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Unit 6 Good manners(人教版高一英语上册教案教学设计)

时间：2022-10-04 07:37:16 英语教学设计收藏本文下载本文

Unit 6 Good manners(人教版高一英语上册教案教学设计)（共19篇）由网友“Kepler13”投稿提供，下面小编为大家整理后的Unit 6 Good manners(人教版高一英语上册教案教学设计)，希望大家喜欢!

篇1：人教版高一教案Unit 6 Good manners

Period One

I. Teaching aims:

2. Learn to apologize to people.

3. Train the Ss’ speaking and listening ability.

II. Important point:

Master the ways of making apologies by listening and speaking.

III. Difficult point:

How to help the Ss use the expressions for making apologies freely.

IV. Teaching methods:

1. Pair work to practice speaking.

2. Listening-and-answer activity to train the Ss’ listening ability.

V. Teaching procedures:

Step1 Warming up

Do you like people with good manners?

Look at part1 warming up, work in pairs. Look at the pictures on the right and practice the short dialogue.

Ask students to act it out.

Step2 Listening

Now let’s learn more ways of apologizing by listening. Ask the Ss to close books and listen to the tape to get a general idea of the dialogue.

Then open their books and read the exercise to find out what information they need, listen to the tape a second time. After listening, let them fill in the blanks, and check the answers

Then , listen a third time and let them grasp what is being said. Finally, do the listening exercise in the workbook.

Step3 Speaking

Suppose you happen to meet such common mistakes as the one in the listening, what will you do? Saying the right thing at the time and the right place is very important.

Please come to speaking. Look at situation 1 and 2, according to the situations and make up two dialogues in pairs, using the expressions in the box.

Then ask them to act out.

Homework

Grasp the ways of apologizing exercise “talking” in the workbook.

Period two

I. Teaching aims:

1. Learn some useful words and expressions.

2. Get the students to learn about table manners in western countries.

3. Improve the Ss’ reading ability.

II. Important point:

1. Learn and master the following useful expressions: make a good impression, be close to, a little bit, start with, keep silent, ask for, at table, all the time, drink to

2. Help the students fully understand the passage.

III. Difficult point:

Help the students understand the passage exactly, especially some difficult sentences.

IV. Teaching methods:

1. Discussion to compare table manners in China with that in western countries.

2. Fast reading and careful reading to understand the passage better.

V. Teaching procedures:

Step1 Revision

Check the homework

Step2 pre-reading

Let the Ss discuss in groups to write down the rules for being polite in the following situations in Chinese culture.

Situation Rules for being polite in China

At a dinner party

Greeting your teacher

Receiving a birthday present

Paying a visit to a friend’s house

Step3 Reading

Looking at the title and the pictures, I guess that the reading text is about dinner parties in restaurants. Read the text silently and quickly to find the main idea of each paragraph.

Para1: It explains all the things we will find on a dinner table and introduce some Chinese items for the Chinese dinner table.

Para2: It tells us the starter and the soup.

Para3: It tells about the main course.

Para5: It tells about the final course of a formal dinner, drinks.

Para6: It tells us that table manners are only important at formal dinner parties.

Step 4 post- reading

Let the Ss do the exercises in order(1-4)

Step 5 listening

Listen to the text and pay attention to the pronunciation, stress and intonation.

Step 6 Language points

1. impression n. 印象

have /make a good ~ on sb. 给某人留下好印象

2. custom n.习惯，风俗

keep up a ~ = follow a ~ 遵从习俗

break a ~ 打破习俗

manners and ~s 风俗习惯

3. course n. 过程，进行方向，课程，一道菜

in the ~ of 在------当中

a summer ~ 暑期课程

take a ~ in law 上法律课

in the ~ of the discussion, many opinions are heard.

A dinner of five ~s = a five-~ dinner五道菜的一餐饭

4.start with

begin with /end up with

5.drink to ------ 为------干杯为------ 祝酒

let’s drink to the friendship between our two peoples.

We all drank to Tom’s success in the experiment.

6. fashion n. 流行，时髦，时尚

a ~ show 时装表演

follow the ~ 赶时髦

come into ~ 流行起来

be in ~ 正流行 be out of ~ 不再流行

7. When drinking to someone’s health you raise your glasses.

---- you do not need to worry about all these rules while having dinner with friends or family.

这两句中划线部分师省略句。完整的句子分别是when you are drinking to someone’s health 及 while you are having dinner with friends or family.

当主从句的主语一致时，从句的主语及谓语动词的一部分可以省略，如：

Please be careful when crossing the road.

You need to be careful while reaching the apple on the top of the tree.

Homework

Recite the text.

Finish the exercise “Vocabulary” in the workbook.

Period Three

I. Teaching aims:

1. Learn some negative prefixes to master the word formation rules of changing the meaning of a word to its opposite.

2. Learn more about table manners in China.

3. Grammar: understand the Restrictive Attributive Clause and the Non-restrictive Attributive Clause.

II. Important point:

1. Master the word formation rules to improve students’ ability to enlarge their vocabulary.

2. Get the students familiar with the Attributive Clause.

III. Difficult point:

Help the students get clear about the differences between the Restrictive and the Non-restrictive Attributive Clause.

IV. Teaching methods:

1. Practising to learn the word formation rules.

2. Comparative and inductive methods to tell the differences between the Restrictive and the Non-restrictive Attributive Clause.

3. Use exercises to consolidate the word formation and the grammatical item.

V. Teaching procedures:

Step1 Revision

Check the reciting of the text.

Check the homework

Step2 Language study

1．Word study

The prefixes in-, im- , non-and un- all change the meaning of a word to its opposite.

2．Do Ex. 2 in this part. Have the students do it individually and then check the answers together.

Step 3 Grammar

The restrictive attributive clause and non-restrictive attributive clause.

At first, explain the two clauses to the Ss. Then do the exercise on page41. Finally check the answers.

Step 4 Practice

So Ex 1 and 2 in the workbook on P118. Make sure that all the students understand the grammar well and do the exercises well.

Homework

1．Revise the grammar.

2．Ex1 in the workbook.

Period Four

I. Teaching aims:

1. Revise the language points in this unit.

2. Get the students better at intergrating skills.

II. Important point:

Improve the Ss’ reading and writing skills.

III. Difficult point:

How to write a thank-you letter.

IV. Teaching methods:

1. Practising revising the language points in this unit.

2. Inductive method to help the students learn to write a thank-you letter.

V. Teaching procedures:

Step1 Revison

Check the homework

Step2 Reading and writing

Read the following thank-you letter and finish the exercise on Page42

At last, write a thank-you letter.

Step3 Workbook

Ask the Ss to read the text fast to find the main idea of the text.

Listen to the text and the teacher should ask more detailed questions about it.

Pick out some difficult sentences for the students to discuss and get the idea of them. Then read again and do the exercise on Page 119, then check the answers with the whole class.

Step 4 Workbood

Do Ex. 3. Translate the sentences into English. If they have any problem doing it, they may discuss with their partners. Check the answers with the whole class.

Do Ex. 4. Work in pairs do talk about good manners and then fill in the blanks. Check answers together.

Homework

Revise the content of Unit 6.

篇2：unit 6 good manners whole unit(人教版高一英语上册教案教学设计)

The First Period (Warming Up & Listening)

Teaching Aims:

1. Learn to apologize to people.

2. Train the Ss’ speaking ability.

Teaching Important Point:

Master the ways of apologies by listening and speaking.

Teaching Difficult Point:

How to help the Ss use the expression for making apologies freely.

Teaching Methods:

1. Pair work to act out the dialogues in Warming Up part.

2. Listening-and-answer activity to train the Ss’ listening ability.

Teaching Aids:

1.a computer

2.a projector

3.a tape recorder

Teaching Procedures:

StepⅠ.Greetings

Greet the whole class as usual.

StepⅡ.Lead-in

T: As we know, China is a country of a long history, besides China is a polite country. In our daily life, we should say polite words, such as “谢谢”, “请”, “对不起” and so on. It is very important to be polite in our daily life in China. Right?

S: Yes.

T: And how about in western countries? Ok, let me give you some examples. Imagine that we are now all in London, Xueyan and me are walking on the street, suddenly she run into me, and of course I’m going to be angry, then what should you say to comfort me, Xueyan?

S: I’m sorry.

T: Yes, then to be polite what should I say?

S: That’s OK.

T: Right. As we are foreigners in London, unfortunately, I lost my way, I can’s find my way to the hotel, so I have to ask some Londoners to help me, then what should I say first?

S: Excuse me.

T: Right. After he or she telling me the way, what should I say?

S: Thank you.

T: Yes. Now we’ve got the answer, it is also very important to be polite in western countries. And I think you’ve learned much about how to be polite. Today we are going to start a new unit, unit 6----Good Manners. Can you tell me what “good manners” mean?

S: Being polite.

T: Quite right.

Step Ⅲ. Warming up

T: OK. Now please open your books to page 36 Warming up. There are four pictures on the right, right/

S: Yes.

T: Do you know what happened in the pictures? Zhengmohan.

S: In picture 1, a student comes to the classroom.

T: And maybe he is talking to his teacher, right/

S: Yes.

T: And how about the second picture? Jiangquan.

S: A student are talking with two teachers.

T: Quite right, thank you. And the third picture? Yepingping.

S: The girl’s umbrella may have hurt the boy.

T: Thank you. Sit down, please. And the last one? Zhangzhenzhen.

S: Maybe they are quarreling.

T: Quarreling? Maybe, we can see from the picture that someone is angry. Anyway, that’s just our imagination, I don’t know exactly what happened in the pictures, and you don’t know either, right?

S: Yes.

T: But that’s OK, now you can complete the dialogues by making use of the expressions in the second column, then maybe you can tell me what really happened in the pictures. And before you do this exercise, I’d like to divide you into four groups to have a competition, the group that answer more questions will win it, clear?

S: Yes.

T: OK, can you start to do the exercise now?

S: Yes.

(After a few minutes, ask Ss to work in pairs to act out the four dialogues.)

T: Have you finished?

S: Yes.

T: OK, any volunteers? OK, in group 1, Liusuxing you two please.

S: Excuse me. Can I come in?

Sure. We’ve already started.

I’m sorry. I missed the bus.

That’s OK. We are one page47.

T: Do they get the correct answers?

S: Yes.

T: OK, let’s check the answers. (Show the correct answers on the screen, and add one point for group 1.)

T: The next one? OK, in group 4, Dingzhongjie you two please.

S: Excuse me. May I interrupt you for a moment?

What is it, Jordan?

I’m sorry, Mr. Baker. I put my homework on your desk.

T: Great, thank you. (Show the correct answers on the screen, and add one point for group 4.) And the next one? Lingjiali you two please.

S: Hey, be careful.

Oh, I’m so sorry.

That’s all right.

T: Thank you. (Show the correct answers on the screen, and add one point for group 1.). Next, Jingmaosheng you two.

S: Ouch! What are you doing?

I’m terribly sorry.

T: Thanks. (Show the correct answers on the screen, and add one point for group 1). You’ve all done a good job, now we are clear about what happened in the four pictures, right?

S: Yes.

T: And what do you think are common in the four pictures?

S: They all say sorry to somebody.

T: Yes, they do something wrong, then they apologize to someone. “apologize” is a verb, we usually say “apologize to sb for sth”, and “apology” is its noun form.

StepⅣ. Listening

These four dialogues are short ones, to learn how to make apology better, let’s learn a longer one, now let’s come to the Listening part. There are some questions on the book, first have a look at the questions, then we will start to listen. OK, are you ready?

S: Yes.

T: OK, here we go. (play the tape for the first time)

Have you got all the answers?

S: No.

T: It doesn’t matter, now I’ll stop the tape when we come to the important part. (play the tape for the second time)

Got the answers?

S: Yes.

T: OK, who’d like to answer the first question? Zhangzhong.

S: Taking my bike without asking

Losing the bike

T: Sit down please. Correct or wrong?

S: Correct.

(show the correct answer on the screen and add one point for group 2)

T: The next question, Wuxingmiao.

S: I’m sorry.

T: Right. (show the correct answer on the screen and add one point for group 1) Sunbirui, the next question.

S: That’s OK.

T: Thank you. (show the correct answer on the screen and add one point for group 2) Next, Wangzhongxi.

S: Have to apologize.

T: Right. (show the correct answer on the screen and add one point for group 1) The next one, Lingjingzhu.

S: That’s all right.

T: Sit down please. (show the correct answer on the screen and add one point for group 3) Lingyuejing, the next one.

S: That’s OK, forget it.

T: Quite right. (show the correct answer on the screen and add one point for group 3) And the last question, Dingchang.

S: I am really sorry about the bike.

T: Very good. (show the correct answer on the screen and add one point for group 4) Well done. Most of you have got the correct answer, do you want to listen to the tape again, and have a look at the original dialogue?

S: Yes.

T: OK. (Play the tape for the third time and show the original dialogue on the screen.) Quite easy, right?

S: Yes.

T: It is known to all, it is good manners to be polite. And how about these behaviors. (Show some pictures of good and bad behaviors on the screen and ask Ss to tell it is good or bad behaviors in the picture.) Any volunteers? OK, Xiayixi.

S: It is bad manners to kick the dustbin.

……

S: It is good manners to help the older.

S: It is good manners to give the seat to the person who is carrying a baby.

S: It is bad manners to spit.

S: It is bad manners to smoke in public place.

T: Today we’ve learned much how to make apology, I hope it could help us to become polite. Today’s homework is to preview the reading. Class over. See you.

The Second Period (reading)

Teaching Aims:

1. Learn some useful words and expressions.

2. Train the students’ reading ability.

3. Get the students to learn about table manners in western countries.

Teaching Important Points:

1. Learn and master the following useful expressions: make a good impression, be close to, a little bit, start with, keep silent, ask for, at table, all the time, drink to, too much.

Teaching Difficult Point:

How to help the students understand the passage exactly, especially the following sentences:

1. The knife and fork that are close to your plate are a little bit bigger than the ones beside them.

2. in China, you sometimes get a hot, damp cloth to clean your face and hands, which, however, is not the custom in western countries.

Teaching Methods:

1. Discussion to compare table manners in China with that in western countries.

2. Fast reading and careful reading to understand the passage exactly.

3. Group work to make every student work in class.

Teaching Aids:

1.a projector

Teaching Procedures:

StepⅠ.Greetings

Greet the whole class as usual.

StepⅡ.Lead-in

T: Have you ever been to a Chinese dinner party?

S: Yes.

T: Me too. Now I’d like to share one of my attending Chinese dinner party experiences with you. Once I was invited to a Chinese dinner party, after entering the hall, I immediately took a seat, but my mother asked me to stand up, she said that I can’t take that seat. I was puzzled, why I can’t take that seat, every seat is for people to take, do you know why?

S: You are a child.

S: There are too many persons.

T: OK, let me tell you the correct answer, because the seat I took was the most important seat, it is for the people who are aged or who are most important. We call this as “table manners”. And do you know some other Chinese table manners?

S: We eat with chopsticks.

T: Yes, it’s impolite to eat with hands. Any more?

S: We stand up when others make a toast.

T: Right. And can we laugh at the table?

S: No.

T: We can’t laugh, we should smile at the table. And how do you usually get the food, can you stand up to get the food?

S: No.

T: Yes, we can’t stand up to get the food, we should wait for others to get the food for us. You’ve known much about Chinese table manners, and how about western table manners, what do you know about it?

S: They eat with knives and forks.

T: Very good. Any more?

S: ----

T: That’s OK, for today we are going to learn a passage about western table manners at a dinner party. Now open your books to page 38 , read the passage quickly and divide the passage into 3 parts, and find out the main idea of each part.

S: The first part is paragraph 1, its main idea is about laying the table and good table manners. The second part is from paragraph2 to paragraph5, it’s mainly about the order of dishes and good table manners. The third part is the last paragraph, it’s mainly about table manners’ changing over the places and times.

T: Very good. Now imagine I’m the general manager of Wenzhou Dynasty Hotel, my company is going to employ a waiter, as a qualified waiter, he or she must know exactly what are the dish order, how to lay the table and so on. Now I’d like to ask one person of each group to come to the blackboard to join the interviewing.

T: The first question, what is the correct dish order?

(Ss wirte the answers on the paper, then I check the answer)

T: How to lay the table?

(Ss put the paper tableware on the paper, then I check the correct answer)

T: Read para1,2 carefully, and decide which of the following behaviors are polite or impolite at a western dinner party .

(P) Use the knife with your right hand.

(P) Put your napkin on your lap.

(I) Start eating as soon as your food is served in front of you

(I) Ask for a second bowl of soup.

(I) Use one’s fingers to clean teeth.

(P) Ladies first.

(Ask Ss to tell their answers, and explain it to the Ss)

StepⅠ.Greetings

Greet the whole class as usual.StepⅡ.Revision

T: In the last period, we learned a passage about western table manners, now I’d like to retell the story together with you, each person say one sentence. Start from me. Knowing some table manners will help us make a good impression.

S: There are two spoons, two knives, two forks, three glasses, one napkin, and two plates on the table.

S: We should use the knife with our right hand, and use the fork with our left hand.

S: Dinner starts with a small dish called starter.

S: When someone is praying we should keep silent.

S: After the starter we will get a soup, but it’s impolite to ask for a second serving.

S: The next dish is the main course.

S: Many westerners think the chicken breast with its tender white flesh is the best part of the bird.

S: We should eat all the food on the plate.

S: During the dinner, we should smile and speak quietly.

S: Westerners usually take only a sip.

StepⅢ Word study

T: Very good, I’m sure you’ve learned the table manners by heart. Now, let’s learn a passage about Chinese table manners. Open your books to page 40, do exercise2.

T: Finished?

S: Yes.

T: OK, let’s check the answers. What should we fill in the first blank?

S: Damp.

T: Right. It means wet. The next one?

S: Custom.

T: Yes. The next one?

S: Dishes.

T: Go on.

S: Noodles

T: Mix means to put different things together

S: Middle.

S: Breast

S: Tender

S: Chopsticks

S: Bones

S: Spoon

S: Spirits

S; Toast

T: It means cheers

Step ⅣSpeaking

T: Well done. In a party, a lot of things may happen, you may take someone else’s glass, or hit someone by chance, then to be polite you should apologize to him. Do you still remember the expressions for making apology?

S: I’ sorry,------

The Forth Period (writing & language study)

Teaching Aims:

1. Learn some negative prefixes to master the word formation rules of changing the meaning of a word to its opposite.

2. Learn to write a thank you letter.

3. Learn more about good manners over the world.

Teaching important points:

1. Master the word formation rules to improve students’ ability to enlarge their vocabulary.

2. Master how to write a thank you letter.

Teaching methods:

1.Practising to learn the word formation rules.

Teaching Procedures:

StepⅠ.Greetings

Greet the whole class as usual.

StepⅡ.Writing

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.

T: Now please read the passage carefully and find out the main idea of each paragraph.

Paragraph 1 Thank the people of what they did for you. Give some details about what you liked.

Paragraph 2 Tell the people something about yourself and the things you are doing now.

Paragraph 3 Ask the people for some details about themselves and what they are doing now. Close the letter by repeating your thanks.

Step Ⅲ Language study

T: It is polite to write a thank you letter to others, but it is impolite to speak loudly in class, right?

S: Yes.

T: Do you find any similarity between “polite” and “impolite”?

S: They both have the word “polite”

T: Yes, “impolite” is made up of “polite” and “im”, and the word “impolite” means what?

S: It means “not polite”.

T: So “im” means what?

S: Not.

T: Quite right. We have the word “formal”, and we also have the word “informal”, what does “informal” mean?

S: It means not formal.

T: “informal” is the compound of “formal” and “in”, so we may guess the meaning of “in”, it also means?

S: Not.

T: Dingchang, do you smoke?

S: No.

T: So, we may say Dingchang is not a smoker. Can we use another word to replace “not”?

S: We can use the word “nonsmoker”.

T: Right. And what does “non” mean?

S: It also means not.

T: We’ve learned the word “usual” and “unusual”, and we know they are opposite words, so we can make sure that “un” means not, right?

S: Yes.

T: “in”, “im”, “non”, “un” all means not, and by adding these prefixes into a word, we will get what kind of new word?

S: We will get a new word, which has the opposite meaning of the former one.

T: Very good, and we call these prefixes as negative prefixes. Now open your books to page40, tell me which of the following words have negative prefixes?

S: “nonstop” “”unfold”, “incorrect”, “unlucky”, “impossible”.

T: Very good, open your books to page 117, and do exercise 2.

(check the answers after a few minutes)

T: In this class, we’ve learned the usages of some negative prefixes. They are “in”, “im”, “un”, and “non”,we can use them to change some words to their opposites. After class please collect more words with negative prefixes. So much for today, see you.

The Fifth Period (grammar)

Teaching Aims:

1. Understand the Restrictive Attributive Clause and the Non-restrictive Attributive Clause.

2. Learn more about attributive clause.

Teaching Important Points:

1. Master the Restrictive Attributive Clause and the Non-restrictive Attributive Clause.

2. Master when to use “which” and when to use “that” in attributive clauses, and the differences between “as” and “which”.

Teaching Difficult Point:

1. How to help students tell the differences between the Restrictive Attributive Clause and the Non-restrictive Attributive Clause.

Teaching Methods:

1. Comparative and inductive methods to tell the differences between the Restrictive Attributive Clause and the Non-restrictive Attributive Clause.

2. Exercise to consolidate the grammatical item.

Teaching Aids:

1. a projector

Teaching Procedures:

StepⅠ.Greetings

Greet the whole class as usual.

StepⅡ.Grammar

( Teacher writes the following two sentences on the Bb: I love my sister who is a nurse. I love my sister, who is a nurse.)

T: Well. Now please look at the sentences on the blackboard, what are these two sentences?

S: They are attributive clause sentences.

T: Right. And what are the differences between them?

S: There is a comma in the first sentence, but there are no commas in the second sentence.

T: Yes. So we may say in writing, we don’t use commas in the first sentence, but commas are used in the second sentence. And who can translate these two sentences?

S: 我爱我的当护士的姐姐.

我爱我的当护士的姐姐.

T: So do you think the meaning of these two sentences are the same?

S: Yes.

T: OK, let me tell you the correct answer, the first sentence means “我爱我的当护士的姐姐”, the second one means “我爱我的姐姐, 她是一个护士”. In the first sentence, she may have several sisters, but which sister does she love?

S: The sister who is a nurse.

T: Yes, the sister she loves should be a nurse. And in the second sentence, she may just get one sister, and she loves her, and also she is a nurse. The attributive clause in the first sentence is essential to the clear understanding of the noun “sister”, but in the second sentence, the attributive clause just gives us useful extra information. It is not a necessary part of the meaning of the noun “sister”. So we call the first sentence as Restrictive Attributive Clause, and the second one as Non-restrictive Attributive Clause.

(show the differences between Restrictive Attributive Clause and Non-restrictive Attributive Clause on the screen)

(explain when to use Non-restrictive Attributive Clause by explain three sentences on the blackboard)

1. 先行词为专有名词或独一无二的名词

2. 名词/数词+of

(do exercise 2 on page 118)

T: Usually “that” and “which” can replace each other in a restrictive attributive clause sentence, but there are some exceptions. Look at the blackboard, and fill in the blanks.

(students’ answers: which that that which that that which which)

T: OK, look at the first sentence, there is “anything” in the sentence, when the antecedent is “anything” or “something” or “nothing”, we must use “that”, so the correct answer should be “that”.

eg. Do you have anything that is important to tell me?

T: There is a word “some” in this sentence, when the antecedent is modified by “all” “some” “any” “no” “not” “every” “each”, we must use “that”.

eg. I have some books that are very good.

T: When the antecedent is modified by the superlative degree of a adjective or a ordinal number, we must use “that”, so we should fill in “that” in the third sentence.

This is the first book that I bought myself.

The biggest bird that I caught is this bird.

T: The next sentence, the antecedent is modified by “the very”, so we should fill in “that”. When the antecedent is modified by “the very”, “the only”, “the last”, “the next”, we must use “that”.

eg. This is the very book that I lost yesterday.

T: When the antecedent has person and object, we should use “that”.

eg. I won’t forget the things and the persons that I saw.

eg. Mary has a book, which is very precious.

eg. This is a house in which lives an old man.eg. That dog which I found in the street belongs to Mary.Fill in the blanks with suitable relative pronouns.

1. This is the only book ____ I got last year.

2. Is this the book in ____ you are interested?

3. This is the largest animal ____ Tom saw in the zoo.

4. Rose still remembers the trees and teachers____ exist (存在)in the mother school.

5. All the desks ____ are bought look really wonderful.

6. Do you have any money ____is used to build the factory?

7. Tom has a toy, ____ was given by his father.

8. This is the second watch ____ my father bought for me.

eg. As we all know, he is a famous scientist.

He is a diligent boy, as is expected.

She has the same book as you have.________everyone knows, it is necessary to build a hospital in this small town.(as/which)

It is necessary to build a hospital in this small town, _________ is clear to us.(as/which)

Our department will hold the meeting,________ is known by us.(as/which)

She got the same expensive pen _________ you have.(as/which)

篇3：人教版高一上英语教案Unit 6 Good manners(人教版高一英语上册教案教学设计)

I. Teaching aims and demands学习目标和要求：

1.topic话题:

1>Learn about good table manners

2>Learn to make apologies

3>Learn to express your gratitude

4>Make a contrast study on table manners in Chinese and Western cultures

5>Be a student with good manners

2.function功能:

Apologising &Expressing thanks 道歉与致谢:

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 this. Thank you. It’s beautiful.

3.vocabulary词汇:

interrupt, apologize/apologise, fault, introduce, apology, forgive, culture, manner(s), impression, toast, behave, napkin, roll, dessert, unfold, lap, damp, cloth, custom, starter, pray, course, breast, flesh, bone, raise, advice, spirit, impolite, mix, wing, extra, childhood, stare, disabled

leave out, stare at, make jokes about sb.

4.grammar语法:

The Attributive Clause (3) 定语从句:

1>能够用英语描述人物、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>能够用英语对特定的人物、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.

5.language usage语言运用

运用所学语言，围绕礼节或用餐礼仪这一话题，完成教材和练习册中的听、说、写的任务；阅读课文 “Table manners at a dinner party” 并联系生活中的实际，书写一篇目短文。

II. Difficult points 难点

III. Main teaching aids教具: A tape-recorder; Multimedia, projector, role cards

Ⅳ. Main teaching methods 教法:

1. The interaction between the teacher and the students, and among the students themselves; Attention to the students’ listening, speaking, reading and writing; and so on.

2. Listening-and–answering activity to help the students go through with the 限listening material.

3. Use both individual work and group or pair work to make every student work and think in class

Ⅴ. Periods: 7-8 periods.

Ⅵ. Teaching procedures 教学过程

Period 1

1. PRESENTATION & REVISION

Talk about the teaching plan for this unit and at the same time tell the students the teaching aims and demands. During this period, do WARMING-UP, LISTENING, SPEAKING.

2. WARMING-UP

Introduction Good manners are basically as set of behaviours that people may reasonably expect. Such expectations exist in various domains of our lives, both in the things we say, and how to express them, and in the ways we socially interact with others. Displaying good behaviour makes a world of difference in the way people regard us. In language that means that saying the right thing at the right moment and being polite are important. The warming up exercise introduces a few short expressions in everyday conversation, which may at first seem very easy. Surely many students will already be somewhat familiar with some of them. However, it should be emphasized that using these expressions is very important in everyday life. They are frequently used in many different situations, and they are all very informal.

Instruction Ask the students to work in pairs. Tell the students to look at the pictures on the right and practise the short conversations, using the phrases in the middle column. These phrases are of course mixed up, so students have to look at the picture, imagine the situation and then have a logical short dialogue.

Answers to the exercise:

1 The first picture shows a student coming into the classroom.

A: Excuse me. Can I come in?

B: Sure. We've already started.

A: I'm sorry. I missed the bus.

B: That's OK. We're on page 47.

2 The second picture shows a student talking to two other people.

A: Excuse me. May I interrupt you for a moment?

B: What is it, Jordan?

A: I'm sorry, Mr. Baker. I put my homework on your desk.

3 The third picture shows a girl with an umbrella and a boy that seems upset in a canteen.

A: Hey. Be careful!

B: Oh, I'm so sorry.

A: That's all right.

4 The fourth picture shows a busy crowd at an airport or railway station. While moving through the crowd somebody gets pushed.

A: Ouch! What are you doing?!

B: I'm terribly sorry.

Extension 1 The exercise can be extended by asking students to describe what they see in each picture. Ask the students to imagine the situation and describe how they would react when something like this happens in China. Are these situations realistic?

Extension 2 Ask students to suggest similar situations in which they might use any of these four short dialogues. Ask students to describe the situation or act it out in class.

3. LISTENING

Introduction The listening exercise further explores the usage of informal and more formal ways of apologising. Friends may use informal language to apologise but if the offense, or as in case of this exercise the loss of something is considered quite serious, a somewhat more formal apology may be required, as well as repeating it.

Instruction Ask the students to close their books and listen to the tape the first time. Then ask them to open their books, and read the exercise, so that they know which information they need to find. Then listen to the tape a second time. After listening, give the students some time to fill in the blanks. Decide whether or not to let the students listen another time. If it seems difficult for the students to grasp what is being said, you may have to play the tape one or two more times.

LISTENING TEXT:

A: Hi, Cliff, I'm here about returning your bike.

B: So, it was you who took it.

A: Yeah, we're friends, so I thought it would be OK.

