Unit 6 Good Manners
Teaching Plan
I. Teaching Goals:
1. Talk about good table manners
2. Learn to make apologies.
3. Learn to express your gratitude
4. Understand the Restrictive Attributive Clause and non-Restrictive Attributive Clause
5. Write a thank-you letter
6. Be a student with good manners
II. Teaching Time: five periods
Warming-up &Listening
--Period One
I. Teaching Aims and Demands.
1) Knowledge: grasp the expressions for making apologies
2) Abilities: ①learn to apologize and response properly to others’ apologies;
②learn to focus on key words and important sentences while listening
3) Moral: Be a student with good manners
II. Key and Difficult points
1) Master the ways of making apologies by speaking and listening
2) Use the expressions to make apologies freely
III. Teaching Methods
1) Pair work to practice speaking
2) Listen-answering activity to train the Ss’ listening ability
IV. Teaching Aids
A computer and a courseware with a record of listening material
V. Teaching procedures
I) Lead-in (3 min)
With the beginning of quoting the proverb “courtesy costs nothing”, students are introduced the meaning of “good manners”.
T: Good morning, class!
T: Do you like any proverbs?
T: OK, today, I’d like to teach you one proverb, “Courtesy costs nothing” Have you ever heard of that?
T: It means “it is always right to have good manners.” In this unit, we are going to learn sth. all about good manners.
II) Judgment (8 min)
Before they learn anything about good manners in this unit, students are guided to join in an activity in which they judge the people’s behaviors based on their possessed experience: good manners or bad manners. There are six pictures which they have to judge from. For the first one, the teacher gives it as am example, and the last one, which shows a host urging his guest to drink more, can be expected to have two opposite answers. With this conflict of the opinions, the teacher tells students that in different countries, there are different ways to behave. So, “good manners” has different standards, too.
T: Now I would show some pictures. You should judge the behaviors in them whether it is good manners to do that. Do you understand?
T: What’s in picture 1 is it good manners or bad manners to do so?
T: Let me show you an example. “He is a boy with good manners who gives his seat to others.” Ok, what about picture two?
(Ask one student to answer)
T: Good! Thank you. But please pay attention to the sentence structure (attributive clause). Then, the next one?
(Another student answers)
T: Ok, through this group of practice, we are now clearer about what are good manners. Do you think making apologies is also a behavior of good manners?
III) Warming-up (15 min)
This part can be done in the following five steps:
(1) The pictures in the Ss’ book are also showed on ppt., and some tips are added to them.
(2) Look at the expressions in the middle column in this part, and tell Ss that they are all used to express one’s apologies or response to the apologies. Then learn the new words “interrupt(打擾，打斷); I'm terribly sorry (I’m very sorry) ”
(4) Give Ss some more minutes to practice the dialogues with their partners.
(5) Then, two pairs of Ss are asked to act them out.
T: In the warming up, we will do the further exercise about making apologies and response to them. Turn to page 36 and guess what’s happened to them in the pictures, please!
(Show the tips for them to answer)
(Introduce all the four pictures)
T: Do you know these expressions in the middle column? What situations are they used in?
S: When we do sth. wrong.
T: Yes. (Show “interrupt” and “I'm terribly sorry” on blackboard.) Here “interrupt” means in Chinese “打擾，打斷”, and “I'm terribly sorry” is equal to “I’m very sorry”.
T: Well, would you like to fill in the blanks with these expressions according to the pictures?
(Let them complete it)
T: Who can tell me the answers?
(Ask Ss to answer and correct them)
T: Practice the dialogues with your partner. Then I’ll ask some of you to act.
(Four minutes later)
T: Who want to act it out for us? You two, would you please?
IV) Listening (17 min)
Now it is time for Ss do the listening practice. The steps are:
(1) Leading in. Asks students questions about their own experiences, for example, whether they have some experiences that their things have been lost by others without asking, or that they have lost things borrowed from others.
(2) Listening and answering. Give Ss two questions on ppt., and begin to play the radio.
(Ss are told to listen with the questions only, and they don’t begin to write anything on the book.)
After playing the radio, I check the answers to the questions.
(3) Listening and filling in. For the second time, they should begin to do the blank-filling exercise on their books. The teacher reminds the Ss to learn to listen and catch the necessary information.
