Unit6 Good Manners
一、Teaching Aims:
1. Everyday English: Make the students learn to apologize to people using different expressions.
2. Reading a .Talk about good table manners in the western dinner party and understand the differences between Chinese culture and western culture.
b. Develop the students’ reading ability.
3. Grammar a. Learn the use of negative prefixes
b. Understand the Restrictive Attributive Clause and the
Non-restrictive Attributive Clause
4. Writing : Learn to write a thank-you letter
5. Words: Master the words and useful expressions
Key words: manners, impression, apologize, culture, forgive, leave out
二、Important points and difficult points
1. Understand the table manners
2. Learn the differences between Restrictive and Non-restrictive Attributive Clause
三、Teaching methods
Communicative method and Task-based teaching methods.
四、Teaching Aids
Tape-recorder and Multimedia teaching assist
五、Teaching plans:
The first period: Warming up ,listening, speaking.
The second period: Reading comprehension (Table manners)
The third period: Language points
The fourth period : Grammar
The fifth period: Writing
Period 1
一、Aims: 1. Learn to apologize to others
① Help the Ss revise some phrases on making apologies and give more ones to the Ss.
② Enable the Ss to master the phrases and use them properly.
3. Develop the Ss’ ability of listening and speaking
二、Keys: Make the Ss apply the ways of making apologizes to the proper situation freely.
三、Difficulties: Try to make every student in the class to open month.
四、Contents: Warming up ; listening;speaking
五、Teaching methods :Communicative method and Task-based teaching methods.
六、Teaching Aids: Tape-recorder
七、Teaching processes:
Lead-in
( The teacher comes to the classroom a little late on purpose)
T: ( Hurried ) I’m sorry . I’m late . I apologize.
( Expiain) This class we’ll learn a new topic about good manners .
( Ask the Ss to give some examples about good manners .)
Just now I was late for the class. Is it good manners?
(No.) It’s bad manners . It’s impolite to you.
When you do some impolite things to others ,what should you do ?
Just now what did I do ? ( answers)
Yes, you should apologize to others.
Task1 When and how do you apologize to others.
In what situations should you apologize to others?
And what can you say ? ( Collect the answers from the Ss )
Come to the four pictures . Talk about them one by one
①Talk about the situations ② Talk about the dialogues and phrases.
Notes: ①Ask the Ss to guess the meaning of “ interrupt”
②Ask the Ss to summrize the sentence pattern of making apologies .( Write down on the Bb)
Task2 Acquire further information about making apologies by listening practice.
Listen for the first time and ask them to write down the answers as much as they can.
Listen for the second time for the Ss to check their answers.
Ask the Ss to give their answers.
( paying attention to the use of the word “apologize” and guessing the meaning of the word “fault”) ( Give some examples)
Add the new expression of making apologies. (On Bb)
Task3 speaking
Make dialogues according to the given situations.
Ask the Ss to work in pairs and make dialogues
(Try to use the expressions on the Bb and the ones in the book)
Group1 and Group2 choose situation 1
Group3 and Group4 choose situation 2
Give them five or more minutes to practise it .
Ask one pair of each group to practise their dialogues.
If time is permitted, ask more pairs and make some comments.
Homework:
1. Make a dialogue using situation 3
2. Finish the task of pre-reading to find out how to be polite in Chinese culture.
Writings on the Bb:
Ways of making apologies:
Task1 Excuse me, but┉
I’m sorry,
I’m terribly sorry that
Task2 I apologize for
It’s my fault
Answers: No problem.
That’s all right.
It’s Ok
Period 2
一、 Aims: 1. Understand the table manners at a dinner party in western countries.
2. Compare the table manners in China and in western countries.
3. help the Ss to understand the differences between Chinese and western culture.
二、 Keys: Find out the correct behaviours at a western dinner party.
三、 Difficulties: Comparation about the table manners.
四、 Teaching methods: Reading, Task-based teaching methods.
五、 Teaching Aids: Multimedia Teaching Aids .
六、 Teaching Processes:
Revision and lead-in
1. check the homework
① Ask two pairs to act their dialogues.
T: This situation is about table manners.You should act politely at a dinner party. But we don’t know much about table dinner. What is polite behaviours at a dinner party.
② Ask the Ss to tell the rules of being polite in Chinese culture .
( Write them down on the Bb)
T: What about in a western dinner party? Let’s come to this passage and find out the answers.
Task 1 Acquire the general idea.
Listen and think about:
① Why do we need to know the table manners?
② Find out the order of dishes being served.
Answers: ⑴ Knowing them will help you make a good impression.
⑵ starter → soup → main course →drinks
Task 2 Careful Reading
⑴ show the Ss two pictures about the laying of tableware and tell which is correct after reading the first paragraph and tell what is used for?
(Answers: Glasses: one for …… one for …… and ……
Big spoon is for the soup, and the small one is for dessert.)
