Period 1.Warning –up and Listening
Teaching Aims and Demands:
① To learn some expression of apologies and response properly to apologies.
② To listen focusing on key words and important sentences
Ⅰ.Warming up: step 1
① To invite two pairs to play two short plays.
First, Situation 1
Because today is A’s birthday, she wants to invite B to her birthday party. In the morning, A meets B on the way to the school. A invites B, but B’s father have told B that he must look after B’s younger brother at night. So B can’t go to A’s party. B apologizes for it and wish A happy birthday.
Situation ②
Between class, A is running around the classroom. At that time, B drops his pen and A steps on it and breaks it.
Step 2
Look at the 4 pictures on the page 36.
1) What do you think is happening in every picture?
2) Can you make a dialogue for every picture?
Complete the dialogues with proper words according to the situation given.
Step 3
Discuss in groups, What are good manners?
After discussion, fill in the next table
Good manners Bad manners
Ask Ss:
Do you think you are a person with good manners? Can you tell us a story as an example?
Ⅱ.Listening.
1) Listen to the tape with this question
How many times does Bill apologize?
2) Listen to the tape for the second time, summarize two problems
3) Listen to the tape for the last time and fill in the blanks. Check the answers and exercise the expressions of apology.
4) Workbook: Listening
Ⅲ.Homework: Make two dialogues with your partner about apologies.
Period 2. Speaking and Talking
Teaching Aims and Demands:
① To use the expressions of apologies and possible answers freely through some situations.
① To distinguish what good manners are and what bad manners are
Ⅰ.Step 1Speaking. Practice different expressions.
For example:” Forgive me, I’m very sorry!” is quite formal. While “Oops, Sorry about that” is a very informal way.
To help students understand that in what situations they should use formal expression and in what situations they should use informal expressions.
In these exercise, Ss have to imagine themselves at a party. Everyone is very polite. They should talk to each other politely and make excuse when troubling others. Then ask Ss to work in groups and consider the following three situations.
Sample: Dialogue 1
A: Aren’t you going to introduce me to him?
B: Oh, forgive me. I didn’t know you hadn’t met. Danna, this is Alex.
A: Hi, Alex. Nice to meet you!
Choose three groups to reports.
Step 2Talking
1) Read the following situations carefully
2) Divide the whole class into 6groups. Every two groups make a dialogue. One is Pros and the other is Cons. Every group should list their opinions to try their best to persuade the other group. Discuss in groups.
3) According to their opinions, two groups make a dialogue. They should be against the opinions of the other group and give their opinions.
Ⅱ.Homework:
1) Choose one of the situations in Talking to write a dialogue
2) Preview Reading
Period 3. Reading ⑴
Teaching Aims and Demands:
① To get to know the western talk manners
② To compare Chinese table manners with western table manners
③ Improve the reading ability of the Ss, especially the skills of summarizing and scanning.
Step 1 Warming up
1) Teacher tells a story of a Chinese at a western dinner party who made a fool of himself due to the lack of cultural background.
The story is: Once a Chinese was invited to an American dinner party. When he saw the napkin on the table, he tied it around his neck just as Chinese parents do to their children when they’re fed. As a result, he made a fool of himself.
2) Teacher then presents the tools on the table and shows how to put these knives and forks and how to use them. Then ask one student to imitate.
3) Brainstorming Judge these manners. Which are good and which are bad.
◇ Can you speak with your mouth full?
◇ Can you use your hand to take food from the plate?
◇ Is it polite to touch the glasses when you toast?
◇ Is it polite to persuade others to drink up after toasting?
4) Do Pre-reading, discuss in groups
Situations Rules for being polite in Chinese culture
At a dinner pary
Greeting your teacher
Receiving a birthday present
Paying a visit to a friend’s house
Ask three Ss to finish this table.
Step 2 Reading
① Ss do scanning for exercise 2( 3minutes for scanning)
In what order will the following dishes be served at a western dinner party
dessert drink main course starter sou
summarize the main idea of every paragraph (答案見(jiàn)教參P136)
② With following questions, listen to the tape and read carefully.
1). Instead of a hot, damp cloth, napkin is often seen at the Chinese dinner party nowadays. What sign do you think it implies? How can you use it?
2). What do soft drinks refer to? Is white or red wine a soft drink?
3). Do people say anything or keep silent when drinking to one’s health or drinking a toast? What do you usually do if you drink a toast?
Ask some Ss to answer these questions and do exercise 3
Homework:
1). Do practice on P116-117
2). Preview languages study and grammar
Period 4.
