浙江省溫嶺中學 呂 婭
一．教學內容分析
本單元的中心話題是Good manners，這是一個亙古及今且永恒的話題。但在我們這一單元中，Good manners 都有些什么內容呢？中外文化中對Good manners 的理解、體現有什么異同？我們該怎么做、做什么才能成為一個受人歡迎、具有Good manners 的人呢？單元中十一個板塊的相關話題的設計及語言材料的選編無不緊緊扣著這個中心。從日常生活中看似雖小但能觸及心靈的情景及行為，如道歉、書面致謝；東西方餐桌禮儀；域外風俗禮節等，都作了詳盡的詮釋，所有這些為我們提供的不僅是充實的英語語言知識和綜合語言運用技能訓練的內容，更重要的是學生學習這一單元的整個過程也是他們陶冶情操、規范行為、發展心智的過程，這對他們身心的發展會產生較強的感染作用，有助于他們人文素養的整體提高和跨文化意識的加強。
“熱身”（Warming up）部分設計了學生學習生活中及日常生活中經常發生的四幅畫面：上課遲到、打斷別人說話、排隊買飯時不小心雨傘戳著別人、商店里排隊付款一男士推開兩顧客從他們中間穿過，顧客生氣質問男士。讓學生學會道歉，學會講禮貌。這部分的目的是，引出中心話題Good manners，幫助學生明白講禮貌會使我們人際之間關系和諧融洽，甚至會化干戈為玉帛；同時復習或學習一些致歉語和必要的答語。
“聽力”（Listening）部分提供了一段兩朋友間的對話，一朋友不打招呼騎走了另一朋友的自行車，并且把它弄丟了。怎么辦？當然是道歉。這個聽力練習要求學生通過聽學會對發生了這種事情后的道歉表達和更高姿態的回響，使道歉者釋然。以此了解英語國家人士語言的得體性、思維的方式與習慣表達方法，培養學生跨文化交際的意識。如 “I guess it wasn’t really your fault, was it?” , “ That’s OK. Forget it. It was an old bike anyway.”
“口語”（Speaking）部分提供的是三組文字情景，要求學生在前面“熱身”和“聽力”的基礎上，以雙人對話的活動形式體現情景，訓練學生在比較真實的情景中口頭表達能力和豐富他們有關道歉的語匯，包括詞和句型。充分展示具備Good manners者解決問題、處理尷尬場面的風采。
“讀前”（Pre-reading）部分設計了四個情景：1）At a dinner party, 2）Greeting your teacher, 3）Receiving your birthday present, 4）Paying a visit to a friend’s house, 以小組活動的形式討論并寫下在中國文化中以上情景有禮有節的一些規矩，這一活動的目的是不僅要調用學生已有的直接和間接的體現Good manners 的生活經驗，加深對我們中國是文明禮儀之邦的認識，而且激活學生的思維，自然過度到下一步的 “Reading”--- 西方文化、餐飲禮儀。
“閱讀”（Reading）部分是一篇說明文。主要介紹了西方的餐桌禮儀，并在字里行間滲透著和中國餐飲文化進行比較。東西方文化交織在一起，充滿了跨文化交際的信息，體現了教材的國際性和民族性。
“讀后”（Post-reading）部分的前三項任務是要求學生針對課文的理解完成的，可作為評價學生對文章理解的程度。如第一項：列出中西方餐桌上餐具及其擺放的位置；第二項：標出西方正式宴會上主要食物上桌的順序；第三項：判斷西方正式宴會上哪些就餐行為文明有禮，哪些行為顯得無禮粗俗。第四項是回答問題，是一道聯系中國實際的、開放性的一道問題：中國的餐桌禮儀也在變化嗎？舉例說說。可以小組討論的形式進行，目的在于讓學生對中西方餐桌禮儀的認同，以及培養學生的思辯能力。
“語言學習”（Language study）分詞匯和語法兩部分。詞匯部分有構詞法知識，前綴in-, im-, un-, non- 和練習部分詞匯的一篇與課文主題相關的短文。引導學生通過短文提供的生動語境培養自己理解和記憶單詞的能力。語法項目是定語從句，這是繼前面兩單元后第三次出現，不屬新的語法知識。非限制性定語從句第一次介入。語法第一部分提供的限制性定語從句和非限制性定語從句的例句比較和說明，可供學生自主學習，讓學生探究發現兩種定語從句的不同形式和含義。第二部分著重檢驗學生運用兩種定語從句拓展句子的能力。
“綜合技能”（Integrating skills）設計了一個很實用的寫作任務：寫感謝信。這個設計包括讀和寫。閱讀部分的內容是一封感謝信的范例；寫作部分的任務是：對老師的幫助、父母的關心支持、朋友的真誠、收到生日禮物等寫一封感謝信。通過這一活動，讓學生明白對他人的幫助心存感激，無疑是一種美德，一種素養。
“學習建議”（Tips）部分提供了一些行為規范的名言警句，告戒學生隨時隨地講文明、懂禮貌，從自身做起，從小事做起。
“復習要點”（Checkpoint）部分簡要地總結了本單元的語法重點----限制性定語從句和非限制性定語從句，并且設計了一些最基本的語言練習，幫助學生自評。同時通過兩個問題引導學生對本單元所學的詞匯作一次小結。
二．課時安排：6 課時。
The First Period: Warming up and Listening
The Second Period: Speaking
The Third Period and Fourth Periods: Pre-reading, Reading and Post-reading