B: Well, listen here. I want you to ask me first.

A: Oh, I'm sorry. I only used it to get to school because I was late.

B: That's OK. Just ask me next time, will you?

A: Yes, well, there is a bit of a problem.

B: What is it?

A: I really have to apologise. It's about your bike.

B: What is it about my bike? Where is it?

A: That's the problem. I'm really very sorry, but it was stolen while I was at school. B: Stolen? Didn't you lock it?

A: Of course I locked it. Here's the key. But when I came back it was gone. I'm really very sorry. I suppose I should pay for it.

B: Oh, that's all right. I guess it wasn't really your fault, was it?

A: Thanks a lot, Bill. I'm really sorry about the bike.

B: That's OK. Forget it. It was an old bike anyway.

Answers to the exercise:

1 1 Taking the bike without asking. 2 Losing the bike.

2 Oh, I'm sorry.

3 That's OK.

4 I really have to apologise.

5 Oh, that's all right. That's OK. Forget it.

6 I am really sorry about the bike.

4. SPEAKING

Introduction In the speaking exercise it is the turn of the students to practise making apologies. The students are presented with three everyday situations that may all occur at a party. Most of these situations involve quite common, ordinary mistakes, for which there is no need to make elaborate excuses. Saying the right thing at the right moment will do.

To help the students practise a few different expressions, a list of useful expressions is given. Both the apologies and the possible answers are given in descending order of formality, where “Forgive me. I'm very sorry” is quite formal while “Oops. Sorry about that” says the same thing in a very informal, casual way. The appropriate level of formality is determined by the situation, and in fact it would be equally silly to use a very formal apology in an informal setting as it would be to use a very informal apology in a formal situation. To help the students understand, some sample dialogues are provided in this book.

Instruction Tell the students that for the exercise they have to imagine themselves at a party. There are lots of people and all the, chairs are taken or covered with coats or bags while all the tables are full of glasses and snacks. Everybody is in a good mood, so nobody will get angry about anything, but of course people politely talk to each other and make excuses when troubling others. Next, ask the students to work in pairs and consider the following three situations. Ask them to read each situation carefully and make sure that they all understand it. Then ask the students to make up a short dialogue, to solve each specific small problem smoothly and in a polite manner. Possible sample dialogues are given below.

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. Donna, this is Alex.

A: Hi, Mex. Nice to meet you.

Sample Dialogue 2:

A: Are these seats free?

B: No, I'm sorry. My friend is sitting here.

A: That's OK.

Sample Dialogue 3:

A: Oh, was that your glass?

B: As a matter of fact, yes.

A: I'm terribly sorry. Can I offer you something else?

B: That would be nice, thanks. I'll have another Sprite.

Extension Ask the students to continue with other situations which may all take place at parties. A sample dialogue is given below.

Sample Dialogue 4:

A: Oops. Did I do that? Sorry about that.

B: Next time, watch out, will you?

Sample Dialogue 5:

A: Ouch! You are standing on my toes.

B: Oh, I'm terribly sorry about that.

A: Never mind. Just make sure it doesn't happen again.

5. SUMMARY & HOMEWORK

1. Preview the reading text

2. Learn the new words and expressions by heart.

3. Get ready to be examined in the speaking activities.

Period 2

1. PRESENTATION & REVISION

1. Ask some pairs to act out the speaking activities.

2. During this period, do some reading.

2. PRE-READING

Introduction Our social interaction with other people is ruled by manners and conventions, whether we are aware of it or not. Both in formal and informal situations our behaviour is governed by what we know the others will expect us to say and do. Saying nothing or doing just the wrong thing may ruin a situation or at least make people uncomfortable. Even in more fortunate circumstances, misunderstanding rules of politeness or good manners may lead other people to look on you in certain unfavourable ways. Good manners are even more difficult when no language is involved. Because of cultural differences and a lack of knowledge or awareness of differences between cultures, we may say or do things that our foreign friends disapprove of 'or frown upon. Whereas the differences between for example French and German manners are relatively small, the cultural differences between China and most English-speaking countries are so big that Westerners may experience a culture shock when coming to China or other Asian countries. To know more about some Western customs regarding a formal dinner is therefore truly useful.

Up until around the 1950s or 1960s families who considered themselves decent would buy and study guidebooks about etiquette and good manners. Ever since the 1960s the concern for formal manners has decreased. Of course many people still have certain notions about what one is supposed to do and say in certain situations, but most people are fairly relaxed about that. However, in the diplomatic service and on formal occasions, especially formal and business dinners, receptions and other official functions, proper etiquette is still expected. So, managers want to know about good manners, and for this reason books on good manners keep coming out.

Instruction The pre-reading exercise explores Chinese cultural patterns in four different situations. The types of expected behaviour in these situations can be viewed as showing good manners. Most probably all students will be able to describe the expected behaviour. The only difficulty may lie in their ability to express themselves in English. For guidance, please refer to the sample answers below. Of course, these answers are not conclusive. Encourage students to give, more than one answer, elaborate and discuss differences of opinion.

篇4：Unit 6 Good manners 教案

Unit 6 Good manners

Ⅰ. 单元教学目标

技能目标Goals

1. TaLk about good table manners

2. Learn to apologise to people

3. Express your gratitude

4. Understand the Restrictive Attributive Clause and the Non-restrictive Attributive Clause:

The man who greeted me is my teacher.

John, who greeted me, is my teacher.

5. Write a thank-you letter

Ⅱ. 目标语言

功能句式 Apologising && Expressing thanks道歉与致谢

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.

Thank you.

It’s beautiful.

词汇 1. 四会词汇interrupt apologis(z)e fault introduce apology forgive culture manner(s) impression toast behave napkin roll dessert unfold lap damp cloth custom starter pray course breast flesh bone raise advice spirit impolite mix wing extra childhood stare disabled

2. 认读词汇Jordan cliff oops tender fashion formal comma Paula Ellen Andrew Lisa Amy

3. 词组leave out, stare at, make jokes about sb.

4. 重点词汇（略）

结构定语从句（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.

重点句子 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. Having good table manners means knowing, for example, how to use knives and forks, when to drink a toast and how to behave at the table.

4. In China, you sometimes get a hot, damp cloth to clean your face and hands, which, however, is not the custom in western countries.

5. Although good manners always make you look good, you do not need to worry about all these rules while having dinner with friends or family.

6. If it isn’t too cold for you, I would like to invite you to come and visit me in the north of China over the next holiday in January.

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Apologising to people以及Expressing your gratitude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。

1．1 WARMING UP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。

1．2 LISTENING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。

1.3 SPEAKING 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。

1.4 PRE-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。

1.5 READING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。

1.6 POST-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。

1.7 LANGUAGE STUDY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。

1.8 INTEGRATING SKILLS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WARMING UP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INTEGRATING SKILLS的READING整合起来，上一节“泛读课”。

2.5将LANGUAGE STUDY与WORKBOOK中的语法练习题整合在一起，上一节“语法课”。

2.6将INEGRATING SKILLS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）

1st period Warming-up &&Speaking 口语课

2nd period Listening 听力课

3rd period Reading 阅读课

4th period Extensive Reading 泛读课

5th period Language study 语法课

6th period Integrating Skills 写作课

V. 分课时教案

The First Period Warming-up & Speaking

Teaching 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 sure

b. 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 computer

Teaching procedures && ways 教学过程与方式

Step I Revision

1. Greeting

2. Check homework

Show 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 years

ago.

S:... .

Possible answers:

① when/on which

② which/that/ 不填

③ where/in which

④ which/that/不填

Step II Lead in

T: 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 Ⅲ Practice

T: 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 Speaking

T: 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 1

S9: 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 2

S11: Excuse me! Are these seats free?

S12: No, I’m very sorry. My friend is sitting here.

S11: That’s all right.

Situation 3

S13: 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 Discussing

T: 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 .

StepⅥ Homework

Ask Ss to make dialogues with other situations which may all take at the party.

篇5：NSEFC 高一Unit 6 Good manners

What are we going to learn?（目标篇）

1.重点词汇

interrupt apologi(z)se fault introduce apology forgive culture manner(s) impression toast behave napkin roll dessert unfold lap damp cloth custom starter pray course breast flesh bone raise advice spirit impolite mix wing extra childhood stare disabled

2.重点词组

Leave out stare at make jokes about sb

3.交际用语

(1) 道歉与致谢

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.

Thank you. It’s beautiful.

4.语法难点

定语从句（3）

1. 能够用英语描述人物、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. 能够用英语对特定的人物、事件、时间、地点等做补充说明 -- 使用非限制性定语从句：

I spent the whole afternoon with the teacher, which was helpful.

5.话题

1. Learn about good table manners

2. Learn to make apology

3. Learn to express your gratitude

4. Make a contrast study on table manners in Chinese and Western cultures

5. Be a student with good manners

Tell Me More!（背景篇）

American Table Manners

The Role of Manners?

There is not much call for a complete working knowledge of table manners in America today. Many families only gather all at once around the dinner table at holiday feasts, and most restaurants are too casual to require, or even to allow for, more than basic good table manners. If, having dropped, a diner at a bistro were to attempt to practice proper etiquette by signaling a member of the staff to bring a fresh one, he would probably have to do without a napkin at all. Try as he might to make eye contact and indicate the nature of the problem with a subtle wiggle of the eyebrow and downward flicker of the glance, he is likely to succeed only in causing his date to think he is making a play for the server. Although strict good manners forbid placing a used eating utensil back on the table, the server removing a plate on which a fork has quite properly been positioned ”pointing at 11 o'clock“ might just plop that item back where it started, making more of a clatter than if the diner had simply done it herself.

From time to time -- perhaps at an important business dinner, a romantic date at an expensive restaurant, or a first dinner with the family of the person who may be ”the One“ -- it is necessary to display a more sophisticated knowledge of table etiquette. This is not difficult, once you have mastered the basics. Anyone armed with this core knowledge and the ability to adapt smoothly to the situation at hand will be able to handle even the most formal event. The goal is not, after all, to demonstrate utter mastery of the most arcane details of etiquette (which would be quite difficult considering the wide variations of customs in different cultures and from generation to generation), but rather to behave with graciousness and at the table.

Mastering the Basics

Much of the difficulty encountered in learning table manners derives from the struggle to

master the ritual handling of the various tools involved. In order to display the right social veneer, it is necessary to sit at the table with elegant ease and wield the utensils with aplomb. The diner who leaves the napkin folded on his plate until it obstructs the placement of his appetizer plate reveals his lack of training. The dinner party guest who observes with dismay the array of flatware on either side of her plate, need only take the time to learn the simple secret to the plan. There are, of course, a few tips and pitfalls to be aware of, as well as the occasional surprising item you can eat with your hands. Here is a quick guide which will help steer you through even the most formal of occassions.

Table Manners for a Typical Evening Meal

1. Sit - the host will tell you where to sit, or you ask.

2. Wait for others to start eating. Many homes will pray first.

3. Family style meal - food is passed to the right.

4. Try a little of everything - do not take a Lot of anything.

5. If you do not want something, just pass it on; You do not need to say anything. If they ask, say, ”It looks good, but I think I won't have any thank you.“

6. Keep the table and table-cloth as clean as possible. Do not put bones or anything on the table. Things that are not eaten should be put on your plate.

7. Do not spit anything out. If there is something in your mouth that you cannot swallow, quietly put it in your paper napkin and then go on (e.g. bones, seeds, etc.)

8. Do not talk with food in your mouth! Wait until you have swallowed everything before talking.

9. Burping - don't!! It is considered rude.

10. Slurping - don't!! Drinking soup or eating noodles - be quiet.

11. When food is passed to you say, ”Thank You.“

12. When you would like more of some food and it is not right in front of you, say, ”Please pass the green beans.“

13. Do not reach across the table or in front of someone to get something - that is rude. Ask them to pass it to you.

14. If you need to leave the table to go to the bathroom or do something, say, ”Excuse me for a moment, please.“

15. If your hostess wants to serve you but you don't want to eat it, say, ”Thank you. It looks very good, but I'm not quite used to American food yet. Maybe next time, thanks.“

16. Meals are to be slow, pleasant, leisurely times. Enjoy your food, but talk too.

17. Watch how fast others are eating. Try not to be too slow or too fast - keep up with their pace.

18. When you are finished eating, say ”What a delicious meal! Thank you so much.“ Wait for all to be finished before leaving the table.

19. Do not touch your nose, hair or teeth at the table.

20. Toothpicks - are not usually on the table in a home. After the meal, go to the bathroom and clean your teeth if you need to. In restaurants, they are usually at the counter where you pay as you go out. Again, it is best to clean your teeth in the bathroom.

Key Points（知识篇）

1. People who go to a formal Western dinner party for the first time may be surprised by table manners in Western culture.

Quiz

(1) _________ I went to Zhangjiajie, I was shocked by its beauty. I’d say it was the most beautiful place I saw _________.

A. The first time; for the first time B. For the first time; the first time

C. The first time when; at first D. first time; for first time

(2) I thought her nice and honest _________ I met her

A. first time B. for the first time C. the first time D. by the first time

Rules

for the first time: “第一次，首次”，介词短语作时间状语，表示有生以来第一次做某事。例如：

At the age of 20 he left his own village for the first time.他在二十岁时才第一次离开村子。

The old lady traveled by air for the first time. 这位老太太是第一乘飞机旅行。

注意比较：the first time: “首次，第一次”，连接词引导时间状语从句，以突出另一个动作。例如：

The first time he came to Chongqing, he liked the landscape here at once. 他一到重庆就喜欢上了这里的景色。

The first time I met him, I knew we would be friends. 我第一次见到他，就明白我们将成为朋友。2. Knowing them will help you make a good impression.

Quiz

(1) What worried the child most was _________ to visit his mother in the hospital.

A. his not allowing B. his not being allowed

C. his being not allowed D. having not been allowed

(2) While shopping, people sometimes can’t help ___________ into buying something they don’t really need.

A. to persuade B. persuading C. being persuaded D. be persuaded

Rules

1) knowing them在句子中作主语。英语中动词-ing短语可以充当主语、宾语或表语，用法上相当于一个名词，但动词的-ing 形式仍然可以有自己的宾语和状语等成分，knowing them中them就是knowing 的宾语，但整个短语作主语。例如：

Reading good books makes us happy. 读好书使我们觉得幸福。

It is said that walking on the moon is more difficult. 据说在月球上行走更难。

They started working hard to build a new bridge. 为了修一座新桥，他们开始辛勤劳动。

Her job is teaching. 她的工作是教书

2) impression: 印象；感觉；想法

What he said made a deep impression on us. 他说的话给我们留下了深刻印象。

Usually, when we see or talk to a person we have an impression of this person. 当看见一个人或者与一个人交谈的时候，我们通常会对这个人有印象。

I was under the impression that you were coming tomorrow.我以为你明天才来呢。

3. Having good table manners means knowing, for example, how to use knives and forks, when to drink a toast and how to behave at the table.

Quiz

(1) That he meant ______ me means ______ me was his wish.

A. to help; to help B. helping; helping C. to help; helping D. to help; help

(2) I meant ________ her some help, which means ______ her is my wish.

A. giving; helping B. to give; helping C. /; to help D. giving; to help

(3) I ____________ over to help, but was prevented from doing so.

A. had meant coming B. had meant to come C. have meant coming D. have meant to come

Rules

mean: vt. “意味着，意思是；意欲，打算”。表“意味着，意思是”时后面接名词或动词的-ing形式；表“意欲，打算”时后面接不定式。另外mean, hope, plan, expect, intend, suppose, want, think等动词有时用过去完成时表示一个本来打算做而未做，曾经设想而为实现的事。例如：

What does this sentence mean? 这句话是什么意思？

To raise wage means increasing purchasing power. 增加工资意味着增加购买力。

I mean to go, but my father would not allow me to. 我想去，但是我父亲不肯让我去。

We had meant to catch 7:30 train, but we missed it. 我们原想坐7:30的火车，但未及时赶到。

I had hoped to meet the famous singer at the party, but didn’t. 我本指望在聚会上见到那个著名歌手，但未能如愿。

I had thought that he had died at least twenty years ago. 我原以为他至少死了。

4. The knife and fork that are closest to your plate a little bit bigger than the ones beside them.

Rules

1. be close to sth. 离……近

Our house is close to the bus stop. 我们家离汽车站很近。

The two boys are close to each other in height. 这两个孩子差不多高。

2. a little bit: 一点

Won’t you stay just a little bit longer? 你再多呆点时间好吗？

5. In China, you sometimes get a hot, damp cloth to clean your face and hands, which, however, is not the custom in Western countries.

Quiz

(1) Helen is much more kind to her youngest child than to the others, ______, of course, makes the others unhappy.

A. who B. which C. she D. that.

(2) Beijing government puts more than 700 million yuan to increase its green space this year, ________ doubles the money provided last year.

A. as B. while C. that D. which

(3) The Chinese government has decided to develop the west of China, ________, I dare say, will benefit the people there, especially those who are still leading a poor life.

A. what B. whatever C. which D. as

Rules

1）这是一个含有由关系代词which引导的非限制性定语从句的复合句。句中which 代表整个主句的内容。例如：

She was late for school again, which made the teacher angry. 她又迟到了，这使得老师很生气。

The young writer has written quite a few books now, which his teachers and parents didn’t expect. 那位小作家已经写了好几本书了，这是他的老师和家长都没有预料到的。

2）custom: “习惯, 风俗”。可数名词，主要指一个地区或国家许多人共同的习俗，而 habit主要指个人习惯。例如：

It is difficult to get used to another country’s customs.要适应另一个国家的风俗是困难的。

If you visit a place, you should follow the customs there. 如果你参观一个地方，你就应该遵守那里的风俗。

to have habit of smoking during meals有吃饭时吸烟的习惯

to change customs and habits 移风易俗

It is not easy to break off a bad habit. 要改掉一个坏习惯不容易。

It's a good habit to go for a walk after supper. 晚饭后散步是个好习惯。

6. Dinner starts with a small dish, which is often called a starter.

Rules

start with以...开始

The speech starts with a question. 演讲是以一个问题开始的

call: 称为，叫做；命名。call 在表示这些意思时要接复合宾语。例如

Everyone called him a coward.大家都称他是胆小鬼。

Mark Twin was called a writer who understood boys.马克.吐温被称为了解男孩子们的作家。

He called himself an architect.他把他自己叫做建筑师。

They called the baby Helen after their beloved teacher.他们以他们敬爱的老师的名字海伦为他们的婴孩命名

7. Some people pray before they start eating, and other people may keep silent for a moment.

Rules

pray: vi. “祈祷; 祈求”例如：

She prayed silently. 她默默地祈祷。

We're praying for a fine day.我们祈求好天气。

8. The next dish is the main course

Rules

course: n. “一道菜; 过程, 经过, 进程; 路线; 课程” of course “当然” in(during ) the course of “在……期间；在…… 之中” 例如

They had three courses: soup, meat and vegetables, and fruit. 他们有三道菜：汤、肉和蔬菜，还有水果。

the course of discussion 讨论的过程

The ship was blown off course. 那船被吹离航线。

Our school offers different courses. 我们学校开设各种各样的课程。

9. It is polite to finish eating everything on your plate, so don’t take more food than you need.

Quiz

(1) The mother asked her daughter not to delay ________ the paper.

A. handing in B. to hand in C. hand in D. having handed in

(2) He didn’t seem to mind ________ TV while he was trying to study.

A. them to watch B. that they watch C. their watching D. watching

(3) They don’t allow __________in the reading-room.

A. to talk B. talked C. talking D. us talking

Rules

(1) it 在本句中充当形式主语,代表后面的真正主语不定式短语to finish eating everything on your plate。it 作形式主语时，常代表不定式短语、-ing短语或者主语从句。例如：

It is important for the middle school students to learn a foreign language well. 中学生学好一门外语是重要的。

It is difficult for the children to rebuild such a bridge in so short a time. 孩子们在这么短的时间内重建这样一座桥是困难的。

It is no good wasting time here. 在这里浪费时间毫无益处。

It is no use talking to such a person like him. 与他那样的人谈没用。

It is said that Asia Pacific City Summit will be held in Chongqing this October. 据说亚太市长峰会将于十月在重庆召开。

It is hoped that the Chinese team will win more gold medals in Olympic games.人们希望中国队在2008奥运会上取得更多金牌。

(2) finish 之后要用动词-ing形式作宾语。类似的动词还有 advise, allow, avoid, consider, delay, enjoy, excuse, keep, mind, miss, pardon, permit, require, stop, can’t help, give up, leave off, keep on, put off等。例如：

Would you mind opening the window? 你介意把窗户打开吗？

The students keep practicing speaking English.这些学生坚持练习说英语。

I suggest going for a walk every evening. 我建议每天晚上去散步。

10. When drinking to someone’s health, you raise your glasses, but the glasses should not touch.

Quiz

(1) The sun __ _ in the east.

A. raises B. rises C. is raise D. is risen

(2) Our community __ _ money for the victims of the plane accident.

A. is rising B. is raising C. rose D. collecting

Rules

(1) drink to sb/sth.: express good wishes to sb. / sth. by drinking (a toast) 向某人（为某事）祝酒。类似的用法也可用 drink one’s health 或者drink a health to sb “向某人祝酒”。例如：

drink to one’s health ( happiness, prosperity, etc) 为某人健康、幸福、成功等干杯

Let’s drink to the success of your plan. 让我们为你的计划成功干杯。

(2) raise 和rise 的用法区别：raise：vt. “抬高, 举起, 升起, 提高；饲养；筹集, 提出” rise: vi. “升起, 上升；起身；发源” 例如：

He raised his arms above his head. 他把手臂举过头顶。

to raise salaries 提高工资

to raise the rent 提高租金

to raise a family 供养一家人

The students wanted to raise some money to protect the wild animals. 学生们想筹一些钱来保护野生动物。

The student raised a very good question about the importance of security in the big cities. 学生们提出了一个很好的问题，是关于大城市治安问题的重要性的。

The sun rose at seven o'clock. 太阳七点钟升起。

New buildings are rising in the city. 城市里新的高楼大厦不断地被建起来

The river rises every spring. 每年春天河水都要上涨

Prices have risen steadily during the past decade. 过去十年间物价一直在上涨。

He rose to an important position in the company. 他在公司升迁到了一个重要职位。

rose at dawn. 天亮时就起床了

The river Rhine rises in Switzerland. 莱茵河发源于瑞士。

11. Table manners change over time. 餐桌礼貌会随着时间而变迁。

Quiz

They had a pleasant chat ___________ a cup of tea.

A. for B. with C. during D. over

Rules

over: prep. “贯穿，在……期间”。表示时间流逝。例如：

over time: 随着时间的过去

They discussed it over lunch. 他们吃午饭时商议了这件事。

Over the next few days they got to know the town well. 在随后的几天里他们就很了解那座城市了。

Over time, many agricultural techniques have been modernized. 随着时间的推移，许多农业技术实现了现代化。

Why do newspapers turn yellow over time? 随着时间的过去报纸为什么会变黄呢？

How has pollution developed or changed over time? 随着时间的推移污染是怎样发展和变化的。

12. They follow the fashion of the day.

Rules

follow: vt. 跟随, 追随; 沿...而行; 理解, 遵循; 从事; 注视。

The children followed their mother into the room. 孩子们跟着母亲进了房间。

We followed the road to the top of the hill. 我们沿着这条路走到了小山顶。

I didn't follow his line of reasoning. 我不明白他的推理方法。

The soldiers must follow the officer's orders. 士兵们必须执行军官的命令。

Please follow the instructions on the packet when you take the drug. 吃药时请按照包装上的说明去服用。

Will you follow my advice? 你会听我的忠告吗？

He follows the trade of baker. 他从事烤面包行业。

We shall follow closely the latest advance of the subject in the world. 我们将密切注意世界上这一课题的最新进展。

as follows 如下

The results are as follows... 结果如下…

13. Besides, table manners are only important at formal dinner parties.

Rules

besides: adv. 此外prep. 除...之外

I don't want to come out now, and besides, I must work. 我现在不想出去，而且我还得工作。

Besides English, he has to study German. 除了英语, 他还要学德语。

Besides milk and cheese, we need vegetables. 除了牛奶和干酪外，我们还需要蔬菜。

besides 和except都含“除...外”的意思。besides指“除...外, 另外还有”, 着重“另外还有”。如:

I have five other books besides this. 除这本以外, 我还有五本别的书。

except的含意是“从整体里减去一部分”, 因为“所说的道理或事实不能适用于那部分”, 着重于“排除在外”, 如:

We all went there except Xiao Li. 除了小李以外, 我们都到那儿去了。

14. Although good manners always make you look good, you do not need to worry about all these rules while having dinners with your friends or family.

Rules

make: “使……做某事; 使……成为；使……怎样” 常用下列结构：

a. make sb. + do sth.: 表示“使某人做某事”，做宾语补足语的不定式不能带to。但是如果make 用于被动语态则要在不定式前恢复to。例如：

Can you make the horse go? 你能赶走这匹马吗?

My parents make me get up early in the morning. 早上家长让我们早起。

We were made to work all night. 我们被迫工作了整整一夜。

b. make sb. / sth. + 名词: 表示“使某人某物作为……”。

We made her our group leader. 我们让她当我们组长。

They made him chairman of the committee.他们推举他为委员会主席。

c. make sb. /sth. + 形容词: 表示“使某人或某物怎样”。例如：

The news made her happy. 这消息使他高兴。

His words will make her angry. 他的话会使他生气。

d. make sb. /sth. +过去分词: 表示“使某人或某物被知道、懂得、听清等”。这种结构中的sb.或sth. 为过去分词动作的承受者。例如：

Can you make yourself understood in English? 你说英语别人听得懂吗？

You’d better make your plan known. 你最好让你的计划为人所知。

e. make it +形容词+ that 从句: 这一结构中it 是形式宾语，代替后面的that从举。例如：

I have made it clear that we’ll make up for the lost time. 我已经说得很明白，我们将把失去的时间补回来。

f. make it +形容词+不定式: 这一结构中it 是形式宾语，代替后面的不定式。例如：

The fine weather makes it possible for us to go out. 好天气使我们外出成为可能。

The heavy rain makes it difficult for them to finish the work on time. 大雨使他们很难按时完成工作。

15. 定语从句（3）

Quiz

(1) The famous basketball star, ________ tried to make a comeback, attracted a lot of attention.

A. where B. when C. which D. who

(2) Dorothy was always speaking highly of her role in the play, ________, of course, made the others unhappy.

A. who B. which C. this D. what

(3) Carol said the work would be down by October, _________ personally I doubt very much.

A. it B. that C. when D. which

(4) __________ is known to everybody, the moon travels round the earth once every month.

A. It B. As C. That D. What

(5) These houses are sold at such a low price ________ people expected.

A. like B. as C. that D. which

(6) ___________ is mentioned above, the number of the students in senior high schools is increasing.

A. Which B. As C. That D. It

(7) Recently I bought an ancient Chinese vase, __________ was very reasonable.

A. which price B. the price of which C. its price D. the price of whose

(8) York, ___________ last year, is a nice old city.

A. that I visited B. which I visited C. where I visited D. in which I visited

(9) In each house there is a family group of men, ________ are related to each other.

A. all who B. all C. of whom D. all of whom

(10) Such things __________ you described are rare now.