Reading ⑵
Teaching Aims and Demands:
① To learn some useful expressions about table manners.
② To learn some useful words and sentences
Step 1 Carefully Reading
1). Explain some words and expressions( apologize, table manners, impression) (See the teacher’s book in P121-122,P127-128)
2). Analyze some complex sentences( In China, you sometimes get a hot, damp cloth, to clean your face and hands, which, however, is not the custom in Western countries). (See the teacher’s book in P121-122)
3). Sum up the text
Finish the exercise 2 on P40
①custom A.. long, thing, curly strips of pasta; usually used in Chinese and Italian cooking
②toast B. a pair of thing sticks which people in China and Far East use to eat their food with
③breast C. slightly wet
④dishes D. center.
⑤middle E. a practice followed by people of a particular group or region
⑥damp F. a utensil consisting of a small, shallow bowl on a handle, used in preparing, serving, or eating food
⑦chopsticks G. the supper part of your chest; the front part of a bird’s body
⑧tender H. the hard parts inside your body and all the animals’ which together form the skeleton
⑨spirits I. Food that is prepared in a particular style
⑩noodles J. easy to cut or chew; sb.or sth that is tender expresses gentle and caring feelings
⑾spoon K. the act of raising a glass and drinking in honor of or to the health of a person or thing
⑿bones L. strong alcoholic drinks such as whisky and Chinese Maotai
Step 2 Post-reading
1. Discussion:
We are very familiar with table manners in China. But in those years, table manners are slowly changed. Can you point out which manners are also changed? Give some examples.
2. Ask some groups to report
Step 3
① Finish the exercise 2 on P40 and check the answer (ask one student to show his answer).
② Check the answers on P116-117
Homework:
Write a short passage about the discussion.
Period 5 Language Study and Grammar
Teaching Aims and Demands:
① To learn word formation and the meaning of prefixes, such as in-, im-, un-, non-
② To consolidate the Attributive Clauses, both restrictive and non-restrictive through some exercises.
Step 1.
① Explain the formation of the word and the function of prefixes.
② Do exercise on P40 to point out which of the following words have negative prefixes.
Nonstop unfold incorrect important understand
Invite unlucky impossible uniform interesting
③ Matching exercise
Un- smoking
Non- possible
Dis- able
Im- like
Answer: unable, non-smoking, dislike, impossible
④ Blank- filling with the above words( using Restrictive Attributive Clauses for example)
1). This is a nonsmoking room. You’d better go to the smoking room, which is ten meters on your right.
2). The boy who is unable to finish his work on time felt a bit sorry for himself.
3). Tom and Jack are the only ones in theirs class who dislike football.
4). It sounds impossible that the little boy who looks so shy in class would be so brave to catch a pick-pocket on bus yesterday.
Step 2. Give some examples of Restrictive Attributive Clauses and Non-restrictive Attributive Clauses.
① Let Ss distinguish which of the following sentences are Attributive Clauses and Non-restrictive Attributives Clauses.
Non-restrictive:
Lijiang, where I was born , is beautiful.
John, who speaks Spanish, works there.
Restrictive:
The village where I was born is beautiful.
People who speak Spanish work there.
② Explain the differences between Restrictive and Non-restrictive Attributive Clauses.
③ Fill the blanks of this passage with Restrictive and Non-restrictive
In Great Britain today good manners at table include eating with the mouth closed; not letting any of the food fall off the plate; using the knife only for cutting; and not trying to take food across the table. In other parts of the world there are also rules⑴_(tái)_______,but they are not the same as those of Britain. Indeed, the things⑵________are the things⑶________.In Arabia, for example, the people at a feast（宴會(huì)）take pieces of food with their fingers and belch loudly⑷______.
In the Western countries there are differences between table manners⑸________.In North America it is polite to eat up meat and then put the knife down, take the fork in the right hand and eat with it. Most European people, like the British, keep the fork in the left hand and the knife in the right all the time when they are eating food⑹_____. In the British Isles and Scandinavia(Norway, Sweden, Denmark and Iceland)special knives and forks are used for eating fish. In France, Belgium and Italy, however, it is correct to keep the same knife for every course⑺______.
Table manners of course have changed with time. The earliest meals were also the simplest⑻_______, and everyone took his food from the animal or bird⑼______.The women waited on the warriors（武士）and afterwards ate the food⑽______.
Table manners did not always include quiet behavior. Quarrels often took place at table, an in the 17th century King Louis XIV of France ordered that only the knives⑾_______should be used to prevent people from stabbing each other while they were eating.
Homework: Finish the exercise On P41 and grammar on P118.
