I. Teaching aims and demands學(xué)習(xí)目標(biāo)和要求：
1.topic話題:
1>Learn about good table manners
2>Learn to make apologies
3>Learn to express your gratitude
4>Make a contrast study on table manners in Chinese and Western cultures
5>Be a student with good manners
2.function功能:
Apologising &Expressing thanks 道歉與致謝:
Excuse me. Forgive me. I’m (very/so/terribly) sorry.
That’s all right. /That’s OK. / No problem I apologise for …
Oh, well, that’s life. I’m sorry. I didn’t mean to …
Oops. Sorry about this. Thank you. It’s beautiful.
3.vocabulary詞匯:
interrupt, apologize/apologise, fault, introduce, apology, forgive, culture, manner(s), impression, toast, behave, napkin, roll, dessert, unfold, lap, damp, cloth, custom, starter, pray, course, breast, flesh, bone, raise, advice, spirit, impolite, mix, wing, extra, childhood, stare, disabled
leave out, stare at, make jokes about sb.
4.grammar語(yǔ)法:
The Attributive Clause (3) 定語(yǔ)從句:
1>能夠用英語(yǔ)描述人物、事件、時(shí)間、地點(diǎn)、原因等 – 使用限制性定語(yǔ)從句： I spent the whole afternoon with the teacher who was very helpful.
2>能夠用英語(yǔ)對(duì)特定的人物、事件、時(shí)間、地點(diǎn)等作補(bǔ)充說(shuō)明 – 使用非限制性定語(yǔ)從句：
I spent the whole afternoon with the teacher, which was helpful.
5.language usage語(yǔ)言運(yùn)用
運(yùn)用所學(xué)語(yǔ)言，圍繞禮節(jié)或用餐禮儀這一話題，完成教材和練習(xí)冊(cè)中的聽、說(shuō)、寫的任務(wù)；閱讀課文 “Table manners at a dinner party” 并聯(lián)系生活中的實(shí)際，書寫一篇目短文。
II. Difficult points 難點(diǎn)
III. Main teaching aids教具: A tape-recorder; Multimedia, projector, role cards
Ⅳ. Main teaching methods 教法:
1. The interaction between the teacher and the students, and among the students themselves; Attention to the students’ listening, speaking, reading and writing; and so on.
2. Listening-and–answering activity to help the students go through with the 限listening material.
3. Use both individual work and group or pair work to make every student work and think in class
Ⅴ. Periods: 7-8 periods.
Ⅵ. Teaching procedures 教學(xué)過(guò)程
Period 1
1. PRESENTATION & REVISION
Talk about the teaching plan for this unit and at the same time tell the students the teaching aims and demands. During this period, do WARMING-UP, LISTENING, SPEAKING.
2. WARMING-UP
Introduction Good manners are basically as set of behaviours that people may reasonably expect. Such expectations exist in various domains of our lives, both in the things we say, and how to express them, and in the ways we socially interact with others. Displaying good behaviour makes a world of difference in the way people regard us. In language that means that saying the right thing at the right moment and being polite are important. The warming up exercise introduces a few short expressions in everyday conversation, which may at first seem very easy. Surely many students will already be somewhat familiar with some of them. However, it should be emphasized that using these expressions is very important in everyday life. They are frequently used in many different situations, and they are all very informal.
Instruction Ask the students to work in pairs. Tell the students to look at the pictures on the right and practise the short conversations, using the phrases in the middle column. These phrases are of course mixed up, so students have to look at the picture, imagine the situation and then have a logical short dialogue.
Answers to the exercise:
1 The first picture shows a student coming into the classroom.
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.
2 The second picture shows a student talking to two other people.
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.
3 The third picture shows a girl with an umbrella and a boy that seems upset in a canteen.
A: Hey. Be careful!
B: Oh, I'm so sorry.
A: That's all right.
4 The fourth picture shows a busy crowd at an airport or railway station. While moving through the crowd somebody gets pushed.
A: Ouch! What are you doing?!
B: I'm terribly sorry.
Extension 1 The exercise can be extended by asking students to describe what they see in each picture. Ask the students to imagine the situation and describe how they would react when something like this happens in China. Are these situations realistic?
Extension 2 Ask students to suggest similar situations in which they might use any of these four short dialogues. Ask students to describe the situation or act it out in class.
3. LISTENING
Introduction The listening exercise further explores the usage of informal and more formal ways of apologising. Friends may use informal language to apologise but if the offense, or as in case of this exercise the loss of something is considered quite serious, a somewhat more formal apology may be required, as well as repeating it.
Instruction Ask the students to close their books and listen to the tape the first time. Then ask them to open their books, and read the exercise, so that they know which information they need to find. Then listen to the tape a second time. After listening, give the students some time to fill in the blanks. Decide whether or not to let the students listen another time. If it seems difficult for the students to grasp what is being said, you may have to play the tape one or two more times.
LISTENING TEXT:
A: Hi, Cliff, I'm here about returning your bike.
B: So, it was you who took it.
A: Yeah, we're friends, so I thought it would be OK.
B: Well, listen here. I want you to ask me first.
A: Oh, I'm sorry. I only used it to get to school because I was late.
B: That's OK. Just ask me next time, will you?
A: Yes, well, there is a bit of a problem.
B: What is it?
A: I really have to apologise. It's about your bike.
B: What is it about my bike? Where is it?