(4) Listening and checking. Now, during the third time, the teacher checks the answers with the radio playing paragraph by paragraph. Show them on ppt. and repeat the difficult sentences.
(5) Listening and over-going. If there are still any difficulties in this part, anther time is needed.
T: So do you think it good manners to apologize in a polite way?
T: Would you like to listen to another dialogue about apologizing?
T: Well, let’s do listening practice.
(Show two questions on ppt.)
① How many times does Bill apologize to Cliff?
② What are the problems between Bill &Cliff?
T: with these two questions, you listen to the radio, OK?
(Play the radio in courseware)
T: Have you got it?
(Ask some to tell and show the answers)
①Twice.
②Bill took Cliff’s bike without asking and lost it.
T: Now, let’s come to the practice on your book. I’ll play it again and you should complete the questions with the right sentences you hear in the material.
(Play it again)
T: Finished the questions? We shall check them with the radio playing paragraph by paragraph, Ok?
(The third time playing)
T: Now, are you all clear about this dialogue and the story? Any difficulties? Would you like to listen again?
Ss: Yes.
(Play it the forth time if necessary)
V) Consolidation
Review the expressions used for making apologies. Show a table of the expressions.
T: This period, we’ve learned how to make apologies and what we can say to apologize. Do you remember what the expressions are?
T: Ok, look at the form on ppt., and remember them.
(Show that on ppt.)
VI) Homework
1. Preview the text of Reading part.
2. Do exercise 4, P117 in your exercise book.
3. Think of the ways in which Chinese table manners is different from that of Western countries.
VII) Design of the Blackboard
Courtesy I’m terribly sorry
Good manners apologiz(s)e
manner forgive
interrupt fault
Reading
--Period Two
I. Teaching Aims and Demands.
1) Knowledge:
①To get to know the Western table manners
②To compare Chinese table manners with Western table manners
③To learn some useful words and expressions about table manners.
④To know how to lay the table in Western dinner party
1I) Ability
①Improve the reading ability of the students, especially the skills of summarizing and scanning.
②Train the ability of manual operation (to lay the table with cards)
II. Key and Difficult points
1) Sentences in passage with complex structure
2) What are the Western table manners
III. Teaching Methods
1) Scanning for important information and careful reading
2) Group work
IV. Teaching Aids
1) A computer and a courseware
2) Eight groups of tableware-shaped cards
V. Teaching Procedures
I) Revision
Review the ways to make apologies learned last period. Teacher shows a form of expressions for making apologies.
T: What have we learned last period? Do you remember?
S:
T: Yes, we’ve learned the way to apologize to others, and here we can use these expressions to express that.
(Show the form of making apologies and receiving them)
II) Pre-reading
(1) The teacher refers the picture showed in last period in which a host urges his guest to drink, and ask whether it is good table manners. He told them that different countries have different table manners.
(2) With this picture, the teacher focuses his topic on the different manners between cultures. Thus, he then shows a form about “Rules for being polite in Chinese culture” and another about that in Western culture. These two forms are compared under three standards: at a dinner party, greeting your teacher and receiving a birthday present.
T: Last period, we have seen this picture, right? What’s it about?
S:
T: Yes. A host urges his guest to drink as much as possible. Is it good manners to do so?
S:
T; In fact, people in china have different answers from that in the Western countries. Today, we’ll learn good manners in western culture. Are you interested in that?
S:
T: Let’s first compare the differences between them about “Rules for being polite”.
(Show two forms and explain them)
III) Reading
i) Fast reading.
Give students two questions to answer while they are reading fast:
1. What are the two spoons used for?
2. Do table manners change over time?
(Minutes later check the answers.)
ii) Learning new words.
Before they come to read the passage carefully, the teachers show some new words with two groups of pictures: food and tableware. Through these pictures, students may get to know these words soon and well.
iii) Careful reading.
(1) This is a key task of this period. During this, students are firstly given two questions, with which they read the passage carefully, and find out the answers. They are:
1. How is the table laid?
2. What is the order of the dishes served at a Western dinner party?
There is a chart of the dinner table with pieces of tableware on ppt., and they are going to find out how to lay the table.
