecialtodayischickenandrice.我们今天的特色菜是鸡肉米饭。Special这里是“特色菜”，作名词用时，通常指“特别而不属于常态的事物”1）指“特色产品”e.g.Grocerystoreshavetoofferenoughspecialstobringpeopleintothestore.杂货店为了招揽顾客不得不推出多种特色产品。2）指“特别节目”、“特辑”e.g.ThereisaspecialonTVtonightaboutEltonJohn'sthirty-fiveyearmusicalcareer.今晚有个关于EltonJohn三十五年音乐生涯的电视特辑。4.Here’syoursaladandicedtea.这是你的沙拉和冰茶。这是here放在句首的倒装结构。1）如果后面是名词，使用Here+动词+名词e.g.Herecomesthebus.公交车来了。Hereisagoodpieceofnewsforyou.有个好消息要告诉你。2）如果后面是代词，则使用Here+代词+动词e.g.Hereyouare.给你。5.I’llhaveasliceofchocolatecake.我想来一片巧克力蛋糕。asliceof一片。虽然英语中并没有“量词”这一词类，但履行量词功能的结构普遍存在。此外还有：anorderofFrenchfries一份薯条amediumsoda一杯中杯汽水acupofcoffee一杯咖啡aglassofmilk一杯牛奶abowlofsoup一碗汤apieceofbread一片面包参考译文赫克托：我好饿啊！玛特奥：我也是。菜单看起来不错，我们吃点什么？赫克托：炸薯条、洋葱圈、汉堡包、干酪汉堡、墨西哥夹饼、炸薯片，都很不错。玛特奥：炸薯条、洋葱圈和一个汉堡，你确定吗?赫克托：当然了，为什么不呢？玛特奥：这对身体可不是很好。我要吃份蔬菜沙拉，你也要每天吃点新鲜蔬菜的，知道吗？嘿?赫克托：我也很渴，我要再点个苏打水。玛特奥：好吧!你随便点。娜奥米：嗨，你们俩，好啊！赫克托：我好饿啊！娜奥米：噢，那你来对地方了。赫克托：午餐有什么？娜奥米：今天的特色菜是鸡肉米饭，不过番茄酱拌意大利面也很不错。你需要时间考虑一下吗？赫克托：不了，我已经决定了，我要一个干酪汉堡、炸薯条、洋葱圈和一杯苏打水。娜奥米：哇，你确实饿了。你呢，玛特奥？你想吃点什么？玛特奥：鸡肉沙拉里都有什么呢？娜奥米：胡萝卜和蘑菇。玛特奥：听起来不错，我能再加点西红柿吗？娜奥米：当然了，想喝点什么吗？玛特奥：冰茶，不加糖。娜奥米：好的。干酪汉堡、炸薯条、洋葱圈、鸡肉沙拉加西红柿、一杯苏打水和一杯不加糖的冰茶。马上就来。——————————————————————————————————娜奥米：这是你的沙拉和冰茶。玛特奥：看上去很好吃的样子。娜奥米：这是你的干酪汉堡、炸薯条、洋葱圈和苏打水。你确定你都能吃完吗？赫克托：没问题。娜奥米：好吧，用餐快乐。——————————————————————————————————娜奥米：怎么样？玛特奥：非常不错，鸡肉沙拉很好吃。娜奥米：不错，非常开心你喜欢。你呢，赫克托？赫克托：我也觉得很好吃，太好吃了。还有什么甜点吗？娜奥米：我们有香草冰淇淋、巧克力蛋糕、苹果派。你们想要点什么呢？玛特奥：我想来一块巧克力蛋糕。娜奥米：蛋糕不错哦，我觉得你会喜欢的。你呢，赫克托？赫克托：我要……算了，我想吃甜点的，可是我太饱了。娜奥米：我想也是，你午餐吃了太多。玛特奥，我马上就把你的甜点送过来。READING背景知识Foodlabelsprovideinformationaboutthenutritionalcontentinsideapackageoffood.Allfoodmanufacturersarerequiredbylawtoprovidefoodlabelclaimsspecificinformationaboutthefoodyouarebuyingtohelpyoumakeinformedhealthydecisions.Butofcourse,youhavetoreadthefoodlabelfirst.Foodlabelsarebrokenupintosectionstomakeiteasyforyoutoreadandunderstandthenutritionfoundonaparticularfooditem.Youwillfindinformationeasilyaboutthecalories,howmanyservingsinthatpackage(theyoftenhavemorethanone)andotherkeyinformationaboutfatcontent,vitamins,sodium(salt),cholesterolandfiber.