The Fifth Period: Language Study
The Sixth Period：Integrating Skills
三．分課時教學計劃
The First Period
GOALS:
To focus on talking about good manners as warming up and listening practice.
To learn to express apologies and responses to apologies.
To arouse students’ interest in learning good manners through various activities in class.
TEACHING PROCEDURES:
I. Warming up
設計問題、語境，誘發學生打開話匣子，不作限制，更不當練習來完成。
1．以舊帶新，先入為主，根據學生自己的體驗和理解，列舉Good manners 的事例。
2．知錯并向人道歉是Good manners 的行為之一。引入道歉用語，借書中情景和額外補充的各種情景反復演練，使學生能將這些禮貌用語嫻熟地運用于生活之中。
（這些情景的提供，也為最后讓學生自己描述道歉場面作準備）
3．作為一個有禮貌的人，對他人的誠懇道歉怎么反映？說些什么讓道歉者心里釋然？（為下一步的聽力做個鋪墊）
4．你上次向人道歉的情景還記得嗎？對方是否是個講禮貌的人。請描述一下。
1. T: We like people with good manners. We don’t like people with bad manners.
Well, what are good manners in your opinions? For example,
Is it good manners to take your classmate’s bicycle without telling him?
Of course it’s ( not) good manners to do…./ that….
Group work: Make a list of at least four things which are good manners in our daily life.
2. What should we do at least to be good manners if we do something wrong?
Making an apology? And how to express your apologies? What expressions do you use to apologize?
(Excuse me/ I’m sorry./ I am terribly sorry/ Please forgive me...)
3. Look at the four pictures in the text. Complete the dialogues with proper words according to the situations given.
4. Here are some more similar situations. Please make similar dialogues in pairs to drill the expressions of apologies.
Situation one: You go to the teachers’ office to hand in your homework, but your teacher is talking with one of her colleague. You interrupt them.
Situation two: You are late for the school gathering and all your classmates are waiting for you at the bus station. You explain that you had a flat tyre. Your classmates forgive you and tell you not to worry.
Situation three: When you are walking in the streets, you step onto someone’s toes and this person is a bit angry. He reminds you to be careful next time.
Situation four: You are playing basketball and suddenly the ball hit someone passing by. The person is very angry with you.
5. In fact, if you can apologize probably after you do something wrong, others will still have a good impression of you. On the other hand, your proper response to an apology also shows you are a person with good manners.