(2) There are about five minutes for the students to read. During that, the teacher gives out the eight groups of table-shaped cards to the students. And then they can put these cards as tableware on a big card, which will show their understanding of the text about how to lay the table.
(3) After reading, the teacher calls some groups to show their works on the blackboard, compares them, and at last, decides the winners.
(4) In order to examine their grasp of the knowledge, there is now a quiz to take. Following the students’ answers to the questions, the right ones are showed in the pictures on ppt..
i) Fast reading
T: Now, we come to Reading passage. Do you know what it is about by seeing the two pictures on this page?
S:
T: Yes, here we are going to learn sth. about table manners. From the title we see it’s about table manners at a dinner party. Well, would you like to read it and get known what’s this passage tells you?
S:
T: Here are two questions on ppt. Read quickly and find out the answer.
(Three minutes later)
T: Have you finished?
S:
T: Thanks. You’ve done a good job.
ii) Learning new words
T: Before we read more carefully, I want to show you two groups of new words in the passage: Food and Tableware. You can recognize and memorize them through the pictures. What do the first two pictures refer to?
Ss:
T: It refers to “toast”.
(This job can be finished quickly)
iii) Careful reading
T: So now, we can understand the passage more easily. There’re two questions here, you would read the passage carefully, and find answers to them, will you?
S:
T: You can search the information of laying the table according to the pictures of tableware on ppt.. After reading, I’ll give out sheets of cards to lay them. Are you clear?
S:
(Five minutes later)
T: Now, there’re eight groups of cards, here. Classmates of every three desks can share one group. Lay cards on the big board according to you understanding of the passage. Do that quickly!
(For a while )
T: Have you finished your job?
S:
T: Who’d like to show your work?
S:
(Show some of their works on blackboard)
T: OK, let’s see whose work is all right.
(Find out the mistakes in them and who wins)
T: Are you clear now about how to lay the table?
S:
T: We’ll have a quiz to examine that. The question on ppt: Is the fork on the left bigger than the one on the right? What about the two knives?
S:
T: Ok, just look at the pictures!
(Show the pictures of explaining the right position)
IV) Post-reading
(1) Paragraph 1. Analyze the first paragraph and summarize the main idea. Pay attention to the difficult sentences.
(2) Paragraph 2-5. Summarize the main idea, and check the second question: the order of the dishes. In order to let students further understand these paragraphs, the teacher list several questions about the details of this part. Then, through systematic analysis, they will get the answers.
(3) Paragraph 6. The ending paragraph tells the changing of the custom and table manners.
The teacher will point out some difficult words, like, fashion, advice, formal, etc..
T: Let’s come back to the textbook. What does the first paragraph tell us?
S:
T: Here are difficult sentences to learn.
(Analyze them)
T: Which paragraphs can be formed into one group?
S: Paragraph 2-5
T: Pretty good. Well, can we check the answer to question two? “.Find out the right order of dishes and number them. (Exercise 2 on p39)”
S:
T: And what about the main idea of the last paragraph. Any volunteers?
S:
T: Good job. It tells us that “the order of dishes and good table manners during these courses”.
(Focus on some difficult words in the paragraph)
V) Homework
1. Word Study 2 on P40
2. Vocabulary 1 on P116.
3. Vocabulary 1 on P116.
VI) Design of the Blackboard
Lay the table Don’t bite more than you can chew
Para 1 drink to
Para 2-5 follow the fashion
Para 6 Behave
Reading (II) & Language Study
--Period Three
I. Teaching Aims and Demands.
(1) Study expressions and sentences with special structure such as the Restrictive Attributive Clauses and Non-Restrictive Clauses in the passage
(2) Learn the way words are changed into its opposite by adding prefixes
II. Key and Difficult points
1) Several long sentences which students may feel hard to understand
2) Grasp the four kinds of prefixes
III. Teaching Methods
Learning-practicing activity
IV. Teaching Aids
A computer and a ppt. courseware
V. Teaching Procedures
I) Reading.
The teacher explains some of the difficult or special expressions and sentences in the passage.
T: Last period, we’ve learned this passage, and we know how to behave with good manners at table, the order of the dishes in Western dinner party, the differences in toasting between Chinese and Western culture, etc.. Do you remember?