A. as B. who C. that D. which

Rules

1. 限制性定语从句和非限制性定语从句

英语中定语从句分为限制性定语从句和非限制性定语从句。限制性定语从句对先行词起限定和确定作用，是句子不可缺少的修饰成分，如果去掉，主句的意思就不完整或失去意义，这种从句与主句的关系十分密切，书写时不能用逗号分开。非限制性定语从句是对先行词起补充说明作用，如果去掉，主句的意思仍然清楚，主句也能独立表意，这种从句与主句的关系比较松散，从句和主句之间常用逗号分开。试比较两种从句的不同之处。

A plane is a machine that can fly. (限制性定语从句)

The plane, which we took from Chongqing to Hainan, was bought from the USA. (非限制性定语从句)

2. 非限制性定语从句常用于下列场合

（1）先行词为独一无二的事物。例如：

Our school has a library, which was built ten years ago. 我们学校有一个图书馆，那是十年前修的。（暗示我们学校只有一个图书馆。）试比较：

Our school has a library which was built ten years ago. 我们学校有一个十年前修的图书馆。(暗示我们学校可能还有其它图书馆。)

（2）先行词为专有名词。此时先行词已经具有特殊性，不需要再限定。例如：

Chongqing, which is developing rapidly, is sure to be more attractive than before. 重庆肯定比以前更具有吸引力了，这个城市发展得很快。

The Great Wall, which is called in Chinese “Ten-Thousand Li Great Wall”, is actually more

than 6, 000 kilometers long. 长城实际上有六千多公里长，在中国它被叫做“万里长城”。

（3）先行词被指示代词或人称代词所修饰时。例如：

This is her dictionary, which was given her as a birthday present. 这是她的词典，是作为生日礼物送给她的。

Please give this letter to that man, who is talking to your father. 请把这封信交给那个人，他在和你的爸爸说话。

（4）当先行词是整个主句时。例如：

He was late for school again, which made his teacher angry. 他上学又迟到了，这让老师很生气。

He won the first prize, as everyone expected. 正如大家所料，他得了一等奖。

（5）说明先行词的部分情况时。例如：

The old lady, all of whose children had been killed in the war, was given help by the local government. 那位老太太受到了当地政府的帮助，她的全部孩子都在战争中死了。

Recently my father bought a Chinese painting, the price of which was very reasonable. 最近我爸爸买了一幅中国画，价格很合理。

3. 非限制性定语从句中关系词的使用

和限制性定语从句一样，非限制性定语从句也要由关系代词或关系副词引导。关系代词who, whom, whose, which ,as (在非限制性定语从句中不能使用that)在从句中充当主语或宾语，关系副词when, where在从句中充当状语。

(1) 先行词是人时，关系代词作主语用who，作宾语用whom。例如：

This morning I met with Mr Smith, who gave us a talk about the education system in the USA last year. 今天上午我碰到史密斯先生了，他去年给我们做了一个关于美国教育体制的报告。

Miss Howe, whom you met at the airport, is from America. 豪小姐是美国人，你在机场见过她。

（2）先行词是物时，用关系代词which在从句中做主语或者宾语。例如：

Yesterday we visited a car factory, which was built last year. 昨天我们参观了一家汽车制造厂，那家厂是去年建的。

The city, which I visited when I was a child, has changed greatly. 这座城市变化很大，我是小孩的时候来过。

(3) 不管是先行词人或者物，要表示其某一方面的情况时用关系代词whose做定语。例如：

The children often go to help Granny Chen, whose children were killed in the war. 孩子们常常去帮助陈奶奶，她的孩子在战争中死了。

A sheep is a useful animal, whose wool has many uses. 羊是一种有用的动物，它的毛有许多用途。

（4）在介词之后用which, whom 的情况。例如：

I have many friends, some of whom are artists. 我有很多朋友，其中一些是艺术家。

In that supermarket on sale is a new type of computer, the low price of which makes it attractive to the students from poor family. 那家超市有一种新型电脑在打特价，其低廉的价格对家庭收入不高的学生很有吸引力。

(5) 当整个主句做先行词时，用关系代词which或as。which引导的非限制性定语从句只能放在主句的后面，as引导的非限制性定语从句既可在主句前也可在主句后。但是as有“正如”的意思。例如：

He didn’t attend the lecture, which made us all unhappy. 他没有出席这次演讲，这使我们都不高兴。

As we know (as is known to all), English is widely used. 众所周知，英语运用得非常广泛。

She has been late again, as was expected. 正如所预料的一样，她又迟到了。

（6）当关系词在非限制性定语从句中充当状语时，表时间用when,表地点用where。例如：

His grandfather was born in 1949, when the People’s Republic of China was founded. 他的祖父出生于1949年，那年中华人民共和国成立。

We will be shown around the city: schools, museums, and some other places, where other visitors seldom go. 我们将被带去参观这个城市的学校，博物馆和一些其它地方，都是别的游客很少去的。

Just Read! （拓展篇）

What ARE Good Manners?

by Susan Dunn

Interesting question, isn't it? In the Age of Rudeness, we may be losing touch with what

etiquette and good manners are all about. In fact there may be those among us who haven't experienced it. According to a recent survey, more than 50% of Americans are concerned about the growing rudeness in the U. S.

We assault each other more all the time with upsetting noises, sights, sounds, smells, and attitude. It's getting to where we need to protect ourselves from one another! Maybe it's getting a little too wild out there.

Good manners are, first of all, civilized behavior. That's as opposed to wild behavior. ”He acts like he was raised in a barnyard,“ my mother would say, about some hapless boy who pulled up in front of my house for a date and just sat in the car and honked.

Whether that was a particular rule in your household, or culture, all cultures have ”rules“ and they are learned, not innate. It Italy it's good manners for a man to greet another man with an embrace and a kiss on each cheek. Not so in South Texas, where men stand 3 feet apart and at 90 degree angles to converse with one another.

All cultures have rules and if you violate them, you'll be excluded. Excluded from what? Well, what we all want more of now - to be where the polite and pleasant people are. Yes?

Emily Post, the Diva of Etiquette, by virtue of her book of the same name, ”Etiquette“ ( www.bartleby.com/95/7.html ) defined this certain set of people as ”Best Society.“

”Best Society,“ she wrote, ”is not confined to any one place or group, but might be better described as an unlimited brotherhood which spreads over the entire surface of the globe, the members of which are invariably people of cultivation and worldly knowledge, who have not only perfect manners but a perfect manner.“

”Cultivated,“ you see, as opposed to ”wild“ or ”weed-ridden“ or ”out of control“.

”Manners“ she says, ”are made up of trivialities of deportment which can be easily learned if one does not happen to know them.“ ”Manner,“ on the other hand, ”is personality - the outward manifestation of one's innate character and attitude toward life.“

Manners must be really ingrained; a matter of who you are, not how you are. The attitude must be without thinking, but the particulars require great thought. It's always easier to revert to the feral state. Ask the cat!

Miss Post suggests that once we've learned it, etiquette becomes - to those of the Best Society - ”a matter of instinct rather than of conscious obedience.“

There are those among us who still blurt out ”thank you,“ ”you're welcome,“ ”excuse me,“ and ”May I?“ But there are a lot more among us who don't!

Good manners and etiquette are based on a concept that's somewhat in disfavor today - being selfless. ”Unconsciousness of self,“ says Miss Post, ”is the mental ability to extinguish all thought of one's self - exactly as one turns out the light. Hmmm. You mean put the other fellow first occasionally? Now there's a novel idea.

And so “one” - that would be you and I - one does not burp because it feels good, acting as if no one else was there; or elbow through the queue, because WE are in a hurry and WE matter most; or talk about our sex lives on cell phones in restaurants as if others would find it interesting; or shout profanity and throw tantrums because we're entitled to our anger, to indulge it and to “let it all hang out,” as if it didn't stress the listener as much as it stresses us. (Second-hand hostility is as dangerous to our health as second-hand smoke!)

No, in fact manners is about letting it all hang IN. Keeping some things inside, quiet, and to oneself, turning down the volume, slowing down the pace, out of consideration for the other. Allowing the other person some comfort, some space, some peace.

“A bore,” says Miss Post, “is said to be 'one who talks about himself when you want to talk about yourself!' which is superficially true enough,” she adds, “but a bore might more accurately be described as one who is interested in what does not interest you, and insists that you share his enthusiasm, in spite of your disinclination.”

Boring others, then, is an act of rudeness (and one of my least favorites), because there is no thought given to the interests or comfort of the other.

“Nearly all the faults or mistakes in conversation,” says Miss Post, “are caused by not thinking.” Ah hah! Or by thinking only of oneself.

“A first rule for behavior in society,” she continues, “is: 'Try to do and say those things only which will be agreeable to others.”

How far away from this we have gotten!

So, to have good manners we must learn the actions - the “trivialities of deportment” - and then stop and think when we're with others. Then we can avoid being tactless. “.[Y] ou must not talk about the unattractiveness of old age to the elderly, about the joys of dancing and skating to the lame, or about the advantages of ancestry to the self-made,” says Miss Post.

Avoiding being rude, has a lot to do with Emotional Intelligence which, like good manners, can be learned. EQ requires self-awareness and empathy - the ability to understand how your behavior affects others (and their feelings). It requires a strong interface between emotions and thinking.

Blurting out the first thing on your mind (“What an ugly dress!) is rarely the tactful thing to do. To be considerate of others takes Intentionality - intending to treat others well, and exercising the self-discipline to do it. You might lower your voice, you know, steer the subject away from unpleasant things, cover your mouth when you cough ..

It's easier to be rude. If you don't believe this, watch two children at play. They will revert to the lowest level. It's easier to scream, stomp, grab, jabber, be messy and disorderly, and scratch where and when it itches, than to stop and think about what you're doing, take others into consideration, and act accordingly.

It's harder to be polite. Of course you'd rather boom your boom box and enjoy your music regardless of others; have a tantrum when you've been angered; turn the lights on when you come to bed though your spouse is sound asleep; ignore the customer because it's all such a chore, you know, working; or perhaps even hit someone who annoys you. These are the easiest things to do, and the most mindlessly satisfying, because you can indulge yourself with no thought for others.

But what happens when everyone behaves that way? Then we have a rudeness epidemic. And how will we change that? One person at a time! As Mother Teresa said, when the house is dirty don't complain or call a committee, pick up a broom and start sweeping.

Have Fun! （趣味篇）

Don't eat one of those

Cassie was taking two of her grandsons on their very first train ride from Dayton, Ohio to Washington, DC.

A vendor came down the corridor selling Pop Rocks, something neither had ever seen before. Cassie bought each one a bag.

The first one eagerly tore open the bag and popped one into his mouth just as the train went into a tunnel. When the train emerged from the tunnel, he looked across to his brother and said: 'I wouldn't eat that if I were you.'

'Why not?' replied the curious brother

'I took one bite and went blind for half a minute.'

Answers to quiz

1. (1) A (2) C

2. (1) B (2) C

3. (1) C (2) B (3) B

5. (1) B (2) D (3) C

9. (1) A (2) C (3) C

10. (1) B (2) B

11. D

15. (1) D (2) B (3) D (4) B (5) B (6) B (7) B (8) B (9) D (10) A

篇6：unit 6 Good manner(人教版高一英语上册教案教学设计)

01英本（2）班蔡少芹 01031210

Period 1 Warming Up & Speaking

Step 1 Warming Up

Activity1. Talking about the good/bad manners

. T: Today we are going to learn a new unit,unit6 Good manners. And what does good manners mean? Who can tell us?

S : Polite.

T: Yes. It means “being polite, polite ways of talking and doing things.” And what is the opposite of good manners?

S: Rude, bad manners.

T: Yes. Now ,do you like people with good manners or bad manners?

S: Good manners.

T: Yes, of course. All of us like people with good manners. Now, let’s look at some pictures on the screen. Can you tell us which behavior is good manners and which behavior is bad manners?

( Show 5 pictures on the screen )

T: Is it good manners?

S: No.

T: Yes. It is bad manners to spit. What about the second picture? It is good manners?

----

(explain the rest 4 pictures as above)

T: In our daily life, there are many bad or good manners. Now ,can you give us other examples in our daily life. Please write down two things. You can discuss with your partner. Please use the structure “ It is good/ bad manners to …” or “It is polite / impolite to …”. Are you clear?

(on the screen : It is good/ bad manners to …

It is polite / impolite to … )

Activity2. Talking about the 4 pictures on Page 36

T: Ok, we know it’s very important to be good manners. And there are many ways to be good manners. Can you give me some examples?

T: Such as help others, offer the seats to the old.

T: Yes. Anything else? Thanking others and making apologies to others are also good manners. Do you know how to be good manners in the following situation? S1, suppose, I borrowed your pen yesterday. But I lost it last night. What should I say to you now?

S : Sorry.

T: Yes. I must apologize to you and say sorry to you. What does apologize mean?

(Bb: apologize v. apologize to sb. for sth.

apology n. make an apology to sb. for sth.)

T: We know making an apology is a way of being good manners. Now ,please open your book turn to Page36. There are four dialogues, please complete the dialogues with the using the expressions in the second column. Are you clear?

(2 minutes later)

T: Ok, let’s read the first dialogue together. Do you know the relation between the two persons?

S: A teacher and a student.

T: What happened to the student?

S: He was late for school.

T: Yes. So he made an apology to his teacher. Now ,let’s look at the second dialogue.

(explain dialogue2,3,4 as above)

Activity3. Asking Ss to act out the four pictures to the blackboard

T: Now do you understand the four dialogues? Did you see the Romeo and Juliet last Friday?

S: No.

T; What a pity. It was very wonderful. They are real actors and actresses. Do you want to be actors and actresses? Ok ,today I will give you the chance. Now I want some Ss to act out the four pictures to the blackboard. You can use your own words or the expressions from the book, you also can add some actions. Ok ,the first group do the first pictures. Group two, picture two. Group three, picture three. Group four, picture four.

Activity4. Three steps in a dialogue about an apology.

T: Do you how many steps in a dialogue about an apology?

Ss:

T: we usually say there are three steps in a dialogue about an apology.

( on the screen: Three steps: 1.make apologies

2.make excuses

3.accept the apologies)

T: Ok when we make apologies to others what usually say?

Ss: I am sorry. I’m terribly sorry.

T: Anything else?

T: We say accepting the apologies also is good manners. When we accept the apologies, what should us say?

S: It doesn’t matter. No problem.

T: Anything else? Ok ,now I show you some useful expressions how to make and accept the apologies.

(on the screen: Useful expressions

Ways of making apologies Possible answers

Forgive me. I’m very sorry. Oh, that’s all right.

I apologize for… Oh, well, that’s life.

I’m sorry. I didn’t mean to… It’s OK.

Oops, Sorry about that. No problem.

T: Please read it by yourselves.

Step 2: Speaking

Activity1. making a dialogue with a student

T: Ok ,now let’s practice how to make and accept the apologies. Look at the screen, there is a situation.

(on the screen: Many people are drinking at the party and there are many cups on the table. You take the wrong one. What will you say and what will you do? )

T: Ok, this is my cup (show a real cup ), but someone took it by mistake. Now, I’m looking for it.

T: S2, suppose you took my cup. Ok? Let’s make a dialogue.

T: Hey, What are you doing? That’s my cup.

S2: I’m very sorry. I’m a blind. I can’t see it.

T: It doesn’t matter. Please be careful next time.

S2: Thank you.

Activity2 asking Ss to make dialogues

T: Ok ,class. Do you know how to make a dialogue now. please look at the following two situations, then you can choose one of them to make a dialogue.

(on the screen:

Situation 1

It is raining heavily outside, and you take Jane’s umbrella which looks the same as yours. As a result, Jane has to wait for a long time.

Situation 2

You borrowed some money from your friend last Sunday, and you promised to return it to your friend today. But you still have no money.)

Step 3 Discussion: How to be a student with good manners

T: Just now, we have learned some good manners. Do you want to be a student with good manners?

Ss: Yes.

T: But do you know how to be a student with good manners? Ok , now let’s discuss it. Please discuss it in a group of four, and then I ask a reporter of each group to speak out your opinions. Are you clear?

Step 4 Summary and Homework

Activity1, Summary

T: Today we have learned some good manners, such as how to make apologies and how to accept the apologies. Please remember to use them after class. It will help you to be a student with good manners.

Activity2 Homework

1.Review the expressions

2.Preview the Listening & Integrating Skills

3.Page 117 ,Exercise 4

Period 2 Listening & Integrating Skills

Step 1 pre-listening

T: In the last period, we have learned how to make apologize and how to accept the apologies. Did you practice it after class?

Ss: Yes.

T: We know it is important, because it can help us to be a person with good manners. Last night, my friend, Bill asked me how to make apologies. Because he had to make apologies to his friend, Cliff. I wanted to know what had happened to them. Do you also want to know?

Ss: yes.

Step 2 listening

T: Ok, now, let’s listening to the tape, and then answer the question: What are the problems that Bill and Cliff talk about? When you are listening, please make some notes. Are you clear?

(listen for once )

T: Ok, now let’s check the answers …

T: Ok. Just now, we have learned there are some trouble between Bill and Cliff.

Do you want to know how Bill to make apologies to Cliff and how Cliff to accept Bill’s apologies? Ok ,open your book and turn to page 37. let’s listen to the tape again then finish the questions on the book. Are you clear?

(listen for twice)

T: Question 4 and question 6 , we have different answers for them. Let’s listen to the tape for these two questions.

(just listen these two questions for the third time )

step 3 post-listening

T: How many steps in a dialogue about apology? Do you still remember?

Ss: Three.

T: what are they?

Ss : Make apologies, make excuses and accept apologies.

T: Yes. Look at the dialogue between Bill and Cliff. Then answer the questions.

(screen :

What does Bill say to apologize for taking the bike without telling Cliff?

make apologies _______

make excuses ________

What does Cliff say?

accept apologies __________ )

step 4 pre-writing

T: Bill was very sad to lost Cliff’s bike. Now, I want to tell him a piece of good news. Because I have found Cliff’s bike. Suppose I found Cliff’s bike, what should Bill say to me?

Ss: Thank you.

T: Yes. He will express gratitude to me.

(Bb: express gratitude )

T: In which situations, we will express gratitudes to others?

Ss: When someone helps you. Or you receive a present. And when others speak highly of you.

T: Yes. And how do you express gratitudes to others?

Ss:

T: You can say thanks to your friends directly. If your frienfs live in another city, what should you do?

Ss: Make a thank-you call, write a letter or send an E-mail.

T: Yes. There are so many ways to express gratitudes.

(screen: the stituations the ways

help … directly

receive presents make a call

speak highly of … write a letter

… send an E-mail

… )

Step 5 writing

Acticity1: Read a sample letter and find out the three paragraphs’ main ideas.

T: We know write a thank-you letter is one of the ways to express gratitudes. Do you know how to write a thank-you letter?

Ss: No.

T: Ok. It doesn’t matter. Please turn your book to Page41. Now, let’s read Amy Zhang’s letter to her friends, Sam and Jenny. Please read it quickly, then find out the main idea of each paragraph.

Ar you clear?

Ss:

(3minutes later, ask three Ss to answer. And explain the passage paragraph by paragraph.)

T:Learning from Amy Zhang’s letter, we know a thank-you does not need to be long Usually yhree paragraphs will be fine. Now, please write down in your own words what each paragraph is about? Are you clear? You can discuss wiyh your partner.

(screen : Para.1 ________________________

Para.2 ________________________

Para.3 ________________________ )

(1 minute later, ask Ss to answer.)

Acticity2. Do a practice.

T: Now, we have known what to write for each paragraph. Ok. Let’s pracitse writing the first paragraph. Do you know how to write?

Ss:

T: First you must write down who you want to thanks to. Then the reason why you thanks for.

(Bb: Who

Why )

T: Are you clear now?

Ss:

T: Ok, I show you two examples. Please look at the screen.

(screen: Eg1: Thank you for helping me. Without your help, I can’t finish the work on time.

Eg2: Liu Xiang won the first prize in men’s 110-hurdle race. Our Chinese people thank him for winning honor for our country.)

T: Please write two sentences in your own words. I will give you four minutes.

Are you clear?

Ss:

(five minutes later, ask 3 ss to read out their sentences.)

Acticity3: Show myself letter and explain the form of the letter.

T: Well done. Please look at Page42, exerise2. There are four topics, please choose one of them to write a thank-you letter. Do you understand?

Ss:

T: Ok. Now, I show you a letter written by me.

(show the letter on the screen)

T: Please read the letter together.

(Read together)

T: Are you clear how to write a thank-you letter now?

Ss;

T: when you write a letter, please pay attention to the form of the letter. Where to write the date, where to write the name and so on. Do you remember?

Ss:

Step 6 Summary and Homework

Activity1, Summary

T: Today we still have learn how to make and accept the apologie.And also have learned how to express gratitude. On of the ways is to write a thank-you letter. And we have learned how to write.

Activity2 Homework 1. Write a thank-you letter.

2. Preview the Reading.

3.同步练习。

Period 3 Reading

Step1, pre- reading

T: Today I’m very happy. Do you know why? Can you guess it?

Ss:

T:Ok. Let me share you with my happiness. Please look at here. What’s this?

Ss:请柬

T: Yes. It’s an invitation. One of my friends ask me to a dinner party. But now I’m a little nervous. Why? Because the dinner party is very important. If I want to make a good impression on others, what should I have to pay attention to?

(Bb: make a good impression on sb. )

T: Can you give me some advice?

Ss:

T: For example, when I’m eating, what should I have to pay attention to? Should I eat fast?

Ss: No.

T: Should I eat much?

Ss: No.

T: Yes. I cann’t eat too fast and too much.. What about when others drink to me?

Ss:

( ask several ss to give their opinions)

T: Thank you for giving me so much advice. Look at the screen, there are some advice given by my mother.

(screen: 1, Don’t eat too much and too fast;

2, Try to talk to people sitting beside you and smile;

3, Stand up when others make a toast ;

4, Finish the drink at once;

5, Don’t stand up to get the food , wait for others to get the food for you;

6, Don’t ask for more even if you are not full. )

T:If I take yous and my mother’s advice, I think I will make a good impression on others. And I will have a good dinner. Do you think so?

Ss:

T: Now, we have known the good manners in the Chinese dinner party. Do you want to know the good manners in a western countries’ dinner party?

Ss: Yes.

T: Ok. There are some behaviors in a western countries’ dinner party. Do you know which one is polite and which one is 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 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. )

Ss:

T: Ok. Are you familiar with them?

Ss: No.

Step2 Reading

Activity1 fast reading

T: You are not familiar with them. I’m not familiar with them., either. But, it doesn’t matter. Now, I take you to a western dinner party. Please open your book turn to page 38. today we will learn a new text, Table Manners at a Dinner Party. Please read the text quickly, then find out the answers to the above questions. Are you clear?

Ss; Yes.

T: Ok, let’s start.

(ask Ss to answer the questions one by one. Then explain the behaviors)

Activity2 careful reading

T: Ok, look at screen. There are two dinner tables.

(show two pictures of the dinner table )

T: Can you tell me which one is for Chinese dinner party and which one is for the Western dinner party?

Ss:

T: How do you know it ?

Ss:餐具不同

T: Yes. The dishware is different. What do Chinese use for eating?

Ss: Chinese use chopsticks, bowl, and plate.

T: What about the Westerners?

Ss: They use knife, fork ,spoon and so on.

T: Yes. We can see the things on the Western dinner table are more than those on Chinese dinner table. They have so many things. Do you want to know how many things on the Western dinner table?

Ss: Yes.

T: Ok. Listen to the first paragraph and find out the number of the things on the table.?

(screen: 1._____napkin

2._____small bread roll

3._____glasses

4._____spoons

5._____knives

6._____folks )

(listen to the tape for Para.1.then ask Ss to answer the questions)

T: There are so many things on the table. Do you know how to lay the things on the table?

Ss:

T :Look at the screen. I have given you the places, please put the tableware in the right places. You can discuss with your partner.

(explain it on the screen for 3 minutes )

If you are a waiter, could you tell us the order of your dishes?

(screen: dessert main course starter soup )

T: Please read Para2-3 carefully and answer the questions. Let’s start.

(2 minutes later, ask one student to answer)

T: The dishes are very nice. I show you more pictures about the dishes.

(show some pictures on the screen.)

T: For the start, which pair of knife and fork is used, the big ones or the small ones?

Ss: The small ones.

T: Do you know hoe to use them? Please look at the picture on the screen. It tells you how to use.

(Show the picture on the screen)

T; When we have the soup , which spoon do we use, the big one or the small one?

Ss: The big one.

T: Yes. And we use the small spoon to do what?

Ss; Have the dessert.

T: Yes. During the meal, we have so many delicious dishes. But what a pity, today we only just see them in the picture.. if you have the chance, you can enjoy the dishes at the restaurant.

T: Ok. Please don’t to be so excited now. You are too noisy now. When you have dinner, are you noisy, too?

Ss: No.

T: Ok, when we want to speak at table, what should we do?

Ss:

T: Ok. Please read Para4-5 carefully and answer the questions on the screen.

(screen: 1. When you are at table, what should you do? 2. What is the different custom of toasting between China and western countries? )

( 2 minutes later, ask Ss to answer)

T: Do you know what’s soft drink?

Ss:

T: Can you give me some examples?

Ss: Drinks.

T: Yes. Such as cacocalo, red wine , white wind and so on. When we make a toast, what should we do?

Ss:

T: Yes. It is different from us. Now please read the last paragraph together, then answer the questions.

(screen: 1.Do table manners change over time? What can you do if you are not sure what to do? )

( after reading ,ask a student to answer)

T: What does the host mean?

Ss:

T: What about the word formal? Can you tell me its meaning?

Ss:

T: If you have dinner with your friends or family, do you have to worry about the table’s rules?

Ss: No.

T: Why?

Ss; Because it is not a formal one.

T: Yes.

Step 3 Discussion

T: Now, we have known some good manners at the Western dinner party. Suppose a friend from America named Jack invites you to have a dinner at his home at 7:00 pm. What will you do if you want to leave a good impression?

Ss:

T: Ok. Let’s have a discussion . Please discuss it in group of four

Step 4 Homework

1. Try to find out the useful expressions in the text .

2. Page 40, Exercise 2.

3. 同步练习

Period 4 Language points & Word Study

Step1 Review

T: In the last period, we learned the table manners at the Western dinner party. Do you still remember?

Ss: Yes.

T: Ok. Now I want to ask a student to retell the next. I show you the key words on the screen. How to use… spoons… knife & fork… bigger… napkin…Starts with… pray… right hand… left… bowl of soup…Main course… fingers… finish eating…Speak quietly… not laugh…Soft drinks… health…never to drink too much…Change over time… formal… not sure… follow… )

(ask a student to retell )

Step 2. Language pointsKnowing them will help you make a good impression.”

(screen: Knowing them will help you make a good impression.1). Knowing them 是一个动名次短语，在句子中作主语。动名词在句子中相当于一个名词，可以在句子中作主语.宾语.定语和表语。

Reading aloud is very important in learning English. 作主语

Seeing is believing. 作主语和表语

They suggested going to the zoo tomorrow. 作宾语

His hobby is collecting stamps. 作表语

The factory built a swimming pool last spring. 作定语

2). Impression “印象，感觉”The first impression is very important.

make / leave a good /bad /poor impression on sb.给某人留下好/坏/差的印象

The book left / made a deep impression on him.)

T: Let’s look at the next sentence.

(screen: mean doing sth 意味着做某事…… mean to do sth 打算，计划做某事I mean to go, but my father would not allow me to.

我想去，但是我父亲不肯让我去。

To raise wage means increasing purchasing power.

赠加工资意味着增加购买力。

Eg: The bad weather meant ______ the plane for 4 hours.

A. delaying B. delayed C. to delay D. having delayed )

T: In the sentence “ In China, you sometimes get a hot, damp cloth to clean your face and hands, which, however, is not the custom in western countries.” What does the word which refer to?

Ss:

T: Yes. It refers the sentence before it.

T: Ok,let’s look the second paragraph. In the sentence “ Dinner starts with a small dish, which is often called a starter.” What does the word which refer to?

Ss: A small dish.

T: Yes. Please look at the screen.

(screen: Dinner starts with a small dish ,which is often called a starter. 正餐常以一道小菜开始，这道菜常称为开胃菜。start with =begin with : 以..….开始

end up with : 以..….结束

which 引导的句子为非限定性定从，先行词为 a small dish)

T: Let’s move to the third paragraph.

( It is polite to finish eating…When drinking to someone’s health, you raise your glasses, but the glasses should not touch.

When (you are ) drinking to someone’s health, you raise your glasses, but the glasses should not touch.如果when从句的主语与主句主语相同，谓语又是be动词，从句主语和be可以省略：当when从句主语与主句主语相同时，用when加分词可以替代状语从句。Eg: When（you are）in trouble, ask her for help.

When（I was）sleeping, I never heard a thing.raise vt. lower vt.to lift, push , or move upwardsPlease raise your hand.

She raised the window and let in the fresh air.

He raised his voice. rise vi. set / fallEveryone knows that the sun rises in the east.

After the terrible flood the water level in the river ______by 50 centimeters.

A. rises B. raises C.is rose D.is raisedWhen drinking to someone’s heath , … 为某人健康祝酒时，……drink to : 为 ……祝酒，为 ……干杯

eg : Let’s drink to the bride and groom . 为新郎新娘祝酒。

让我们为我们两国人民之间的友谊干杯!

Let’s drink to the friendship between our two countries! )

T: Ok. Let’s look at the last paragraph.

(screen: Table manners change over time . They follow the fashion of the day.

餐桌礼仪会随时间而改变。随时尚而改变Over : during , through a period

Over the years, he’s become lazier and lazier.

这些年来，他变得越来越懒惰了。fashion : 流行，时尚，方式

eg : a ~ show 时装表演 follow the ~ 赶时髦

be in the ~ 正在流行 out of the ~ 不流行，过时 )

make / leave a good /bad /poor impression on sb.

2. mean to do sth.

mean doing sth.

3. be close to

4 a little bit

5. start with 以..….开始

end up with 以..….结束

6. keep slient

7. at table 吃饭

at the table 坐在桌子旁边

8. all the time

9. drink to

Step 3 Word study: negative prefixes

T: Can you tell me the opposite of the following words.

(Bb: easy safe polite )

Ss:

T: Do you know another opposite of the words?

Ss:

T: Yes, we can say “uneasy, unsafe, impolite”. We add the prefixes “un--” and “im--” before the words. Now, can you tell me anything in common between the two prefixes?

Ss: I think the meaning of each prefix is “not”.

T: You are right. That is to say, w can add a certain negative prefix to a word to change the meaning of it to its opposite. Then, do you know any other negative prefixes like “un--” and “im--”?

Ss: “non-” and “in-”

(Bb: un-- im-- non-- in-- )

T: Well done. Now please turn to page 40 and look at the first part in Word Study. Look at the word formation rules first. Then finish the exercise below.

nonstop unfold incorrect importantunderstand invite unlucky impossible uniforminteresting )

(1 minute later,ask Ss to answer)

T: Ok, now ,let’s do an exerise.please open your book to Page117. Fill in the blanks with the words below. You may need to add a negative prefix to some of them to fit the contex.

polite formal possible certain known happy smoker stop able

1.The Oscar winner was almost _______ before the movie made her famous.

2.I would like to help you, but I am ______ to.

3.It is still ________ whether there will be a war between the two countries.

4.It is _________ to say that there is no life in outer space.

5.“It costs nothing to be _____ .” said Winston S. Churchill.

6.Is it ______ to get to the city by train, or should I take a bus?

7.She hates smoking, so her husband has to be a _________ .

8.This plane won’t take you to Shanghai. It flies _______ from Beijing to Shenzhen.

9.Children love to read fairy tales(童话), most of which have a _____ ending.

