Unit 6 Good manners（通用2篇）
Unit 6 Good manners 篇1
unit 6 good manners
period 4 language study
teaching aims:
1) learn some negative prefixes to master the world formation rules of changing the meaning of a word to its opposite.
2) learn more about table manners in china.
3) learn the differences between restrictive attributive clause and non- restrictive attributive clause.
important points:
1) master the word formation rules to improve students’ ability to enlarge their vocabulary.
2) get the students familiar with the attributive clause.
teaching difficulties:
help the students get clear about the differences between restrictive attributive clause and non- restrictive attributive clause.
teaching procedures:
step i. greeting and lead-in. (3 minutes)
t: good afternoon, class!
s: good afternoon, teacher!
t: in the last period, we have learnt something about table manners, and after the learning of the reading text, we also know what good manners are and what bad manners are, right?
s: yes.
t: all right. for example, in a formal western dinner party, if you put your napkin on your nap, so it is? (ask students to use an adjective to describe this manner.” polite”). and if you talk loudly while eating, so it is? (ask students to use another adjective to describe this manner.” impolite”).
t: so in the two examples appear” polite” and” impolite”. what is the relationship of these two words? this is the question that we will discuss in this class. now open your book and turn to page 40, let’s move to the language study.
step ii. learn negative prefixes. (15 minutes)
1) review the definition of “prefix” (a prefix can be added to the beginning of a word and change the meaning of a word.)
2) tell the relationship of polite and impolite and show the negative prefix”im” (”im” is a prefix and when it is added to the beginning of the word polite, it can change the meaning of this word to its opposite.)
3) list more examples on the blackboard and make a conclusion about such negative prefixes.
write down the following examples on the blackboard:
im + polite = impolite
in + formal = informal
non + smoker = non-smoker
un + usual = unusual
4) exercise to consolidate the word formation and the grammatical items.
a) ask students to pick out the following words which have negative prefix in the second chart on page 40.
b) ask students to give some examples with the prefixes meaning” not”
c) ask students to finish the exercise on page 117.
step iii: learn more about table manners in china. (5 minutes)
1) explain some words on page 40 in simple english so that students can get the meaning of them.
2) master its function in a specific context.
a) ask students to fill in the blanks with the given words.
b) check their answers and make comments.
step iv: learn the differences between restrictive attributive clause and non- restrictive attributive clause. (20 minutes)
1) review the attributive clause.
list two attributive clauses on the blackboard:
a) how do you apologize to your friend whose bike you lost?
b) helen, who was sitting on my left, said that this meal was the best she had ever had.
2) ask students to find the differences between the two sentences.
3) make a conclusion about their answers and present the differences between them and the definition of the two kinds of clauses. (restrictive attributive clause and non- restrictive attributive clause)
restrictive attributive clause:1) we don’t use commas.2) the extra information can not be left out.
non- restrictive attributive clause: 1) we use commas.2) the extra information can be left out.
4) ask students to give some restrictive attributive clauses and non- restrictive attributive clauses.
a) give them two examples describing two of the students in the classroom.(a restrictive attributive clause and an non- restrictive attributive clause)
b) ask them to make their own sentences.
5) exercise to consolidate these two kinds of clauses.
step v: summary and homework. (2 minutes)
1) make a brief summary about what they have learnt in this class.
2) ask them to look up the dictionary and find more negative prefixes and share them with their partners.
3) ask them to write a descriptive composition using restrictive attributive clauses and non- restrictive attributive clauses.
Unit 6 Good manners 篇2
unit6goodmanners
ⅰ. 單元教學(xué)目標(biāo)
技能目標(biāo)goals
1. talk about good table manners
2. learn to apologise to people
3. express your gratitude
4. understand the restrictive attributive clause and the non-restrictive attributive clause:
the man who greeted me is my teacher.
john, who greeted me, is my teacher.
5. write a thank-you letter
ⅱ. 目標(biāo)語(yǔ)言
功能句式 apologising && expressing thanks道歉與致謝
excuse me.
forgive me.
i’m (very/so/terribly) sorry.
that’s all right./that’s ok./no problem.
i apologise for...oh, well, that’s life.
i’m sorry.
i didn’t mean to...
oops. sorry about that.
thank you.
it’s beautiful.
詞匯
1.四會(huì)詞匯
interrupt apologis(z)e fault introduce apology forgive culture manner(s) impression toast behave napkin roll dessert unfold lap damp cloth custom starter pray course breast flesh bone raise advice spirit impolite mix wing extra childhood stare disabled
2. 認(rèn)讀詞匯jordan cliff oops tender fashion formal comma paula ellen andrew lisa amy
3. 詞組leave out, stare at, make jokes about sb.
4. 重點(diǎn)詞匯（略）
結(jié)構(gòu) 定語(yǔ)從句（the attributive clause）(3)
1. 能夠用從句描述人物、事件、時(shí)間、地點(diǎn)、原因等——使用限制性定語(yǔ)從句
i spent the whole afternoon with the teacher who was very helpful.
