UNIT SIX GOOD MANNERS
TEACHING AIMS AND REQUIREMENTS:
类别 课 程 标 准 要 求 掌 握 的 项 目
话题
1. Learn about good 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
重点词汇 interrupt apologize fault introduce forgive manners culture unfold custom raise advice formal impolite mix leave out stare disabled
impolite napkin pray course flesh fashion wing
extra children
Toast roll comma Ellen
常用句型 I apologize for…
I’m sorry. I didn’t mean to…
How do you apologize to your friend whose bike you lost?
Dinner starts with a small dish, which is often called a starter.
交 际 用 语 道歉与致谢 （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 it.
Oh, that’s all right.
Oh, well, that’s life.
Thank you. It’s beautiful.
语 法 知 识 复习限制性定语从句和非限制性定语从句
1. 能够用英语描述人物、事件、时间、地点、原因等---使用限制性定语从句。
I spent the whole afternoon with the teacher who was very helpful.
2. 能够用英语对特定的人物、事件、时间、地点等作补充说明---使用非限制性定语从句
I spent the whole afternoon with the teacher, which was helpful.
语言运用 运用所学语言，学习用英语口语在餐桌上的对话；阅读课文“Table manners at a dinner party” 确切理解完成有关课文内容的练习。
主题任务
根据本单元的中心主题， 设计以下三个主题任务：
任务一：学会道歉Learn to make apologies to others
任务目的：
1．教育学生养成良好的礼貌习惯，学习与人相处。
2．在语言实践中，促进有关语言内化。
活动时间：学完“热身”、“听力”、“口语”后
语言知识要求：
1：词汇:
动词interrupt, forgive, apologize, etc.
2：句型：
Forgive me.
I’m very / terrible / so sorry.
I apologize for…
Excuse me.
语言技能要求：说、听
活动形式：
1． 个人活动：每个学生回忆曾由于自己原因与班上谁发生过矛盾
2． 两人活动：真诚地向对方道歉，并说明情况；接受道歉，增进友谊；
3． 个人活动：在日常生活中学会（用中英文）对家人或他人说歉意；
4． 小组活动：（一段时间以后）列举事例，交流体会，学生互评。
Name___________
He/She says “Excuse me” when he / she wants to interrupt others at school / at home. 5 4 3 2 1
He/She says “I’m sorry” when he/she has troubled others at school/at home.
He/She says “Forgive me”, or “ I apologize for” in the formal situation when he/she has hurt others.
He/She expresses his/her apology politely at school / at home.
Notes:
The assessment is based on daily observation
5---always; 4---often; 3---sometimes; 2---seldom; 1---never Total
Signature:_______
任务二：中西方餐桌习俗对比研究
任务目的：
1． 引导学生熟悉中西方两种文化及生活习俗，提高跨文化交际的意识；
2． 培养学生探究学习的能力，提高归纳、分析能力；
3． 在实践中复习、运用、巩固所学的词语。
活动时间：学完“读前”、“阅读”、“读后”、“语言学习”之后
语言知识要求：
1． 词汇
名词： manner culture napkin roll lap cloth custom starter course spirit
动词：toast bahave unfold pray touch raise mix
形容词：damp formal impolite
2． 句型
非限制性定语从句等
语言技能要求：写、说、听、读
活动形式：
1． 个人活动：学生组内分工，一部分收集中国餐桌习俗（建议采访上 年纪的老人），另一部分收集西方的，并列出要点；
2． 小组活动：交流各自获取的信息资料；合作研究，分析两种习俗的异同；整理研究成果（或以表格形式，或以课件形式，或以文章形式等在）
3． 班级活动：展示各组研究成果（也可以展开“吃中餐还是西餐”的辩论）。
任务三： 自我反思、规范行为
任务目的：1．教育、督促学生自我约束、规范行为，提高学生的修养；
2．引导学生把语言与自己的行为结合起来，培养学生运用英语思
的能力
活动时间：学完“小建议”之后
语言知识要求：
A． 词语：
1. 名词：manner custom
2.. 动词：apologize interrupt behave stare
3. 形容词：impolite formal disabled
B．句型
1． 祈使句、定语从句
2． 语言技能要求：读、写、说、听
活动形式：
1． 个人活动：每个学生重读本地“文本公民条例”和“中学生日常行为规范”，反思自己的日常行为；用DOS和DON‘TS写出自己应该遵守的“十要和十不要”；
2．小组活动：交流各自观点；共同讨论，互相补充；
3．班级活动：推荐一个小组做住发言，其他小组补充；指定班级行为规范，打印成文，人手一份；
4. 每个学生对照《中学生行为规范》，勾出自己还没有做到的项目；平时行为为中加以注意、改正。
Background information I Being a Welcome Guest
When people in the United States have company or when they are invited to (formal or informal) get-together, they usually, make a point of trying to make others feel comfortable and relaxed. On the whole, they tend to be informal. Men shake hands, but usually only when they are introduced. Male friends and business associates who haven’t seen each other in a whole may shake hands when they say hello. Women usually don’t shake hands when being introduce to each other. When a woman and a man are introduced, shaking hands is up to the woman. Americans rarely shake hands to say good-bye, except on business occasions.