A: That's the problem. I'm really very sorry, but it was stolen while I was at school. B: Stolen? Didn't you lock it?
A: Of course I locked it. Here's the key. But when I came back it was gone. I'm really very sorry. I suppose I should pay for it.
B: Oh, that's all right. I guess it wasn't really your fault, was it?
A: Thanks a lot, Bill. I'm really sorry about the bike.
B: That's OK. Forget it. It was an old bike anyway.
Answers to the exercise:
1 1 Taking the bike without asking. 2 Losing the bike.
2 Oh, I'm sorry.
3 That's OK.
4 I really have to apologise.
5 Oh, that's all right. That's OK. Forget it.
6 I am really sorry about the bike.
4. SPEAKING
Introduction In the speaking exercise it is the turn of the students to practise making apologies. The students are presented with three everyday situations that may all occur at a party. Most of these situations involve quite common, ordinary mistakes, for which there is no need to make elaborate excuses. Saying the right thing at the right moment will do.
To help the students practise a few different expressions, a list of useful expressions is given. Both the apologies and the possible answers are given in descending order of formality, where "Forgive me. I'm very sorry" is quite formal while "Oops. Sorry about that" says the same thing in a very informal, casual way. The appropriate level of formality is determined by the situation, and in fact it would be equally silly to use a very formal apology in an informal setting as it would be to use a very informal apology in a formal situation. To help the students understand, some sample dialogues are provided in this book.
Instruction Tell the students that for the exercise they have to imagine themselves at a party. There are lots of people and all the, chairs are taken or covered with coats or bags while all the tables are full of glasses and snacks. Everybody is in a good mood, so nobody will get angry about anything, but of course people politely talk to each other and make excuses when troubling others. Next, ask the students to work in pairs and consider the following three situations. Ask them to read each situation carefully and make sure that they all understand it. Then ask the students to make up a short dialogue, to solve each specific small problem smoothly and in a polite manner. Possible sample dialogues are given below.
Sample Dialogue 1:
A: Aren't you going to introduce me to him?
B: Oh, forgive me. I didn't know you hadn't met. Donna, this is Alex.
A: Hi, Mex. Nice to meet you.
Sample Dialogue 2:
A: Are these seats free?
B: No, I'm sorry. My friend is sitting here.
A: That's OK.
Sample Dialogue 3:
A: Oh, was that your glass?
B: As a matter of fact, yes.
A: I'm terribly sorry. Can I offer you something else?
B: That would be nice, thanks. I'll have another Sprite.
Extension Ask the students to continue with other situations which may all take place at parties. A sample dialogue is given below.
Sample Dialogue 4:
A: Oops. Did I do that? Sorry about that.
B: Next time, watch out, will you?
Sample Dialogue 5:
A: Ouch! You are standing on my toes.
B: Oh, I'm terribly sorry about that.
A: Never mind. Just make sure it doesn't happen again.
5. SUMMARY & HOMEWORK
1. Preview the reading text
2. Learn the new words and expressions by heart.
3. Get ready to be examined in the speaking activities.
Period 2
1. PRESENTATION & REVISION
1. Ask some pairs to act out the speaking activities.
2. During this period, do some reading.
2. PRE-READING
Introduction Our social interaction with other people is ruled by manners and conventions, whether we are aware of it or not. Both in formal and informal situations our behaviour is governed by what we know the others will expect us to say and do. Saying nothing or doing just the wrong thing may ruin a situation or at least make people uncomfortable. Even in more fortunate circumstances, misunderstanding rules of politeness or good manners may lead other people to look on you in certain unfavourable ways. Good manners are even more difficult when no language is involved. Because of cultural differences and a lack of knowledge or awareness of differences between cultures, we may say or do things that our foreign friends disapprove of 'or frown upon. Whereas the differences between for example French and German manners are relatively small, the cultural differences between China and most English-speaking countries are so big that Westerners may experience a culture shock when coming to China or other Asian countries. To know more about some Western customs regarding a formal dinner is therefore truly useful.
Up until around the 1950s or 1960s families who considered themselves decent would buy and study guidebooks about etiquette and good manners. Ever since the 1960s the concern for formal manners has decreased. Of course many people still have certain notions about what one is supposed to do and say in certain situations, but most people are fairly relaxed about that. However, in the diplomatic service and on formal occasions, especially formal and business dinners, receptions and other official functions, proper etiquette is still expected. So, managers want to know about good manners, and for this reason books on good manners keep coming out.
Instruction The pre-reading exercise explores Chinese cultural patterns in four different situations. The types of expected behaviour in these situations can be viewed as showing good manners. Most probably all students will be able to describe the expected behaviour. The only difficulty may lie in their ability to express themselves in English. For guidance, please refer to the sample answers below. Of course, these answers are not conclusive. Encourage students to give, more than one answer, elaborate and discuss differences of opinion.
Suggested answers:
Rules for being polite in Chinese culture
At a dinner party
Try to talk to people sitting beside you; Smile; Eat with chopsticks; Stand up when others make a toast; Don't stand up to get the food, wait for others to get the food for you; Don't keep your hand under the table; don't ask for more even if you are not full.
Greeting your teacher
Stand straight and say "Laoshi hao!"; You don't have to take your hat off, but you must get off your bike when greeting.
Receiving a birthday present
When receiving a birthday gift, you say "Thank you" or "I'm very happy that you have come, but you shouldn't have bought a present" . Usually you don't open it until the guests are away. It is the usual practice to invite all the guests to a dinner party. Food, such as noodles, peaches, is served as they symbolize longevity.
