一．教学内容分析
本单元的中心话题是Goodmanners，这是一个亘古及今且永恒的话题。但在我们这一单元中，Goodmanners都有些什么内容呢？中外文化中对Goodmanners的理解、体现有什么异同？我们该怎么做、做什么才能成为一个受人欢迎、具有Goodmanners的人呢？单元中十一个板块的相关话题的设计及语言材料的选编无不紧紧扣着这个中心。从日常生活中看似虽小但能触及心灵的情景及行为，如道歉、书面致谢；东西方餐桌礼仪；域外风俗礼节等，都作了详尽的诠释，所有这些为我们提供的不仅是充实的英语语言知识和综合语言运用技能训练的内容，更重要的是学生学习这一单元的整个过程也是他们陶冶情操、规范行为、发展心智的过程，这对他们身心的发展会产生较强的感染作用，有助于他们人文素养的整体提高和跨文化意识的加强。
“热身”（Warmingup）部分设计了学生学习生活中及日常生活中经常发生的四幅画面：上课迟到、打断别人说话、排队买饭时不小心雨伞戳着别人、商店里排队付款一男士推开两顾客从他们中间穿过，顾客生气质问男士。让学生学会道歉，学会讲礼貌。这部分的目的是，引出中心话题Goodmanners，帮助学生明白讲礼貌会使我们人际之间关系和谐融洽，甚至会化干戈为玉帛；同时复习或学习一些致歉语和必要的答语。
“听力”（Listening）部分提供了一段两朋友间的对话，一朋友不打招呼骑走了另一朋友的自行车，并且把它弄丢了。怎么办？当然是道歉。这个听力练习要求学生通过听学会对发生了这种事情后的道歉表达和更高姿态的回响，使道歉者释然。以此了解英语国家人士语言的得体性、思维的方式与习惯表达方法，培养学生跨文化交际的意识。如“Iguessitwasn’treallyyourfault,wasit?”,“That’sOK.Forgetit.Itwasanoldbikeanyway.”
“口语”（Speaking）部分提供的是三组文字情景，要求学生在前面“热身”和“听力”的基础上，以双人对话的活动形式体现情景，训练学生在比较真实的情景中口头表达能力和丰富他们有关道歉的语汇，包括词和句型。充分展示具备Goodmanners者解决问题、处理尴尬场面的风采。
“读前”（Pre-reading）部分设计了四个情景：1）Atadinnerparty,2）Greetingyourteacher,3）Receivingyourbirthdaypresent,4）Payingavisittoafriend’shouse,以小组活动的形式讨论并写下在中国文化中以上情景有礼有节的一些规矩，这一活动的目的是不仅要调用学生已有的直接和间接的体现Goodmanners的生活经验，加深对我们中国是文明礼仪之邦的认识，而且激活学生的思维，自然过度到下一步的“Reading”---西方文化、餐饮礼仪。
“阅读”（Reading）部分是一篇说明文。主要介绍了西方的餐桌礼仪，并在字里行间渗透着和中国餐饮文化进行比较。东西方文化交织在一起，充满了跨文化交际的信息，体现了教材的国际性和民族性。
“读后”（Post-reading）部分的前三项任务是要求学生针对课文的理解完成的，可作为评价学生对文章理解的程度。如第一项：列出中西方餐桌上餐具及其摆放的位置；第二项：标出西方正式宴会上主要食物上桌的顺序；第三项：判断西方正式宴会上哪些就餐行为文明有礼，哪些行为显得无礼粗俗。第四项是回答问题，是一道联系中国实际的、开放性的一道问题：中国的餐桌礼仪也在变化吗？举例说说。可以小组讨论的形式进行，目的在于让学生对中西方餐桌礼仪的认同，以及培养学生的思辩能力。
“语言学习”（Languagestudy）分词汇和语法两部分。词汇部分有构词法知识，前缀in-,im-,un-,non-和练习部分词汇的一篇与课文主题相关的短文。引导学生通过短文提供的生动语境培养自己理解和记忆单词的能力。语法项目是定语从句，这是继前面两单元后第三次出现，不属新的语法知识。非限制性定语从句第一次介入。语法第一部分提供的限制性定语从句和非限制性定语从句的例句比较和说明，可供学生自主学习，让学生探究发现两种定语从句的不同形式和含义。第二部分着重检验学生运用两种定语从句拓展句子的能力。
“综合技能”（Integratingskills）设计了一个很实用的写作任务：写感谢信。这个设计包括读和写。阅读部分的内容是一封感谢信的范例；写作部分的任务是：对老师的帮助、父母的关心支持、朋友的真诚、收到生日礼物等写一封感谢信。通过这一活动，让学生明白对他人的帮助心存感激，无疑是一种美德，一种素养。
“学习建议”（Tips）部分提供了一些行为规范的名言警句，告戒学生随时随地讲文明、懂礼貌，从自身做起，从小事做起。
“复习要点”（Checkpoint）部分简要地总结了本单元的语法重点----限制性定语从句和非限制性定语从句，并且设计了一些最基本的语言练习，帮助学生自评。同时通过两个问题引导学生对本单元所学的词汇作一次小结。
二．课时安排：6课时。
TheFirstPeriod:WarmingupandListening
TheSecondPeriod:Speaking
TheThirdPeriodandFourthPeriods:Pre-reading,ReadingandPost-reading
TheFifthPeriod:LanguageStudy
TheSixthPeriod：IntegratingSkills
三．分课时教学计划
TheFirstPeriod
GOALS:
Tofocusontalkingaboutgoodmannersaswarmingupandlisteningpractice.