T: We now will continue to study this passage. Look at the sentences on ppt..
Show them on ppt.:
1. Knowing them will help you make a good impression.
leave impression on sb.
2.Having good table manners means knowing ,for example, how to use knives and forks ,when …to behave at the table.
Having good table manners 動(dòng)名詞短語(yǔ)做主語(yǔ).
3. The knife and fork that are closest to your plate …the ones beside them.
4. In China, you sometimes get a hot, damp …, which, however, is not the custom in Western counties.
5. Dinner starts with a small dishes, which is often called a starter.
6. When drinking to someone’s health …
7. Table manners change over time. They follow the fashion of the day.
(Below is the explanation of these six sentences)
T: (1)In the first sentence, we have a verb with -ing form (gerund) as its subject. We should pay much attention to this structure. And here “make a good impression” means in Chinese “給人留下美好的印象”. And we can also say “l(fā)eave impression on sb”. Remember that between the impression and sb., there is a preparation “on”.
T: (2) In this sentence, due to the gerund subject, we have the predictive in the single and third person form. Then, who can tell me what dose this long sentence mean?
S:
T: It means in Chinese that: 在餐桌上，懂禮節(jié)意味著你知道如何使用刀叉，如何助酒以及如何在用餐時(shí)舉止得當(dāng)。
T: (3) This sentence is one with Restrictive Clause. In this kind of sentence, we cannot leave out the Restrictive Attributive Clause. The clause “that are closest to your plate” modifies the antecedent “the knife and fork”. “Behave oneself” means in Chinese “行為表現(xiàn)”. Well, who can translate the whole sentence into Chinese?
S:
T: It means: 離你的盤子最近的刀叉比他們旁邊其他的大一些。
T: (4) Here is a Non-Restrictive Attributive Clause. The clause after “which” is a supplementary part to the main clause, and the latter can also form a sentence without the former. Besides, “however” in the sentence cannot be replaced by “but”, though they both refer to the transition relation. Because “however” can be put ahead, within or at the end of a sentence, while “but” cannot; the former shows a stronger emphasis than the latter do. For example,
(1)I’d like to go with you, but my hands are full.
(2) I’d like to go with you. However, my hands are full.
T: (5) Here again is a Non-Restrictive Attributive clause. What do you think the relative pronoun “which” refers to?
S:
T: “Which” refers to “a small dish”
The expression “start with” means in Chinese “以---開始”, and we can find one phrase opposite to it: “end up with”.
T: (6) “When drinking to someone’s health”. Here we say “drink to sth” means “wish sb. sth. When toasting”. In Chinese, we say “為某人---干杯”. Who can make a sentence with the phrase “drank to”?
S:
T: Good job! Here I have a sentence for example, “On their wedding ceremony, we all drank to the bride and groom’s happiness. 在她們的婚禮上，我們都為新郎新娘祝酒。
T: (7) Pay attention to the preposition “over”. We say “over time” rather than “with the time”. The phrase “follow the fashion of the day” means in Chinese “隨著時(shí)尚而改變”. Besides, with the word “fashion”, there are phrases like “be in the fashion”, and “be out of the fashion” meaning “流行” and “過時(shí)”.
II) Practice.
i) Make a list of things on a Western dinner table and what is found on a Chinese one.
T: We have learned some differences between Chinese and Western culture in the “Rules for being polite” in several situations. OK, what about learning some sth. more about the differences of the tableware on the dinner table?
S:
T: Good. Please look at the form on ppt.. On the left, there is a column of tableware on a Western dinner table, which we’ve learned yesterday; and the right column, there are some pieces of tableware on a Chinese dinner table. Please compare them. What are the differences?
S:
A Western dinner table A Chinese dinner table
a small plate;
a large plate;
a napkin;
a glass for red wine;
a glass for white wine;
a glass for water;
two pairs of forks and knives of different sizes;
a soup spoon;
a dessert spoon a bowl,
a Chinese spoon;
a small plate;
a pair of chopsticks;
a small china shelf to rest the chopsticks on;
a small tray with a damp cloth;
a small china cup for spirits;
a glass for beer or soft drinks
ii) Do the exercise3 in post-reading part: decide which of the following are polite or impolite at a Western dinner party. The teacher can read the questions and let the students find out what’s the fact according to the passage.
