Unit 6 Good manners
Period 1 Warming up & Speaking
Teaching Aims:
1. Learn to apologize t o people.
2. Train the Ss’ speaking ability.
3. Train the Ss’ listening ability.
Teaching Important Point:
Master the ways of making apologies.
Teaching Difficult Point:
How to help the Ss use the expressions for making apologies freely.
Teaching Method:
Pair work to practise speaking.
Teaching Aids:
A computer
Teaching Procedures:
Step I. Greeting and lead-in
T: Good morning, class!
Ss: Good morning, teacher!
T: (show an apple to Ss), look! Here is an apple, it looks beautiful and it smells delicious. XXX (a boy), suppose this apple belongs to you, but your classmate XXX (a girl) wants to eat it, and at the same time you have no knife to divide it into 2 pats, what will you do?
S1: I'll give it to her.
T: Good! You are a gentleman! Because you know the rule "lady first". In fact, men in the west are always helpful to women, they are polite to women, so we call them gentleman. In our daily life, it is very important to be polite in communicating with others. We should pay attention to our manners, that is to say, we should be students with good manners. For example, when you meet your teacher in the morning, you would say...
Ss: Good morning.
T: If you run into somebody, you should say...
Ss: Sorry.
T: If you are in a strange place, you want to ask the way, what will you say first?
Ss: Excuse me.
T: If someone helps you, you should say...
Ss: Thank you.
T: Do you think whether it is polite to make noise or sleep in the class?
Ss: No.
Step II. Warming up
T: Quite good. You've known much about how to be polite. Now please turn to page 36, look at "Warming up", there are four pictures in the book, I'd like you to guess what happened in each picture, then use the expressions in the second column to finish the dialogues, is that clear? I will give you five minutes for preparation.
Ss: Yes.
(Five minutes later)
T: Have you finished?
Ss: Yes.
T: Who can tell me what happened in picture 1? XXX, you please.
S2: A student coming into the classroom.
T: Good! Please act out the dialogue 1 with your partner.
(Then describe the other 3pictures one by one and ask some pairs to act the dialogues out, later, show the following chart on the screen)
A:Excuse me. Can I come in? B:Sure. We’ve already started. A:I'm sorry. I missed the bus. B:That's OK. We’re on page 47. (1) A:Excuse me. May I interrupt you for a moment? B:What is it, Jordan? A:I'm sorry, Mr Baker. I put my homework on your desk.. (2)
A: Hey, be careful! B: Oh, I'm sorry. A: That’s all right. (3) A: Ouch! What are you doing?! B: I'm terribly sorry. (4)
T: Very good! And have you found the similarity of the four pictures?
Ss: There is the expression "I'm sorry" in each dialogue.
T: Yes, quite good. Why do they say sorry? People are making apologies to others in each picture because they all do something wrong, don't you think so? (Ss: Yes)
(Then learn the new word "apology" together.)
Step III. Speaking
T: Knowing how to make apologies is very important for us. If you do something wrong, you must say sorry. By the way, I'd like to tell you my terrible experience this morning. At 7:00 o'clock, I was walking in a road, suddenly a man ran into me, my bag fell down and was dirty, however, he said nothing to me. Do you think whether he is polite?
Ss: No.
T: I agree with you. He should have apologized for his fault (learn "apologize" on the screen), maybe he didn't mean to hurt me (learn "mean to do" on the screen), if he said sorry, I would forgive him (learn "forgive sb." on the screen). You are ladies and gentlemen with good manners, what will you do if you run into me?
Ss: Say sorry. (Make apologies)
T: Good! And if somebody makes an apology to you, what can you say?
Ss: That's all right./That's Ok./You are welcome......
(Show the following chart on the screen)
Ways of making apologies Possible answers
Forgive me. I'm very sorry. Oh, that's all right.
I apologize for ... Oh, well, that's life.
I'm sorry. I didn't mean to ... It's OK.
Oops. Sorry about that. No problem.
T: Are you all clear about these expressions?
Ss: Yes.
T: Now it's your turn to make dialogues with your partners according to the given situations on the screen. Discuss with your partner and make a dialogue. First let's look at situation 1, I will give you 3 minutes to prepare, now start!
