unit 6 Good manners[上学期]

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Unit 6 Good manners
Goals:
1. Talk about good table manners
2. learn to apologize to people
3. Express your gratitude
4. Understand the Restrictive Attributive Clause and the Non-restrictive Attributive Clause.
The first period
Date:___________
Teaching Aims:
1. Learn the following words and phrases:
Interrupt; apologize; introduce; forgive; manner; manners; impression; unfold; course; fashion; raise; drink to; leave out; extra
2. do some exercises about new words and expressions.
3. know some expressions of apology
Teaching Important Point:
Learn and master the following phrases: apologize sb. for sth.; make an apology to sb. for sth.
Introduce…to… introduce… into… etc.
Teaching Difficult Points:
1. How to use these words and expressions freely.
2. the usages of the word: apologize; introduce
Teaching Methods:
Read the new words and expressions
Learning and practicing method.
Teaching Aids:
1. A tape recorder
2. ppt and multimedia
Teaching Procedures:
Step 1 Greetings
Greet the whole class as usual.
Step 2 Warming up
1) Work in pair.
revise how to apologize to people. When we do something wrong, what should we say Make a list of the answers: Excuse me; I am sorry; etc.
Let’s talk about the pictures and complete the dialogues on page 36.
Pay more attention to the following words: terribly; be careful; be on
2) check the answers.
Step 3 New words and expressions
interrupt v. 打断（谈话等）vt. 使（某活动）中断
Don’t interrupt (me) while I am working.
It’s impolite to interrupt a speaker.
He interrupted his work to answer the bell.
apologise vi. =apologize道歉
apology n. [C] 道歉
make an apology 致歉
make an apology to sb. for sth. 为――向（某人）道歉
He made me an apology for losing my book.
apologize to sb. for sth. 因――向（某人）道歉
apologize to sb. for doing/having done sth 因做了某事向某人道歉
He apologized to me for stepping on my foot.
introduce vt.
introduce ---to ---
（向某人）介绍（某人），引见 ；引导（初学者），认识，启蒙
eg. The headmaster introduced a new teacher to the students.
He introduced me to the tango.
introduce ---into/to---把（新事物）引进（到――），引入
eg. New Paris fashions are introduced into Shanghai every year.
introduce ---into/to/before
把（话题等）带入（到会话等），（向议会等）提出（议案等）
eg.
He introduced an interesting topic into our conversation.
Introduce a bill into /before Congress 向国会提出议案
Step 4 Listening
Go through the task with the Ss and make sure they understand what to do before the teacher play the tape. Let the Ss check their answers in pairs, then with the whole class.
Step 5 Summary
Today, we know some expressions of apology and learn some useful words and expressions. And do the listening part.
Step 6.Homework
1. review what we learnt today.
2. preview the reading: table manners at a dinner party
3. complete the exercise 1 in the Workbook 116
Step 7 The Design of the Writing on the Blackboard
Unit 6 Good mannersThe First Periodbe on 进行中，在做…，上映be careful 小心；留神terribly adv. 很，非常interrupt /apologize/ introduce/
Step 8 Record after Teaching:
The Second Period
Speaking and listening
Date:__________
Teaching aims:
1. Improve the students’ speaking by talking about how to make apologies in different situations
2. 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.
3. Improve the students’ listening ability.
Teaching 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.
Teaching Methods:
1. Pair work to practise speaking.
2. Listening and answer activity to train the Ss’ listening ability.
Teaching Aids:
1. a tape recorder
2. multimedia
Teaching methods:
Step 1 Lead- in
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.
Step 2 Discussion
Ask the students to practice useful expressions of making apologies.
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.
Step 3 Speaking
Work in pairs. Choose a situation from the following to make dialogues with your partner.
Situation 1: You are at a school party. Your friend tells you that the man you are going to work with tomorrow has also come to the party. You have never met the man before, but you friend does not know. You ask him to introduce you to the man.
Situation 2: Many students and teachers come to the party. You are looking for two seats to sit down with your friend, but there are none. You see two seats, but there are bags on them. You go over to ask the girl sitting beside the bags.
Situation 3: Many people are drinking at the party and there are many glasses on the table. You take the wrong one. What will you say and what will you do
First let’s go through the three situations and the following expressions for making apologies and the possible answers. Then you can choose a situation to make dialogues with your partner. Then, the teacher asks students to read aloud the situations one by one.
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.
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.
Step 4. Language study
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.
Step 5 Listening
Next, let’s do some listening. Turn to page 115 and look at the listening part.
First read the questions quickly. After that, teacher plays the tape. And then play the tape once again. In the end, check the answer with whole class.