Tolearntoexpressapologiesandresponsestoapologies.
Toarousestudents’interestinlearninggoodmannersthroughvariousactivitiesinclass.
TEACHINGPROCEDURES:
I.Warmingup
设计问题、语境，诱发学生打开话匣子，不作限制，更不当练习来完成。
1．以旧带新，先入为主，根据学生自己的体验和理解，列举Goodmanners的事例。
2．知错并向人道歉是Goodmanners的行为之一。引入道歉用语，借书中情景和额外补充的各种情景反复演练，使学生能将这些礼貌用语娴熟地运用于生活之中。
（这些情景的提供，也为最后让学生自己描述道歉场面作准备）
3．作为一个有礼貌的人，对他人的诚恳道歉怎么反映？说些什么让道歉者心里释然？（为下一步的听力做个铺垫）
4．你上次向人道歉的情景还记得吗？对方是否是个讲礼貌的人。请描述一下。
1.T:Welikepeoplewithgoodmanners.Wedon’tlikepeoplewithbadmanners.
Well,whataregoodmannersinyouropinions?Forexample,
Isitgoodmannerstotakeyourclassmate’sbicyclewithouttellinghim?
Ofcourseit’s(not)goodmannerstodo…./that….
Groupwork:Makealistofatleastfourthingswhicharegoodmannersinourdailylife.
2.Whatshouldwedoatleasttobegoodmannersifwedosomethingwrong?
Makinganapology?Andhowtoexpressyourapologies?Whatexpressionsdoyouusetoapologize?
(Excuseme/I’msorry./Iamterriblysorry/Pleaseforgiveme...)
3.Lookatthefourpicturesinthetext.Completethedialogueswithproperwordsaccordingtothesituationsgiven.
4.Herearesomemoresimilarsituations.Pleasemakesimilardialoguesinpairstodrilltheexpressionsofapologies.
Situationone:Yougototheteachers’officetohandinyourhomework,butyourteacheristalkingwithoneofhercolleague.Youinterruptthem.
SituationtwYouarelatefortheschoolgatheringandallyourclassmatesarewaitingforyouatthebusstation.Youexplainthatyouhadaflattyre.Yourclassmatesforgiveyouandtellyounottoworry.
Situationthree:Whenyouarewalkinginthestreets,youstepontosomeone’stoesandthispersonisabitangry.Heremindsyoutobecarefulnexttime.
Situationfour:Youareplayingbasketballandsuddenlytheballhitsomeonepassingby.Thepersonisveryangrywithyou.
5.Infact,ifyoucanapologizeprobablyafteryoudosomethingwrong,otherswillstillhaveagoodimpressionofyou.Ontheotherhand,yourproperresponsetoanapologyalsoshowsyouareapersonwithgoodmanners.
Well,what’syourresponsetothefollowingapologies?
1)I’msorry,Sam.Isteppedonyourpenandbrokeit.Ididn’tseeitonthefloor.
______________________________.(It’sOK.Ihaveanotherpen.)
2)I’msorry,Mr.Tan,Ididn’tcompletemyhomework.Iwasnotfeelingwelllastnight.
__________________________________________________________________.
(Areyoufeelingbetternow?Youmayhandinyourhomeworktomorrow.)
6.Doyouthinkitgoodmannerstomakeanapologytopeopleintimeifyouhavedonesomethingwrong?Pleasedescribethesituationlasttimewhenyoumadeanapologytoothers.
Whatdidyousaytoexpressyourapologies?Whatwastheother’sresponse?
Didhe/sheacceptyourapology?Doyouthinkhimapersonwithgoodmanners?
Why(not)?
II.Listening
1.ListeninginSB.
遵循stepbystep的原则，分听前(Pre-listening)、听时(While-listening)和听后(Post-listening)三步走，并设计各个步骤的任务型活动，使整个听力目标明确，中心话题更为突出。
Pre-listening:Gooverthesixquestionsorsentencesandguessinpairsifthepersonsinthelisteninghavegoodmannersornot.Whydoyouthinkso?
While-listening:Answerthequestionsandcompletethesixsentences.
Post-listeningquestions:
Hasanythingsimilarhappenedtoyou?Whatwasthesituation?Howdidyoudealwithit?
Doyouthinkyou’reapersonwithgoodmanners?Inwhatways?
2.ListeninginWB.P.115
Listentothetapeandfinishtheexercisesinit.
TheSecondPeriod
GOALS:
Tofocusonoralpractice---Speaking.
