人教版高一上册Unit6教案

Unit 6 Good mannersReading—Table Manners At A Dinner PartyTeaching PlanPart 1 Saying the text1.The position and usage of teaching materialThis text is from Unit 6 SEFC Book One published by the People’s Education Press.This unit is taught on the topic of “ Good manners”. It includes three parts:Pre-reading,Reading and Post-reading.The reading part discusses primarily that people are often company with the basic rite, manner that should follow,and relevant of behavior standard. Among them the point introduced the rite on the dining table with the apology that living inside and express thanks in the western. That text not only benefits to educate with train the students’ability of reading. but also benefit to the student who educates the consciousness acrosses the culture social intercourse with studying the English interests.Part 2Analysis of the text:Teaching Aims:1Learn and master the following words and expressions: impressinon toast behave unfold lap custom starter polite soft drinks fashion damp leave out stare at make jokes about sb2To get the students to understand and compare the differences of table manners between China and Western countries after reading the passage Table manners at a dinner party.3To improve the students’ ability of reading comprehension through reading activities and grasp the spirit of the reading passage.Teaching Important Point:1.Train the students to summarize the main idea of each paragraph.2. How to get the students to master the useful expressions: leave out stare at makejokes about sb3. How to let the students understand “Good manners.”Teaching Difficult Points:1.Master Apologising and Expressing thanks in this period.2.How to enlarge the students’ knowledge about politeness and impoliteness at table.Teaching Teaching Methods:1.Discussion before reading to make the Ss interested in what they will learn.2.Fast reading to get the general idea of the text.3.Discussion after reading to make the students understand what they’ve learned better.4.Pair work or group work to make every student work in class.Teaching Aids:1.the multimedia2. a tape recorder3.the blackboardPart 3 Saying the students:The Ss in our High School are all country Ss.Their foundation is worse, the study is passive, lack the study habit, but the plasticity is stronger and they have rich imagination and a little experience of life,the can solve some problems by themselves.Part 4 Teaching ProceduresA. Pre-readingStep 1: Lead- inRevise how to make apologies in different situations. Make the students know how to usepolite expressions properly.Step 2: DiscussionDiscuss how to be polite in the following situations in Chinese culture:Greeting your teacher /Receiving a birthday present /Paying a visit to a friend’s houseDiscuss how to be polite at a dinner party.During the discussion, encourage the students to express themselves freely in class. In the second part of this activity, I may lead the students to say out how to talk to others, how to eat, how to get the food he or she wants to eat , and so on.B .ReadingStep 1 SkimmingAsk the students to skim the text to find the main idea of each paragraph.Para. 1: What are included in table manners in Western countries.Para. 2: How people start their dinner party.Para. 3: Information about the main course.Para. 4: How to communicate with others at the party.Para. 5: The way of drinking.Para. 6: The importance of table manners.Step2: ScanningAsk the students to read the text carefully and do questions and answers. This time they should pay more attention to details.And these questions can help students to obtain quickly the important point that explain.Questions:1.What are the devices for eating at a Western dinner party mentioned in the passage?Knives, forks, napkins, glasses, bread roll and spoons.2.Where do we put the napkin?On the lap.3.What does the dinner start with?Starter.4.I s it good manners to eat before others start eating?No, it isn’t.5.How much soup can we drink after the starter?One bowl, no more.6.What is considered to be the best part of the main course in Western countries?Chicken breast with its tender white flesh.7.How much shall we eat at a dinner party?Not more than we need.8.What’s the difference of toasting in China and in Western countries?In Western countries people sip each time, while in some parts of China peoplefinish the whole drink each time.9.Do we have to follow these rules whiles dining with family members of friends?No, we don’t have to. We can be more causal.Step 3: QuizDecide which of the following behaviors are polite or impolite at a Western dinner party. Put “P” or “I” in the brackets.It can train the student to check the ability of reading quickly.( P)e the knife with your right hand.( P)2.Put your napkin on your lap.( I )3.Start eating as soon as your food is served in front of you.( I)4.Ask for a second bowl of soup.( P)e your fingers when eating chicken.( P)6.Finish eating everything on your plate.( I)7.Talk loudly while eating.( I )8.Make other people drink more than they can take.Step 4 Some language points1.Explain some words and expressionsimpression: The dictionary says that it is the feeling or opinion that you have about someone because of the way he/she seems to be.Behave: The dictionary says that it means to do things in a certain way.Lap: If you are sitting at the table and you have to put something on your lap,then lap must be close to you.The dictionary says it is the upper part of your legs. Starter: I know it’s a noun.An opener is something you open something with,so a starter is something you start something with.Fashion: The dictionary says that fashion is a popular way of dress,haircut,behaviour or wayof doing things that usually changes after some time.2, Analyze some complex sentencesdrinking to someone’s healt h 为某人的健康干杯drink to …为。

