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Unit 6 Good Manners
Period 1.Warning –up and Listening Teaching Aims and Demands: ① To learn some expression of apologies and response properly to apologies. ② To listen focusing on key words and important sentences Ⅰ.Warming up: step 1 ① To invite two pairs to play two short plays. First, Situation 1 Because today is A’s birthday, she wants to invite B to her birthday party. In the morning, A meets B on the way to the school. A invites B, but B’s father have told B that he must look after B’s younger brother at night. So B can’t go to A’s party. B apologizes for it and wish A happy birthday. Situation ② Between class, A is running around the 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 Discuss in groups, What are good manners? After discussion, fill in the next table

Good manners

Bad manners

Ask Ss: Do you think you are a person with good manners? Can you tell us a story as an example? Ⅱ.Listening. 1) Listen to the tape with this question How many times does Bill apologize? 2) Listen 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 Ⅲ.Homework: Make two dialogues with your partner about apologies.

Period 2. Speaking and Talking
Teaching Aims and Demands: ① To use the expressions of apologies and possible answers freely through some situations. ① To distinguish what good manners are and what bad manners are Step 1 Speaking. Practice different expressions. For example:” Forgive me, I’m very sorry!” is quite formal. While “Oops, Sorry 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 other politely and make excuse when troubling others. Then ask Ss to work in groups and consider the following three situations. Sample: Dialogue 1

A: Aren’t you going to introduce me to him? B: Oh, forgive me. I didn’t know you hadn’t met. Danna, this is Alex. A: Hi, Alex. Nice to meet you! Choose three 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) According to their opinions, two groups make a dialogue. They should be against the opinions of the other group and give their opinions. Ⅱ.Homework: 1) Choose one of the situations in Talking to write a dialogue 2) Preview Reading

Period 3. Reading ?
Teaching Aims and Demands: ① To get to know the western talk manners ② To compare Chinese table manners with western table manners ③ 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 background. 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 they’re fed. As a result, he made a fool of himself. 2) Teacher then presents the tools on the table and shows 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? ◇ Is it polite to persuade others to drink up after toasting? 4) Do Pre-reading, discuss in groups Situations Rules for being polite in Chinese culture At a dinner party Greeting your teacher Receiving a birthday present Paying a visit to a friend’s house Ask three Ss to finish this table. Step 2 Reading ① 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 soup summarize the main idea of every paragraph (答案见教参 P136) ② With following questions, listen to the tape and read carefully. 1). Instead 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 one’s health or drinki ng a toast? What 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 grammar

Period 4
Reading ? Teaching Aims and Demands: ① To learn some useful expressions about table manners.

② To learn some useful words and sentences Step 1 Carefully Reading (See the 1). Explain some words and expressions( apologize, table manners, impression) teacher’s 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 the custom in Western countries). (See the teacher’s book in P121-122) 3). Sum up the text Finish the exercise 2 on P40 ①custom cooking ②toast B. a pair of thing sticks which people in China and Far East use to eat their food with ③breast ④dishes ⑤middle ⑥damp ⑦chopsticks ⑧tender skeleton ⑨spirits ⑩noodles feelings ⑴spoon thing ⑵bones Step 2 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 some examples. 2. Ask some groups to report Step 3 ①Finish the exercise 2 on P40 and check the answer (ask one student to show his answer). ②Check the answers on P116-117 Homework: Write a short passage about the discussion. L. strong alcoholic drinks such as whisky and Chinese Maotai Post-reading K. the act of raising a glass and drinking in honor of or to the health of a person or I. Food that is prepared in a particular style J. easy to cut or chew; sb.or sth that is tender expresses gentle and caring C. slightly wet D. center. E. a practice followed by people of a particular group or region F. a utensil consisting of a small, shallow bowl on a handle, used in preparing, G. the supper part of your chest; the front part of a bird’s body A.. long, thing, curly strips of pasta; usually used in Chinese and Italian

serving, or eating food H. the hard parts inside your body and all the animals’ which together form the

Period 5 Language Study and Grammar
Teaching Aims and Demands: ① To learn word formation and the meaning of prefixes, such as in-, im-, un-, non-

② To consolidate the Attributive Clauses, both restrictive and non-restrictive through some exercises. Step 1. ① Explain the formation of the word and the function of prefixes. ② Do exercise on P40 to point out which of the following words have negative prefixes. Nonstop unfold incorrect important understand Invite unlucky impossible uniform interesting ③ Matching exercise UnNonDisImsmoking possible able like

Answer: unable, non-smoking, dislike, impossible ④ Blank- filling with the above words( using Restrictive Attributive Clauses for example) 1). This is a nonsmoking room. You’d 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 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. ① Let Ss distinguish which of the following sentences are Attributive Clauses and Non-restrictive 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. ② Explain the differences between Restrictive and Non-restrictive Attributive Clauses. ③ 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 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(宴会)take pieces of food with their fingers and belch loudly?______. In the Western countries there are differences between table manners?________. In North 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, 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 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 knives⑴_______ should be used to prevent people from stabbing each other while they were eating. Homework: Finish the exercise on P41 and grammar on P118.

Period 6. Integrating Skills
Teaching Aims and Demands: ① Deepen the format of letter ② To know the structure of a thank-you letter ③ 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 someone’s politeness or good manners, so when we receive other’s 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 Sam and Jenny? 2). Ask one student to answer this question 2. Carefully reading 1). Ask Ss to listen to the tape, and imitate the intonation 2). Explain language points: (some important phrases and sentence structure) think of: ①考虑,关心 ②想起,记得 ③想一想,想象 例:I thought of my hometown when I saw the beautiful scenery. Be busy with… 忙于做…… 例: I am busy with drawing from Monday to Friday. It is time to… 是时间做……(注意与 it is time that…的区别) 例: It is time to go to bed. After explanation, finish the exercises on P42 Structure of a thank-you letter Thank the people of what they did for you. Give some details about what Paragraph 1 you liked. Paragraph 2 Tell the people something about yourself and the things you are doing now. Ask the people for some details about themselves and what they are doing Paragraph 3 now. Close the letter by repeating your thanks. Step 3 Listen to the tape with this question. How many countries are mentioned in this passage? Give Ss five minutes to read the passage and fill the blanks on P119. Answer other questions. Homework: Read the information on P119-120. Write a thank-you letter to the boy. Pay more attention to the structure of the thank-you letter.



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