经验告诉我们，成功是留给有准备的人。教师在教学前就要准备好教案，做好充分的准备。教案可以让学生们有一个良好的课堂环境，帮助教师提前熟悉所教学的内容。怎么才能让教案写的更加全面呢？急您所急，小编为朋友们了收集和编辑了“Unit6Goodmanners”，希望能对您有所帮助，请收藏。

Unit6Goodmanners
Ⅰ.单元教学目标
技能目标Goals
1.Talkaboutgoodtablemanners
2.Learntoapologisetopeople
3.Expressyourgratitude
4.UnderstandtheRestrictiveAttributiveClauseandtheNon-restrictiveAttributiveClause:
Themanwhogreetedmeismyteacher.
John,whogreetedme,ismyteacher.
5.Writeathank-youletter

Ⅱ.目标语言
功能句式ApologisingExpressingthanks道歉与致谢
Excuseme.
Forgiveme.
I’m(very/so/terribly)sorry.
That’sallright./That’sOK./Noproblem.
Iapologisefor...Oh,well,that’slife.
I’msorry.
Ididn’tmeanto...
Oops.Sorryaboutthat.
Thankyou.
It’sbeautiful.
词汇
1.四会词汇
interruptapologis(z)efaultintroduceapologyforgiveculturemanner(s)impressiontoastbehavenapkinrolldessertunfoldlapdampclothcustomstarterpraycoursebreastfleshboneraiseadvicespiritimpolitemixwingextrachildhoodstaredisabled
2.认读词汇JordancliffoopstenderfashionformalcommaPaulaEllenAndrewLisaAmy
3.词组leaveout,stareat,makejokesaboutsb.
4.重点词汇（略）
结构定语从句（theAttributiveClause）(3)
1.能够用从句描述人物、事件、时间、地点、原因等——使用限制性定语从句
Ispentthewholeafternoonwiththeteacherwhowasveryhelpful.
2.能够用从句对特定的人物、事件、时间、地点等作补充说明——使用非限制性定语从句
Ispentthewholeafternoonwiththeteacher,whichwashelpful.
重点句子
1.Peoplewhogotoaformalwesterndinnerpartyforthefirsttimemaybesurprisedbytablemannersinwesternculture.
2.Knowingthemwillhelpyoumakeagoodimpression.
3.Havinggoodtablemannersmeansknowing,forexample,howtouseknivesandforks,whentodrinkatoastandhowtobehaveatthetable.
4.InChina,yousometimesgetahot,dampclothtocleanyourfaceandhands,which,however,isnotthecustominwesterncountries.
5.Althoughgoodmannersalwaysmakeyoulookgood,youdonotneedtoworryaboutalltheseruleswhilehavingdinnerwithfriendsorfamily.
6.Ifitisn’ttoocoldforyou,IwouldliketoinviteyoutocomeandvisitmeinthenorthofChinaoverthenextholidayinJanuary.

III.学能目标
在初中所学句型的基础上，进一步丰富学生的词汇，熟练掌握Apologisingtopeople以及Expressingyourgratitude句型结构，积极和老师同学配合，认真完成教材的教学任务，达到新课标要求。同学们可以通过小组活动，分工合作，通过不同资源途经，了解＂餐桌上的礼节＂；了解不同国家、不同地域人们不同的＂餐桌上的礼节＂，通过观摩录像，认真领悟，使学生由被动变主动，积极参与学习过程，并亲自投身现场的模拟表演，使之产生浓厚的学习兴趣，让学生体会英语作为工具学科带来的乐趣。学生可以利用英语扩大自己的视野，获取知识，了解世界。使学生养成自觉使用英语和查阅英语资料的好习惯，为学生终身使用英语打下良好的基础。