Well, what’s your response to the following apologies?
1) I’m sorry, Sam. I stepped on your pen and broke it. I didn’t see it on the floor.
______________________________. ( It’s OK. I have another pen.)
2) I’m sorry, Mr. Tan, I didn’t complete my homework. I was not feeling well last night.
__________________________________________________________________.
(Are you feeling better now? You may hand in your homework tomorrow.)
6. Do you think it good manners to make an apology to people in time if you have done something wrong? Please describe the situation last time when you made an apology to others.
What did you say to express your apologies? What was the other’s response?
Did he / she accept your apology? Do you think him a person with good manners?
Why (not)?
II. Listening
1. Listening in SB.
遵循step by step 的原則，分聽前(Pre-listening)、聽時(While-listening)和聽后(Post-listening) 三步走，并設計各個步驟的任務型活動，使整個聽力目標明確，中心話題更為突出。
Pre-listening: Go over the six questions or sentences and guess in pairs if the persons in the listening have good manners or not. Why do you think so?
While-listening: Answer the questions and complete the six sentences.
Post-listening questions:
Has anything similar happened to you? What was the situation? How did you deal with it?
Do you think you’re a person with good manners? In what ways?
2. Listening in WB. P.115
Listen to the tape and finish the exercises in it.
The Second Period
GOALS:
To focus on oral practice --- Speaking.
The students are to use the expressions of apologies and possible answers freely through some situations.
They are enabled to solve some simulating problems about good manners and bad manners.
TEACHING PROCEDURES:
I. Elicit the expressions of apologies and possible answers through the situations which might happen to the teacher himself / herself.
The teacher is a bit late for the class.
The teacher carelessly knocks down a student’s books on the table.
The teacher blames some student wrongly for not …
1. T: I’m sorry. I didn’t mean to …. Now I apologize for my …
S: Oh, that’s all right.
創設真實情景與學生交流，既是以身示范，又自如、貼切地呈現教材中提供的常用道歉用語和回答方式。
2. T: What do you think of me since I made an apology for what I did?
What if I didn’t apologize to you for what I did?
就老師的行為讓學生評說會更加激發學生說的興趣，還會使學生具備一定的Good manners 的尺度標準。同時，為后面學生自己如何表現出文明禮貌、“問題”如何解決作準備。
3. T: What would you do in the following situations, so as to show you have good manners?
P.37
II. Role-play: Problem solving
鄰里之間的關系同樣體現出文明禮貌的程度。有矛盾、有問題，原因是什么？居委會怎么解決？這項模擬活動跳出了課文，拓展了訓練內容。要求學生將學過的表達方法與新的表達方法結合使用，對信息做各種合理的處理與加工，進行創造性的語言活動。充分體現口語教學突出話題和功能的雙重要求。
Survey and Interview about relationship between neighbors.
In your group of four, one acts as a journalist, interviewing separately the other three who are neighbors about their relationship in between. Each neighbor talks about their good or bad relationship between each other and tells the reasons for it. One or two of the neighbors have some problems, and they can’t get on well with each other. The journalist reports it to the neighborhood committee and they try to solve it.
我們中國人用自己的Good manners的尺度標準，處理好鄰里之間的關系。世界其他各國對Good manners 的尺度標準是否都一樣？
III. Discussion P.116
IV. Conclusion:
Different countries have different standards of good manners. But people all over the world will appreciate those who are kind and helpful to others and the things that are beautiful and true.
The Third and Fourth Periods
GOALS:
To get to know the western table manners.
To learn some useful expressions about table manners.
To compare Chinese table manners with western table manners.
