高一第六单元全单元 (新课标版高一英语上册教案教学设计)
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教学目标
1． 知识目标
1)重要词汇：
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)语法
定语从句( the Attributive Clause )
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、原因等作补充说明——使用非限制性定语从句：
I spent the whole afternoon with the teacher, who was helpful.
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 that.
Thank you. It’s beautiful.
能力目标
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.
情感目标
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. 预习课文。
2. 背诵生词
3.《课课练》配套练习
教后小记
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.《课课练》配套练习。
2.整理笔记
教后小记
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
体裁: 说明文
结构分析
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
这是一篇介绍西方餐桌礼仪的说明文。该文分别从对餐具的摆放、餐前礼仪、餐中礼仪、餐桌上的谈话礼仪、饮酒礼仪、餐桌礼仪变迁等几个方面来介绍，比较全面地介绍了西方的餐饮文化。该文不但有利于培养和训练学生的阅读能力，也有利于培养学生跨文化交际的意识和学习英语的兴趣。
写作技巧
该篇文章在写作上具有如下特点：
1. 环环相扣，中心明确
文章第一段先给出餐桌礼仪的定义，然后就中西文化中餐桌礼仪的不同进行了较为详细的对比，并于文章最后说明我们为什么要了解餐桌礼仪作为结论，层次分明，环环相扣。每段的最后一句都给出明确的餐桌礼仪注意事项，但在结尾时对作者提出忠告：不要墨守陈规。
2. 由浅入深，通俗易懂
课文以教人们认识最基本的西餐 “table manners” 为目的，以简洁的文字、直接的表述向人们展示了东西方餐桌文化的区别。文章从最基本的餐具摆放开始，接着介绍了进餐的顺序，中间穿插着相关的餐桌礼仪，还说明了进餐中对言行举止的要求，如：举杯、饮酒等。最后宽慰人们 “table manners”在与时俱进，不断变化。如不懂，没关系，直接模仿主人好了。
HOMEWORK:
1. 复述课文。
2. 准备默写
教后小记
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 名词，在句中作“印象”解，也可表示按压所留下的“印痕、痕迹”
如：What is your impression of our city?
First impressions are half the battle. (最初的印象最深)
常见词组：make a good impression 留下好印象
give sb. a good impression 给某人以好印象
give one’s impressions of 陈述自己对……的印象
make an impression on sb. 给某人留下印象
make no impression on sb. 对……无影响
2). unfold 由表示否定的前缀un+fold 组成。表示否定意义的前缀还有：
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及物动词，其宾语可以是名词、代词或动名词，不能跟不定式作宾语。
如：She’s finished practicing the piano for today.
类似的有: 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常用作及物动词，主要表示“跟、跟随”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，听从，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。其意思为“并不都是”“并不是所有的”
如：Not all birds can fly. 并不是所有的鸟都能飞。
Not both of the answers are right. 并不是两个答案都对。
Not everyone likes the film. 并不是所有的人都喜欢这部电硬。
在部分电影否定句中，not 的位置并不影响句意。如上句也可说成：
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. 这些鸟都不能飞。
Neither of the answers is right. 两个答案都不对。
6).beside/besides
beside 为介词，意思为“在……的旁边”，等于at/by the side of.而besides作介词时意思为“除了……之外”或作副词用，意思是“此外还有。”
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 是名词，当作为“礼貌、规矩、礼节”解时，应该用复数形式。
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.
但作为“方式、方法”解时，只用单数。如果是复数，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则是形容词，意思为“有礼貌的、客气的、有教养的”等
如：Americans are busy; they have no time to be polite.
8).mean to do /mean doing
mean to do 为“打算干某事”
mean doing 的意思则是“意味着、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”单复数同形。
常用短语有：
by this means = in this way = with this method
by means of 用……的方法
by no means 决不, 一点也不
by all means = of course = certainly
9).drink to /drink a toast “为……干杯、为……祝酒”,其中to为介词。
如：Let’s drink to your success.
Let’s drink to the happiness of the new couple.
drink a toast 的意思为“祝酒、敬酒”等于动词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.
但在下列三种情况下只能用start to do sth.
（1） 当主语是物而不是人时；
（2） 当start后面的非谓语动词表示心理状态时；
（3） 当start 用于进行时态时
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“从……开始”
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.
该句是由 “there be + n.”构成的句型，表示“某地有某物”。其用法具有以下两个特点：
1． 谓语动词的单复数形式是根据离其最近的主语的单复数而定。
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.
该句中的however 是副词，表示转折，需要用逗号将其和句子隔开。
如：I feel a bit tired. However, it’s probably just the weather.
如作连词使用，后面需用形容词和副词的原形形式，引导一个让步状语从句。
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).他留给我的印象就是他没说实话。
2)人们一般认为抽烟是一种坏习惯。
3)那节课是以一首著名的流行歌曲开始的。
4)他们正在桌子那儿打牌。
5)让我们为彼此的健康干杯。
6)这部车属于史密斯先生，另外他还有两辆车。
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．整理笔记，消化巩固。]
2．《学英语》报的配套练习
教后小记

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:
限制性定语从句和非限制性定语从句的区别
1.限制性定语从句在形式上不用逗号与句子隔开，是先行词不可缺少的定语。如去掉，主句则失去意义或意思表达不完整。翻译时译成先行词的定语“……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.非限制性定语从句在形式上用逗号与主句隔开，是对先行词意义的补充说明。如去掉，主句仍能表达完整的意思，通常译成主句的并列句。
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.在关系词的使用上，有以下三个区别：
1. 在限制性定语从句中做宾语时可以省略,而在非限制性定语从句中则不可省略;
2. 在限制性定语从句中可用that, 而在非限制性定语从句中不可用that;
3. 在限制性定语从句中可用who代替whom,而在非限制性定语从句中不可用who代替whom;
Feedback
1. 将下列各组句子改写成一个含定义从句的复合句.
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. 他是个对什么都不在乎的人。
2. 她就是卖花的那位姑娘吗？
3. 这是我第一次上学迟到。
4. 你随便什么时候来都行。
5. 我们后来搬到巴黎，在那儿住了六年。
6. 他们邀请我到他们家，这使我非常感谢。
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.背诵生词、词组，准备默写。
2.《课课练》的配套练习。
教学小记
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.
这是一个含有定语从句的主从复合句。We spent together 是定语从句，修饰the happy days. 关系代词that/which 在从句中作宾语而被省略。
尽管先行词days是表示时间的名词，但关系词仍然使用了that/which 而不是when. 也就是说， 如果先行词为时间名词或地点名词时，引导词可用when/where, 也可用that/which. 关键要分清先行词在从句中作的成分。
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.
教后小记：

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