英语（八年级下册）
Unit 5 Good manners
Comic strip & Welcome to the unit
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. know different kinds of knowledge about manners;
2. talk about how to act politely in public;
II. Teaching contents
1. New words and phrases: manners, eh, politely, litter, tap, run, pick, obey, queue, turn, cut in (on sb./sth.), drop litter everywhere, leave the tap running, obey traffic rules, queue for your turn
2. New structures: We should/shouldn’t …
We can/can’t …
Don’t/Always …
You are old enough to learn about manners.
You’re never too old to learn.
III. Focus of the lesson and predicted area of difficulty
To talk about how to act politely in public in English.
IV. Teaching procedures
Comic strip
Step 1 Lead-in
T: Hello, everyone. Today we’ll learn Comic strip and Welcome to the unit of Unit 5. Look at the pictures. Eddie is looking at the empty fridge. He is hungry. What does he think about?
【设计意图：利用卡通小狗Eddie馋嘴的特点设置情境，图片导入漫画内容，简洁明了。激发学生的学习兴趣。】
Step 2 Presentation
1. Watch a video
T: Now let’s watch a video.
2. Think and answer
T: There are three questions for you. Please think and answer.
(1) Who is teaching manners?
(2) What does Eddie teach Hobby?
(3) What does Eddie really want from Hobo?
T: Can you understand the two sentences?
3. Read and act
T: Now read the dialogue in pairs and act it out.
【设计意图：通过观看教学视频，讨论视频内容，分角色朗读对话，表演对话，引导学生思考Eddie和Hobo的行为，为学习正确的行为习惯做好铺垫。】
Welcome to the unit
Step 1 Lead-in
Watch a video
T: Watch a video and think if they did right.
【设计意图：观看“不文明行为”视频，让学生了解哪些是不文明现象。】
Step 2 Presentation
1. Play stickers
T: OK, what did you see in the video? Yes, some bad manners. Look at these stickers. What are they about? Manners. Can you stick them and give reasons?
【设计意图：设置贴贴图活动，帮助学生将不同的礼仪行为归类，通过图片直观地了解礼仪，激发兴趣。】
2. Look and learn
T: I think you all know what to do in your daily life. It’s time for me to check that. First, look at the pictures. Can we ...? I’m afraid not. What should we do? We should always … We shouldn’t …
T: Look at the girl. Can she …? Of course not. What should she do? She should …
T: What’s this? It’s a tap. Is it good manners to … after use? I’m afraid not. What … then? Always … after use. Anything else? Try to …
T: Look! What are they doing? They are following the traffic rules. Here follow means obey. Can they …? … What should they do then? …
T: What about this picture? What are they doing? They are waiting for their turn. Here wait for means queue. What about this one? They are jumping the queue. Do we have to … in our school dining hall? Yes, it’s polite to … … impolite …
【设计意图：利用对话形式讨论教材六幅图片，学习公共场合的礼仪，输入对话短语和句型，为后面的两人讨论做好铺垫。】
Step 3 Practice
1. Right or wrong
T: Look at these pictures. Are these people doing right or wrong things? Throw the board into the dustbin if they do wrong things.
T: Picture 1: What is the boy doing? He is obeying traffic rules. It’s right.
Picture 2: What is the girl doing? She is picking flowers in the park. It’s wrong.
Picture 3: What is the boy doing? He is leaving the tap running. It’s wrong.
Picture 4: What are they doing? They are keeping quiet in the library. It’s right.
Picture 5: What are they doing? They are dropping litter everywhere. It’s wrong.
Picture 6: What are they doing? They are queuing for their turn. It’s right.
【设计意图：呈现课本六幅图片，让学生判断文明与不文明行为，培养他们的是非观。】
2. Look and match
T: Please match the pictures with the phrases.