IV.教材分析
1.教材分析
本单元以“礼仪”为中心话题，通过本单元教学,旨在使学生了解中西方礼仪文化的差异，提高学生的跨文化交际的意识，并结合实际，了解生活中的道歉、致谢常用语。由于2008年奥运会在中国举行，因此了解东西方礼仪的话题学生应该比较感兴趣。
1．1WARMINGUP部分以图片形式导出本单元的话题之一——道歉，旨在通过模拟真实情景，让学生体会现实生活中的道歉用语，培养学生处理生活中类似问题的能力。
1．2LISTENING部分提供了一个生活中可能遇到的事例——事先未经允许借用了别人自行车，而且又把车给丢失了。让学生通过“听”，真正掌握道歉用语的应用场合。
1.3SPEAKING旨在通过情景练习提高学生的口语表达能力，进一步体会在一定情景中道歉用语的使用。
1.4PRE-READING是READING的热身活动，旨在通过所提供的表格,让学生去讨论中国文化中的礼仪规范。在讨论总结中深入了解本民族的礼仪规范，并探究与西方文化中的礼仪之异同。
1.5READING是一篇介绍西方餐桌礼仪的说明文。文章通过全面地介绍西方的餐桌礼仪，让学生了解西方餐饮文化，培养学生的跨文化交际的意识，使他们适应当前世界文化交流的大潮，提前做好准备。
1.6POST-READING部分通过练习检查学生对西方餐桌文化的理解、掌握，使学生对中西方文化有更深层的理解。
1.7LANGUAGESTUDY分词汇和语法两部分。利用探究式学习方法，学习构词法及定语从句的相关知识，并达到熟练运用的程度。
1.8INTEGRATINGSKILLS通过范例让学生掌握感谢信的结构特点，并通过模仿达到会撰写，目的在于提高学生的英语写作能力。
2.教材重组
2.1将WARMINGUP与SPEAKING合在一起，上一节“口语课”。
2.2将LISTENING和WORKBOOK中的LISTENING整合在一起，设计一节“听力课”。
2.3将PRE-READING,READING和POST-REDING结合起来，上一节“阅读课”。
2.4将WORKBOOK中TALKING和INTEGRATINGSKILLS的READING整合起来，上一节“泛读课”。
2.5将LANGUAGESTUDY与WORKBOOK中的语法练习题整合在一起，上一节“语法课”。
2.6将INEGRATINGSKILLS与练习中的WRITING整合在一起，设计一节“写作课”。
3.课型设计与课时分配（经教材分析，本单元可以用6课时教完）
1stperiodWarming-upSpeaking口语课
2ndperiodListening听力课
3rdperiodReading阅读课
4thperiodExtensiveReading泛读课
5thperiodLanguagestudy语法课
6thperiodIntegratingSkills写作课

V.分课时教案
TheFirstPeriodWarming-upSpeaking
Teachinggoals教学目标
1.Targetlanguage目标语言
a.重点词汇及短语
miss,page,interrupt,terribly,apologise,offer,fault,anyway,introduce,abitof,payfor,asamatteroffact,watchout,nevermind,makesure
b.交际用语
MayIinterruptyouforamoment?
I’mso/terriblysorry.
Ireallyhavetoapologise.
IsupposeIshouldpayforit.
2.Abilitygoals能力目标
GetSstolearnsomeoftheexpressionsforapologizingandexpressingthanks.
3.Learningabilitygoals学能目标
HelpSslearnhowtousetheseexpressionsforapologizingandexpressingthanks.
Teachingimportantpoints教学重点
Learnthepatternsusedwhenapologizingtopeople.　
Teachingdifficultpoints教学难点
Howtomakeupdialoguesaccordingtothesituationsgivenbytheteacher.
Teachingaids教具准备
Arecorder,Aprojector,Acomputer

Teachingproceduresways教学过程与方式
StepIRevision
1.Greeting
2.Checkhomework
ShowsomesentencesonthescreenandaskSstofinishthemandgivetheanswers.
T:Pleaselookatthesesentences(ontheslide),canyoufinishthem?
Sentences:
①Istillrememberthedays__________westayedtogether.
②Istillrememberthedays__________wespenttogether.
③Thisisthefactory__________weworkedfiveyearsago.
④Thisisthefactory___________wevisitedfiveyears
ago.
S:....
Possibleanswers:
①when/onwhich
②which/that/不填
③where/inwhich
④which/that/不填

StepIILeadin
T:Nowitstimeforustotakeupthenewlesson.letslookatthepicturesonPage36andanswerthequestion.
Whatdoyouthinkishappeningineverypicture?
S1:AstudentcameintotheclassroomandtalkedwithhisteacherinPicture1.
S2:AstudentistalkingwithtwootherpeopleinPicture2.
S3:ThereisaboyandagirlwithanumbrellainacanteeninPicture3.Theyseemtobetalking.
S4:TherearemanypeopleinanairportorrailwaystationinPicture4.Someoneseemstogetpushed.
T:Welldone!Nowlet’smakeuseoftheexpressionsinthesecondcolumntomakeadialogueforeachpicture.Workinpairs.
Fiveminuteslater,checktheanswers.