American women are used to being independent. They are used to going to places by themselves, earning their own money, and often living alone. Sometimes they will ask men for help, but they usually don’t want to be protected. Since the women’s movement started. It’s not always clear whether women expect men to open doors or help them into their coats. American women may start conversations with men or even ask them to dance.
There are a lot of Americans who don’t smoke or drink, and many who don’t want people to do those things in their houses. It’s always best to ask for permission before you bring alcohol() to a dinner or before you light up a cigarette, if you are with people you don’t know very well. Non-smokers became more militant (好战的，斗争的) about smoking in public places. Many restaurants, for instance, have established special sections for smokers.
House guests may bring gift when they come to visit, and they often offer to help in some way. As a guest, you may want to ask your host or hostess if there’s anything you can do to help in the kitchen. In many cases, the gesture is more important than actually helping.
AMERICAN TABLE MANNER
If you are invited to an American friend’s home for dinner, keep in mind these general rules for polite behaviour. First of all, arrive approximately(大约、大概) on time (but not early). Americans expect promptness. It’s OK to be 10 or 15 minutes late but not 45 minutes late. Dinner might be overcooked and ruined by them. When you’re invited to someone’s home for a meal, it’s polite to bring a small gift. Flowers or candy are always appropriate. If you have an attractive item made in your native country, your host / hostess would certainly enjoy receiving that as a gift.
Some Americans don’t know about the dietary restrictions(饮食限制/禁忌) of various ethnic(种族) and religious groups. What do you do if you are served a food that you don’t like or cannot eat? Don’t make a fuss about (小题大做) it. If your host doesn’t say anything about what you aren’t eating, then you shouldn’t, either. Simply eat what you can and hope that no one notices that what you left. If you are questioned, you may have to admit that you don’t eat meat ( or whatever ), but you can also say that you’ve enjoyed the other foods and have had “more than enough” to eat. Don’t make the cook feel obliged to prepare something else for you. Be sure to compliment the cook on the food that you enjoyed.
Don’t leave immediately after dinner, but don’t overstay your welcome, either. When your friends seem to be getting tired and running out of conversation, take their behaviour as a cue to leave. The next day, call or write a thank-you note to say how much you enjoyed the evening.
UNIT SIX GOOD MANNERS
TEACHING AIMS:
1. Learn to apologize to people.
2. Train the Ss’ speaking abililty.
3. Train the Ss’ listening ability.
KEY TEACHING POINTS:
Master the ways of making apologies by listening and speaking.
DIFFICULT TEACHING POINT:
How to help the Ss use the expressions for making apologies freely.
TEACHING METHODS:
1. Pair work to practise speaking.
2. Listening-and-answer activity to train the Ss’ listening ability.
TEACHING AIDS:
A tape recorder a projector
Unit 6 Good Manners
The First Period
I. Words and phrases
Make use of interrupt
I’m terribly sorry. Anyway adv.
Apologize to sb. for doing sth.
Make an apology to sb.
Introduce A to B
Mean to do sth
No problem
II. Ways of making apologies: Possible answers:
Forgive me. I’m very sorry. Oh, that’s all right.
