教學(xué)目標(biāo)
1． 知識(shí)目標(biāo)
1)重要詞匯：
interrupt apologize introduce culture manner manners impression behave cloth custom course raise advice drink to start with leave our stare at make jokes about sb
2)句型：
1. He apologizes for losing it by saying …
2. Having good table manners means knowing, for example, how to use…
3. When drinking to someone’s health, you raise your glasses, but…
4. They make me think of the happy days we spent together.
3)語(yǔ)法
定語(yǔ)從句( the Attributive Clause )
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)、原因等作補(bǔ)充說(shuō)明--使用非限制性定語(yǔ)從句：
I spent the whole afternoon with the teacher, who was helpful.
道歉與致謝( Apologizing & Expressing thanks)
Excuse me. Forgive me.
I’m (very/so/terribly) sorry.
That’s all right. /That’s OK. /No problem.
I apologize for …Oh, well, that’s life.
I’m sorry. I didn’t mean to …
Oops. Sorry about that.
Thank you. It’s beautiful.
能力目標(biāo)
1. To teach the students how to behave well and write thank-you letter correctly.
2. To develop the students’ ability of expressing themselves and thinking in English.
情感目標(biāo)
1. To get the students to understand the differences between Chinese and western table manners and learn how to self-discipline in social activities.
2. To make the students know the importance of being polite and how to make themselves behave properly in communication with others.
Period 1 Listening
Teaching aims:
1. To improve the students’ listening ability by listening to the information on the usage of informal and formal ways of apologizing.
2. To improve the students’ listening ability by listening to the given listening passage.
Suggestions for teaching:
1. Important and difficult points:
1. Getting the most important information of the dialogue on the topic of apologizing.
2. Getting the general idea of the given listening passage.
2. Suggested teaching methods:
Activity 1 Lead-in
The topic is to talk about good manners in our daily life. The teacher may begin this activity with these words: In our daily life, it is very important to be polite in communicating with others. Whether in China or in foreign countries, we should pay attention to our manners. But what are good manners in your opinion?
Encourage the students to express themselves freely in class.
Activity 2 Free talk
Collect the students’ opinions about good manners in different situations. The teacher may design some situations previously for the students to practise what they should do or say to show their politeness. First make some pairs act our their dialogues in class and then discuss in class whether they have good manners or not.
Suggested situations:
1. How to ask the way when you come to a new place?
2. What can you say if you want to interrupt others when they are talking?
3. You want to join a party that has begun.
Activity 3 Warming up
The teacher may begin this activity with picture description. Ask the students to look at the pictures carefully and complete the dialogues given. Give the students chances to discuss and act out the dialogues in class.
Activity 4 Listening
This activity may be performed this way:
1. Play the tape for the students to listen and let the students make sure what has happened in the dialogue.
2. Play the tape once again. This time ask the students to pay attention to how Bill made apologies to Cliff and how Cliff answered.
Activity 5 Role-play
This activity is a productive one. Suppose one student is Bill and the other is Cliff. Give the students chances to express themselves in the same situation. Encourage the students to act out their dialogues in class after a few minutes’ preparation.
Activity 6 Discussion
Topic for discussion: What are good manners in this situation?
This is productive work. The students should be encouraged to express themselves freely in class. At the same time discuss what are good manners at school?
HOMEWORK:
1. 預(yù)習(xí)課文。
2. 背誦生詞
3.《課課練》配套練習(xí)
教后小記
Period 2 Speaking
Teaching aims:
1. To improve the students’ speaking ability by talking about how to practise making apologies in different situations.
2. To make the students learn to express themselves correctly and freely, using the polite expressions, such as , “I’m sorry”, “Thank you”, “Excuse me, but…” and so on.
Suggestions for teaching:
1. Important and difficult points:
1. Understanding the ways of making apologies by performing speaking activities.
2. Learning to use proper expressions for making apologies freely.
2. Suggested teaching methods:
Activity 1 Discussion
Topic for discussion: What are good manners or bad manners in our daily life?