TEACHING PROCEDURES:
I. Pre-reading tasks:
其目的是激活學生已有的相關背景知識，啟發學生思維和想象，活躍課堂氣氛，使學生很快融入課堂教學內容。如借助圖片或Powerpoint, 以小組競賽的形式復習有關中外餐桌上食物、餐具的一些單詞；以小組討論的形式重溫文明禮儀之邦的中國在待人接物、餐桌禮儀方面的獨特習俗；最后聚焦于西方的餐桌禮儀。三項任務一步一步地扣上下一步的閱讀內容。
1. Competition:
Pictures or PPt. of some food and tableware, and the Ss are asked to tell the names of them and decide whether they are on the western dinner table or on the Chinese dinner table.
2. Discuss in groups of four:
China is a country famous for its traditional culture and good manners. How could we be polite in the following situations in Chinese culture?
At a dinner party?
Greeting your teacher?
Receiving a birthday present?
Paying a visit to a friend’s house?
3. Have students brainstorm a list of Western table manners. The follow questions can be the clue for the Ss. (Then if possible, invite them to explore a website that focuses on western table Manners for new Chinese students studying overseas. As they view the site, they can compare and contrast their list with the information there.)
When invited to a dinner party, should you come on time or a bit later?
Which seat is for the main guest?
Which seat is for the host or hostess?
Where do you put the napkin after you take your seat?
Can you speak with your mouth full?
Can you burp?
If you go to a western dinner party, how do you use your knives and forks?
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?
Is it polite to leave beforehand?
...
II. Reading tasks:
以注重培養學生的閱讀技能為前提，設計有明確目的的、呈梯度狀的任務。Skimming了解文章的主旨大意和作者意圖；Scanning迅速查找有關信息和具體事實；Reading and thinking用問答的形式，就語篇中的重要短語、結構，借助自己的生活閱歷，有意識地加以運用，并對文章作深層次的閱讀理解。
1. Skimming
1) Look at the text briefly, but do not read it. Circle the letters of any of the items below which you can see in the passage.
A. a dish for a starter
B. how to use a napkin
C. where some objects used for a meal like knives and forks, spoons are arranged on the table
D. the best part of the chicken
E. the main course at the Chinese table
F. the uses of the three glasses on the table
G. different ways the Chinese toast and most Westerners do at table
H. how some Chinese start eating
2) What do table manners refer to?
3) What are the writer’s aims in this passage?
2. Scanning
1) Scan the passage and make a list of things on a western dinner table and what is found on a Chinese one.
western dinner table Chinese dinner table
2) In what order will the following dishes be served at a western dinner party? Please number them.
3) Evaluate how much you have learnt about western table manners from the text. Write “P” for polite and “I” for impolite.
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 serving of soup.
5 Use your fingers when eating chicken.
6 Finish eating everything on your plate.
7 Talk loudly while eating.
8 Make other people drink more than they can take.
3. Reading and thinking
Answer these questions in your own words. You can also use as many words and phrases as possible in the text.
1) People who go to a formal Western dinner party for the first time may be surprised by table manners.
What does the sentence imply? (Is it easy for him / her to go to such a dinner party without knowing any Western table manners? Did he / she think / expect there were so much table etiquette?....)
2) Have you ever been to any dinner party? Did you behave well? What impression did you make on the other guests? What impression did the others leave on you? In what ways?
3) 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?
4) Some people pray before they start eating, and other people may keep silent for a moment.
What’s this custom related to? Or why do some people pray before eating? What do they believe in?
Do you pray before each meal? Why (not)?
5) What do soft drinks refer to? Is white or red wine a soft drink?
6) 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?
7) Do Chinese have any table manners? How much do you know about them? Are they the same as the Western table manners or different from them?
We’ll read more and get it.
III. Post-reading tasks:
大量的“輸入”是輸出的必要前提。用兩篇關于介紹Chinese table manners的文章，發展“閱讀”部分的內容，帶動兩大活動：一是詞匯理解與訓練；二是討論比較中西方餐飲習俗的異同以及中國的餐桌禮儀是否在變化等問題。并為最后的“拓展活動”作鋪墊。
1. Find the words in Column A in the passage and match them with the meanings
in Column B.