高一英语Unit6 Good MannersPeriod 1.Warning –up and ListeningTeaching Aims and Demands:① To learn some expression of apologies and response properly to apologies.② To listen focusing on key words and important sentencesⅠ.Warming up: step 1① To invite two pairs to play two short plays.First, Situation 1Because 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 a fter 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 ②Between class, A is running around the classroom. At that time, B drops his pen and A steps on it and breaks it.Step 2Look 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 3Discuss in groups, What are good manners? After discussion, fill in the next tableAsk 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 questionHow many times does Bill apologize?2) Listen to the tape for the second time, summarize two problems3) Listen to the tape for the last time and fill in the blanks. Check the answers and exercise the expressions of apology.4) Workbook: ListeningⅢ.Ho mework: Make two dialogues with your partner about apologies.Period 2. Speaking and TalkingTeaching Aims and Demands:① To use the expressions of apologies and possible answers freely throughsome situations.① To distinguish what good manners are an d what bad manners areStep 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 informalexpressions.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 1A: 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 2Talking1) Read the following situations carefully2) 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 dialogue2) Preview ReadingPeriod 3. Reading ⑴Teaching Aims and Demands:① To get to know the western talk manners② To compare Chinese table manners with western table manners③ Improve the read ing ability of the Ss, especially the skills of summarizing and scanning.Step 1 Warming up1) 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 groupsAsk three Ss to finish this table.Step 2 Reading① 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 drinki ng to one’s health or drinking a toast? What do you usually do if you drink a toast?Ask some Ss to answer these questions and do exercise 3Homework:1). Do practice on P116-1172). Preview languages study and grammarPeriod 4Reading ⑵Teaching Aims and Demands:① To learn some useful expressions about table manners.② To learn some useful words and sentencesStep 1 Carefully Reading1). Explain some words and expressions( apologize, table manners, impression) (See the 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, i s not the custom in Western countries). (See the teacher’s book in P121-122)3). Sum up the textFinish the exercise 2 on P40①custom A.. long, thing, curly strips of pasta; usually used in Chinese and Italian cooking②toast B. a pair of thing sticks which people in China and Far East use to eat their food with③breast C. slightly wet④dishes D. center.⑤middle E. a practice followed by people of a particular group or region⑥damp F. a utensil consisting of a small, shallow bow l on a handle, used in preparing, serving, or eating food⑦chopsticks G. the supper part of your chest; the front part of a bird’s body⑧tender H. the hard parts inside your body and all the animals’ which together form the skeleton⑨spirits I. Food that is prepared in a particular style⑩noodles J. easy to cut or chew; sb.or sth that is tender expresses gentle and caring feelings ⑾spoon K. the act of raising a glass and drinking in honor of or to the health of a person or thing⑿bones L. strong alcoholic drinks such as whisky and Chinese MaotaiStep 2 Post-reading1. 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 reportStep 3①Finish the exercise 2 on P40 and check the answer (ask one student to show his answer).②Check the answers on P116-117Homework: Write a short passage about the discussion.Period 5 Language Study and GrammarTeaching 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 understandInvite unlucky impossible uniform interesting③ Matching exerciseUn- smokingNon- possibleDis- ableIm- likeAnswer: unable, non-smoking, dislike, impossible④ 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 catcha pick-pocket on bus yesterday.Step 2. Give some examples of Restrictive Attributive Clauses and Non-restrictive AttributiveClauses.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-restrictiveAttributive Clauses.③ Fill the blanks of this passage with Restrictive and Non-restrictiveIn 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 rules⑴________, but they are not the same as those of Britain. Indeed, the things⑵________are the things⑶________. In Arabia, for example, the people at a feast（宴会）take pieces of food with their fingers and belch loudly⑷______.In the Western countries there are differences between table manners⑸________.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 food⑹_____. 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 course⑺______.Table manners of course have changed with time. The earliest meals were also the simp lest⑻_______, and everyone took his food from the animal or bird⑼______. The women waited on the warriors（武士）and afterwards ate the food⑽______.Table manners did not always include quiet behavior. Quarrels often took place at table, an in the 17th centu ry King Louis XIV of France ordered that only the knives⑾_______ 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 SkillsTeaching Aims and Demands:① Deepen the format of letter② To know the structure of a thank-you letter③ To enable the Ss to write a thank-you letter by studying the samples.Step 1. Warming-upLead-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. Reading1. Scanning1). 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 question2. Carefully reading1). Ask Ss to listen to the tape, and imitate the intonation2). 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 P42Structure of a thank-you letterStep 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.。