The teacher may begin this way: We often say or hear “He is a good boy because he has good manners. / She is a girl with good manners so everyone likes her.” What do you think good manners are? Please give some examples of good manners in your life.
Hints: behavior at school; greeting; talking with parents; eating at table; etc.
Activity 2 Discussion
Ask the students to practice useful expressions of making apologies.
Hints for teachers: This activity should be a free activity. The purpose is to revise what we have learned in Period 1. Encourage the students to express themselves freely in class. No given situations this time
Activity 3 Language study
It is a summary to Activity 2. Make sure the students grasp the basic usage of the following expressions.
Ways of making apologies Forgive me. I’m very sorry.
I apologize for…
I’m sorry. I didn’t mean to…
Oops. Sorry about that.
Possible answers Oh, that’s all right.
Oh, well, that’s life.
It’s OK.
No problem.
Collect other ways of making apologies and possible answers from the students.
Activity 4 Role play
This activity is a controlled one. The students are encouraged to make up their own dialogues based on the given situations. Before practicing, make sure the students are quite clear about each situation. In situation 1, three persons are required to get involved.
Activity 5 Extension
This is productive work. The students can create and practice their own dialogues. They may design any other situations in which they may use the words of making apologies in their daily life or studies, especially the situations that may take place at other parties. Encourage some pairs to act out their dialogues in class.
HOMEWORK:
1.《課課練》配套練習(xí)。
2.整理筆記
教后小記
Period 3 Part one Reading comprehension
Table manners at a dinner party
Teaching aims:
1. To get the students to understand and compare the differences of table manners between China and Western countries after reading the passage Table manners at a dinner party.
2. To improve the students’ ability of reading comprehension through reading activities and grasp the spirit of the reading passage.
Background knowledge:
China dining custom &Table manners
The main difference between Chinese and Western eating habits is that unlike the West, where everyone has their own plate of food, in China the dishes are placed on the table and everyone shares. If you are being treated by a Chinese host, be prepared for a ton of food. Chinese are very proud of their culture of cuisine and will do their best to show their hospitality.
And sometimes the Chinese host use their chopsticks to put food in your bowl or plate. This is a sign on politeness. The appropriate thing to do would be to eat whatever it is and say how yummy it is. If you feel uncomfortable with this, you can just say a polite thank you and leave the food there.
Eating No-no’s
Don’t stick your chopsticks upright in the rice bowl. Instead, lay them on your dish. The reason for this is that when someone dies, the shrine to them contains a bowl of sand or rice with two sticks of incense stuck upright in it. So if you stick your chopsticks in the rice bowl, it looks like the shrine and is equivalent to wishing death upon a person at the table!
Make sure the spout of the teapot is not facing anyone. It is impolite to set the teapot down where the spout is facing towards somebody. The spout should always be directed to where nobody is sitting, usually just outward from the table.
Don’t tap on your bowl with your chopsticks. Beggars tap their bowls, so this is not polite. Also, when the food is coming too slow in a restaurant, people will tap theirs bowls. If your are in someone’s home, it is like insulting the cook.
Drinking
Gan Bei !(Cheers!)
Alcohol is a big part of eating in Beijing. Especially when dining with Chinese hosts, you can expect the beer to flow freely and many beis to be ganed. (Gan Bei literally means “dry the glass”.) Besides beer, the official Chinese alcoholic beverage is bai jiu, high-proof Chinese liquor made from assorted grains. There are varying degrees of bai jiu, and some are quite good. The Beijing favorites is called Er Guo Tou, which is a whopping 56% alcohol. More expensive and less formidable are Maotai and Wuliangye, which go far about 300-400 yuan per bottle. In comparison, Er Guo Tou costs a modest 4 or 5 yuan per bottle. If you are not a drinker, or don’t feel up to the challenge, just say “wo bu hui he jiu”(I don’t drink.) It is generally acceptable to use coke or tea as an alcohol substitute.
