The First Period (Warming Up & Listening)
Teaching Aims:
1. Learn to apologize to people.
2. Train the Ss’ speaking ability.
Teaching Important Point:
Master the ways of apologies by listening and speaking.
Teaching Difficult Point:
How to help the Ss use the expression for making apologies freely.
Teaching Methods:
1. Pair work to act out the dialogues in Warming Up part.
2. Listening-and-answer activity to train the Ss’ listening ability.
Teaching Aids:
1.a computer
2.a projector
3.a tape recorder
Teaching Procedures:
StepⅠ.Greetings
Greet the whole class as usual.
StepⅡ.Lead-in
T: As we know, China is a country of a long history, besides China is a polite country. In our daily life, we should say polite words, such as “謝謝”, “請”, “對不起” and so on. It is very important to be polite in our daily life in China. Right?
S: Yes.
T: And how about in western countries? Ok, let me give you some examples. Imagine that we are now all in London, Xueyan and me are walking on the street, suddenly she run into me, and of course I’m going to be angry, then what should you say to comfort me, Xueyan?
S: I’m sorry.
T: Yes, then to be polite what should I say?
S: That’s OK.
T: Right. As we are foreigners in London, unfortunately, I lost my way, I can’s find my way to the hotel, so I have to ask some Londoners to help me, then what should I say first?
S: Excuse me.
T: Right. After he or she telling me the way, what should I say?
S: Thank you.
T: Yes. Now we’ve got the answer, it is also very important to be polite in western countries. And I think you’ve learned much about how to be polite. Today we are going to start a new unit, unit 6----Good Manners. Can you tell me what “good manners” mean?
S: Being polite.
T: Quite right.
Step Ⅲ. Warming up
T: OK. Now please open your books to page 36 Warming up. There are four pictures on the right, right/
S: Yes.
T: Do you know what happened in the pictures? Zhengmohan.
S: In picture 1, a student comes to the classroom.
T: And maybe he is talking to his teacher, right/
S: Yes.
T: And how about the second picture? Jiangquan.
S: A student are talking with two teachers.
T: Quite right, thank you. And the third picture? Yepingping.
S: The girl’s umbrella may have hurt the boy.
T: Thank you. Sit down, please. And the last one? Zhangzhenzhen.
S: Maybe they are quarreling.
T: Quarreling? Maybe, we can see from the picture that someone is angry. Anyway, that’s just our imagination, I don’t know exactly what happened in the pictures, and you don’t know either, right?
S: Yes.
T: But that’s OK, now you can complete the dialogues by making use of the expressions in the second column, then maybe you can tell me what really happened in the pictures. And before you do this exercise, I’d like to divide you into four groups to have a competition, the group that answer more questions will win it, clear?
S: Yes.
T: OK, can you start to do the exercise now?
S: Yes.
(After a few minutes, ask Ss to work in pairs to act out the four dialogues.)
T: Have you finished?
S: Yes.
T: OK, any volunteers? OK, in group 1, Liusuxing you two please.
S: Excuse me. Can I come in?
Sure. We’ve already started.
I’m sorry. I missed the bus.
That’s OK. We are one page47.
T: Do they get the correct answers?
S: Yes.
T: OK, let’s check the answers. (Show the correct answers on the screen, and add one point for group 1.)
T: The next one? OK, in group 4, Dingzhongjie you two please.
S: Excuse me. May I interrupt you for a moment?
What is it, Jordan?
I’m sorry, Mr. Baker. I put my homework on your desk.
T: Great, thank you. (Show the correct answers on the screen, and add one point for group 4.) And the next one? Lingjiali you two please.
S: Hey, be careful.
Oh, I’m so sorry.
That’s all right.
T: Thank you. (Show the correct answers on the screen, and add one point for group 1.). Next, Jingmaosheng you two.
S: Ouch! What are you doing?
I’m terribly sorry.
T: Thanks. (Show the correct answers on the screen, and add one point for group 1). You’ve all done a good job, now we are clear about what happened in the four pictures, right?
S: Yes.
T: And what do you think are common in the four pictures?
S: They all say sorry to somebody.
T: Yes, they do something wrong, then they apologize to someone. “apologize” is a verb, we usually say “apologize to sb for sth”, and “apology” is its noun form.
StepⅣ. Listening
These four dialogues are short ones, to learn how to make apology better, let’s learn a longer one, now let’s come to the Listening part. There are some questions on the book, first have a look at the questions, then we will start to listen. OK, are you ready?
S: Yes.
T: OK, here we go. (play the tape for the first time)
Have you got all the answers?