Step 6 Summary and Homework
In this class, we’ve learnt to make apologies to people by listening and speaking. Besides, we’ve learned some useful words and phrases. You should remember and master the common use of them. Please look at the blackboard introduce, interrupt,… After class, please revise what we’ve learnt in this class carefully.
Step 7 The Design of the Writing on the Blackboard
unit 6 Good mannersthe Second periodintroduce sb. to sb. Ways of making apologiesForgive me. I’m very sorry.I apologize for…I’m sorry. I didn’t mean to…Oops. Sorry about that.Possible answersOh, that’s all right.Oh, well, that’s life.It’s OK.No problem.
Step 8 Record after Teaching:
The third period
Date: ______________
Table manners at a dinner party
Teaching aims:
1. 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. Improve the students’ ability of reading comprehension through reading activities and grasp the spirit of the reading passage.
3. Learn some useful words and expressions.
Teaching Important points:
1. Learn and master the following 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 Student understand the passage better.
Teaching Difficult 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 Methods:
1. Discussion to compare table manners in China with that in western countries.
2. Fast reading and careful reading to understand the passage exactly.
3. Pair work or group work to make every student work in class.
Teaching Aids:
1. a tape recorder
2. multimedia
Reading: Table manners at a dinner party (1)
Date: __________
Teaching Procedures:
Step 1.Greetings
Greet the whole class as usual.
Step 2 Preparation for reading
Yesterday, we practiced making apologies to people. We know it is very important to be polite to others. Today we are going to read a passage about table manners at a dinner party. It will tell us some table manners in the Western countries.
Look at the screen answer the question according to the title.
1. What the reading is about
The article is about table manners at western dinner party.
The article shows us the different rules between western culture and ours.
2. How does the text develop, in the order of content or in the order of time
The text develops in the order of time: before the dinner starting the dinner having the main course drinking.
Step 3 while reading
Listen to the tape and answer a question:
How many paragraphs are there in this passage Six
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.
Step4 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.
Step 5 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.
Step 6 Homework
1. Page 40. 2 Fill in the blanks.
2. Find out the attributive clauses in the text.
Step 7 The Design of the Writing on the Blackboard.
Unit 6 Table manners at a dinner partyThe three period (1)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.
Step 8 Record after Teaching:
Reading: Table manners at a dinner party (2)
Date: ____________
Teaching Procedures:
Step 1 Revision
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: Check homework
Questions: In what order will the following dishes be served at a Western dinner party Put the proper number in the box.
dessert main course starter soup
Make the students to number them according to what they have learned in the text: 4—3—1—2
Step 2 Structure analysis
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) Ask for a second soupTouch meat on bonesTake more food than needLaugh all the timeTouch each other’s glassesDrink 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。
Step 3 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．Knowing them will help you make a good impression.
了解这些餐桌礼节会有助于给人留下好印象。
make a good impression 给人留下好印象,我们还可以说 leave/create a good impression 等。
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.
在中国，你有时会用一块湿润的热毛巾来擦脸和手，而这不是西方国家的习俗。
句中 which, however, is not the custom in western countries 是一个非限制性定语从句，其中 which 代替的是 you sometimes get a hot, damp cloth to clean your face and hands 整件事。
3. It is polite to finish eating every thing on your plate.
把你盘子里所有东西都吃完是有礼貌的（表现）。
这是一个动词不定式作主语的句型，其中to finish eating everything是主语，it 是形式主语。
4．When drinking to someone’s health, you raise your glasses, but the glasses should not touch. 为某人健康祝酒时，要举杯，但不要碰杯。
句中when drinking to someone’s health是省略句，完整的句子为when you are dinking to someone’s health, 这里省略的条件是从句与主句主语一致。
5．Besides, table manners are only important at formal diners.
此外，餐桌礼仪仅在正式宴会上才显得重要。
Besides表示“此外，而且”等递进关系，除此之外表示递进关系的副词或短语还有moreover, furthermore, apart form, what’s more等.
Step 4 Practice
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.
Step 5 Homework
1. Workbook page 116. 1. 4
2. Retell the text
Step 6 The Design of the Writing on the Blackboard
Unit 6 Table manners at a dinner partyThe three period (1)for the first time make a good impression start with a little bit for the moment drink to = drink a toast to at table all the time follow the fashion
Step 7 Record after Teaching
The Fourth Period
Language study date:_________
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.
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
Teaching Methods:
1.
2.
Teaching Procedures:
Step 1 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”
Step 2 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.(check the answer)
Suggested answers:
damp; custom; dishes; middle; noodles; breast; tender; chopsticks; bones; spoon; spirits; toast
Step 3 Grammar:
the Restrictive Attributive Clause and Non-restrictive Attributive Clause
Activity 1 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 2 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 mas 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 finished reading 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 mother is a doctor, 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.
Step 4 Consolidation
1. Practice
Underline all the attributive clauses in the reading passage (check the answer)
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;
Step 5 Homework
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.
