高中英语渗透法制教育教案5篇

中学英语渗透法制教化教案5篇教学反思的内容是多方面的，诸如总体课程目标的反思，总体课程内容的反思，总体课程组织的反思，科目目标的反思，科目内容的反思，科目组织的反思，单元目标的反思，课程中具体学习活动的反思等。教学反思是一种有益的思维活动和再学习活动。以下是我带来的中学英语渗透法制教化教案内容，感谢您的阅读，盼望能帮助到您！

中学英语渗透法制教化教案1

一.教材内容分析

本单元的中心话题是“电影”，本课是第三课时，是一篇传记体的短文，介绍当前好莱坞最有影响的导演艺术家—史蒂芬

斯皮尔伯格的创作生涯和一些作品。同一般传记一样，本文也是遵照人物的生平常间绽开：前两段记述了史蒂芬

斯皮尔伯格的早期创作尝试和生平，之后几大段介绍了他的事业和美满的家庭。学生从中可以进一步了解导演，也能体验一些影评的模式。

二.教学重点难点

(1).关系副词引导的定语从句和介词+关系代词引导的定语从句

(2)驾驭相关的词汇和短语

(3)文章段落构造的分析并概括各段的段落大意.

(4)如何提高学生的阅读实力。

(5)对影视界名人及电影的评价(comments)如何写影评(review)。

三.教学目标

(一)学问技能

1.驾驭一些课文中涉及的词汇和短语：

如：academy,adult,industry,cruelty,marry,research,creature,owe…to…,

takeoff,scene,blockbuster,director,script,studio,follow-ups等

2.学习驾驭一些重点句子：

如：Thiswasafilminwhich…realactors…P31

Insteadof…

Thiswasthemomentwhen…tookoff.P31

Whenaskedaboutthesecretabout…heowes…to…P32

Afterthatitstilltook…before…P32

3.学习、驾驭关系副词when，where.，why引导的定语从句及介词+关系代词引导的定语从句。

4.通过本课训练使学生能够提高他们的阅读理解实力，通过一些重点词汇及短语驾驭文章大意。

(二)情感看法

1.通过学习课文，造就学生了解、敬重异国文化，表达国际合作精神。

2.通过开展小组活动，指导学生踊跃与人合作，相互学习，相互帮助，造就其团队精神。

(三)文化意识

1.通过学习，了解国际导演史蒂芬斯皮尔伯格。

2.通过学习，了解世界影视文化，造就世界意识。

3.通过中外影视文化比照，加深对中国影视文化的理解。

四.教具准备：

录音机，电脑，屏幕及图片。

五.教学方法：

1.任务型教学法

学生学习本文时，我设计了一些任务，通过感知，体验，参与合作等方式，使学生的主动地位得到充分表达。如：要求学生阅读文章，回答下列问题，填写表格等。2.多媒体教学法

这一单元以影视为主题,利用多媒体展示影片相关图片，帮助学生用自己的话概括主要内容,提高课堂教学效率,增加学生学习爱好.

六、教学步骤

Stepone:Revision

1.checkthewordsandexpressions.

2.askthestudentstoexplainthefollowingwordsinEnglish.

graduateworkasplayarolein

Steptwo:Pre-reading

此局部的关键在于让学生了解如何制作电影，尤其是通过了解电影的制作而突出导演的重要作用。Task:Toexperiencebeinga

director(writeonesceneofthefilmandactitout).

活动形式

1.师生互动：老师提问Ifyouwanttomakeafilm,whodoyouneedto

invite?通过此问题引出电影制作过程中所需的各种角色，如photographer,actor/actress,editor,

director等等

2.小组活动：

1)老师可设置这样的探讨题：Whatpartwouldyouliketoplayinmakinga

film?依据选择分组，让他们探讨选择各角色的理由。同时探讨各角色在电影制作中所做的不同工作。通过探讨，学生不难发觉，在电影的制作过程中，导演起了特殊关键的作用。

2)依据所选的各种角色穿插分组，发挥各自的作用。

a.Whatwouldthescenebelikeandwhathappensinit?

b.Whoarethemainactorsinthatsceneandwhatdotheydo?

c.Writeashortdialogueandactitout

Stepthree:while--reading

本篇阅读材料是人物传记，介绍了导演StevenSpielberg

的成长阅历以及他的主要成就和作品。通过文章的学习，旨在了解西方的电影文化背景以及学习名导Steven

Spielberg的那种对自己的事业坚持不懈、孜孜以求的精神。

活动形式：

1.小组活动(lead-in)

分别给出和斯皮尔伯格所执导的电影的几幅图片，引起学生的爱好，让学生分组探讨，预料文章的主题.