S: No.
T: It doesn’t matter, now I’ll stop the tape when we come to the important part. (play the tape for the second time)
Got the answers?
S: Yes.
T: OK, who’d like to answer the first question? Zhangzhong.
S: Taking my bike without asking
Losing the bike
T: Sit down please. Correct or wrong?
S: Correct.
(show the correct answer on the screen and add one point for group 2)
T: The next question, Wuxingmiao.
S: I’m sorry.
T: Right. (show the correct answer on the screen and add one point for group 1) Sunbirui, the next question.
S: That’s OK.
T: Thank you. (show the correct answer on the screen and add one point for group 2) Next, Wangzhongxi.
S: Have to apologize.
T: Right. (show the correct answer on the screen and add one point for group 1) The next one, Lingjingzhu.
S: That’s all right.
T: Sit down please. (show the correct answer on the screen and add one point for group 3) Lingyuejing, the next one.
S: That’s OK, forget it.
T: Quite right. (show the correct answer on the screen and add one point for group 3) And the last question, Dingchang.
S: I am really sorry about the bike.
T: Very good. (show the correct answer on the screen and add one point for group 4) Well done. Most of you have got the correct answer, do you want to listen to the tape again, and have a look at the original dialogue?
S: Yes.
T: OK. (Play the tape for the third time and show the original dialogue on the screen.) Quite easy, right?
S: Yes.
T: It is known to all, it is good manners to be polite. And how about these behaviors. (Show some pictures of good and bad behaviors on the screen and ask Ss to tell it is good or bad behaviors in the picture.) Any volunteers? OK, Xiayixi.
S: It is bad manners to kick the dustbin.
……
S: It is good manners to help the older.
S: It is good manners to give the seat to the person who is carrying a baby.
S: It is bad manners to spit.
S: It is bad manners to smoke in public place.
T: Today we’ve learned much how to make apology, I hope it could help us to become polite. Today’s homework is to preview the reading. Class over. See you.
The Second Period (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. Learn and master the following useful expressions: make a good impression, be close to, a little bit, start with, keep silent, ask for, at table, all the time, drink to, too much.
Teaching Difficult Point:
How to help the students understand the passage exactly, especially the following sentences:
1. The knife and fork that are close to your plate are a little bit bigger than the ones beside them.
2. in China, you sometimes get a hot, damp cloth to clean your face and hands, which, however, is not the custom in western countries.
Teaching Methods:
1. Discussion to compare table manners in China with that in western countries.
2. Fast reading and careful reading to understand the passage exactly.
3. Group work to make every student work in class.
Teaching Aids:
1.a projector
Teaching Procedures:
StepⅠ.Greetings
Greet the whole class as usual.
StepⅡ.Lead-in
T: Have you ever been to a Chinese dinner party?
S: Yes.
T: Me too. Now I’d like to share one of my attending Chinese dinner party experiences with you. Once I was invited to a Chinese dinner party, after entering the hall, I immediately took a seat, but my mother asked me to stand up, she said that I can’t take that seat. I was puzzled, why I can’t take that seat, every seat is for people to take, do you know why?
S: You are a child.
S: There are too many persons.
T: OK, let me tell you the correct answer, because the seat I took was the most important seat, it is for the people who are aged or who are most important. We call this as “table manners”. And do you know some other Chinese table manners?
S: We eat with chopsticks.
T: Yes, it’s impolite to eat with hands. Any more?
S: We stand up when others make a toast.
T: Right. And can we laugh at the table?
S: No.
T: We can’t laugh, we should smile at the table. And how do you usually get the food, can you stand up to get the food?
S: No.
T: Yes, we can’t stand up to get the food, we should wait for others to get the food for us. You’ve known much about Chinese table manners, and how about western table manners, what do you know about it?
S: They eat with knives and forks.
T: Very good. Any more?
S: ----
T: That’s OK, for today we are going to learn a passage about western table manners at a dinner party. Now open your books to page 38 , read the passage quickly and divide the passage into 3 parts, and find out the main idea of each part.
S: The first part is paragraph 1, its main idea is about laying the table and good table manners. The second part is from paragraph2 to paragraph5, it’s mainly about the order of dishes and good table manners. The third part is the last paragraph, it’s mainly about table manners’ changing over the places and times.
T: Very good. Now imagine I’m the general manager of Wenzhou Dynasty Hotel, my company is going to employ a waiter, as a qualified waiter, he or she must know exactly what are the dish order, how to lay the table and so on. Now I’d like to ask one person of each group to come to the blackboard to join the interviewing.
