關(guān)于高一英語教案：上冊Unit 6 Good Manners

1、unit 6 good mannersteaching aims and demands: to learn some expression of apologies and response properly to apologies. to listen focusing on key words and important sentences .warming up: step 1 to invite two pairs to play two short plays. first, situation 1 because today is as birthday, she wants

2、to invite b to her birthday party. in the morning, a meets b on the way to the school. a invites b, but bs father have told b that he must look after bs younger brother at night. so b cant go to as party. b apologizes for it and wish a happy birthday. situation between class, a is running around the

3、 classroom. at that time, b drops his pen and a steps on it and breaks it. step 2 look at the 4 pictures on the page 36. 1) what do you think is happening in every picture? 2) can you make a dialogue for every picture? complete the dialogues with proper words according to the situation given. step 3

4、 discuss in groups, what are good manners? after discussion, fill in the next table good mannersbad mannersask ss: do you think you are a person with good manners? can you tell us a story as an example? .listening. 1) listen to the tape with this question how many times does bill apologize? 2) liste

5、n to the tape for the second time, summarize two problems 3) listen to the tape for the last time and fill in the blanks. check the answers and exercise the expressions of apology. 4) workbook: listening .homework: make two dialogues with your partner about apologies. period 2. speaking and talkingt

6、eaching aims and demands: to use the expressions of apologies and possible answers freely through some situations. to distinguish what good manners are and what bad manners are step 1 speaking. practice different expressions. for example:” forgive me, im very sorry!” is quite formal. while “oops, so

7、rry about that” is a very informal way. to help students understand that in what situations they should use formal expression and in what situations they should use informal expressions. in these exercise, ss have to imagine themselves at a party. everyone is very polite. they should talk to each ot

8、her politely and make excuse when troubling others. then ask ss to work in groups and consider the following three situations. sample: dialogue 1 a: arent you going to introduce me to him? b: oh, forgive me. i didnt know you hadnt met. danna, this is alex. a: hi, alex. nice to meet you! choose three

9、 groups to reports. step 2talking 1) read the following situations carefully 2) divide the whole class into 6groups. every two groups make a dialogue. one is pros and the other is cons. every group should list their opinions to try their best to persuade the other group. discuss in groups. 3) accord

10、ing to their opinions, two groups make a dialogue. they should be against the opinions of the other group and give their opinions. .homework: 1) choose one of the situations in talking to write a dialogue 2) preview reading period 3. reading teaching aims and demands: to get to know the western talk

11、 manners to compare chinese table manners with western table manners improve the reading ability of the ss, especially the skills of summarizing and scanning. step 1 warming up 1) teacher tells a story of a chinese at a western dinner party who made a fool of himself due to the lack of cultural back

12、ground. the story is: once a chinese was invited to an american dinner party. when he saw the napkin on the table, he tied it around his neck just as chinese parents do to their children when theyre fed. as a result, he made a fool of himself. 2) teacher then presents the tools on the table and show

13、s how to put these knives and forks and how to use them. then ask one student to imitate. 3) brainstorming judge these manners. which are good and which are bad. can you speak with your mouth full? can you use your hand to take food from the plate? is it polite to touch the glasses when you toast? i

14、s it polite to persuade others to drink up after toasting? 4) do pre-reading, discuss in groups situationsrules for being polite in chinese culture at a dinner party greeting your teacher receiving a birthday present paying a visit to a friends house ask three ss to finish this table. step 2 reading

15、 ss do scanning for exercise 2(3minutes for scanning) in what order will the following dishes be served at a western dinner party? dessert drink main course starter soupsummarize the main idea of every paragraph (答案見教參p136) with following questions, listen to the tape and read carefully. 1). instead

16、 of a hot, damp cloth, napkin is often seen at the chinese dinner party nowadays. what sign do you think it implies? how can you use it? 2). what do soft drinks refer to? is white or red wine a soft drink? 3). do people say anything or keep silent when drinking to ones health or drinking a toast? wh

17、at do you usually do if you drink a toast? ask some ss to answer these questions and do exercise 3 homework: 1). do practice on p116-117 2). preview languages study and grammarperiod 4reading teaching aims and demands: to learn some useful expressions about table manners. to learn some useful words