【设计意图：设计图片和文字搭配练习，帮助学生进一步了解礼仪行为。】
3. Spot the Odd One Out
T: Now let’s play a game. Spot the Odd One Out. Which is the odd one out? (Click A) Sorry! Try again. (Click C) That’s correct. It’s a picture of a library, and all the other items are pictures of books.
T: (Click D) That’s correct. It is table manners, and all the other items are manners in the library.
T: (Click C) Sorry! Try again. (Click D) Sorry! Try again. (Click A) That’s correct. It’s good manners to put the books back after reading, and all the other items are bad manners.
T: (Click B) Sorry! Try again. (Click D) Sorry! Try again. (Click E) That’s correct. It’s bad manners to write in the books, and all the other items are good manners.
【设计意图：针对图书馆行为，利用图片和文字两种方式设计找不同游戏，并指出其理由，为下面学习对话做好过渡，活跃气氛，调动学生学习积极性。】
Step 4 Listening & Speaking
1. Listen and complete
T: Amy and her cousin Shirley are discussing what they should and should not do in the library. Listen to their dialogue and complete the form.
【设计意图：设计表格，引导学生带着问题去听对话，了解图书馆行为规范。前面环节的铺垫降低了本部分填表的难度，学生比较容易得出答案。】
2. Discussion
T: Work in pairs. Discuss what we should and should not do in a public place. Make a new dialogue. Here are some useful expressions for you.
【设计意图：两人讨论公共场所的文明与不文明行为，鼓励学生用本节课所学的句型编造对话，既巩固了本课的重点句型，又锻炼了口头表达能力。】
Step 5 Conclusion
T: You did a good job today! Now let’s watch a video. From the video, we can see good manners create positive energy. So take action now. Pay it forward.
【设计意图：通过观看一段“让文明随手传递”视频，帮助学生理解文明可以创造正能量，号召学生立刻行动起来，把爱传下去，达到情感的升华。】
V. Homework
1. Discuss manners in public places with your classmates.
2. Write as many slogans on good manners as you can.
3. Preview Reading.
英语（八年级下册）
Unit 5 Good manners
Reading (I)
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. understand the new words and expressions from context;
2. understand the interview about manners in the UK;
3. know about manners in different cultures.
II. Teaching contents
1. New words and phrases: proper, kiss, close, conversation, avoid, subject, public, push, touch, excuse, till, loudly, as, greet, behave, bump, saying, Roman, push in, shake sb.’s hand, in public, in one’s way, excuse me, as well as, by accident
2. New structures: What’s the proper way to greet people there?
They’ll say “excuse me” and be polite enough to wait till you move.
III. Focus of the lesson and predicted area of difficulty
1. To understand the new words and expressions from context.
2. To understand the interview about manners in the UK.
IV. Teaching procedures
Step 1 Lead-in
1. Enjoy a video
2. Be the judge
【设计意图：用视频导入，引起学生们对文明礼仪这个话题的兴趣。再通过游戏让学生判断行为习惯的好与坏。】
Step 2 Presentation
1. Watch and find
T: Watch the video and try to find out all the questions in the interview.
2. Fast-reading
T: Read the passage quickly. Divide the passage into three parts and find the main ideas.
3. Careful reading
T: Read each topic carefully and try to finish some exercise.
4. Consolidation
T: After learning the interview paragraph by paragraph, let’s do more exercises to understand it better.
【设计意图：让学生找出文章中所有的问题，然后通过问题将文章分为三个话题，并找到确切的行数，这为接下来的分话题精读课文打下了良好的基础。最后两项练习有助于学生进一步从整体上掌握课文内容。】
Step 3 Discussion
1. Enjoy a video
From the video, students can discover that there are some differences between British manners and Chinese manners.
2. Manners in China
T: Work in pairs and discuss manners in China.
(1) How do Chinese people greet each other?
(2) Do Chinese people behave politely in public?
(3) Do you know anything about good manners at home?
【设计意图：通过视频让学生了解中西方文化的差异，接着让学生就本文涉及的三方面的礼仪进行讨论，从而深刻地了解这种差异。】
Step 4 Summary
T: What does the title When in Rome mean?