2. 能夠用從句對(duì)特定的人物、事件、時(shí)間、地點(diǎn)等作補(bǔ)充說(shuō)明——使用非限制性定語(yǔ)從句
i spent the whole afternoon with the teacher, which was helpful.
重點(diǎn)句子
1. people who go to a formal western dinner party for the first time may be surprised by table manners in western culture.
2. knowing them will help you make a good impression.
3. having good table manners means knowing, for example, how to use knives and forks, when to drink a toast and how to behave at the table.
4. in china, you sometimes get a hot, damp cloth to clean your face and hands, which, however, is not the custom in western countries.
5. although good manners always make you look good, you do not need to worry about all these rules while having dinner with friends or family.
6. if it isn’t too cold for you, i would like to invite you to come and visit me in the north of china over the next holiday in january.
iii. 學(xué)能目標(biāo)
在初中所學(xué)句型的基礎(chǔ)上，進(jìn)一步豐富學(xué)生的詞匯，熟練掌握apologising to people以及expressing your gratitude句型結(jié)構(gòu)，積極和老師同學(xué)配合，認(rèn)真完成教材的教學(xué)任務(wù)，達(dá)到新課標(biāo)要求。同學(xué)們可以通過(guò)小組活動(dòng)，分工合作，通過(guò)不同資源途經(jīng)，了解＂餐桌上的禮節(jié)＂；了解不同國(guó)家、不同地域人們不同的＂餐桌上的禮節(jié)＂，通過(guò)觀摩錄像，認(rèn)真領(lǐng)悟，使學(xué)生由被動(dòng)變主動(dòng)，積極參與學(xué)習(xí)過(guò)程，并親自投身現(xiàn)場(chǎng)的模擬表演，使之產(chǎn)生濃厚的學(xué)習(xí)興趣，讓學(xué)生體會(huì)英語(yǔ)作為工具學(xué)科帶來(lái)的樂(lè)趣。學(xué)生可以利用英語(yǔ)擴(kuò)大自己的視野，獲取知識(shí)，了解世界。使學(xué)生養(yǎng)成自覺(jué)使用英語(yǔ)和查閱英語(yǔ)資料的好習(xí)慣，為學(xué)生終身使用英語(yǔ)打下良好的基礎(chǔ)。
iv.教材分析
1. 教材分析
本單元以“禮儀”為中心話題，通過(guò)本單元教學(xué),旨在使學(xué)生了解中西方禮儀文化的差異，提高學(xué)生的跨文化交際的意識(shí)，并結(jié)合實(shí)際，了解生活中的道歉、致謝常用語(yǔ)。由于XX年奧運(yùn)會(huì)在中國(guó)舉行，因此了解東西方禮儀的話題學(xué)生應(yīng)該比較感興趣。
1.1 warming up部分以圖片形式導(dǎo)出本單元的話題之一——道歉，旨在通過(guò)模擬真實(shí)情景，讓學(xué)生體會(huì)現(xiàn)實(shí)生活中的道歉用語(yǔ)，培養(yǎng)學(xué)生處理生活中類(lèi)似問(wèn)題的能力。
1.2 listening部分提供了一個(gè)生活中可能遇到的事例——事先未經(jīng)允許借用了別人自行車(chē)，而且又把車(chē)給丟失了。讓學(xué)生通過(guò)“聽(tīng)”，真正掌握道歉用語(yǔ)的應(yīng)用場(chǎng)合。
1.3 speaking 旨在通過(guò)情景練習(xí)提高學(xué)生的口語(yǔ)表達(dá)能力，進(jìn)一步體會(huì)在一定情景中道歉用語(yǔ)的使用。
1.4 pre-reading 是reading的熱身活動(dòng)，旨在通過(guò)所提供的表格,讓學(xué)生去討論中國(guó)文化中的禮儀規(guī)范。在討論總結(jié)中深入了解本民族的禮儀規(guī)范，并探究與西方文化中的禮儀之異同。
1.5 reading是一篇介紹西方餐桌禮儀的說(shuō)明文。文章通過(guò)全面地介紹西方的餐桌禮儀，讓學(xué)生了解西方餐飲文化，培養(yǎng)學(xué)生的跨文化交際的意識(shí)，使他們適應(yīng)當(dāng)前世界文化交流的大潮，提前做好準(zhǔn)備。
1.6 post-reading部分通過(guò)練習(xí)檢查學(xué)生對(duì)西方餐桌文化的理解、掌握，使學(xué)生對(duì)中西方文化有更深層的理解。
1.7 language study分詞匯和語(yǔ)法兩部分。利用探究式學(xué)習(xí)方法，學(xué)習(xí)構(gòu)詞法及定語(yǔ)從句的相關(guān)知識(shí)，并達(dá)到熟練運(yùn)用的程度。
1.8 integrating skills通過(guò)范例讓學(xué)生掌握感謝信的結(jié)構(gòu)特點(diǎn)，并通過(guò)模仿達(dá)到會(huì)撰寫(xiě)，目的在于提高學(xué)生的英語(yǔ)寫(xiě)作能力。
2. 教材重組
2.1 將warming up與speaking合在一起，上一節(jié)“口語(yǔ)課”。
2.2 將listening和workbook中的listening整合在一起，設(shè)計(jì)一節(jié)“聽(tīng)力課”。
2.3 將pre-reading, reading和post-reding結(jié)合起來(lái)，上一節(jié)“閱讀課”。
2.4將workbook中talking 和integrating skills的reading整合起來(lái)，上一節(jié)“泛讀課”。
2.5將language study與workbook中的語(yǔ)法練習(xí)題整合在一起，上一節(jié)“語(yǔ)法課”。
2.6將inegrating skills與練習(xí)中的writing整合在一起，設(shè)計(jì)一節(jié)“寫(xiě)作課”。
3. 課型設(shè)計(jì)與課時(shí)分配（經(jīng)教材分析，本單元可以用6課時(shí)教完）
1st period warming-up &&speaking 口語(yǔ)課
2nd period listening 聽(tīng)力課
3rd period reading 閱讀課
4th period extensive reading 泛讀課
5th period language study 語(yǔ)法課
6th period integrating skills 寫(xiě)作課
v. 分課時(shí)教案
the first period warming-up & speaking
teaching goals 教學(xué)目標(biāo)
1. target language 目標(biāo)語(yǔ)言