18、and sentences step 1 carefully reading 1). explain some words and expressions( apologize, table manners, impression) (see the teachers book in p121-122,p127-128) 2). analyze some complex sentences( in china, you sometimes get a hot, damp cloth, to clean your face and hands, which, however, is not th

19、e custom in western countries). (see the teachers book in p121-122) 3). sum up the text finish the exercise 2 on p40 custom a. long, thing, curly strips of pasta; usually used in chinese and italian cooking toast b. a pair of thing sticks which people in china and far east use to eat their food with

20、breast c. slightly wet dishes d. center. middle e. a practice followed by people of a particular group or region damp f. a utensil consisting of a small, shallow bowl on a handle, used in preparing, serving, or eating food chopsticks g. the supper part of your chest; the front part of a birds body t

21、ender h. the hard parts inside your body and all the animals which together form the skeletonspirits i. food that is prepared in a particular style noodles j. easy to cut or chew; sb.or sth that is tender expresses gentle and caring feelings spoon k. the act of raising a glass and drinking in honor

22、of or to the health of a person or thingbones l. strong alcoholic drinks such as whisky and chinese maotai step 2 post-reading 1. discussion: we are very familiar with table manners in china. but in those years, table manners are slowly changed. can you point out which manners are also changed? give

23、 some examples. 2. ask some groups to report step 3 finish the exercise 2 on p40 and check the answer (ask one student to show his answer). check the answers on p116-117 homework: write a short passage about the discussion. period 5 language study and grammarteaching aims and demands: to learn word

24、formation and the meaning of prefixes, such as in-, im-, un-, non- to consolidate the attributive clauses, both restrictive and non-restrictive through some exercises. step 1. explain the formation of the word and the function of prefixes. do exercise on p40 to point out which of the following words

25、 have negative prefixes. nonstop unfold incorrect important understand invite unlucky impossible uniform interesting matching exercise un- smoking non- possible dis- able im- like answer: unable, non-smoking, dislike, impossible blank- filling with the above words( using restrictive attributive clau

26、ses for example) 1). this is a nonsmoking room. youd better go to the smoking room, which is ten meters on your right. 2). the boy who is unable to finish his work on time felt a bit sorry for himself. 3). tom and jack are the only ones in theirs class who dislike football. 4). it sounds impossible

27、that the little boy who looks so shy in class would be so brave to catch a pick-pocket on bus yesterday. step 2. give some examples of restrictive attributive clauses and non-restrictive attributive clauses. let ss distinguish which of the following sentences are attributive clauses and non-restrict

28、ive attributives clauses. non-restrictive: lijiang, where i was born , is beautiful. john, who speaks spanish, works there. restrictive: the village where i was born is beautiful. people who speak spanish work there. explain the differences between restrictive and non-restrictive attributive clauses

29、. fill the blanks of this passage with restrictive and non-restrictive in great britain today good manners at table include eating with the mouth closed; not letting any of the food fall off the plate; using the knife only for cutting; and not trying to take food across the table. in other parts of

30、the world there are also rules_, but they are not the same as those of britain. indeed, the things_ are the things_. in arabia, for example, the people at a feast（宴會）take pieces of food with their fingers and belch loudly_. in the western countries there are differences between table manners_. in no

31、rth america it is polite to eat up meat and then put the knife down, take the fork in the right hand and eat with it. most european people, like the british, keep the fork in the left hand and the knife in the right all the time when they are eating food_. in the british isles and scandinavia(norway

32、, sweden, denmark and iceland)special knives and forks are used for eating fish. in france, belgium and italy, however, it is correct to keep the same knife for every course_. table manners of course have changed with time. the earliest meals were also the simplest_, and everyone took his food from

33、the animal or bird_. the women waited on the warriors（武士）and afterwards ate the food_. table manners did not always include quiet behavior. quarrels often took place at table, an in the 17th century king louis xiv of france ordered that only the knives_ should be used to prevent people from stabbing

34、 each other while they were eating.homework: finish the exercise on p41 and grammar on p118.period 6. integrating skillsteaching aims and demands: deepen the format of letter to know the structure of a thank-you letter to enable the ss to write a thank-you letter by studying the samples. step 1. warming-up lead-in. writing a thank-you also conveys someones politeness or good manners, so when we receive others help or gifts, we should write him a thank-you letter. step 2. reading 1. scanning 1). ask ss to read the text quickly, and then answer this question: why does amy zhang thank s