10. Business letters are usually _____ , but we write _______ letters to family or friends.)

T: First tell me the negative prefixes of the words.

Ss:

(2minutes later.ask Ss to answer it one by one )

Step 4Summary and Homework

Acticity1,Summary

T: Today we haven learned the language points. Please try to remember them and to use them. We also have learned the negative prefixes of the words.

Activity2 Homework

1.Preview grammar

2.P117 Exercise 3

3.同步练习：P41-43 Period 5 Grammar

Step1 Review the attributive clause

T:In last two units ,unit4 and unit 5, we have learned the attributive clause. Do you still remember?

Ss:

T: Ok. Before our class, we first review it . Please look at the screen.

(screen:

(explain the using indetails)

T: Ok. Now, let’s do some exerise to remember it. Look at the screen.

(scren: (1)The girl __________ is standing there is Mary.

(2)The man _________________________ my mother saw in the street is my teacher.

(3) The book ____________ tells us about the earth is interesting.

(4)She lives in a house _______________ windows face south.

(5) I won’t forget the factory __________________ my father worked.

(6) I won’t forget the factory _______________ I visited yesterday.

(7) I’ll never forget the day __________________ I joined the army.

(8)Tell me the reason ________________you came late.

(9)He talked about the teachers and schools __________ he had visited.

(10)Dinner starts with s small dish, __________ is often called a starter. )

Step 2 Lead-in

(show a picture of Wenzhou University)

I have visited the place.

The place is called Wenzhou University. )

(ask Ss to combine them)

T: Well done. Please look at the next two sentences, combine them.

(screen: Wenzhou University is very beautiful.I have visited Wenzhou University

(ask Ss to combine them)

T: Please look at the two sentences. Can you tell me the differences?

(screen: I have visited the place which is called Wenzhou University .

Restrictive Attributive Clause

限制性定语从句

Wenzhou University , which I have visited, is very beautiful.

Non-restrictive Attributive Clause

非限制性定语从句

Restrictive Attributive Clause and Non-restrictive Attributive Clause?

Ss:

T: Commas is one point. I show you some more.

(screen:

限制性定语从句

非限制性定语从句

从句与先行词的关系从句是先行词不可缺少的定语，如果省去，先行词的意思就会不完整或不明确。从句只是对先行词的附加说明，如果省去，先行词的意思仍然清楚或完整。

标点从句和主句之间不用逗号分开

从句和主句之间通常用逗号分开

关系代词指人 who(that)whom 指物 which(that)

指人和物的 whose关系代词在从句中作宾语时可以省略指人 who(作主语） whom（作宾语）指物 which

指人和物的 whose关系代词一般不可省略

翻译定语从句译在被修饰词的前面定语从句通常被译成另一个独立的句子

I know the man who is named David Beckham

我知道那个叫贝克汉姆的男人。I know David Beckham , who is a handsome man.

我知道贝克汉姆，他是一个很帅的人.

( explain the different pionts in the two sentences )

T: We can the differences between the two sentences.限制性定语从句在从句中起限定的作用，如果去掉了，对方回不知道你要讲什么，回产生歧义的。而非限制性定语从句在从句中起补充说明的作用，去掉了，也不会影响大局；也就是说对方仍能听明白你讲什么，可无可有的；从句还可以是其他方面的消息的。Now, look at the sentences on the screen.

(show two pictures of David Beckham )

T: 在非限制性从句中，只要我说了David Beckham，你们就知道是谁了，也明白了我意思。所以后面的信息是可有可无的。它只起补充说明的作用。

(screen:

I know David Beckham, whose nationality is Britain.

who is a handsome man.

whom I like best.

who is paid 3,000 a week at Manchester United.)

T:注意在非限制性定语从句中，作主语的用who，作宾语的只能用whom，不能用who。

T: Please look at the following sentences.

Wenzhou University , which I have visited, is very beautiful.

David Beckham is a famous football player, who is a handsome man.

My house, which I bought last year, has got a lovely garden.

当先行词是地名，人名等专有名词或物主代词修饰时，其后的定语从句通常是用非限制性的。

Activity2 , Do some exercise on Page41

T: First read the examples on your book. There are two sentences and one is the Restrictive Attributive Clause and the other is Non-restrictive Attributive Clause.

T: Are you clear how to do? Now, let’s do another two sentences.

(screen: 1.Paula lives alone on the fourth floor.2.My sister Ellen is a nurse. )

T: Please add some information in your own words.

(1 minute later, ask Ss to answer)

Acitivity3 Which & As

T: 我们说非限制性定语从句的关系代词which，可以指代前面的先行词（名词或代词），还可以指代前面的整个主句。For example: In China, you sometimes get a hot, damp cloth to clean your face and hands, which, however, is not the custom in Western countries. 在这句中，which就指代you sometimes get a hot, damp cloth to clean your face and hands,。而不是指代your face and hands。Do you understand?

Ss: Yes.

T: Ok. Let’s do some exerises.

(screen: 1.The result of the exam was very good,________ we hadn’t expected.

A. when B. that C. which D. who2.___________ is known to us all, the moon travels around the earth .

A. It B. As C. That D.Which

关系代词as和which都能引导非限制性定语从句代表整个句子内容，as引导的定语从句可位于句首或句末；which引导的定语从句却不能位于句首。For xeamples:

As is known to all, Taiwan is a part of China.

He was always late for school, which / as made his teacher angry.

Activity4, do a practice

Complete the sentences with who,whom or which.1.A young man, _________ I did not know,asked me to give you the message.

2.The Yangtze River,on ______another big dam will be built,is going to produce more electricity for the areas along it.

3.The man in the black coat, ______used to be our headmaster,has just come back from Pakistan.

4.The old tree in Jingshan Park, on______Emperor Chongzhen hanged himself, was cut down in the 1960’s.5.The Project Hope,______started many years ago,has helped a large number of children in poor areas go to school.

6.Those foreign teachers, most of ______have never been to China before,are enjoying their work here very much.

7.On the train from Baotou to Dalian we met a Japanese man,_____spoke Chinese very well.

8.The temple,______was built on the bank of the lake in 1456,was destroyed in an earthquake two years ago.

篇7：人教版高一同步辅导资料（含同步练习）Unit 6 Good Manners

教学目标：掌握Unit 6词汇及词性变化

教学重难点：掌握课文中的重点句型的结构、用法

Unit 6 Good Manners

（一）词汇

interrupt vt. 打断，打扰，插话

interruption n. 打断，打扰，插话

apologise v. 道歉

apologise to sb. for sth.

apology n. 道歉

make an apology to sb.

good manners n. 有礼貌的

bad manners n. 没有礼貌的

It’s good/bad manners to do…

forgive vt.

forgive sb. for sth. /doing

culture n. 文化

cultural a. 文化的

impression n. 印象

make a deep impression on sb.

impress vt. 给留下印象

be deeply impressed by/with

behave vi. 行为，举止

behave oneself

behavior n. 行为，举止

cloth n. 布料

辨析cloth，clothes和clothing

cloth多指布料，

This kind of cloth lasts well.

clothes指具体衣物，

He is in fashionable clothes.

clothing指与吃，住等相提并论的“穿”这方面，

She isn’t so particular in clothing.

introduce vt. 介绍

introduce sb. to sb.

introduction n. 介绍

raise vt. 举起，饲养

近义词rise vi. 升起

辨析feed，raise和 support

feed指饲养，喂养

His job is feeding animals.

raise指养殖，供养等

He raises some geese on his farm.

He has to earn enough money to raise his children.

support指支撑，供养

He has to earn enough money to support his family.

advice vt. 建议

advice doing

advice sb. to do sth.

stare vi 盯着

辨析stare，glare和glance

它们三个词都是不及物动词，都需在后面加上at在加宾语，

但它们的中文含义有所不同，

stare指盯着，入神地看

He stared at the beautiful painting without hearing me.

glare指盯着，但更侧重于怒视

He glared at me because of my bad behavior.

glance指瞥见，一瞥

He glanced at the dishes on the table.

（二）课文重难点

apologize for losing the bike

为了某事向某人道歉

…but there are none

辨析none，no one，nobody

none指人指物都可以，可以和of连用，强调数量，

None of them is/are famous.

None of the money is mine.

no one和nobody不能和of 连用，强调人

Who is in the kitchen?

No one/Nobody.

People who go to Western dinner party for the first time…

定语从句，people在从句中做主语

Knowing them will help you make a good impression.

动名词做主语

Having good manners means knowing, for example, how to use…

mean doing意味着，mean to do打算做

The knife and fork that are closest to your plate

定语从句，the knife and fork在从句中做主语

ask for a second serving

the second与a second均指第二，但the second指预先安排好的，或多个以上的第二，而a second指又一次，

如：

This edition of stories is divided into 2 books. I only bought one, so I must buy the second one.

I bought a book yesterday, and I want to buy a second one for my friend.

They follow the fashion of the day. Besides, table manners are…

besides用做副词放在句首，表示“而且”

WORKBOOK

A sign of culture understanding

了解文化的一种表现，注意sign的意思

When meeting people, ……

When加doing表伴随

northwestern Europeans expect a strong handshake

expect sth. 期待，盼望，想要

a cotton handkerchief in their pockets into which they sometimes blow their noses

定语从句，介词加which，由blow one’s nose into the handkerchief而来

【典型例题】

[例1] I’m sorry for ______ you.

A. interrupt B. interrupting

C. interruption D. to interrupt

答案：B，be sorry for doing

[例2] I must apologize to you ______ my rudeness.

A. on B. to C. for D. with

答案：C，apologize to sb. for sth.

[例3] It ______ good manners ______ seats to elderly people.

A. are, to give B. are, giving

C. is, to give D. is giving

答案：C，It is good manners to do…

[例4] Please ______ my deep apology for what I have done.

A. make B. give C. forgive D. accept

答案：D，accept one’s apology接受某人的道歉

[例5] To support a family means many problems such as eating, housing, ______, etc.

A. clothes B. cloth C. clothing D. cloths

答案：C，指穿衣这一方面时用clothing

[例6] You must ______ yourself to make others a good ______.

A. behavior, impression B. behavior, impress

C. behave, impression D. behave, impress

答案：C，behave oneself规范自己的举止，impression印象的名词

[例7] I was deeply ______ by his excellent performance.

A. impressing B. impression

C. impressed D. impress

答案：C，be deeply impressed by对…印象深刻

[例8] He has a big family to _____.

A. raise B. support C. feed D. earn

答案：B，support供养家庭，feed与raise这里只能接children表示同一含义

[例9] The doctor advised me ______ a good sleep, but I didn’t ______ his advice.

A. having, follow B. to have, follow

C. having, hear D. to have, hear

答案：B，advise sb. to do，follow one’s advice

[例10] The sun is ______.

A. being raised B. raising C. rising D. being risen

答案：C，rise不及物，raise及物，太阳升起用不及物

[例11] ______ from what he said, he must have heard about the news.

A. Judging B. To judge C. Judged D. Judge

答案：A，judge“判断”主动同时表伴随

[例12] The manager has ______ to raise the workers’ pay.

A. accepted B. allowed C. permitted D. agreed

答案：D，allow doing，permit doing，agree to do

【模拟试题】

一. 单项选择

1. The boss___40 dollars from my wages without any good reasons.

A. brought down B. kept back C. cut off D. held up

2. ______ the lights off, we could not go on with the work.

A. Until B. As C. With D. Because

3. With a great weight _______off her mind, she passed all the tests successfully.

A. taking B. taken C. take D. to be taken

4. You’d better give the task to ______you think can finish it ahead of time.

A. whoever B. whomever C. anyone D. no matter who

5. Although knocked by down by a car, he managed to ______ to his feet.

A. stand B. rise C. run D. struggle

6. We were lost in the forest; ______, it became dark and began raining.

A. still worse B. worse still C. more worse D. worse more

7. He says he really can’t ______ to wait another day.

A. waste B. afford C. spend D. cost

8. When we think of communication, we _____ think of using things, talking face to face, writing messages and so on.

A. shortly B. probably C. practically D. normally

9. Will you please spare me some ink? I have ______ it.

A. run down of B. run out of C. run out from D. run off

10. When I came in, I saw him ______ in a chair deep in thought.

A. sat B. seated C. seating D. being seated

11. A person’s ____ body temperature is about .

A. ordinary B. normal C. common D. usual

12. - Do you think the Suns will beat Bulls?

- Yes. They have better players, so I _____ them to win.

A. hope B. prefer C. expect D. want

13. As the strong winds blew down many tall trees, some of the streets in the city were _______.

A. struck B. caught C. crowded D. blocked

14. Scientists are afraid that some day an even bigger earthquake will _____ the area.

A. strike B. beat C. knock D. push

15. There have been several ______ drowning here this summer.

A. death B. deaths from C. death of D. deaths of

16. I’ve worked with kids before, so I know what ______in my job.

A. expected B. to expect C. to be expecting D. expect

17. The old worker has been fired and now a young man ______.

A. took place B. has taken the place

C. takes place of him D. has taken his place

18. He hesitated for a moment before kicking the ball, otherwise he ____a goal.

A. had scored B. scored C. would score D. would have scored

19. I _______ my son not to walk beside the river, but he wouldn’t listen.

A. suggested B. hoped C. warned D. persuaded

20. _____ in her best skirt, the girl tried to make herself ____ at the party.

A. Dressed; noticed B. Dressing; noticing

C. Dressing; noticed D. Dressed; noticing

【试题答案】

一.

1. B 2. C 3. B 4. B 5. D 6. B 7. B 8. D 9. B 10. B

11. B 12. C 13. D 14. A 15. B 16. B 17. D 18. D 19. C 20. A

篇8：NSEFC 高一unit 6 good manners whole unit

Unit6 Good manners

The First Period (Warming Up & Listening)

Teaching Aims:

1. Learn to apologize to people.

2. Train the Ss’ speaking ability.

Teaching Important Point:

Master the ways of apologies by listening and speaking.

Teaching Difficult Point:

How to help the Ss use the expression for making apologies freely.

Teaching Methods:

1. Pair work to act out the dialogues in Warming Up part.

2. Listening-and-answer activity to train the Ss’ listening ability.

Teaching Aids:

1.a computer

2.a projector

3.a tape recorder

Teaching Procedures:

StepⅠ.Greetings

Greet the whole class as usual.

StepⅡ.Lead-in

S: Yes.

S: I’m sorry.

T: Yes, then to be polite what should I say?

S: That’s OK.

T: Right. As we are foreigners in London, unfortunately, I lost my way, I can’s find my way to the hotel, so I have to ask some Londoners to help me, then what should I say first?

S: Excuse me.

T: Right. After he or she telling me the way, what should I say?

S: Thank you.

S: Being polite.

T: Quite right.

Step Ⅲ. Warming up

T: OK. Now please open your books to page 36 Warming up. There are four pictures on the right, right/

S: Yes.

T: Do you know what happened in the pictures? Zhengmohan.

S: In picture 1, a student comes to the classroom.

T: And maybe he is talking to his teacher, right/

S: Yes.

T: And how about the second picture? Jiangquan.

S: A student are talking with two teachers.

T: Quite right, thank you. And the third picture? Yepingping.

S: The girl’s umbrella may have hurt the boy.

T: Thank you. Sit down, please. And the last one? Zhangzhenzhen.

S: Maybe they are quarreling.

S: Yes.

T: OK, can you start to do the exercise now?

S: Yes.

(After a few minutes, ask Ss to work in pairs to act out the four dialogues.)

T: Have you finished?

S: Yes.

T: OK, any volunteers? OK, in group 1, Liusuxing you two please.

S: Excuse me. Can I come in?

Sure. We’ve already started.

I’m sorry. I missed the bus.

That’s OK. We are one page47.

T: Do they get the correct answers?

S: Yes.

T: OK, let’s check the answers. (Show the correct answers on the screen, and add one point for group 1.)

T: The next one? OK, in group 4, Dingzhongjie you two please.

S: Excuse me. May I interrupt you for a moment?

What is it, Jordan?

I’m sorry, Mr. Baker. I put my homework on your desk.

T: Great, thank you. (Show the correct answers on the screen, and add one point for group 4.) And the next one? Lingjiali you two please.

S: Hey, be careful.

Oh, I’m so sorry.

That’s all right.

T: Thank you. (Show the correct answers on the screen, and add one point for group 1.). Next, Jingmaosheng you two.

S: Ouch! What are you doing?

I’m terribly sorry.

T: Thanks. (Show the correct answers on the screen, and add one point for group 1). You’ve all done a good job, now we are clear about what happened in the four pictures, right?

S: Yes.

T: And what do you think are common in the four pictures?

S: They all say sorry to somebody.

T: Yes, they do something wrong, then they apologize to someone. “apologize” is a verb, we usually say “apologize to sb for sth”, and “apology” is its noun form.

StepⅣ. Listening

S: Yes.

T: OK, here we go. (play the tape for the first time)

Have you got all the answers?

S: No.

T: It doesn’t matter, now I’ll stop the tape when we come to the important part. (play the tape for the second time)

Got the answers?

S: Yes.

T: OK, who’d like to answer the first question? Zhangzhong.

S: Taking my bike without asking

Losing the bike

T: Sit down please. Correct or wrong?

S: Correct.

(show the correct answer on the screen and add one point for group 2)

T: The next question, Wuxingmiao.

S: I’m sorry.

T: Right. (show the correct answer on the screen and add one point for group 1) Sunbirui, the next question.

S: That’s OK.

T: Thank you. (show the correct answer on the screen and add one point for group 2) Next, Wangzhongxi.

S: Have to apologize.

T: Right. (show the correct answer on the screen and add one point for group 1) The next one, Lingjingzhu.

S: That’s all right.

T: Sit down please. (show the correct answer on the screen and add one point for group 3) Lingyuejing, the next one.

S: That’s OK, forget it.

T: Quite right. (show the correct answer on the screen and add one point for group 3) And the last question, Dingchang.

S: I am really sorry about the bike.

S: Yes.

T: OK. (Play the tape for the third time and show the original dialogue on the screen.) Quite easy, right?

S: Yes.

S: It is bad manners to kick the dustbin.

……

S: It is good manners to help the older.

S: It is good manners to give the seat to the person who is carrying a baby.

S: It is bad manners to spit.

S: It is bad manners to smoke in public place.

T: Today we’ve learned much how to make apology, I hope it could help us to become polite. Today’s homework is to preview the reading. Class over. See you.

The Second Period (reading)

Teaching Aims:

1. Learn some useful words and expressions.

2. Train the students’ reading ability.

3. Get the students to learn about table manners in western countries.

Teaching Important Points:

1. Learn and master the following useful expressions: make a good impression, be close to, a little bit, start with, keep silent, ask for, at table, all the time, drink to, too much.

Teaching Difficult Point:

How to help the students understand the passage exactly, especially the following sentences:

1. The knife and fork that are close to your plate are a little bit bigger than the ones beside them.

2. in China, you sometimes get a hot, damp cloth to clean your face and hands, which, however, is not the custom in western countries.

Teaching Methods:

1. Discussion to compare table manners in China with that in western countries.

2. Fast reading and careful reading to understand the passage exactly.

3. Group work to make every student work in class.

Teaching Aids:

1.a projector

Teaching Procedures:

StepⅠ.Greetings

Greet the whole class as usual.

StepⅡ.Lead-in

T: Have you ever been to a Chinese dinner party?

S: Yes.

S: You are a child.

S: There are too many persons.

S: We eat with chopsticks.

T: Yes, it’s impolite to eat with hands. Any more?

S: We stand up when others make a toast.

T: Right. And can we laugh at the table?

S: No.

T: We can’t laugh, we should smile at the table. And how do you usually get the food, can you stand up to get the food?

S: No.

S: They eat with knives and forks.

T: Very good. Any more?

S: ----

T: The first question, what is the correct dish order?

(Ss wirte the answers on the paper, then I check the answer)

T: How to lay the table?

(Ss put the paper tableware on the paper, then I check the correct answer)

T: Read para1,2 carefully, and decide which of the following behaviors are polite or impolite at a western dinner party .

(P) Use the knife with your right hand.

(P) Put your napkin on your lap.

(I) Start eating as soon as your food is served in front of you

(I) Ask for a second bowl of soup.

(I) Use one’s fingers to clean teeth.

(P) Ladies first.

(Ask Ss to tell their answers, and explain it to the Ss)

StepⅠ.Greetings

Greet the whole class as usual.StepⅡ.Revision

S: There are two spoons, two knives, two forks, three glasses, one napkin, and two plates on the table.

S: We should use the knife with our right hand, and use the fork with our left hand.

S: Dinner starts with a small dish called starter.

S: When someone is praying we should keep silent.

S: After the starter we will get a soup, but it’s impolite to ask for a second serving.

S: The next dish is the main course.

S: Many westerners think the chicken breast with its tender white flesh is the best part of the bird.

S: We should eat all the food on the plate.

S: During the dinner, we should smile and speak quietly.

S: Westerners usually take only a sip.

StepⅢ Word study

T: Very good, I’m sure you’ve learned the table manners by heart. Now, let’s learn a passage about Chinese table manners. Open your books to page 40, do exercise2.

T: Finished?

S: Yes.

T: OK, let’s check the answers. What should we fill in the first blank?

S: Damp.

T: Right. It means wet. The next one?

S: Custom.

T: Yes. The next one?

S: Dishes.

T: Go on.

S: Noodles

T: Mix means to put different things together

S: Middle.

S: Breast

S: Tender

S: Chopsticks

S: Bones

S: Spoon

S: Spirits

S; Toast

T: It means cheers

Step ⅣSpeaking

S: I’ sorry,------

The Forth Period (writing & language study)

Teaching Aims:

1. Learn some negative prefixes to master the word formation rules of changing the meaning of a word to its opposite.

2. Learn to write a thank you letter.

3. Learn more about good manners over the world.

Teaching important points:

1. Master the word formation rules to improve students’ ability to enlarge their vocabulary.

2. Master how to write a thank you letter.

Teaching methods:

1.Practising to learn the word formation rules.

Teaching Procedures:

StepⅠ.Greetings

Greet the whole class as usual.

StepⅡ.Writing

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.

T: Now please read the passage carefully and find out the main idea of each paragraph.

Paragraph 1 Thank the people of what they did for you. Give some details about what you liked.

Paragraph 2 Tell the people something about yourself and the things you are doing now.

Paragraph 3 Ask the people for some details about themselves and what they are doing now. Close the letter by repeating your thanks.

Step Ⅲ Language study

T: It is polite to write a thank you letter to others, but it is impolite to speak loudly in class, right?

S: Yes.

T: Do you find any similarity between “polite” and “impolite”?

S: They both have the word “polite”

T: Yes, “impolite” is made up of “polite” and “im”, and the word “impolite” means what?

S: It means “not polite”.

T: So “im” means what?

S: Not.

T: Quite right. We have the word “formal”, and we also have the word “informal”, what does “informal” mean?

S: It means not formal.

T: “informal” is the compound of “formal” and “in”, so we may guess the meaning of “in”, it also means?

S: Not.

T: Dingchang, do you smoke?

S: No.

T: So, we may say Dingchang is not a smoker. Can we use another word to replace “not”?

S: We can use the word “nonsmoker”.

T: Right. And what does “non” mean?

S: It also means not.

T: We’ve learned the word “usual” and “unusual”, and we know they are opposite words, so we can make sure that “un” means not, right?

S: Yes.

T: “in”, “im”, “non”, “un” all means not, and by adding these prefixes into a word, we will get what kind of new word?

S: We will get a new word, which has the opposite meaning of the former one.

T: Very good, and we call these prefixes as negative prefixes. Now open your books to page40, tell me which of the following words have negative prefixes?

S: “nonstop” “”unfold”, “incorrect”, “unlucky”, “impossible”.

T: Very good, open your books to page 117, and do exercise 2.

(check the answers after a few minutes)

The Fifth Period (grammar)

Teaching Aims:

1. Understand the Restrictive Attributive Clause and the Non-restrictive Attributive Clause.

2. Learn more about attributive clause.

Teaching Important Points:

1. Master the Restrictive Attributive Clause and the Non-restrictive Attributive Clause.

2. Master when to use “which” and when to use “that” in attributive clauses, and the differences between “as” and “which”.

Teaching Difficult Point:

1. How to help students tell the differences between the Restrictive Attributive Clause and the Non-restrictive Attributive Clause.

Teaching Methods:

1. Comparative and inductive methods to tell the differences between the Restrictive Attributive Clause and the Non-restrictive Attributive Clause.

2. Exercise to consolidate the grammatical item.

Teaching Aids:

1. a projector

Teaching Procedures:

StepⅠ.Greetings

Greet the whole class as usual.

StepⅡ.Grammar

( Teacher writes the following two sentences on the Bb: I love my sister who is a nurse. I love my sister, who is a nurse.)

T: Well. Now please look at the sentences on the blackboard, what are these two sentences?

S: They are attributive clause sentences.

T: Right. And what are the differences between them?

S: There is a comma in the first sentence, but there are no commas in the second sentence.

T: Yes. So we may say in writing, we don’t use commas in the first sentence, but commas are used in the second sentence. And who can translate these two sentences?

S: 我爱我的当护士的姐姐.

我爱我的当护士的姐姐.

T: So do you think the meaning of these two sentences are the same?

S: Yes.

S: The sister who is a nurse.

(show the differences between Restrictive Attributive Clause and Non-restrictive Attributive Clause on the screen)

(explain when to use Non-restrictive Attributive Clause by explain three sentences on the blackboard)

1. 先行词为专有名词或独一无二的名词

2. 名词/数词+of

(do exercise 2 on page 118)

T: Usually “that” and “which” can replace each other in a restrictive attributive clause sentence, but there are some exceptions. Look at the blackboard, and fill in the blanks.

(students’ answers: which that that which that that which which)

eg. Do you have anything that is important to tell me?

T: There is a word “some” in this sentence, when the antecedent is modified by “all” “some” “any” “no” “not” “every” “each”, we must use “that”.

eg. I have some books that are very good.

T: When the antecedent is modified by the superlative degree of a adjective or a ordinal number, we must use “that”, so we should fill in “that” in the third sentence.

This is the first book that I bought myself.

The biggest bird that I caught is this bird.

eg. This is the very book that I lost yesterday.

T: When the antecedent has person and object, we should use “that”.

eg. I won’t forget the things and the persons that I saw.

eg. Mary has a book, which is very precious.

eg. This is a house in which lives an old man.eg. That dog which I found in the street belongs to Mary.Fill in the blanks with suitable relative pronouns.

1. This is the only book ____ I got last year.

2. Is this the book in ____ you are interested?

3. This is the largest animal ____ Tom saw in the zoo.

4. Rose still remembers the trees and teachers____ exist (存在)in the mother school.

5. All the desks ____ are bought look really wonderful.

6. Do you have any money ____is used to build the factory?

7. Tom has a toy, ____ was given by his father.

8. This is the second watch ____ my father bought for me.

eg. As we all know, he is a famous scientist.

He is a diligent boy, as is expected.

She has the same book as you have.________everyone knows, it is necessary to build a hospital in this small town.(as/which)

It is necessary to build a hospital in this small town, _________ is clear to us.(as/which)

Our department will hold the meeting,________ is known by us.(as/which)

She got the same expensive pen _________ you have.(as/which)

篇9：Unit 6 good manners Period 1(新课标版高一英语上册教案教学设计)

Unit 6 Good manners

Listening & Speaking

Teaching aims:

1. To get students to know about some expressions of apology.

2. To study the language points concerned with the dialogue.

Key and difficult points:

Teaching procedures:

Step 1 ------ Leading in (warming up)

1. Ask students to review how to apologize.

(1) Ask students when they do something wrong, what they should say.

(2) Ask students to make a list of the expressions of apology.

A. Excuse me.

B. I’m sorry.

2. Ask students to finish exercise on page 36.

Step 2 ------ Listening

1. Ask students to listen to the tape for main idea and answer the following

questions.

(1) Bill took Cliff’s bike without asking.

(2) Bill was sorry to lose Cliff’s bike.

2. Ask students to read exercise and listen to the tape as a second time.

3. Listen to the tape for the third time and check the answer.

Step 3 ------ Speaking

1. Ask students when Bill was sorry for his behavior, what did he say.

(1) I’m sorry.

(2) I really have to apologize.

(3) I’m really sorry about the bike.

2. Ask students when Cliff heard Bill’s apology, what did Cliff response?

(1) That’s OK.

(2) That’s all right.

(3) Forget it.

3. Learn more functional sentences.

A. When someone wants to apologize for what he has done.

(1) I’m sorry.

(2) I really have to apologize.

(3) I’m really/so/very/terribly sorry about/of …

(4) Forgive me (for sth).

(5) I apologize for …

(6) Please accept my apologies for …

(7) I’m sorry. I didn’t mean to …

(8) Oops. Sorry about that.

B. If someone heard one’s apologies, how to response.

(1) That’s OK.

(2) It’s OK.

(3) That’s all right.

(4) Forget it.

(5) Oh, well, that’s life.

(6) No problem.

(7) It doesn’t matter.

(8) Never mind.

4. Give students some situation to make a dialogue.

(1) An apology dialogue between students in our school cafeteria. One accidentally knocks over your noodles and spills some on your shirt.

(2) The final exam is upon you. You borrow your classmate’s notebook, but unluckily you lost it. And this note book is very important for your classmate. You have stayed out late with some friends. As soon as you return to

(3) You have stayed out late with some friends. As soon as you return to the dormitory, you realize that you have left your keys in your room and are locked out. You know your roommate goes to bed early every night. You knock at the door several times and he or she finally answers. He or she sounds sleepy and angry.