(Three minutes later, teacher asks some pairs to act out their dialogues. Then let the students make dialogues according to situation 2 and situation 3. )
Step IV. Discussion ---- How to be a gentleman
T: Now let's have a discussion. At the beginning of the class, I mentioned the behaviors of some gentlemen, for example "lady first", besides this rule, what should a gentleman do? And girls, in your opinions, what is a gentleman? Please discuss with your partners and let me know your ideas.
Boys:
pay money for the women
carry the bags for women
be rich...
Girls:
be humorous...
Step V. Homework
T: So much for the discussion, today's homework----preview the listening part and the integrating skill part, and do exercise1 on page 116. Class is over, goodbye!
Ss: Goodbye.
Period 2 Listening & Integrating skills
Teaching Aims:
1. Train the Ss’ listening ability.
2. Train the Ss’ integrating skills.
Teaching Important Points:
1. Master the way of making apologies by listening.
2. Improve the Ss’ reading and writing skills.
Teaching Difficult Point:
How to write a good thank-you letter.
Teaching Methods:
1. Listening-and-answer activity to train the Ss’ listening ability.
2.Inductive method to help Ss learn to write a thank-you letter.
Teaching Aids:
1. a computer 2. a tape-recorder 3. a projector
Teaching Procedures:
Step I. Greeting and lead-in
T: Good morning, class!
Ss: Good morning, teacher!
T: So far we've known each other for almost 2 months. We are good friends, don't you think so?
Ss: Yes.
T: Now I have a problem, and I need your help, can you help me?
Ss: Yes.
T: I will take part in a birthday party this weekend, but I have no beautiful clothes, who can help me? Can anyone lend her clothes to me? XXX, I think your clothes are suitable, would please lend to me this weekend?
S1: Yes.
T: Thank you. If I take them without telling you first, will you be angry with me?
S1: Yes.
T: So I will call you first. My friend Bill told me he did something wrong to his friend, do you want to know what happened?
Ss: Yes.
Step II. Listening
T: Now please turn to page 37, let's do the listening part, please skim the questions quickly and guess what happened. I'll give you 2 minutes.
(2 minutes later.)
T: Have you finished? Who can tell me what happened?
Ss: Bill took Cliff's bike without asking him, and he also lost the bike.
T: Now let's listen to the tape and check whether your guess is right.
(After listening)
T: Have you got the answer for the first question? What happened to Bill and Cliff?
Ss: Bill took Cliff's bike without asking him, and he also lost the bike.
T: So your guess is right. What about the other questions? What did they say to each other? Let's check one by one.
(Finish the blanking fillings on page 37. Then listen for the second time.)
T: Through this passage, we know that Bill lost Cliff's bike and he apologized for his fault. Suppose another friend Bob, who is a policeman, found the bike and returned it to Cliff, what would Cliff do or say?
Ss: Say "thank you".
T: Yes, good. Cliff might thank Bob. It's good manners to express one's gratitude to the person who helps us. But what ways can he choose to thank Bob, do you know?
Ss: Give a gift to him/ invite him to have dinner...
T: He could make a call to Bob, send a gift to him... And what else? Or he could write a thank-you letter to him, right? Do you know what is thank-you letter?
Ss: 感謝信.
T: Good! Do you know how to write a thank-you letter?
Ss: No.
Step III. Integrating skills
T: Please turn to page 41, let's learn the given letter together. There are 3 paragraphs, please read quickly and tell me the main idea of each paragraph in your own words, I will give you 3 minutes.
(3 minutes later)
T: Have you finished? Who can tell me the main idea of each paragraph? XXX, would please! What does paragraph 1 talk about?
S2: The writer thanked his friend...
T: That is to say "Express the gratitude and recall the good time they spent together."
(Then ask S3 and S4 to tell the main idea of paragraph 2 and paragraph 3, show the following chart on the screen)
Paragraph 1 Express the gratitude and recall the good time they spent together.
Paragraph 2 Tell the present situation of one's own.
Paragraph 3 Ask about the receiver and send an invitation.
T: A thank-you letter does not need to be too long, you can write as the sample letter including 3 paragraphs, if you like, you can also write only one paragraph to express your gratitude. Let’s look at another 2 short letters.
(Show 2 short thank-you letters on the screen)
Thank-you note (1)
Dear Mr. Wang,
Thank you very much for the nice camera which I received this morning. It is truly an attractive gift and it would bring me many hours of pleasure and delight. I might just add that I have already put it to use. Thanks again.