A B
1 custom a long, thing, curly strips of pasta; usually used in Chinese and Italian cooking
2 toast b a pair of thing sticks which people in China and Far East use to eat their food with
3 breast c slightly wet
4 dishes d center
5 middle e a practice followed by people of a particular group or region
6 damp f a utensil(器具) consisting of a small, shallow bowl on a handle, used in preparing, serving, or eating food
7 chopsticks g the upper part of your chest; the front part of a bird’s body
8 tender h the hard parts inside your body and all the animals’ which together form the skeleton(骨架)
9 spirits i food that is prepared in a particular style
10 noodles j easy to cut or chew; sb.or sth that is tender expresses gentle and caring feelings
11 spoon k the act of raising a glass and drinking in honor of or to the health of a person or thing
12 bones l strong alcoholic drinks such as whisky and Chinese Maotai
2. Use the words above in Column A to complete the passage about the table manners in China.
Foreigners joining a Chinese dinner party should know and follow Chinese table manners. Before dinner you sometimes get a hot, ______ cloth, with which you can clean your face and hands. It is a ______ in China to have tea or other drinks before the meal is served. First, some cold ______ are provided, which are placed on a round glass plate in the ______ of the table. Rice or ______ are served and should not be mixed with other food. In Western countries people think chicken ______ with its ______ white flesh is the best part of the bird, while Chinese people are happier with a wing or leg. Chinese people prefer using ______ instead of forks and knives. It is allowed to use your hands when eating meat on ______. When the soup arrives at the end of the meal, a ______ is used. If the soup is very hot, foreigners like blowing to cool the soup. In China it is better to wait a little while. At a dinner party Chinese people enjoy drinking beer or ______. For a ______ everybody gets up, raises their glasses and touches the others’ glasses, saying ganbei!
The following passage also focuses on Chinese table manners. Read the passage and use the information if necessary as well as the above one in the following tasks.
The main difference on the Chinese dinner table is chopsticks instead of knife and fork, but that’s only superficial. Besides, in decent restaurants, you can always ask for a pair of knife and fork, if you find the chopsticks not helpful enough. The real difference is that in the West, you have your own plate of food, while in China the dishes are placed on the table and everyone shares. If you are being treated to a formal dinner and particularly if the host thinks you’re in the country for the first time, he will do the best to give you a taste of many different types of dishes.
The meal usually begins with a set of at least four cold dishes, to be followed by the main courses of hot meat and vegetable dishes. Soup then will be served (unless in Guangdong style restaurants) to be followed by staple food ranging from rice, noodles to dumplings. If you wish to have your rice to go with other dishes, you should say so in good time, for most of the Chinese choose to have the staple food at last or have none of them at all.
Perhaps one of the things that surprise a Western visitor most is that some of the Chinese hosts like to put food into the plates of their guests. In formal dinners, there are always “public” chopsticks and spoons for this purpose, but some hosts may use their own chopsticks. This is a sign of genuine friendship and politeness. It is always polite to eat the food. If you do not eat it, just leave the food in the plate.
People in China tend to over-order food, for they will find it embarrassing if all the food is consumed. When you have had enough, just say so. Or you will always overeat!
3. Group discussion:
What are the similarities and differences between Chinese and Western dinner table customs? Let boys and girls hold a competition to see who can think of as many customs as possible and write down the answers.
Similarities Differences
Do table manners in China also change? Give some examples.
4. Extension Activities
1) Let students gather in small groups to dramatize both a Western dinner table scene and a Chinese one, acting out things people should or should not do at the dinner table. Encourage discussion of the behaviors depicted.
2) Have students talk with their families about dinner table manners and customs practiced in their own homes. Each student can make a "Top Tens at My Table" poster to share with the class.
Top Tens at My Table
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The Fifth Period
GOALS:
Language study:
To know about the word formation: some prefixes in-, im-, un-, non-.
To practice using some useful words and phrases in the unit.
To consolidate the Attributive clauses, both restrictive and non-restrictive, through some exercises.