Thestudentsaretousetheexpressionsofapologiesandpossibleanswersfreelythroughsomesituations.
Theyareenabledtosolvesomesimulatingproblemsaboutgoodmannersandbadmanners.
TEACHINGPROCEDURES:
I.Elicittheexpressionsofapologiesandpossibleanswersthroughthesituationswhichmighthappentotheteacherhimself/herself.
Theteacherisabitllatefortheclass.
Theteachercarelesslyknocksdownastudent’sbookslonthetable.
Theteacherblamessomestudentwronglyfornot…l
1.T:I’msorry.Ididn’tmeanto….NowIapologizeformy…
S:Oh,that’sallright.
创设真实情景与学生交流，既是以身示范，又自如、贴切地呈现教材中提供的常用道歉用语和回答方式。
2.T:WhatdoyouthinkofmesinceImadeanapologyforwhatIdid?
WhatifIdidn’tapologizetoyouforwhatIdid?
就老师的行为让学生评说会更加激发学生说的兴趣，还会使学生具备一定的Goodmanners的尺度标准。同时，为后面学生自己如何表现出文明礼貌、“问题”如何解决作准备。
3.T:Whatwouldyoudointhefollowingsituations,soastoshowyouhavegoodmanners?
P.37l
II.Role-play:Problemsolving
邻里之间的关系同样体现出文明礼貌的程度。有矛盾、有问题，原因是什么？居委会怎么解决？这项模拟活动跳出了课文，拓展了训练内容。要求学生将学过的表达方法与新的表达方法结合使用，对信息做各种合理的处理与加工，进行创造性的语言活动。充分体现口语教学突出话题和功能的双重要求。
SurveyandInterviewaboutrelationshipbetweenneighbors.
Inyourgroupoffour,oneactsasajournalist,interviewingseparatelytheotherthreewhoareneighborsabouttheirrelationshipinbetween.Eachneighbortalksabouttheirgoodorbadrelationshipbetweeneachotherandtellsthereasonsforit.Oneortwooftheneighborshavesomeproblems,andtheycan’tgetonwellwitheachother.Thejournalistreportsittotheneighborhoodcommitteeandtheytrytosolveit.
我们中国人用自己的Goodmanners的尺度标准，处理好邻里之间的关系。世界其他各国对Goodmanners的尺度标准是否都一样？
III.DiscussionP.116
IV.Conclusion:
Differentcountrieshavedifferentstandardsofgoodmanners.Butpeopleallovertheworldwillappreciatethosewhoarekindandhelpfultoothersandthethingsthatarebeautifulandtrue.
TheThirdandFourthPeriods
GOALS:
Togettoknowthewesterntablemanners.
Tolearnsomeusefulexpressionsabouttablemanners.
TocompareChinesetablemannerswithwesterntablemanners.
TEACHINGPROCEDURES:
I.Pre-readingtasks:
其目的是激活学生已有的相关背景知识，启发学生思维和想象，活跃课堂气氛，使学生很快融入课堂教学内容。如借助图片或Powerpoint,以小组竞赛的形式复习有关中外餐桌上食物、餐具的一些单词；以小组讨论的形式重温文明礼仪之邦的中国在待人接物、餐桌礼仪方面的独特习俗；最后聚焦于西方的餐桌礼仪。三项任务一步一步地扣上下一步的阅读内容。
1.Competition:
PicturesorPPt.ofsomefoodandtableware,andtheSsareaskedtotellthenamesofthemanddecidewhethertheyareonthewesterndinnertableorontheChinesedinnertable.
2.Discussingroupsoffour:
Chinaisacountryfamousforitstraditionalcultureandgoodmanners.HowcouldwebepoliteinthefollowingsituationsinChineseculture?
Ataldinnerparty?
Greetingyourteacher?l
Receivingabirthdaypresent?l
Payingavisittoafriend’shouse?l
3.HavestudentsbrainstormalistofWesterntablemanners.ThefollowquestionscanbethecluefortheSs.(Thenifpossible,invitethemtoexploreawebsitethatfocusesonwesterntableMannersfornewChinesestudentsstudyingoverseas.Astheyviewthesite,theycancompareandcontrasttheirlistwiththeinformationthere.)
Whenlinvitedtoadinnerparty,shouldyoucomeontimeorabitlater?
Whichlseatisforthemainguest?
Whichseatisforthehostorhostess?l
lWheredoyouputthenapkinafteryoutakeyourseat?
Canyouspeakwithlyourmouthfull?
Canyouburp?l
Ifyougotoawesterndinnerparty,lhowdoyouuseyourknivesandforks?
Canyouuseyourhandtotakefoodlfromtheplate?
Isitpolitetotouchtheglasseswhenyoutoast?l
Islitpolitetopersuadeotherstodrinkupaftertoasting?
Isitpolitetolleavebeforehand?
...