1. Use the knife with your right hand.
2. Put your napkin on your lap.
3. Start eating as soon as your food is served in front of you.
4. Ask for a second bowl of soup.
5. Use your finger when eating chicken.
6. Finish eating everything on your plate.
7. Talk loudly while eating.
8. Make other people drink more spirits than they can take.
Check the answers according to the passage. (P P I I P P I I)
iii) Turn to page 40, and finish the exercise 2: read the following text about table manners in China and fill in the blanks.
T: First read the text quickly and fill in the blanks with the words in the top column.
(Minutes later, check them and explain the language points if necessary)
The language points are: be mixed with: 與---混合在一起; spirit: 烈性酒 …
III) Word Study.
In this part, students are going to learn the words with negative prefixes. They are required to know which part of a word are the prefixes, and that the meaning of a word with such a prefix changes to its opposite, and also, what words match what prefixes, etc..
1. First, the teacher shows two words with negative prefixes learned in this unit, and asks questions about prefixes.
2. Then, every prefix would be explained with some examples.
3. Next, the class comes to the practice in word study.
4. Finally, it’s time to have an immediate exercise in workbook.
T: What’s in common of these two words? Unfold and impolite.
T: Yes, they are the words added with two letters and forming the new words. Then what’s the meaning of former words and the new ones? What’s their relation?
T: They are opposite to each other. Ok, what’s the two letters are? “-un” and “-im”. They are called negative prefixes, and there are other ones like “-in” and “-non”. In fact, many words can be added with this kind of structure. Let me show some examples.
(Show a form of the prefix “-in” and its examples)
T: Here we have a word “correct” meaning “right, not wrong”, which can be changed into “incorrect” meaning “wrong”. And it is the same with the word like “formal”, “active”, “dependent”. These words can all match the prefix “-in”.
(With the following forms, examples of “-im”, “-in” and “-non”)
T: Now, are you clear about what the prefixes are and how should them added to a root word? OK, would you like to do an immediate exercise? Turn to page 116. Look at exercise one in the vocabulary part. Have you finished this one, which is your homework of last period? Let’s check it.
(Check the answers)
T: Would you like to go on with the exercise two? Good, do it together! The blank in the first question should be filled with…? Yes, unknown will do. Then, number two.
(Finish all the ten questions)
IV) Homework
Do exercise 3, P117 in your workbook.
V) Design of the Blackboard
限制性定語(yǔ)從句 wing
非限制性定語(yǔ)從句 spirits
fashion: 時(shí)尚潮流 unfold
入鄉(xiāng)隨俗 informal
mix 否定詞綴
Grammar
--Period Four
I. Teaching Aims and Demands.
(1) Know how to distinguish the Restrictive Attributive Clause and Non-Restrictive Attributive Clause and how to use a proper relative pronoun.
(2) Good manners around the world
II. Key and Difficult points
Grasp the two distinctions between the Restrictive Attributive Clause and Non-restrictive Attributive Clause
III. Teaching Methods
(1) Learning-practicing method
(2) Reading-acting method
IV. Teaching Aids
Multi-media courseware
V. Teaching Procedures
I) Checking exercise (translation)
In the first task, the teacher will check the homework of last period, i.e., exercise3 on P117, the translation exercise from Chinese to English. The answer will be provided on ppt.
T: first, we are to have our homework checked. Ok?
S:
T: who can tell me the sentence in English of question one.
S:
T: Excellent! And this sentence can be also translated in such a way:
“1 It was my fault that your new cell phone was stolen.” Then, the next one?
(Finish within seven minutes)
The answers for reference:
2 The old temple made a deep impression on me.
3 She has been fond of reading since childhood.
4 She had been an excellent gymnast before the accident, which disabled her.
5 More and more Westerners are becoming interested in Chinese culture.
II) Revision of the grammar in the past units (the Attributive Clause)
1) The teacher shows a sentence with Attributive Clause and also what the Attributive Clause, the antecedent, the relative pronoun and relative adverb are. Then he list out the relative pronouns and summarize when to use them.
2) List the relative adverbs and make sentences with them
3) We can change these relative adverbs into the prepositon+relative pronoun structure. Review the standards which are used to decide which preposition should be used here.