I apologize for… Oh, well, that’s life.
I’m sorry. I didn’t mean to… It’s OK.
Oops. Sorry about that. That’s OK.
Excuse me. No problem.
TEACHING PROCEDURES:
A. WARMING UP
I. Free talk and presentation
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. Dispalying 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 place at the right moment and being polite are important.
In our daily life, it is very important to be polite in communication with others. Whether in China or in foreign countries, so we should pay attention to our manners. For example, if we run into someone, we should say “I’m sorry”; if we are in s strange place, we want to ask someone to tell us the way, we should say “Excuse me”; if someone helps us, we should say “Thank you”.
We’ve learned much about how to be polite. Today we are going to learn Unit 6 GOOD MANNERS. Can you tell us what “good manners” means.
Good manners means being polite.
II. Word study
1. make use of: uae (well, in the best way)
We must make good use of any opportunities we have of practicing English.
2. interrupt: to say something when some someone else is already speaking and cause them to stop
It’s rude to interrupt. Don’t interrupt me.
3. I’m terribly sorry. = I’m very sorry.
4. apologize v apology n
He apologized for his bad behaviour.
Bill made an apology for losing Cliff’s bike.
5. anyway adv. : used when you are ssaying something which supports what you have just said
Anyway I must finish this work today.
6. introduce v
He introduce his friend to me.
7. mean: to plan or want to do sth.
Please forgive me --- I didn’t mean to be rude.
8. no problem: a phrase you use to tell someone you can easily do sth. for them.
--- Will you please help me with my homework?
--- No problem.
III Warm up p-36
Look at the picture carefully and complete the dialogues. We can use the expressions in the second column.
1) Do it by yourself. 2) Practise in pairs. 3) Act out
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.
B. LISTENING P-37
1. Look at the questions quickly.
2. Make a guess what happened in the dialogue.
3. Books closed. Listen to the tape for the first time
4. Books open. Listen to the tape for the second time. Attention should be paid to how Bill made apologies to Cliff and how Cliff answered.
5. Fill in the blanks.
6. See whether it is necessary to listen to the tape again.
The listening exercise further explores the usage of informal and more formal ways of apologizing. Friends may use informal language to apologize but if the offense, or as in case of this exercise the loss of something is considered quiet serious, a somewhat more formal apology may be required, as well as repeating it.
C. SPEAKING
We have learnt something about making apologies from the dialogue between Bill and Cliff. Now, let’s practise making apologies.
1. Go through the three situations and the following expressions for making apologies and the possible answers.
1) Ask three Ss to read aloud the situations one by one.
2) Go through the expressions together with the Ss.
2. Choose two of the given situations to make dialogues with your partner.
1) Prepare and practise in pairs.
2) Ask some pairs to perform before class.
T: For this exercise, we have to imagine ourselves at a party. There are a 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 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, work in pairs and consider the following three situations. Read each situation carefully and make sure that you understand it. Then, make up a short dialogue to solve each specific small problem smoothly and in a polite manner. Suggested answers:
Situation 1
A: Look! Mr Black is coming. Why not have a talk with him? You know, he will work with you tomorrow.
B: Oh. Really? I’d like to, but I haven’t met him before.
A: Sorry, I didn’t know.
B: Would you please introduce me to him?
A: No problem.
A: Aren’t you going to introduce me to him?
B: Oh, forgive me. I didn’t know you hadn’t met. Nonna, this is Alex.
A: Hi, Alex. Nice to meet.
Situation 2
A: Excuse me. Are these bags yours?
B: Yes, they are mine.
A: Are these seats free?
B: Yes, they are free.
A: Do you mind if my friend and I sit here?
B: No, go ahead, please.
A: Are these seats free?
B: No, I’m sorry. My friend is sitting here.
A: That’s OK.
Situation 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.
Dialogue 4
A: Oops. Did I do that? Sorry about that.
B: Next time, watch out, will you?
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.
In the speaking exercise it is the turn of the students to practise making apologies. The students are presented with three everyday 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.
Extension: Ask the students to continue with other situations which may all take place at parties.