StepⅢPractice
T:Workinpairs.Usethefollowingwordsandexpressionstomakedialogues.
Pleaseremembertousetheusefulexpressionsonthepowerpoint.
Theusefulexpressions;
Forgiveme.
I’mverysorry.
I’mterriblysorry.
Ireallyhavetoapologise.
I’mreallysorryaboutthebike.
S5:Oh,I’msorry.Ibrokeyoucup.
S6:That’sallright.
S7:Iapologisefornotcleaningtheclassroom.
S8:It’sOKthistime,butremembertocleanitnexttime.
S:....

StepIVSpeaking
T:Nowlet’slearnspeakingonPage37.we’llpractisetheseusefulexpressionsthatwe’velearned.Thereare3situationsaboutmakingapologises.Workinpairstomakeupashortdialogue.
Situation1
S9:Canyouintroducemetohim,Tom?
S10:I’msorry.Ididn’tknowyouhadn’tmet.David,thisisJohn.
S9:Hi,John.Nicetomeetyou.
Situation2
S11:Excuseme!Aretheseseatsfree?
S12:No,I’mverysorry.Myfriendissittinghere.
S11:That’sallright.
Situation3
S13:Oh,wasthatyourglass?
S14:Yes.
S13:I’mterriblysorry.Itookitbymistake.CanIgiveyouanotherone?
S14:Thatwouldbenice,thanks.

StepVDiscussing
T:NowlookatEx4onPage117.Workinpairs.Discussthesituationandcompletethesecondsentence.
Afewminuteslater,checktheanswerswiththewholeclass.

StepⅥHomework
AskSstomakedialogueswithothersituationswhichmayalltakeattheparty.

相关知识

Goodmanners教案6

Unit6TheFirstPeriod
Warming-upandspeaking
Teachinggoals
1.Targetlanguage
Wordsandexpressions:
miss,page,terribly,apologise,offer,fault,anyway,introduce,abitof,payfor,asamatteroffact,watchout,nevermind,makesure
Communication:
Excuseme.Forgiveme.I’m(very/so/terribly)sorry.
That’sallright./That’sOK./Noproblem.
Iapologisefor...Oh,well,that’slife.
I’msorry.
Ididn’tmeanto...
Oops.Sorryaboutthat.
2.Abilities:EnableSstolearnsomeoftheexpressionsforapologizingandthanks.
Teachingkeypoints:Learnthepatternsusedwhenapologizingtopeople.
Teachingmethods:Discussingorcooperativelearning.
TeachingAids:amulti-mediaroom
TeachingProcedures:
StepⅠ.Lead-in
StepⅡ.Warming-up(多媒体展示multi-mediaslidesshow)
StepⅢ.Speaking
Teamwork/groupwork.
StepⅣ.Languagepoints:
Excuseme.Forgiveme.I’m(very/so/terribly)sorry.
That’sallright./That’sOK./Noproblem.
Iapologisefor...Oh,well,that’slife.
I’msorry.Ididn’tmeanto...Oops.Sorryaboutthat.
StepⅤ.Homework/Classwork

Consolidation:Choices
（）1.—I’msorryI’mcallingyousolate．---____________．
A.NoproblemB.You’rewelcomeC.That’sokayD.I’mallright
（）2.Thewrongyou’vedonehimisterrible,_______youshouldmakeanapologytohim,Ithink．
A.towhichB.forwhichC.towhatD.forthat
（）3.SinceyouhaverepairedmyTVset,isnoneedformetobuyanewone．
A.itB.thereC.thisD.that
（）4.—Howmanyvisitorsarethereinthemuseum?—_____．
A.NooneB.NoneC.NobodyD.Nothing
（）5.InsomepartsofLondon,missingabusmeansforanotherhour．
A．waitingB．towaitC．waitD．tobewaiting
Keys:1-5CBBBA

