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新高一英語Unit6GOODMANNERS說課稿 一．教學內(nèi)容分析 本單元的中心話題是Good manners，這是一個亙古及今且永恒的話題。但在我們這一單元中，Good manners 都有些什么內(nèi)容呢？中外文化中對Good manners 的理解、體現(xiàn)有什么異同？我們該怎么做、做什么才能成為一個受人歡迎、具有Good manners 的人呢？單元中十一個板塊的相關(guān)話題的設(shè)計及語言材料的選編無不緊緊扣著這個中心。從日常生活中看似雖小但能觸及心靈的情景及行為，如道歉、書面致謝；東西方餐桌禮儀；域外風俗禮節(jié)等，都作了詳盡的詮釋，所有這些為我們提供的不僅是充實的英語語言知識和綜合語言運用技能訓練的內(nèi)容，更重要的是學生學習這一單元的整個過程也是他們陶冶情操、規(guī)范行為、發(fā)展心智的過程，這對他們身心的發(fā)展會產(chǎn)生較強的感染作用，有助于他們?nèi)宋乃仞B(yǎng)的整體提高和跨文化意識的加強。 “熱身”（Warming up）部分設(shè)計了學生學習生活中及日常生活中經(jīng)常發(fā)生的四幅畫面：上課遲到、打斷別人說話、排隊買飯時不小心雨傘戳著別人、商店里排隊付款一男士推開兩顧客從他們中間穿過，顧客生氣質(zhì)問男士。讓學生學會道歉，學會講禮貌。這部分的目的是，引出中心話題Good manners，幫助學生明白講禮貌會使我們?nèi)穗H之間關(guān)系和諧融洽，甚至會化干戈為玉帛；同時復習或?qū)W習一些致歉語和必要的答語。 “聽力”（Listening）部分提供了一段兩朋友間的對話，一朋友不打招呼騎走了另一朋友的自行車，并且把它弄丟了。怎么辦？當然是道歉。這個聽力練習要求學生通過聽學會對發(fā)生了這種事情后的道歉表達和更高姿態(tài)的回響，使道歉者釋然。以此了解英語國家人士語言的得體性、思維的方式與習慣表達方法，培養(yǎng)學生跨文化交際的意識。如 “I guess it wasn’t really your fault, was it?” , “ That’s OK. Forget it. It was an old bike anyway.” “口語”（Speaking）部分提供的是三組文字情景，要求學生在前面“熱身”和“聽力”的基礎(chǔ)上，以雙人對話的活動形式體現(xiàn)情景，訓練學生在比較真實的情景中口頭表達能力和豐富他們有關(guān)道歉的語匯，包括詞和句型。充分展示具備Good manners者解決問題、處理尷尬場面的風采。 “讀前”（Pre-reading）部分設(shè)計了四個情景：1）At a dinner party, 2）Greeting your teacher, 3）Receiving your birthday present, 4）Paying a visit to a friend’s house, 以小組活動的形式討論并寫下在中國文化中以上情景有禮有節(jié)的一些規(guī)矩，這一活動的目的是不僅要調(diào)用學生已有的直接和間接的體現(xiàn)Good manners 的生活經(jīng)驗，加深對我們中國是文明禮儀之邦的認識，而且激活學生的思維，自然過度到下一步的 “Reading”--- 西方文化、餐飲禮儀。 “閱讀”（Reading）部分是一篇說明文。主要介紹了西方的餐桌禮儀，并在字里行間滲透著和中國餐飲文化進行比較。東西方文化交織在一起，充滿了跨文化交際的信息，體現(xiàn)了教材的國際性和民族性。 “讀后”（Post-reading）部分的前三項任務是要求學生針對課文的理解完成的，可作為評價學生對文章理解的程度。如第一項：列出中西方餐桌上餐具及其擺放的位置；第二項：標出西方正式宴會上主要食物上桌的順序；第三項：判斷西方正式宴會上哪些就餐行為文明有禮，哪些行為顯得無禮粗俗。第四項是回答問題，是一道聯(lián)系中國實際的、開放性的一道問題：中國的餐桌禮儀也在變化嗎？舉例說說。可以小組討論的形式進行，目的在于讓學生對中西方餐桌禮儀的認同，以及培養(yǎng)學生的思辯能力。 “語言學習”（Language study）分詞匯和語法兩部分。詞匯部分有構(gòu)詞法知識，前綴in-, im-, un-, non- 和練習部分詞匯的一篇與課文主題相關(guān)的短文。引導學生通過短文提供的生動語境培養(yǎng)自己理解和記憶單詞的能力。語法項目是定語從句，這是繼前面兩單元后第三次出現(xiàn)，不屬新的語法知識。非限制性定語從句第一次介入。語法第一部分提供的限制性定語從句和非限制性定語從句的例句比較和說明，可供學生自主學習，讓學生探究發(fā)現(xiàn)兩種定語從句的不同形式和含義。第二部分著重檢驗學生運用兩種定語從句拓展句子的能力。 “綜合技能”（Integrating skills）設(shè)計了一個很實用的寫作任務：寫感謝信。這個設(shè)計包括讀和寫。閱讀部分的內(nèi)容是一封感謝信的范例；寫作部分的任務是：對老師的幫助、父母的關(guān)心支持、朋友的真誠、收到生日禮物等寫一封感謝信。通過這一活動，讓學生明白對他人的幫助心存感激，無疑是一種美德，一種素養(yǎng)。 “學習建議”（Tips）部分提供了一些行為規(guī)范的名言警句，告戒學生隨時隨地講文明、懂禮貌，從自身做起，從小事做起。 “復習要點”（Checkpoint）部分簡要地總結(jié)了本單元的語法重點----限制性定語從句和非限制性定語從句，并且設(shè)計了一些最基本的語言練習，幫助學生自評。同時通過兩個問題引導學生對本單元所學的詞匯作一次小結(jié)。 二．課時安排：6 課時。 The First Period: Warming up and Listening The Second Period: Speaking The Third Period and Fourth Periods: Pre-reading, Reading and Post-reading The Fifth Period: Language Study The Sixth Period：Integrating Skills 三．分課時教學計劃 2019-2020年高一英語 Unit 6《Good manners》說課稿 新人教版 GOALS: To focus on talking about good manners as warming up and listening practice. To learn to express apologies and responses to apologies. To arouse students’ interest in learning good manners through various activities in class. TEACHING PROCEDURES: I. Warming up 設(shè)計問題、語境，誘發(fā)學生打開話匣子，不作限制，更不當練習來完成。 1．以舊帶新，先入為主，根據(jù)學生自己的體驗和理解，列舉Good manners 的事例。 2．知錯并向人道歉是Good manners 的行為之一。引入道歉用語，借書中情景和額外補充的各種情景反復演練，使學生能將這些禮貌用語嫻熟地運用于生活之中。 （這些情景的提供，也為最后讓學生自己描述道歉場面作準備） 3．作為一個有禮貌的人，對他人的誠懇道歉怎么反映？說些什么讓道歉者心里釋然？（為下一步的聽力做個鋪墊） 4．你上次向人道歉的情景還記得嗎？對方是否是個講禮貌的人。請描述一下。 1. T: We like people with good manners. We don’t like people with bad manners. Well, what are good manners in your opinions? For example, Is it good manners to take your classmate’s bicycle without telling him? Of course it’s ( not) good manners to do…./ that…. Group work: Make a list of at least four things which are good manners in our daily life. 2. What should we do at least to be good manners if we do something wrong? Making an apology? And how to express your apologies? What expressions do you use to apologize? (Excuse me/ I’m sorry./ I am terribly sorry/ Please forgive me...) 3. Look at the four pictures in the text. plete the dialogues with proper words according to the situations given. 