【设计意图：通过深层次的思考，引导学生尊重不同文化中的礼仪习惯，达到主题的升华。】
V. Homework
1. Read the interview again and underline what puzzles you.
2. Write a short passage about manners in China.
英语（八年级下册）
Unit 5Good manners
Reading (II)
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. use the important words and phrases correctly;
2. get further understanding of the text;
3. respect other customs and cultures.
II. Teaching contents
1. New words and phrases:proper, greet, kiss, close, conversation, avoid, subject, behave, public, push, bump, touch, excuse, till, loudly, as, saying, Roman, push in,shake sb.’s hand, in public, in one’s way, excuse me, as well (as), by accident
2. New structures: What’s the proper way to greet people there?
British people only greet relatives or close friends with a kiss.
They’ll say “excuse me” and be polite enough to wait till you move.
When in Rome, do as the Romans do.
III. Focus of the lesson and predicted area of difficulty
1. To use the important words and phrases correctly.
2. To make an interview and write about good manners in China.
IV.Teaching procedures
Step 1 Lead-in
Review the topic and genre of the passage
T: Recently we’ve read an interview named When in Rome. What does it mainly talk about?
T: Yes. And it tells us about what British people do in the following situations.
【设计意图：帮助学生回顾文章的主题。】
Step 2 Revision
1. Greetings
T: Now we’ll talk about the four situations one by one.
First let’s look at the two pictures, please. They are greeting each other. Can you say something about them?
T: Good. The British greet strangers, their relatives and friends in a proper way.
【设计意图：通过看图说话，帮助学生掌握英国人互致问候的正确方式。】
2. A conversation
T: After greeting each other, we may want to go on with the conversation. Do you know how they start a conversation? And which topics are safe for small talks? Can we talk about anything?
【设计意图：通过设问，帮助学生复习如何与英国人展开谈话。】
3. In public
T: Different countries have different cultures. We Chinese people like chatting while eating. How about British people?
T: Look at these pictures. Try to make sentences like this:
The British think it is polite/rude to …
【设计意图：通过对比中英不同的就餐习惯，帮助学生进一步掌握公共场合的礼仪。】
4. At home
T: Are you polite at home? Do you say “please” and “thank you” to your parents? Do you think British people are polite at home?
T: Yes. So it’s important for us to behave politely at home as well as in public. We don’t want to hurt our family members’ feelings, do we?
5. Retell the interview
T: Try to retell the interview according to the given phrases.
【设计意图：让学生根据所给的关键词复述课文，巩固对文章的理解。】
Step 3 Language points
1. proper; shake sb.’s hand; greet sb. with a kiss
T: Now we’ll deal with some language points.
What’s theproper way to greetpeople in the UK? Do they greet everyone with a kiss? To show their love or to be polite, they can either shake hands or give a kiss. It depends on whether they’re close to each other or not.
T: Read a short passage and discuss how we Chinese greet each other.
【设计意图：创设情境教授词及短语，通过补充读物和深层问题启发学生思考，鼓励他们口头运用学过的语言点。】
2. avoid
T: While talking, British people usually avoid subjects like age, weight or money, because these subjects are personal and private. Here is an interesting passage to read.
T: Now it is easy for you to answer this question: Why is the weather such a popular topic of conversation in Great Britain?
【设计意图：通过阅读让学生思考为什么英国人喜爱谈论天气，鼓励学生用所学的知识进行表述，以加深理解与运用。】
3. bump into; in one’s way
T: British people behave politely in public. If they bump into someone in the street, they will say “sorry”. If you’re in their way, they won’t touch you or push past you. They’ll say “excuse me” and be polite enough to wait till you move.
T:What will you do if someone is in your way or if you are in the way?
【设计意图：通过讨论两种情形——自己挡了别人的路，以及被别人挡路，让学生能设身处地的为他人着想，口头运用刚刚学过的语言点。】
4. as well
T: How polite the British are in public! They are also polite at home. So we can say they are polite at home as well.