II.Readingtasks:
以注重培养学生的阅读技能为前提，设计有明确目的的、呈梯度状的任务。Skimming了解文章的主旨大意和作者意图；Scanning迅速查找有关信息和具体事实；Readingandthinking用问答的形式，就语篇中的重要短语、结构，借助自己的生活阅历，有意识地加以运用，并对文章作深层次的阅读理解。
1.Skimming
1)Lookatthetextbriefly,butdonotreadit.Circlethelettersofanyoftheitemsbelowwhichyoucanseeinthepassage.
A.adishforastarter
B.howtouseanapkin
C.wheresomeobjectsusedforameallikeknivesandforks,spoonsarearrangedonthetable
D.thebestpartofthechicken
E.themaincourseattheChinesetable
F.theusesofthethreeglassesonthetable
G.differentwaystheChinesetoastandmostWesternersdoattable
H.howsomeChinesestarteating
2)Whatdotablemannersreferto?
3)Whatarethewriter’saimsinthispassage?
2.Scanning
1)ScanthepassageandmakealistofthingsonawesterndinnertableandwhatisfoundonaChineseone.
westerndinnertableChinesedinnertable
2)Inwhatorderwillthefollowingdishesbeservedatawesterndinnerparty?Pleasenumberthem.
3)Evaluatehowmuchyouhavelearntaboutwesterntablemannersfromthetext.Write“P”forpoliteand“I”forimpolite.
1Usetheknifewithyourrighthand.
2Putyournapkinonyourlap.
3Starteatingassoonasyourfoodisservedinfrontofyou.
4Askforasecondservingofsoup.
5Useyourfingerswheneatingchicken.
6Finisheatingeverythingonyourplate.
7Talkloudlywhileeating.
8Makeotherpeopledrinkmorethantheycantake.
3.Readingandthinking
Answerthesequestionsinyourownwords.Youcanalsouseasmanywordsandphrasesaspossibleinthetext.
1)PeoplewhogotoaformalWesterndinnerpartyforthefirsttimemaybesurprisedbytablemanners.
Whatdoesthesentenceimply?(Isiteasyforhim/hertogotosuchadinnerpartywithoutknowinganyWesterntablemanners?Didhe/shethink/expectthereweresomuchtableetiquette?....)
2)Haveyoueverbeentoanydinnerparty?Didyoubehavewell?Whatimpressiondidyoumakeontheotherguests?Whatimpressiondidtheothersleaveonyou?Inwhatways?
3)Insteadofahot,dampcloth,napkinisoftenseenattheChinesedinnerpartynowadays.Whatsigndoyouthinkitimplies?Howcanyouuseit?
4)Somepeoplepraybeforetheystarteating,andotherpeoplemaykeepsilentforamoment.
What’sthiscustomrelatedto?Orwhydosomepeoplepraybeforeeating?Whatdotheybelievein?
Doyoupraybeforeeachmeal?Why(not)?
5)Whatdosoftdrinksreferto?Iswhiteorredwineasoftdrink?
6)Dopeoplesayanythingorkeepsilentwhendrinkingtoone’shealthordrinkingatoast?Whatdoyouusuallydoifyoudrinkatoast?
7)DoChinesehaveanytablemanners?Howmuchdoyouknowaboutthem?AretheythesameastheWesterntablemannersordifferentfromthem?
We’llreadmoreandgetit.
III.Post-readingtasks:
大量的“输入”是输出的必要前提。用两篇关于介绍Chinesetablemanners的文章，发展“阅读”部分的内容，带动两大活动：一是词汇理解与训练；二是讨论比较中西方餐饮习俗的异同以及中国的餐桌礼仪是否在变化等问题。并为最后的“拓展活动”作铺垫。
1.FindthewordsinColumnAinthepassageandmatchthemwiththemeanings
inColumnB.
AB
1customalong,thing,curlystripsofpasta;usuallyusedinChineseandItaliancooking
2toastbapairofthingstickswhichpeopleinChinaandFarEastusetoeattheirfoodwith
3breastcslightlywet
4dishesdcenter
5middleeapracticefollowedbypeopleofaparticulargrouporregion
6dampfautensil(器具)consistingofasmall,shallowbowlonahandle,usedinpreparing,serving,oreatingfood
7chopsticksgtheupperpartofyourchest;thefrontpartofabird’sbody
8tenderhthehardpartsinsideyourbodyandalltheanimals’whichtogetherformtheskeleton(骨架)
9spiritsifoodthatispreparedinaparticularstyle
10noodlesjeasytocutorchew;sb.orsththatistenderexpressesgentleandcaringfeelings
11spoonktheactofraisingaglassanddrinkinginhonorofortothehealthofapersonorthing
12boneslstrongalcoholicdrinkssuchaswhiskyandChineseMaotai
2.UsethewordsaboveinColumnAtocompletethepassageaboutthetablemannersinChina.