SUMMARY AND HOMEWORK
In this class, we’ve learnt to make apologies to people by listening and speaking. Now please tell me the ways of making apologies and the possible answers without looking at your books…
Besides, we’ve learned some useful words and phrases. You should remember and master the common use of them…
Look at the Bb and read them together.
After class, please revise what we’ve learnt in this class carefully and try to practise more so that you can use the words and useful expressions freely and correctly.
UNIT SIX GOOD MANNERS TABLE MANNERS AT A DINNER PARTY
TEACHING AIMS:
1. Learn some useful words and expressions.
2. Train the students’ reading ability.
3. Get the students to learn about table manners in western countries.
KEY TEACHING POINTS:
1. Learn and master the following used useful expressions:
make a good impression, be close to, a little bit, start with, keep silent, ask for, at table, all the time, drink to, too much
2. Help the students understand the passage better.
DIFFICULT TEACHING POINT:
How to help the students understand the passage exactly, especially the following sentences:
1. The knife and fork that are close to your plate are a little bit bigger than the ones beside them.
2. In China, you sometimes get a hot, damp cloth to clean your face and hands, which, however, is not the custom in western countries.
TEACHING AIDS:
A tape recorder a projector
Unit Six Good Manners
I. Dishes at a western dinner party
Starter-soup-main course-drinks-dessert
II. Useful expressions
Make a good impression be close to a little bit start with
Keep silent ask…for at table all the time drink to too much
TEACHING PROCEDURES:
I. ORGANIZATION
II. PREPARATION FOR READING
T: Yesterday, we practise making apologies to people. We know it is very important to be polite to others. At the same time, how to be polite is also important. A proverb says, “Do in Rome as Romans do.” That is to say, you must follow the different customs in different situations or in different countries. Today we are going to read a passage about table manners at a dinner party. It will tell us some table manners in Western countries. But we are all Chinese people. How much do we know about Chinese culture? So let’s have a discussion.
( Show the following situations on the screen first, and then tells the students what to do.)
Situations: 1. At a dinner party
2. Greeting your teacher
3. Receiving a birthday present
4. Paying a visit to a friend’s house
T: Now look at the situations on the screen and talk about the rules of being polite in these situations in Chinese culture.
1. Work in groups of four and write down the rules on a piece of paper.
2. Check.
T: Now, please tell me how to be polite in China at a dinner party.
Sa: Don’t eat too much and too fast.
Sb: Finish the drink at once.
Sc: Host or hostess often gives guests more (than needed) to eat and drink.
…
T: Then how about greeting our teachers?
Sd:We stand up and say “ Good morning/ afternoon, sir/ madame”.
…
T: The next one:Receving a birthday present?
Se: Don’t open and look at it before the friend goes away.
…
T: The last one: Paying a visit to a friend’s house?
Sf: People usually go to visit a friend without telling him / her ahead of time.
Sg: Knock at the door first. Don’t move before the host says “ come in, please.”when the door opens. After you enter the room, you wouldn’t sit down until the host asks you to take a seat. When a cup of tea is put on a tea-table before you or sent to your hand, you’ll say “Thank you” and receive it with your two hands, not one hand.
T: Well done! After class, you can continue to discuss. Now, let’s learn the new words. Then read the passage.
III READING P-38
1. Read the passage quickly and silently to get the general idea. Pay attention to what kinds of dishes and in what order the dishes will be served at a western dinner party. Make some notes while reading. 4’
2. Check The right order is: starter – soup – main course – drinks – dessert.
3. Read the passage again and do an exercise.
Decide which of the following behaviours 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 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.
IV LISTENING AND READING ALOUD
T: Well. Now, please listen to the tape of the passage carefully and understand it further. At the same time, pay attention to the stress and intonation of the longer sentences. After that, read it aloud by yourself. If you still have any question, you can ask me to help you.
Fill in the the blanks using the words and expressions in the passage in their right froms.
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.
Fill in the the blanks using the words and expressions in the passage in their right froms.