Step 4 Practice
1. Watch a video
T: Etiquette expert William Hanson offers some advice on the do’s and don’ts in the UK.
Let’s watch the video.
【设计意图：观看视频，了解更多的英国礼仪知识。】
2. Fill in the blanks
T: Complete the article according to what we’ve learned in this period.
【设计意图：通过完成语篇填空，帮助学生巩固所学重点词汇及句型。】
3. Interview with Yang Lan about manners in China
T: Now China is attracting more and more foreigners. In order to make their trip to China more enjoyable, it is helpful for them to have some knowledge of Chinese etiquette.
Suppose you are JiXiaojun, host for CCTV. You are interviewing Yang Lan, one of China’s most popular television hostesses. She will introduce manners in China to the audience outside China.
【设计意图：让学生模拟一次采访，鼓励学生使用本课所学的语言点，达到学以致用的目的。】
4. Write a passage
T: Now let’s write a short passage, using the words, phrases or sentence patterns in When in Rome to introduce manners in China to foreigners.
【设计意图：在进行了口头的采访活动后，让学生进行笔头的写作。】
V. Homework
1. Learn the new words and phrases by heart.
2. Retell the interview.
英语（八年级下册）
Unit 5 Good manners
Grammar
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. use “to be + adjective + enough + to-infinitive” to describe a person’s personality and abilities;
2. use “to be + too + adjective + to-infinitive” to express a negative result.
II. Teaching contents
1. New words and phrases: discussion, express, make everyone laugh, on her own, join the discussion, express himself clearly, all the main points, be busy with
2. New structures: You are old enough to learn about manners.
British people are too polite to shout loudly in public.
The UK is too far away for Jenny to go there on her own.
III. Focus of the lesson and predicted area of difficulty
1. To learn to use “to be + adjective + enough + to-infinitive” to describe a person’s personality and abilities.
2. To learn to use “to be + too + adjective + to-infinitive” to express a negative result.
IV. Teaching procedures
A Using enough to
Step 1 Lead-in
Free talk
T: How do British people behave in public?
S: They’re polite enough to obey traffic rules.
They’re patient enough to wait till others move.
In the underground they’re kind enough to give up their seats for pregnant women, elderly people or women with children.
【设计意图：通过谈论英国人的礼貌行为，导入第一个语法点enough to的用法。】
Step 2 Presentation
1. Design a two-day holiday in the UK
(1) Before leaving
“You are old enough to learn about good manners at home and abroad.”
(2) Day 1: visit Helen
What’s Helen like?
What did Helen do?
【设计意图：通过设计到英国的旅行，分别介绍两个语法点，第一天到朋友Helen家，自然引导出enough的用法。】
2. Introduce the structure
T: Can you find the similarity? They all have the structure “to be + adjective + enough + to-infinitive”. We can use the structure to describe a person’s personality and abilities.
【设计意图：寻找四个句子的相似点，列出语法结构。】
3. Words used to describe a person’s personality and abilities
4. Explain the use of enough
Step 3 Practice
1. Complete the conversation
T: Complete Jenny and Helen’s conversation, using “adjective + enough + to-infinitive”.
2. Look and say
T: Look at the pictures and describe them using “adjective + enough + to-infinitive”.
3. Make sentences
T: Suzy wants to tell her parents what she thinks about her friends. Help her make sentences using “to be + adjective + enough + to-infinitive”.
4. Complete the sentences
T: Complete the sentences by using the adjectives on the left and the phrases on the right.
【设计意图：在阶段练习中侧重了一些基础的语言点的检查，并且在第二组练习中加强了知识的综合运用能力，这样让学生阶梯式攀登，不知不觉掌握所学的语法。】
B Using too ... to
Step 1 Presentation
1. Day 2: visit London
T: On the second day, Helen showed me around London. On the street, I met many British people.