Suggestions for teaching:
1. Important and difficult points:
To enlarge the students’ knowledge about politeness and impoliteness at table.
2. Suggested teaching methods:
A. Pre-reading
Activity 1: Lead in
Revise how to make apologies in different situations. Make the students know how to use
polite expressions properly.
Activity 2: Discussion
Discuss how to be polite in the following situations in Chinese culture:
Greeting your teacher /Receiving a birthday present /Paying a visit to a friend’s house
Discuss how to be polite at a dinner party.
During the discussion, encourage the students to express themselves freely in class. In the second part of this activity, the teacher may lead the students to say out how to talk to others, how to eat, how to get the food he or she wants to eat , and so on.
B .Reading
Activity 1 Skimming
Ask the students to skim the text to find the main idea of each paragraph.
Para. 1: What are included in table manners in Western countries.
Para. 2: How people start their dinner party.
Para. 3: Information about the main course.
Para. 4: How to communicate with others at the party.
Para. 5: The way of drinking.
Para. 6: The importance of table manners.
Activity 2: Scanning
Ask the students to read the text carefully and do questions and answers. This time they should pay more attention to details.
Questions:
1. What are the devices for eating at a Western dinner party mentioned in the passage?
Knives, forks, napkins, glasses, bread roll and spoons.
2. Where do we put the napkin?
On the lap.
3. What does the dinner start with?
Starter.
4. Is it good manners to eat before others start eating?
No, it isn’t.
5. How much soup can we drink after the starter?
One bowl, no more.
6. What is considered to be the best part of the main course in Western countries?
Chicken breast with its tender white flesh.
7. How much shall we eat at a dinner party?
Not more than we need.
8. What’s the difference of toasting in China and in Western countries?
In Western countries people sip each time, while in some parts of China people finish the whole drink each time.
9. Do we have to follow these rules whiles dining with family members of friends?
No, we don’t have to. We can be more causal.
Activity 3: Quiz
Decide which of the following behaviors are polite or impolite at a Western dinner party. Put “P” or “I” in the brackets.
( )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 bowl 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.
C. Post-reading
The teacher may design the following activity for consolidation:
Activity 1: Retelling (Individual work)
Ask the students to retell the basic table manners in the Western countries, especially how to place and use knives and forks.
Activity 2: Discussion
Questions: In what order will the following dishes be served at a Western dinner party? Put the proper number in the box.
dessert drink main course starter soup
Make the students to number them according to what they have learned in the text: 4-5-3-1-2
Activity 3 Consolidation
Ask the students to give examples of how Chinese table manners change over time. Mainly let them talk about the local table manners at the present time. If possible, compare table manners in different parts of China.