1. The speech made a good impression on the house.
2. My home is close to_ our school.
3. I feel a little bit tired.
4. His illness started with a slight cough.
5. He kept silent at the meeting yesterday.
6. He asked me for help.
7. They were at table when we called.
8. I looked all over the house for that letter, and it was in my pocket all the time, while I was searching.
9. Let’s drink to your success.
10. Don’t eat too much, or you’ll get fat.
V DISCUSSION AFTER READING
T: Well. Now you’ve understood the passage well enough. Here are two questions: 1. Is laying the table for dinner party the same in western countries and in China? Make a list of things on a western dinner table and what is found on a Chinese one.
2. Do table manners in China also change? Give some examples.
Please discuss them in groups of four. After a while, I’ll ask some of you to report the results to the class. ( Give Ss enough time to prepare and then collect the answers from them.)
Suggested answers:
1. No. On a western dinner table, the following things are usually found: a napkin; three glasses; a small round roll; two pairs of knives a nd forks; two spoons; a plate. On a Chinese table, we usually lay the following things: a hot, damp cloth; a cup of tea; a glass; a pair of chopsticks; a spoon; a plate.
2. Yes. Table manners in China have also changed over time. For example, at some formal dinner parties, not only a hoet, damp cloth but also a napkin can be found on a Chinese table. People don’t drink too much any longer.
VI SUMMARY AND HOMEWORK
T: Today, we’ve read the passage about table manners in western countries. We have also learned some differences between Chinese table manners and western table manners. We should know it is necessary and important for us to study the culture of a country in order to learn its language well.
After class, please read the text more and try to use the expressions on the blackboard freely. Besides, you’d better find some more passages about good manners in China or in foreign countries to read.
Answers to Exercise 4, page 39
1. Women were not allowed to sit 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 nor 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.
UNIT SIX GOOD MANNERS
Language study
TEACHING AIMS
1. Learn some negative prefixes to master the word formation rules of changing the meaning of a word to its opposite.
2. Learn more about table manners in China.
3. Understand the Restrictive Attributive Clause and the Non-restrictive Attributive Clause.
KEY TEACHING POINTS
1. Master the word formation rules to improve students’ ability to enlarge their vocabulary.
2. Master the Restrictive Attributive Clause and the Non-restrictive Attributive Clause.
DIFFICULT TEACHING POINTS
How to help students tell the differences between the Restrictive Attributive Clause and the Non-restrictive Attributive Clause.
TEACHING METHODS
1. Practising to learn the word formation rules.
2. Comparative and inductive methods to tell the differences between the Restrictive Attributive Clause and the Non-restrictive Attributive Clause.
3. Exercises to consolidate the word formation and the grammatical item.
TEACHING AIDS
A projector and some slides, the Bb
Unit Six Good Manners
I Word formation
im + polite --- impolite
un + safe --- unsafe
Negative prefixes: im-, un-, non-, in-
II Words:
follow, provide, mix, while
III Grammar
The Restrictive Attributive Clause and the Non-restrictive Attributive Clause
Restrictive: The man who greeted me is my teacher.
Non-restrictive: John, who greeted me, is my teacher.
TEACHING PROCEDURES
I ORGANIZATION
II REVISION AND LEAD-IN
T: In the previous lessons, we learned about table manners at a dinner party. We’ve learnt something about table manner culture in western countries and in China. Can you tell me something different between them?
1) At a western dinner party, you can get your napkin to pout on your lap when you sit down at the table. In China, you sometimes get a hot, damp cloth to clean your face and hands.
2) The custom of toasting in some parts of China is to finish the drink at once, but westerners usually take only a sip. When drinking to someone’s health, westerners only raise glasses, but the glasses should not touch. In China, people not only raise glasses, but also touch glasses.
3) On a western dinner table, you will find a small bred roll and three glasses for white wine, red wine and water separately before meals. But on a Chinese dinner table, you will find only a cup of tea before meals.
4) Westerner use two pairs of knives and forks. Chinese use a pair of chopsticks.
5) Many westerners think the chicken breast with its tender while flesh is the best part of the bird, but I think we Chinese are happier with a wing or leg. Westerners don’t use fingers when eating meat on bones, but we are allowed to use our hands to eat meat on bones.
T: Today, we’ll red another passage about table manners---not in western countries, but in China. You will learn more about the table manners culture. Besides, we will learn the word formation rules of changing the meaning of a word to its opposite.