4. Here are some more similar situations. Please make similar dialogues in pairs to drill the expressions of apologies. Situation one: You go to the teachers’ office to hand in your homework, but your teacher is talking with one of her colleague. You interrupt them. Situation two: You are late for the school gathering and all your classmates are waiting for you at the bus station. You explain that you had a flat tyre. Your classmates forgive you and tell you not to worry. Situation three: When you are walking in the streets, you step onto someone’s toes and this person is a bit angry. He reminds you to be careful next time. Situation four: You are playing basketball and suddenly the ball hit someone passing by. The person is very angry with you. 5. In fact, if you can apologize probably after you do something wrong, others will still have a good impression of you. On the other hand, your proper response to an apology also shows you are a person with good manners. Well, what’s your response to the following apologies? 1) I’m sorry, Sam. I stepped on your pen and broke it. I didn’t see it on the floor. ______________________________. ( It’s OK. I have another pen.) 2) I’m sorry, Mr. Tan, I didn’t plete my homework. I was not feeling well last night. __________________________________________________________________. (Are you feeling better now? You may hand in your homework tomorrow.) 6. Do you think it good manners to make an apology to people in time if you have done something wrong? Please describe the situation last time when you made an apology to others. What did you say to express your apologies? What was the other’s response? Did he / she accept your apology? Do you think him a person with good manners? Why (not)? II. Listening 1. Listening in SB. 遵循step by step 的原則，分聽前(Pre-listening)、聽時(While-listening)和聽后(Post-listening) 三步走，并設(shè)計各個步驟的任務型活動，使整個聽力目標明確，中心話題更為突出。 Pre-listening: Go over the six questions or sentences and guess in pairs if the persons in the listening have good manners or not. Why do you think so? While-listening: Answer the questions and plete the six sentences. Post-listening questions: Has anything similar happened to you? What was the situation? How did you deal with it? Do you think you’re a person with good manners? In what ways? 2. Listening in WB. P.115 Listen to the tape and finish the exercises in it. The Second Period GOALS: To focus on oral practice --- Speaking. The students are to use the expressions of apologies and possible answers freely through some situations. They are enabled to solve some simulating problems about good manners and bad manners. TEACHING PROCEDURES: I. Elicit the expressions of apologies and possible answers through the situations which might happen to the teacher himself / herself. l The teacher is a bit late for the class. l The teacher carelessly knocks down a student’s books on the table. l The teacher blames some student wrongly for not … 1. T: I’m sorry. I didn’t mean to …. Now I apologize for my … S: Oh, that’s all right. 創(chuàng)設(shè)真實情景與學生交流，既是以身示范，又自如、貼切地呈現(xiàn)教材中提供的常用道歉用語和回答方式。 2. T: What do you think of me since I made an apology for what I did? What if I didn’t apologize to you for what I did? 就老師的行為讓學生評說會更加激發(fā)學生說的興趣，還會使學生具備一定的Good manners 的尺度標準。同時，為后面學生自己如何表現(xiàn)出文明禮貌、“問題”如何解決作準備。 3. T: What would you do in the following situations, so as to show you have good manners? l P.37 II. Role-play: Problem solving 鄰里之間的關(guān)系同樣體現(xiàn)出文明禮貌的程度。有矛盾、有問題，原因是什么？居委會怎么解決？這項模擬活動跳出了課文，拓展了訓練內(nèi)容。要求學生將學過的表達方法與新的表達方法結(jié)合使用，對信息做各種合理的處理與加工，進行創(chuàng)造性的語言活動。充分體現(xiàn)口語教學突出話題和功能的雙重要求。 