Title of the Lesson: Unit Six

Type of the Lesson: New Lesson

Teaching aims:

1. Learn to use functional sentences, key structures and words. Instruct students to read Table Manners at a Dinner Party.

2. Continue to learn the Attributive Clause.

Content of the Lesson:

1. Topic: Good Manners

2. Functional sentences: apologizing and expressing gratitude

3. Grammar: the Attributive Clause

4. Vocabulary: 大綱詞匯（33）

課標(biāo)詞匯 （3）

Teaching Focus:

Functional sentences and words, which are used to describe manners

Teaching Aids:

Computer, Tape-recorder

Period 1 Warming up & Listening

Teaching aims:

1. Knowing about some expressions of apology.

2. Study the language points concerned with the dialogue.

Teaching procedures:

Step 1, Revision

Revise how to apologize to people.

Question: when we do something wrong, what should we say?

Ask students to make a list of the answers.

Excuse me, I’m sorry, etc

Step 2, Learn the functional sentences.

1. Work in pairs. Let the students to talk about the pictures and complete the dialogue on page 36.

Ask them if they know the word: terribly/ be careful.

2. The teacher checks the answers.

Step 3, Practice

Let students make similar dialogue and act them out.

Step 4: Listening

Listening Cassette Unit 6

1. Go through the task with the students and make sure what to do before you play the tape.

2. Let students check their answers in pairs and then with the whole class.

Period 2 Speaking

Teaching Aims:

1. Study this lesson to improve the students’ speaking ability.

2. The students are trained to explain English words in English.

Teaching procedures:

Step 1, Presentation

T: I’ll show you some pictures in which someone is doing wrong. What should he/she say? What should he/she answer? Make a list of their answers on the Bb.

Ways of making apologies Possible answers

Forgive me. I am very sorry Oh that’s all right

I apologize for… I’m sorry Oh, well, that’s life

I didn’t mean to… It’s OK

Sorry about that No problem

Step 2, Use the functional sentences to make up dialogues according to the given situations.

1. Let the students work in pairs. Read the situations in class and make sure everyone knows what to do.

2. Make dialogues in pairs.

The students make dialogue in pairs, and then ask some pairs to act out their dialogue.

Step 3, Use the functional sentences to make new dialogues in groups of four, they can create some situations for their dialogues.

Step 4, Assignment

1. Preview reading in Unit 6, and answer the questions in Discussion on page 38.

2. Prepare for a dictation of the words in the Unit 6

Period 3 Reading

Teaching aim:

1. Study this lesson to know more about Table Manners at a dinner party.

2. The students are trained to improve their reading ability and comprehension.

Teaching procedures:

Step1, Revision

1. Check the words and expressions.

2. Ask the students to explain the following words in English.

Custom, damp, napkin, behave

Step 2, Pre-reading

Ask students to think of the following situations. Work in groups to write down the rules of being polite in these situations in Chinese culture:

Situation Rules of being polite

At a dinner party

Greeting your teacher

Receiving a birthday present

Paying a visit to a friend’s house

Step 3, Fast reading (P39-2)

Read the text fast and complete the following sentences. In what order will the following dishes be served at a western dinner party. Please number them:

dessert, drinks, main course, starter, soup

Step 4 Detailed reading (P39-3)

Decide which of the behaviors are polite or impolite at a Western dinner party.

1. Use the knife with your right hand.

2. Put your napkin on your right hand.

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.

Step 5, Reading aloud

1. Play the tape of the text for the students to listen and follow.

2. Check reading. Ask some of the students to read the passage in class.

3. Dealing with language difficulties.

Step 6, Reading comprehension

1. Compare the customs in Western countries with the customs in China. And then complete the chart.

2. Ask some pairs to report their result orally.

In Western countries In China

similarities You should try to speak quietly and smile a lot, but do not laugh all the times.

You shouldn’t talk with your mouth full.

differences

Period 4 Language Study

Teaching aims:

Learn to use the following words and phrases:

behave, custom, start with, drink, serve

Teaching procedures:

1. behave

A. Read the following sentences and find out the different meaning of the word in the sentence situation.

1) He always behaves well in class.