Part two Structure analysis
體裁: 說(shuō)明文
結(jié)構(gòu)分析
Western dinner party Chinese dinner party
Things napkin, glasses, two pairs of knives and forks,
plates a hot damp cloth, chopsticks, bowl, cup, plate
Serving order starter-soup-main course cold dishes-soup-main course
Drink white or red; take a sip alcohol; finish at once
Rules (not) 1. Ask for a second soup
2. Touch meat on bones
3. Take more food than need
4. Laugh all the time
5. Touch each other’s glasses
6. Drink too much
寓德于教
這是一篇介紹西方餐桌禮儀的說(shuō)明文。該文分別從對(duì)餐具的擺放、餐前禮儀、餐中禮儀、餐桌上的談話禮儀、飲酒禮儀、餐桌禮儀變遷等幾個(gè)方面來(lái)介紹，比較全面地介紹了西方的餐飲文化。該文不但有利于培養(yǎng)和訓(xùn)練學(xué)生的閱讀能力，也有利于培養(yǎng)學(xué)生跨文化交際的意識(shí)和學(xué)習(xí)英語(yǔ)的興趣。
寫(xiě)作技巧
該篇文章在寫(xiě)作上具有如下特點(diǎn)：
1. 環(huán)環(huán)相扣，中心明確
文章第一段先給出餐桌禮儀的定義，然后就中西文化中餐桌禮儀的不同進(jìn)行了較為詳細(xì)的對(duì)比，并于文章最后說(shuō)明我們?yōu)槭裁匆私獠妥蓝Y儀作為結(jié)論，層次分明，環(huán)環(huán)相扣。每段的最后一句都給出明確的餐桌禮儀注意事項(xiàng)，但在結(jié)尾時(shí)對(duì)作者提出忠告：不要墨守陳規(guī)。
2. 由淺入深，通俗易懂
課文以教人們認(rèn)識(shí)最基本的西餐 “table manners” 為目的，以簡(jiǎn)潔的文字、直接的表述向人們展示了東西方餐桌文化的區(qū)別。文章從最基本的餐具擺放開(kāi)始，接著介紹了進(jìn)餐的順序，中間穿插著相關(guān)的餐桌禮儀，還說(shuō)明了進(jìn)餐中對(duì)言行舉止的要求，如：舉杯、飲酒等。最后寬慰人們 “table manners”在與時(shí)俱進(jìn)，不斷變化。如不懂，沒(méi)關(guān)系，直接模仿主人好了。
HOMEWORK:
1. 復(fù)述課文。
2. 準(zhǔn)備默寫(xiě)
教后小記
Period 4 Language learning
Teaching aims:
Encourage the students to use these language points both orally and in written form.
Important and difficult points:
1.Word study
1).impression 名詞，在句中作“印象”解，也可表示按壓所留下的“印痕、痕跡”
如：What is your impression of our city?
First impressions are half the battle. (最初的印象最深)
常見(jiàn)詞組：make a good impression 留下好印象
give sb. a good impression 給某人以好印象
give one’s impressions of 陳述自己對(duì)……的印象
make an impression on sb. 給某人留下印象
make no impression on sb. 對(duì)……無(wú)影響
2). unfold 由表示否定的前綴un+fold 組成。表示否定意義的前綴還有：
dis- (disappear, discourage, disappoint)
in-, il-, im-, ir- (independent, informal, illegal, impolite, impatient, irregular)
un- (unknown, unlock, unhappy, unfair)
mis-(mistake, misunderstand, misspell)
non-(nonsmoker, nonstop)
3).finish及物動(dòng)詞，其賓語(yǔ)可以是名詞、代詞或動(dòng)名詞，不能跟不定式作賓語(yǔ)。
如：She’s finished practicing the piano for today.
類(lèi)似的有: mind, miss, enjoy, practice, excuse, dislike, suggest, consider, keep, avoid, allow, risk, resist, finish, imaging 等。
如：We suggested having a picnic in Xuanwu Lake this Sunday.
4).follow常用作及物動(dòng)詞，主要表示“跟、跟隨”等意思。
如：The students followed the professor into the classroom.
Spring follows winter.
He came into the office, following the boss.
He came into the office, followed by the teacher.
另外，有“遵循，聽(tīng)從，仿效”等意思。
如：You’d better follow the teacher’s advice.
Follow the instruction on the bottle.
The football team will be as follows: Smith…
5).not all/both/every 表示部分否定。其意思為“并不都是”“并不是所有的”
如：Not all birds can fly. 并不是所有的鳥(niǎo)都能飛。
Not both of the answers are right. 并不是兩個(gè)答案都對(duì)。
Not everyone likes the film. 并不是所有的人都喜歡這部電硬。
在部分電影否定句中，not 的位置并不影響句意。如上句也可說(shuō)成：
Everyone doesn’t like the film.