ForeignersjoiningaChinesedinnerpartyshouldknowandfollowChinesetablemanners.Beforedinneryousometimesgetahot,______cloth,withwhichyoucancleanyourfaceandhands.Itisa______inChinatohaveteaorotherdrinksbeforethemealisserved.First,somecold______areprovided,whichareplacedonaroundglassplateinthe______ofthetable.Riceor______areservedandshouldnotbemixedwithotherfood.InWesterncountriespeoplethinkchicken______withits______whitefleshisthebestpartofthebird,whileChinesepeoplearehappierwithawingorleg.Chinesepeoplepreferusing______insteadofforksandknives.Itisallowedtouseyourhandswheneatingmeaton______.Whenthesouparrivesattheendofthemeal,a______isused.Ifthesoupisveryhot,foreignerslikeblowingtocoolthesoup.InChinaitisbettertowaitalittlewhile.AtadinnerpartyChinesepeopleenjoydrinkingbeeror______.Fora______everybodygetsup,raisestheirglassesandtouchestheothers’glasses,sayingganbei!
ThefollowingpassagealsofocusesonChinesetablemanners.Readthepassageandusetheinformationifnecessaryaswellastheaboveoneinthefollowingtasks.
ThemaindifferenceontheChinesedinnertableischopsticksinsteadofknifeandfork,butthat’sonlysuperficial.Besides,indecentrestaurants,youcanalwaysaskforapairofknifeandfork,ifyoufindthechopsticksnothelpfulenough.TherealdifferenceisthatintheWest,youhaveyourownplateoffood,whileinChinathedishesareplacedonthetableandeveryoneshares.Ifyouarebeingtreatedtoaformaldinnerandparticularlyifthehostthinksyou’reinthecountryforthefirsttime,hewilldothebesttogiveyouatasteofmanydifferenttypesofdishes.
Themealusuallybeginswithasetofatleastfourcolddishes,tobefollowedbythemaincoursesofhotmeatandvegetabledishes.Soupthenwillbeserved(unlessinGuangdongstylerestaurants)tobefollowedbystaplefoodrangingfromrice,noodlestodumplings.Ifyouwishtohaveyourricetogowithotherdishes,youshouldsaysoingoodtime,formostoftheChinesechoosetohavethestaplefoodatlastorhavenoneofthematall.
PerhapsoneofthethingsthatsurpriseaWesternvisitormostisthatsomeoftheChinesehostsliketoputfoodintotheplatesoftheirguests.Informaldinners,therearealways“public”chopsticksandspoonsforthispurpose,butsomehostsmayusetheirownchopsticks.Thisisasignofgenuinefriendshipandpoliteness.Itisalwayspolitetoeatthefood.Ifyoudonoteatit,justleavethefoodintheplate.
PeopleinChinatendtoover-orderfood,fortheywillfinditembarrassingifallthefoodisconsumed.Whenyouhavehadenough,justsayso.Oryouwillalwaysovereat!
3.Groupdiscussion:
WhatarethesimilaritiesanddifferencesbetweenChineseandlWesterndinnertablecustoms?Letboysandgirlsholdacompetitiontoseewhocanthinkofasmanycustomsaspossibleandwritedowntheanswers.
SimilaritiesDifferences
DotablemannersinlChinaalsochange?Givesomeexamples.
4.ExtensionActivities
1)LetstudentsgatherinsmallgroupstodramatizebothaWesterndinnertablesceneandaChineseone,actingoutthingspeopleshouldorshouldnotdoatthedinnertable.Encouragediscussionofthebehaviorsdepicted.
2)Havestudentstalkwiththeirfamiliesaboutdinnertablemannersandcustomspracticedintheirownhomes.Eachstudentcanmakea"TopTensatMyTable"postertosharewiththeclass.
TopTensatMyTable
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TheFifthPeriod
GOALS:
Languagestudy:
Toknowaboutthewordformation:someprefixesin-,im-,un-,non-.
Topracticeusingsomeusefulwordsandphrasesintheunit.
ToconsolidatetheAttributiveclauses,bothrestrictiveandnon-restrictive,throughsomeexercises.
TEACHINGPROCEDURES:
I.Practiceusingtheseusefulwordsorphrasesintheunit:
make/leaveagood/badimpression(onsb.),behave,fault,custom,culture,
advice,stare(at),makejokesaboutsb.,disabled
要真正掌握词义和词汇的用法,必须通过有情景的语篇教学。下面选用的一篇文章反映的是一位留美中国学生就餐时遇到的美国人的餐桌礼仪。这不仅为词汇的训练提供了贴切的语篇素材，同时就内容来说（包括后面为语法部分的练习提供的语篇）又是对Goodmanners这一中心话题的充实和完善。还为学生提供了创新思维的空间。
1.CanyouimaginethesituationthataChinesestudenthasdinnerathisAmericanprofessor’shouseforthefirsttime?
Let’sreadthefollowingandtrytomakeacommentaboutitbyaskingandansweringwiththesewordsorphrasesabove.
WhatimpressiondidheleavelontheAmericanprofessorandhisfamily?
Howdidhebehaveatthetable?l
DidheknowanyaboutAmericantablemanners?l
WhosefaultwasitlthathecommittedsuchFauxPas(失礼)inAmericantablemanners?