T: During the past weeks, we’ve learned the Attributive Clause, right?
S:
T: Here is an example. The city that he visited is very far away.
Which part of it is the Attributive Clause?
S:
T: And the Antecedent(先行詞)? Where?
S:
T: The Relative Pronoun(關(guān)系代詞)？
S：
T：How many kinds of Relative Pronoun have we learned? What are they?
Ss:
T: Yes. They are that, which, who, whom, whose.
S:
(Show another sentence)
T: In this sentence, we have a Relative Adverb in it, right?
S:
T: Here, in fact, we can replace the Relative Adverb with the phrase of “preposition + Relative Pronoun” Remember that?
S:
III) Restrictive & Non-restrictive Attributive Clause
1) it is the main task of this period. The teacher starts with asking students to find Attributive Clauses in the passage in Reading part.
2) Having found all the four sentences of this kind and analyzed the structure, then students are asked to compare the first two sentences and find out the differences between them in the sentence structure. With these differences, the teacher draws the conclusion to the two kinds of Attributive Clause.
3) The teacher now is going to show systematic the differences of them with a pair of sample sentences.
4) Give out notices for using the relative pronouns:
T: Today we are going to study mainly the Restrictive and Non-restrictive Attributive Clause. First, we shall find out all the Attributive Clauses in the Reading passage, will you?
S:
(Do the job with all the class)
T: You can look at ppt. can find out any differences between the first one and the latter four?
S:
T: We can compare first two only. So, any differences?
S:
T: Yes, we can find no commas in sentence one and a comma in sentence two. Besides, they have another difference. The Attributive Clause in sentence one cannot be left out and that in sentence two can. Have you noticed that?
S:
T: Good. For the sentence one, we call it a Restrictive Attributive Clause; while sentence two, a Non-restrictive Attributive Clause. We can see their differences from the form on ppt. the differences can be drawn in the four ways: sentence structures, meanings, ways of translation and the use of relatives. Look at this pair of sentences:
①The man who came here yesterday has come again.
②He lives in the down town, which is only about an hour’s ride from here.
(expound it with them)
T: Besides, we should also pay attention to the notices:
1.引導(dǎo)非限制性定語(yǔ)從句的關(guān)系代詞不可用that，指人時(shí)用who(主), whom(賓語(yǔ)), 指物時(shí)須用which.
2.先行詞是all，much，little，something，anything，nothing等不定代詞時(shí)，關(guān)系代詞一般用that．
3．先行詞是序數(shù)詞、形容詞最高級(jí)或the only，the very修飾時(shí)，關(guān)系代詞常用that．
IV) Practicing
1) Having learned the two kinds of Attributive Clause, it is time to consolidate the students’ understanding. Thus, the teacher guides them to do the exercise on P40 in the book. Due to the limitation of time, some of the questions may be put away first. This exercise demands students to add some information to the new clause after the relatives. The teacher should encourage students to make sentences freely.
2) In order to make it clear that the clauses are distinguished with the two standards: the existence of the comma between main clause and Attributive Clause; the independence of the meaning of the main clause, then, do a further exercise. A group of four sentences for the students to judge it is a restrictive or non-restrictive one:
3) Turn to P118, and do the exercise two. This exercise examines the students’ grasp of the use of relative pronoun in non-restrictive Attributive Clauses. After checking each answer, the sentences should be also translated into Chinese by students.
T: Shall we do some exercise to consolidate it?
S:
T: Turn to page 40, add some information to make the following sentences longer, using who, whose, which, where, or where.
1 I finished reading the book which my father gave me for my birthday.
2 The car, which had been parked in front of our house for more than a week, was stolen.
3 Paula, whose husband lives in London, lives alone on the fourth floor.
4 My sister Ellen, whom you saw yesterday at the party, is a nurse.
(if time’s limited, four sentences only)
T: So, clear about the Restrictive and Non-restrictive Attributive Clause?
S:
T: Can you judge them: Restrictive or Non-restrictive one?
(The sentences are :)
1. The teacher told me that Tom was the only person that I could depend on.
2. His mother, who loves him very much, is strict with him.
3. China is a country which has a long history.
4. China, which was founded in 1949, is becoming more and more powerful.
T: Now, if you’re still not sure about the use of Relative Pronoun, turn to page 118 to practice more.
