范文村Unit 6 Good manners（通用2篇）
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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.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apologising&&expressingthanks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
interrupt apologis(z)e faultintroduceapologyforgiveculturemanner(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XX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-up&&speaking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-up&speaking
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
teachingprocedures&&ways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.