Whydidlotherpeoplestareathim?Washeadisabledpersonwithtwohornsonhishead?Didtheymakejokesabouthim?
Whatadvicecanwefollowabouttablelmanners?
Thefirstcourseissoup.Hepicksupthebowl,slurpsitdown,and,tocontinuesthetraditionofnotwastingfood,tipsthebowloverhisheadtogetthelastdrop.Satisfied,heputsdowntheemptybowl,letsoutaburp,andexclaims:"Greatsoup!"Thenhenoticesthateveryoneatthetablestopseatingandisstaringathim.
“Whyiseveryonestaring?”Heisthinking…“DidIjustgrowtwohornsonmyhead?”
No!HehasjustcommittedalmosteveryFauxPas(失礼)inAmericantablemanners.Okay,perhapsthesceneisaslightexaggeration(夸张).ButitoftenhappenstosomenewlyarrivedChinese.
AtaChineserestaurant,it’sperfectlyokaytoshout,burp,andslurp.ButtablemannersinAmericanhomesandrestaurantsareverydifferent.HerearesomebasicsforyoutofollowthenexttimeyougotoyourAmericanprofessor’shouse.
Don’ttalkwithyourmouthfull.Noonewantstoseewhatyouarelchewing.ThisisoneofthemostcommonmistakesChinesemakesatthedinningtable.Finishswallowingbeforeyouopenyourmouth.What’sthehurry?Thepersonyouaretalkingtowillstillbethereafteryoutakeafewsecondstochewyourfood.
Don’tputyourelbowsonthetablewhenyouareeating.lIt’sokaytodoitonceyouaredonewithyourfood.
Don’teatwithbothalforkandaknifeatthesametime.Americanstypicallyfinishcutting,thenputdowntheknifeandeatwiththerighthandtoholdthefork.TheBritishwillcutandeatatthesametime.
Don’tspeakloudlyinChineseinalrestaurant.It’sconsideredextremelyrude.
Don’tburploudlyinfrontoflothers.Andifyoudosobyaccident,politelysay:“Excuseme.”
Andlastlbutnotleast…Neverpickupyourplatetoswipefoodintoyourmouth!Never!
Therearemanyotherrulestofollowintableetiquette.ButunlessyouaregoingtodineattheWhiteHouse,theonesabovewillcertainlyhelpshedthebarbarian(不文明的)image.Remember,itisokaytohavefunnyaccentbutnotrudebehavior.
2.TranslatesomesentencesintoEnglish.Ex3P.117.
II.Wordformation:in-,im-,un-,non-
借助Tablemanners的话题自然引出这些前缀，让学生去体会其义，继而运用实践。
1.Youknow,tablemannersareonlyimportantatformaldinnerparties.Youwouldbeconsideredimpoliteifyoudon’tbehaveproperlyattable.
Soweneedn’tworryaboutsomerulesatinformaloccasions.Forexample,havingdinnerwithyourfamilyorfriendsisn’taformaloccasion.Itseemsnotusualorunusualforyoutoworrytoomuchaboutsomerulesatsuchaninformaloccasion.
2.Whatisaddedtothewordsformal,polite,usual?
Whatisthepartcalledinfrontofthesewords?
Whatdothesewordswithsuchprefixesmean?
Prefixescanhelpustounderstandthemeaningsofsomefamiliarwords.
3.Herearesomemoreprefixes,meaningnot,theopposite.
GooverthewordformationP.40
Furtherexamples:
incorrect,unfair,unhappy,uncertain,unsafe,impossible,non-stop,non-smoking,unknown….
4.Explainsomeofthesewordsabovebycompletingthesentences:
此练习形式有两个目的，一是通过句子更加明确部分加了前缀单词的意义；其二，为下面的定语从句作引子。
1)An______personisthepersonwhoisratherrudeanddoesn’thavegoodmanners.
2)Somethingthatis______can’tbedoneorcan’thappen.
3)Somethingthatis______iswrong.
4)Somethingthatis______continueswithoutanypausesorinterruptions.
5)Anon-smokerissomeonewho______.
6)Ifyoudonotknowwhatyoushoulddo,orwhatisgoingtohappen,youare______aboutsomething.
7)Somethingthatisnotknownis______.(unknown/uncertain)
5.Ex.2P.117WB.
1)Whichnegativeprefixcouldbeusedtoformthesewordswiththeoppositemeanings?
2)Completethesentenceswiththesenegativewordsifnecessary.
III.Attributiveclauses
通过比较让学生自己去体验、去发现限制性定语从句和非限制性定语从句的不同意义。
1.Compareandtellwhethertheunderlinedpartinthefollowingsentencesisnecessaryorcanbeleftout,andthereasonforit.
1)Tablemannersrefertothewayinwhich/that/--/webehavewhenweareeatingamealatatable.
2)ThosewhobelieveinGodpraybeforetheystarteatingameal.
3)BeforethemaincourseisservedataChinesedinnerparty,somecolddishesareprovided,whichareplacedonaroundglassplateinthecenterofthetable.