Homework ------

Preview new lesson

Self-evaluation ------

篇10：Unit 6 Good Manners word study(新课标版高一英语上册教案教学设计)

词语探究

manner, apologise, gratitude, introduce, forgive, impression, behave, unfold, however, follow, custom, spirit, provide, allow, do well in, damp, cloth, stare, leave out, disabled

句子分析

1. You are looking for two seats to sit down with your friend, but there are none.

2. Having good table manners means knowing, for example, how to use forks and knives, how to toast and how to behave at the table.

3. There are two pairs of large knives and forks on the table, forks on the left and knives on the right of the plate.

4. In China, you sometimes get a hot, damp cloth to clean your face and hands, which, however, is not the custom in Western countries.

5. At table, you should try to speak quietly and smile a lot, but do not laugh all the time.

6. When drinking to someone's health, you raise your glasses, but the glasses should not touch.

7. For drinking during a dinner, the best advice is never to drink too much.

8. Although good manners always make you look good, you do not need to worry about all these rules while having dinner with friends or family.

9. They make me think of the happy days we spent together.

10. At this moment I am very busy with my studies.

11．..., and now it is time for me to study hard.

12. I should like to invite you to come and visit me in the north of China over the next holiday in January.

口语交际

1. Ways of making apologies.

2. How about...?

3. I wish you all the best.

语法详释

定语从句(Ⅲ)

研究性学习

阅读解题指导(Ⅱ)

课文理解

Part One 词语探究

1. manner

(1)用作可数名词，意思是“方法”，“方式”，通常用单数形式。

e. g. I love duck cooked in Chinese manner.

我喜欢吃中国烧法的鸭子。

(2)用作可数名词，意思是“举止”，“态度”，常用单数形式。

e. g. I don't like his manner. It's too rude.

我不喜欢他的举止，太粗鲁了。

(3)用作复数形式，意思是“礼貌”，“规矩”。

e. g. It is bad manners to speak loudly in public.

在公共场合高声讲话是没礼貌的。

2．apologise

(1)用作不及物动词，也可拼写为 apologize, 意思是“道歉”。

常见词组：apotngise to sb. for sth. “为某事向某人道歉”。

e. g. He apologised to me for being late.

他因迟到向我道歉。

(2)apologise 的名词形式是 apology。用作可数名词，意思是“道歉”。

e. g. I must make an apology to him.

我必向他道歉。

please accept my apologies．

请接受我的歉意。

3．gratitude

用作名词，意思是“感恩，感谢”，通常用作不可数名词。

常见短语out of gratitude，意思是“出于感谢”。

express one's gratitude to sb．for sth.意思是“为某事对某人表示感谢”。

e．g．He expressed his gratitude to me for my help．

他为我对他的帮助表示感谢。

Out of gratitude，he invited me to dinner．

出于感激，他邀请我吃饭。

4．introduce

用作及物动词，意思是“介绍，引入”。

e．R．I introduced myself to them．

我向他们作了自我介绍。

His works began to be introduced into China forty years ago．

他的作品是40年前介绍给中国读者的。

[辨析]introduce...to...,introduce...into...

①introduce...to...把某人或某物介绍给某人

to 后面接人作介词宾语。

e．g．First I introduce myself to you all．

首先我向你们作自我介绍。

②introduce...into...把某物传入或引进某地方

into后面接地点作介词宾语。

e．g．Tobacco was introduced into Europe from America。

烟草是从美洲传入欧洲的。

5．forgive

用作及物动词，意思是“原谅，宽恕，饶恕”。

e．g．Will you forgive my mistake?

你能原谅我的过错吗?

[辨析]forgive，excuse，pardon

①forgive“原谅”，指宽恕他人对自己的冒犯。

②excuse“原谅”，指宽恕小的过失。

③pardon“原谅”，指宽恕严重的过失。

e．g．We must pardon him for his faults．

我们一定会原谅他的过失。

Excuse me for coming so late．

请原谅我来晚了。

We may forgive their mistakes．

我们会原谅他们的过失。

6．impression

(1)通常用作可数名词，意思是“印象，感想”，

e．g．He made a strong impression on (upon)us．

他给我们留下了深刻的印象。

(2)impression的动词是impress，意思是“留下印象”。常用短语impress sth. on (upon)sb．“某事给某人留下印象”。

e．g．What he did was greatly impressed on(upon)us．

他所做的一切给我们留下深深的印象。

The girl impressed her sense of humour on(upon)her friends．

这个女孩的幽默感给她的朋友留下深刻的印象。

7．behave

(1)用作动词，意思是“行为，举止，行为好”。

e．g．He behaves badly．

他行为坏。

(2)behave的名词是behavior，意思是“行为，举止，态度”。

e．g．The boy is always on his good behavior．

那个男孩一直举止规矩。

8．unfold

(1)用作动词，意思是“打开，摊开”。

e．g．The teacher unfolded the map and looked for the Great Wall．

老师摊开地图寻找万里长城。

(2)英语中前缀im-，non-，un-等表示否定含义，通常用在形容词或动词前面。

e．g．possible可能的→impossible不可能的

stop 停止→nonstop不停止

fit 胜任→unfit不胜任

fold 折叠→unfold展开，打开

9．however

(1)用作副词，意思是“可是，依然”。

e．g．I Would like to go with you，however I am very busy．

我很想和你一块儿去，可是我很忙。

(2)用作副词，意思是“无论如何，不管怎样”。

e．g．However cold it is，he likes swimming in winter．

不管天气多冷，他喜欢冬天游泳。

10．follow

用作动词，意思是“跟随，跟从，遵循，遵从，顺着……走”。

e．g．The boy followed his mother up the stairs．

那个男孩跟他母亲上了楼梯。

Follow my advice，please.

请听从我的劝告。

Follow this road to the stone bridge.

沿这条路走到石头桥去。

11．custom

用作名词，意思是“风俗，习俗”，“习惯”，“顾客”。

e．g．Social customs vary greatly from country to country．

各国的社会风俗大不相同。

The waiters are kind to the custom．

服务员对顾客友好。

[辨析]custom，habit，hobby

这三个词都有“习惯”的意思，但含义有一定的不同。

①custom通常指大范围、长时间形成的风俗和习惯。

②habit通常指个人短时间的习惯。

③hobby通常指“爱好”。

e．g．The Spring Festival is a custom in East Asia．

春节是东亚的一个风俗。

He formed a habit of getting up early．

他养成早起的习惯。

Reading is his hobby．

看书是他的爱好。

12．spirit

(1)作“精神，心灵”的意思讲时，通常用作不可数名词。

e．g．He was troubled in spirit．

他内心烦恼。

(2)用作复数形式，意思是“情绪”。

e．g．The soldiers are in high spirits．

战士们情绪高涨。

(3)用作可数名词，意思是“幽灵，妖精，灵魂”。

e．g．Some people think that the spirit lives on after death．

有些人相信死后灵魂继续存在。

13．provide

用作动词，意思是“提供，供给”，与supply同义。

常见短语：provide(supply)sth．to(for)sb．或provide(supply)sb．with sth．意思是“为某人提供某物”。

e．g．The school provides (supplies)food to(for)the students．

这所学校为学生提供食物。

14．allow

用作动词，意思是“允许，准许”，后面通常接动词-ing作宾语，或后接宾语和宾语补足语，宾语补足语通常由不定式充当。

e．g．They don't allow smoking here.

他们不允许在此地吸烟。

The teachers don't allow us to cheat in the exam．

老师不允许我们考试作弊。

[辨析]allow，permit，let

这三个词都可表示“允许”，但含义和用法上有一定区别。

①allow词义较弱，含有“听任，默许，不加阻止”的含义。

e．g．He allowed the dog to come in.

他听任狗进来。

②permit词义较强，强调“正式认可，批准”的含义。

e．g．The school doesn't permit the students to smoke．

学校严禁学生抽烟。

③let表示“让”，词义最弱，口语化，在let后面的宾语补足语常不带to，而且let-般不用于被动语态。

e．g．Let me go with you．

让我跟你一起去。

15．do well in

do well in的意思是“在……方面做得好”，well是副词。

e．g．He does well in maths．

他数学学得好。

16．damp

damp用作形容词，意思是“潮湿的”。

e．g．The place is too damp．

这个地方太潮湿。

17．cloth

(1)用作不可数名词，意思是“布，布料，织物”。

e．g．The girl wanted to buy a piece of cloth.

那个姑娘想买一块衣料。

(2)用作可数名词，意思是“一块布，台布，抹布”。

e．g．The waiter took off the table cloth.

服务生取下桌布。

18．stale

(1)用作动词，既可用作及物动词，也可用作不及物动词，意思是“盯，凝视”。

e．g．It is impolite to stare at other people．

盯着别人看是不礼貌的。

The teacher stared the whole class into silence．

老师盯着全班学生，使他们安静下来。

(2)用作名词，通常用作可数名词，意思是“盯，凝视”。

e．g．He gave me an icy stare．

他冷冰冰地盯了我一眼。

19．leave out

leave out的意思是“省去，遗漏，不考虑”。

e．g．You can leave out their plan.

你们能够不考虑他们的计划。

You shouldn't leave out this important detail in the trial．

在审判中，你不该漏掉这个重要细节。

20．disabled

disabled用作形容词，意思是“残疾的，伤残的”。

e．g．The disabled boy is kind to everyone．

那个残疾的孩子对大家友好。

Part Two句子分析

1．You are looking for two seats to sit down with your friend，but there are none．

你找两个座位和你朋友坐下来，但一个也没有。

none意思是“没有一个”，代替不可数名词作主语时，谓语动词用单数形式；代替可数名词作主语时，谓语动词可用单数，也可用复数。

e．g．None of them know(knows)the story．

他们没有一个知道这个故事。

None of the students are(is)afraid of difficulties．

没有一个学生害怕困难。

[辨析]none，no one，nothing

①none用于指人和物，可与of短语连用，用作单数和复数。

e．g．--“How many elephants did you see in the park?”

--“None．”

-你在公园里看到几头大象?

-一头也没看到。

②no one只能指人，不能与of连用，用作单数。

e．g．No one knows what they fought for．

没有人知道他们为什么发生战争。

③nothing用于指物，不与of连用，通常泛指“没有什么事情或东西”，用作单数。

e．g．Nothing can change the world．

什么也不能改变世界。

2．Having good table manners means knowing，for example，how to use forks and knives, how to toast and how to behave at the table．

有了餐桌上好的规矩就是说了解，比方说如何使用刀叉，如何敬酒和如何在餐桌上言谈。

(1)how to use forks...at the table，三个由“how+不定式”构成，作knowing的宾语。

e．g．I don't know what to do．

我不知道做什么。

(2)for example意思是“举例说明”，往往用逗号隔开。而且example前面不加冠词。

e．g．For example，John has the same idea．

比如约翰就有相同的看法。

3．There are two pairs of large knives and forks on the table，forks on the left and knives on the right of the plate.

桌子上有两副刀叉，叉子在盘子的左边，刀子在盘子的右边。

(1)There be...句型中的be用单数还是复数取决于第一个主语，若主语是单数，be用单数，若是复数，be用复数。

e．g．There is one chair and two tables in the room．

屋里有一把椅子和两张桌子。

There are two tables and one chair in the room．

屋里有两张桌子和一把椅子。

(2)apair of“一双，一对”的意思。

e．g．He bought a pair of shoes．

他买了一双鞋。

The girl has three pairs of trousers．

那个女孩有三条裤子。

(3)在英语中，表示“在左边，在右边”，通常用介词on。

e．g．He sat on the left，and she sat on the right．

他坐在左边，她坐在右边。

4．In China，you sometimes get a hot，damp cloth to clean your face and hands, which，however，is not the custom in western countries．

在中国，有时你弄一块热的、湿的毛巾来洗脸，洗手，然而这在西方国家不是一个习惯。

(1)cloth

用作不可数名词，意思是“布料，布”，用作可数名词，意思是“桌布，台布，揩布”。

e．g．Cover the table with a table cloth．

用一块桌布把桌子盖住。

The tailor needed a piece of cloth．

那位裁缝要一块布料。

(2)which，however，is not the custom in western countries，这里which引导的是一个非限制性定语从句，先行词是前面整个主句。

e．g．The bamboo is hollow，which makes them light.

竹子是空的，这使得竹子很轻。

Our class won the match，which made us happy．

我们班获胜，这使我们高兴。

[辨析]sometimes，sometime，some time

①sometimes副词，表示“有时候，不时”。

e．g．Sometimes he went to work by car and sometimes by train．

他有时坐汽车去上班，有时乘火车去。

Sometimes he is late for class．

他有时上课迟到。

②sometime副词，表示“曾经，某时，有朝一日”，常同过去时或将来时连用，表示过去或未来某一不肯定的时间。

e．g．It happened sometime 1ast year．

那是去年某一天发生的。

Will you come and see me sometime?

你哪一天来看看我好吗?

③some time名词词组，表示“一段时间”。

e．g．It will take me some time to read the novel．

读这本小说花了我一些时间。

There is some time left.

还剩一些时间。

5．At table，you should try to speak quietly and smile a lot，but do not laugh all the time．

就餐时，你应文静地讲话而且面带笑容，但不能一直笑过不停。

(1)at table意思是“就餐，吃饭”。

e．g．You shouldn't speak loudly at table.

吃饭时你不该高声讲话。

[辨析]at table，at the table

①at table表示“吃饭，就餐”。

②at the(a)table表示“在桌子旁”。

e．g．He sat at the table，reading a novel．

他坐在桌子旁，看小说。

It is bad manners to blow your nose at table．

进餐时擤鼻子是很不雅观的举止。

(2)all the time

all the time的意思是“始终，一直”。

e．g．The baby cried all the time．

婴儿哭个不停。

6．When drinking to someone's health，you raise your glasses，but the glasses should not touch．

在为某人健康干杯时，你举起杯子，但杯子不能碰撞。

(1)drink在此句中意思是“干杯”，通常与介词to连用。

e．g．Let's drink to the health of my teacher.

让我们为我的老师健康干杯。

(2)drink还有“饮，喝”，“举杯祝贺”的意思。

e．g．Let's drink beer together．

让我们一起喝啤酒。

They drank success to the professor．

他们举杯祝贺那位教授成功。

[辨析]raise，rise，lift

①raise用作及物动词，意思是“举起，抬起，抬高”，说明主语发出的动作是要作用于其它事物的。

②rise用作不及物动词，意思是“升起，上升，起立”，说明主语自身移向较高的位置。

③lift用力“举起”的含义。

e．g．Price has been raised up．

价格被提高了。

Price rises gradually．

价格渐渐地涨上去了。

The young lifted the stone at last．

那个年轻人终于举起那块石头。

7．For drinking during a dinner，the best advice is never to drink too much．

对于吃饭喝酒，最好的忠告是不要喝得太多。

(1)advice

用作不可数名词，意思是“建议，忠告”。

e．g．Marx gave some good advice on bow to learn a foreign language．

马克思对如何学习一门外语提出一些建议。

(2)too much

too much的意思是“过于，太多”，作定语，修饰不可数名词，还可单独使用作主语、表语，或状语。

e．g．He drank too much beer last night．

昨晚他啤酒过量了。

Don't smoke too much．

不要抽太多的烟。

[辨析]too much, much too

①too much既可作形容词，修饰不可数名词。也可作副词，修饰动词。

②much too用作副词，修饰形容词或副词。

e．g．The problem is much too difficult for me to work out．

这道题非常难，我算不出来。

The lady has too much money．

那位女士有很多钱。

8．Although good manners always make you look good，you do not need to worry about all these rules while having dinner with friends or family．

尽管有礼貌一直让你看起来出色，当你和你的朋友或家人吃饭时，你不必担心这些规则。

(1)although连词，“尽管”的意思，引导让步状语从句，不能和but连用。although

和but只能保留一个。

e．g．Although he is clever，he often makes mistakes．

尽管他聪明，但经常犯错误。

He is clever，but he often makes mistakes．

尽管他聪明，但经常犯错误。

(2)worry about表示“担心……”的意思。

e．g．My mother always worries about my health．

我母亲一直担心我的健康。

9．They make me think of the happy days we spent together．

他们使我想起我们在一起的日子。

(1)we spent together是一个定语从句，省略关系代词that或which，关系代词在定语从句中作宾语，通常省略，但which作介词宾语时，不能省略。

e．g．This is the place we visited last year．

这就是我们去年参观的地方。

This is the place in which we lived last year．

这就是我们去年住过的地方。

(2)think of意思是“想起”。

e．g．The film made him think of the children in the countryside．

这部电影使他想起农村的孩子。

10．At this moment l am very busy with my studies.

此时我忙于我的学习。

(1)at this moment意思是“此时，现在”。

英语中与moment构成的常见短语：

a moment ago刚才 at the moment此刻，那时 at any moment任何时刻 for the moment暂时，目前 in a moment立即，马上 just a moment稍等一下

(2)the moment相当于连词，意思是“一……就……”。

e．g．I'll write to you the moment I arrive．

我一到就写信给你们。

(3)busy

用作形容词，意思是“忙的，繁忙的”。

e．g．He is often busy with (at，about)his work．

他总是忙于工作。

The scientist is busy making the experiment.

那科学家正忙于做实验。

11．... and now it is time for me to study hard.

现在到了我认真学习的时候了。

(1)It is time for sb．to do sth.“到某人做某事的时候”。

e．g．It is time for us to do our homework．

到了我们做作业的时候了。

(2)It is time for sth．“到做某事时候了”。

e．g．It is time for class．

到上课时间了。

(3)It is time that...“到什么时候了”，that引导的从句谓语动词用过去时。

e．g．It is time that we went to school．

到我们上学的时候了。

(4)动词不定式的复合结构：

“for+名词或代词的宾格+动词不定式”这种结构称为动词不定式的复合结构。for后面的名词或代词形式上是for的宾语，而意义上是不定式的主语。这种不定式结构可在句子中作主语，宾语、表语、定语和状语。

e．g．It is honour for me to be asked to speak there．

我很荣幸地被邀到这里讲话。(作主语)

The first thing for them to do is to find out when the train starts．

他们要做的第一件事是要了解到开车的时间。(作定语)

The best thing would be for you to build a swimming pool with your own hands．

最好是你们自己动手修建游泳池。(作表语)

I don't think it difficult for us to finish it in time．

我认为我们及时完成这项工作并不困难。(作宾语)

He stepped aside for me to pass．

他站在一边让我过去。(作状语)

12．I should like to invite you to come and visit me in the north of China over the next holiday in January．

我希望能下一次一月休假时邀请你到华北来看望我。

(1)should like to do sth．

该句型意思是“希望，愿意做……”。

e．g．I should like to go with you.

我愿意和你一起去。

(2)in表示方位的用法

in一般表示在某一范围内。

e．g．Hubei lies in the middle of China.

湖北位于中国的中部。

[辨析]in，on，to表示方位的用法

①in表示“在……境内，在……范围之内”。

②on表示“两者交界”，还表示“在……河畔”。

③to表示“在……范围以外”，并不强调是否接壤。

e．g．Taiwan lies in the east of China.

台湾位于中国东部。

Japan lies to the east of China.

日本位于中国东部。

Jiangxi lies to(on)the east of Hubei.

江西在湖北东部。

Zhejiang lies to the east of Hubei.

浙江位于湖北东部。

(3)holiday

作用名词，意思是“假日，假期”。

e．g．He is still on holiday．

他还在度假。

Part Three 口语交际

1．Ways of making apologises.

在英语，表示道歉，通常可用以下句型：

(1)Forgive me. I'm very sorry．

原谅我，真抱歉。

(2)I apologise for...

因……我表示歉意。

(3)I'm sorry．I didn't mean to...

对不起，我意思不是……

(4)excuse me 对不起，用于打扰别人的情形。

(5)pardon对不起，用于希望对方重复一遍。

对别人表示歉意的回答是：

(1)That's all right．没关系。

(2)It doesn't matter．不要紧。

(3)That's nothing．没有什么。

(4)It really isn't worth mentioning．

那真是不值得一提。

(5)Don't think any more about it.

别再去想它了。

(6)No problem．没问题。

2．How about...?

How about...?或What about...?通常用来询问“……怎么样”，还可用于表示建议，意思是“如何”，或“……好吗?”

e．g．My book is very interesting．How(What)about yours?

我的书很有趣，你的呢?

What(How)about playing football?

踢足球好吗?

3．I wish you all the best．

祝你一切顺利。

这个句型是对他人的良好祝愿用语。

e．g．You have got the job in the company．I wish you all the best．

你已在这家公司谋得一职，祝你一切顺利。

Part Four语法详释

定语从句(Ⅲ)

5．限制性定语从句和非限制性定语从句

(1)限制性定语从句对于主句里的名词或代词是必不可少的定语，如果把这个定语从句删掉，主句的意思就会不清楚。这种从句和主句之间不能用逗号分开。

e．g．My friend Carl will never forget the professor who taught him chemistry in the university．

我的朋友卡尔决不会忘记在大学里教过他化学的那位教授。

如果省略从句who taught him chemistry in the university，全句意思就不完整了。

(卡尔为什么不会忘记这位教授呢?就不清楚了。)

The woman who(that)came here yesterday has come again.

昨天来过的那个妇女又来了。

如果省去从句that came here yesterday，全句的意思就不清楚。(哪个妇女又来了?)

(2)非限制性定语从句对于它所修饰的那个先行词，通常只是一个附加说明，如果省略掉，主句的意思依然完整。朗读时要稍作停顿，并用逗号使它和主句分开。一般不能用关系代词that来引导非限制性定语从句。

e．g．Carl，who now holds an important position in a large chemical works，still remembers one afternoon in his first year when the professor took the students to the chemistry lab．

卡尔现在在一家大化工厂里担任重要任务，但至今仍然记得他在一年级时教授把他们这些学生带到实验室去的那个下午。

如果去掉who now holds an important position in a large chemical works这个从

句，整个句子的意思仍然完整。

Jack London，who was one of the famous American writers，lived a very adventurous life．

杰克伦敦过着非常冒险的生活，他是著名的美国作家之一。

如果去掉who was one of the famous American writers，其意义仍然完整。

Part Five研究性学习

阅读解题指导(Ⅱ)

3．逻辑推理

(1)根据常识，例如短文A。

Mr．Brown had been walking since ten in the morning，and now the sun was about to set．His shadow(影子)lay long ahead of him．He had to find a place for the night．

问题：Mr Brown was walking towards__________.

A．the north B．the south C．the east D．the west

解答此题除了要看懂英语句意外，还要根据常识来判断：Mr．Brown从上午十点上路走了一整天，这时太阳西下，他的长长的身影映在他的前面，只有当他面东而行才会有这种情况。因此答案C才符合他行走的方向。

(2)简单计算

做此类题的正确解答，除了懂英语外，还要进行倍数，和差，面积，体积，时间等简

单推算。例如短文B。

The doctor asked her some questions，and one of them was“How old are you?”“Well”，she answered，“I don't remember，doctor，but I'll try to think．”She thought for a minute and then said，“yes，I remember now，doctor! When I married，I was eighteen years old，and my husband was thirty．Now my husband is sixty．I know that is twice thirty．So I'm twice eighteen，that is thirty-six．Am I right?”

问题：How old was the woman?

She was really___________.

A．60 B．30 C．36 D．48

从短文中可以看出这位妇女结婚已三十年了，从她丈夫的年龄60-30=30得出，她本人现在应该是四十八，即30+18=48，因此正确答案为D。而如果根据这位妇女的荒谬可笑的推算，或者望文生义，就可能错选答案C。

(3)依据内容情节从一般规律、因果关系、转折关系推理。此类问题在解答各种阅读问题中屡见不鲜。如果只停留在对短文字面上的“阅读”，而不从人物、时间、情节发展上考虑其逻辑关系，并进行推理，是不可能真正地“理解”短文的。例如短文C。

Joe Bloggs always had a cigarette on his lips．He smoked while he read，while he looked at the television，and while he drank a cup of coffee．He smoked forty cigarettes a day，but he was happy．

Joe's friend, Fred Brown, said to him, ”It is very bad to smoke.“

When Joe heard this, he started to worry and became thin. So he did not buy any more cigarette. He became so thin and he went to Fred for help.

Fred said, ”You must eat more. “So Joe did not smoke, but he ate chocolate, and he became very fat. Again he went to Fred for help.

Fred said, ”You must not eat chocolate. "So Joe stopped eating chocolate, but he went back to smoking cigarettes. He became thin again but he was not happy, because he still smoked.

Sometimes Joe Bloggs wished Fred Brown was not his friend.

①When Joe became thin the first time it was because_________.

A. he smoked too much B. he worried too much

C. he stopped smoking D. he ate too little

②The following sentences tell what happened to Joe. Which is the right order of the events?

a. He did not smoke; he ate chocolate; he was fat; he was unhappy.

b. He smoked; he did not eat chocolate; he was thin; he was unhappy.

c. He smoked; he did not eat chocolate; he was not fat; he was happy.

A. a, b, c B. c, b, a C. b, a, c D. c, a, b

③what kind of person would you say Joe was?

A. He was not the kind of person who used his head much.

B. He had no will power to carry out a decision.

C. He was not happy to let others make decisions for him.

D. He was always changing his mind and was never satisfied.

④what is the writer trying to tell us with this story?

A. One should think and decide for oneself.

B. One should ask friends for help and advice.

C. Smoking is bad for ones health.

做第①题时，如果只看到“他每天抽两包烟”(He smoked forty cigarettes a day)，而没有看到“但是他很愉快”(but he was happy)，这一层转折关系，以及“他后来听了Fred的观点之后，忧心忡忡，面容憔悴起来”(when Joe heard this，he started to worry and became thin．)这一层因果关系，就有可能错选A答案，认为他的瘦削是由抽烟引起的。正确答案是C，则说明了他的瘦削的真正原因是忧虑所致。

第②题正确答案为D，语序“他抽烟，不吃巧克力，且不胖，但很愉快。”“他不抽烟，吃巧克力，胖，不高兴。”他抽烟，不吃巧克力，瘦，不高兴。”这正反映本文开始阶段情节发展的主线的逻辑关系。

第③题正确答案为A，从全文分析可以推理出Joe不是一个爱动脑筋的人。

4．把握作者态度。

如例文C中的第④小题What is the writer trying to tell us with this story?这就直接需要在阅读此短文时掌握作者的态度。

作者在这里并非强调抽烟或吃巧克力有害健康，而主要暗指Joe没有主见，决定事情总是要went to Fred for help，而且全听Fred的，结果烟未戒掉，面容憔悴，思想又不愉快，便更不如以前，虽然抽烟厉害，but he was happy了。因此，作者想要告诉读者的是一个人要自己拿主见，即答案是A。

如果在阅读中没有把握作者的基本态度或意图，往往就是“读懂了”短文也可能在做理解题上出现判断错误。因此，没有把握作者的态度，意图，倾向，就不能说真正读懂了。

篇11：Unit 6 good manners Period 3(新课标版高一英语上册教案教学设计)

Unit 6 Good manners

Word Study

Teaching aims:

1. To consolidate the words and useful expressions learnt in this unit.

2. To help the students use the key words and phrases with proficiently.

Key and difficult points:

To make the students know the usage of the key words and phrases.

Teaching procedures:

1. introduce

TS: You asked him to introduce you to the man.

v. ------ to make persons known by name to one another

I. introduce sb. to sb.

(1) I want to introduce my friend Jane (to you).

(2) Let me introduce my teacher to you.

II. introduce oneself to sb.

(1) May I introduce myself to you.

(2) Mr. Li introduced himself to us.

III. introduce sb. to sth.

(1) My classmates introduced me to the pleasure on the Internet.

(2) He introduced me to football.

IV. introduce sth (in/into sth)

(1) It is necessary to introduce advanced technology.

(2) Computers were introduced into some schools for teaching.

n. ------ introduction

(1) make an introduction

(2) When I had the first lecture, I made an introduction.

2 apologize (Bre apologise)

TS: What does Bill say to apologize for taking the bike without telling Cliff?

v. ------ to make excuse for or regretful acknowledgment of a fault or offense

for sth.

apologize for doing sth.

for what clause

(1) He apologized for his mistake.

(2) I apologized to her for stepping on her foot.

(3) You should apologize to the teacher for being late.

(4) Please allow me to apologize for what I have done.

n. ------ apology make an apology to sb. for sth.

(1) I made an apology to him for my fault.

3. forgive (forgave; forgiven)

TS: Forgive me. I’m very sorry.

vt. ------ to excuse for a fault or an offense; pardon

(1) Please forgive me -- I didn't mean to be rude.

(2) They forgave his mistake.

(3) You’re forgiven.

(4) My advice is that it's best to forgive and forget.

4. manners

manners (plural) polite ways of behaving in social situation礼貌；礼节

(1) She has such good manners.

(2) Some people have no manners.

(3) It is bad manners to talk with a full mouth.

manner (singular)

I. a way of doing something (= way)

(1) Tom has a strange manner of deciding things.

(2) “You should do your math homework in this manner.” Miss Zhang said.

(3) Why are you talking in such a strange manner?

II. a way of acting 举止或行为

(1) He had an absent-minded manner.

(2) He had a rather cold and unfriendly manner.

(3) As soon as the salesman realized that we weren’t going to buy anything, his whole manner changed.

5. mean

TS: Having good table manners means knowing when to drink a toast.

v. ------ to express or represent (an idea, thought, fact, etc)

I. 意思

(1) What does this word mean?

(2) What do you mean by that remark?