TEACHING PROCEDURES:
I. Practice using these useful words or phrases in the unit:
make/leave a good/bad impression (on sb.), behave, fault, custom, culture,
advice, stare (at), make jokes about sb., disabled
要真正掌握詞義和詞匯的用法,必須通過有情景的語篇教學。下面選用的一篇文章反映的是一位留美中國學生就餐時遇到的美國人的餐桌禮儀。這不僅為詞匯的訓練提供了貼切的語篇素材，同時就內容來說（包括后面為語法部分的練習提供的語篇）又是對Good manners這一中心話題的充實和完善。還為學生提供了創新思維的空間。
1. Can you imagine the situation that a Chinese student has dinner at his American professor’s house for the first time?
Let’s read the following and try to make a comment about it by asking and answering with these words or phrases above.
What impression did he leave on the American professor and his family?
How did he behave at the table?
Did he know any about American table manners?
Whose fault was it that he committed such Faux Pas (失禮) in American table manners?
Why did other people stare at him? Was he a disabled person with two horns on his head? Did they make jokes about him?
What advice can we follow about table manners?
The first course is soup. He picks up the bowl, slurps it down, and, to continues the tradition of not wasting food, tips the bowl over his head to get the last drop. Satisfied, he puts down the empty bowl, lets out a burp, and exclaims: "Great soup!" Then he notices that everyone at the table stops eating and is staring at him.
“Why is everyone staring?” He is thinking… “Did I just grow two horns on my head?”
No! He has just committed almost every Faux Pas (失禮) in American table manners. Okay, perhaps the scene is a slight exaggeration(夸張). But it often happens to some newly arrived Chinese.
At a Chinese restaurant, it’s perfectly okay to shout, burp, and slurp. But table manners in American homes and restaurants are very different. Here are some basics for you to follow the next time you go to your American professor’s house.
Don’t talk with your mouth full. No one wants to see what you are chewing. This is one of the most common mistakes Chinese makes at the dinning table. Finish swallowing before you open your mouth. What’s the hurry? The person you are talking to will still be there after you take a few seconds to chew your food.
Don’t put your elbows on the table when you are eating. It’s okay to do it once you are done with your food.
Don’t eat with both a fork and a knife at the same time. Americans typically finish cutting, then put down the knife and eat with the right hand to hold the fork. The British will cut and eat at the same time.
Don’t speak loudly in Chinese in a restaurant. It’s considered extremely rude.
Don’t burp loudly in front of others. And if you do so by accident, politely say: “Excuse me.”
And last but not least… Never pick up your plate to swipe food into your mouth! Never!
There are many other rules to follow in table etiquette. But unless you are going to dine at the White House, the ones above will certainly help shed the barbarian (不文明的) image. Remember, it is okay to have funny accent but not rude behavior.
2. Translate some sentences into English. Ex3 P.117.
II. Word formation: in-, im-, un-, non-
借助Table manners的話題自然引出這些前綴，讓學生去體會其義，繼而運用實踐。
1. You know, table manners are only important at formal dinner parties. You would be considered impolite if you don’t behave properly at table.
So we needn’t worry about some rules at informal occasions. For example, having dinner with your family or friends isn’t a formal occasion. It seems not usual or unusual for you to worry too much about some rules at such an informal occasion.
2. What is added to the words formal, polite, usual?
What is the part called in front of these words?
What do these words with such prefixes mean?
Prefixes can help us to understand the meanings of some familiar words.
3. Here are some more prefixes, meaning not, the opposite.
Go over the word formation P.40
Further examples:
incorrect, unfair, unhappy, uncertain, unsafe, impossible, non-stop, non-smoking, unknown….
4. Explain some of these words above by completing the sentences:
此練習形式有兩個目的，一是通過句子更加明確部分加了前綴單詞的意義；其二，為下面的定語從句作引子。
1) An ______ person is the person who is rather rude and doesn’t have good manners.