4)InsomepartofChina,peoplefinishthedrinkatoncewhendrinkingatoast,whichisnotthecustominWesterncountries.(Whatdoeswhichinthissentencereferto?)
5)Helen,whowassittingonmyleft,saidthatthismealwasthebestshehadeverhad.
2.GoovertheinstructionsabouttheRestrictiveAttributiveClauseandNon-restrictiveAttributiveClauseonP.41.
3.Completethispassageabouttablemannersandcustomsbyinsertingattributiveclausesfromtheboxbelow.AddcommasforNon-restrictiveAttributiveClauses,whichareaddingextrainformation.
最后让定语从句也在一个语篇中得以充分的体现。
thattheyleft.
whicharenotsomarked(显著的)
whichpeoplewipeonapieceofbread
thathadroundedends
thathastobecut
whichwereeatenonthegroundroundaline
whichpeopleshouldfollowwhentheyareeating
thatareconsideredgoodtablemannersinsomeothercountries
thathadbeencooked
thatBritishpeopletryhardesttoavoid
whichshowsthattheyhaveappreciatedit
InGreatBritaintodaygoodmannersattableincludeeatingwiththemouthclosed;notlettinganyofthefoodfallofftheplate;usingtheknifeonlyforcutting;andnottryingtotakefoodacrossthetable.Inotherpartsoftheworldtherearealsorules(1)_____________________,buttheyarenotthesameasthoseofBritain.Indeed,thethings(2)___________________arethethings(3)_______________.InArabia,forexample,thepeopleatafeast(宴会)takepiecesoffoodwiththeirfingersandbelchloudly(4)__________________.
IntheWesterncountriestherearedifferencesbetweentablemanners(5)_____________________.InNorthAmericaitispolitetoeatupmeatandthenputtheknifedown,taketheforkintherighthandandeatwithit.MostEuropeanpeople,liketheBritish,keeptheforkinthelefthandandtheknifeintherightallthetimewhentheyareeatingfood(6)_____________.IntheBritishIslesandScandinavia(Norway,Sweden,DenmarkandIceland)specialknivesandforksareusedforeatingfish.InFrance,BelgiumandItaly,however,itiscorrecttokeepthesameknifeforeverycourse(7)_________________.
Tablemannersofcoursehavechangedwithtime.Theearliestmealswerealsothesimplest(8)_______________,andeveryonetookhisfoodfromtheanimalorbird(9)______________.Thewomenwaitedonthewarriors(武士)andafterwardsatethefood(10)________________.
Tablemannersdidnotalwaysincludequietbehavior.Quarrelsoftentookplaceattable,andinthe17thcenturyKingLouisXIVofFranceorderedthatonlytheknives(11)____________________shouldbeusedtopreventpeoplefromstabbing(刺)eachotherwhiletheywereeating.
Keys:
InGreatBritaintodaygoodmannersattableincludeeatingwiththemouthclosed;notlettinganyofthefoodfallofftheplate;usingtheknifeonlyforcutting;andnottryingtotakefoodacrossthetable.Inotherpartsoftheworldtherearealsorules(1)whichpeopleshouldfollowwhentheyareeating,buttheyarenotthesameasthoseofBritain.Indeed,thethings(2)thatareconsideredgoodtablemannersinsomeothercountriesarethethings(3)thatBritishpeopletryhardesttoavoid.InArabia,forexample,thepeopleatafeast(宴会)takepiecesoffoodwiththeirfingersandbelchloudly(4),whichshowsthattheyhaveappreciatedit.
IntheWesterncountriestherearedifferencesbetweentablemanners(5),whicharenotsomarked(显著的).InNorthAmericaitispolitetoeatupmeatandthenputtheknifedown,taketheforkintherighthandandeatwithit.MostEuropeanpeople,liketheBritish,keeptheforkinthelefthandandtheknifeintherightallthetimewhentheyareeatingfood(6)thathastobecut.IntheBritishIslesandScandinavia(Norway,Sweden,DenmarkandIceland)specialknivesandforksareusedforeatingfish.InFrance,BelgiumandItaly,however,itiscorrecttokeepthesameknifeforeverycourse(7),whichpeoplewipeonapieceofbread.
Tablemannersofcoursehavechangedwithtime.Theearliestmealswerealsothesimplest
(8),whichwereeatenonthegroundroundaline,andeveryonetookhisfoodfromtheanimalorbird
(9)thathadbeencooked.Thewomenwaitedonthewarriors(武士)andafterwardsatethefood(10)thattheyleft.
Tablemannersdidnotalwaysincludequietbehavior.Quarrelsoftentookplaceattable,andinthe17thcenturyKingLouisXIVofFranceorderedthatonlytheknives(11)thathadroundedendsshouldbeusedtopreventpeoplefromstabbing(刺)eachotherwhiletheywereeating.
4.FinishoffallthegrammarexercisesinbothSBandWBintheunit.
TheSixthPeriod
GOALS:
IntegratingSkills:
TogetthestudentstohavereadingextensionforGoodManners.