British people are polite. They don’t push in before others.
British people are gentle. They don’t shout or laugh loudly in public.
British people are patient. They don’t touch you or push past you if you’re in their way.
2. Rewrite the sentences with too ... to
T: We have another way to say the three sentences.
British people are too polite to push in before others.
British people are too gentle to shout or laugh loudly in public.
British people are too patient to touch you or push past you if you’re in their way.
T: Sometimes we need to add “for someone” before the to-infinitive.
The Big Ben is too far away. I can’t go there on my own.
= The Big Ben is too far away for me to go there on my own.
3. Work out the rule
We often use “to be + too + adjective + to-infinitive” to express a negative result.
【设计意图：通过设计虚拟的英国的旅行，展示含有too ... to的句型，让学生感悟并推断出规律。】
Step 2 Practice
1. Complete the passage
T: Helen is introducing the places of interest in the UK. Please help her complete the introduction.
【设计意图：通过设计英国景点的介绍，适当练习too ... to句型，让学生在练习所学语法的同时，也了解英国的景点及其文化。】
2. Rewrite the sentences
T: The radio show is over. Millie wants to write about that in her diary. Help her rewrite the sentences with “to be + too + adjective +to-infinitive”.
3. Talk about the pictures
T: Talk about the pictures with “to be + too + adjective + to-infinitive”.
【设计意图：设计多项练习使不同层次的学生都有回答问题的机会，提高课堂参与度。】
Step 3 Extended learning
1. Jenny’s diary
T: Jenny has been back to China. Please complete her diary.
T: Pay attention to these two sentences. Can you think of another way to express them?
【设计意图：通过完成日记，练习本节课的语法，同时也延伸出语法间的转换关系。】
2. enough to/too ... to
He is not old enough to do the work.
= He is too young to do the work.
The problem is too difficult for me to work out.
= The problem isn’t easy enough for me to work out.
3. Complete the sentences
4. Complete the article
【设计意图：为不同层次的学生设计不同难度系数的练习，且练习颇具新意。可加宽学生的知识面，并促进他们思维能力的发展。】
5. Summary
V. Homework
1. Review the two sentence structures.
2. Try to use “enough to” and “too … to” to talk about your best friend’s personality and abilities.
英语（八年级下册）
Unit 5 Good manners
Integrated skills
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. know some public signs;
2. get important information from listening materials;
3. talk about public signs.
II. Teaching contents
1. New words and phrases: public, explain, warn, parking, litter, warn sb. to do sth. keep sb. from sth.,
2. New structures: They are often bright in colours.
They keep us safe from danger and warn us not to do something.
I didn’t notice that sign just now.
III. Focus of the lesson and predicted area of difficulty
1. To get information while listening.
2. To talk about public signs.
IV. Teaching procedures
A Public signs
Step 1 Lead-in
T: Hello! Boys and girls! Good news for you today. The new city square is open to public recently. Let’s go and have a look, shall we? What do you think of the public square? (beautiful, modern, clean etc.) Yes, it looks modern and beautiful, and we should try to keep it clean and tidy.
【设计意图：通过图片展示清洁美丽的市民广场，和下面不文明的行为形成鲜明的对比，为本节课有关安全礼仪的教学做铺垫。】
Step 2 Presentation
1. Bad behavior
T: But now what can you see? Yes, some bad behavior. What are they doing?
S: Some people are walking on the grass. Some people are fishing. Some people are swimming in the lake. Some people are picking flowers and some people are even climbing trees. There is rubbish everywhere.
2. Prevent bad behavior
T: What can we do to prevent such bad behavior?
T: Yes, signs can warn us to keep safe from danger and tell us what we shouldn’t do. So it’s a good idea to put these signs around us. Let’s put the signs in the right places.
【设计意图：通过图片展示一些不文明、不安全的行为，自然过渡到下面的安全文明提醒标志牌。】
Step 3 Pre-listening
1. What are the public signs?
T: Do you know what the public signs really are? They are used in public places. They are often bright in colours. They often have pictures on them.