若表示全部否定要用 none, neither, no 等表示。
如：None of the birds can fly. 這些鳥(niǎo)都不能飛。
Neither of the answers is right. 兩個(gè)答案都不對(duì)。
6).beside/besides
beside 為介詞，意思為“在……的旁邊”，等于at/by the side of.而besides作介詞時(shí)意思為“除了……之外”或作副詞用，意思是“此外還有�！�
如：Put the case beside mine when they are ready.
I have quite a few friends besides you.
It’s too late to go out now, besides, it’s starting to rain.
7).manners/polite
manners 是名詞，當(dāng)作為“禮貌、規(guī)矩、禮節(jié)”解時(shí)，應(yīng)該用復(fù)數(shù)形式。
如：Remember your manners; thank your friend when you leave the party.
It is good manners to say hello to each other when we meet.
但作為“方式、方法”解時(shí)，只用單數(shù)。如果是復(fù)數(shù)，只是用ways.
It is no use talking about it in this manner.
Nobody likes to talk to him; because he has a very rude manner.
polite則是形容詞，意思為“有禮貌的、客氣的、有教養(yǎng)的”等
如：Americans are busy; they have no time to be polite.
8).mean to do /mean doing
mean to do 為“打算干某事”
mean doing 的意思則是“意味著、意思是（做某事）”
mean sb to do sth
如：I mean to have a good talk with you about it.
Smoking means buying death with money.
I don’t mean you to punish him this way.
Means 意思是“方法、手段”單復(fù)數(shù)同形。
常用短語(yǔ)有：
by this means = in this way = with this method
by means of 用……的方法
by no means 決不, 一點(diǎn)也不
by all means = of course = certainly
9).drink to /drink a toast “為……干杯、為……祝酒”,其中to為介詞。
如：Let’s drink to your success.
Let’s drink to the happiness of the new couple.
drink a toast 的意思為“祝酒、敬酒”等于動(dòng)詞toast
如：Let’s drink a toast to your health! = Let’s toast to your health.
10).start/start with
start & begin 用法相同，start doing sth = start to do sth
如：He started learning / to learn English when he was only three.
但在下列三種情況下只能用start to do sth.
（1） 當(dāng)主語(yǔ)是物而不是人時(shí)；
（2） 當(dāng)start后面的非謂語(yǔ)動(dòng)詞表示心理狀態(tài)時(shí)；
（3） 當(dāng)start 用于進(jìn)行時(shí)態(tài)時(shí)
如：The water started to boil.
She started to wonder who it would be.
She is starting to prepare for the party.
start with表示“從……開(kāi)始”
如：A Western dinner usually starts with a small dish called a starter.
We can’t go. To start with, it is too cold. Besides, we don’t have enough time.
2.Analysis of difficult sentences
1. There are two pairs of knives and forks on the table, forks on the left and knives on the right of the plate.
該句是由 “there be + n.”構(gòu)成的句型，表示“某地有某物”。其用法具有以下兩個(gè)特點(diǎn)：
1． 謂語(yǔ)動(dòng)詞的單復(fù)數(shù)形式是根據(jù)離其最近的主語(yǔ)的單復(fù)數(shù)而定。
2． 常用句型有：
There is no need /reason /time to do sth
2. In China, you sometimes get a hot, damp cloth to clean your face and hands, which, however, is not the custom in Western countries.
該句中的however 是副詞，表示轉(zhuǎn)折，需要用逗號(hào)將其和句子隔開(kāi)。
如：I feel a bit tired. However, it’s probably just the weather.
如作連詞使用，后面需用形容詞和副詞的原形形式，引導(dǎo)一個(gè)讓步狀語(yǔ)從句。
如：However late it is, his mother will wait for him.
However rich people are, they always want more.
Feedback
1.Complete the following sentences:
1).The speech _______ _______ _______ _______ on the House.
2.)My home _______ _______ _______ our school.
3).I feel _______ _______ _______tired.
4).His illness _______ _______ a slight cough.
5).He ________ ________ at the meeting yesterday.
6).He _______ me _________help.
