一．教學(xué)內(nèi)容分析
本單元的中心話題是Good manners，這是一個(gè)亙古及今且永恒的話題。但在我們這一單元中，Good manners 都有些什么內(nèi)容呢？中外文化中對(duì)Good manners 的理解、體現(xiàn)有什么異同？我們?cè)撛趺醋�、做什么才能成為一個(gè)受人歡迎、具有Good manners 的人呢？單元中十一個(gè)板塊的相關(guān)話題的設(shè)計(jì)及語(yǔ)言材料的選編無(wú)不緊緊扣著這個(gè)中心。從日常生活中看似雖小但能觸及心靈的情景及行為，如道歉、書面致謝；東西方餐桌禮儀；域外風(fēng)俗禮節(jié)等，都作了詳盡的詮釋，所有這些為我們提供的不僅是充實(shí)的英語(yǔ)語(yǔ)言知識(shí)和綜合語(yǔ)言運(yùn)用技能訓(xùn)練的內(nèi)容，更重要的是學(xué)生學(xué)習(xí)這一單元的整個(gè)過(guò)程也是他們陶冶情操、規(guī)范行為、發(fā)展心智的過(guò)程，這對(duì)他們身心的發(fā)展會(huì)產(chǎn)生較強(qiáng)的感染作用，有助于他們?nèi)宋乃仞B(yǎng)的整體提高和跨文化意識(shí)的加強(qiáng)。
“熱身”（Warming up）部分設(shè)計(jì)了學(xué)生學(xué)習(xí)生活中及日常生活中經(jīng)常發(fā)生的四幅畫面：上課遲到、打斷別人說(shuō)話、排隊(duì)買飯時(shí)不小心雨傘戳著別人、商店里排隊(duì)付款一男士推開(kāi)兩顧客從他們中間穿過(guò)，顧客生氣質(zhì)問(wèn)男士。讓學(xué)生學(xué)會(huì)道歉，學(xué)會(huì)講禮貌。這部分的目的是，引出中心話題Good manners，幫助學(xué)生明白講禮貌會(huì)使我們?nèi)穗H之間關(guān)系和諧融洽，甚至?xí)筛隇橛癫�；同時(shí)復(fù)習(xí)或?qū)W習(xí)一些致歉語(yǔ)和必要的答語(yǔ)。
“聽(tīng)力”（Listening）部分提供了一段兩朋友間的對(duì)話，一朋友不打招呼騎走了另一朋友的自行車，并且把它弄丟了。怎么辦？當(dāng)然是道歉。這個(gè)聽(tīng)力練習(xí)要求學(xué)生通過(guò)聽(tīng)學(xué)會(huì)對(duì)發(fā)生了這種事情后的道歉表達(dá)和更高姿態(tài)的回響，使道歉者釋然。以此了解英語(yǔ)國(guó)家人士語(yǔ)言的得體性、思維的方式與習(xí)慣表達(dá)方法，培養(yǎng)學(xué)生跨文化交際的意識(shí)。如 “I guess it wasn’t really your fault, was it?” , “ That’s OK. Forget it. It was an old bike anyway.”