Yours,
Li Fei
Thank-you note (2)
Dear Mrs. Smith, April 15
I just cannot tell you how glad I am that you should have remembered my birthday. It was a real pleasure to receive your beautiful card this morning.
Thank you so much for your good wishes.
Yours sincerely,
Jone Samuel
T: Now do you know how to write a thank-you letter?
Ss: Yes.
T: OK. Please look at part 2 on page 42, choose one of the following topics and write a thank-you letter. If you think the four topics are difficult to write, please turn to page 120, write a thank-you letter according to the four pictures. I will give you 5 minutes, then I will show 2 of your letters to the whole class and check together. Now start!
Step IV. Homework
T: After class, please lengthen the letter you wrote just now into 3 paragraphs. Remember reviewing the reading part. Class is over, goodbye.
Ss: Goodbye.
Period 3 Reading
Teaching Aims:
1. Learn some useful words and expressions.
2. Train the students’ reading ability.
3. Get the students to learn about table manners in western countries.
Teaching Important Points:
1. Help the students understand the passage.
2. Know some rules for being polite in Chinese culture.
3. Learn some useful expressions.
Teaching Difficult Point:
How to help the students understand the table manners in the west.
Teaching Methods:
1. Pair work or group work.
2. Fast reading and careful reading.
Teaching Aids:
1. a computer
2. the blackboard
3. some paper dinner sets
Teaching Procedures:
Step 1. Greeting and lead-in
T: Good morning, class!
Ss: Good morning, teacher!
T: Up to now, we learned how to make apologies to others. What phrases or words do we use when apologizing?
Ss: Forgive me./Excuse me./I'm sorry…
T: Yes, very good. And we also know that good manners are very important for every body, don't you think so?
Ss: Yes.
Step II. Pre-reading
T: So we should be ready to act politely in any situation at any moment. Now let's turn to page 38, look at the chart on the top. Please discuss with your partner and write down the rules for being polite in Chinese culture. Pay attention to the words "Chinese culture", not in the west. Each team talk about one situation, are you all clear? I will give you 3 minutes, then I will ask you to show your opinions.
(3 minutes later)
T: Now let's check one by one from the last one to the first one. What can we do when paying a visit to a friend's house? XXX, would you please!
S1: Don't touch the things.
S2: Don't eat all the food the host gives to you....
(Show the rules of being polite when pay a visit to a friend's house on the screen.)
1 Make an appointment before you go.
2 Bring a small gift.
3 Decently dressed.
4 Greet the family members in the order of age.
5 Ask if you should take shoes off before you walk into the house.
6 Don’t walk around the house unless you are invited to do so.
7 Don’t stay too long
(Then discuss the situation receiving a birthday present/greeting your teacher/at a dinner party one by one, show the rules on the screen.)
Receiving a birthday present
1 Say “thank you”.
2 Don’t open it until the guests are away.
3 Invite the guests to a dinner party. (Food ---- noodles, peach. )
Greeting your teacher
1 Stand straight and say “Lao shi hao”
2 You don’t have to take your hat off, but you must get off your bike when greeting.
At a dinner party
1 Try to talk to people sitting beside you.
2 Smile.
3 Stand up when others make a toast.
4 Don’t stand up to get the food.
5 Don’t ask for more even if you are not full.
T: Are you all clear about the rules for being polite at a dinner party in China?
Ss: Yes.
T: By the way, in China, at a dinner party, what kinds of dinner set can you see on the table?
Ss: Chopsticks, bowl, spoons...
(Show some pictures of Chinese dinner sets on the screen)
T: Look at the screen! We are familiar with these things because we use them to eat every day in China. However, do the westerners use the same dinner sets when they eat?
Ss: No.
T: Of course no. What do they use, do you know? And do you know the table manners at a western dinner party?
Ss: No.
T: Today, we will learn an article about table manners at a dinner party in the west. Please turn to page 38.
Step III. Reading
A. Fast reading
T: How many paragraphs are there in the text?
Ss: Six.
T: First, please skim the whole text quickly, try to divide the text into 3 parts, tell me the main idea of each part, 5 minutes, OK? Now start!
(5 minutes later)
T: Have you finished reading?