T:now,pleasediscussthepicturesingroupsthenguesswhatisthetext

about?

Afewminuteslater,theteacheraskseveralstudentstoreporttheir

answers.

2.个人活动(Listening)

让学生听录音一遍，然后找出课文中所提及的五部影片的名字。

T:Whoknowsthenamesofthefivefilms?

S:Thefivefilmsare:Jaws,ET,JurassicPark,Schindler’slist,and

SavingPrivateRyan.

T:Youarecorrect.

3.个人活动(Skimming)

A.快速阅读课文，按时间主线制作一个StevenSpielberg的要事记

Theteachershowstheyearsonthescreen.

1946,1968,1959,1975,11012,11013

T:let’schecktheanswer.Iwouldlikethisgrouptoanswerthese

questions.

Sa:in1946StevenSpielbergwasborninAmerica.

Sb:in1968StevenSpielbergmadehisfirstrealfilm.

Sc:in1959StevenSpielbergwonaprizeforashortfilm.

Sd:in1975StevenSpielberghemadeoneofhisfirstfilmsJaws

Se:in11012StevenSpielbergmadethefilmETwhichwasaboutcreatures

thatcometotheearth.

Sf:in11013hemadethefilmJurassicPark

B.快速阅读课文的Para3—5,查找出有关这5部电影内容和主题的信息，并核对与自己揣测是否相符。

filmsInformationofthefilm

Jaws(1975)Aboutabigsharkthatattacksandeatswimmers

Et(11012)Aboutalittlecreaturecomesfromouterspace

Jurassic(11013)Aboutanislandwhereaveryrichmankeepsdinosaurs.

Schindler’slist(11013)AboutThecrueltyofwar/aGermanwhosavesJewish

peoplefrombeingkilledinthewar.

Savingprivateryan(11018)Aboutthecrueltyofwar/anAmericanleadshis

teamtosearchforasoldiernamedRyan.

3.个人活动(Scanning)

阅读并查找有关Spielberg的信息：

Whenandwherewasheborn?

Whendidhestartmakingfilms?

Whatdidheusetomakefilmsatfirst?andlater?

Whatwashisdream?

Whatdidhestudy?

Whenandwithwhatdidhiscareertakeoff?

WhatdoesSpielbergowehissuccessto?

Stepfour:Post-reading

该局部可分成两块，其中其次块内容可以提前到阅读中去完成，也可在读后总结，当学生读完影片内容时，可以依据自己的理解写出五部影片的内容是什么(写尝试应用定语从句，体验定语从句的构造)。第一块(Questions)中第1，3，5三个问题比拟难，从文中干脆找不到答案，也是学生理解上须要升华的局部。可以通过分组，让学生探讨来理解这几个问题。让学生领悟以下几点：1)、英语作为工具的重要性

2)、不懈努力、持之以恒3)、成功须要家人的支持，合作、互助精神。

T:let’sturntopage32,part1.workinpairsandanswerthefive

questions:

1.WhydidSpielbergstudyEnglishinsteadofthefilm?

2.WhywerethepeoplewhosawthefilmJawswereafraidtoswiminthe

sea?

3.HowimportantishisfamilytoSpielberg’scareer?

4.WhatwasSpielberg’sdream?

5.Whathaveyoulearnfromreadingabout?

Stepfour:Homework

1.PreviewthereadingNotOneLessonpage34

2.Makesentenceswiththefollowingwords:

(1)career(2)role(3)owe(4)award(5)accept

七、教学评价

依据《国家英语新课程标准》对外语教学评价的原那么，对学生的评价应坚持形成性评价和终结性评价并重的原那么，既关注结果(教学过程中遗忘考试)，更关注过程。在英语教学过程中更多地关注学生英语学习的过程、关注形成性评价，应重视形成性评价对学生英语学习的沟通，对学生的书面作业、口头答复、演讲、朗读等课外学习行为和学生的学习实力、学习看法、参与程度、合作精神等做出评价。形成性评价包括学生相互评价和学生自我评价等方式，应对学生的认知、情感、技能等方面赐予综合评价，以帮助学生树立自信念、造就学生的学习实力和帮助学生确定合理的学习目标和运用恰当的学习策略。