Language Study and Grammar
Teaching Aims and Demands:
① To learn word formation and the meaning of prefixes, such as in-, im-, un-, non-
② To consolidate the Attributive Clauses, both restrictive and non-restrictive through some exercises.
Step 1.
① Explain the formation of the word and the function of prefixes.
② Do exercise on P40 to point out which of the following words have negative prefixes.
Nonstop unfold incorrect important understand
Invite unlucky impossible uniform interesting
③ Matching exercise
Un- smoking
Non- possible
Dis- able
Im- like
Answer: unable, non-smoking, dislike, impossible
④ Blank- filling with the above words( using Restrictive Attributive Clauses for example)
1). This is a nonsmoking room. You’d better go to the smoking room, which is ten meters on your right.
2). The boy who is unable to finish his work on time felt a bit sorry for himself.
3). Tom and Jack are the only ones in theirs class who dislike football.
4). It sounds impossible that the little boy who looks so shy in class would be so brave to catch a pick-pocket on bus yesterday.
Step 2. Give some examples of Restrictive Attributive Clauses and Non-restrictive Attributive Clauses.
① Let Ss distinguish which of the following sentences are Attributive Clauses and Non-restrictive Attributives Clauses.
Non-restrictive:
Lijiang, where I was born , is beautiful.
John, who speaks Spanish, works there.
Restrictive:
The village where I was born is beautiful.
People who speak Spanish work there.
② Explain the differences between Restrictive and Non-restrictive Attributive Clauses.
③ Fill the blanks of this passage with Restrictive and Non-restrictive
In Great Britain today good manners at table include eating with the mouth closed; not letting any of the food fall off the plate; using the knife only for cutting; and not trying to take food across the table. In other parts of the world there are also rules⑴_(tái)_______,but they are not the same as those of Britain. Indeed, the things⑵________are the things⑶________.In Arabia, for example, the people at a feast（宴會(huì)）take pieces of food with their fingers and belch loudly⑷______.
In the Western countries there are differences between table manners⑸________.In North America it is polite to eat up meat and then put the knife down, take the fork in the right hand and eat with it. Most European people, like the British, keep the fork in the left hand and the knife in the right all the time when they are eating food⑹_____. In the British Isles and Scandinavia(Norway, Sweden, Denmark and Iceland)special knives and forks are used for eating fish. In France, Belgium and Italy, however, it is correct to keep the same knife for every course⑺______.
Table manners of course have changed with time. The earliest meals were also the simplest⑻_______, and everyone took his food from the animal or bird⑼______.The women waited on the warriors（武士）and afterwards ate the food⑽______.
Table manners did not always include quiet behavior. Quarrels often took place at table, an in the 17th century King Louis XIV of France ordered that only the knives⑾_______should be used to prevent people from stabbing each other while they were eating.
Homework: Finish the exercise On P41 and grammar on P118.
Period 5. Integrating Skills
Teaching Aims and Demands:
① Deepen the format of letter
② To know the structure of a thank-you letter
③ To enable the Ss to write a thank-you letter by studying the samples.
Step 1. Warming-up
Lead-in. Writing a thank-you also conveys someone’s politeness or good manners, so when we receive other’s help or gifts, we should write him a thank-you letter.
Step 2. Reading
1. Scanning
1). Ask Ss to read the text quickly, and then answer this question:
Why does Amy Zhang thank Sam and Jenny?
2). Ask one student to answer this question
2. Carefully reading
1). Ask Ss to listen to the tape, and imitate the intonation
2). Explain language points: (some important phrases and sentence structure)
think of: ①考慮，關(guān)心 ②想起，記得 ③想一想，想象
例：I thought of my hometown when I saw the beautiful scenery.
Be busy with… 忙于做……
例： I am busy with drawing from Monday to Friday.
It is time to… 是時(shí)間做……（注意與it is time that…的區(qū)別）
例： It is time to go to bed.
After explanation, finish the exercises on P42
Structure of a thank-you letter
Paragraph 1 Thank the people of what they did for you. Give some details about what you liked.
Paragraph 2 Tell the people something about yourself and the things you are doing now.
Paragraph 3 Ask the people for some details about themselves and what they are doing now. Close the letter by repeating your thanks.
Step 3 Listen to the tape with this question.
How many countries are mentioned in this passage?
Give Ss five minutes to read the passage and fill the blanks on P119. Answer other questions.
Homework:
Read the information on P119-120. Write a thank-you letter to the boy. Pay more attention to the structure of the thank-you letter.
（Designed by 陳衛(wèi)鋒）