Watch a short TV program ( a man’s behaving at a dinner party)
⑴Ask one student to come to the front to act the behaviour and other Ss to give judgement.( Add some more information)
⑵ Read the next four paragraphs and tell the sentences true or false.( check the answers. Post-reading Ex3 P39)
⑶What is the most important if you’re not sure what is polite behaviours?( Do as the host does)
Task 3 Comparison
Give the Ss another passage about Chinese table dinners (P40 Ex2)
Ask the Ss to make a comparison
Chinese table manners Western table manners
chopsticks Knife and fork (2 pairs)
One glass Three glasses
……… ………
Divide the Ss into groups formed by 4-5 Ss . And ask them to discuss and make notes.(5 minutes or so)
Ask the reporter of the group to report their results.
Add more if necessary.
Homework
Read about good or bad manners in given situations.
Work in groups and discuss it. And choose the best answers.
P116 Talking
Period 3
一、Aims: 1. Help the Ss master some words and useful expressions in the two passages.
2. Give another passage about manners and make the Ss understand some general culture knowledge.
二、keys: impression, start with, drink to
三、Teaching Aids: Multi-media
四、Teaching processes:
Step 1 Revision
Check the homework
Step 2 Language study
⑴ Show some pictures of the food mentioned in this passage and learned before. Ask the Ss to name them correctly,paying more attention to the new words.
( toast, roll, dessert, chicken, hamburger, chips…… )
⑵ Enlarge the picture of the chicken and ask the Ss to name the parts of the chicken. ( breast, tender, wing …… )
⑶Word match ( Place this step before task 2 in the last period)
Match the word and the meaning correctly.
Keys:
① impression, impress
② start with , begin with, end up with
③ drink to
④ serve
⑤ provide
Step 3 Reading Comprehension
hand out the reading materials to the Ss. Finish reading it in a limited time. Ask the pairs to discuss their answers and give their answers.
Check the answers.
Step 4 assignment
Translate the four sentences into English:
1. 這座古寺給我留下了很深的印象。 （impression）
2. 這場晚會以一支鄉村音樂而開始。 （ start with）
3. 讓我們為你的成功干杯。 （ drink to ）
4. 這家飯店提供各種各樣的食品。 （ provide / serve ）
homework P118 Intergrating skills.
Reading : Good Manners the World Over
Period 4
一、Aims: 1. learn some information about word formation (negative prefixes).
2.make the Ss master the grammar points
( non-restrictive Attributive Clause)
二、Keys and difficulties:
① the meaning of negative prefix.
② The differences between restrictive attributive clause and non-restrictive attributive clause.
三、Teaching method: Practice
四、Teaching Processes:
Step 1 Revision
Check the homework
Step 2 Word Formation
Give two words in this unit
Formal → informal ( not formal)
Polite → impolite ( not polite)
Ask the Ss to give more examples
Nonsmokers / unusual
Point out the prefixes im- / in- / non- / un- are the negative prefixes. They are used to change the word into the opposite meaning.
They are often used before adjectives . / dis- ( verbs)
Ask the Ss to tell which of the following are not negitive prefixes:
Answers: invite , understand, interesting, uniform.
Practice
P117 Ex2 . Fill in the blanks and add negative prefix if necessary.
Check the answers.
Step 3 Non-restrictive attributive Clause
1. Ask the Ss to read the tips about the differences between Restrictive Attributive Clauses and Non-restrictive Attributive Clauses.
2. Give two sentence examples to explain it in details.
3. Pratice.
⑴ Rewrite the sentences with Attributive Clauses.
⑵ Join the sentences with who, whom, that, which .
⑶ compare the sentences.
Homework
Consolidate the two grammar points by more exercises.
Period 5
一、Aims: make the Ss learn to write a thank-you letter.
二、Keys: make the Ss learn the part of the letter and write a thank-you letter following the example.
三、Teaching methods: Task-based teaching method
四、Teaching Processes:
1. Revision:
Check the homework
Revise the Non-restrictive attributive Clause.
2. New lesson.
Task 1 Read the thank-you letter and learn the usual part .
Ask the Ss to read the letter written by Amy and write in their own words what each paragraph is about.
Suggested answers:
Paragraph 1 express the thanks
Paragraph 2 Introduce the writers’ present deeds
Paragraph 3 Greet Sam and Janny and make an invitation
Task 2 Discussion
Question 1 In what situation we usually write a thank-you letter?
(Collect the answers)
Question 2 What shall we say in a thank-you letter?
( Thank you for your help. / Thank you for inviting me to …… )
Divide the Ss into different groups ( 4-5 Ss)
Give them four topics and ask each group to choose one to try to finish a thank-you letter.
① Thank a teacher for his/her help.
② Thank your friend for a birthday present.
③ Thank your parents for their loving support.
④ Thank Jim for inviting you home for a dinner .
Ask the groups to try to use the pattern given in the example.
Take topic 4 for example.
Keys: a. Thank you for having invited me to your home for the dinner.
b. The food is delicious. Your family members are very friendly.
c. Tell what I’m doing now.
d. make an invitation.
Ask each group to make notes and several minutes later, the reporter in each group is required to report it.
Task 3 Write a letter individully
Requirments:
Look at the four pictures and imagine you are the old man’s son or daughter. Write a thank-you letter to the boy. Tell the story and express thanks in your letter.
Words: 100 or so
Ask the Ss to finish it in 20 minutes and hand it in.