Good manners教案（精选3篇）
Good manners教案 第1篇
unit 6 the third-fourth period
reading
teaching goals
1. target language
words and expressions: pay a visit to sb./ sth., make a good impression, at the table, start with, ask for, drink to , too much, leave out
communication:
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. dinners starts with a small dish, which is often called a starter.
2. abilities: enable ss to learn table manners in western culture and make a good impression when having dinner.
teaching key points: learn to analyze the text and grasp the main idea of the text.
teaching methods: discussing or cooperative learning.
teaching aids : a multi-media room
teaching procedures:
stepⅰ. lead-in
stepⅱ. warming-up (多媒体展示multi-media slides show)
stepⅲ. reading
team work /group work.
stepⅳ. language points:
stepⅴ.homework / classwork
pay a visit to sb./ sth., make a good impression, at the table, start with, ask for, drink to , too much, leave out
consolidation: choices
（ ）1. be sure to come to see me when you are free, _____?
a.don’t you b.will you c.aren’t you d.do you
（ ）2. how about the two of us ____ hiking during the summer holidays?
a.go b.to go c.going d.will go
（ ）3. i’d like to invite you to dinner this saturday, mr smith. —_____.
a. oh, no. let’s not b. i’d rather stay at home
c.i’m very sorry, but i have other plans d.oh, no. that’ll be too much trouble
（ ）4. i ______ all of you good luck in your studies.
a.hope b.wish c. want d.imagine
（ ）5. it’s too late to go to the basketball match now; ____, it’s beginning to rain.
a.beside b.besides c.except d.except that
keys: 1-5 bccbb
Good manners教案 第2篇
unit 6 the fifth period
word study and grammar
teaching goals
1. target language
words and expressions:
informal, impolite, nonsmoker, unusual, nonstop, unfold, incorrect, unlucky, impossible, uniform, custom, toast, breast, damp, fender, spoon, bone, spirit
communication:
in western countries people think chicken breast with its tender, white flesh is the best part of the bird, while chinese people are happier with a wing or leg.
2. abilities: enable ss to learn the prefixes in-, im-, non-,and un- and. restrictive attributive and non-restrictive attributive clause.
teaching key points: the usage of the restrictive attributive and non-restrictive attributive clause.
teaching methods: discussing or cooperative learning.
teaching aids : a multi-media room
teaching procedures:
stepⅰ. lead-in
stepⅱ. warming-up (多媒体展示multi-media slides show)
stepⅲ. learning
team work /group work.
stepⅳ. key points: 定语从句（the attributive clause）(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
i spent the whole afternoon with the teacher who was very helpful.
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
i spent the whole afternoon with the teacher, which was helpful.
stepⅴ.homework / classwork
consolidation: 用正确的关系代词或关系副词 （10分）
1. we must do everything _____ we can to improve the living conditions of the people.
2. those________ haven’t got bikes may go by bus.
3. in great britain, there are three regions; the largest of _____ is england.
4. please show me all the books______ were written by lu xun.
5. there are many ways _____ we can get there.
6. huangshan mountain is just the place _____ i’ve been longing to(渴望)visit for years.
7. he was careless, _______ often got him into trouble.
8. she can’t tell the reason _______she sold the watch _______her father gave her.
9. he talked happily about the men and books______ interested him greatly in the school.
10. i’m looking forward to meeting his american girlfriend cindy, ________ i met when they came over to london last year. cindy, _______ brother is a famous jazz musician, has promised to take me to greenwich village, ________ there are a lot of jazz clubs.
keys: 1. that 2.who 3. which 4.that 5. that 6. that 7. which 8. why; that/which 9. that 10. whom/who; whose; where
Good manners教案 第3篇
unit 6 the first period
warming-up and speaking
teaching goals
1. target language
words 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 sure
communication:
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 room
teaching procedures:
stepⅰ. lead-in
stepⅱ. warming-up (多媒体展示multi-media slides show)
stepⅲ. speaking
team work /group work.
stepⅳ. 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.
stepⅴ.homework / classwork
consolidation: choices
（ ）1. —i’m sorry i’m calling you so late. ---____________.
a. no problem b. you’re welcome c. that’s okay d. i’m all right
（ ）2. the wrong you’ve done him is terrible, _______you should make an apology to him, i think.
a. to which b. for which c. to what d. for that
（ ）3. since you have repaired my tv set, is no need for me to buy a new one.
a. it b. there c. this d. that
（ ）4. —how many visitors are there in the museum? —_____.
a. no one b. none c. nobody d. nothing
（ ）5. in some parts of london, missing a bus means for another hour.
a.waiting b.to wait c.wait d.to be waiting
keys: 1-5 cbbba
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