2. Different types of public signs
T: Look at the pictures on screen and find out public signs.
T: Yes. A, B, C, D, F, G, H and I are all public signs. E and J are sports logos. Public signs have four types.
A and H can help us find our way.
B and G tell us about the places around us.
C and F keep us safe from danger.
D and I warn us not to do something.
All the public signs can help explain things and give us useful information.
3. Listening tips
T: Next, we’ll listen to a conversation between Amy and Shirley. Here are some listening tips for you.
【设计意图：通过讨论帮助学生积累有关公共标志的信息，疏通本课的语言点，创设听力情境，渗透听力策略，为下面做听力练习打下基础。】
Step 4 While-listening
1. Finish Part A1
2. Have a free talk
T: Where can we see these public signs?
3. Finish Part A2
4. Finish Part A3
【设计意图：指导学生利用已有的知识储备发挥想象大胆猜测听力答案，在播放录音时注意倾听、巧妙记录，听后认真检查核对，顺利完成听力训练任务。】
Step 5 Post-listening
1. Pair work
T: Work in pairs and talk about public signs. Use the conversation on the screen as a model.
2. Look and write rules
T: Look at the pictures and situations and write the rules, using “should do sth.” or “shouldn’t do sth.”
【设计意图：通过两人一组对话和看图写句子练习，让学生学以致用，通过语言交流来讨论公共标志，为下面的对话做铺垫。】
B Speak up: Please don’t take photos.
Step 1 Presentation
1. Watch and find
T: Let’s watch a video of Guo Tao and find out his bad behaviour.
S: He shouldn’t speak loudly in a public place.
He shouldn’t take photos in the museum.
He should keep quiet in the library.
2. Listen and answer
T: Amy’s father is visiting an art museum with Amy and Shirley. Listen to their conversation and answer questions.
(1) Where are Amy and Shirley?
(2) Can Amy take a photo of the famous painting? Why or why not?
(3) What else does Amy tell Shirley?
【设计意图：通过视频，呈现谈论公共指示牌的话题。】
Step 2 Practice
1. Make a conversation
T: Work in groups. Suppose you are in the library or in the street and make a conversation about public signs.
2. Sharing time
3. Summary
【设计意图：通过小组对话巩固本节课的句型和知识点，达到综合的技能训练。总结本课所学，提醒大家注意安全和礼仪常识。】
V. Homework
1. Remember new words and phrases.
2. Recite Part B.
英语（八年级下册）
Unit 5 Good manners
Study skills
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. know about English sayings;
2. use English sayings in proper situations.
II. Teaching contents
1. New words and phrases: successful, sometime, risk, pain, practice, candle, soon after
2. New structures: The early bird catches the worm.
It never rains but it pours.
Many hands make light work.
Every dog has its day.
Put all your eggs in one basket.
The grass is always greener on the other side.
Actions speak louder than words.
No pain, no gain.
A friend in need is a friend indeed.
Practice makes perfect.
You cannot burn the candle at both ends.
III. Focus of the lesson and predicted area of difficulty
To learn to use English sayings in proper situations.
IV. Teaching procedures
Step 1 Lead-in
1. Free talk
T: Daniel interviewed Jenny about manners in the UK. What did Jenny say in the end?
S: When in Rome, do as the Romans do.
T: It also shows that we should learn to use English sayings as the British do.
2. What is a saying?
T: A saying is a short wise statement that usually gives advice or expresses some truth about life.
【设计意图：通过回忆Reading 部分的内容，以英国文化为背景，导出话题。】
Step 2 Presentation
1. Put all your eggs in one basket
It never rains but it pours
T: Let’s enjoy a short story, The donkey carrying salt.
【设计意图：将经典诵读与习语讲解相结合，让学生在诵读经典的时候品味习语的用法。】
T: Here we have two red sentences. Can you guess their meanings?