2) She behaves more like a friend than a mother.

3) Children, please behave (yourselves).

4) They got warning to behave.

5) How is your new car behaving?

B. Summary: 1) 2) = act, bear oneself

3) 5) = conduct oneself well, do what is right

6) = machine works well

behavior (n.)

2. custom & habit

A. Compare the meaning of the words, let students tell the similarities and differences of custom and habit according to the sentences.

1) She has the custom of having a walk after dinner.

2) She has the habit of smoking after lunch.

3) She has the habit of resting after lunch

4) It is a Japanese custom to remove one’s footwear before entering a house.

5) Exchanging gifts on Christmas is a special custom in Western countries.

B. Fill in the blanks.

1. I have a ________ of washing face and hands before meals.

2. To shake hands is a ________ in many countries.

3. start with

A. Read the following sentences and find out the different meaning of the word in the sentence situation.

1） We started at 7 o’clock.

2） We must start early.

3） It started to rain.

4） He just started a new job.

5） The car won’t start.

6） I can’t start the machine.

B. Summary: 1) 2) = begin a journey, set off

3) 4) = begin (sth/ to do sth)

5) 6) = cause (machine) to start work

4. drink

Let students look at some sentences to see if they know the different meanings of drink.

1）(n.)

soft drink

a drink of water

Isn’t there any drink in the house?

How about a quick drink..

2) (v.)

Some horses were drinking at a trough.

He drank a pint of milk

Don’t drink and drive.

3) Phrases

drink sb.’s health

drink to sb.’s health

drink a health to sb.

5. serve

Read the following sentence and get the different meanings of this word.

1) He served as a gardener and chauffeur.

He has served his master for many years.

2) He served as a naval officer during the war.

He has served his country well.

3) Have all the guests been served with food and drinks.

Four waiters served lunch for us.

4) Are you being served?

He served some sweets to the children.

5) This packet of soup serves two.

6. Using the new words and phrases to complete the follow passage.

Eating dumplings on Spring Festival is a ________ in China. Last year, my nephew asked his parents to take him to a restaurant to eat dumplings and he promised he would ________ himself. At first they ordered some _________ to _______ with. Then they were _________ some delicious dumplings. My nephew was very happy that day.

Period 5 Grammar

Teaching aim:

Revise the grammar ------ the Attributive Clause

Teaching procedures:

Step 1, Ask students to read some attributive clauses and get some general opinion about the differences between the restrictive attributive clause and the non-restrictive clause. (Textbook Page 41-1)

Step 2, Ask students to do the exercise in pairs. (Textbook Page 41-2)

Step 3, More exercise (Workbook Page 118-1, 2)

Step 4, Ask students to finish checkpoint and make a summary.

Step 5 Ask the students to finish the following exercise to check how well they can use the attributive clauses.

Period 6 Integrating Skills

Teaching aim:

Get students to know how to write a thank-you letter.

Teaching procedures:

Step 1, Reading and writing

1. Read the thank-you letter on page 41 and write in your own words what each paragraph is about.

2. Discuss in pairs.

3. Feedback.

Para,1, Why I write the letter

Para.2, What I am doing

Para.3, What you are doing

Step 2, Word study

Ask students if they understand the meaning of the following words.

think of/ be busy with/ do well in/ wish you all the best

Step 3, Pre-writing

Work in groups of four. Let students choose one of the topics and write a thank-you letter.

Topics: 1. Thank a teacher for his help

2. Thank your parents for their loving support

3. Thank your friend for being a good friend.

4. Thank your classmate for having invited you to his birthday party

Ask one group to read their letter.

Step 4, Writing

The teacher should do the following before the students write a letter:

1. Go over the requirements of writing, and make sure the students know what to do.

2. Tell the students what they should do before writing.

3. Get the students to write their own letters.

4. Do peer evaluation after finishing their letter.

5. Show some letters to the class.

北京十二中 常貞 豐臺分院 梁麗冰