语言解析1.Sunripenedtomatoes.自然成熟的西红柿1）ripen（使）成熟，由形容词ripe加动词后缀en组成名词或形容词加-en，可以变成动词。lengthen加长，延长e.g.Theeveningshadowswerelengthening.残阳下的影子越拉越长。worsen（使）变得更坏，（使）恶化e.g.Furtherdisputewouldworsenyourrelations.再吵下去会使你们的关系恶化。2）sunripened是“名词+过去分词”作定语的复合结构，该名词表示过去分词的动作主体或工具。e.g.Oaksmokedsalmon橡木烟熏三文鱼Handcutpotatochips手切土豆条Handbakedbrownbread手烤黑面包名词不但能与表被动语态的过去分词合用，而且还可以和表主动语态的谓语动词联用。如：Theastronautspacewalkedhalfanhour.宇宙航行员在太空行走了半小时。这里的spacewalked相当于walkedinspace，这种用法通常见于现代英美报刊和科技杂志。2.RichinvitaminC富含维Crichin富有，富含e.g.Chinaisrichinminerals.中国的矿产丰富。Thisisanarearichinwildflowers.这是一个盛开野花的地区。3.Freefrompesticides无农药（无公害）1）freefrom表示“免除……”、“无……的”，多指免除或摆脱不好的东西，一般前面加be。例如：befreefrompain/disease/fear/danger没有痛苦/疾病/恐惧/危险。e.g.Probablynooneisfreefrommistakes,onlysomemakemoreandsomeless.人大概没有不犯错误的，多多少少要犯错误。Menarenotsaints;howcantheybefreefromfaults?人非圣贤，孰能无过？此外，befreeof也表示“免除……”“无……”，但多指免除或远离较中性的东西。e.g.Theybelieveapublicparkshouldbefreeofcharge.他们认为城市公园不应该收费。2）关于free的其他用法有befreetodo,forfree等。e.g.Youarefreetogoanywhereyouwish.你愿意去哪里就可以去哪里。Igotthisbookforfreefromsomebodywhodidn’twantit.我这本书没花钱，是别人不要的。3）pesticide杀虫剂，农药，由pest（虫子）加后缀-icide（杀，消灭）组成。类似的词还有：suicide（自杀），insecticide（杀虫剂）等。e.g.Thefarmerissprayinghisfruittreeswithpesticide.那农人正在用杀虫剂喷洒果树。4.Luxurychocolateassortment豪华巧克力锦盒1）assortment由动词assort加名词后缀-ment组成动词加-ment，可以变成名词，表示行为、结果、工具等。如，instrument（仪器），fulfillment（实践，达成），amusement（娱乐，消遣）2）assortment各种各样的，种类，一套/全套物品e.g.Theshophasarichassortmentofgoods.这个商店有各种各样的货品。I’msureyou’llfindourwideassortmentofarticlesveryinteresting.我们店里的货种类别很多，您一定会感兴趣的。5.Madewithorganiccocoa,milkandsugar由有机可可、牛奶和糖制作而成1）bemadewithsth.指“制作中用了什么东西”。