Paying a visit to a friend's house
Make an appointment before you go. Bring a small gift. If there are old people or children in the family, you should take them into consideration when preparing gifts. Be punctual and make sure you are decently dressed. Greet the family members in the order of age. Ask if you should take shoes off before you walk into the house. Don't seat yourself before the host tells you where to sit. Don't walk around the house to look at all the decorations or furniture, unless you are invited to do so. It is impolite to eat up all the food (most commonly, melon seeds, peanuts, chocolate, fruits, candies, etc) that the host brings up. Decide when you leave, but don't stay too long. When leaving, invite the host family to pay a visit to your house.
Extension The exercise can be extended by introducing a cross-cultural element to it and describe the rules for politeness in Western culture. Please mark that English-speaking countries are implied.
Sample answers:
Rules for being polite in Western culture
At a dinner party
Eat with knives and forks. Don't smoke any cigarettes during the dinner. Be lively and smile, but don't shout or laugh loudly at the table.
Greeting your teacher
Smile and say "Good morning" or "Good afternoon."
Receiving a birthday present
First say that you weren't expecting anything and that the gift wasn't needed. Then say something about the beautiful wrapping paper. Open it immediately. Say that it is very beautiful and just what you wanted. Say that they shouldn't have given it to you. Thank them a lot and kiss your friend.
Paying a visit to a friend's house
Bring a gift, for example flowers or a bottle of wine. Do not immediately walk into the house but wait till your friend tells you to make yourself at home. You don't need to take off your shoes unless you're told to. Say something nice about the house (decoration, furniture or paintings). You may look at the book case but don't open any cupboards or drawers. If your friend is cooking for you, walk to the kitchen and offer your help.
Notes:
1 A dinner party suggests that you have dinner in a restaurant or in a friend's home with four or more people.
2 Foreign teachers appreciate being greeted but have no time for a long conversation, unless the student has an urgent request or announcement to make.
3 Good manners about receiving a present in Western culture are very different from Asian countries. Though the receiver must say that the gift wasn't needed, in fact it was. Coming to a party without a present would be looked upon as bad manners, unless you really can't afford to buy anything.
4 Most foreigners visit their friends much less frequently than Chinese people do. So a visit is a little bit formal: people usually bring a gift. The most common gifts would be flowers or a bottle of wine. Though some foreigners ask their friends to take off their shoes, the majority thinks it is unfriendly to ask your friends to do so. Friends who have known each other for years may be a little bit more casual, but even when you are told to "feel free and make yourself at home" you shouldn't nose into people's things or open cupboards and drawers.
3. READING
TABLE MANNERS AT A DINNER PARTY
Introduction Just as China is a large country with regional differences in culture and manners, Western countries are both geographically and culturally wide apart. However, when we talk about etiquette or good manners, the emphasis is on what is similar in all these countries and not the cultural differences. In fact, the value system of emphasising cultural differences has probably been one of the factors to undermine the tradition of emphasis on etiquette. When we talk about Western good manners, therefore, we should primarily think of those issues for which we find broad consensus in all Western countries. This consensus is reflected in the training of, for example, diplomatic staff and high ranking people. This does not mean that following these rules will stifle communication. In fact, the reading passage will tell which rules can be relaxed. When rules are strictly observed, other people will see that as a sign of culture and good taste. Knowing which rules to follow strictly and about which you can be more relaxed, shows how well-educated people are.
The information given below is extensive and detailed, but the teacher should not give a lecture on formal table manners in Western countries in their class! The additional information will be useful when supporting students while they are working on the Post-reading extension exercise or the Project in the workbook. Do not give the extra information until the students have exhausted their own resources.
Instruction The text could be read as an informative piece outlining the mainstream of expected behaviour for formal dinner parties. Most of the expected patterns. of behaviour have been included, though a few might still be elaborated upon. Please, once more, bear in mind that these patterns mainly concern English-speaking Western countries, with broad applicability in diplomatic circles and higher cultural echelons, but would for example not apply to other Western countries such as Russia.
●In some cases, formal dinners are started with a light alcoholic drink. Just as in China, people would drink some tea. However, this is usually only at formal dinners in people's homes, not in restaurants. (There is nothing about this in the text).
● Paragraph 1 explains all the things, cutlery and crockery, that you would find laid on a dinner table. It also introduces some Chinese items for the Chinese dinner table.
●The second paragraph sketches the opening of the dinner: the starter and the soup.
●The third paragraph talks about the main course. This paragraph is followed by some remarks about what is drunk during the dinner. Westerners use glasses of different size and shape for all different kinds of drinks. The drinks which they mainly prefer when having dinner are either white wine, which they prefer with fish, or red wine, which they prefer with meat. The wine is usually chosen by the host. The host will be offered a sip of the bottle when it is opened to judge whether the wine is good or not. Beside their wine, many foreigners ask for a glass of mineral water, either sparkling (with gas or with "bubbles" ) or still water. You can also ask for plain water, which would be purified water. Out of health concerns or responsibility when driving a car, many people nowadays prefer drinking soft drinks, and it is entirely accepted to ask for those drinks. Foreigners never-drink spirits such as brandy (XO) or whiskey during the dinner. Excessive drinking is never proper, and when toasting Westerners usually only take a sip of their drink. Actually, to swallow a whole glass of wine by way of "bottoms-up" would most definitely be considered bad manners, and would surely be seen as lack of appreciation for the wine.