形成性评价应接受多种评价方式，包括口头的、书面的、表格形式的，还可以建立学生个人学习档案。

中学英语渗透法制教化教案2

LessonPlanInterpretation

NSEFCBook1Unit3TravelJournal

Hello,everyone.It’sanhonorformetostandhereandinterpretmy

lesson.ThelessonplanIamgoingtotalkaboutisfromNSEFCBook1Unit3

TravelJournal.I’llexplainhowtoteachandwhydosofromthefollowing5

aspects:thetheoreticalbasis,understandingoftheteachingmaterial,teaching

methodsandstudyingways,teachingprocedure,blackboarddesign.

Ⅰ.Thetheoreticalbasis

First,I’dliketoshowmytheoreticalbasis--schematheoryandtop-down

model(Goodman,1971).JourneydowntheMekongisareadingcourse.Accordingto

schematheory,readingcomprehensionisaninteractiveprocessbetweenthe

reader’sbackgroundknowledgeandthetext(CarrelandEisterhold,11013),or

betweenthenewinformationandtheoldknowledgestore(AndersonandPearson,

11014).Soinordertoimprovethestudents’readingspeedandreading

comprehension,languageteachersshouldtrytoactivatetheSs’oldknowledge

storeandaddmorerelevantbackgroundknowledgebeforetheygetthestudentsto

read.Accordingtothetop-downmodel,generalideaofthetextwillbegot

first,andthencomethedetails.

II.Understandingoftheteachingmaterial

Myunderstandingoftheteachingmaterialincludes3parts:thestatusand

thefunction,teachingobjectives,theimportantanddifficultpoints.

Atthebeginning,let’sfocusonthefirstpart.JourneydowntheMekongis

apieceoftraveljournalwrittenbyWangKun.It’smainlyaboutWangKunand

hissister’sdreamoftakingagreatbiketripdowntheMekongRiver,their

preparationforthetripandsomemoredetailsoftheMekongRiver.General

speaking,itisnotdifficultforthestudentstounderstandthetext,butthere

aresomenewphrasesandsentencesthatmaybealittlebitdifficult.Sobefore

thestudents’firstreading,Iwillexplainthenewwordsandphrasesbriefly

andafterreadingthewholepassage,Iwillembodytheusageofthenewswords

andphrases,andgetthestudentunderstandthedifficultsentences.Asitisa

pieceofjournal,besideslearningthenewwordsandphrases,studentscanget

thegeneralideaofhowtowriteajournal.

That’sallforthefirstpart,nowlet’smovetothesecondpart.According

totheteachingmaterialandthenewcurriculumofEnglish,inordertofulfill

thelearningtaskofthislesson,Iestablishthefollowingobjectives:

a)Knowledgeobjectives

Bytheendofthelesson,Sswillhaveabetterunderstandingofthe

meaningandstructureofthetext.ThenSswillgraspsomeusefulwordsand

expressionssuchasdetermined,makeupone’smind,givein,befondof…,care

about…,stubborn,etc.

b)Abilityobjectives

Actuallystudentsshouldbeencouragedtodospeedreadinginthefirst

periodofreadinglesson.Butthestudentsinmyclassarelackofindependent

readingability.Inthisclass,Iwillencourageandhelpthemtoread,think

andfindoutinformationbythemselvesmosttime.Sincethemainobjectiveof

readingcourseistoimprovetheSs’readingability,I’lltraintheirability

ofidentifyingthegeneralideainthefastreading.Andinintensivereading

theirabilityofinformation-gatheringandsummarizingisdeveloped.Andthe

wholeclassisforSstodeveloptheirreadingskillsasscanning,skimming,

information-gathering,summarizingandguessingthenewwordsfromthetext.

c)Moralobjectives

ThoughJourneydowntheMekongismainlyaboutthetripdowntheriver,it

alsotalksaboutthesceneryandlifealongtheriver.Sobeforelearningthe

text,wewillhaveashortdiscussionabouttheimportanceoftheriver.Iwant

theSstohavetheawarenessofprotectingtheriverandprotectingour

environment.