Ss: Yes.
T: XXX, how do you divide the text?
S3: Part 1, paragraph 1, part 2, paragraph 2 to 5, part3, paragraph 6.
T: Do you all agree with her?
Ss: Yes.
T: What is the main idea of each part?
S4: Part1tells us what we can see on the table.
S5: Part 2 tells us the dishes.
S6: Part3 tells us table manners changes over time.
(Show the following chart on the screen)
Part 1 paragraph 1 How to lay the table
Part 2 para.2---- para. 5 The dishes
Part 3 paragraph 6 The right attitude towards table manners
B. Careful reading
T: Quite good, you've got the main idea of the text. Now let's learn it part by part. First ,let's look at part 1, please read and think about 3 questions: ①Why shall we know the table manners? ②What does “having good table manners” mean? ③What can you see on the table? I will give you 3 minutes, OK?
(2 minutes later)
T: Who'd like to answer my questions? XXX, would you please? Why shall we know the table manners?
S7: Knowing them will help you make a good impression.
T: Good! What about the second question? XXX, would you please?
S8: It means knowing how to use knives and forks, when to drink a toast and how to behave at the table.
T: And what can you see on the table?
Ss: Three glasses, knives, forks, spoons, napkin, bowl, napkin...
T: Good! Look at here. (Show some paper dinner sets.) Here are knives, spoons, forks...(Show a cardboard) Now suppose this is a table, I’d like you to put all the dinner sets in the right places on the table according to part1. Who’d like to try? XXX, you please.
(The student comes to the blackboard and puts all the dinner sets on the table.)
T: OK. Let’s check her setting together.
(Teacher corrects the mistakes made by the student.)
T: Now let’s move on to part 2. Please read and tell me how many dishes you can find and the right order of the dishes. I’ll give you 3 minutes to read it. Now start!
(3 minutes later)
T: Have you finished? XXX, can you tell me how many dishes you can find at a dinner party?
S1: starter, main course, soup, dessert.
T: And what else?
Ss: drinks.
T: Yes, very good! Now please look at exercise 2 on page 39, put the dishes in the right order. Who’d like to try?
(Show the right answer on the screen)
1. starter 2. soup 3. main course 4.dessert
T: Quite good. Let’s move to exercise 3. Decide which of the following behaviors are polite or impolite at a western dinner party.
(Show the items on the screen)
(P) 1 Use the knife with your right hand.
(P) 2 Put your napkin on your lap.
(I) 3 Start eating as soon as your food is served in front of you.
(I) 4 Ask for a second bowl of soup.
(P) 5 Use your fingers when eating chicken.
(P) 6 Finish eating everything on your plate.
(I) 7 Talk loudly while eating.
(I) 8 Make other people drink more spirits than they can take.
T: Good. You’ve known the table manners very well. However, table manners always change, if you are not sure what is polite, what can you do? Part 3 tells the answer, let’s read together. One, two, start!
(The students read part 3.)
T: So don’t be worried if you are not familiar with the manners. As a saying goes: “Do in Rome as Romans do.” It means 入鄉隨俗in Chinese. You can follow your hosts.
Step IV. Summary and homework
T: This text tells us the table manners in the west. What about other manners? For example: what will they do when meeting people or when talking to others. Do you want to know? You can read the passage on page 118. After class, please do exercise 4 on page 39 and exercise 2 on page 40. Preview “word study”. Class is over, goodbye.
Ss: Goodbye.
Period 4 Language points & Word study
Teaching Aims:
1. Learn some useful word and expressions.
2. Learn some negative prefixes to master the word formation rules of changing the meaning of a word to its opposite.
Teaching Important Points:
1. Master some language points from the text.
2. Master the word formation rules to improve students’ ability to enlarge their vocabulary.
Teaching Difficult Point:
How to help students understand the difficult language points. For example, the differences between “manners” and “manner”.
Teaching Method:
Exercises to consolidate the word formation and the grammatical item.
Teaching Aids:
1. the blackboard 2. a computer
Teaching Procedures:
Step I. Language points from the text
T: Good morning, class!
Ss: Good morning, teacher!
T: Last time, we learned the text “Table Manners At A Dinner Party”, today, we will learn some difficult language points from the text.