● The main course is followed by the dessert. Desserts are usually small and sweet dishes such as cakes, puddings, ice-cream or fruit. Different kinds of cheese may also be served as dessert.
● The final course of a formal dinner are drinks. Many foreigners will first have coffee, followed by some strong alcoholic drinks (40%) such as liquors, brandy or whiskey. Some foreigners smoke a cigarette or a cigar. Smoking is never permitted during dinner or between courses. Table manners change over times. Ten or fifteen years ago, the first course would have been the soup, but in recent years this is increasingly preceded by having a starter. Some restaurants offer a course between the soup and the main course, which is very common in South European countries. What changes most frequently with the fashion of times is the folding and placing of the napkin. Very old people may still be seen tucking a corner of the napkin into their collar, hanging the napkin in front of their breast, but most commonly, the napkin is placed on your lap.
Extension Most likely, students have seen different kinds of Western films. Let students use the text as a framework to explore what they remember from such films about Western table manners. Ask students to work in groups and brainstorm about all the things that foreigners eat and drink during a dinner. Then ask them to sort those into what comes first and later and expand this into the menu order or starters, soup, main course, dessert and drinks. Next, go on asking students to explore what Westerners do while eating (talking, etc). Do not give the extra information above until the students have exhausted their own resources.
4. POST-READING
Answers to Exercise 1:
Western dinner table Chinese dinner table
A small plate; a large plate; a napkin; a small basket with a roll of bread; a glass for red wine; a glass for white wine; a glass for water; two pairs of knives and forks of different sizes; a soup spoon; a dessert spoon A bowl; a Chinese spoon; a small plate; a pair of chopsticks; a small ornament to rest the chop- sticks on; a small tray with a humid cloth; a napkin; a small glass for spirits; a glass for beer or soft drinks
Answers to Exercise 2:
1 Starter 2 Soup 3 Main course 4 Desert
Note: The drinks mentioned in the reading passage are what is drunk during the dinner. Drinks as a course in the meal come at the end (coffee, liquors, brandy or whiskey).
Answers to Exercise 3:
Polite: 1, 2, 5, 6
Impolite: 3, 4, 7, 8
Sample Answers to Exercise 4:
1 Women were not allowed to eat at the table. (Now women can sit together with the others and eat at the same time.)
2 Seats used to be arranged around the table according to the age or importance of the guests.
(It is still a strong tradition at important banquets in the countryside, but no longer in cities.)
3 Make 8, 10 or 12 dishes for each table. The dishes were brought up to the table in strict order, e.g. in southern China, the fish dish should be the last to serve.
(It is still the case in some rural areas, but the number or order is not so strict in cities any more.)
4 It used to be impolite to eat up all the food from the plates.
(People now accept that it is better not to waste food. It is becoming OK to take left-over food home.)
5 Give the guest as much wine as possible to drink.
(It is still polite to urge the guest to drink, but not as persistent as before.)
Extension The students are asked to give examples of how Chinese table manners change over time. Then ask students how table manners are different in various parts of China.
5. SUMMARY & HOMEWORK
1. Read the text fluently.
2. Get LANUAGE STUDY ready.
3. Go on remembering the new words and expressions in this unit.
Period 3
1. PRESENTATION & REVISION
1. Have a dictation of the new words and expressions.
2. LANGUAGE POINTS IN THE READING TEXT
(Omitted.)
3. LANGUAGE STUDY
Word study
Introduction Knowing about word formation and the meaning of prefixes can help students understand the meaning of words they haven't learnt before. The prefix in- has a number of variants, depending on the first letter of the base word or root,. We distinguish: im- (immobile, impossible); ir- (irrelevant, irregular); and il(illegal, illogical). With the original prefix in- we find words such as incorrect and incomplete. The meaning of the prefix in- and its variants is not, the opposite of the meaning of the base word. So, impossible means not possible. The prefixes non- and un- have the same meaning.
Notes If students have difficulty distinguishing prefixes they may think of two rules of thumb:
1 In most cases the prefix forms one syllable.
2 In most cases stripping the word from its prefix results in a base word that is an existing English word on its own. For example: the first syllable of impossible is im and without the prefix we keep the word possible. But for the word invite: although the first syllable is in, what's left after stripping, vite is not an existing word. So here, in isn't a prefix.
Answers to Exercise 1:
nonstop unfold unlucky incorrect impossible
Answers to Exercise 2:
1 damp 2 custom 3 dishes 4 middle 5 noodles 6 breast 7 tender 8 chopsticks
9 bones 10 spoon 11 spirits 12 toast
4. GRAMMAR
The Attributive Clause (3)
There are two types of Attributive Clauses: the Restrictive Attributive Clause & the Non-Restrictive Attributive Clause. Both of them give extra information about the main clause.
Restrictive Attributive Clause
The extra information is necessary. Without the extra information, we don't know who or what is spoken about. We don't use commas with these clauses:
The village is beautiful.
Which village is beautiful? We don't know.
The village where I was born is beautiful.
There are very many villages and the village where I was born is beautiful.
People who speak Spanish work there.
Non-restrictive Attributive Clause
The extra information can be left out. Without the extra information, it is still clear who or what is spoken about. We use commas with these clauses:
Lijiang is beautiful.
Which place is beautiful? Lijiang.