Well,somuchfortheteachingobjectives,letscometodealwiththe

thirdpart:theimportantpointsandthedifficultpoints.Accordingtothe

nationalcurriculumofEnglishandlanguagelearningtheory,whenteaching

reading,weshouldencouragetheSstodospeedreadingforthefirsttime,

that’stosay,weshouldencourageourSstoreadasfastastheycanwhenthey

dothefirstreading.Somuchemphasisshouldbeputonreadingskillsand

readingcomprehensionaswell.SotheimportantpointsarethathowtomakeSs

graspthenewwordsandphrasesandhowtoimprovetheirreadingskillsas

scanning,skimming,information-gatheringandsummarizing.Astothedifficult

points,theyarethesameastheimportantones.

III.Teachingmethodsandstudyingways

That’sallformyunderstandingoftheteachingmaterial.Nowlet’sfocus

onthewaysofteachingandlearning.

Generallyspeaking,Iadopttask-basedlanguageteachingandcommunicative

approachinmyclass.Asforlearning,Sswilllearnthroughindependent

reading,discussingandcooperating.

Iwillusecomputerandblackboardasmyteachingaids.

Ⅳ.TeachingprocedureHerecomesthemostimportantpart,theteaching

procedure.Itincludes5steps:StepI:Lead-inandpre-reading,StepII:

While-reading,StepIII:Consolidation,StepIV:Post-reading,StepV:

Homework.

StepI:Lead-inandpre-reading(7mins)

Nowlet’scometothefirststep.Therearethreeactivitiesinthisstep

andIwillspend7minsonthem.

Inactivityone,IwillaskSstwoquestionsDoyouknowsomegreatrivers

inChina?andWhytheyaregreat?”Here,astheSsgetfamiliarwiththe

Chinesegreatrivers,IchoosetoaskthemsomegreatriversinChina.Andthe

answertothesecondquestioncanleadinthenextactivity--brainstorming.

Inactivitytwo,IwillasktheSstodiscussinpairsandanswerthe

questionHowdopeoplewholivealongariveruseit?”Mypurposeofthis

activityistoremindtheSstheimportanceoftheriver,thusstimulatetheSs

awarenessofprotectingtherivers.

Inthelastactivity,IwillshowtheSsapictureoftheMekongRiverand

askthemtolistthecountriesthatitflowsthrough.Thisactivityleadsinthe

while-reading.

StepII:While-reading(21mins)

While-readingisthemainpartanditwilltake21mins.HereIadoptthe

top-downreadingmodel.Thisstepisdividedinto2parts:fastreadingand

carefulreading.Beforereading,IwillasktheSstopredictwhatwilltalkin

thetextaccordingtothetitle.ItcanexerttheSsimagination.

1)Fastreading

Duringfastreading,IwillasktheSstoreadingthewholepassagequickly

andgetthemainideaofeachparagraph.Usually,themainideaofeach

paragraphisthefirstsentenceorthelastsentence,butthistextisnot.So

themainideaofeachparagraphwillbematchedbecausetheSsarelackofthe

skillofsummarizingthemainideabythemselves.

2)Carefulreading

AftergettingthegeneralideaofeachPara.,Iwilldealwiththedetails

Para.byPara..

Inparagraphone,IwillasktheSstoreadquicklyanddotheexercisesT

orF.AndifitisF,Iwillaskthemtocorrectit.Thisexercisecanhelpthe

Ssgetthekeyinformationofthefirstparagraphinashorttimeandcandeepen

theSs’understandingofthefirstparagraph.

Inparagraphtwo,IwillaskSsonequestion“Isitadifficultjourneyto

cyclealongtheMekong?Why?”ThiscanhelptheSsdeveloptheirabilityof

summarizing.IftheSscan’tanswerthequestionbriefly,Iwillencouragethem

tofindthekeysentencesandtrytojointhemtogether.

Andinthelastparagraph,IwillaskSstwoquestions“Howdoesthewater

ofMekongRiverchange?”and“WhatcanyouseewhenyoutravelalongtheMekong

River?”Bothquestionsarerequiredtoanswerinkeysword.Inordertolower

thedifficultyofthequestions,Iwillshowthemtheexamples.Afterthat,I

willpresentsomepicturestodeepentheSs’impressiononthenewwords.And

thesetwoquestionscanhelptheSsgainadeeperunderstandingontheMekong

River.