“口語(yǔ)”（Speaking）部分提供的是三組文字情景，要求學(xué)生在前面“熱身”和“聽(tīng)力”的基礎(chǔ)上，以雙人對(duì)話的活動(dòng)形式體現(xiàn)情景，訓(xùn)練學(xué)生在比較真實(shí)的情景中口頭表達(dá)能力和豐富他們有關(guān)道歉的語(yǔ)匯，包括詞和句型。充分展示具備Good manners者解決問(wèn)題、處理尷尬場(chǎng)面的風(fēng)采。
“讀前”（Pre-reading）部分設(shè)計(jì)了四個(gè)情景：1）At a dinner party, 2）Greeting your teacher, 3）Receiving your birthday present, 4）Paying a visit to a friend’s house, 以小組活動(dòng)的形式討論并寫下在中國(guó)文化中以上情景有禮有節(jié)的一些規(guī)矩，這一活動(dòng)的目的是不僅要調(diào)用學(xué)生已有的直接和間接的體現(xiàn)Good manners 的生活經(jīng)驗(yàn)，加深對(duì)我們中國(guó)是文明禮儀之邦的認(rèn)識(shí)，而且激活學(xué)生的思維，自然過(guò)度到下一步的 “Reading”--- 西方文化、餐飲禮儀。
“閱讀”（Reading）部分是一篇說(shuō)明文。主要介紹了西方的餐桌禮儀，并在字里行間滲透著和中國(guó)餐飲文化進(jìn)行比較。東西方文化交織在一起，充滿了跨文化交際的信息，體現(xiàn)了教材的國(guó)際性和民族性。
“讀后”（Post-reading）部分的前三項(xiàng)任務(wù)是要求學(xué)生針對(duì)課文的理解完成的，可作為評(píng)價(jià)學(xué)生對(duì)文章理解的程度。如第一項(xiàng)：列出中西方餐桌上餐具及其擺放的位置；第二項(xiàng)：標(biāo)出西方正式宴會(huì)上主要食物上桌的順序；第三項(xiàng)：判斷西方正式宴會(huì)上哪些就餐行為文明有禮，哪些行為顯得無(wú)禮粗俗。第四項(xiàng)是回答問(wèn)題，是一道聯(lián)系中國(guó)實(shí)際的、開(kāi)放性的一道問(wèn)題：中國(guó)的餐桌禮儀也在變化嗎？舉例說(shuō)說(shuō)�？梢孕〗M討論的形式進(jìn)行，目的在于讓學(xué)生對(duì)中西方餐桌禮儀的認(rèn)同，以及培養(yǎng)學(xué)生的思辯能力。
“語(yǔ)言學(xué)習(xí)”（Language study）分詞匯和語(yǔ)法兩部分。詞匯部分有構(gòu)詞法知識(shí)，前綴in-, im-, un-, non- 和練習(xí)部分詞匯的一篇與課文主題相關(guān)的短文。引導(dǎo)學(xué)生通過(guò)短文提供的生動(dòng)語(yǔ)境培養(yǎng)自己理解和記憶單詞的能力。語(yǔ)法項(xiàng)目是定語(yǔ)從句，這是繼前面兩單元后第三次出現(xiàn)，不屬新的語(yǔ)法知識(shí)。非限制性定語(yǔ)從句第一次介入。語(yǔ)法第一部分提供的限制性定語(yǔ)從句和非限制性定語(yǔ)從句的例句比較和說(shuō)明，可供學(xué)生自主學(xué)習(xí)，讓學(xué)生探究發(fā)現(xiàn)兩種定語(yǔ)從句的不同形式和含義。第二部分著重檢驗(yàn)學(xué)生運(yùn)用兩種定語(yǔ)從句拓展句子的能力。
“綜合技能”（Integrating skills）設(shè)計(jì)了一個(gè)很實(shí)用的寫作任務(wù)：寫感謝信。這個(gè)設(shè)計(jì)包括讀和寫。閱讀部分的內(nèi)容是一封感謝信的范例；寫作部分的任務(wù)是：對(duì)老師的幫助、父母的關(guān)心支持、朋友的真誠(chéng)、收到生日禮物等寫一封感謝信。通過(guò)這一活動(dòng)，讓學(xué)生明白對(duì)他人的幫助心存感激，無(wú)疑是一種美德，一種素養(yǎng)。
“學(xué)習(xí)建議”（Tips）部分提供了一些行為規(guī)范的名言警句，告戒學(xué)生隨時(shí)隨地講文明、懂禮貌，從自身做起，從小事做起。
“復(fù)習(xí)要點(diǎn)”（Checkpoint）部分簡(jiǎn)要地總結(jié)了本單元的語(yǔ)法重點(diǎn)----限制性定語(yǔ)從句和非限制性定語(yǔ)從句，并且設(shè)計(jì)了一些最基本的語(yǔ)言練習(xí)，幫助學(xué)生自評(píng)。同時(shí)通過(guò)兩個(gè)問(wèn)題引導(dǎo)學(xué)生對(duì)本單元所學(xué)的詞匯作一次小結(jié)。
二．課時(shí)安排：6 課時(shí)。
The First Period: Warming up and Listening
The Second Period: Speaking
The Third Period and Fourth Periods: Pre-reading, Reading and Post-reading
The Fifth Period: Language Study
The Sixth Period：Integrating Skills
三．分課時(shí)教學(xué)計(jì)劃
The First Period
GOALS:
To focus on talking about good manners as warming up and listening practice.