T: Complete the sentences with who, whom or which. Look at sentences, which relative pronoun can we fill in the blank?
S:
T: Good, we can fill in it with “whom”.
(Finish it one by one)
V) Integrating Skills (reading)
Here is another task: doing the Reading part in Integrating Skills in workbook on P118-119. This is a text talking about good manners all around the world. The teacher can quit the exercises in the book and create a method of efficient teaching to train the students’ ability. The following is one solution.
1) Fast reading and answering. Let them first have a fast reading with some given questions about the content of the passage, which can be easily answered. Then minutes later, check them. The questions are:
1 What are good manners about?
2 What is probably the worst thing during Chinese dinner?
3 Is it good for you to say something nice about your Arab friend’s pet dog? Why?
2) After this practice, students are more familiar with the context. Now they are asked to scan the passage to get the information about what do people in different countries and areas do in some given situations.
They should first find out the answers, and then some of them will be called to come to the blackboard and act the people’s actions in these situations. They can understand and have a deep impression on the text and related knowledge through the actions.
T: Well, we’ll go on with Integrating Skills. First, read quickly and answer:
1 What are good manners about?
2 What is probably the worst thing during Chinese dinner?
3 Is it good for you to say something nice about your Arab friend’s pet dog? Why?
(three minutes later)
T: Are you Ok? What are the answers. What are good manners about?
(ask one student to answer)
T: Just right! We can find the answer in the last sentence, paragraph one. Have you found that?
S:
(Continue to find out answers to the nest two)
T: Now, shall we do sth. interesting with information of this passage?
S:
T: Scan the passage to get the information about what do people in different countries do in the given situations:
1. When meeting people
2 When talking to people
3 In public, many north Europeans
4 When smoking, Indians
T: I’ll call some to act out the good manners in some place of the world.
(Two minutes)
T: Who knows “when meeting people, what will the Westerners do? And Americans?
S:
T: Right, would you come here to act it out for us?
(Through this activity, Ss have chances to act and remember them)
VI) Homework
1. Do exercise 1, P118 in exercise book.
2. Question 5-8, p41,
VII) Design of the blackboard
Childhood 非限制性定語(yǔ)從句
When= at which 人（主） who
Where= in which 人（賓） whom
Why= for which 物 which
That ( x)
Leave out
Say sth. nice
Speaking & Integrating Skills
--Period Five
I. Teaching Aims and Demands.
(1) Learn to apologize and express thanks and response to them using related expressions
(2) Train students’ imagination and creativity in situation performances
(3) Improve the ability to debate (especially when supporting the opinion against one’s own interests )
(4) Learn to write a thank-you letter
II. Key and Difficult points
(1) Use given expressions to express apologies properly (formal or informal) in a certain situation
(2) Grasp the format of a thank-you letter, especially the content of each paragraph
III. Teaching Methods
(1) Group work
(2) Role-playing
(3) Read and write
IV. Teaching Aids
A ppt. courseware
V. Teaching Procedures
I) Speaking
In this part, there are three situations for making dialogues. In each of them, someone has done sth. wrong, and should apologies to others.
(1) Let students go over the texts of these three situations and imagine themselves are in it.
(2) After reading, the teacher told them in Chinese what the matter is in the situations. Explain some phrases if necessary.
(3) Then learn the expressions used for making apologies. The teacher should explain every one in the form at the bottom of the page and told them in what situations these can be used, especially whether they can be used in a formal or informal one.
(4) They can choose one of the situations to practicing dialogues. If they still wonder how to carry it out, show them a model dialogue on ppt.. Let students have a discussion with their partners and prepare to act out the dialogues.
(5) Ask pairs to act out them.
T: In the first period of this unit, we have learned how to apologize, if we do sth. Wrong. Do you still remember?
S:
T: Today, we are going to have some talking practices about this knowledge point. First, go over the situations in Speaking part by yourself and imagine you are in it.
(Two minutes)
T: Do you understand what these texts say? Let me tell you.