StepIII:Consolidation(6mins)

Afterdealingwiththedetailedinformationofeachparagraph,Iwillask

theSstoreadthewholepassageagainandanswertwoquestionstoconsolidate

whatthey’velearnt.Itwilltake6minutes.Thetwoquestionsare“Whereisthe

sourceoftheMekongRiverandwhichseadoesitenter?”and“HowdoWangKun

andWangWeiprepareforthetrip?”ItiseasyfortheSstofindtheanswerto

thefirstquestioninthetext.Astothesecondquestion,itmaybealittle

difficult,soIwilllistsometipsfortheSstofindtheanswermore

easily.

StepIV:Post-reading(10mins)

That’sallforthewhile-reading.Nowlet’smovetothefourthstep.In

thisstep,IwilldesigntwoactivitiesandIwillspend10minutesonthem.

Thefirstactivityisfillingintheblanks.Inthisactivity,Ssare

requiredtofindthedifferentattitudesofWangKunandWangWeitothetrip,

andthentheteacherwillexpressherattitudetothistrip.After

demonstrating,Ssareencouragedtoexpresstheirattitudes.ItcanhelptheSs

traintheirabilityofinformation-gatheringandexpression.

Thesecondactivityisthinking.Inthisactivity,IwillasktheSsto

discussingroupsoffourandtrytousesomewordstodescribethe

characteristicsofWangKunandWangWeiaccordingtotheirattitudes.Itis

reallydifficult,butitcannotonlytraintheirabilityofanalysisand

comprehension,butalsocultivatetheirspiritofcooperation

StepV:Homework(1min)

Finallyitcomestothehomework.Ssarerequiredtoreviewthelearnt

lessonandunderlinetheusefulwordsandphrasesinthetext.Thisoneisfor

themtoconsolidatewhatthey’velearntandmakepreparationforthenext

lesson—LearningabouttheLanguage..

Ⅴ.Blackboarddesign

Onthetop,thereisthetitleofthislesson.Ontheleft,itlistssome

importantrolesthattheriverplays.Ontheright,therearesomeusefulwords

andexpressions.

That’sallformyinterpretation.Thankyouforyouratt

中学英语渗透法制教化教案3

Goodevening,dearteacher,Impleasedtohavethechancetoshowyoumy

teachingopinions.ThetopicIwilltalkaboutisfromBook4unit1womenof

achievement.Itconsistsof6parts.

PartI.Theanalysisofteachingmaterial

Firstismyanalysisofteachingmaterial,thisunitwilltalkaboutafew

greatwomen,andthearticlewillfocusonJaneGoodall,agreatwoman,asan

animallover,shetriedherbesttocallforprotectionofwildlife.Sowecan

seethearticleaimstoenhancethestudentsawarenessofwildlife

protection.

PartII.Teachingaims:

Accordingtothenewstandardcurriculumandsyllabus,andstudythe

teachingmaterial,Ithinktheteachingaimsareasfollows:

1.Knowledgeaims:(firstly)tomasterthenewwords,phrases,anduseful

expressions

2.Abilityaims:secondlytodevelopthessreadingskillssuchas:

listening,speaking,Readingandwriting.

3.Moralaims:thirdlybylearningthepassage,letthestudentsrealize

thateveryoneshouldhavetheresponsibilitytoprotectthewildlife.

PartIII.Teachingandlearningmethods:

Inordertoachievetheteachingaims,Iwillusethetask-basedand

students-centeredmethods,andtheteacheractsasadirector.Iwillalsouse

encouragingwordssuchas:haveatry,agoodjob,excellent,andsoonand

makefulluseofmodernequipments.

PartIV.Difficultandimportantpoints:

Nowletscometodifficultandimportantpoints,Itsaboutthegreat

women,sowecanlearnalotofgoodqualitiesofJaneGoodall,andthe

difficultpointistodevelopthestudentsreadingskillsandcommunicatewith

eachotherfluently.

PartV.Teachingprocedures:

Nextpartisthemostimportantpart,teachingprocedures.

Step1.Leading-in

Atfirst,Iwillshowsomepicturesaboutgreatwomen,andask/encourage

thestudentstoguesswhotheyare,andwhatmakesthemgreat.Inthelast

picture,Iwillshowsomepicturesaboutherworkintheforest,Accordingto

thepictures,whatdidshedo?Inthisway,wewillenterthepassage.

Step2.skimming.