a. 重點(diǎn)詞匯及短語(yǔ)
miss, page, interrupt, terribly, apologise, offer, fault, anyway, introduce, a bit of , pay for, as a matter of fact, watch out, never mind, make sure
b. 交際用語(yǔ)
may i interrupt you for a moment?
i’m so/terribly sorry.
i really have to apologise.
i suppose i should pay for it.
2. ability goals 能力目標(biāo)
get ss to learn some of the expressions for apologizing and expressing thanks.
3. learning ability goals 學(xué)能目標(biāo)
help ss learn how to use these expressions for apologizing and expressing thanks.
teaching important points 教學(xué)重點(diǎn)
learn the patterns used when apologizing to people.
teaching difficult points 教學(xué)難點(diǎn)
how to make up dialogues according to the situations given by the teacher.
teaching aids 教具準(zhǔn)備
a recorder, a projector, a computer
teaching procedures && ways 教學(xué)過(guò)程與方式
step i revision
1. greeting
2. check homework
show some sentences on the screen and ask ss to finish them and give the answers.
t: please look at these sentences (on the slide), can you finish them?
sentences:
①i still remember the days__________ we stayed together.
②i still remember the days__________ we spent together.
③this is the factory __________ we worked five years ago.
④this is the factory ___________ we visited five years
ago.
s:... .
possible answers:
① when/on which
② which/that/ 不填
③ where/in which
④ which/that/不填
step ii lead in
t: now its time for us to take up the new lesson. lets look at the pictures on page36 and answer the question.
what do you think is happening in every picture?
s1: a student came into the classroom and talked with his teacher in picture1.
s2: a student is talking with two other people in picture2.
s3: there is a boy and a girl with an umbrella in a canteen in picture3. they seem to be talking.
s4: there are many people in an airport or railway station in picture4. someone seems to get pushed.
t: well done! now let’s make use of the expressions in the second column to make a dialogue for each picture. work in pairs.
five minutes later, check the answers.
step ⅲ practice
t: work in pairs. use the following words and expressions to make dialogues.
please remember to use the useful expressions on the powerpoint .
the useful expressions;
forgive me.
i’m very sorry.
i’m terribly sorry.
i really have to apologise.
i’m really sorry about the bike.
s5: oh, i’m sorry. i broke you cup.
s6: that’s all right.
s7: i apologise for not cleaning the classroom.
s8: it’s ok this time, but remember to clean it next time.
s: ... .
step iv speaking
t: now let’s learn speaking on page 37. we’ll practise these useful expressions that we’ve learned. there are 3 situations about making apologises. work in pairs to make up a short dialogue.
situation 1
s9: can you introduce me to him, tom?
s10: i’m sorry. i didn’t know you hadn’t met. david, this is john.
s9: hi, john. nice to meet you.
situation 2
s11: excuse me! are these seats free?
s12: no, i’m very sorry. my friend is sitting here.
s11: that’s all right.
situation 3
s13: oh, was that your glass?
s14: yes.
s13: i’m terribly sorry. i took it by mistake. can i give you another one?
s14: that would be nice, thanks.
step v discussing
t: now look at ex4 on page117. work in pairs. discuss the situation and complete the second sentence.
a few minutes later, check the answers with the whole class .
stepⅵ homework
ask ss to make dialogues with other situations which may all take at the party.