T: The first question, what is the correct dish order?
(Ss wirte the answers on the paper, then I check the answer)
T: How to lay the table?
(Ss put the paper tableware on the paper, then I check the correct answer)
T: Read para1,2 carefully, and decide which of the following behaviors are polite or impolite at a western dinner party .
(P) Use the knife with your right hand.
(P) Put your napkin on your lap.
(I) Start eating as soon as your food is served in front of you
(I) Ask for a second bowl of soup.
(I) Use one’s fingers to clean teeth.
(P) Ladies first.
(Ask Ss to tell their answers, and explain it to the Ss)
StepⅠ.Greetings
Greet the whole class as usual.StepⅡ.Revision
T: In the last period, we learned a passage about western table manners, now I’d like to retell the story together with you, each person say one sentence. Start from me. Knowing some table manners will help us make a good impression.
S: There are two spoons, two knives, two forks, three glasses, one napkin, and two plates on the table.
S: We should use the knife with our right hand, and use the fork with our left hand.
S: Dinner starts with a small dish called starter.
S: When someone is praying we should keep silent.
S: After the starter we will get a soup, but it’s impolite to ask for a second serving.
S: The next dish is the main course.
S: Many westerners think the chicken breast with its tender white flesh is the best part of the bird.
S: We should eat all the food on the plate.
S: During the dinner, we should smile and speak quietly.
S: Westerners usually take only a sip.
StepⅢ Word study
T: Very good, I’m sure you’ve learned the table manners by heart. Now, let’s learn a passage about Chinese table manners. Open your books to page 40, do exercise2.
T: Finished?
S: Yes.
T: OK, let’s check the answers. What should we fill in the first blank?
S: Damp.
T: Right. It means wet. The next one?
S: Custom.
T: Yes. The next one?
S: Dishes.
T: Go on.
S: Noodles
T: Mix means to put different things together
S: Middle.
S: Breast
S: Tender
S: Chopsticks
S: Bones
S: Spoon
S: Spirits
S; Toast
T: It means cheers
Step ⅣSpeaking
T: Well done. In a party, a lot of things may happen, you may take someone else’s glass, or hit someone by chance, then to be polite you should apologize to him. Do you still remember the expressions for making apology?
S: I’ sorry,------
The Forth Period (writing & language study)
Teaching Aims:
1. Learn some negative prefixes to master the word formation rules of changing the meaning of a word to its opposite.
2. Learn to write a thank you letter.
3. Learn more about good manners over the world.
Teaching important points:
1. Master the word formation rules to improve students’ ability to enlarge their vocabulary.
2. Master how to write a thank you letter.
Teaching methods:
1.Practising to learn the word formation rules.
Teaching Procedures:
StepⅠ.Greetings
Greet the whole class as usual.
StepⅡ.Writing
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.
T: Now please read the passage carefully and find out the main idea of each paragraph.
S:
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 Ⅲ Language study
T: It is polite to write a thank you letter to others, but it is impolite to speak loudly in class, right?
S: Yes.
T: Do you find any similarity between “polite” and “impolite”?
S: They both have the word “polite”
T: Yes, “impolite” is made up of “polite” and “im”, and the word “impolite” means what?
S: It means “not polite”.
T: So “im” means what?
S: Not.
T: Quite right. We have the word “formal”, and we also have the word “informal”, what does “informal” mean?
S: It means not formal.
T: “informal” is the compound of “formal” and “in”, so we may guess the meaning of “in”, it also means?
S: Not.
T: Dingchang, do you smoke?
S: No.
T: So, we may say Dingchang is not a smoker. Can we use another word to replace “not”?
S: We can use the word “nonsmoker”.
T: Right. And what does “non” mean?
S: It also means not.
T: We’ve learned the word “usual” and “unusual”, and we know they are opposite words, so we can make sure that “un” means not, right?
S: Yes.
T: “in”, “im”, “non”, “un” all means not, and by adding these prefixes into a word, we will get what kind of new word?
S: We will get a new word, which has the opposite meaning of the former one.
T: Very good, and we call these prefixes as negative prefixes. Now open your books to page40, tell me which of the following words have negative prefixes?
S: “nonstop” “”unfold”, “incorrect”, “unlucky”, “impossible”.
T: Very good, open your books to page 117, and do exercise 2.
(check the answers after a few minutes)
T: In this class, we’ve learned the usages of some negative prefixes. They are “in”, “im”, “un”, and “non”,we can use them to change some words to their opposites. After class please collect more words with negative prefixes. So much for today, see you.