43minutestogetthemainideaofthepassage,thisstepwilltrainthe

studentsfastreadingability.Andgraspthekeyinformationofthe

passage.

Step3.Scanning

Accordingtothemainidea,weknowJaneGoodallspent40yearsinthe

forest,.

1.WhydidshegotoAfrica?

2.Whatdidshedothere?

3.Whatdidsheachieve?

Accordingtothesequestionsandatable,tocompletethescanning.

Step4languagepoints:

Whiletheyarereading,theymaymeetsomenewwords,phrases,oreven

sentences,firsttheycanunderlineitandthendiscussitwithyourpartner.

AndIwillalsoshowsomeusefulexpressions.Suchas:

1.Worthwhile/worthy/worth

2.onlyafterWassheallowed

Step5.Discussion.

RightnowweknowJaneGoodalldevotedhermosttimetoresearch,nowwhat

madehergreat?Andwhatdidyoulearnfromher?4minutestodiscussin

groups,andthensomewillpresenttheiropinionstous.Thisstepwilldevelop

thestudentsabilityofcooperation,communicationandexpression.

Step6.Homework.

Finally,itisthehomework,writeacomposition,trytointroduceJane

Goodall,whatdidyoulearnfromher?Youcanusewordsandphrasesasmanyas

youcanyouhavelearnedinyourpassage.

Step7.Theblackboarddesign.

Agooddesignwillhaveabetterunderstanding.Sohereisthetitle,and

ontheleftarethekeywords,orphrases,ontherightaresomesentences.

Nowacleardesignwillhelpthemunderstandbetter.

Somuchformyteachingideas.Thankyouforyourattention.

中学英语渗透法制教化教案4

一.教学内容分析

本单元的中心话题是Goodmanners，这是一个亘古及今且永恒的话题。但在我们这一单元中，Goodmanners

都有些什么内容呢?中外文化中对Goodmanners的理解、表达有什么异同?我们该怎么做、做什么才能成为一个受人欢送、具有Goodmanners

的人呢?单元中十一个板块的相关话题的设计及语言材料的选编无不紧紧扣着这个中心。从日常生活中看似虽小但能触及心灵的情景及行为，如致歉、书面致谢;东西方餐桌礼仪;域外风俗礼节等，都作了详尽的诠释，全部这些为我们供应的不仅是充溢的英语语言学问和综合语言运用技能训练的内容，更重要的是学生学习这一单元的整个过程也是他们陶冶情操、标准行为、开展心智的过程，这对他们身心的开展会产生较强的感染作用，有助于他们人文素养的整体提高和跨文化意识的加强。

“热身”(Warming

up)局部设计了学生学习生活中及日常生活中常常发生的四幅画面：上课迟到、打断别人说话、排队买饭时不当心雨伞戳着别人、商店里排队付款一男士推开两顾客从他们中间穿过，顾客生气质问男士。让学生学会致歉，学会讲礼貌。这局部的目的是，引出中心话题Good

manners，帮助学生明白讲礼貌会使我们人际之间关系和谐融洽，甚至会化干戈为玉帛;同时复习或学习一些致歉语和必要的答语。

“听力”(Listening)局部供应了一段两挚友间的对话，一挚友不打招呼骑走了另一挚友的自行车，并且把它弄丢了。怎么办?当然是致歉。这个听力练习要求学生通过听学会对发生了这种事情后的致歉表达和更高姿态的回响，使致歉者释然。以此了解英语国家人士语言的得体性、思维的方式与习惯表达方法，造就学生跨文化交际的意识。如

“Iguessitwasn’treallyyourfault,wasit?”,“That’sOK.Forgetit.Itwas

anoldbikeanyway.”

“口语”(Speaking)局部供应的是三组文字情景，要求学生在前面“热身”和“听力”的根底上，以双人对话的活动形式表达情景，训练学生在比拟真实的情景中口头表达实力和丰富他们有关致歉的语汇，包括词和句型。充分展示具备Good

manners者解决问题、处理犯难场面的风采。

“读前”(Pre-reading)局部设计了四个情景：1)Atadinnerparty,2)Greetingyourteacher,

3)Receivingyourbirthdaypresent,4)Payingavisittoafriend’shouse,

以小组活动的形式探讨并写下在中国文化中以上情景有礼有节的一些规则，这一活动的目的是不仅要调用学生已有的干脆和间接的表达Goodmanners

的生活经验，加深对我们中国是文明礼仪之邦的相识，而且激活学生的思维，自然过度到下一步的“Reading”西方文化、餐饮礼仪。

“阅读”(Reading)局部是一篇说明文。主要介绍了西方的餐桌礼仪，并在字里行间渗透着和中国餐饮文化进展比拟。东西方文化交织在一起，充溢了跨文化交际的信息，表达了教材的国际性和民族性。