Lijiang, where I was born, is beautiful.
Without telling that I was born there, we know that Lijiang is the place that is beautiful.
John, who speaks Spanish, works there.
Sample answers to the exercises:
1 I finished reading the book which my father gave me for my birthday. .
2 The car, which had been parked in front of our house for more than a week, was stolen.
3 Paula, whose husband lives in London, lives alone on the fourth floor.
4 My sister Ellen, whom you saw yesterday at the party, is a nurse.
5 This morning Andrew, whose mother is a doctor, told me about his new teacher.
6. The meeting will be held in the dining hall, where more than 150 guests can be seated.
7 My father works for a company which has its head office in a big city.
8 Lisa will always remember her childhood, when she lived with her aunt in the mountain village.
5. SUMMARY & HOMEWORK
1. Grasp the language points in the reading text.
2. Finish all the exercises in the Student’s Book.
3. Learn to use the Grammar in this unit.
Period 4
1. PRESENTATION & REVISION
1. Check the students on the grammar points.
2. Ask the students to translate some sentences.
2. GRAMMAR EXERCISES
(Omitted.)
3. INTEGRATING SKILLS
Reading and writing
Introduction Thank-you letters are short letters of at most three paragraphs that we send to express our gratitude to people. They can be about various kinds of topics and reasons why we want to thank them.
Instruction Read the sample thank-you letter in the book and analyse the structure into paragraphs in Exercise 1. The teacher can help the students by asking what each paragraph is about.
Answers to Part 1: Structure of a thank-you letter
Paragraph 1 Thank the people for 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.
Answers to Exercise 2: Four sample letters
Thank a teacher for his / her help
November 15th
Dear Mr. Wang,
I am sending you this card to thank you for all the extra time you spent to help me catch up with my lessons after my illness. My parents and I are grateful for the evenings after school that you helped me with my maths. Without your help it would have been very difficult to catch up and get good marks in the mid-term exam.
At this moment I am very busy with my studies. Thanks to your help, I could not only catch up with maths, but I now also more enjoy the other subjects that were very tough for me before, such as chemistry and physics. I really enjoy going to school now.
How about you? I hope your mother is feeling better. I heard you spent a month in your hometown to take care of her. But if you helped her as well as you helped me with my maths, then I am sure she must be feeling much better.
Thank you again for all your time, and I wish you all the best.
Yours,
William Chen
Thank your parents for their loving support
December 18th
Dear Mom and Dad,
Yesterday I received your long letter of November 28th. I was looking forward to that letter and want to thank you for it. But not only should I thank you for your letter, I feel you are the most wonderful parents in the world. If I look around me, I see some students hardly ever hear from their parents. And when I think about you, my heart fills with warmth. So I want to thank you for all your loving support.
Your letters always make me very happy especially when photos are enclosed. I can only send you a short letter today and promise I will write more, later this week. At this moment we are very busy preparing for the term exam.
So, how are things at home? I hope Mother's work in the office is going well. Last time you wrote about the new project that would start. I think working on that job must be very exciting. I suppose everybody already starts thinking about the Spring Festival. Of course, I will be home for that.
Well, thank you again and all the best for the folks back home.
Love,
Emily Zhang
Thank your best friend for being a good friend
October 18th
Dear Lewis,
I am writing you this short letter to thank you for being such a great pal. We have known each other for such a long time, and been friends for many years. I know I can count on you, no matter what happens. I think that is really something.
I am in Senior One now, and still have a few more years to go. My studies are going fine. I actually like many of our books much better than what we studied at the Junior High school. My results are also very good. I may even think about going to university, after finishing high school.
What have you been doing lately? Is everything OK with you? Write me sometimes when you have time. You can also send me an email if you like. My new email address is xstianI989@sohu.com.cn.
Thanks again and I hope to hear from you soon.
Best wishes,
Hunter Tian
Thank your classmate for a birthday present
October 27th
Dear Jennifer,
Thank you ever so much for the wonderful present you gave me for my birthday last Wednesday. It was nice of you to come and see me, and I was so surprised that you had bought me a present. When I opened it I saw it was just the kind of thing I had always wanted. I like the colours and the shape of the frame. I will probably hang it in my bedroom, or on the empty wall near the book case in the living room. It was so nice of you.
Actually, all afternoon and evening friends called me or made visits. It was a very busy day. These days of the weekend' give me some time to write some short letters, and enjoy my presents and start reading the book that my neighbour gave me.
How about you? Have you finished the book report for Mr. Gao? You told me last week you had started piano lessons. I would like to come over some time and hear you play.
Well, I don't want to make it too long today. I have to run to the post office and get this letter posted.
Thanks again for the present and hope to see you soon.
Love,
Kathy Huang
CHECKPOINT
Answers:
1 whose 2 which / that 3 who 4 which
4. LANGUAGE POINTS IN THE READING TEXT
(Omitted.)
5. SUMMARY & HOMEWORK
1. Write a clear and beautiful short passage in the Exercise-book.
2. Preview WORKBOOK.
Period 5
1. PRESENTATION & REVISION
1. Have a dictation of some phrases.
2. Say something about the students’ writing.
2. LISTENING
Introduction The listening exercise consists of two dialogues. The first dialogue is an example of how people show and express their gratitude for a favour done by a friend. The second dialogue is an example of excusing oneself politely.