Goodmanners

Unit6TheSixthPeriod
Integrating-skillsandWriting
Teachinggoals
1.Targetlanguage
Wordsandexpressions:wonderful,put...on,atthismoment,(be)busywith,haveagoodtime,it’stimeforsb.todowell,Australia
Communication:
1.WiththisletterIamsendingyouthephotosofourwonderfulholidayinHainan.
2.AtthismomentIamverybusywithmystudies.
2.Abilities:DevelopSs’imitativeabilityandwritingability.
Teachingkeypoints:Howtowritethank-youletterwell.
Teachingmethods:Discussingorcooperativelearning.
TeachingAids:amulti-mediaroom
TeachingProcedures:
StepⅠ.Lead-in
StepⅡ.Warming-up(多媒体展示multi-mediaslidesshow)
StepⅢ.Reading
Teamwork/groupwork.
StepⅣ.Languagepoints:
◇It’sfood/badmannerstodosth;
◇betiredof/gettiredof,betiredfrom;
◇takeplaceof,takeone’place;
◇ontheright,totheright;start/begin…with,
StepⅤ.Homework/Classwork

Consolidation:书面表达：
小明做了一个梦。他梦见自己为北京奥运会做一名志愿者：他努力帮助来自世界各国的外国朋友……在交谈中,小明让外国朋友更多地了解北京。外国朋友感谢小明,并认为小明的英语非常好。小明很高兴,他甜蜜地笑了……
请你根据设定的梦境并加以想象,写一段80词左右的短文。短文的开头已给出（不计入总词数）。内容要求：1．帮助外国朋友；2．与外国朋友交谈；3．感谢小明；4．小明很高兴。
Onepossibleversion:
XiaoMinghadadreamlastnight．Inthedream,hevolunteeredtoserve（志愿列队）theBeijingOlympics．Hetriedhisbesttohelptheforeignfriendsfromdifferentcountries．Whenhefoundaforeignfriendworriedinthestreet,hewentuptohimandaskedhimwhatwasthematter．TheforeignertoldXiaoMinghewasJack,andheforgotthewaytotheSunHotel．ThenXiaoMingstoppedataxiandtookhimtotheSunHotel．XiaoMingtalkedwithJackonthewayandmadeJackknowmoreaboutBeijing．JackthankedXiaoMingverymuchandthoughtXiaoMing’sEnglishwasverygood．XiaoMingwasveryhappy．Hesmiledandsmiled,thenhewokeup．

SBIAUnit6Goodmanners考点复习教案

一位优秀的教师不打无准备之仗，会提前做好准备，教师要准备好教案，这是每个教师都不可缺少的。教案可以更好的帮助学生们打好基础，有效的提高课堂的教学效率。那么怎么才能写出优秀的教案呢？下面是小编为大家整理的“SBIAUnit6Goodmanners考点复习教案”，但愿对您的学习工作带来帮助。