“读后”(Post-reading)局部的前三项任务是要求学生针对课文的理解完成的，可作为评价学生对文章理解的程度。如第一项：列出中西方餐桌上餐具及其摆放的位置;其次项：标出西方正式宴会上主要食物上桌的依次;第三项：判定西方正式宴会上哪些就餐行为文明有礼，哪些行为显得无礼粗俗。第四项是回答下列问题，是一道联系中国实际的、开放性的一道问题：中国的餐桌礼仪也在变更吗?举例说说。可以小组探讨的形式进展，目的在于让学生对中西方餐桌礼仪的认同，以及造就学生的思辩实力。

“语言学习”(Languagestudy)分词汇和语法两局部。词汇局部有构词法学问，前缀in-,im-,un-,non-

和练习局部词汇的一篇与课文主题相关的短文。引导学生通过短文供应的生动语境造就自己理解和记忆单词的实力。语法工程是定语从句，这是继前面两单元后第三次出现，不属新的语法学问。非限制性定语从句第一次介入。语法第一局部供应的限制性定语从句和非限制性定语从句的例句比拟和说明，可供学生自主学习，让学生探究发觉两种定语从句的不同形式和含义。其次局部着重检验学生运用两种定语从句拓展句子的实力。

“综合技能”(Integrating

skills)设计了一个很管用的写作任务：写感谢信。这个设计包括读和写。阅读局部的内容是一封感谢信的范例;写作局部的任务是：对老师的帮助、父母的关怀支持、挚友的真诚、收到生日礼物等写一封感谢信。通过这一活动，让学生明白对他人的帮助心存感谢，无疑是一种美德，一种素养。

“学习建议”(Tips)局部供应了一些行为标准的名言警句，告戒学生随时随地讲文明、懂礼貌，从自身做起，从小事做起。

“复习要点”(Checkpoint)局部简要地总结了本单元的语法重点限制性定语从句和非限制性定语从句，并且设计了一些最根本的语言练习，帮助学生自评。同时通过两个问题引导学生对本单元所学的词汇作一次小结。

二.课时支配：6课时。

TheFirstPeriod:WarmingupandListening

TheSecondPeriod:Speaking

TheThirdPeriodandFourthPeriods:Pre-reading,Readingand

Post-reading

TheFifthPeriod:LanguageStudy

TheSixthPeriod：IntegratingSkills

三.分课时教学准备

TheFirstPeriod

GOALS:

Tofocusontalkingaboutgoodmannersaswarmingupandlistening

practice.

Tolearntoexpressapologiesandresponsestoapologies.

Toarousestudents’interestinlearninggoodmannersthroughvarious

activitiesinclass.

TEACHINGPROCEDURES:

I.Warmingup

设计问题、语境，诱发学生翻开话匣子，不作限制，更不当练习来完成。

1.以旧带新，先入为主，依据学生自己的体验和理解，列举Goodmanners的事例。

2.知错并向人致歉是Goodmanners

的行为之一。引入致歉用语，借书中情景和额外补充的各种情景反复演练，使学生能将这些礼貌用语娴熟地运用于生活之中。

(这些情景的供应，也为最终让学生自己描述致歉场面作准备)

3.作为一个有礼貌的人，对他人的恳切致歉怎么反映?说些什么让致歉者心里释然?(为下一步的听力做个铺垫)

4.你上次向人致歉的情景还记得吗?对方是否是个讲礼貌的人。请描述一下。

1.T:Welikepeoplewithgoodmanners.Wedon’tlikepeoplewithbad

manners.

Well,whataregoodmannersinyouropinions?Forexample,

Isitgoodmannerstotakeyourclassmate’sbicyclewithouttelling

him?

Ofcourseit’s(not)goodmannerstodo…./that….

Groupwork:Makealistofatleastfourthingswhicharegoodmannersin

ourdailylife.