e.g.Usuallypizzaismadewithsomecheeseanddifferentvegetables.做披萨通常要加些干酪和各种不同的蔬菜。2）关于made的其他用法有bemadeof+原材料，bemadefrom+原材料,bemadeinto+成品,bemadein+地点e.g.Thetableismadeofwood.这桌子是用木头做的。（看得出来材料）Thewineismadefromgrape.这酒是用葡萄酿的。（看不见葡萄）6.Maycontainnuts可能含有坚果contain包含，指一个较大事物中所容纳的分离部分，有封闭于一个整体的感觉。e.g.Thebowlcontainsavarietyoffruit.碗里装有各种水果。Thisbottlecontainstwoglassesofbeer.这个瓶子装了两杯啤洒。7.Ifyouareallergictonuts,youshouldn’teatthechocolates.如果你对坚果过敏，就不能吃这些巧克力。beallergicto对……过敏e.g.IthinkImustbeallergictothiskindofsoap.WheneverIuseit,itreallydriesmyskinout.我觉得我肯定对这种香皂过敏，我一用它就脱皮。8.Thebreadisgoodforgivingyouenergy.面包有利于你增加能量。begoodfor对……有好处e.g.Ijustthinkitwouldbegoodforme,youknow,helpmetogroworwhatever.我只是想，这对我有好处，可以帮我成长之类的。Exercisingisgoodforyourhealth.锻炼有利于身体健康。参考译文1.天然番茄（自然成熟的西红柿）富含维生素C绿色无公害2.豪华巧克力锦盒成分：有机可可，牛奶，糖或含坚果。净重：200克/16片3.橡树熏制三文鱼北海出产富含天然油及维生素4.能量烘豆富含纤维素，低盐成分：有机大豆，番茄，盐，糖5.手切薯片植物油油炸低脂成分：土豆，植物油和盐6.手工烘焙黑面包富含能量CHATTIME参考译文安德鲁：我们吃点什么呢？丽贝卡：我在节食。我就只喝点汤吧。安德鲁：我要个牛排、一些洋葱圈，再来一杯冰茶。丽贝卡：哇，这么多。安德鲁：是啊，我饿坏了。丽贝卡：你确定能吃完吗？安德鲁：是的。你介意我再要个甜点吗？丽贝卡：当然不介意，随便点。MYSTORY参考译文久美子：我早餐一般吃一片吐司面包，喝一杯咖啡。亚力翰卓：我早餐一般喝加牛奶的咖啡，吃点水果、酸奶和谷物。雨盛：我一般不吃早餐。乔纳森：午餐我会做个火鸡肉三明治。艾格尼丝：我（午餐）吃米饭和鱼肉或猪肉。雨盛：我午餐吃一个三明治和一些水果。晚餐，我吃一些猪肉和玉米或者米饭。艾格尼丝：晚餐我一般吃意大利面配蔬菜。我喜欢意大利面！加尔文：我一般不吃晚餐。如有侵权请联系告知删除，感谢你们的配合！点餐用语点餐时，服务生会问：1、Whatwouldyoulikeforanappetizer（开胃菜）/themaincourse（主菜）/asalad（沙拉）/yoursoup（汤）？2.Areyoureadytoorder?您准备要点餐了吗？3.Wouldyouliketoordernow?您是现在点餐吗？4.WhatcanIgetforyou?我能帮您点什么？点餐时，顾客可能会问：1.Howlargearetheportions?这个分量有多大？2.What'sthespecialtoday?今天的特餐是什么？3.DoestheNewYorksteakcomewithabakedpotato?纽约牛排有附烤土豆吗？4.CanIgetasideorderofonionrings?我能点一份洋葱圈副餐吗？5.Whatdoyousuggest/recommendforasoup?你们有什么推荐的汤？6.Whatdoyouservefordessert?你们都有什么甜点？Morenote吃沙拉时常会加酱。常见的有千岛酱（ThousandIslanddressing）、意大利（Italydressing）、法式（Frenchdressing）等。汉堡及三明治常加的配菜和调味料mustard芥末酱mayonnaise沙拉酱picklerelish酸黄瓜酱pickleslices酸黄瓜片ketchup番茄酱lettuce生菜；莴苣精品精品精品