SBIAUnit6Goodmanners
就餐礼仪
素材新挖掘
考点1.interruptvt.vi.打断；中断；插嘴
MayIinterruptyouforamoment?
DontinterruptmewhenIspeak.
我说话的时候，请不要打岔。
interruptvt.vi.阻断；中断
interruptvt.vi.打岔；插嘴；打断(别人谈话)
getin插嘴
disturbvt.打扰
(1)Iapologizedfor______________(打断)you.
(2)He_____________(中断)collegetoserveinthearmy.
(3)他粗鲁地打断了我们的谈话。(写作小练笔：主谓宾；rudely)
_______________________________________
(4)Ihadto_______themealtoanswerthephone.
A.disturbB.puzzleC.getD.interrupt
D。interrupt此处的意思是“中断”。disturb用作及物动词，意思是“打扰”。
interrupting
interrupted
Heinterruptedourtalkrudely.
考点2.apologisevi.道歉
Learntoapologisetopeople.
Ladiesandgentlemen,Idoapologiseforthedelaytoyourservice.
女士们先生们，我着实为你们旅途的延误表示歉意。
apologizetosb.for(doing)sth.向某人为某事(为做了某事)道歉
apologizeforoneself为自已解辩或辩护
make/offeranapologytosb.forsth.为某事向某人道歉
(1)I__________(道歉)toherforsteppingonherfoot.
(2)Ihavecometo__________(道歉)toyou.
(3)IdshootmyselfbeforeIapologizedtohim.(英译汉)
_______________________________
(4)我因迟到向老师道歉。(写作小练笔：主谓+介词；belate)
_______________________________________
考点3.forgivevt.(forgave,forgiven)原谅；饶恕
Forgiveme.I’mverysorry.
Sheneverforgavehimforhislies.
她总不肯原谅他的谎言。
apologized
apologize
我宁死也不向他道歉。
Iapologizedtotheteacherforbeinglate.
forgivevi.原谅
forgivesb./sth.原谅某人/某事
forgivesb.forsth.原谅某人某事
forgiveone’sdebts免除债务等
(1)Illnever__________(原谅)youforwhatyouhavedonewrong
toyourparents.
(2)Please____________(原谅)me----Ididntmeantoberude.
(3)Forgivemeforasking,butwheredidyougetthatdress?
(替换)___________
(4)我们原谅了他的无礼。(写作小练笔：主谓+双宾；rudeness)
_______________________________________
考点4.behavevt.vi.举动；举止；行为表现
Havinggoodtablemannersmeansknowing,forexample,howtouseknivesandforks,whentodrinkatoastandhowtobehaveatthetable.
Itshardtotrainchildrentobehavewellatthetable.
培养儿童用餐时举止得体是很困难的。
forgive
forgive
Excuse
Weforgavehimhisrudeness.
behavevi.行为；举止
behavevt.vi.守规矩；举止适当有礼
behaveoneself举止(有礼)
behaviourn.行为；举止;习性
(1)Thelittleboy___________(表现)withgreatcourageinthe
faceoftherobber.
(2)Theyounglady___________(表现)bravelyinthefaceof
danger.
(3)Thechildrendonotknowhowto___________(举止)
themselvespolitely.
(4)如果你的行为那样，你会让人厌恶的。
(写作小练笔：主谓+介词；getsb.disliked)
______________________________________________
考点5.advicen.忠告；建议
Fordrinkingduringadinner,thebestadviceisnevertodrinktoomuch.
behaved
behaved
behave
Ifyoubehavelikethat,youllgetyourselfdisliked.
Tellmethereasonwhyherefusedtolistentomyadvice.
告诉我为何他拒绝听从我的劝告。
advicen.(用作不可数名词)劝告(美语中advice也可用作动词)
advice/advisesbtodo建议
advisesb.againststh.劝某人不干某事
advisesbthat通知；告知
(1)Iaskedtheteacherforher________(建议).
(2)Thedoctor___________(建议)metotakemoreexercise.
(3)They_________(建议)heragainstmarryingquickly.
(4)我劝你立刻出发。(写作小练笔：主谓宾+宾补(todo)；start)
________________________________
考点6.starevi.凝视；盯着看
Don’tlaughat,stareatormakejokesaboutdisabledpeople.
Ifyoustareatpeoplelikethat,youmightupsetthem.
你如果瞪着别人看,你会使他们感到不安.
stareatsb.orsth.凝视；盯住
advice
advised
advised
Iadviseyoutostartatonce.
stareintothedistance凝视远方
staresb.intosilence把某人盯得沉默
fixone’seyesupon专注；凝视
glareat怒目而视
(1)Standingstill,he__________(凝视)intothedistance.
(2)She__________(瞪)himintosilence.
(3)He__________(盯着)atthewordtryingtorememberwhat
itmeant.
(4)我们惊奇地注视着他。
(写作小练笔：主谓+介词；inamazement)
_________________________________
(5)He________atthegirlasifseeingherforthefirsttime.
A.glaredB.staredC.fixedhiseyesD.watchedout
B。stareat盯着看。
stared
stared
stared
Westaredathiminamazement.
考点7.leaveout省去；遗漏；不考虑
Theextrainformationcanbeleftout.
Ithinkthisparagraphcanbeleftout.
我认为这一段可以删掉。
leaveout省去；删去;遗漏
leaveover留下,剩下
leavebehind丢弃；留下；忘记携带
leavealone不管，不理会；不打扰
leavesth.asitis听任某事自然发展
leavesb.tohimself对某人不加干涉
(1)Makesurethatnothing____________(漏掉)ofthematter.
(2)Ifyoucan’tthinkoftheanswertothequestion,________
(略去)itout.
(3)Theprinter_____________________(遗漏了两行)fromthis
paragraph.
(4)我把一些重要的细节漏掉了。(写作小练笔：主谓宾；details)
_____________________________________
isleftout
leave
hasleftouttwolines
Ileftoutsomeimportantdetails.