To learn to express apologies and responses to apologies.
To arouse students’ interest in learning good manners through various activities in class.
TEACHING PROCEDURES:
I. Warming up
設(shè)計(jì)問(wèn)題、語(yǔ)境，誘發(fā)學(xué)生打開(kāi)話匣子，不作限制，更不當(dāng)練習(xí)來(lái)完成。
1．以舊帶新，先入為主，根據(jù)學(xué)生自己的體驗(yàn)和理解，列舉Good manners 的事例。
2．知錯(cuò)并向人道歉是Good manners 的行為之一。引入道歉用語(yǔ)，借書中情景和額外補(bǔ)充的各種情景反復(fù)演練，使學(xué)生能將這些禮貌用語(yǔ)嫻熟地運(yùn)用于生活之中。
（這些情景的提供，也為最后讓學(xué)生自己描述道歉場(chǎng)面作準(zhǔn)備）
3．作為一個(gè)有禮貌的人，對(duì)他人的誠(chéng)懇道歉怎么反映？說(shuō)些什么讓道歉者心里釋然？（為下一步的聽(tīng)力做個(gè)鋪墊）
4．你上次向人道歉的情景還記得嗎？對(duì)方是否是個(gè)講禮貌的人。請(qǐng)描述一下。
1. T: We like people with good manners. We don’t like people with bad manners.
Well, what are good manners in your opinions? For example,
Is it good manners to take your classmate’s bicycle without telling him?
Of course it’s ( not) good manners to do…./ that….
Group work: Make a list of at least four things which are good manners in our daily life.
2. What should we do at least to be good manners if we do something wrong?
Making an apology? And how to express your apologies? What expressions do you use to apologize?
(Excuse me/ I’m sorry./ I am terribly sorry/ Please forgive me...)
3. Look at the four pictures in the text. Complete the dialogues with proper words according to the situations given.
4. Here are some more similar situations. Please make similar dialogues in pairs to drill the expressions of apologies.
Situation one: You go to the teachers’ office to hand in your homework, but your teacher is talking with one of her colleague. You interrupt them.
Situation two: You are late for the school gathering and all your classmates are waiting for you at the bus station. You explain that you had a flat tyre. Your classmates forgive you and tell you not to worry.
Situation three: When you are walking in the streets, you step onto someone’s toes and this person is a bit angry. He reminds you to be careful next time.
Situation four: You are playing basketball and suddenly the ball hit someone passing by. The person is very angry with you.
5. In fact, if you can apologize probably after you do something wrong, others will still have a good impression of you. On the other hand, your proper response to an apology also shows you are a person with good manners.
Well, what’s your response to the following apologies?
1) I’m sorry, Sam. I stepped on your pen and broke it. I didn’t see it on the floor.
______________________________. ( It’s OK. I have another pen.)
2) I’m sorry, Mr. Tan, I didn’t complete my homework. I was not feeling well last night.
__________________________________________________________________.
(Are you feeling better now? You may hand in your homework tomorrow.)
6. Do you think it good manners to make an apology to people in time if you have done something wrong? Please describe the situation last time when you made an apology to others.
What did you say to express your apologies? What was the other’s response?
Did he / she accept your apology? Do you think him a person with good manners?
Why (not)?
II. Listening
1. Listening in SB.
遵循step by step 的原則，分聽(tīng)前(Pre-listening)、聽(tīng)時(shí)(While-listening)和聽(tīng)后(Post-listening) 三步走，并設(shè)計(jì)各個(gè)步驟的任務(wù)型活動(dòng)，使整個(gè)聽(tīng)力目標(biāo)明確，中心話題更為突出。
Pre-listening: Go over the six questions or sentences and guess in pairs if the persons in the listening have good manners or not. Why do you think so?
While-listening: Answer the questions and complete the six sentences.
Post-listening questions:
Has anything similar happened to you? What was the situation? How did you deal with it?
Do you think you’re a person with good manners? In what ways?
2. Listening in WB. P.115
Listen to the tape and finish the exercises in it.