The Fifth Period (grammar)
Teaching Aims:
1. Understand the Restrictive Attributive Clause and the Non-restrictive Attributive Clause.
2. Learn more about attributive clause.
Teaching Important Points:
1. Master the Restrictive Attributive Clause and the Non-restrictive Attributive Clause.
2. Master when to use “which” and when to use “that” in attributive clauses, and the differences between “as” and “which”.
Teaching Difficult Point:
1. How to help students tell the differences between the Restrictive Attributive Clause and the Non-restrictive Attributive Clause.
Teaching Methods:
1. Comparative and inductive methods to tell the differences between the Restrictive Attributive Clause and the Non-restrictive Attributive Clause.
2. Exercise to consolidate the grammatical item.
Teaching Aids:
1. a projector
Teaching Procedures:
StepⅠ.Greetings
Greet the whole class as usual.
StepⅡ.Grammar
( Teacher writes the following two sentences on the Bb: I love my sister who is a nurse. I love my sister, who is a nurse.)
T: Well. Now please look at the sentences on the blackboard, what are these two sentences?
S: They are attributive clause sentences.
T: Right. And what are the differences between them?
S: There is a comma in the first sentence, but there are no commas in the second sentence.
T: Yes. So we may say in writing, we don’t use commas in the first sentence, but commas are used in the second sentence. And who can translate these two sentences?
S: 我愛我的當護士的姐姐.
我愛我的當護士的姐姐.
T: So do you think the meaning of these two sentences are the same?
S: Yes.
T: OK, let me tell you the correct answer, the first sentence means “我愛我的當護士的姐姐”, the second one means “我愛我的姐姐, 她是一個護士”. In the first sentence, she may have several sisters, but which sister does she love?
S: The sister who is a nurse.
T: Yes, the sister she loves should be a nurse. And in the second sentence, she may just get one sister, and she loves her, and also she is a nurse. The attributive clause in the first sentence is essential to the clear understanding of the noun “sister”, but in the second sentence, the attributive clause just gives us useful extra information. It is not a necessary part of the meaning of the noun “sister”. So we call the first sentence as Restrictive Attributive Clause, and the second one as Non-restrictive Attributive Clause.
(show the differences between Restrictive Attributive Clause and Non-restrictive Attributive Clause on the screen)
(explain when to use Non-restrictive Attributive Clause by explain three sentences on the blackboard)
1. 先行詞為專有名詞或獨一無二的名詞
2. 名詞/數詞+of
(do exercise 2 on page 118)
T: Usually “that” and “which” can replace each other in a restrictive attributive clause sentence, but there are some exceptions. Look at the blackboard, and fill in the blanks.
(students’ answers: which that that which that that which which)
T: OK, look at the first sentence, there is “anything” in the sentence, when the antecedent is “anything” or “something” or “nothing”, we must use “that”, so the correct answer should be “that”.
eg. Do you have anything that is important to tell me?
T: There is a word “some” in this sentence, when the antecedent is modified by “all” “some” “any” “no” “not” “every” “each”, we must use “that”.
eg. I have some books that are very good.
T: When the antecedent is modified by the superlative degree of a adjective or a ordinal number, we must use “that”, so we should fill in “that” in the third sentence.
This is the first book that I bought myself.
The biggest bird that I caught is this bird.
T: The next sentence, the antecedent is modified by “the very”, so we should fill in “that”. When the antecedent is modified by “the very”, “the only”, “the last”, “the next”, we must use “that”.
eg. This is the very book that I lost yesterday.
T: When the antecedent has person and object, we should use “that”.
eg. I won’t forget the things and the persons that I saw.
eg. Mary has a book, which is very precious.
eg. This is a house in which lives an old man.eg. That dog which I found in the street belongs to Mary.Fill in the blanks with suitable relative pronouns.
1. This is the only book ____ I got last year.
2. Is this the book in ____ you are interested?
3. This is the largest animal ____ Tom saw in the zoo.
4. Rose still remembers the trees and teachers____ exist (存在)in the mother school.
5. All the desks ____ are bought look really wonderful.
6. Do you have any money ____is used to build the factory?
7. Tom has a toy, ____ was given by his father.
8. This is the second watch ____ my father bought for me.
eg. As we all know, he is a famous scientist.
He is a diligent boy, as is expected.
She has the same book as you have.________everyone knows, it is necessary to build a hospital in this small town.(as/which)
It is necessary to build a hospital in this small town, _________ is clear to us.(as/which)
Our department will hold the meeting,________ is known by us.(as/which)
She got the same expensive pen _________ you have.(as/which)