Survey and Interview about relationship between neighbors. In your group of four, one acts as a journalist, interviewing separately the other three who are neighbors about their relationship in between. Each neighbor talks about their good or bad relationship between each other and tells the reasons for it. One or two of the neighbors have some problems, and they can’t get on well with each other. The journalist reports it to the neighborhood mittee and they try to solve it. 我們中國人用自己的Good manners的尺度標準，處理好鄰里之間的關(guān)系。世界其他各國對Good manners 的尺度標準是否都一樣？ III. Discussion P.116 IV. Conclusion: Different countries have different standards of good manners. But people all over the world will appreciate those who are kind and helpful to others and the things that are beautiful and true. The Third and Fourth Periods GOALS: To get to know the western table manners. To learn some useful expressions about table manners. To pare Chinese table manners with western table manners. TEACHING PROCEDURES: I. Pre-reading tasks: 其目的是激活學生已有的相關(guān)背景知識，啟發(fā)學生思維和想象，活躍課堂氣氛，使學生很快融入課堂教學內(nèi)容。如借助圖片或Powerpoint, 以小組競賽的形式復習有關(guān)中外餐桌上食物、餐具的一些單詞；以小組討論的形式重溫文明禮儀之邦的中國在待人接物、餐桌禮儀方面的獨特習俗；最后聚焦于西方的餐桌禮儀。三項任務一步一步地扣上下一步的閱讀內(nèi)容。 1. petition: Pictures or PPt. of some food and tableware, and the Ss are asked to tell the names of them and decide whether they are on the western dinner table or on the Chinese dinner table. 2. Discuss in groups of four: China is a country famous for its traditional culture and good manners. How could we be polite in the following situations in Chinese culture? l At a dinner party? l Greeting your teacher? l Receiving a birthday present? l Paying a visit to a friend’s house? 3. Have students brainstorm a list of Western table manners. The follow questions can be the clue for the Ss. (Then if possible, invite them to explore a website that focuses on western table Manners for new Chinese students studying overseas. As they view the site, they can pare and contrast their list with the information there.) l When invited to a dinner party, should you e on time or a bit later? l Which seat is for the main guest? l Which seat is for the host or hostess? l Where do you put the napkin after you take your seat? l Can you speak with your mouth full? l Can you burp? l If you go to a western dinner party, how do you use your knives and forks? l Can you use your hand to take food from the plate? l Is it polite to touch the glasses when you toast? l Is it polite to persuade others to drink up after toasting? l Is it polite to leave beforehand? ... II. Reading tasks: 以注重培養(yǎng)學生的閱讀技能為前提，設(shè)計有明確目的的、呈梯度狀的任務。Skimming了解文章的主旨大意和作者意圖；Scanning迅速查找有關(guān)信息和具體事實；Reading and thinking用問答的形式，就語篇中的重要短語、結(jié)構(gòu)，借助自己的生活閱歷，有意識地加以運用，并對文章作深層次的閱讀理解。 1. Skimming 1) Look at the text briefly, but do not read it. Circle the letters of any of the items below which you can see in the passage. A. a dish for a starter B. how to use a napkin C. where some objects used for a meal like knives and forks, spoons are arranged on the table D. the best part of the chicken E. the main course at the Chinese table F. the uses of the three glasses on the table G. different ways the Chinese toast and most Westerners do at table H. how some Chinese start eating 2) What do table manners refer to? 3) What are the writer’s aims in this passage? 2. Scanning 1) Scan the passage and make a list of things on a western dinner table and what is found on a Chinese one. western dinner table Chinese dinner table 2) In what order will the following dishes be served at a western dinner party? Please number them. 3) Evaluate how much you have learnt about western table manners from the text. Write “P” for polite and “I” for impolite. 