(3) I mean that they are good at singing and dancing.

(4) Love means never having to say you’re sorry.

II. mean to do sth.(打算做) & mean doing sth.(意味着)

(1) I meant to call on you, but I was too busy yesterday.

(2) I didn’t mean to interrupt your meal.

(3) What you’ve done means helping us a lot.

n. ------ meaning

(1) Please tell us the meaning of this word.

n. ------ means by means of 用, 以, 通过

(1) He does well in exam by means of cheating.

6. behave n. ------ behavior

TS: When to drink a toast and how to behave at a table.

I. act, bear oneself

(1) He always behaves well in class.

(2) She behaves more like a friend than a mother.

II. conduct oneself well, do what is right

(1) Children, please behave (yourselves).

(2) They got warning to behave.

III. machine works well

(1) How is your new car behaving?

7. start with (= begin with)

TS: Dinner starts with a small dish.

I. 以…开始

(1) Our group had five members to start with.

(2) Knowledge starts with practice.

(3) Let’s start our lesson with new words.

II. 首先、第一点

(1) We are not going on holiday this year, to start with we haven’t enough money and then there is still a lot we need to do on the house.

(2) I can’t come, to start with my car is being repaired, but I have also got another meeting that day.

8. raise

TS: When drinking to someone’s health, we raise our glasses.

vt. ------ to move to a higher position; elevate抬高；举起；增加

(1) He raised his arms above his head.

(2) I will not raise a hand against you.

(3) He raised his eyes from newspaper when she came in.

(4) The workers forced their boss to raise their salaries.

raise & rise

(1) The sun rises in the east.

(2) He rose from the chair and went out of the room.

(3) When he has question to ask, he’ll raise his hand.

(4) Please raise your voice, I cannot hear you clearly.

9. mix

TS: Rice should not be mixed with other food.

vt. ------ of different things, people bring or come together and combine 混合

(1) Oil and water do not mix.

(2) I mixed milk, coffee and sugar together.

II. mix sth. with sth. 把… 与… 混在一起

(1) We should mix business with pleasure.

III. mix sb. sth. = mix sth. for sb. 为某人调制

(1) She mixed me a white coffee.

(2) His wife mixed a hot drink for him.

IV. mix up弄错; 弄乱

(1) It's common to mix him up with his brother; they're twin brothers.

(2) Don't mix up those papers.

(3) If you mix up those data we shan't find the one we need quickly.

n. ------ mixture

(1) Air is a mixture of gases.

10. serve

TS: It is a custom in China to have some tea or other drinks before the meal is served.

I. serve sb (with sth) 将(饭菜)端上桌

(1) Have all the guests been served with food and drink?

(2) Four waiters served lunch for us.

II. 供职,服役

(1) He has served as a naval officer during the war.

(2) He has served his country well.

III. serve (sb) as sth. 为某人工作,(尤指)当用人

(1) He served as a gardener driver.

(2) He has served his master for many years.

11. impression

TS: Knowing them will help you make a good impression.

I. 印象

(1) The speech made me a strong/deep impression on the House.

(2) What were your first impressions of London?

v. ------ impress

给予强烈影响，使留深刻印象，使铭记

have a strong influence on, fix deeply (on the mind, memory)

(1) His words are strongly impressed on my memory.

(2) The book did not impress me at all.

(3) He impressed me unfavorably.

(4) She impressed me with her long hair.

12. advice

TS: For drinking during the dinner, the best advice is never to drink too much.

I. follow/take one’s advice

II. some/much/ a piece of, three pieces of advice

III. Can you give us some advices on how to improve our English?

v. ------ advise

I. advise sb to do sth

II. advise doing

III. advise that sb (should) do

(1) I advise you to get up early.

(2) I advise getting up early.

(3) I advised that you (should) get up early.

1. Jack advised ____ early.

A. leaving B. to leave C. left D. leave

2. We advised Lucy _____ a rest.

A. to have B. having C. have D. had

3. I advise that he _____ hard.

A. studied B. studies C. study D. has studied

4. We advised that he _____ basketball.

A. not play B. didn’t play

C. hadn’t play D. doesn’t play

篇12：高一上Unit 6 Good manners复习教案

心怡123

Period 1&2: warming up & listening

Our task for this lesson :

1) read and study the new words and expressions generally

2) practice and learn to say sorry or apologize.

3) how to show your “good manners” by saying sorry (similar to task 2)

Words and Expressions:

1. Interrupt:

2. Apoligise/ze: say sorry-apology( .):make an apology

3. Introduce-introduction

4. Forgive: pardon

5. Fault

6. Manners: good manners/ bad manners

1. Make an apology

2. Make use of: make full/good use of

3. I am terribly/badly sorry.

4. It was ’t your fault. –it was my fault.

5. I guess: I believe (AmE)

6. Well, That’s life.

7. I’m sorry. I did ’t mean to …

Words and Expressions

Consolidate Task 1:

1) You should have good manners all the time.

It ‘s bad manners to talk with a full mouth.(礼貌,规矩)

2) why are you talking in such a strange manner(方式)?

He has a rude manner. I don ’t like him.(态度)

3. The captain made an apology to the passengers for the delay caused by bad weather. (apologized to…)

4. I ‘m sorry to ___ you, but there’s a phone call for you?

5. Who broke the cup?-it’s my___, I dropped it.

Words and Expressions

6. Mind your ___while you are at a formal Western dinner party.

7. I ___ to her for stepping on her foot.( )

The girl made an apologize to the teacher for not handing in the exercises on time.

8. You have little time left. So please __ __ __ of your time.

9. I do ’t like her manners in which she speaks to her parents.(manner)

10. While have a dinner, you should try not to make too much noise when chewing food.(have )

11.在餐桌上高声谈笑是不礼貌的.: ( talk and laugh loudly at table)

Have you learn t the new words?

Observe and Describe

Picture 1:

Who are Talking?

Where does the conversation take place?

Situation 1:

Picture 2:

Who are Talking?

What is the place?

Situation 2:

Apologizing and responding

To apologize: I am not exactly sure how to put it.

Excuse me for being late.

I’ve got to apologize for being so rude to you yesterday.

This is ’t easy to explain.

5. Forgive me.

To respond

Do ’t blame yourself for it.

It’s all right.

ever mi d.

Don ’t think a y more of it.

Don ’t’ worry about it.

Task 2: Make an apology

1. --___ , sir? Would you do me a favor?

--___. What is it? (excuse me; sure)

2.-sir, you can ’t be sitting in this waiting room. It is for women and children only.

-- ___ . I didn ’t know it. ( sorry)

3. – I wonder if I could use your phone. --___.

A. Yes, you could. B. oh, you could ’t.

C. sorry, it’s out of order. D. no wonder, here it is.

4. –sorry, I could ’t come to the party. I was sick that day.

--____.

( That’s all right. It does ’t matter. Apologize to others)

5. --___, I did n ’t mean to hurt you by doing so.

---_____.

A. Excuse me; no problem B. Excuse me; It’s ok this time.

C. I am terrible sorry; well. D. Forgive me; Oh, well, that’s ok.

Summary:

1.excuse me.

2. Sorry.

3. That’s all right.

4. Forgive me.

5. I did ’t mean to…

6. Do sb. a favor do sb. the favor to do

7. Out of order 8. no wonder

Listening and learning

Taking the bike without asking.

Losing the bike

2. Oh, I’m sorry.

3. That’s ok.

4. I really have to apologize.

5. Oh, that’s all right. That’s ok. Forget it.

6. I am really sorry about the bike.

Summarize and explain :

1. Apologize to sb. for sth.

2. Be sorry about

3. Will you?

You should learn to share with others, will you?

4. Anyway:

5. By doing

Key words or sentences:

1. It was you who took it.

2. Just ask me next time, will you.

3. Think– thought

4. There is a bit of problem.

5. Steal-stole-stole

6. Lock

7. Here is the key.

8. I suppose I should pay for it. (suppose, pay for)

9. Guess, fault

10. Forget it. It was an old bike anyway.

(Listen at least twice.)

( We can show the “key” before listening.(optional))

In a person’s home

When to arrive: it is not polite to arrive early when the hostess is not ready. It is also not polite to arrive half an hour late. You had better arrive ten minutes late.

The British are rather particular about table manners. The main thing is to sit up straight, copy everyone else, gaily asking what to do if you are not sure, and keep the conversation going.

When to leave: on rules, but it is most impolite stay too late. Often to leave between ten and eleven is acceptable.

Some do’s and don ’t s

1. Don ’t pick up the soup bowl and drink from it.

2. Don ’t reach across the table for some kind of food.

3. Don ’t put bones one the table. Just leave them on your plate.

4. Don ’t talk and laugh with food in your mouth.

5. Don ’t use your napkin to clean your face. Just put it on your lap.

Tips if invited to a dinner

1. Gifts: a jar of jam or a bottle of wine.

2. Clothing: for an outdoor barbecue, you need not ask about the style. For different type of party, choose different outfit. never wear a hat or a sleeveless shirt

3. napkin :place o your lap. A quarter is folded over at the top.

4. Posture: keep your elbow close to your body. Don ’t prop yourself up with your elbows on the table.

5. Grace: do ’t start to eat until the host/hostess pick up their fork.

6. noises: turn off the beeper and cell phone. Don ’t slurp soup or blow on hot foods and beverages. Don ’t speak with food in your mouth. Don ’t blow your nose.

7. When to leave: between 10-11 o’clock.

8. Follow-up: to than k, se t a note or make a call.

9. Tips: 15% of the bill as usual tip or 20 % for excellent service

Can you list any tableware(餐具)?

Chopstick, spoon , plate, bowl,

Knife, fork, napkin,

Bread & butter plate, dinner plate

Butter spreader

Fork: salad, dinner, dessert fork

Cup: water goblet, red wine, white wine

Spoon : soup spoon , teaspoon

Knife: dinner knife

Soup bowl

How to hold tableware?

Use your right hand to hold the “dinner knife or spoon ”.

Use your left hand to hold the “forks”.

Put the “napkin” on your lap. Let a quarter of it over on at the table.

Drinks and smoke

People drink white wine with fish, and red wine with meat.

never drink spirit during the dinner. Excessive drinking is never proper.

To swallow a whole glass of wine by way of “bottoms-up” would be bad manners. To toast, take a sip of their drink.

After a drink such as a coffee, people can have some strong alcoholic drinks(40%) such as liquors, brandy or whiskey.

Smoke is not permitted during the dinner

Reading: the development of the text & language focus

Before the dinner

start the dinner

Have the main course

Dessert

a. Apologize to sb. for sth.

b. Make a good impression

c. which, however,….

d. When drinking…, while having…

e. besides, beside; though

f. Wish sb. sth, may sb. do sth.

post-reading

to see if the students have master the text and get the basic difference of good manners between China and western countries.

To see if they can find what are impolite and what are polite behaviors

Extension : to see they can name more polite or impolite

behaviors. If they can act out some.

Language study:

Word formation using negative prefixes to change some words’ meanings to their opposite.

In , un, im , non

Examples: informal, unusual, impossible, non -smoker/non-stop

Vocabulary:

See if the students can choose the right words and use the

right form to complete the passage understanding the co text.

grammar: the difference between the restrictive attributive

clause and the o -restrictive attributive clause. For the

former, the extra information of it is necessary. For the

latter, the extra information ca be left out. It is also

different to translate them.

Finish the exercises. Give o e or two models. Ask the students

to have a try. check if they have understood the grammar item

and know how use it correctly.

Integrating skills:

Reading and writing

Learn how to write a than k-you letter, which often contain 3 paragraphs.

Choose one subject to talk orally.

Leave it as homework of writing.

Tips: some more good manners

on the bus: get up and give seats to older people.

to the disabled people: respect them, do ’t laugh at, stare at or make jokes about them.

Language manners: use “please” and “than k you” in specific situation .

About smoking during a meal: not smoke before a dinner is finished.

Checkpoint: 1) the non -restrictive attributive clause

2) useful expressions such as leave out, behave oneself, make a

good impression o , keep i mi d , stare at etc.

Workbook:

Listening about speaking of good manners.

Talking: other manners, good or bad. Ladies go first etc.

Vocabulary and grammar to consolidate

Reading: good manners the world over

Project:

Assessment and reflection:

I dare say I am successful in the Unit in that I give enough information about table manners to the students in the different forms. I let the students prepare enough for the class. I give them much opportunity to practice and express themselves. We act interactively enough. They almost master the words and the expressions and some useful patter s. They learn how to talk about table manners and how to apologize and answer. They like the Unit. They like to get to know different culture. They can nderstand others better and understand themselves better.

In all, I should prepare every Unit fully and I should get as much resource as possible before every Unit. I should try to stimulate the students to participate. I should let them know

what we will learn in next class. And ask the students to master the Unit as a whole. And I should remind them to remember practice and use are the best method to check their study. That is the secret. Remember.

篇13：学习手册Unit6 Good manners(人教版高一英语上册教案教学设计)

=●学习目标

Ⅰ.单词和词组

manner,apologize,interrupt,forgive,mean,fault,pay a visit to,culture,for the first time,behave,

impression,unfold,custom,serve，course,toast,fashion,polite,provide,place(vt.),close to,start with,drink to one's health

Ⅱ.日常交际用语

That's/It's OK.

No problem.

Excuse me,may I interrupt you for a moment?

What is it?

I'm terribly sorry.

Forgive me.

I apologize for taking the bike without telling you.

I didn't mean to interrupt you.

Ⅲ.语法

学习限制性定语从句和非限制性定语从句的区别。

●学习障碍

Ⅰ.单词及短语

manner,interrupt,mean,fault,pay a visit to,behave,impression,serve,provide,close to

Ⅱ.语法

非限制性定语从句与限制性定语从句的区别。

●学习策略

Ⅰ.单词及短语部分

1.manner n.

纵向归纳法：

（1）方式 Do it in a business manner.

（2）态度 She has a friendly manner.

（3）manners 礼貌 It's bad manners to stare at people.

联系语境法：

I don't object to（反对）what he says,but I strongly dislike the ________ he says it.

A.way B.manners

答案：A 指“方式”，可用way或manner。复数manners，表示“礼貌”。

2.interrupt v.

纵向归纳法：

(1)中断 He interrupted his work to answer the bell.

(2)打断（某人）讲话 Don't interrupt(me) while I'm busy.

横向比较法：

disturb vt.

(1)打扰 May I disturb you for a moment?

(2)弄乱 A light wind disturbed the surface of the water.

联系语境法：

用interrupt或disturb填空

(1)It's not polite to________a speaker.

(2)I don't wish to________while doing homework.

(3)Someone has________all my papers.

答案：（1）interrupt (2)be disturbed (3)disturb

3.mean v.

纵向归纳法：

(1)mean to do 打算做某事

Sorry,I didn't mean to hurt you.

(2)mean doing 意味着

The new order will mean (us) working overtime.

横向比较法：

(1)stop/go on to do停下来/继续做另一件事

stop/go on doing停下来/继续做一件事

(2)try to do设法做/努力（表目的）

try doing试着做/尝试（表方式）

(3)remember/forget/regret to do

记得/忘记/遗憾做某事（事情还没做）

remember/forget/regret doing记得/忘记/后悔做过某事

(4)can't help(to)do不能帮助做某事

can't help doing情不自禁做某事

联系语境法：

(1)-The light in the office is still on.

-Oh,I forgot________.

A.turn it off B.to turn it off

C.turning it off D.having turned it off

(2)Having finished the book,the writer tried________a publisher.

A.finding B.to find C.finish D.found

答案：（1）B （2）B

4.fault n.

纵向归纳法：

（1）错（误）There're many faults in the book.

（2）缺点，毛病 Every man has his faults.

（3）at fault有错，有毛-

The boys are not at fault in this case.

横向比较法：

mistake

(1)n.错误

The teacher found several spelling mistakes in his article.

(2)make a mistake犯错

We all make mistakes.

（3）by mistake错误地，无心（做了某事）

I took your umbrella by mistake.

（4）v.弄错，误会

He's mistaken the address,and gone to the wrong house.

(5)mistake…for…错把……当作……

I mistook you for your brother.

联系语境法：

用fault或mistake或相关词组填空：

（1）She believed the________lay with him.

(2)She put salt in her cup of tea________.

答案：(1)fault。“fault”表示“错误”时，强调是某人犯的错误或责任。（2）by mistake 5.behave v.

纵向归纳法：

(1)behave well,badly(toward sb.)（举止或行为）表现（好/不好）

She behaves (toward me) more like a friend than a teacher.

(2)behave oneself表现良好

Children,please behave yourselves!

(3)behaviour n.待人态度，行为方式

击破定式法：

改错：He is a good-behaved boy.

答案：应改为well-behaved。behaved与副词构成合成形容词。此处well修饰behaved,而不是修饰boy。又如：a newly-built museum。

6.impression n.印象

纵向归纳法：

（1）impression (on sb.)（给某人）印象

His speech made a strong impression on his audience.

（2）impression(of sth.)（对某事物）印象，想法

That's my first impression of the new college.

(3)impress v.

impress sb.with sth.给予某人深刻印象

The sights of the city never fail to impress foreign tourists.

impress sth.on sb.使某人铭记

The teacher impressed on his students the importance of speaking.

联系语境法：

Her beauty is most________.

A.impress B.impression C.impressive

答案：C 此处不需要动词或名词。impressive是形容词，表示给人印象深刻的。

7.provide v.提供

纵向归纳法：

(1)provide sb.with sth.

Agriculture provides industry with raw material and market.

provide sth.to sb.

Could you provide accomodation(住宿)to 30 people?

(2)provide for sb.养活

I have no worries,only myself to provide for.

(3)provide for sth.为（可能的困难）做准备

He worked hard to provide for his old age.

横向比较法：

(1)supply v.供给，供应

supply sb.with sth.

supply sth.to sb.

In Britain milk is supplied to each house in bottles. n.供给（物品），贮备

Have we got enough supplies of coal?

in short supply供应不足

(2)offer v.(主动）提出（给予/做某事）

offer sth.to sb.

offer sb.sth.

I've been offered a job in Japan.

offer to do sth.

He offered to drive us home,but we preferred to walk.

联系语境法：

用offer,supply,provide的适当形式填空：

（1)He________for his family by working in a bookshop.

(2)The water________here is good.

(3)They________him a lift,but he didn't accept.

答案：(1)provided。provide for表示“供养”。

（2）supply。此处为名词，表示“供应”。

（3）offered。表示主动提出（供人接受或拒绝）。

8.serve v.

纵向归纳法：

（1）为……服务/工作

A slave serves his master.

（2）接待（顾客）

The shop assistant is serving a customer.

（3）侍候吃饭，端（菜）

Lunch is served now.

（4）serve as充任（某职务）作……用

She served as a model for several painters.

This box will serve as/for a seat.

（5）serving n.一份食物

This will be enough for 4 servings.

servant n.仆人，公仆

This mayor is a public servant.

service n.服务

His whole life was devoted to(奉献给) the service of others.

击破定式法：

改错：We should serve for the people heart and soul.

答案：去掉for。serve表示“为某人服务”，直接加宾语。

Ⅱ.语法部分

限制性定语从句和非限制性定语从句的区别

纵向归纳法：

1.限制性定语从句是先行词不可缺少的定语，如果省去，主句的意思就不完整或不明确。非限制性定语从句只是对先行词作附加说明，如果省去，主句的意思仍然清楚。

2.限制性定语从句与主句之间不能用逗号分开；非限制性定语从句与主句之间要用逗号分开。

The film which was shown just now is very exciting.(限制）

We saw an exciting film, which is about how people fight against pollution.(非限制）

试比较：

3.限制性定语从句可以用that引导；非限制性定语从句不用that引导，应用which。

That is the interesting novel that/which you are eager to read.

I read an interesting novel, which was about the Long March.

4.限制性定语从句的关系代词作宾语时可省略。

非限制性定语从句的关系代词作宾语时则不能省略，介词后的关系代词也不能省略。

I will never forget the days(that,which) we spent together.

He is the man(whom/that)you can turn to for advice.

He is the man to whom you can turn for help.(不能省）

His mother, whom he loved dearly,died in 1818.(不能省）

5.限制性定语从句一般只修饰先行词；非限制性定语从句可以修饰先行词，也可以修饰其前面的整个句子或句子的一部分。

I have finished the novel that you lent me yesterday.

She failed in the exam again, which made her mother very angry.

He will made a trip to Suzhou, which is famous for its beautiful scenery.

●方法实践

Ⅰ.单项选择

1.-Hey,look where you're going!

-Oh,________.

A.I'm not noticing B.that's all right C.I don't mean to do it D.I'm terribly sorry

2.When I caught him cheating me I stopped________things in his shop.

A.buying B.buy

C.to buy D.bought

3.Mr Full apologized________the children________the lady________what they had done.

A.for;to;to B.to;to;for

C.for;to;for D.to;for;for

4.You made the same mistake for________second time,dropping________“n” in the word “government”.

A.for;to;to B.a;the

C.a;a D.the;an

5.-This dialogue should________a question,not a puzzle.

-I am________. A.have started with;to blame B.start with;to be blamed

C.have started from;to blame D.start from;to be blamed

6.His parents meant him________scientific research,but he showed no interest and turned poet. A.going in for B.to have gone in for

C.to go in for D.having gone in for

7.In salad bars the waiter doesn't bring you salad.You have to________yourself,usually to as much as you want.

A.bring B.serve

C.help D.supply

8.A thousand miles no longer________to us today,for modern transportation can easily get us________this distance.

A.mean much;to B.means many;over

C.meant more;by D.means much;over

9.However,at times this balance in nature is________,resulting in a number of possibly unseen effects.

A.disturbed B.troubled

C.puzzled D.mixed

10.-You've given us a wonderful meal,Mrs Jackson.

-________.I'm glad you enjoy it.

A.Not at all B.I don't think so myself

C.Thanks a lot D.No,just so-so

11.-Why didn't you give me a ring?

-Well,I meant________,but later I forgot.

A.telephoning B.to telephone

C.having telephoned D.telephoned

12.Be quiet!It's rude to________people when they are talking.

A.stop B.introduce

C.prevent D.interrupt

13.The words of his old teacher left a________impression on his mind.He is still affected by them.

A.lasting B.lively

C.long D.real

14.While shopping,people sometimes can't help________into buying something they don't really need.

A.to persuade B.persuading

C.being persuaded D.be persuaded

15.-I must apologize for________ahead of time.

-That's all right.

A.letting you not know B.not letting you know

C.letting you know not D.letting not you know

16.I regret________you that I won't go to help you next week.

A.for telling B.telling

C.to tell D.told

17.-You were brave enough to raise objections at the meeting.

-Well,now I regret________that.

A.to do B.to be doing

C.to have done D.having done

18.We'll have the discussion in the garden________the hall.

A.instead of B.instead in

C.instead of in D.instead

19.The old woman is sitting________her daughter.

A.near to B.next

C.next by D.close to

20.He promised to drop in________the Smiths sometime next month.

A.to B.in

C.on D.for

21.My parents always let me have my own________of living.

A.way B.method

C.manner D.fashion

22.All the rooms are________with electric light.

A.supplied B.given

C.offered D.burnt

23.-Car 17 won the race.

-Yes,but its driver came close to________.

A.having killed B.have been killed

B.be killed D.being killed

24.-You should have thanked her before you left.

-I meant________,but when I was leaving I couldn't find her anywhere.

A.to do B.to

C.doing D.doing so

25.-I usually go there by train.

-Why not________by boat for a change? A.to try going B.trying to go

C.to try and go D.try going

Ⅱ.完形填空

It was 11:30 in the evening.A 1 American lady of about seventy was standing on the side of an Alabama 2 trying to bear a pouring rainstorm.Her car had 3 and at the moment she 4 needed a ride.Wet to the skin,she decided to flag down the next 5 .A young white man stopped to help her-generally unheard 6 in those conflict-filled（矛盾冲突）1960s.The man 7 her to safety in his car,and 8 a taxicab(a kind of car)for her.She seemed to be in a great 9 .She wrote down his 10 ,thanked him and drove away.Several days went by and a 11 came on the man's door.To his 12 ,a very big color TV was delivered to his home.A special note was 13 to it.It read:“Dear sir,thank yu so much for assisting a(an) 14 coloured woman on the freeway 15 night.The rain 16 wet all over not only my clothes 17 my spirits.Then you 18 along.Because of you,I was 19 to make it to my dying husband's bedside just 20 he passed away.God bless you for helping me and kindly serving others.Sincerely,Mrs.Nat King Cole.”

1.A.black B.white

C.poor D.sick

2.A.railway B.freeway

C.street D.avenue

3.A.broken up B.speeded up

C.broken down D.slowed down

4.A.seriously B.badly

C.fairly D.probably

5.A.bus B.truck

C.taxi D.car

6.A.from B.by

C.before D.of

7.A.put B.led

C.fetched D.took

8.A.hired B.took

C.sent D.asked

9.A.need B.help

C.hurry D.trouble

10.A.address B.number

C.name D.words

11.A.lady B.salesman

C.letter D.knock

12.A.surprise B.delight

C.joy D.satisfaction

13.A.offered B.given

C.stuck D.written

14.A.aged B.dark

C.lucky D.unhappy

15.A.another B.the other

C.other D.any

16.A.let B.made

C.had D.turned

17.A.and B.but

C.or D.otherwise

18.A.got B.went

C.ran D.came

19.A.able B.ready

C.likely D.willing

20.A.after B.before

C.until D.since

Ⅲ.短文改错

Sometimes we have difficulties in remembering the names 1.________

of the months in English.If we will know something of 2.________

the history of this names,possibly they will not seem 3.________

so difficult for us to remember.The following is two 4.________

examples.January named after the god Janus,Janus was a 5.________

strange god with two faces.He could look at two 6.________

directions.He could look forward and backward at the same 7.________

time.He was the god of endings and beginnings.January is first 8.________

month of the year.It's a month on which one looks forward 9.________

to the new year.It's also a period of time people think 10.________

about the past year.

Ⅳ.书面表达

请根据下列内容用英语向来访的外宾介绍你校新建网络学校的情况：

新世纪Net-school网络系统表

多媒体教学系统使教与学更为方便有趣，在课堂上获取更多信息，学到更多知识

电子阅览室

向师生开放

可向世界各地发送电子邮件（e-mail）

可通过因特网（Internet）查寻最新信息

远程教学系统只要家中有电脑，任何人都可以学习本校的课程

注意：

1.介绍必须包括表内的主要内容，可以适当增减信息，使内容连贯。

2.词数100左右

3.生词：①多媒体教学系统：Multimedia Teaching Systemあ诘缱釉睦朗遥篒nformation Centre ③远程教学系统：Long Distance Teaching System

4.文章开头已给出；不计入词数。

Ladies and gentlemen，

Welcome to our New Century Net-school!

Ⅴ.同步语法专项练习(限制性与非限制性定语从句)

1.Beijing government puts more than 700 million yuan to increase its green space this year,________doubles the money provided last year.

A.as B.which

C.that D.while

2.Helen is much more kind to her youngest child than to the others,________,of course,makes the others unhappy.

A.who B.which

C.she D.that

3.The wrong you've done him is terrible,for________you should make an apology to him,I think.

A.this B.which

C.what D.that

4.Recently my father bought a Chinese painting,________was very reasonable.

A.the price of whose B.which price

C.the price of which D.its price

5.For weeks the street hasn't been cleaned by the cleaner,________makes it very dirty.

A.who B.which

C.that D.this

6.Don't talk about such things________you are not sure of.

A.that B.what

C.as D.those

7.There are some________believe the bill,________also covers labor and health programs,to be too expensive.

A.who;which B.who;that

C.that;as D.which;which

8.We will be shown around the city:schools,museums,and some other places,________other visitors seldom go.

A.what B.which

C.where D.when

9.Alec asked the policeman________he worked to contact him whenever there was an accident.

A.with him B.who

C.with whom D.whom

10.I shall never forget those years________I lived in the country with the farmers,________has a great effect on my later life.

A.that;which B.when;which

C.which;that D.when;who

11.________is known to all,Taiwan is a part of China.

A.As B.Which

C.That D.What

12.Do you know the girl________?

A.whom he often talk B.he often talks to

C.to who he often talks D.he often talks

13.Alfred Hitchcock________produced a new film called Frenzy.

A.who is well-known for thriller movies

B.whom is well-known for thriller movies

C.,who is well-known for thriller movies

D.,whom is well-known for thriller movies

14.Have you ever been to Xi'an,________I left ten years ago?

A.where B.which

C.that D./

15.The man will never forget the days________he spent with Lenin.

A.when B.which

C.that D.both B and C

16.In the office I never seem to have time until after 5:30 p.m.,________many people have gone home.

A.whose time B.that

C.on which D.by which time

17.The famous basketball star,________tried to make a comeback,attracted a lot of attention. A.where B.when

C.which D.who

18.Greenland,________island in the world,covers over two million kilometres.

A.it is the largest B.that is the largest

C.is the largest D.the largest

19.He was very rude to the customs officer,________of course made things even worse.

A.who B.whom

C.what D.which

20.The general at last got a chance to visit the village________he used to fight,________he had been dreaming of for years.