(Show the language points on the screen and learn one by one)
We should pay attention to the table manners and our own manner.
① manners (常用復數) 表示“禮貌、規矩、風俗、生活方式”。
例：It’s bad manners to interrupt others. 打斷別人的話是不禮貌的。
He has good manners. 他有禮貌。
He has eighteen-century noble（貴族）manners.他有十八世紀貴族的生活習俗。
② manner (用單數形式) 方法、方式、舉止、態度
例：I love duck cooked in Chinese manner. 我喜歡吃中國燒法的鴨子。
I don’t like his manner, it’s very rude. 我不喜歡他的舉止，太粗魯了。
Pay a visit to
用法: pay a visit to sb./sth. = pay sb./sth. a visit 拜訪某人/某地
例：He paid a visit to China from May 16 to 22.他從5月16日到22日對中國進行了訪問。
Dr. Smith paid a visit to a patient on his way home. 在回家路上,史密斯醫生看望了一位病人。
(動名詞作主語)Having good table manners means knowing, for example, how to use knives and forks, when to drink a toast and how to behave at the table. （動名詞作賓語）
start with 以……開始
例：Dinner starts with a small dish.
end up with 以……結束
例：Dinner ends up with drinks.
ask for 要求得到，要求見到
例：He sat down and asked for a cup of coffee.他坐下來要了一杯咖啡。
Some person is asking for you at the gate.門口有人要見你。
比較：ask sb. for sth. 向某人要某物
They asked the waiter for their bill.他們向服務員要賬單。
When drinking to someone’s health, you raise your glasses, but the glasses should not touch.
時間狀語從句，句中省略了you are 完整形式為when you are drinking……
例：When working with the workers, we learned a lot from them.
當when, while, until, if, unless等引導的狀語從句的主語與主句的主語相同時，從句中的主語及部分謂語可省略。
drink to 為……干杯，為……祝酒
drink to one’s health 為某人的健康干杯
Let’s drink to our friendship.為我們的友誼干杯。
The best advice is never to drink too much.
too much 的中心詞為much, 意為“過于、太多”，做定語，后接不可數名詞，還可單獨使用做主語、表語、狀語。
例：You are asking too much.你問的太多了。(作狀語)
I’m afraid I’ve put you too much trouble. （作定語）
I can’t finish the work in 2 days, it’s too much for me. （作表語）
much too 的中心詞為too,意為“極其，非常”，后接形容詞或副詞。
例：The problem is much too difficult for me to work out. 這道題太難了，我算不出來。
高考題：
Allen had to call a taxi because the box was ____ to carry all the way home.（a）
a. much too heavy b. too much heavy
c. heavy too much d. too heavy much.
fashion 時尚，流行，潮流
follow the fashion 趕時髦
in the fashion 正在流行
out of the fashion 過時，不流行
Step II. Word study ---- Negative prefixes
T: Please turn to page 40, some words can be changed to their opposites in a special way. The prefixes in-, im-, non-, and un- all change the meaning of a word to its opposite.
(Show some important points on the screen)
im- immoral/immortal/imperfect/impolite
ir- irregular/irrelevant/irresponsible
in-
il- illegal/illogical
in- informal/incorrect/inactive
un-: uncover/unfold
non-: nonsmoker/nonviolent
T: Do you all understand the prefixes?
Ss: Yes.
T: How ever, not all words have negative prefixes, please look at the second chart on page 40, tell me which of following words have negative prefixes.
(Suggested answers: nonstop, unfold, incorrect, unlucky, impossible.)
T; Now please turn to page 117, look at exercise 2, you should add a proper negative prefix to some of the given words first, then fill in the blanks. Are you all clear?
Ss: Now start!
(The students begin to do exercise 2.)
Step III. Homework
T: So much for today, please preview Grammar part on page 41 after class. Goodbye!
Ss: Goodbye.
Period 5 Grammar
Teaching Aims:
1. Learn the differences between Restrictive Attributive Clause and Non-restrictive Attributive Clause.
2. Let the students know the cases in which Non-restrictive Attributive Clause is used.
Teaching Important Point:
Master the Restrictive Attributive Clause and Non-restrictive Attributive Clause.
Teaching Difficult Point:
How to help the students tell the differences between the Restrictive Attributive Clause and the Non-restrictive Attributive Clause.