Step 6 the Design of the Writing on the Blackboard
Unit 6 Language Study1.The man who greeted me is my teacher.2.John, who greeted me, is my teacher.,Restrictive Attributive ClauseNon-restrictive Attributive ClauseThe extra information is necessary.The extra information can be left out.We don’t use commas with these clauses.We use commas with these clause
Step 7 Record after Teaching
Period 6 Integrating skills (Reading and writing)
Date:___________
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.
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.
Step 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.
Step 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.
Step 3 Reading
1.Ask the students to read the text to find out what kind of letter it is and what it is about.
1. 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.
Step 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.
Step 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.
Best wishes to you!
With best wishes!
Give my best wishes to your parents.
Step 6 Homework：
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.
Step 7 Record after Teaching ：
Appendix:
Language points
1. interrupt vt.& vi. to say something when someone else is already speaking and cause them to stop阻碍（某人），打断（某人的）话； （使）（工作、谈话等）中断，（使）中止，阻止，打岔
eg, Don’t interrupt (me) while I am working.
I’m sorry to interrupt you, but there’s someone to see you.
He interrupted his work to have lunch.
A flash interrupted the program.
interruption n.
1. apologise vi. =apologize
apologize to sb. for sth. 因――向（某人）道歉
apologize to sb. for doing/having done sth. 因做了某事向某人道歉
eg, Why must I apologize
He apologized to me for stepping on my foot.
apology n.
make an apology to sb. for sth. 为――向（某人）道歉
eg, He offered me an apology for losing my book.
1. anyway adv. used when you are saying something which supports what you have just said.
Eg, Anyway I must finish this work today.
1. introduce vt.
introduce ---to ---（向某人）介绍（某人），引见 ；引导（初学者），认识，启蒙
eg, The principal introduce a new teacher to the students.
He introduced me to the tango.
introduce ---into/to---把（新事物）引进（到――），引入
eg, New Paris fashions are introduced into Shanghai every year.
introduce ---into/to/before把（话题等）带入（到会话等），（向议会等）提出（议案等）
eg, He introduced an interesting topic into our conversation.
Introduce a bill into/before Congress 向国会提出议案
1. forgive vt.宽恕，原谅，饶恕
forgive sb. sth./for doing sth. 原谅某人(做的)某事
eg, If you apologize, the teacher may forgive your negligence.
They forgave us our rudeness.
He forgave me for losing his notebook.
1. mean v. 意味着；意欲，打算；对――是重要的
mean to do sth. 打算（意欲）做某事
mean doing sth. 意味着做某事
mean sb. to do ---打算时（让）――做――
means n. 方法，手段；工具；财富
by all means 无论如何，务必
by means of 以――，借着，借助于――
1. manners n. 礼貌；规矩have good manners有礼貌
mind one’s manners 注意礼貌
1. get an impression 得到某印象
leave/have/make a good impression on sb. 给某人留下好印象
be under the impression that…觉得――，以为――
1. keep up a custom=follow a custom遵从习俗
break a custom 破坏习俗
manners and customs风俗习惯
1. start with 以――开始，开始时(有)――
to start with首先；在开始时
1. It is + adj. + of sb. to do sth. (表示褒贬的形容词,如：kind, nice, good, polite, bad, etc.)
It is +adj. + for sb. to do sth. (无褒贬色彩的形容词，如：important, heavy, easy,etc)
Eg, It is polite of you to say so.
It is important for us to finish the project before Monday.
1. drink to 为――干杯，为――祝酒＝drink a toast to---
eg, drink to one’s health
1. When drinking to someone’s health…=When you are drinking to someone’s health
省略的条件是从句主语与主句主语一致。
Eg, While reaching the apple on the top of the tree, you need to be careful.
Once begun, the machine will run its own way.
1. besides 此外，而且 （表递进关系）＝moreover, furthermore, apart from, what’s more
1. fashion n 流行，时髦；时尚
a fashion show 时装表演 set a fashion开风气之先；领导潮流
follow the fashion 赶时髦 come into fashion 流行起来
get out of fashion 渐渐过时 be in fashion正流行
be out of fashion 不再流行
1. leave out 省去，遗漏；不考虑，忽视
eg, leave out a letter漏掉一个字母
Don’t leave me out!不要忘了我。
1. wish +sb. +n. 表示对别人的祝愿
eg, I wish you good luck!
They wished him every happiness.
I certainly wish them victory.
I wish you all the best. 我祝你万事如意。
也可以用may表示祝愿。
may sb. do sth.
Eg, May you succeed.
Notes
1. none, no one
no one 指人，用作主语。None特指，指代前面的名词。
---Who-- ---No one.
---How many--- ---None.
1. error, mistakes, fault
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