7).They were ________ ________when we called.
8).I looked all over the house for that letter, and it was in my pocket _______ _______ _______, while I was searching.
9).Let’s _______ _______ your success.
10).Don’t eat _______ _______, or you’ll get fat.
2.Translate the following sentences into English:
1).他留給我的印象就是他沒(méi)說(shuō)實(shí)話。
2)人們一般認(rèn)為抽煙是一種壞習(xí)慣。
3)那節(jié)課是以一首著名的流行歌曲開(kāi)始的。
4)他們正在桌子那兒打牌。
5)讓我們?yōu)楸舜说慕】蹈杀?/p>
6)這部車(chē)屬于史密斯先生，另外他還有兩輛車(chē)。
Suggested answers:
1. The impression he made on me was that he was not telling the truth.
2. People generally think that smoking is a bad habit.
3. That class started with a well-known pop song.
4. They are at the table playing cards.
5. Let’s drink to each other’s health.’
6. This car belongs to Smith, and he has two others besides.
HOMEWORK:
1．整理筆記，消化鞏固。]
2．《學(xué)英語(yǔ)》報(bào)的配套練習(xí)
教后小記
Period 5 Language study
Teaching aims:
1. To review the words and expressions learned in the reading to make sure the students master them.
2. To get the students to master the word formation rules of changing the meaning of a word to its opposite by learning some negative prefixes.
3. To understand the Restrictive Attributive Clause and the Non-restrictive Attributive Clause.]
Suggestions for teaching:
1. Important and difficult points:
1. Mastering the word formation rules to improve the students’ ability to enlarge their vocabulary.
2. Mastering the Restrictive Attributive Clause and the Non-restrictive Clause.
2.Suggested teaching methods:
1)Word study
Activity 1 Questions and answers
This activity is used as a revision to the reading passage. Tell the students that one of their classmates wants to go abroad to study. Before he leaves, he has some questions to ask us in order to make his stay in a foreign country comfortable.
Questions:
1. When drinking, is it proper to look over or into the cup or glass?
When drinking, look into, not over, your cup or glass.
2. Is it acceptable to smoke at the dining table?
It is unacceptable to smoke before or during a meal.
3. Should I blow on my soup when it is too hot?
Don’t blow on food that is hot. Wait until it cools.
4. Is there a proper way to cut meat?
Stroke the knife toward yourself while cutting meat.
5. Should I use my fingers when I’m eating beef or other meat on bones?
Never use your fingers unless you are eating chicken or other birds.
6. What is appropriate when the meal is finished?
Place your fork and knife parallel diagonally across your plate and don’t push your plate away from you.
When performing this activity, the students are asked to close their books. Collect the answers from the students. If necessary, the teacher may give some hints.
Activity 2 Lead-in
Learn rules of word formation by adding a prefix to the beginning of a word to change its meaning.
A prefix is a group of letters added to the beginning of a word that changes the meaning of the word. The prefixes in-, im-, non-,and un- mean “not” or “the opposite of.’
e.g. Informal means “not formal” and unfair means “not fair”.
Activity 3 Practice
1. Learn the word formation rules first and then finish the exercise below.
Suggested answers:
nonstop; unfold; incorrect; unlucky; impossible
2. Read the passage in the second part about table manners in China and fill in the blanks.
Suggested answers:
damp; custom; dishes; middle; noodles; breast; tender; chopsticks; bones; spoon; spirits; toast
2).Grammar: the Restrictive Attributive Clause and Non-restrictive Attributive Clause
Activity 1 Game-playing
This activity is used as a revision to the attributive clause learned before. When performing this activity, students are asked to close their books. Ask the students to practice attributive clauses in oral.
e.g. A: Please give me the book.
B: Which book?
Make sure that every student gets involved in this activity. Encourage some pairs to act it in class.