A.that;which B.where;that

C.in which;what D.where;which

参考答案

Ⅰ.单项选择

1.D 表示很抱歉。A、C两项应用过去的时态。

2.A stop表示停止做一件事时，接动名词作宾语。

3.C apologize to sb.for sth.表示为了某事向某人道歉。本题第一个for表示“替”“代”。 4.D a接序数词，表示“再一”“又一”。

5.A start with指“以……开始”；be to blame指“应该负责”“应该受责备”。

6.B mean表示打算时，接to do不定式。mean,intend,expect等接to have done表示事与愿违。 7.C help oneself to sth.指为自己取食品、饮料等，等于serve oneself with sth.。

8.D 时间、金钱、距离作主语，谓语用单数。over表示“越过”。

9.A 表示“被弄乱”。

10.C

11.B mean to do 表示打算。mean doing表示意味着。

12.D 表示打断（某人）说话。

13.A 从后一句来看“他现在还一直被影响着”，说明老师的话给他留下了持久的，永不磨灭的印象。long是长久的，但也有时间限制。

14.C 表示“忍不住”，cannot help接doing。此题表示“人们有时忍不住被劝买了些他们不需要的东西”，people与persuade是被动关系。

15.B apologize for sth./doing sth.动名词否定，not加在-ing之前。

16.C regret to do 表遗憾/抱歉要做某事。regret doing表后悔做了某事。

17.D 表“后悔”。

18.C instead of连接并列成分，此题连接两个地点状语。

19.D close to表“靠近”。near不接to；next to表“紧挨着”。

20.C drop in on sb.指“顺便拜访”某人，the Smiths指史密斯一家人。drop in at接地点。 21.A 表生活方式。manner表方式时，侧重指行为方式。

22.A be supplied with sth.表提供。B、C选项不与介词with搭配。

23.D close to 中to是介词，接动名词；driver 和kill是被动关系，故不选A。

24.B mean to do表打算，有上下文时，为避免重复，在不定式符号to处省略。

25.D why not接动词原形；try doing表“尝试”，try to do表示“努力”“试图”，强调目的。

Ⅱ.完形填空

1.A 通读全文，从文中coloured woman就应得知她的肤色，故选A。

2.B 70多岁的老妇人，深夜11：30站在路边，从her car我们知道她有车，不应选railway，那么如果是C和D，她应有地方去避雨。

3.C 老妇人任大雨淋，站在路边不走，不难得知，她的车坏了。

4.B 深夜，车又坏了，70多岁的老妇人深夜出门，应有急事，她急需搭车，故badly need最合适。

5.D 老妇人浑身湿透了，她决定拦下一辆车，深夜，公共汽车、出租车在高速路上应很少了，故选car。

6.D unheard是过去分词作定语，相当于定语从句，意思是在20世纪60年代充满矛盾冲突的情形下，帮助人这种事是很少听到的。选of构成heard of。

7.D 把某人带到某地，应用take sb.to故选took。

8.A 年轻人把老妇人带到安全的地方，帮她租了一辆车，因为她自己的车坏了，年轻也不能把自己的车让她用，故选hired。 9.C in a great去掉great,in a正好与hurry连用，构成固定表达。

10.A 从下文中得知，老妇人让人把大彩电送到年轻人家里，就可推断出，老妇人写下的是年轻人的地址。

11.B 送彩电的人就应是卖彩电的人，不可能是老妇人，故选B。

12.A to one's surprise，正合题意，因为年轻人没有想到老妇人会这么做。

13.C 送年轻人彩电，老妇人定有便信以解释，那么这便信应是粘贴在彩电的箱子上的，故选stuck。

14.A 老妇人非常感谢这个年轻人在深夜，在高速路上帮助她，她称自己是上了年纪的老人。故选aged。

15.B the other night是指过去的某个夜晚。

16.B 这里说雨使她全身湿透，故选B较好。

17.B 由于句中有not only，后面定是but，雨不仅湿了她的衣服，而且也让她心灰意冷了。

18.D 就在老妇人心灰意冷时，年轻人来了，有来的及时之意，故用came。

19.A 由于年轻人的帮助，老妇人才能够回到丈夫的床边，故用be able to，选able。

20.B 老妇人正好在她丈夫去世前到了他的床边。故选before。

Ⅲ.短文改错

1.difficulties→difficulty 2.去掉will 3.this→these 4.is→are 5.January后加was 6.at→in 7.√ 8.first前加the 9.on→in 10.time后加when

Ⅳ.书面表达

Ladies and gentlemen,

Welcome to our New Century Net-school!

Our Net-school is made up of three parts.Multimedia Teaching System makes teaching and learning easier and much more interesting.Students can get more information and knowledge in class.Information Center, where we can send e-mails to all parts of the world and get the latest information from Internet, is open to both teachers and students.Long distance Teaching System is for the students who are not studying in our school.They can study at home if they have a computer. Ⅴ.同步语法专项练习

1.B which指代700 million yuan引导非限制性定语从句，起补充说明作用。

2.B which引导定语从句，修饰前面整个句子。

3.B which指代the wrong you've done。

4.C 名词或代词+of+which/whom/whose…引导的定语从句中,of which在定语从句中作定语。which替代a Chinese painting。

5.B which指代前面句子。

6.C as引导定语从句，在从句中作宾语，替代things，主句中有such,the same,as，定语从句中引导词常用。

7.A who在定语从句中作主语，指代some,此处some表示有些人。which替代the bill。 8.C where在定语从句中作状语。

9.C with whom he worked是定语从句，介词with是从句中work with…所要求的。

10.B when在定语从句中作状语，指代in those years;which在从句中作主语，替代前句。 11.A as和which都可引导定语从句，替代句子。但as译为“正如”“正像”，且它引导的从句可在句首也可在句中。

12.B 定语从句修饰先行词the girl,关系词在从句中作talk to的宾语，可用that,whom或省略。

13.C 关系词在定语从句中作主语，所以不用whom。非限制性定语从句对先行词作附加说明。

14.B which在定语从句作left的宾语，非限制性定语从句的关系词作宾语时不能省略。 15.D 关系词在从句中作spend的宾语，可用which或that,也可省略。

16.D which指代5:30p.m.，从句时态为完成时，所以用by短语。

17.D

18.D Greenland与the largest是同位语。非限制性定语从句不能用that引导，故不选B。 19.D which替代前句。

20.D where在定语从句作状语，替代in the village。which指代前句。

篇14：Unit 6 good manners5(新课标版高一英语上册教案教学设计)

Title of the Lesson: Unit Six

Type of the Lesson: New Lesson

Teaching aims:

1. Learn to use functional sentences, key structures and words. Instruct students to read Table Manners at a Dinner Party.

2. Continue to learn the Attributive Clause.

Content of the Lesson:

1. Topic: Good Manners

2. Functional sentences: apologizing and expressing gratitude

3. Grammar: the Attributive Clause

4. Vocabulary: 大纲词汇（33）

课标词汇（3）

Teaching Focus:

Functional sentences and words, which are used to describe manners

Teaching Aids:

Computer, Tape-recorder

Period 1 Warming up & Listening

Teaching aims:

1. Knowing about some expressions of apology.

2. Study the language points concerned with the dialogue.

Teaching procedures:

Step 1, Revision

Revise how to apologize to people.

Question: when we do something wrong, what should we say?

Ask students to make a list of the answers.

Excuse me, I’m sorry, etc

Step 2, Learn the functional sentences.

1. Work in pairs. Let the students to talk about the pictures and complete the dialogue on page 36.

Ask them if they know the word: terribly/ be careful.

2. The teacher checks the answers.

Step 3, Practice

Let students make similar dialogue and act them out.

Step 4: Listening

Listening Cassette Unit 6

1. Go through the task with the students and make sure what to do before you play the tape.

2. Let students check their answers in pairs and then with the whole class.

Period 2 Speaking

Teaching Aims:

1. Study this lesson to improve the students’ speaking ability.

2. The students are trained to explain English words in English.

Teaching procedures:

Step 1, Presentation

T: I’ll show you some pictures in which someone is doing wrong. What should he/she say? What should he/she answer? Make a list of their answers on the Bb.

Ways of making apologies Possible answers

Forgive me. I am very sorry Oh that’s all right

I apologize for… I’m sorry Oh, well, that’s life

I didn’t mean to… It’s OK

Sorry about that No problem

Step 2, Use the functional sentences to make up dialogues according to the given situations.

1. Let the students work in pairs. Read the situations in class and make sure everyone knows what to do.

2. Make dialogues in pairs.

The students make dialogue in pairs, and then ask some pairs to act out their dialogue.

Step 3, Use the functional sentences to make new dialogues in groups of four, they can create some situations for their dialogues.

Step 4, Assignment

1. Preview reading in Unit 6, and answer the questions in Discussion on page 38.

2. Prepare for a dictation of the words in the Unit 6

Period 3 Reading

Teaching aim:

1. Study this lesson to know more about Table Manners at a dinner party.

2. The students are trained to improve their reading ability and comprehension.

Teaching procedures:

Step1, Revision

1. Check the words and expressions.

2. Ask the students to explain the following words in English.

Custom, damp, napkin, behave

Step 2, Pre-reading

Ask students to think of the following situations. Work in groups to write down the rules of being polite in these situations in Chinese culture:

Situation Rules of being polite

At a dinner party

Greeting your teacher

Receiving a birthday present

Paying a visit to a friend’s house

Step 3, Fast reading (P39-2)

Read the text fast and complete the following sentences. In what order will the following dishes be served at a western dinner party. Please number them:

dessert, drinks, main course, starter, soup

Step 4 Detailed reading (P39-3)

Decide which of the behaviors are polite or impolite at a Western dinner party.

1. Use the knife with your right hand.

2. Put your napkin on your right hand.

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.

Step 5, Reading aloud

1. Play the tape of the text for the students to listen and follow.

2. Check reading. Ask some of the students to read the passage in class.

3. Dealing with language difficulties.

Step 6, Reading comprehension

1. Compare the customs in Western countries with the customs in China. And then complete the chart.

2. Ask some pairs to report their result orally.

In Western countries In China

similarities You should try to speak quietly and smile a lot, but do not laugh all the times.

You shouldn’t talk with your mouth full.

differences

Period 4 Language Study

Teaching aims:

Learn to use the following words and phrases:

behave, custom, start with, drink, serve

Teaching procedures:

1. behave

A. Read the following sentences and find out the different meaning of the word in the sentence situation.

1) He always behaves well in class.

2) She behaves more like a friend than a mother.

3) Children, please behave (yourselves).

4) They got warning to behave.

5) How is your new car behaving?

B. Summary: 1) 2) = act, bear oneself

3) 5) = conduct oneself well, do what is right

6) = machine works well

behavior (n.)

2. custom & habit

A. Compare the meaning of the words, let students tell the similarities and differences of custom and habit according to the sentences.

1) She has the custom of having a walk after dinner.

2) She has the habit of smoking after lunch.

3) She has the habit of resting after lunch

4) It is a Japanese custom to remove one’s footwear before entering a house.

5) Exchanging gifts on Christmas is a special custom in Western countries.

B. Fill in the blanks.

1. I have a ________ of washing face and hands before meals.

2. To shake hands is a ________ in many countries.

3. start with

A. Read the following sentences and find out the different meaning of the word in the sentence situation.

1） We started at 7 o’clock.

2） We must start early.

3） It started to rain.

4） He just started a new job.

5） The car won’t start.

6） I can’t start the machine.

B. Summary: 1) 2) = begin a journey, set off

3) 4) = begin (sth/ to do sth)

5) 6) = cause (machine) to start work

4. drink

Let students look at some sentences to see if they know the different meanings of drink.

1）(n.)

soft drink

a drink of water

Isn’t there any drink in the house?

How about a quick drink..

2) (v.)

Some horses were drinking at a trough.

He drank a pint of milk

Don’t drink and drive.

3) Phrases

drink sb.’s health

drink to sb.’s health

drink a health to sb.

5. serve

Read the following sentence and get the different meanings of this word.

1) He served as a gardener and chauffeur.

He has served his master for many years.

2) He served as a naval officer during the war.

He has served his country well.

3) Have all the guests been served with food and drinks.

Four waiters served lunch for us.

4) Are you being served?

He served some sweets to the children.

5) This packet of soup serves two.

6. Using the new words and phrases to complete the follow passage.

Eating dumplings on Spring Festival is a ________ in China. Last year, my nephew asked his parents to take him to a restaurant to eat dumplings and he promised he would ________ himself. At first they ordered some _________ to _______ with. Then they were _________ some delicious dumplings. My nephew was very happy that day.

Period 5 Grammar

Teaching aim:

Revise the grammar ------ the Attributive Clause

Teaching procedures:

Step 1, Ask students to read some attributive clauses and get some general opinion about the differences between the restrictive attributive clause and the non-restrictive clause. (Textbook Page 41-1)

Step 2, Ask students to do the exercise in pairs. (Textbook Page 41-2)

Step 3, More exercise (Workbook Page 118-1, 2)

Step 4, Ask students to finish checkpoint and make a summary.

Step 5 Ask the students to finish the following exercise to check how well they can use the attributive clauses.

Period 6 Integrating Skills

Teaching aim:

Get students to know how to write a thank-you letter.

Teaching procedures:

Step 1, Reading and writing

1. Read the thank-you letter on page 41 and write in your own words what each paragraph is about.

2. Discuss in pairs.

3. Feedback.

Para,1, Why I write the letter

Para.2, What I am doing

Para.3, What you are doing

Step 2, Word study

Ask students if they understand the meaning of the following words.

think of/ be busy with/ do well in/ wish you all the best

Step 3, Pre-writing

Work in groups of four. Let students choose one of the topics and write a thank-you letter.

Topics: 1. Thank a teacher for his help

2. Thank your parents for their loving support

3. Thank your friend for being a good friend.

4. Thank your classmate for having invited you to his birthday party

Ask one group to read their letter.

Step 4, Writing

The teacher should do the following before the students write a letter:

1. Go over the requirements of writing, and make sure the students know what to do.

2. Tell the students what they should do before writing.

3. Get the students to write their own letters.

4. Do peer evaluation after finishing their letter.

5. Show some letters to the class.

北京十二中常贞丰台分院梁丽冰

篇15：Unit 6 good manners2(新课标版高一英语上册教案教学设计)

Unit 6 Good manners

Period 3 Reading

TABLE MANNERS AT A DINNER PARTY

Teaching aims:

1. To get students to know more about table manners at a dinner party.

2. To train students’ reading ability and comprehensive ability.

Key and difficult points:

1. To get students to know the difference of table manners between China and Western countries.

2. To learn how to behave well at a formal Western dinner party.

Teaching procedures:

Step 1 ------ Leading in

1. Ask students to say something about the tools used in Chinese restaurants and Western restaurants.

(1) What do Chinese eat with? (chopsticks, bowl and spoon)

(2) What do westerners eat with? (plate, spoon, knife, and fork)

2. Ask students to say something about the order of a formal meal in Chinese restaurants and Western restaurants.

(1) What is the order of the Chinese formal dinner?

(2) What is the order of the western formal dinner?

Step 2 ------ Extensive reading

1. Ask students to read the text as quickly as possible and finish two tasks.

(1) The text mainly talks about ____.

A. table manners at home

B. table manners at friend’s home in China

C. table manners at a dinner party

D. table manners at a formal Western dinner party

(2) Do exercise 2 on page 39.

starter --- soup --- main course --- dessert --- drinks

2. Ask students to read the text aloud with the tape and do the exercise 3 on page 39.

(1) Use the knife with your right hand. (P)

(2) Put your napkin on your lap. (P)

(3) Start eating as soon as your food is served in front of you. (I)

(4) Ask for a second bowl of soup. (I)

(5) Use your fingers when eating chicken. (P)

(6) Finish eating everything on your plate. (P)

(7) Talk loudly while eating. (I)

(8) Make other people drink more spirits than they can take. (I)

Step 3 ------ Intensive reading

1. Ask students to read the first paragraph, discuss how to lay the table with the partner, and say out which number stands for.

2. Ask students to find out what should be done at the beginning of the dinner.

(1) Some people pray before they start eating. If you don’t believe in religion(宗教)

You should keep silent for a moment.

(2) If you pay for the bill, (You are the host)

You can say “Enjoy your meal” to each other and everybody starts eating.

2. Ask students to discuss what should be paid attention to when having starter, soup, main course, and drink of a formal western dinner.

(1) Starter (appetizer):

Tips ------

a. You eat with the smaller pair, and you keep the knife in your right hand and the fork in your left.

(2) Soup: meat soup (thick toast)

Tips ------

a. You will get a bowl of soup --- but only one bowl of soup and never ask for a

second serving.

(3) Main course: steak, chicken, shrimp

Tips ------

a. You can use your fingers when you are eating chicken or other birds.

b. Don’t touch beef or other meat on bones.

c. Finish everything on your plate.

d. Don’t take more food than you need.

(4) Dessert: cake, pudding, ice cream, etc

(5) Drinks: soft drinks (non-alcoholic), red wine, white wine (dry, medium, sweet)

Tips ------

a. Glasses should not touch when drinking to someone’s health.

b. The custom of toasting in Western countries is to take only a sip.

c. Don’t drink too much.

Step 4 ------ Summary

1. Ask students to compare the customs in Western countries with the customs in China, and then complete the chart.

2. Ask students to present their results. (optional Homework)

In Western countries In China

Similarities

1. You should try to speak quietly and smile a lot, but do not laugh all the times.

2. You shouldn’t talk with your mouth full.

Differences 1. Take the napkin, unfold it and put it on your lap. 1. Get a hot and damp cloth to clean your face and hands.

2. Glass should not touch. 2. Glass should touch.

3. Take a sip. 3. Finish the drink at once.

Homework ------

1. Think more about the customs in Western countries with the customs in China write a passage.

Self-evaluation ------

篇16：unit 1 good friends(Period 1)(人教版高一英语上册教案教学设计)

Teaching objectives and demands:

1. The activity is designed to encourage students to think about friends and friendship and to activate relevant vocabulary.

2. Ask the students to describe a good friend and give examples of situations where friends have helped them. Use the activity as a brainstorming session done either in groups or with the whole class.

3. Language use: Manipulate listening, speaking practice

Key points:

1. Everyday English for communication.

2. Words and useful expressions

Teaching procedures:

Step 1. Warming up

Students are asked to describe themselves and a friend. You can use these questions in at least two different ways. One alternative is to ask the students to think about three words to describe themselves and then let each student tell the class the three characteristics they have chosen. A second alternative would be to ask the students to write down the three characteristics and let other students guess who is being described. As with the first part, the objective is to elicit student language and get the students to think about friends and friendship.

Which words can be used to describe the characteristic?

Brave: courage fearless heroic

Scared : astonish fearful frightened horrified shocked terrified timid

Loyal: devoted faithful

Wise: bright clever cute gifted intelligent smart well-learned witty

Foolish: silly stupid

Beautiful: attractive breath-taking charming cool cute elegant eye-catching good-looking

graceful inviting lovely neat pretty splendid stunning

Rich: wealthy plentiful

Funning: amusing humorous

Happy: carefree cheerful contented delighted glad high merry pleased

Unhappy: bitter blue discouraged displeased heavy miserable sad upset

Step 2. Listening

The students will hear friends discuss common problems that may occur in a friendship. The students are asked to identify the problems and suggest solutions. Tell the students that friends sometimes have problems and that it is important to know how to solve the problems. The students will hear three arguments between friends and are asked to write down the problems and suggest possible solutions. It may be necessary to divide the task into two parts; first the students write down the problems as they listen to the tape, and then they discuss possible solutions. The students can also listen to one situation at a time and discuss solutions with the whole class.

Key

1. Peter is often late for football practice. I think that he should try to be on time in the future.

2. Mary usually borrows things without asking and she doesn’t return things on time. She should ask the owner is she wants to borrow something and try to return it on time in the future.

3. Adam borrowed John’s CD player yesterday and now it is broken. Adam can ask his uncle to fix it.

Extension the students are asked to think of other situations/problems involving friends and role-play or discuss the issues. You may also ask the students to list or discuss what methods are most effective when you want to solve problems in a friendship.

Workbook P85

Listening

a) Students will hear about problems friends may have and what can be done to solve such problems. The students are asked to write down the solutions mentioned on the tape and to think of other solutions. Ask the students to listen to the tape and write down the solutions suggested by the speaker. You can help the students prepare by first asking them to think about problems they may have had with their friends. The solutions mentioned on the tape are simple and general. Encourage the students to think of better, more specific solutions. What would they do if they had a quarrel with a friend? How do they talk to their friends about difficult things? How do they keep secrets from becoming rumours?

b) Listening text Everybody needs friends. But being a good friend can sometimes be hard work. Learning how to solve problems in a friendship can make you a better friend and a happier person. A common problem between friends is that they don’t know how to talk to each other about difficult things. When they do talk, they often get mad with each other. What can they do? Well, it takes time to learn how to communicate well, and it is important to understand why a friend gets angry with you when you say something. If you know what it is that makes your friend angry, then you can try to talk about the problem in a different way.

c) Another problem that many friends have to deal with is what to do after one of them gets angry or upset. If friends get angry with each other and say something bad because they are angry, they often find it difficult to apologize after the quarrel. The best way to apologize after a quarrel is simply to start by telling each other that you are sorry and then go from there. A simple apology is often enough and is a good starting point. What about friends who can’t keep a secret? Sometimes it seems impossible to keep a secret from becoming a rumour that everyone knows. Shouldn’t a good friend be able to keep a secret? Perhaps, but it is not always that easy to keep a secret, and telling a secret to someone will often put them in a difficult situation - they may have to lie to other friends to keep the secret. The best way to make sure that a secret doesn’t become a rumour is simply to keep it to yourself - don’t tell anyone.

d) Answers to Exercise 1

e) Problem: Friends get angry with each other when they try to talk about something difficult.

f) Solution: Try to understand your friend/Try to talk about the problem in a different way.

g) Problem: Friends don’t know how to apologize.

h) Solution: Start by telling each other that you are sorry and take it from there. A simple apology is often enough.

i) Problem: Some friends don’t know how to keep secrets.

Solution: Keep your secrets to yourself.

Step 3 Speaking

The students will use the information about the people on SB page 2 to talk about likes and dislikes and to practice giving reasons for their opinions. Tell the students to work in pairs. Ask the students to complete the chart on page SB page 3 and then use the answers to talk about who could be friends and what they like or dislike. Ask each pair to decide who could be friends and give reasons for their decisions. When they have made their decision, ask them to compare and debate their ideas with other pairs. Encourage different answers, including strange ones.

P3 work in pairs

Name John Steve Peter Ann Sarah Joe

Age 15 14 15 16 14

Gender boy boy boy girl girl boy

Likes football skiing singing dancing reading novels surfing the

reading singing rock music computers football Internet

reading computer rock music singing rock music

skiing

Dis- singing hiking football hiking rock music football

ikes computers football classical music dancing dancing hiking

rock music rock music dancing classical music computer

Extension The students are asked to make a list of famous people or people they know. The students then use the list to identify likes and dislikes and characteristics and try to determine who could be friends.

Step 4. Talking Workbook P85

The students are given role cards based on three situations where friends are having problems. They are asked to act out the situations with the “useful expressions”. They are also asked to think of a fourth situation, prepare role cards for it, and act it out. Let the students role-play in pairs. Remind them that they should not write down a dialogue and then simply read the dialogue. Instead, they should try to act out the situation without rehearsing it. If they find it difficult to get started, you can let them prepare by practising part of a situation. You can also help by modeling part of a situation.

Extension Friends often help each other. Ask the students to work in pairs and list examples of situations where friends can help each other. The students can then write role cards for the situations and act out in pairs.

Step 5. Homework

(1) Finish off the exercises of Unit1 in the workbook.

(2) Revise the key points of this unit.

(3)List the friend they get to know in class and write down some thing they want to know.

Evaluation of teaching:

篇17：人教版高一Unit 1教案(人教版高一英语上册教案教学设计)

I Teaching Aims and Demands

1.Words and expressions

1)words

honest; brave; loyal; wise; handsome ;smart; argue; solution; classical; Joe; match;mirror;gun;hammer;saw;rope;compass;movie;cast;TomHanks;ChuckNoland;survive;

deserted;hare;sorrow;feeling;boardjairplane;parachute;lie;speech;adventure; notebook; scared; e-pal ;Carolina; admit ;opinion

2）useful expressions

be fond of ;treat…as…; make friends with ;hunt for; in order to; share…with

2.Oral demand

Talk about friend and friendship in English

3. Grammar

1）the indirect speech led by if/what /who/where/how…

2）review the usage of nouns and articles

4. Written demand

write an E-mail about friendship

5.Moral demand

Teach the Ss how to get on well with friends and treasure friendship.

II Teaching method

Co-orperating teachong

III Study method

Self-study guided by the teacher

IV Teaching aids

Computer,tape recorder,slide shoe,etc.

V Teaching steps

Period 1

Step 1 1. Ask the Ss the following questions to review some

Warming up words they know to describe their friends:

1) Do you have good friends?

2) What do you think of them? / Why do you think he / she is your good friend?

3) What kind of people do you want them to be your friends ?

4) Are there any other words we can use to describe a friend?

2. Review and learn some useful words:

Appearance:

tall short thin fat strong slim beautiful pretty handsome(attractive, fair) smart (quick, bright)

Qualities:

kind kind-hearted / warm-hearted polite

helpful gentle noble

honest trustworthy frank openhearted

brave great full of courage / courageous

loyal true faithful to a friend dependable

wise clever bright learned

3. Ask the Ss to use the following sentences to describe themselves or their friends, first practise in pairs, then the whole class.

1) I think I am ______, ______ and _______.

I think I am ________ because I ________. So when you ______, you can _______.

2) I think he / she is _______, _______ and ________.

I think he / she is _______ because __________.

4. Go over Part 2 on Page 87. Ask the Ss to make sentences as the example.

Step 2 1. Listen to the tape and finish the three situations one

Listening by one. Then ask the Ss to check the answers with

their partners.

2. Go over Part 1 in Listening on Page 85.

3. Go over Part 2 in Listening on Page 85.

Step 3 Written work: Part 2 on Page 87 in the exercise book.

Homework Reading: Go over Speaking Part on Page 2 and finish

the table on Page 3.

Summary

Period 2

Step1 1. Ask the Ss to tell what they learned in the last period

Revision and their opinions about what a good friend should be.

2. Ask the Ss to tell if there was anything unhappy that once happened between them and their friends and how did they solved it.

Step 2 1. Ask the Ss to go over Part 1 in Talking on Page 85, Talking first in pairs, then in class.

2. Let the Ss say what patterns we can use to make

apologies.

You said that you would … Why did / didn’t you …?

You promised to … Why didn’t you …?

Please forgive me.

I’m very sorry. …It won’t happen again.

I’m sorry I forgot.

3. Go over Part 2 on Page 86, first in pairs and then

with the whole class.

4. Go over Part 3. First ask the Ss to complete the role

cards in pairs. Then check some cards in class. And then ask the Ss to work in pairs to act out.

Step 3 1. Go over Speaking part on Page 2 by checking the

Speaking list. First ask some Ss to read this part. Then check

The answers to the list.

2. Ask the Ss which of the six students they want to

make friends with and why.

3. Ask the Ss to discuss in groups of four: Are friends

very important in our life? Why?

Ask some groups to report the result of their discussion.

Step 4 Written work: Part 3 on Page 87.

Homework Reading: Many-flavoured friends on Pages 88-89, and answer the questions.

Summary

Period 3

Step 1 1. Suppose you are alone on a deserted (empty, no one

Pre-reading lives there) island. You have to survive (remain alive, try not to die) without friends and all the things you use in your everyday life. Which of the items (things, articles) in the box would be the most useful to you on the island? List three most useful items and explain why you think they would be useful.

2. Ask the Ss to discuss their answers in groups of four and then ask some of them to report their answers.

3. Talk about the movie post of CAST AWAY.

Step 2 Ask the Ss to read the passage and find the answers

Reading to the questions:

1) What is the movie about?

2) Who is Chuck?

3) What happens to Chuck one day when he is flying across the Pacific Ocean?

4) How many years has he spent on the deserted island?

5) What becomes his best friend there? Why?

Step 3 1. Ask the Ss to find the answers to the first three

Post-reading questions in Post-reading part.

2. Ask the Ss to discuss the fourth one in groups of four, and then report to the whole class.

Step 4 Check the answers to the reading material on pages Workbook 88~89.

Step 5 1. Listen to and read the text again and again.

Homework 2. Find out the difficult sentences and go over the

notes to this text.

3. Look up the word learn in the dictionary and try to

find out different meanings of it.

Summary

Period 4

Step 1 1. Ask the Ss to tell what they have learned from the

Review text.

2. Ask some of the Ss to read the text paragraph by

paragraph and paragraph. And at the same time ask them to point out the sentences they don’t understand.

Step 2 1. Ask the Ss to find out the following phrases in the Paraphrasing text:

on a deserted island, hunt for food, make a fire,

be alone on the island, become / be fond of …, treat sb as…, share happiness and sorrow, make friends with …

2. Ask the Ss to make sentences with hunt for, be fond of, treat ab as …

3. Ask the Ss to put the follow sentences into Chinese.

1) Chuck is a businessman who is always so busy that he has little time for his friends.

2) One day Chuck is on a flight across the Pacific Ocean when suddenly his plane crashes.

3) Perhaps the most difficult challenge is how to survive without friends.

4) In order to survive, Chuck develops a friendship with an unusual friend - a volleyball he calls Wilson.

5) … it is important to have someone to care about.

6) He also learns that he should have cared more about his friends.

7)… we must give as much as we take.

8) The lesson we can learn from Chuck and all the others who have unusual friends is that friends are teachers.

Step 3 Ask the Ss to think over and answer the question:

Discussing 1) How can a volleyball become Chuck’s friend?

2) The text talks about giving and taking. How do you and your friends give and take?