(Explain the language points of this part)
T: Look at the expressions used for making apologies at the bottom of the page. You should use them carefully. Notice that some of them can be only use in formal occasions, and some informal. For example, “Forgive me. I’m very sorry.” and “I apologize for” are formal ones; while “oops. Sorry about that” is informal one. Well, next, I will show you how to carry out the dialogues.
(Show a dialogue of situation one on ppt)
T: So, who would like to have a try?
(One or two pair of Ss to act out the dialogues)
II) Talking
This part is on P116 in workbook. The teacher can choose only one situation.
(1)The teacher first explains the situation in Chinese what the topic is.
(2)Then let them have a discussion first to prepare for the Talking for about some minutes.
(3)The teacher divided the class into two parties (every two groups make one), and give the tow opposite opinions to them. They should argue for the opinion of their own party.
(4)Carry out the discussion
① The teacher asks one member of one party to present their opinion.
② With this opinion, the teacher asks the other party whether they agree. So, some in the party must defend themselves.
③ In this way, the tong war begins.
(The time should be controlled allowing the tasks of the period to be finished.)
T: Turn to page 116, and look at the first text in Talking part. We are going to have a debate with this topic. It is about whether women should “go first”, be offered helps, and taken care of, and whether that does good to women. Now discuss with your partner with the topic. Ok?
(Three minutes)
T: The two groups on this side support the opinion of “women should go first”, and the two on that side are against this opinion. Each of you should argue for your party. Understand?
(Have a debate)
III) Integrating skills (writing)
This task is aiming at teaching students to write thank-you letters and to train their reading ability (especially the ability to make summary to paragraphs).
i) To know the thank-you letter
(1) Read fast and answer the questions on ppt.. The answers can be found directly from the passage.
(2) Asks some students to give their main ideas of the paragraphs and show the right answers on ppt..
(3) Using the main idea, the teacher tells the students the format of the thank-you letter: every paragraph has its own purpose to write about. The format of the sample letter:
Paragraph 1: Give thanks to the people for what they did for us.
Paragraph 2: Tell the people something about ourselves and the things we’re doing now.
Paragraph 3: Ask the people for some details about themselves and what they are doing now.
Paragraph 4: Close the letter by repeating our thanks
This is the format for them to follow when writing a thank-letter.
ii) Learn another letter whose topic is chosen from the book: Thank a teacher for his/her help.
In this step, the teacher asks one student to read the first paragraph of this letter. And then, ask them to tell the main idea of every paragraph.
At last, the teacher repeats the format and steps of a thank-you letter, and is going to give them the writing work.
T: Let’s come to the last part of this unit: Integrating Skills. First, read it fast and answer the questions on ppt..
1 For what does Amy express her gratitude to Sam and Jenny ?
2 What is Amy sending them with this letter?
3 How is Amy getting along with her studies now?
4 What does Amy ask for in the third paragraph?
(four minutes later)
T: Have you finished? Who can tell me answer to question one?
S:
(Check them one by one)
T: Well, are you clearer with this thank-you letter? Could tell me the main idea of each paragraph? In fact, writing a thank-you letter should always follow this format:
1 Give thanks to the people for what they did for us.
2 Tell the people something about ourselves and what we’re doing now.
3 Ask the people for some details about them and what they’re doing now.
4 Close the letter by repeating our thanks
T: Ok, let me show you another thank-you letter. Who would like to read the first paragraph?
S:
T: Good. Thank you! Then, have you found that this letter is written in the form of the one on your book? So keep it in your mind what each paragraph of a thank-you letter talks about!
IV) Tips
The teacher guides the students going over the part Tips of this unit. Let them pay attention to these tips which are the supplement of this unit’s knowledge.
T: We’ll move to the Tips of this unit. Look at the phrase “keep in mind”, it means in Chinese“記住”. And “stare at”-- 盯著…看；“make jokes about sb.”-“拿某人當(dāng)笑柄，取笑”.
(Then, the teacher goes over the tips with the class)
V) Homework
1 Choose one topic in exercise 2,p42, and write a Thank-you letter.
2 Summary(總結(jié)) what you’ve learned in this Unit.
VI) Design of the blackboard
introduce sb. to wish sb. all the best
Forgive me. I’m very sorry. keep in mind
I apologize for… formal stare at:
oops. Sorry about that informal make jokes about sb