浙江省温岭中学 吕 娅
一．教学内容分析
本单元的中心话题是Good manners，这是一个亘古及今且永恒的话题。但在我们这一单元中，Good manners 都有些什么内容呢？中外文化中对Good manners 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Good manners 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”（Warming up）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Good manners，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 “I guess it wasn’t really your fault, was it?” , “ That’s OK. Forget it. It was an old bike anyway.”
“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Good manners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）At a dinner party, 2）Greeting your teacher, 3）Receiving your birthday present, 4）Paying a visit to a friend’s house, 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Good manners 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”（Language study）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”（Integrating skills）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。
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．分课时教学计划
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
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Good manners 的事例。
2．知错并向人道歉是Good manners 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: 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: 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.
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: 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Good manners 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: What would you do in the following situations, so as to show you have good manners?
P.37
II. Role-play: Problem solving
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。
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.
我们中国人用自己的Good manners的尺度标准，处理好邻里之间的关系。世界其他各国对Good manners 的尺度标准是否都一样？
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:
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；Reading and thinking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) 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“输入”是输出的必要前提。用两篇关于介绍Chinese table manners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. 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Good manners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. 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 (失礼) 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 (失礼) in American table manners. Okay, perhaps the scene is a slight exaggeration(夸张). 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. 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 ______ 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. 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.
最后让定语从句也在一个语篇中得以充分的体现。
that they left.
which are not so marked(显著的)
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(宴会) 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(宴会) 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(显著的). 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Good manners；也有利于提高完善学生自身的素养。
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.
总之，本单元教学中的听、说、读、写活动，以中心话题贯穿始终，Good manners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）。