Activity 2 Sentence analyzing
Write the two sentences on the blackboard:
1. The man who greeted me is my teacher.
2. John, who greeted me, is my teacher.,
Let the students find out the differences between the two sentences. The teacher may tell the students what restrictive clauses they are in the two sentences.
Activity 3.Grammar teaching
Brainstorm question:
What is the restrictive attributive clause and what is a non-restrictive attributive clause?
Answer:
Restrictive Attributive Clause: The information is necessary to identify which person or something is being described or talked about.
Non-restrictive Attributive Clause: The information isn’t necessary to identify which person or something is being described or talked about. It is extra information that is added to the sentence. Commas are used before and after a non-restrictive attributive clause.
1. Analyze the sentences and information in the part of grammar.
2. Practice the sentence below the form. Remind the students to add commas to sentences with non-restrictive attributive clause.
Suggested answers:
1. I read five pages in the book which is about how to study English every evening.
2. The car which my uncle bought two weeks ago was stolen.
3. Paula, whose parents have gone abroad, lives alone on the fourth floor?
4. My sister Ellen, who is warm-hearted, is a nurse.
5. This morning, Andrew, whose old teacher retired, told me about his new teacher.
6. The meeting will be held in the dining hall, where we often have parties at weekends.
7. My father works for a company which produces computers in a big city.
8. Lisa will always remember her childhood, when she stayed with her grandparents.
Activity 4 Consolidation
1. Practice
Underline all the attributive clauses in the reading passage
2. Summary
Repeat the differences between the restrictive attributive clause and the non-restrictive clause in oral.
Extension:
限制性定語(yǔ)從句和非限制性定語(yǔ)從句的區(qū)別
1.限制性定語(yǔ)從句在形式上不用逗號(hào)與句子隔開(kāi)，是先行詞不可缺少的定語(yǔ)。如去掉，主句則失去意義或意思表達(dá)不完整。翻譯時(shí)譯成先行詞的定語(yǔ)“……的”
如：Her brother who is now a soldier always encourages her to go to college.
All the books that have pictures in them are well written.
2.非限制性定語(yǔ)從句在形式上用逗號(hào)與主句隔開(kāi)，是對(duì)先行詞意義的補(bǔ)充說(shuō)明。如去掉，主句仍能表達(dá)完整的意思，通常譯成主句的并列句。
如：Her bother, who is now a soldier, always encourages her to go to college.
All the books, which have pictures in them, are well written.
3.在關(guān)系詞的使用上，有以下三個(gè)區(qū)別：
1. 在限制性定語(yǔ)從句中做賓語(yǔ)時(shí)可以省略,而在非限制性定語(yǔ)從句中則不可省略;
2. 在限制性定語(yǔ)從句中可用that, 而在非限制性定語(yǔ)從句中不可用that;
3. 在限制性定語(yǔ)從句中可用who代替whom,而在非限制性定語(yǔ)從句中不可用who代替whom;
Feedback
1. 將下列各組句子改寫(xiě)成一個(gè)含定義從句的復(fù)合句.
1. The car belonged to Paul. It crashed into me.
2. We are moving to Manchester. Manchester is in the northwest.
3. The woman is very friendly. She lives next door.
4. She was engaged to a soldier. She had met him at Dartmouth.
5. We have only told the people. Their work is relevant to this project.
6. This happened in 1977. I was still a baby at that time.
2. Translate the following sentences into English:
1. 他是個(gè)對(duì)什么都不在乎的人。
2. 她就是賣(mài)花的那位姑娘嗎？
3. 這是我第一次上學(xué)遲到。
4. 你隨便什么時(shí)候來(lái)都行。
5. 我們后來(lái)搬到巴黎，在那兒住了六年。
6. 他們邀請(qǐng)我到他們家，這使我非常感謝。
Suggested answers:
1. The car that/which crashed into me belonged to Paul.
2. We are moving to Manchester, which is in the northwest.
3. The woman who/that lives next door is very friendly.
4. She was engaged to a soldier, whom she had met at Dartmouth.
5. We have only told the people whose work is relevant to this project.
6. This happened in 1977, when I was still a baby.
1. He is a man who doesn’t care about anything.
2. Is she the girl who/that sells flowers?
3. This was the first time I had been late for school.
4. Come any time you like.
5. We then moved to Paris, where we lived for six years.
6. They have invited me to visit their home, which is very kind of them.
Homework
1.背誦生詞、詞組，準(zhǔn)備默寫(xiě)。
2.《課課練》的配套練習(xí)。
教學(xué)小記
Period 6 Integrating skills (Reading and writing)
Teaching aims:
1. To get the students to master what they have learned in this unit.
2. To enable the students to learn how to write thank-you letters.
Suggestions for teaching:
1. Important and difficult points:
1. To know about how to express gratitude by writing thank-you letters.
2. To enable the students to improve their reading and writing abilities.
2. Suggested teaching methods:
A. Reading
Activity 1 Brainstorm
Talk about good manners in Chinese culture. Collect the students’ opinions about good manners in China.
Some basic ones:
1. Get up and give your seat to older people on the bus.
2. Don’t laugh at, stare at or make jokes about disabled people.
3. Don’t start smoking before a dinner is finished.
4. Speak politely, say “please” when you ask for something and “thank you” when you are given something.
5. Say hello to your teachers when you meet your teachers.
Collect more from the students.
Activity 2 Lead-in
Talk about what good manners are if one has enjoyed oneself at a dinner party.
Question: You were invited to a dinner party by David and his wife. You enjoyed yourself very much at the party. What shall you do the next day or some time later?
Collect answers from the students.
Suggested answer:
Remind the student that writing a thank-you letter is a more formal way to express one’s thankfulness from the bottom of one’s heart.
Activity 3 Reading
1.Ask the students to read the text to find out what kind of letter it is and what it is about.
3. Read the text again to find out the main idea of each paragraph.
Para 1: The reason why Amy Zhang should thank them.
Para 2: Amy Zhang’s present situation.
Para,3: Inquiring Sam and Jenny’s present situation and inviting them.
Activity 4 Post reading
The teacher may design the following activities for consolidation:
Discussion:
This activity is a summary to the text and preparation for writing. Divide the students into pairs. Discuss the structure of a thank-you letter.
A thank-you letter is usually a short letter with three paragraphs. The topic of each paragraph is as follows:
Para 1 Thank the people for what they have done for you with some details you like.
Para 2 Tell the people about yourself and what you are doing now.
Para 3 Ask the people for some details about themselves and invite them to your place. Close the letter by expressing your thanks again.
Activity 5 Language points
1. They make me think of the happy days we spent together.
這是一個(gè)含有定語(yǔ)從句的主從復(fù)合句。We spent together 是定語(yǔ)從句，修飾the happy days. 關(guān)系代詞that/which 在從句中作賓語(yǔ)而被省略。
盡管先行詞days是表示時(shí)間的名詞，但關(guān)系詞仍然使用了that/which 而不是when. 也就是說(shuō)， 如果先行詞為時(shí)間名詞或地點(diǎn)名詞時(shí)，引導(dǎo)詞可用when/where, 也可用that/which. 關(guān)鍵要分清先行詞在從句中作的成分。
如：Do you still remember the days that/which we spent together in the country?
I’ll never forget the days when we worked together in the country.
2. At this moment I am very busy with my studies.
be busy with/about/at/over
e.g. He is busy with/about/over his work.
3. Thank again and I wish you all the best.
wish+sb+n./adj,
I wish you success.
I wish you good luck /lucky.
Wish you a happy new year..
Best wishes to you!
With best wishes!
Give my best wishes to your parents.
HOMEWORK：
The students are asked to write a thank-you letter based on what they have discussed above, using the tips given in the textbook. Of the four topics given, they may choose one.
教后小記：