Theteacherstressedagainthatthestudentsshouldnot___________anyimportantdetailswhileretellingthestory.
(2008年高考湖北卷)
A.bringoutB.letoutC.leaveoutD.makeout
C。
此题考查动词短语辨析。leaveout“遗漏；省略”，即要求讲故事时不应遗漏细节。bringout“提出”；letout“泄
露”；makeout“辨认出”。
考点8.InChinayousometimesgetahot,dampclothtocleanyourfaceandhands,which,however,isnotthecustominwesterncountries.
在中国，有时你会得到一块热的湿毛巾擦手和脸，然而西方没有这种风俗。
Bambooishollow,whichmakesitverylight.
竹子的中心是空的，这一点使它很轻。
which引导非限制性定语从句，代替整个句子，且不能在句首；as也可引导非限制性定语从句，指大家熟悉的事情或常理，可以
在句首、句中或句末
用as,which填空：
(1)Heturnedoutverysuccessful,________wasmorethanwe
couldexpect.
(2)Hesaidthathehadneverseenherbefore,_______wasnot
true.
(3)_____isknowntoall,sheisoneofthebeststudents.
(4)______wehadexpected,hewonthegame.
(5)Hewonthegame,_________wehadn’texpected.

They’vewontheirlastthreematches,________Ifindabitsurprisingactually.(年高考辽宁卷)
A.thatB.whenC.whatD.which
D。
此题考查定语从句。which引导非限制定语从句。which代替前面的整个句子。
which
which
As
As
which

Goodmanners教案

俗话说，居安思危，思则有备，有备无患。作为高中教师就要好好准备好一份教案课件。教案可以让学生们能够在上课时充分理解所教内容，有效的提高课堂的教学效率。您知道高中教案应该要怎么下笔吗？下面是小编为大家整理的“Goodmanners教案”，欢迎大家与身边的朋友分享吧！

Unit6TheFifthPeriod
Wordstudyandgrammar
Teachinggoals
1.Targetlanguage
Wordsandexpressions:
informal,impolite,nonsmoker,unusual,nonstop,unfold,incorrect,unlucky,impossible,uniform,custom,toast,breast,damp,fender,spoon,bone,spirit
Communication:
Inwesterncountriespeoplethinkchickenbreastwithitstender,whitefleshisthebestpartofthebird,whileChinesepeoplearehappierwithawingorleg.
2.Abilities:EnableSstolearntheprefixesin-,im-,non-,andun-and.restrictiveattributiveandnon-restrictiveattributiveclause.
Teachingkeypoints:Theusageoftherestrictiveattributiveandnon-restrictiveattributiveclause.
Teachingmethods:Discussingorcooperativelearning.
TeachingAids:amulti-mediaroom
TeachingProcedures:
StepⅠ.Lead-in
StepⅡ.Warming-up(多媒体展示multi-mediaslidesshow)
StepⅢ.Learning
Teamwork/groupwork.
StepⅣ.Keypoints:定语从句（theAttributiveClause）(3)
1.能够用从句描述人物、事件、时间、地点、原因等——使用限制性定语从句
Ispentthewholeafternoonwiththeteacherwhowasveryhelpful.
2.能够用从句对特定的人物、事件、时间、地点等作补充说明——使用非限制性定语从句
Ispentthewholeafternoonwiththeteacher,whichwashelpful.
StepⅤ.Homework/Classwork
Consolidation:用正确的关系代词或关系副词（10分）
1.Wemustdoeverything_____wecantoimprovethelivingconditionsofthepeople.
2.Those________haven’tgotbikesmaygobybus.
3.InGreatBritain,therearethreeregions;thelargestof_____isEngland.
4.Pleaseshowmeallthebooks______werewrittenbyLuXun.
5.Therearemanyways_____wecangetthere.
6.HuangshanMountainisjusttheplace_____I’vebeenlongingto(渴望)visitforyears.
7.Hewascareless,_______oftengothimintotrouble.
8.Shecan’ttellthereason_______shesoldthewatch_______herfathergaveher.
9.Hetalkedhappilyaboutthemenandbooks______interestedhimgreatlyintheschool.
10.I’mlookingforwardtomeetinghisAmericangirlfriendCindy,________ImetwhentheycameovertoLondonlastyear.Cindy,_______brotherisafamousjazzmusician,haspromisedtotakemetoGreenwichVillage,________therearealotofjazzclubs.
Keys:1.that2.who3.which4.that5.that6.that7.which8.why;that/which9.that10.whom/who;whose;where

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