Instruction Ask the students to look at the exercises and make sure that they all understand what they are expected to do. Then, let the students listen to the tape. The first time they do not yet have to answer the questions. Play the tape a second time, and ask them to do the first exercise. Play the tape a third time, and give students time to answer the questions of the second exercise. They only need to tick the row in the right column to mark whether it is Betty or Wilma who uses the expressions on the left. To help the students to complete the sentences in the third exercise, you may have to play the tape another time. For students who find this very difficult, the teacher may pause the tape after listening to each part of the dialogue in which one of the target sentences occurs. Finally, let the students listen once more to the tape to complete the sentences in Exercise 4.
LISTENING TEXT:
Dialogue 1
BETTY: Oh, hi Wilma. What a surprise to see you! So you've come back. Did you have a nice vacation?
WILMA: Oh, we had a great time. Fresh air and sunshine every day. We were really lucky with the weather.
BETTY: Come on in for a cup of coffee.
WILMA: Thanks, but I've still a lot of work to do. I just stopped by with this - it's for you.
BETTY: Oh, Wilma! Thank you. It's beautiful. I don't have any plants like this. But you shouldn't have.
WILMA: Well, Fred and I just want to thank you for taking care of our house and watering the plants while we were away.
BETTY: Well, what are friends for? You need not bring a gift. Why don't you come around next week, and we'll have dinner with Fred and Barney.
WILMA: That sounds lovely. I'll call you on Tuesday.
Dialogue 2
EMILY: Excuse me, Monica? It's getting late, so I'm afraid we'll have to be leaving.
MONICA: Oh, so early?
EMILY: Well, Jerry's got to get up and drive to the airport for an eight o’clock plane tomorrow morning.
JERRY: We've had a wonderful time, Monica. Thank you very much for inviting us.
MONICA: Say, Emily, why don't we meet downtown for lunch some day next week?
EMILY: I'd love to.
MONICA: There's a new fish restaurant on the corner of Broad Street.
EMILY: Oh, that sounds wonderful.
MONICA: I'll give you a call later on and we can decide the time.
JERRY: Emily?
EMILY: 0h, we've got to go now. Well, it's been a wonderful evening. Thank you very much.
MONICA: Not at all.
EMILY: I'll look forward to your phone call.
JERRY: Thanks again. Good night.
MONICA: Good night.
EMILY: Good night.
Answers to Exercise 1:
1B 2C 3A
Answers to Exercise 2:
1 Betty 2 Betty 3 Betty 4 Betty 5 Wilma
Answers to Exercise 3:
1 Jerry and Emily are saying goodbye to Monica who gave a party.
2 Emily tells Monica that they want to go home.
3 They Want to go home because Jerry has got to get up early the following day.
4 Monica tells Emily about a new fish restaurant on the comer of Broad Street.
5 They will later decide about the time for lunch.
6 Emily looks forward to Monica's phone call.
Answers to Exercise 4:
1 Excuse me; It's getting late
2 a wonderful time for inviting us
3 Thank you very much.
4 at all
5 Thanks again
3. TALKING
Introduction Although manners are not discussed every day, they are an issue that most people have an opinion and may even feel very strongly about. They are also very often taken as an indication of the way we think about people, while other people pass judgment about you as a person, based on your behaviour and your manners. Regardless of age and times, good manners are felt to be important. In the talking exercise, students will discuss three situations involving manners.
The first situation is an example of manners in relations between men and women. In many Western countries, men have to be helpful to women in situations such as given in the book. In addition to that, in Western countries, certain heavy jobs are considered unsuitable for women. But since the 1960s this has been changing. Women are not thought to be as weak as they used to be. The discussion in the exercise is not whether good manners between men and women should be kept or should be stopped.
In the second situation, the discussion is about behaviour and good manners of Chinese people. As China is modernising, some people feel that some types of behaviour should change, because they are not good for our health, because they may give foreigners a bad impression of China, and because people don't like them. But some Chinese people don't think such examples are bad manners at all. They think they are part of Chinese culture and everyday life, and we should keep them.
The third situation is about foreigners who come to China. There are many foreigners from all over the world in China, and their manners are sometimes very different from Chinese manners. Some Chinese people have very strong opinions about the manners of foreigners. About ten years ago, foreigners could only live in houses and hotels for foreigners in China. But nowadays, they can live in many places. What if your neighbour is a foreigner? Many foreign countries ask their newcomers to learn. about their language, culture and good manners. Should China start teaching foreigners who want to live and work here as well?
Instruction Let the students work in groups of five. If there is time, all groups can discuss all topics. If there isn't enough time, each group can take up one topic. Every group must appoint a chairman, who does not participate in the discussion, but listens very carefully and makes notes. By the end of the discussion, this student summarises what has been said. The chairman also decides who can speak and who should be quiet.
The discussions will probably centre around Pros and Cons. It is useful for each group to first make a list of examples of good and bad manners for each topic. Then group members have to decide for themselves whether they think these examples are either good or bad manners, and whether they should be changed. Students should also give arguments, and possibly examples from real life, to support their views. The teacher can guide each discussion group with the guidelines below.
Guidelines for situation 1:
This discussion will probably bring out some strong differences of opinion between boys and girls. Some girls may say they think it is good and nice for women, because they are helped and they don't need to do heavy jobs. Other girls will say that men and women should be equal. They will say then women are strong enough to take care of themselves and that it puts women in a bad position. Some boys will say that it is nice for girls, and that men should take care of women and help them because they are stronger. Other boys will say that if women want to be equal they should also do heavy jobs and carry their own heavy bags.