1 Use 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 serving 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 than they can take. 3. Reading and thinking Answer these questions in your own words. You can also use as many words and phrases as possible in the text. 1) People who go to a formal Western dinner party for the first time may be surprised by table manners. What does the sentence imply? (Is it easy for him / her to go to such a dinner party without knowing any Western table manners? Did he / she think / expect there were so much table etiquette?....) 2) Have you ever been to any dinner party? Did you behave well? What impression did you make on the other guests? What impression did the others leave on you? In what ways? 3) 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? 4) Some people pray before they start eating, and other people may keep silent for a moment. What’s this custom related to? Or why do some people pray before eating? What do they believe in? Do you pray before each meal? Why (not)? 5) What do soft drinks refer to? Is white or red wine a soft drink? 6) Do people say anything or keep silent when drinking to one’s health or drinking a toast? What do you usually do if you drink a toast? 7) Do Chinese have any table manners? How much do you know about them? Are they the same as the Western table manners or different from them? We’ll read more and get it. III. Post-reading tasks: 大量的“輸入”是輸出的必要前提。用兩篇關(guān)于介紹Chinese table manners的文章，發(fā)展“閱讀”部分的內(nèi)容，帶動兩大活動：一是詞匯理解與訓練；二是討論比較中西方餐飲習俗的異同以及中國的餐桌禮儀是否在變化等問題。并為最后的“拓展活動”作鋪墊。 1. Find the words in Column A in the passage and match them with the meanings in Column B. A B 1 custom a long, thing, curly strips of pasta; usually used in Chinese and Italian cooking 2 toast b a pair of thing sticks which people in China and Far East use to eat their food with 3 breast c slightly wet 4 dishes d center 5 middle e a practice followed by people of a particular group or region 6 damp f a utensil(器具) consisting of a small, shallow bowl on a handle, used in preparing, serving, or eating food 7 chopsticks g the upper part of your chest; the front part of a bird’s body 8 tender h the hard parts inside your body and all the animals’ which together form the skeleton(骨架) 9 spirits i food that is prepared in a particular style 10 noodles j easy to cut or chew; sb.or sth that is tender expresses gentle and caring feelings 11 spoon k the act of raising a glass and drinking in honor of or to the health of a person or thing 12 bones l strong alcoholic drinks such as whisky and Chinese Maotai 2. Use the words above in Column A to plete the passage about the table manners in China. Foreigners joining a Chinese dinner party should know and follow Chinese table manners. Before dinner you sometimes get a hot, ______ cloth, with which you can clean your face and hands. It is a ______ in China to have tea or other drinks before the meal is served. First, some cold ______ are provided, which are placed on a round glass plate in the ______ of the table. Rice or ______ are served and should not be mixed with other food. In Western countries people think chicken ______ with its ______ white flesh is the best part of the bird, while Chinese people are happier with a wing or leg. Chinese people prefer using ______ instead of forks and knives. It is allowed to use your hands when eating meat on ______. When the soup arrives at the end of the meal, a ______ is used. If the soup is very hot, foreigners like blowing to cool the soup. In China it is better to wait a little while. At a dinner party Chinese people enjoy drinking beer or ______. For a ______ everybody gets up, raises their glasses and touches the others’ glasses, saying ganbei! The following passage also focuses on Chinese table manners. Read the passage and use the information if necessary as well as the above one in the following tasks. The main difference on the Chinese dinner table is chopsticks instead of knife and fork, but that’s only superficial. Besides, in decent restaurants, you can always