2.Whatshouldwedoatleasttobegoodmannersifwedosomething

wrong?

Makinganapology?Andhowtoexpressyourapologies?Whatexpressionsdo

youusetoapologize?

(Excuseme/I’msorry./Iamterriblysorry/Pleaseforgiveme...)

3.Lookatthefourpicturesinthetext.Completethedialogueswith

properwordsaccordingtothesituationsgiven.

4.Herearesomemoresimilarsituations.Pleasemakesimilardialoguesin

pairstodrilltheexpressionsofapologies.

Situationone:Yougototheteachers’officetohandinyourhomework,but

yourteacheristalkingwithoneofhercolleague.Youinterruptthem.

SituationtwYouarelatefortheschoolgatheringandallyourclassmates

arewaitingforyouatthebusstation.Youexplainthatyouhadaflattyre.

Yourclassmatesforgiveyouandtellyounottoworry.

Situationthree:Whenyouarewalkinginthestreets,yousteponto

someone’stoesandthispersonisabitangry.Heremindsyoutobecarefulnext

time.

Situationfour:Youareplayingbasketballandsuddenlytheballhit

someonepassingby.Thepersonisveryangrywithyou.

5.Infact,ifyoucanapologizeprobablyafteryoudosomethingwrong,

otherswillstillhaveagoodimpressionofyou.Ontheotherhand,yourproper

responsetoanapologyalsoshowsyouareapersonwithgoodmanners.

Well,what’syourresponsetothefollowingapologies?

1)I’msorry,Sam.Isteppedonyourpenandbrokeit.Ididn’tseeiton

thefloor.

______________________________.(It’sOK.Ihaveanotherpen.)

2)I’msorry,Mr.Tan,Ididn’tcompletemyhomework.Iwasnotfeeling

welllastnight.

__________________________________________________________________.

(Areyoufeelingbetternow?Youmayhandinyourhomeworktomorrow.)

6.Doyouthinkitgoodmannerstomakeanapologytopeopleintimeifyou

havedonesomethingwrong?Pleasedescribethesituationlasttimewhenyoumade

anapologytoothers.

Whatdidyousaytoexpressyourapologies?Whatwastheother’s

response?

Didhe/sheacceptyourapology?Doyouthinkhimapersonwithgood

manners?

Why(not)?

II.Listening

1.ListeninginSB.

遵循stepbystep

的原那么，分听前(Pre-listening)、听时(While-listening)和听后(Post-listening)

三步走，并设计各个步骤的任务型活动，使整个听力目标明确，中心话题更为突出。

Pre-listening:Gooverthesixquestionsorsentencesandguessinpairsif

thepersonsinthelisteninghavegoodmannersornot.Whydoyouthinkso?

While-listening:Answerthequestionsandcompletethesixsentences.

Post-listeningquestions:

Hasanythingsimilarhappenedtoyou?Whatwasthesituation?Howdidyou

dealwithit?

Doyouthinkyou’reapersonwithgoodmanners?Inwhatways?

2.ListeninginWB.P.115

Listentothetapeandfinishtheexercisesinit.

TheSecondPeriod

GOALS:

TofocusonoralpracticeSpeaking.

Thestudentsaretousetheexpressionsofapologiesandpossibleanswers

freelythroughsomesituations.

Theyareenabledtosolvesomesimulatingproblemsaboutgoodmannersand

badmanners.

TEACHINGPROCEDURES:

I.Elicittheexpressionsofapologiesandpossibleanswersthroughthe

situationswhichmighthappentotheteacherhimself/herself.

Theteacherisabitllatefortheclass.

Theteachercarelesslyknocksdownastudent’sbookslonthetable.

Theteacherblamessomestudentwronglyfornot…l

1.T:I’msorry.Ididn’tmeanto….NowIapologizeformy…

S:Oh,that’sallright.

创设真实情景与学生沟通，既是以身示范，又自如、贴切地呈现教材中供应的常用致歉用语和答复方式。

2.T:WhatdoyouthinkofmesinceImadeanapologyforwhatIdid?

WhatifIdidn’tapologizetoyouforwhatIdid?

就老师的行为让学生评说会更加激发学生说的爱好，还会使学生具备必需的Goodmanners

的尺度标准。同时，为后面学生自己如何表现出文明礼貌、“问题”如何解决作准备。

3.T:Whatwouldyoudointhefollowingsituations,soastosh