单元学习任务关键能力培养——学会辩论【相关知识】辩论是语文教学的有效活动形式之一，也是语文教学的一个难点。

依据教材确定辩论主题，以预备卡指导学生学会搜集和整理素材，从而为辩论活动做好准备；而辩论后的整理反思则可进一步提升活动效果。

一、辩论的原则1.正确对待辩论的胜负辩论没有胜负之分，因为辩论的话题本身往往没有一个绝对正确的答案，所以决定辩论胜负的不是双方谁掌握了或者坚持了真理，而是看谁能够在理论上自圆其说，能够表现出高超的辩论技巧、风趣幽默的语言以及令人尊重的个人魅力，比的是谁更有人气。

2.尊重辩论对手的人格当辩论的结果明显不利于自己的时候，辩手会采用种种诡辩的手法进行辩论。

但是，如果掌握不好分寸，就可能会演变成双方的谩骂和攻击，甚至对对方进行人格的蔑视乃至否定。

如果你不尊重对方的人格，自然也往往会受到对方对你人格的攻击。

要想使自己的人格得到尊重，必须首先尊重他人的人格。

3.诡辩不等于胡搅蛮缠由于辩论双方是为自己所“信奉”的真理在辩，往往明知道自己的观点不对，也不愿意认输，在辩论中进行某种诡辩是很正常的，但诡辩不等于胡搅蛮缠。

所谓的胡搅蛮缠就是：当对方把问题阐述得清清楚楚时，自己却不看对方的文章，分析对方的观点，而是继续把自己所“理解”的观点强加到对方的身上，对别人进行无目标的攻击。

二、参加辩论要注意知识的积累要取得辩论的胜利，必须要有丰富的知识积累。

这里包括两方面的含意。

1.要认真阅读对方的文章及相关资料。

从理论上分析主题的内容，避免辩词的庸俗化、贫乏化，使辩词在理论上和知识上都更丰富。

绝对避免使用庸俗不堪的实例和趣味低级的噱头进行辩论，或者以感情取代理论，故作姿态煽动性地赢取辩友们的同情或喝彩。

2.要注意日常综合知识的积累。

一个人如果光有辩论的热情，但其知识底蕴很差，可供调动的东西很少，那就会陷入“巧妇难为无米之炊”的窘境，言不达词，词不达意，纵有再高的热情，也无法取得理想的效果。

知识好比一座金字塔，不了解宽泛的知识背景，只对本专业知识了解较多或者比较丰富，想在辩论中运用自如、应答如流也是不可能的。

Teaching PlanGood afternoon everyone! I’m very glad to be here .I hope I can get your supports .Please listen to me carefully.Part11. Concept of the design:The concept of the design depends on the teaching materials and the students’foundation.The teaching design is very useful and easy to train the students’ abilities to read, listen and speak.2. Analysis Of Teaching Materials(1) This teaching materials is from Unit 6 in Senior English for China Students’Book One. This unit is taught on the topic of “ Good manners”. It includesthree parts: Warming up, listening and speaking.(2) The four situations presented in Warming up are mirrors of our daily life, andthey are easy for the students to understand them. So it is also very easy for them to know how to make apologies and accept apologies. That can train the students to be students with good manners(3) Listening is a good part for the students to strengthen and master makingapologies and accept apologies. It can train the students’ listening ability. (4) Speaking is based on knowing making apologies and accepting apologies. It is agood practice to train the students’ speaking ability and ability to solve problems in our daily life.4. Teaching Aims and key points:1.Let the students know what good manners are and what bad manners are.2.Let the students learn and master how to make apologies and how to acceptapologies through some situations.3.Improve the students’ ability to read, listen and speak.5. Teaching Methods:1.Discussion2.Ask and answer practice3.Act4.Pair work or group work6. Teaching Aids:1.the multimedia2. a tape recorder3.the blackboard7. Studying methods:1.Ask and answer practicemunicative method3.Act8. Analysis Of the studentsMost students in our High School are from the country side. Their foundation is very poor and their study is passive .They are lack of the study habit and interest, but their plasticity is stronger and they have rich imagination .They have a little experience of life and they can solve some problems by themselves.Part2: Teaching proceduresStep1: Lead-inLet the students look at the pictures and answer questions.Step2: Warming upLet the students finish the four situations in Warming up and check the answers.Make the students know how to make apologies and how to accept apologies. Step3: ListeningShow the pictures about the situations in the dialogue and tell the students the main ideas about the situation that they will listen to.Get the students listen to the tape for the first time to fill in the blank in exercise1. Next listen to the tape again to ask the students to finish the exercise inlistening part and check their answers.Step4: SpeakingLet the students think over the three situations .First give the students an example about situation 1and ask them make the other two dialogues. Next ask some students to act the three dialogues.Step5: Homework1.Finish exercise 4 on Page 117.2.Preview the reading text-----Table Manners at a Dinner Party.。