ask for a pair of knife and fork, if you find the chopsticks not helpful enough. The real difference is that in the West, you have your own plate of food, while in China the dishes are placed on the table and everyone shares. If you are being treated to a formal dinner and particularly if the host thinks you’re in the country for the first time, he will do the best to give you a taste of many different types of dishes. The meal usually begins with a set of at least four cold dishes, to be followed by the main courses of hot meat and vegetable dishes. Soup then will be served (unless in Guangdong style restaurants) to be followed by staple food ranging from rice, noodles to dumplings. If you wish to have your rice to go with other dishes, you should say so in good time, for most of the Chinese choose to have the staple food at last or have none of them at all. Perhaps one of the things that surprise a Western visitor most is that some of the Chinese hosts like to put food into the plates of their guests. In formal dinners, there are always “public” chopsticks and spoons for this purpose, but some hosts may use their own chopsticks. This is a sign of genuine friendship and politeness. It is always polite to eat the food. If you do not eat it, just leave the food in the plate. People in China tend to over-order food, for they will find it embarrassing if all the food is consumed. When you have had enough, just say so. Or you will always overeat! 3. Group discussion: l What are the similarities and differences between Chinese and Western dinner table customs? Let boys and girls hold a petition to see who can think of as many customs as possible and write down the answers. Similarities Differences l Do table manners in China also change? Give some examples. 4. Extension Activities 1) Let students gather in small groups to dramatize both a Western dinner table scene and a Chinese one, acting out things people should or should not do at the dinner table. Encourage discussion of the behaviors depicted. 2) Have students talk with their families about dinner table manners and customs practiced in their own homes. Each student can make a "Top Tens at My Table" poster to share with the class. Top Tens at My Table 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. The Fifth Period GOALS: Language study: To know about the word formation: some prefixes in-, im-, un-, non-. To practice using some useful words and phrases in the unit. To consolidate the Attributive clauses, both restrictive and non-restrictive, through some exercises. TEACHING PROCEDURES: I. Practice using these useful words or phrases in the unit: make/leave a good/bad impression (on sb.), behave, fault, custom, culture, advice, stare (at), make jokes about sb., disabled 要真正掌握詞義和詞匯的用法,必須通過有情景的語篇教學。下面選用的一篇文章反映的是一位留美中國學生就餐時遇到的美國人的餐桌禮儀。這不僅為詞匯的訓練提供了貼切的語篇素材，同時就內(nèi)容來說（包括后面為語法部分的練習提供的語篇）又是對Good manners這一中心話題的充實和完善。還為學生提供了創(chuàng)新思維的空間。 1. Can you imagine the situation that a Chinese student has dinner at his American professor’s house for the first time? Let’s read the following and try to make a ment about it by asking and answering with these words or phrases above. l What impression did he leave on the American professor and his family? l How did he behave at the table? l Did he know any about American table manners? l Whose fault was it that he mitted such Faux Pas (失禮) in American table manners? l Why did other people stare at him? Was he a disabled person with two horns on his head? Did they make jokes about him? l What advice can we follow about table manners? The first course is soup. He picks up the bowl, slurps it down, and, to continues the tradition of not wasting food, tips the bowl over his head to get the last drop. Satisfied, he puts down the empty bowl, lets out a burp, and exclaims: "Great soup!" Then he notices that ev