Toenablethestudentstowritethethank-youletterbysimulatingthesamples.
TEACHINGPROCEDURES:
I.ReadingextensionforGoodManners.
拓展性阅读，不仅使学生的视野更加开阔，而且接触掌握的语汇更加丰富，有利于学生较全面地、多方位地了解阐述中心话题Goodmanners；也有利于提高完善学生自身的素养。
1.Whatdoyouthinkgoodmannersareallabout?Aretheyonlyaboutthewayweeatatatable?
Goodmannersarenotonlyaboutthewayweeatamealatatable,butalsoaboutthewaywetalkandallotherthingswedowhenwecommunicatewithotherpeople.
Whatwouldbelgoodmannersinthefollowingsituations?(5situationsP.117)
2.Mannersandcustomsvaryindifferentcountries.Whatareconsideredgoodmannersinonecountryarelikelytobewhatanothercountrytrieshardtoavoid.Canyougivesomeexamples？
Anyway,tobekindandhelpfulisalwaysappreciated.
lSomemoregoodmannerstokeepinmind.(P.42Tips)
Andit’squitenecessaryforustoknowaboutgoodmannerstheworldover,justastheoldsayinggoes:WheninRomedoastheRomansdo.
Readthepassage:GoodMannersTheWorldlOver(P.118)andcarryoutthethreetasksbelowthepassage.
II.Writing:Athank-youletter
Writingathank-youletteralsoconveyssomeone’spolitenessorgoodmanners.
Whatisathank-youletter?Isitanordinarylletterinform?
Whydoyouwriteathank-youletter?Whatdoyouexpresslinsuchaletter?
Howcanyouwriteathank-youletter?l
1.Studythefollowingthank-youlettersandtheoneonP.41tofindout:
Forwhatdidltheyexpresstheirgratitudetoothers?
Howmanyparagraphsarethereinalthank-youletterusually?
Whatiseachparagraphabout?l
Sept.10th
DearAndrew,
Itwaskindofyoutoremembermybirthday.Thanksalotforsendingmeanicegift.Thebeautifulfigurine(小雕像)isjustperfectformybookshelf.
Totellthetruth,Ithoughtyouhadforgottenme,sinceyoumarried.Anywaythegiftwillalwaysremindmeofourfriendship.
Ireallydoappreciateit.Thankyouagainfromthebottomofmyheart.
Yours,
Elliott
Sample1(Athank-youletterforbirthdaypresent)
Sample2(Alettertothankthehostesswhohasinvitedthewriterofthislettertospendaweekendatherhouse)
Oct.2nd
Kate,dear
I’dlikeyoutoknowhowmuchtheweekendatyourlovelyhousehasmeanttome.Inotonlyenjoyedmyself,butIfeltrelaxedandrefreshedasIhaven’tfeltformonths!
Pleasegivemyregardstothemaid,Betsy,whosegoodservicetomewashighlyappreciated.MoreheartythankstoyouandPaulforaskingme.
Sincerelyyours,
Raymond
Sample3(Aletterofthanksforgiftstoapatient)
Nov.23rd
DearMr.Davis:
IwanttothankyouforthebeautifulrosesyousenttoBaiLan.Shewasveryhappyandpleasedwhenshesawtheywerefromyou.
I’mgladtosaysheisimprovingrapidly,andIhopeshewillsoonbeabletoleavethehospital.
Webothsendyouourwarmestthanksfortheflowersandforyourverykindwishes.
Sincerely,
TianYin
2.Groupactivity:Eachmemberchoosesoneofthefollowingtopicsandwritesathank-youletter(P.42),andthenreadtoeachotherinthegroup.
3.Role-playinfourgroupsoftheclass:(PicturesP.120)
Onegroupistheboy:Talkaboutwhathappenedtotheoldman,andwhatyoudidforhim.
Onegroupistheoldman:Talkaboutwhathappenedtoyouandexpressedyour
thankfulnesstotheboy.
Theothertwogroupsaretheoldman’ssonordaughter:Expressyourgratitudetotheboy,firstorally,andthenwriteathank-youlettertotheboyandreadittotheclass.
总之，本单元教学中的听、说、读、写活动，以中心话题贯穿始终，Goodmanners既是整个教学活动的出发点，又是整个教学活动的归宿点。
四．教学评价手段和操作方法
形成性评价：
（一）非测试性评价：教学评价既要关注结果，又要关注过程，应是两者的有机结合。为此本单元通过对学生的回答问题、讨论话题、会话表演、书面作业，对学生的学习能力、学习态度、合作精神、创新意识等作出过程性评价。这种评价有助于教师发现每位学生的闪光点，也可让更多的学生体验成功的喜悦。具体操作时，教师设计如下表格，对学生进行平定。如：
对话题讨论评比（优秀★★★、良好★★、一般★、需努力▽）
姓名____________日期___________讨论话题_______________________________
评价方式小组发言全班发言提出问题回答问题查找资料与人合作
自我评价
小组评价
教师评价
（二）测试性评价（略）。