Put all your eggs in one basket: risk losing everything all at one time.
It never rains but it pours: when one bad thing happens to you, other bad things happen soon after.
T: Can you say something about the pictures?
【设计意图：讲与练相结合，设计地道的对话使习语的讲解与练习更生动。】
2. Every dog has its day
The grass is always greener on the other side
T: Let’s enjoy a story about a dog who carried meat.
T: Pay attention to the red sentences.
Every dog has its day: everybody will be lucky or successful sometime in their life.
The grass is always greener on the other side: what other people have always seems better than your own.
T: Please look at the picture and add some sayings.
3. The early bird catches the worm
Many hands make light work.
T: The name of the third story is The farmer and his sons.
The early bird catches the worm: you have to do something before others in order to be successful.
Many hands make light work: if lots of people share the work, it will make a job easier to complete.
T: Can you complete the sentences with the proper sayings?
【设计意图：选择有趣的寓言故事，让学生在欣赏文学作品时自然了解习语的用法，同时通过例句让学生清楚的知道怎样在语境中使用正确的习语。】
T: Let’s see what we have learnt.
4. More English sayings
Step 3 Practice
1. Choose the right sayings
2. Complete the sentences with the correct sayings
3. Use proverbs to make the article more interesting
4. Extended reading: guess the meanings of the sayings
【设计意图：通过多种形式的练习，灵活操练了本节课所学的习语，考察了学生综合运用语言的能力，拓展了他们的阅读能力。】
Step 4 Summary
T: Sayings are a great help if you need some wise words to express your ideas. They make what you say or write simple and vivid (生动的). So find more sayings for yourself because the early bird catches the worm.
V. Homework
1. Remember all the sayings learnt today.
2. Search for more sayings on the Internet.
英语（八年级下册）
Unit 5 Good manners
Task
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. make a plan before writing;
2. create a web page about the talk on good manners.
II. Teaching contents
1. New words and phrases: purpose, guest, impolite, content, conclusion, host, above all
the purpose of, take place, a lot of advice
2. New structures: The purpose of the talk is to teach students rules for eating.
It’s impolite to …
Always remember to …
III. Focus of the lesson and predicted area of difficulty
To create a web page about the talk on good manners.
IV. Teaching procedures
Step 1 Lead-in
1. Free talk
T: Talk about manners in different places. These public signs can help you.
【设计意图：利用图片创设情境，自由讨论各种公共场合的礼仪，激活旧知, 为后续写作搭好词汇支架。】
2. Watch and answer
T: What are they doing? Do they behave well or not?
【设计意图：通过观看视频，讨论视频内容，激发学生兴趣，导入新课。】
Step 2 Pre-writing
1. Discussion
T: What shouldn’t we do and what should we do when we are eating or drinking? (Show some pictures of table manners)
【设计意图：结合图片和学生的生活体验，从正反两方面讨论餐桌礼仪的注意事项，激活学生的知识储备。】
2. Read and answer
T: The Class 1, Grade 8 students are going to give a talk on good table manners. Read their plan and answer the five questions.
T: So we can see the plan has five parts.
【设计意图：通过问题分析计划表的构成要素，为后续制定计划做好铺垫。】
3. Read and complete
T: Amy and Daniel are making a web page. Help them complete the page.
4. Read and find
T: Read and try to find out the structure of the talk. The key words can help you.
【设计意图：提取信息完成教材范文的填空，梳理范文，搜索关键词确认段落大意，加深对范文的理解，了解范文的段落结构。】
5. Find out the useful expressions
T: Read the whole talk again. Find out the useful expressions.
T: When we are writing our own talk, we can use expressions from Amy and Daniel’s talk.
【设计意图：充分利用教材，赏析范文的遣词造句，帮助学生收集后续写作所需词汇和句型，搭建写作框架，为学生赢取更多的写作时间。】
6. Write section by section
T: Amy and Daniel’s talk sets a good example for our writing. Now let’s follow Amy and Daniel to have a close look.