Sample dialogue for Situation 1:
Girl: I didn't know that in foreign countries men should . always pick up the bill or pay for cinema tickets. It sounds very good to me.
Boy: So, other examples are, open doors for women, help them put on their coat, carry heavy bags or luggage, help them sit down at the table ... Men take care of women because...
Girl: Men don't need to do that. It just gives you the idea that girls and women cannot open the door for themselves. It puts women in a bad position. Men and women are equal. Women can...
Boy: Yeah, they should carry their own heavy bags and pay my ticket to the cinema...
Girl: Yes. Sometimes, yes. And men should help to do the dishes and …
Guidelines for Situation 2:
The second discussion will bring out the issue of modemising life in China. Some students will say that China is developing into a modem country. Not only things around us change, but also our lifestyle. Others will say that China should follow modern (Western) countries, and that Chinese people should do as they do. On the other hand, some students will say that although China is modernizing, we should keep some ways of life, because they are part of Chinese life. Other students will say that China doesn't have to follow foreign examples and manners, because China has its own culture and manners. China doesn't need to be ashamed or worried about what other people think.
Sample dialogue for Situation 2:"
A: It's not polite to customers if men who are selling things take off their shirts. Foreigners never do that.
B: Maybe. But the weather in China is very hot in summer. I think this is not so strange. It's the same as with sleeping on the street. Some people have an air conditioner and ...
C: We don't need to worry what foreigners think about it. Chinese ...
A: That's true, but when China becomes a modem country, we need modem ways of life and ...
C: Well, if one thing is not allowed now, then next year they will say that we should stop...
Guidelines for Situation 3:
The third discussion will bring out some prejudices about foreigners, but also show how people can learn from each other. Some students will say that if foreigners don't know good manners in China, then there will be problems between Chinese and foreign neighbours even about very small things. Other students may say that some foreign manners are too different from Chinese manners, and that they are a bad example for Chinese children. Some students will say that foreigners should adapt themselves, and that newcomers should learn about Chinese manners. On the other hand, other students think we don't need to worry. They may say that Chinese people can learn from foreigners and that living together can make out; lives more interesting.
Sample dialogue for Situation 3:
A: I think it's a good idea to teach newcomers about the customs and manners in China. In that way life will be easier for everybody.
B: Yes, and if Chinese people in foreign countries must go to school, then ...
C: Well, in my experience, many foreigners are very interested in Chinese life and manners. For example, I don't think we have to ...
A: Yes, but there are also ... If they can't ...and they don't know... then ...
B: If I had a foreign neighbour, I would be very upset if …
C: Yes, but ...
Extension The exercise can be extended by asking students to make lists of good manners that have disappeared or are now only used by few people in China. The students can then go on discussing why such manners are disappearing, whether we should try to keep them or bring them back, and what should be done. Students can also make a list of bad manners that have been successfully stopped, and how we can learn from such examples to stop other bad manners and behaviour.
4. SUMMARY & HOMEWORK
1. Get ready to be examined in the talking activities.
2. Preview all the exercises in the workbook.
Period 6
1. PRESENTATION & REVISION
1. Ask some pairs to act out the talking activities.
2. PRACTISING
Word study
Answers to Exercise 1:
1B 2B 3C 4A 5D 6A 7C 8 D
Answers to Exercise 2:
1 unknown 2 unable 3 uncertain 4 impossible 5 polite 6 possible 7 non-smoker
8 nonstop 9 happy 10 formal, informal
Answers to Exercise 3:
1 It was my fault that your new cell phone was stolen.
2 The old temple made a great / deep impression on me.
3 She has been fond of reading since childhood.
4 She had been an excellent gymnast before the accident, which disabled her.
5 More and more Westerners are becoming interested in Chinese culture.
Sample Answers to Exercise 4:
1 I'm afraid I don't agree. / I don't think it's like that! That doesn't sound right to me. / I'm sorry to say that I don't agree.
2 Do you mind if I light a cigarette? / Is it OK if I smoke here?
3 I'm afraid I won't be able to come. I have to visit a friend in hospital. / Thank you for the invitation, but I have already promised to see a friend who's in hospital. / I would have liked to go, but I have to go and see my friend who's in hospital.
4 Excuse me. Could you borrow me some money? / I'm afraid I haven't got any money on me. Could I ask you to buy me a drink? / Could you buy me a drink, please? I'll pay you next time.
5 Could you please turn down your TV? I can't sleep if there is such a big noise. / Will you turn down your TV, please? It's one AM! / Some people have to work tomorrow, you know. Please be quiet
Grammar
Answers to Exercise 1:
1 The bus which / that often takes the children to school, is owned by the company. .
2 The man is Mr. Fisher, who works in the bank.
3 The woman who / whom you saw in my office yesterday is a scientist
4 The lady who is getting off the bus is Helen Jones.
5 The painting which / that was destroyed in the fire was a Turner.
6 The policeman who / that directs the traffic here is Mr. Wang's son.
Translation:
1 經(jīng)常送孩子們上學(xué)的這輛汽車屬于這家公司.
2 這個(gè)人是菲舍先生, 他在銀行工作.
3 你昨天在我辦公室碰到的那位女士是科學(xué)家.
4 那位正下公共汽車的女士是海倫瓊斯.