Unit 6 The First PeriodWarming-up and speakingTeaching goals1. Target languageWords and expressions:miss, page, terribly, apologise, offer, fault, anyway, introduce, a bit of , pay for, as a matter of fact, watch out, never mind, make sureCommunication: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.2. Abilities: Enable Ss to learn some of the expressions for apologizing and thanks.Teaching key points: Learn the patterns used when apologizing to people.Teaching methods: Discussing or cooperative learning.Teaching Aids : a multi-media roomTeaching Procedures:Ste pⅠ. Lead-inSte pⅡ. Warming-up (多媒体展示multi-media slides show)Ste pⅢ. SpeakingTeam work /group work.Ste pⅣ. Language points: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.Ste pⅤ.Homework / ClassworkConsolidation: Choices（）1. —I’m sorry I’m calling you so late．---____________．A. No problemB. You’re welcomeC. That’s okayD. I’m all right（）2. The wrong you’ve done him is terrible, _______you should make an apology to him, I think．A. to whichB. for whichC. to whatD. for that（）3. Since you have repaired my TV set, is no need for me to buy a new one．A. itB. thereC. thisD. that（）4. —How many visitors are there in the museum? —_____．A. No oneB. NoneC. NobodyD. Nothing（）5. In some parts of London, missing a bus means for another hour．A．waiting B．to wait C．wait D．to be waitingKeys: 1-5 CBBBA。

人教修订版英语高一上Unit 6 Good Manners Reading教案Table manners in western countries设计思路这是一节典型的涉及社会习俗的课。

因此如何通过最直接的方法让学生更直观了解异国文化,便成了这节课的难点。

本节课的课型是阅读课，新课标对学生阅读能力的要求越来越高，本课就成了一个载体带动培养学生分析文章结构，总结，概括的能力，逐步加深对内容的理解，了解西方的餐桌礼仪。

通过对上节课所讲的礼貌自然过渡到话题---西方餐桌礼仪。

运用游戏的方式对单词复习后，让学生设想举办一个晚会应有的步骤。

在处理文章上，从略读开始获得每段的大意，在餐桌摆放这一块时，给学生发纸餐具让他们根据书中描述动手摆，这样一方面有利于增加学生的兴趣，更重要的是学生能当场消化所学知识，学以致用。