(1)Title, Paragraph 1 and Paragraph 2
T: Choose a topic as the title of the talk.
Paragraph 1: state the purpose directly and briefly
Paragraph 2: state time and place clearly and correctly
T: You want to hold a talk on good manners in the zoo. Write your title and purpose.
Plan the time and the place.
(2) Paragraph 3: write the topic sentence first, and then list the supporting details
T: You want to give a talk on good manners in the hospital/on the street/in the library. Write the topic sentence first. Then write the supporting details. Don’t forget to use linking words and phrases between ideas.
(3) Paragraph 4: restate the talk’s main points
T: You want to give a talk on good manners in the park. Write the conclusion.
【设计意图：本部分是本节写作课教学的重、难点之一。通过对教材范文的逐段分析，帮助学生拓展思维，理清思路，了解每个段落的写作侧重点。针对性的小练习紧扣本课的中心任务，充分挖掘教材自身素材，提供了不同场合的礼仪信息，练习形式多样，开阔了写作视角，从不同角度训练并培养了学生的写作思维和技能，能有效提高学生的写作水平。】
7. Enrich your expressions
T: Besides the useful expressions borrowed from Amy’s letter, we can also think of some more with the same or similar meanings.
【设计意图：通过设计丰富的语言方式表达，输入不同的句型结构，继续进行写作微技能指导，提高学生遣词造句能力。】
Step 3 While- writing
1. Plan
T: It’s time to write your talk about good manners now. First of all, work in pairs. Choose a topic and make a plan.
T: Who would like to show your plan?
2. Draft
T: You can write your first draft now. Be sure to have a complete structure, clear and effective ideas and rich expressions. It’s helpful to have a look at the outline of the talk. (Play the background music)
【设计意图：两人讨论完成写作计划，各自独立完成初稿，实现写作任务的整体输出。】
Step 4 Post- writing
1. Revise
T: After finishing the draft, you need to improve your writing. Here is a draft. Let’s see how to revise your writing. Focus on the overall flow of the talk, such as the structure, main points and details. You can circle any mistakes you notice but focus on the big problem. You can do the revision by moving, cutting or adding. Look at me, I can move parts to right order, cut out unnecessary details and add new materials. Do you think they are good ways? Now revise your writing by yourself.
2. Edit
T: So far, you may have improved your writings greatly. Next what should you do? Read your writing more slowly. Look for tiny errors, such as grammar errors, confusing sentences, spelling, punctuation and capitalization. Follow the steps. Edit your writing in pairs.
【设计意图：通过示范初稿的修订、校订，完稿，具体指导学生个人自评，同伴互评，让学生在修改过程中不断改善自己的习作，提高习作水平。】
3. Finish
T: Now let’s make a final copy and make your own web page. Never forget to use your best handwriting. Try to make your web page beautiful.
【设计意图：五个写作步骤是本节课的又一个教学重难点，通过将过程取向写作教学模式和本课写作内容的有机结合，教给学生写作方法。五个写作步骤各有侧重，层次清晰，环环相扣，一气呵成，最后习作的整体输出是水到渠成。】
4. Assess
T: Share and assess your web page according to the assessment table.
【设计意图：设计量化评价表，让学生在多层评价中进一步发现问题，享受成功，为提高学生的写作能力起到积极的推动作用。】
Step 5 Summary
1. Summary
T: So far, we have a better understanding about how to write a talk about good manners. Let’s review what we have learnt in this class.
2. Topic distillation
T: In any culture, how you treat others can affect how people view you and treat you. People are drawn to those who are mannerly and who treat them well. Put simply, your manners really matter!
【设计意图：课堂总结，巩固已学知识，讨论礼仪，进行情感升华。】
V. Homework
1. Learn more about manners by reading books, watching programs and searching the Internet.
2. Choose an aspect of good manners. Make a plan and create your own web page.