3) Does a successful man or woman need friends? Why or why not?

4) What do friends teach us?

5) Is it better to have a human friend or an unusual friend such as a volleyball, a pen or a dog?

Step 4 The usage of learn:

Word study 1. To gain knowledge or skill by study, experience or

being taught

learn a foreign language

We’re learning English now.

Have you learned how to drive a car?

One can learn from his mistakes.

2. fix in the mind or memory; memorize

Let’s try to learn the poem by heart.

3. realize; become aware

They learned that it was no use arguing with him.

4. know, get to know

They offered help as soon as they learned that we were in great trouble.

I learned of the accident only yesterday.

learn one’s lesson; learn a lesson from sb

learned a learned teacher

Step 5 Go over Part 1 in Vocabulary on Page 87.

Listening First go over all the words and ask some students to tell what these words mean and when we’ll use these words. Then listen to the tape and finish this exercise.

Step 6 1. Finish Word Study on Pages 4~5.

Homework 2. Go over the Grammar part on Page 5. Try to find out the difference between Direct Speech and Indirect Speech in statements and questions.

Summary

Period 5

Step 1 Go over this part by asking some Ss to read the ten Word study sentences one by one to check the answers.

Step 2 1. Ask the Ss to discuss the difference between Direct

Grammar Speech and Indirect Speech in pairs.

2. Summary:

In Statements

“I like reading adventure stories,” said John.

John said (that) he liked reading adventure stories.

“I don’t like computers,” Sarah said to her friends.

Sarah told her friends (that) she didn’t like computers.

In General Questions:

“Ann, have you see my blue notebook?” Peter asked.

Peter asked Ann if she had seen his blue notebook.

In Special Questions:

“How can you do that?” Mary asked Ann.

Mary asked Ann how she could do that.

“What difference does it make?” Peter asked Jim.

Peter asked Jim what difference it made.

3. Go over Part 1 on Page 5.

4. Go over Part 2 on Page 6.

Step 3 1. Go over Part 2 on Page 88.

Workbook 2. Go over Part 3 on Page 88 first in pairs, and then

check with the whole class.

3. Go over Part 1 by asking some Ss to write down

their sentences on the Bb.

Step 4 1. Review the reading material.

Homework 2. Finish all the exercises about the Grammar in this unit. And go over Parts 1 and 2 on Pages 177~180.

3. Ask the Ss to think about in what ways we can make friends with others.

Summary

Period 6

Step 1 Ask the Ss some questions and let some Ss report Revision these questions:

1) Do you want to study English? Why?

2) Why do you think English is very important?

3) What do you think a good friend should be?

4) Do you have any good friends?

5) How can we make friends with others?

6) Would you like to say something about one of your friends?

7) What do you often do together with your friends?

8) What do you think are good ways to make friends with a stranger?

9) Do you know how to make a pen friend or a pen pal?

10) Can we use the Internet to make friends? How to use it to make friends?

Step 2 1. Read the short passage on Page 6 and tell the main

Reading and idea of it.

Writing Questions:

1) What is a pen friend or pen pal?

2) What is an e-pal or key pal?

3) What is the advantage of e-mail?

2. Read the two e-pal ads and tell what kinds of

people do you think they are.

Jane: funny, humour, frank, openhearted, friendly

Jack: friendly, funny, humour, openhearted, honest

3. Go over the tips and then write an e-mail message.

And then check each other’s message with the

partner.

Step 3 1. Read the e-mail on Page 90 and tell what it is about.

Workbook 2. Talk about how to write a response.

Step 4 1. Go over Checkpoint 1.

Checkpoint 2. Ask the Ss to think about what they have learned in

this unit.

Step 5 1. Go over Learner Log on Page 90 to make sure that Assessing the Ss know what it means and how to fill in the

table correctly.

2. Go over Reflection and ask the Ss to finish the

sentences.

Step 6 1. Review the whole unit.

Homework 2. Write an e-mail to introduce yourself to an e-pal and send it to the teacher’s e-mail box.

Summary

Period 7

Step 1 1. Dictate the following passage and then choose a

Dictation title for it.

Pal Restaurant is one of the many restaurants where people come to eat, drink, talk and enjoy music. It is different from other restaurants because its owners are a group of college students.

1. ….

But 2. …. “We can’t stop them but we want them to put study in the first place.” Teachers do not support them, either. 3. ….

4. …. 5. …. 6. ….

But Lin Tao says they are doing OK.

Title: Students Running Bar

Study First or BUSINESS First?

2. Some words and phrases in the listening text:

solve a problem / problems, common problem,

get mad, communicate, in a different way,

deal with, apologize, apology, keep a secret,

in a difficult situation,

rumour 谣[流]言, 传闻

The rumo(u)r has turned out to be true.

这谣传结果是真的。

Step 2 Review the whole unit.

Summary

篇18：Unit 6 经典教案(人教版高三英语上册教案教学设计)

Words and expressions

1. perseverance n. steady persistence in adhering to a course of action, a belief, or a purpose; steadfastness 毅力；坚持

Great works are performed, not by strength, but perseverance.

伟大的作品不是靠力量而是靠毅力来完成的。

2. quit

vt. to give up; abandon 放弃；to depart from; leave 离开；to cease or discontinue 停止；中断

He has not quit smoking, but is holding down to three cigarettes a day.

他并没有戒烟,但是已减到每天只抽三支烟了。

You and I are on the point of quitting the theater of our exploits.

你我正在离开我们辉煌业绩的舞台。

The teacher asked them to quit talking. 老师要求他们不要说话。

vi. to leave, to move, to stop

Time to quit. 该收手了。/该下班了。

3. apply (…) to … use; put into practice 应用；运用 n. application

We should apply theory to practice. 我们应当把理论运用到实践中去。

apply to 适用

What you have said doesn’t apply to this case.

apply for 申请

apply for a position/a patent

4. add up find the total of 总计；加起来

Add up 6,7 and 8 and you'll get 21. 把六、七、八相加，总数是二十一。

add up to 合计达

add to 增加

add … to 把…加到… add fuel to the fire 火上加油 add color to 增色

Add up all the numbers.

The cost of the party added up to 2,000 yuan.

The sudden rain added to our trouble.

Add some salt to the soup.

5. circumstance n. a condition or fact attending an event and having some bearing on it 环境；情况(常用复数形式)

Force of circumstances led us to give up our project. 环境的力量使得我们放弃了我们的方案。

It depends on [upon] circumstances. 这要视情况而定。

under/in no circumstances 决不，无论如何都不

under/in the circumstances 在这种情况下，既然这样

Under no circumstances should you step out of the house.

6. lose heart become discouraged 沮丧；灰心

Don't lose heart at any failure, but try again. 失败时不要灰心，要再接再厉。

lose one’s heart (to) sb. = fall in love with sb.

7. assessment n. the act of assessing; appraisal 评估；估价

environmental assessment 环境影响评估

vt. assess

1.) (为征税)估定(财产)的价值[(+at)]

The value of this property was assessed at one million dollars. 这财产的价值估定为一百万元。

2.) 确定(税、罚款、赔偿金等)的金额

assess damage after an accident 事故后确定损害赔偿金额

3.) 对...进行估价,评价

It is too early to assess the effects of the new legislation. 现在来评价新法规的效果为时尚早。

8. take it easy 放松些；别紧张

When the teacher found some of his students get nervous at the examination, he told them to take it easy. 老师发现一些学生考虑时焦急不安，就叫他们不要紧张。

归纳：take it 猜想, 以为；断定 take it for granted 视为当然

take it ill 见怪, 介意某事 take it or leave it 要么接受要么放弃

take it out on sb. 向某人出气 take it seriously 认真对待

9. keep up retain(one's spirits, strength, etc); (one's spirits, strength, etc.)not decline 维持；保持

The mountaineers' spirits kept up against heavy odds.

在非常不利的条件下，登山运动员们仍然情绪高涨。

归纳：keep up appearances 装门面 keep up one's spirits 振作精神

keep up to date 使记到最近时期；使跟上时代 keep up with 跟上

10. survival n. the act of surviving; continuance of life 幸存；存活

He stayed eight days in an open boat with no food, and he was still alive; his survival was a miracle. 他在无遮档的小船上呆了八天，又无食物，还活下来了，这真是个奇迹。

survive ①vi. 幸存，活下来 His parents died in the accident, but he survived.

②vt. 比…或活得长；经历…之后还存在 survive sb. / survive the fire

survivor n. 生还者, 残存物

11. beyond

prep. ①on the further or other side of 在较远的一边；在另一边 ②(of time)later than; more advanced than（时间）晚于；超过 ③out of the reach of; outside one's understanding 为…不能及；超出…理解力之外 ④(negative and interrogative) except 除…之外

The post office is beyond the bridge. 邮局在桥的那一头。

Some shops keep open beyond midnight. 有些商店营业到半夜以后。

He was beyond the help of the teacher. 他使老师束手无策。

I know nothing beyond this. 除这之外，我什么也不知道。

adv. farther away 在远处 look beyond 向远处看

12. lose one’s way become lost 迷路；迷失

Lily lost her way in the woods. 莉莉在森林里迷了路。

feel one’s way fight one’s way make one’s way push one’s way wind one’s way

13. burden n. something that you carry; a heavy load 负担；包袱/a duty which is hard to do well 责任

It is a burden to the people. 这对人民是一种负担。

The burden fell on me. 责任落在我身上。

vt.

1.) 加重压于，加负担于，烦扰[(+with)]

The government burdened the nation with heavy taxes. 政府使国民负担重税。

2.) 加负荷于，使载重[(+with)]

He was burdened with a large bundle of magazines. 他吃力地捧着一大捆杂志。

14. desperate adj. having no hope and ready to do any wild or dangerous thing 绝望的；不顾一切的/ very serious 极严重的；危急的

The prisoners became desperate in their attempts to escape. 那些囚犯拼命企图逃亡。

The country is in a desperate state and we must work hard.

国家处于危急关头，我们应当努力工作。

15. accustomed adj. being in the habit of习惯[于…]的 [to doing]

I am not accustomed to walking long distances. 我不习惯于长距离的步行。

be accustomed to working/to work hard习惯于苦干

16. thirst n. [U] wanting to drink something; a strong desire 渴；渴望

I drank a cup of tea to relieve my thirst. 我喝了一杯茶止渴。

The artist thirsted for fame. 艺术家想出名。

17. starvation n. suffering or death caused by extreme hunger 挨饿；饿死

The cat died of starvation. 那只猫饿死了。

starve v. (cause to) suffer or die from great hunger 使挨饿，饿死/ (cause to) suffer from not having sth. 使得不到某物而痛苦

They lost in the desert and starved to death. 他们在沙漠迷路而饿死了。

The school is starved of resources. 学校缺乏财源。

18. anxiety n. [U] worry and fear 忧虑；担心；焦急 [C] something that makes you worried and afraid 担心的事；焦虑

We waited with anxiety for our examination results. 我们焦急地等待考试结果。

He has been relieved of his anxieties. 他已消除了忧虑（事）。

19. came to an end stop 结束；终止

All good things must come to an end. 一切好事迟早都会结束。（天下没有不散的宴席。）

at the end of 在...结尾,在....末端 in the end 最后，终于

bring to an end 使…结束 on end on end 竖着, 连续地

make an end of 终止，除掉 end (up) with 以――告终

put an end to 结束，终止 make ends meet 收支相抵

20. tax n. money that the government takes from your pay or from the sale of some goods 税

There is a large tax on cigarettes. 香烟的税很重。

pay taxes on sth. (taxpayers) 纳税 charge/impose/levy taxes on sth. 征税

v. 对…征税，向…课税 Imported wines are heavily imported in China.

21. anniversary n. the annually recurring date of a past event, especially one of historical, national, or personal importance 周年纪念；周年纪念日

a wedding anniversary the 20th anniversary of our country’s independence

22. relief n. ①the removal or ease of worry, pain ,etc. 解除；减轻

The medicine brought me relief. 这药减轻了我的痛苦。

Hearing the news, he breathed a sigh of relief. 一听到消息,他如释重负地松了口气。

②help given to people in poverty of trouble 救济

They are in need of relief. 他们需要救济。

Relief was flown to the flood-hit areas. 救济物品被空运到洪水泛滥区。

23. deliver vt. (delivery n.)

①take something to the place where it must go 投递；送交

Every day the milkman delivers milk to our house. 每天送牛奶的人都把牛奶送到我家。

②give forth in words 发言

He delivered a speech at the meeting. 他在会上讲了话。

③help in the birth of 接生

she delivered the child. 她接生了这孩子。

④save, set free, release 解救;解脱;释放[(+from)]

Education delivered him from ignorance. 教育把他从无知中解救出来。

24. Arctic adj. of the north polar regions 北极的

n. the regions round the north pole 北极；北极圈；北极地方

the Arctic Ocean 北冰洋 the Arctic Regions 北极地区

25. tough adj. able to withstand great strain without tearing or breaking; strong and resilient 坚韧的 demanding or troubling; difficult 困难的 physically hardy; rugged 强壮的 showing strong determination 强硬的，不妥协的

a tough guy 硬汉 tough meat 老肉 tough attitude 强硬的态度 a tough task 棘手的任务 a tough customer 难缠的顾客 a tough neighborhood 治安很差的住宅区

26. wrap vt. to cover completely with 包裹；缠绕

I wrapped the present in red paper. 我把礼物用红纸包了起来。

n. [C] an article of dress to be folded round a person 披在身上的衣物

Don't forget your wraps, when you travel in winter. 冬天旅游时，不要忘带外套、围巾等。

27. tie up put a piece of string, rope, etc. round something to hold it firm 捆；拴；系

I tied up the parcel. 我捆好包裹。

28. stake n. [C] strong post of wood or metal that stands in the ground 桩；柱桩

The farmer tied the bull to a stake in the field. 农民把公牛拴在田里的桩子上。

at stake: at risk; in question 在危急之中

29. ray n. line or beam of light, heat, etc. 光线；辐射线 v. 放射，射出光线

A ray of sunlight fell on the sleeping boy. 阳光照射着睡着的男孩。

This afternoon I will have my son x-rayed. 今天下午我带儿子去X光透视。

30. bark n. the short, sharp sound a dog makes; a sound like this, esp. a cough 吠声；似犬吠的声音 v. 吠, 咆哮, 剥树皮

The bark of a dog sounded in the night. 在夜间听到狗叫声。

Barking dogs seldom bark.

31. memorial n. [C] building or statue to remind people of someone or something 纪念馆；纪念碑（物） a memorial to people’s heroes

32. retell vt. tell again; repeat 重述；复述

retell what happened on the island one early morning in autumn.

复述一个秋天的清晨在那个岛上发生了什么。

33. go for to put a lot of effort into sth, so that you get or achieve sth. 为……去；努力获取

It sounds a great idea. Go for it. 这听起来是个极好的主意。努力去实现吧！

Reading

Step 1 Lead in

1. Talk about legendary journeys in China.

Journey to the West: The story is known in China. The hero Monk Tang in the story went through 81 difficulties. Finally he got the Buddhist Scripture.

The Long March: If there had not been the long march, we could not have lived the happy life. They went through starvation, coldness and so on.

Climbing Mount Qomolangma: They have to face difficulties like coldness, avalanche and snowstorm. It’s not only a personal achievement but also a pride for the whole nation.

2. China’s “Go West” policy.

3. The process of developing the west in America:

1748年弗吉尼亚的俄亥俄州土地公司的组建（开始）。

1784，1785，1787 年制定三个土地法开发西部的纲领。

1895年工业总产值跃居世界第一位

西部开发的三个阶段：

农业开发阶段（1750－1850）工业开发阶段（1850－1950）科技开发阶段（1950－至今）

Step 2 Reading

1. Skimming

The main idea of the text:

The text related a story that the hero’s family and many other families moved to the West. They ran into many difficulties on the way to the West. Faced with the difficulties, they didn’t give up. Finally they got to the West and started a new life.

Part 1 (1) The cause and the beginning of the journey

Part 2 (2) The first destination of the journey

Part 3 (3-5) The most trying part of the journey

Part 4 (6) Reaching the promised land (The end of the journey)

2. Scanning

①When did we decide to move to another place? 1845,10

②How long did the journey last? About a year

③What is our first destination? India Greek in Kansas

④Is the journey hard? Can you make some examples about it?

Yes, it is hard. You can make many examples.

3. Detailed reading

Fill in the chart:

Time Events

October, 1845 set off for the journey

April ,1846 continued the journey westward

November, 1846 entered the desert and lost the way

For many weeks travel in the Death Valley

Christmas Day reached the promised land

Choose the best answers:

1. The reason why my father wanted to go to California is that . 答案：C

A. California was in desert B. California was far away

C. California was a wonderful land described in a book

D. California was the largest state in the USA

2. People moving to the west would meet in . 答案：A

A. Kansas B. California C. Salt Lake Valley D. Salt Lake Desert

3. On which day did the author enter the Salt Lake Desert? 答案：B

A. April 12. B. November 4. C. October 15. D. December 25.

4. Why did the travelers call their ninety-mile drive through the Salt Lake Desert the “Long Drive”? 答案：D

A. Because the landscape was dry and barren. B. Because water was salty and not drinkable.

C. Because their water supply was so low. D. All of the above.

5. After the travelers burnt their wagons, they had to go on their feet with another miles to go. 答案：B

A. 2 500 B.500 C.90 D.45

6. Why didn’t the author stay behind with the children and wait for help? 答案：A

A. Because that meant he/she would die.

B. Because he/she knew that children were tiresome.

C. Because he/she knew that there was a wagon waiting for him/her.

D. Because he/she felt he/she could get a prize by his/her father.

7. The animals almost ran when the travelers reached the edge of the desert, why? 答案：C

A. Because they were tired and weak. B. Because they had no burden.

C. Because they must have smelt the water. D. Because they went back to their home.

8. How long did the author spend finishing the journey? 答案：A

A. More than 40 months. B. About 2 months.

C. About a year. D. About a year and a month.

9. From the text, we can infer . 答案：D

A. the author and the travelers had to go all day and all night long

B. there was no oxen left when the travelers reached California

C. many travelers died when their days of hardship came to an end

D .it’s a long way to travel from the author’s hometown to California

10. The best title of the text is . 答案：B

A.A Journey to California B. Long Drive

C. The Salt Lake Desert D. Enjoy Your Life

3. Post-reading

1. What the writing techniques of this text are?

A. Use of the chronological order to narrate the story.

B. Use many participles to make the text readable and concise.

C. The landscape of the Salt Lake Valley sharply contrasts with that of the Salt Lake Desert. The scenery of the Salt Lake Valley is very beautiful, however, that of the Salt Lake Desert is dry and barren. Use the sharp contrastive scenery, expressing the hero’s optimism about the life he dreamed of in the West and coming across the difficulties on the way to the West.

2. What can we learn from this text?

When we come across problems, we shouldn’t try to escape. Instead , we should learn to face reality and solve the problems. As long as we overcome the difficulties and never give up, we will achieve our goals and succeed. More over, we all have dreams in our heart. As long as we insist and keep making great efforts, I believe we will make our dreams come true one day.

4. Consolidation

In the ______ of 1845, after his father read a book about _________, he decided to _____ there. His family and many other families ________ for their journey by the middle of October. After traveling through _________, they had to spend __________ in Kansas. Until ____________ , they wouldn’t leave. They traveled by day. On November4, 1846, they entered __________ and soon lost their way. Due to lack of ______________, the oxen had no strength to pull the wagons and were burnt. People had no choice but to cover another 500 miles ________. At last, they _________ all the difficulties and got to the west on the morning of _____________. They started their new life there.

Keys: spring, California, move, 4 states, the winter, April 12, 1846, the desert, water and grass, on foot, overcame, Christmas Day

Language points

1. believe in 信仰

2. stand for 代表，代替

3. adapt to 调节，适合

4. lose heart 灰心，泄气

5. be cast away (被)抛弃

6. give up 放弃 give in 投降，屈服，让步，交上

7. less than 少于;不足

more than 看似简单，含义丰富，主要用于以下情况：

（1）比…更（多、大等），用于比较结构。

He always asks more than he gives. 他总是索取多于给予。

（2）超过，多于，相当于over。

I have known David for more than 20 years. 我认识大卫20多年了。

（3）岂止是，不仅是；非常，十分

Can’t you sense the hidden meaning? It’s more than a joke.

难道你没听出言外之意吗？这不只是一个笑话。

more than happy/sorry 特高兴 / 特难过

（4）是…不能，非…能力所及，其后跟从句，从句中用can或could。

This is more than I can understand. 这是我所不能理解的。

归纳：more …than… 与其说…不如说，不是…而是

He is more brave than wise. 他有勇无谋。

no more than 强调少，意为“只有，不过，仅仅”

not more than 客观叙述，意为“不超过”

He has no more than five dollars on him.

他身上仅有5美元。(强调少)

He has not more than five dollars on him.

他身上带的钱不超过(仅有)5美元。(强调数额少于5美元)

8. set off for 开始(旅程；赛跑)；出发

set off 出发、引爆

set about doing = set out to do

set aside 留出, 不顾, 取消, 驳回

set foot in/on

set fire to sth. =set sth. on fire

set in开始, 到来；上涨；插入, 嵌入；开始,涨潮 / be set in 以…为背景

set up 设立, 竖立, 架起, 升起, 装配, 创(纪录), 提出, 开业

set an example to sb.

set back (set back the project 使受挫/ set my watch back 2 minutes往后拨)

9. move on 继续前进

10. by day 在白天

11. lose one’s way 迷路

12. most of the way 大部分路程

区别：most & most of 在most+名词结构中，名词是不定的，因此不能most the students, most us，而在most of +名词结构中，名词是指定的，它必须带有定冠词或物主代词等限定词。

12. hang out 伸出

13. in desperate need of 在极度需要的(时候)

14. on our feet = on foot 步行

15. be accustomed to doing sth. (通常用于被动语态)习惯于

16. suffer from 患病;遭受……之苦

17. hurry on to do sth. / (with) 赶紧办理;急急忙忙地去做某事

18. stop to do sth. 停下来去做某事

19. go on all fours 用四肢 lie one’s back/stomach

20. reach the edge of 达到了…的边缘 on the edge of 濒于, 几乎, 在边缘

21. stare at 瞪视; 凝视 glare at 瞪着，怒视

23. come to an end 结束;终止

Integrating Skills

1. the eightieth anniversary of sth. …80周年纪念日

2. a race against time 与时间赛跑，抢时间

3. save…from 挽救……免于

4. there was widespread relief 足以令人欣慰

5. Every minute counted/counts. 没分钟都非常关键。

6. up to 一直到,等于

7. at stake 在危险中；关系重大

8. the golden rays of the dawn 黎明的第一道曙光

9. a memorial to sb. / sth. 的纪念馆

10. risk one’s life to do/doing 冒险去做某事 risk doing

11. diseases of that kind 那样的病

12. a historical event 历史事件

篇19：高二unit 6知识点教案(人教版高二英语上册教案教学设计)

1. What will life be like in the future? 未来的生活是什么样子？

in the future相当于in time yet to come，意为“将来”，指较长的将来一段时间。

Who knows what will happen in the future? 谁知道将来会发生什么事？

I'd like to be a teacher in the future. 将来我想当一名教师。

(1) in future 相当于from now on，意为“今后；以后”，常指离现在较近的一段将来时间。

Don't do that in future. 以后别再干那种事了。

Be more careful with your spelling in future. 今后多注意你的拼写。

(2) for the future表示“为将来”，在句中作定语或状语。

We'd better lay up some money for the future. 我们最好为将来攒一些钱。

It's necessary to plan for the future. 对未来进行规划是有必要的。

用上述短语填空：

①Could you be more careful ____ ? ②I'm sure at some point ____ I'll want a baby.

(Keys: ①in future ②in the future)

2. make predictions/ forecasts about对…进行预测 make a weather forecast for tomorrow预报明天的天气

Pre-reading

3. What will the future be like in general? 将来整体上是什么样子？

in general是介词短语，意为“一般地”、“大体上”、“大都”，在句中作状语。如：

I like games in general, and especially football. 各种运动我一般都喜欢，尤其是足球。

I am glad to find myself in general accord with your opinions. 我很高兴地发现我的意见与你的看法基本一致。

in total总数in detail详细地in treatment在治疗 in common共同地in order井然有序的 in place在原来(合适)位置 in doubt怀疑in hospital在住院in prison在监狱(服刑) in public 公开地in secret秘密地in return 作为报答

用上述短语填空：

① ____ , men are taller than women. ②He talked ____ about the curtains he's bought.

③I'd never speak like that ____ . (Keys: ①In general ②in detail ③in public)

Reading

3. What life will be like in the future is difficult to predict. 很难预言将来的生活会是什么样。

4. One way to catch a glimpse of the future is to examine some of the major trends in contemporary society. 考察当代社会的大趋势可以帮助我们对未来做出窥测。

* catch a glimpse of = catch a brief sight of; see sb/ sth for a very short time

一眼瞥见; 大致看; 很快地看一眼

.catch/ get/ have a (brief)glimpse很快地看一眼，匆匆一瞥 catch/ get/ have a sight of看到

I caught a glimpse of her as she got into the car.

She caught a glimpse of Meg at the station this morning.

5. contemporary society/styles现代社会/风格 be contemporary with与…属于同一时代

contemporary用作形容词，意为“同时期的”、“当代的”，用作名词，意为“同时期的人”、“同辈”、“报刊同业”。如： contemporary literature 当代文学

Marlowe was contemporary with Shakespeare. 马洛与莎士比亚同时代。

Keats and Shelley were contemporaries. 济慈和雪莱是同代人。

6. Current trends indicate that transportation is becoming cleaner, faster and safer.(当代趋势表明…)

7. A good example of how transportation is changing is the new maglev train, which is environmentally friendly, energy-saving and travels at an amazing 430 km/h.

新型的磁悬浮列车就是交通运输变化的一个很好的例子。它既环保，又节约能源，还能以430公里的惊人时速行驶。

* 本句为which引导的非限制性定语从句，其先行词为the new maglev train。

* environmentally friendly = not damaging the environment

environmentally friendly washing powder 环保洗衣粉

energy-saving节约能源的 paper-making造纸的 English- speaking说英语的

* 表示“以…的速度；以…的价格；以…的比率”，介词一般用at.

e.g. The new car has a speed limit. It has to run at 80 kilometers per hour.

I bought the books at the price of 10 dollars each.

8. ensure sb. from/ against danger保护某人免受危险 ensure safety确保安全

9. reform oneself 改过自新 reform and open 改革开发 a reform in teaching methods教法改革

10. * in touch with ＝ in communication with 同…联系

e.g. Let’s keep in touch. Let’s keep in touch with each other.

We are in close touch with our office in USA. 我们与我们在美国的办事处有密切联系。

* out of touch 失去联系

We have been out of touch with Lillian.

keep in touch (with) 与...保持联系 get in touch with 和...取得联系 lose touch with 和...失去联系 be in touch (with) 和...有联系 be/get out of touch (with) 失去联系；脱离

由keep构成的词组

keep back; keep in mind; keep one’s balance; keep on; keep up with;

keep doing; keep sb/ sth doing; keep sb/ sth from doing

11. be crowded with 充满/挤满了 the crowd 人群 crowd into涌入，挤入

12. remain/ stay/ keep open/ closed 仍然开/关着 remain/ stay a problem仍是个问题

remain/ stay the same 保持不变 remain/ stay sitting 仍然坐着 remain/ stay unfinished 仍然没完成 remain/ stay in great poverty 仍然很穷（人）逗留 remain/ stay in hospital

13. deal with 对付，处理（常与 how连用，do with与 what连用）2）与.打交道We have dealt with the company for 10 years．我们同这家公司打了十年的交道。

14. with a better understanding of 随着---的了解/除 with the development of 随着---的发展

15. on the air广播中/放映（的）（被广播/放映的） speak on the air在广播中/电视上讲话。

16. The way we view learning and knowledge is also changing. 我们对于学习和知识的看法也在变

17. come true（不可用被动）/ turn into reality/ be realized实现，成为现实

18. We cannot be sure whether our dreams will come true,We can at least be hopeful that our efforts to improve the world will be successful.我们无法确定梦想能否实现，但至少我们对我们改造世界的能力会获得成功充满信心。

be hopeful + of / about / that从句

We are hopeful of getting your support.

We are hopeful about their future.

She was hopeful that her job would bring in more money. hopefully

Mary said hopefully, “I’ll find it.” (怀着希望地)

Hopefully everything turns out well.

Hopefully we’ll arrive before dark. (如果顺利地话，但愿)

19. If we learn to accept change and appreciate what is new and different,we will be well-prepared for wherever the future may have in store.如果我们学会接受变化，学会欣赏新的、不同的事物，我们就能有准备地迎接未来带给我们的一切。

in store贮藏着；准备着；就要来到 have/ hold/ keep sth. In store 贮藏/准备着某物

We have a lot of food in store for bad weather.

There will be a shock in store for him.

language study

20. This company promises that consumers who have been cheated by it can get twice their money back．这家公司保证被它欺骗的消费者可以得回两倍的钱。

(1)…倍数+the size(weight／height／width／length．．．)of+…

eg：That house being built there is 3 times the height of this old one．

正在被修建的那个房是这所旧房的三倍。

The desk is 4 times the length of the box．这张课桌的长度是个那盒子的四倍。

(2)…倍数+比较级+that+…

The number of students in their school is three times larger than that in ours．他们学校学生数量比我们学校多三倍。

(3)…倍数+as +adj／adv．(原级)+as+…