2) Something that is ______ can’t be done or can’t happen.
3) Something that is ______ is wrong.
4) Something that is ______ continues without any pauses or interruptions.
5) A non-smoker is someone who ______.
6) If you do not know what you should do, or what is going to happen, you are ______ about something.
7) Something that is not known is ______. (unknown / uncertain)
5. Ex.2 P.117 WB.
1) Which negative prefix could be used to form these words with the opposite meanings?
2) Complete the sentences with these negative words if necessary.
III. Attributive clauses
通過比較讓學生自己去體驗、去發現限制性定語從句和非限制性定語從句的不同意義。
1. Compare and tell whether the underlined part in the following sentences is necessary or can be left out, and the reason for it.
1) Table manners refer to the way in which / that / -- / we behave when we are eating a meal at a table.
2) Those who believe in God pray before they start eating a meal.
3) Before the main course is served at a Chinese dinner party, some cold dishes are provided, which are placed on a round glass plate in the center of the table.
4) In some part of China, people finish the drink at once when drinking a toast, which is not the custom in Western countries. (What does which in this sentence refer to?)
5) Helen, who was sitting on my left, said that this meal was the best she had ever had.
2. Go over the instructions about the Restrictive Attributive Clause and Non-restrictive Attributive Clause on P.41.
3. Complete this passage about table manners and customs by inserting attributive clauses from the box below. Add commas for Non-restrictive Attributive Clauses, which are adding extra information.
最后讓定語從句也在一個語篇中得以充分的體現。
that they left.
which are not so marked(顯著的)
which people wipe on a piece of bread
that had rounded ends
that has to be cut
which were eaten on the ground round a line
which people should follow when they are eating
that are considered good table manners in some other countries
that had been cooked
that British people try hardest to avoid
which shows that they have appreciated it
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 rules (1)_____________________, but they are not the same as those of Britain. Indeed, the things (2)___________________are the things (3)_______________. In Arabia, for example, the people at a feast(宴會) take pieces of food with their fingers and belch loudly (4)__________________.
In the Western countries there are differences between table manners (5)_____________________. 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 food (6)_____________. 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 course (7)_________________.
Table manners of course have changed with time. The earliest meals were also the simplest (8)_______________, and everyone took his food from the animal or bird (9)______________. The women waited on the warriors(武士) and afterwards ate the food (10)________________.
Table manners did not always include quiet behavior. Quarrels often took place at table, and in the 17th century King Louis XIV of France ordered that only the knives (11)____________________ should be used to prevent people from stabbing(刺) each other while they were eating.
Keys:
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 rules (1) which people should follow when they are eating, but they are not the same as those of Britain. Indeed, the things (2) that are considered good table manners in some other countries are the things (3) that British people try hardest to avoid. In Arabia, for example, the people at a feast(宴會) take pieces of food with their fingers and belch loudly (4), which shows that they have appreciated it.
In the Western countries there are differences between table manners (5), which are not so marked(顯著的). 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 food (6) that has to be cut. 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 course (7), which people wipe on a piece of bread.
Table manners of course have changed with time. The earliest meals were also the simplest
(8), which were eaten on the ground round a line, and everyone took his food from the animal or bird
(9) that had been cooked. The women waited on the warriors(武士) and afterwards ate the food (10)that they left.
Table manners did not always include quiet behavior. Quarrels often took place at table, and in the 17th century King Louis XIV of France ordered that only the knives (11) that had rounded ends should be used to prevent people from stabbing(刺) each other while they were eating.
4. Finish off all the grammar exercises in both SB and WB in the unit.
The Sixth Period
GOALS:
Integrating Skills:
To get the students to have reading extension for Good Manners.
To enable the students to write the thank-you letter by simulating the samples.