5 那次火災(zāi)中被燒毀的油畫是特納的作品.
6 在這兒指揮交通的警察是王先生的兒子.
Answers to Exercise 2:
1 who / whom 2 which 3 who 4 which 5 which 6 whom 7 who 8 which
Translation:
1 一個(gè)年輕人讓我給你捎個(gè)信,我不認(rèn)識(shí)他.
2 長(zhǎng)江上將建起又一個(gè)大壩,它可為沿岸在區(qū)提供更多的電力.
3 穿黑色大衣的這個(gè)人曾經(jīng)當(dāng)過(guò)我們的校長(zhǎng),他剛從巴基斯坦回來(lái).
4 崇禎皇帝就是在景山公園里的這棵古樹上自縊的,這棵古樹1960年被砍掉了.
5 希望工程始于很多年前,它幫助過(guò)眾多貧困地區(qū)的孩子上學(xué)讀書.
6 這些外教大多數(shù)以前從未到過(guò)中國(guó),他們很喜歡在這里工作.
7 在這趟包頭到大連的火車上,我們碰到一位日本人,他的漢語(yǔ)說(shuō)得很好.
8 這座1456年建于湖岸上的寺廟毀于兩年前的那次地震中.
3. INTEGRATING SKILLS
Reading
GOOD MANNERS THE WORLD OVER
Introduction In different countries and cultures all over the world people have different customs and different-manners. They make travelling, working or studying with people from different countries and cultural backgrounds, interesting. Sometimes we don't understand people with different backgrounds because we don't know about their customs and manners. It is easier to deal with foreigners when they come to China, or when we travel abroad, if we know a little bit more about the way the think about good and bad manners.
Instruction Read the text carefully and use a map to show where different countries are in the world. Then answer the following questions.
Answers to Exercise 1:
1 If you are visiting a country in the Middle East / an Arab country, you should know that some customs are quite different from ours. First, when you meet your friend at the airport, you can greet each other by embracing and kissing each other. When your host invites you to his house, you should be careful not to say that you like a painting or other thing in their house very much.
If you do that, your Arab friend will have the feeling that he should give it to you.
Note: The reading passage only mentions the rules for good manners for men. Chinese women should not embrace Arab men. They should not embarrass their female Arab hosts by praising any of their things in the house.
2 Many countries have rules about hands. Westerners shake hands when they meet. Americans and Europeans want to give, and get, a strong handshake. Your hand should be strong and not soft or wet. People in Thailand put their hands together and bow their heads when they greet you. Finally, with Indians you should never use your left hand for greeting, eating, drinking or smoking.
3 In many Western countries you can blow your nose at the table (if you turn away from the table), but perhaps it is better to excuse yourself for a moment and go to the bathroom to blow your nose and wash your hands.
4
Bad manners in Western countries Bad manners in China
Asking women how old they are
Asking people how much money they make Talking with your mouth full of food.
… Blowing your nose at the table
Talking loudly in public places
Pushing to get onto the train first
…
Answers to Exercise 2:
Meeting. people
Foreigners often want to shake hands and sometimes want to kiss women when they first meet, while Chinese people are usually give a small present and smile, but avoid any physical contact.
Chinese people sometimes offer a very soft and weak hand for a handshake
At a dinner party
Foreigners sometimes use a spoon to put a lot of food onto their plates.
Chinese people sometimes get up to make a toast and ganbei when drinking wine. Some people take the fork in their right hand and the knife in their left. Some Chinese people help themselves before helping others.
Giving / Receiving gifts
Some foreigners immediately open their gift or say that they are not happy, for example when they already have the book or CD that was given.
Some Chinese people receive a present and put it away without opening it. Some might forget to say thank you.
Visiting a friend's home
Some foreigners enter the house without asking about or taking off their shoes.
Some Chinese people immediately make themselves at home. They sometimes forget that they should ask if they may smoke or not.
Exercise 3:
The students can think of any funny situations that they have experienced. They can imagine of foreigners or Chinese people not understanding the rules of polite behaviour and good manners in the country they are. The other students guess what is happening.
4. WRITING
18 October, 200
Dear Xiaofeng,
I sending you this short thank-you letter with a small present, which I hope you will like. I want to thank you again for the way in which you have helped my father last Sunday, when he broke his legs on the stairs at People's Square.
My father told me that he had fallen and hurt his leg badly. He could not get up or walk, and his leg was very painful. He told me that you saw what had happened and came to help him. You helped my father to get a taxi, and took him to the nearest hospital. When the doctor told you my father's leg was broken, you phoned my mother and told her what had happened. My mother thanked you when she met you at the hospital, but she was too worried about my father. My father is already much better now. He has to stay in hospital for another week, but next week he may come home.
How are you doing at school? We heard that you are a very good student. Your parents should be proud, because what you did for my father shows that you also have a good heart. Once more, my parents and I want to express our gratitude for all you have done for our family.
Please accept my sincerest thanks.
Yours truly,
Ma Hui
5. SUMMARY & HOMEWORK
1. Finish all the exercises in this UNIT.
2. Finish the supplementary exercises given by the teacher.
Period 7
1. PRESENTATION & REVISION
2. GOING OVER SUPPLIMENTARY EXERCISES
3. SUMMARY & HOMEWORK
Period 8
1. PRESENTATION & REVISION
2. GOING OVER NEW WORDS AND EXPRESSIONS IN UNIT 2
3. SUMMARY & HOMEWORK