Teaching methods:
1. Comparison and contrast
2. Do exercises
Teaching Aids:
1. a computer 2. the blackboard
Teaching Procedures:
Step I. Greeting and lead-in
T: These days, we have been learning good manners. For example, how to make apologies, how to write a thank-you letter, etc. XXX, do you think whether good manners are important for everyone?
S1: Yes.
(Show 2 sentences on the screen)
① Liang Yifan, who looks like Guo Jingjing, tells me good manners is important for everyone.
② The girl who looks like Guo Jingjing tells me good manners are important for everyone.
T: However, some naughty boys in your class call me “little teacher”, do you think it is polite?
Ss: Polite.( Impolite)
T: No matter polite or not, I like this nickname, it’s funny. So we can describe this thing as following:
(Show another 2 sentences on the screen)
③ Some boys call me “little teacher”, which is funny.
④ I think the boys who call me “little teacher” are naughty.
T: Look at the four sentences, have you found the similarity and the differences.
Ss: They are Attributive Clauses.
Step II. Comparison and contrast
T: Good. All the sentences are Attributive Clauses, however, sentence ② ④ are Restrictive Attributive Clauses while sentence ① ③ are Non-restrictive Attributive Clauses. They are different from each other in many aspects. Now please turn to page 41, look at the chart, it tells us two of the differences. First, they are different in omission. For Restrictive Attributive Clause, the extra information is necessary, but for Non-restrictive Attributive Clause, the extra information can be left out.
(Show some examples on the screen.)
T: Second, they are different in form. For Restrictive Attributive Clause, we don’t use commas, but for Non-restrictive Attributive Clause, we use commas.
(Show some examples on the screen.)
T: What’s more, they are different in the use of relative pronouns. For Non-restrictive Attributive Clause, we couldn’t use “that” instead of “who/whom/which”, and at the same time, when relative pronouns are used as objects in Non-restrictive Attributive Clause, they can’t be omitted.
(Show this point and some examples on the screen.)
They are different in the use of relative pronouns
例：⑤ I like the black ring very much, which my boy friend gave to me.
⑥ I like the ring [which/that] my boy friend gave to me very much.
例：Mr. Smith, from whom I have learned a lot, is a famous scientist.
T: Are you all clear about the use of relative pronouns?
Ss: Yes.
T: Let’s do some exercises.
(show some exercises on the screen, and students do together.)
T: Let’s move on. Fourth, they are different in meaning.
(show some examples on the screen)
My brother, who lives in New York, has 3 children.
我的兄弟住在紐約，他有三個孩子。（只有一個兄弟）
My brother who lives in New York has 3 children.
我的那個住在紐約的兄弟有三個孩子。（不止一個兄弟）
練習：Mr. Li has a child who likes playing football.
李先生有個喜歡踢足球的兒子。（可能還有別的孩子）
Mr. Li has a son, who likes playing football.
李先生有個兒子，他喜歡踢足球。（只有一個兒子）
T: Fifth, they are different in translation.
(Show some examples on the screen.)
They are different in translation
例：She is the nurse who looks after the children.
她就是照料這些孩子的保姆。
This note was left by Xiao Wu, who was here a moment ago.
這個條子是小吳留的，他剛才來過。
Step III. Other important points (深層學習)
T: Now you know the differences between the 2 kinds of Attributive Clauses, but in many cases, we’d better use Non-restrictive Attributive Clause.
(Show some important points on the screen.)
在下面情況下，多用非限制性定語從句：
A. 先行詞是表示獨一無二的普通名詞或專有名詞時：
The Great Wall, which is called in Chinese “The Ten-Thousand-Li Great Wall” is actually more than 6000 km long.
B. 先行詞是一個句子，即關系代詞指代的是一個先行句時：
The meeting was put off, which was exactly what I wanted.
C. 不定代詞/名詞/數詞+of + which/whom引導的定語從句
Light is a fast thing in the world, the speed of which is 300,000km per second.
There are 300 students in the small hall, most of whom are from countries(農村).
T: Now let’s do some exercises.
Step IV. Summary and homework
T: Today we have learned the differences between the Restrictive Attributive Clause and Non-restrictive Attributive Clause. Please do exercise on page 41 and hand in tomorrow morning. Class is over, goodbye!
Ss: Goodbye!