由于英语作为一门语言的特殊性，因此它更加侧重师生，生生间的直接言语交流，从而达到英语中说的目标。

在对文章的巩固阶段，让一个学生表演一段进餐情景，其他的学生要猜出有几处错误的礼仪，使学生印象深刻，达到本课的教育目的。

对于板书的设计，我感觉课件中呈现的很清楚，不知怎样布置。

后来组长提醒我说能不能给学生一个线索。

于是在最后上课时，我先画了一个桌子，然后以每段的中心词作点缀，方便学生最后的复述。

事实证明这还是起到了作用。

本课作为一个中西餐桌礼仪文化的了解探究型学习,学生通过教师的引导、自主探究、相互讨论从而了解历史文化的差异引起习俗礼仪的差异，形成“主导- 主体”教学模式。

Step I. Warming up1.We’ve learned many kinds of manners in the last lesson, show thestudents the pictures to make the m guess what kind of manners we’ll talk about.2.Show some pictures of table utensils .3.PuzzleDown1). To open and spread out3). A statement express sorrow for a fault , causing trouble or pain5). One of a pair of movable organs for flying7). Something added, beyond what is necessaryAcross2). A small rounded bread4). To excuse for a fault 6). Drink to8). A pieceof paper used at table to protect the clothes or wipe the lips and fingers4. Ask them to talk about the process of holding a partyStep II. Skimming1.Blank filling : Ask the students to fill in the blanks about differenttable mannersHow to _____ the tableuse ____ and _____be____ at the tablee_____to____ and dr_____2. Structure How to divide the text and the main idea of eachparagraph .Step III. Detailed reading1.Group work ( Read the first paragraph )Give the students different utensils needed on a table, ask them to lay the table.2.Read the second and third paragraph and then correct the dishes’serving order.( compare with China)correctDessert soup drinks starter main course3.Read the fourth paragraph and say the table manners on speaking andsmiling.4.Read the fifth paragraph and tell something about drinking.( comparewith China)5.Read the sixth paragraph and state the reason why it is difficult tofollow table manners.Step IV. Decision makingShow some sentences , make them decide which are polite or impolite.( )e the knife with your right hand.( ) 2. Put your napkin on your lap.( ) 3. Start eating as soon as your food is served in front of you.( ) 4. Ask for a second bowl of soup.( ) 5. Use your fingers when eating chicken.( ) 6. Finish eating everything on your plate .( ) 7.Talk loudly while eating.( ) 8.Make other people drink more spirits than they can take.Step V. ActionLook at an act, select which behaviors are impolite.Step VI. HomeworkP39 Ex 4。

A Teaching Design for Senior English Book 1AUnit 6 Good Manners Reading教案Step ⅠGreetings (1'-2')a. Activities: Show the Ss some pictures and talk about them .Then tell them an English story and let them answer two questions.b. Purpose: Prepare the Ss for the topic of the passage.Step Ⅲ Pre–reading (3'-5')a. Activities: Show the Ss a group of the tableware on a Western dinner table, using real objects and let them give the name of each one.b. Purpose: To arouse the Ss' interest and prepare them for Reading. Step Ⅳ Reading (20'-25')a. Activities: 1) Listen to the tape, divide the passage into three parts and get the main idea of each part .2) Analyze each part.b. Purpose: Help the Ss get the main idea of each part and find some detailed information to understand the whole passage.Step Ⅴ Post– reading (3'-5')a. A ctivities: Let one student come to the front to lay the table using real objects and then get the Ss to talk about the differences between Western dinner table and Chinese dinner table, according to the pictures on the screen .b. Purpose: Make sure the Ss can understand table manners at a Western dinner party better.Step Ⅵ Consolidation (3'-5')a. A ctivities: Get the Ss to do “Yes” or“No” exercises.b. Purpose: Check the Ss' understanding of the whole passage.Step Ⅶ Acting (5')a. Activities: Invite some Ss to act how to behave at a dinner party.b. Purpose: To arouse the Ss' interest and make them understand table manners at a dinner party better.Step Ⅷ Summary and Homework(1'-2')a. Activities: Assign the Ss some different homework.b. Purpose: To meet the different students' needs.Teaching ProceduresStep Ⅰ GreetingsGreet the whole class as usual.(设计思路：亲切问候，让学生们轻松愉快地进入学习状态。

Unit 6 Good mannersThe First Period Warming-up & SpeakingTeaching goals 教学目标1. Target language 目标语言a. 重点词汇和短语miss, page, interrupt, terribly, apologise, offer, fault, anyway, introduce, a bit of , pay for, as a matter of fact, watch out, never mind, make sureb. 交际用语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 能力目标Get Ss to learn some of the expressions for apologizing and expressing thanks.3. Learning ability goals 学能目标Help Ss learn how to use these expressions for apologizing and expressing thanks. Teaching important points 教学重点Learn the patterns used when apologizing to people.Teaching difficult points 教学难点How to make up dialogues according to the situations given by the teacher. Teaching aids 教具准备A recorder, A projector, A computerTeaching procedures && ways 教学过程与方式Step I Revision1. Greeting2. Check homeworkShow 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 yearsago.S:... .Possible answers:①when/on which②which/that/ 不填③where/in which④which/that/不填Step II Lead inT: Now it’s time for us to take up the new lesson. let’s 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 ⅢPracticeT: 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 SpeakingT: 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 1S9: 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 2S11: Excuse me! Are these seats free?S12: No, I’m very sorry. My friend is sitting here.S11: That’s all right.Situation 3S13: 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 DiscussingT: 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 .StepⅥHomeworkAsk Ss to make dialogues with other situations which may all take at the party.。