TEACHING PROCEDURES:
I. Reading extension for Good Manners.
拓展性閱讀，不僅使學生的視野更加開闊，而且接觸掌握的語匯更加豐富，有利于學生較全面地、多方位地了解闡述中心話題Good manners；也有利于提高完善學生自身的素養。
1. What do you think good manners are all about? Are they only about the way we eat at a table?
Good manners are not only about the way we eat a meal at a table, but also about the way we talk and all other things we do when we communicate with other people.
What would be good manners in the following situations? (5 situations P.117)
2. Manners and customs vary in different countries. What are considered good manners in one country are likely to be what another country tries hard to avoid. Can you give some examples？
Anyway, to be kind and helpful is always appreciated.
Some more good manners to keep in mind. (P.42 Tips)
And it’s quite necessary for us to know about good manners the world over, just as the old saying goes: When in Rome do as the Romans do.
Read the passage: Good Manners The World Over (P.118) and carry out the three tasks below the passage.
II. Writing: A thank-you letter
Writing a thank-you letter also conveys someone’s politeness or good manners.
What is a thank-you letter? Is it an ordinary letter in form?
Why do you write a thank-you letter? What do you express in such a letter?
How can you write a thank-you letter?
1. Study the following thank-you letters and the one on P.41 to find out:
For what did they express their gratitude to others?
How many paragraphs are there in a thank-you letter usually?
What is each paragraph about?
Sept. 10th
Dear Andrew,
It was kind of you to remember my birthday. Thanks a lot for sending me a nice gift. The beautiful figurine(小雕像) is just perfect for my bookshelf.
To tell the truth, I thought you had forgotten me, since you married. Anyway the gift will always remind me of our friendship.
I really do appreciate it. Thank you again from the bottom of my heart.
Yours,
Elliott
Sample 1 ( A thank-you letter for birthday present)
Sample 2 ( A letter to thank the hostess who has invited the writer of this letter to spend a weekend at her house)
Oct. 2nd
Kate, dear
I’d like you to know how much the weekend at your lovely house has meant to me. I not only enjoyed myself, but I felt relaxed and refreshed as I haven’t felt for months!
Please give my regards to the maid, Betsy, whose good service to me was highly appreciated. More hearty thanks to you and Paul for asking me.
Sincerely yours,
Raymond
Sample 3 (A letter of thanks for gifts to a patient)
Nov. 23rd
Dear Mr. Davis:
I want to thank you for the beautiful roses you sent to Bai Lan. She was very happy and pleased when she saw they were from you.
I’m glad to say she is improving rapidly, and I hope she will soon be able to leave the hospital.
We both send you our warmest thanks for the flowers and for your very kind wishes.
Sincerely,
Tian Yin
2. Group activity: Each member chooses one of the following topics and writes a thank-you letter (P.42), and then read to each other in the group.
3. Role-play in four groups of the class: (Pictures P.120)
One group is the boy: Talk about what happened to the old man, and what you did for him.
One group is the old man: Talk about what happened to you and expressed your
thankfulness to the boy.
The other two groups are the old man’s son or daughter: Express your gratitude to the boy, first orally, and then write a thank-you letter to the boy and read it to the class.
總之，本單元教學中的聽、說、讀、寫活動，以中心話題貫穿始終，Good manners既是整個教學活動的出發點，又是整個教學活動的歸宿點。
四．教學評價手段和操作方法
形成性評價：
（一）非測試性評價：教學評價既要關注結果，又要關注過程，應是兩者的有機結合。為此本單元通過對學生的回答問題、討論話題、會話表演、書面作業，對學生的學習能力、學習態度、合作精神、創新意識等作出過程性評價。這種評價有助于教師發現每位學生的閃光點，也可讓更多的學生體驗成功的喜悅。具體操作時，教師設計如下表格，對學生進行平定。如：
對話題討論評比（優秀★★★、良好★★、一般★、需努力▽）
姓名____________ 日期___________ 討論話題_______________________________
評價方式 小組發言 全班發言 提出問題 回答問題 查找資料 與人合作
自我評價
小組評價
教師評價
（二）測試性評價（略）。