III WORD STUDY p-40
T: Now please turn to page 40. Look at the second part in Word Study. Here is a passage about table manners in China.
1. Read the whole passage quickly to get the general idea.
2. Fill in the blanks using the words in the box.
3. Check with your partner.
4. Get someone to read the complete passage.
IV LANGUAGE POINTS
1. follow: act according to (sth)
You should follow the rules of the lab when you are doing experiments.
Follow the advice of the doctor, and you’ll be well again very soon.
2. provide: to give sth to
We provide food for the hungry children.
The film has provided me with a car.
3. mix ( A with B ): to put different things together
Oil won’t mix with water.
4. while: conj. (used to show a contrast)
I drink black coffee while he prefers it with cream.
English is understood all over the world while Turkish is spoken by only a few people outside Turkey itself.
V WORD STUDY part 1 page 40
Now, let’s come to negative prefixes.
1. First, look at words on the Bb and give their opposites ones.
Work in pairs, and then we will check together.
Change the meaning of each word to its opposite.
1. alive --- 2. easy ---
3. dirty --- 4. busy ---
5. dry --- 6. polite ---
7. safe --- 8. borrow ---
9. strong --- 10. long ---
Change the meaning of each word to its opposite.
1. alive --- dead 2. easy --- difficult
3. dirty --- clean 4. busy --- free
5. dry --- damp 6. polite --- rude
7. safe --- dangerous 8. borrow --- lend
9. strong --- weak 10. long --- short
2. T: Well doen. But some words can be changed to their opposites in a different way. For example, we can add the prefix “im-” to “polite” to form the opposite “impolite”. We can also add another prefix “un-” to “safe” to form the opposite “unsafe”. Some other examples: like --- unlike; usual --- unusual; possible --- impossible. Now can you tell me anything in common between “im-” and “un-”?
Sa: I thnk the meaning of each prefix is “not”.
T: You are right. That is to say, we can add a certain negative prefix to a word to change the meaning of it to its opposite. Then, do you know any other negative prefixs like “im-” and “un-”?
Sb: Yes. “non-” and “in-”.
T: Very good. Now, please turn to page 40 and look at the first part in word study. Look at the word formation rules first. Then finish the exercise below. If you have any problems in finishing the exercise, you can ask me. At the end, I’ll collect your answers.
VI GRAMMAR
Bb: The man who greeted me is my teacher.
John, who greeted me, is my teacher.
T: Well. Now, please look at the sentences on the Bb. In each sentence, there is an Attributive Clause, but there is something different. Please compare them carefully and tell the differences between them. I give you two minutes to discuss and prepare. Then you can tell your opinions to the class. 2’
Sa: A comma is used between the noun and the clause in the second sentence. No comma is used in the first sentence.
T: That’s right. Who can tell us more?
Sb: In the first sentence, the Attributive Clause tells us which person the speaker is talking about. However, in the second sentence, which person is being talked about is already clear, so I think the Attributive Clause is not a necessary part.
T: Excellent! Who’d like to translate them into Chinese?
Sc: 向我打招呼的那个人是我的老师。
Sd: 约翰是我的老师。他向我打过招呼。
The Attributive Clause and the Non-restrictive Attributive Clause
An Attributive Clause serves as an attributive to some noun or pronoun in the Principal Clause. Attributive Clauses are generally divided into two kinds: the Restrictive and the Non-restrictive Attributive Clauses. The differences between them are: A Restrictive Attributive Clause limits and defines more clearly the antecedent. It is usually not separated from the rest much by a comma. We’ve learned mush about the Restrictive Attributive Clause. Nevertheless, a Non-restrictive Attributive Clause only gives some additional information about the antecedent. It is regularly preceded by a comma. The Restrictive Clause is essential to the clear understanding of the noun. However, the Non- restrictive Attributive Clause just gives useful extra information. It is mot a necessary part of the meaning of the noun. In translation, the restrictive Attributive Clause is usually translated together with the noun it modifies as an attribute, while the Non-restrictive Attributive Clause is often translated as a compound sentence.
Now, open your books at page 41.
Read the explanations for the Restrictive Attributive Clause and the Non-restrictive Attributive Clause carefully and finish the following exercise. Before doing the exercise, remember to look at the example first.
VII CONSOLIDATION
Join the sentences using proper relatives. Be careful where to put the commas.
1. The car belonged to Paul. It crashed into me.
2. We are moving to Manchester. Manchester is in the north-west.
3. The woman is very friendly. She lives next door.
4. She was engaged to a sailor. She had met him at Dartmoath.
5. We have only told the people. Their work is relevant to this project.
6. This happened in 1957. I was still a baby at that time.
1. The car that/which crashed into me belonged to Paul.
2. We are moving to Manchester, which is in the north-west.
3. The woman who/that lives next door is very friendly.
4. She was engaged to a sailor, whom she had met at Dartmoath.
5. We have only told the people whose work is relevant to this project.
6. This happened in 1957, when I was still a baby.
VIII SUMMARY AND HOMEWORK
T: In this class we’ve learned the usages of some negative prefixes. They are “in-”, “im-”, “non-” and “un-”. We can use them to change some words to their opposite. We’ve also learned the two kinds of the Attributive Clause ---
The Restrictive Attributive Clause and Non-restrictive Attributive Clause. Besides, we’ve read a passage about table manners in China.
After class, please collect more words with negative prefixes and do more exercises to understand the grammatical point. In your spare time, you can try to learn more about some other western culture. Remember to prepare for the next period.
UNIT SIX GOOD MANNERS
TEACHING AIMS
1. Revise the language points in this unit.
2. Trains the Ss’ intergrating skills.
KEY TEACHING POINT
Improve the Ss’ reading and writing skills.
DIFFICULT TEACHING POINTS
How to write a good thank-you letter.
TEACHING METHODS
1. Practising revising the language points in this unit.
2. Introduce method to help Ss learn to write a thank-you letter.
TEACHING AIDS
Projector tape-recorder
Unit Six Good Manners
I. Useful expressions:
Make use of, no problem, pay a visit to…, make a good impression, be close to, a little bit, start with, keep silent, at table, all the time, drink to, too much…, mix A with B, keep in mind
II. A thank-you letter
Para. 1: Express the gratitude and recall the good time they spent together.
Para 2. Tell the present situation of her own.
Para 3. Ask about the receiver and send an invitation.
TEACHING PROCEDURES
I ORGANIZATION
II REVISION AND CHECKPOINT
T: Yesterday we learned the Restrictive Attributive Clause. Who’d like to tell ,e the differences between them?
Sa: The extra information is necessary in the Restrictive Attributive Clause, while the extra information can be left out in the Non-restrictive Attributive Clause.
Sb: Commas are used in the Non-restrictive Attributive Clause, while no comma is used in Restrictive Attributive Clause.
T: Quite right. Now please look at the screen. Let’s do the exercise on it. You can prepare for a few minutes before I check the answers.
Fill in the blanks with proper pronouns first.
Then translate each sentence into Chinese. At last, tell which sentences are the Restrictive Attributive Clauses and which ones are the Non-restrictive Attributive clauses.
1. How do you apologize to your friend _______ bike you lost?
2. Dinner starts with a small dish, _______ is often called a starter.
3. People _______ go to a western dinner party for the first time may be surprised by table manners in western culture.
4. The knife and fork ______ are closest to your plate are a little bit bigger than the ones beside them.
5. In China, you sometimes get a hot, damp cloth to clean your face and hands, _______, however, is not the custom in western countries.
6. First, some cold dishes are provided, _______ are placed on a round glass plate in the middle of the table.
1. whose 你怎样向你丢了他的自行车的那个朋友道歉？
2. which 宴会一开始是一盘小菜， 这通常被称作第一道菜。
3. who 第一次参加西方宴会的人们可能会对西方文化的餐桌礼仪感到吃惊。
4. that 离你的小盘子最近的那副刀叉要比它们旁边的那副大一些。
5. which 在中国，有时你会得到一块湿的热毛巾擦脸和手。然而， 这不是西方国家的风俗。
6. which 首先，会上几个冷菜。它们被放在餐桌中央的圆玻璃盘上。