Mind Your Manners教学设计21
北师大版高中英语必修四Unit 12《Lesson 2 Mind Your Manners》教案 1
Unit 12 CULTURE SHOCKLesson 2 Mind Your Manners 教学设计Teaching aims:To practise using polite expressions.To practise inferring speaker’s mood from tone of voice and intonation.To practise using phrasal verbs.Teaching difficulties:To practise inferri ng speaker’s mood from tone of voice and intonation.To know the greeting manner, school rules and table manners.Teaching points：Prepare for speaking;Do roleplays in different situation with proper manners.(1)Greetings.(2)What you should do?(3) What you shouldn’t do?Teaching procedures:ⅠWarming upT: Different countries have different manners, but people use different ways to show their feelings. (Teachers can guide student do the Exercise 1.)Have students look at the scale of “degrees of showing emotion” and as a class discuss where they would place people from Italy, Japan, Britain and the USA. Encourage students to give reasons for their opinions and to comment on the stereo-types that these nationalities have in China.T: Do you think you’re a person with good manners? Why?ⅡListeningTips: Listening Strategies: Prediction1. Try to think of possible answers.2. Focus on the language the people use ( formal or informal.)3. Use your general knowledge to help you.Listen to Part 1 of the interview about communication in different cultures. Comparewhat the expert says with your answers from Ex 1.Students listen to part 1 of the interview and compare what the expert says with their answers from Exercise 1.The expert classifies Italians as affective people from Japan and Britain as “neutral” (with the Japanese being more reserved than the British) and Americans as mixed- neutral/affective.Do the Exercise 3.Give students time to look at the table and the entries for show anger in formal situationsPlay part 2 of the interview for students to complete the table if necessary, play the cassette twice. Do the exercise 5.Play the cassette again, pausing after each dialogue, for students to complete the Function File. ( ) 1. Use the fork with your right hand.( ) 2. Put your napkin(餐巾) 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(烈酒) than they can take.ⅢPronunciation: IntonationDo the Exercise 6.Students work in pairs, making a list of the expressions for the functions a-f.Check students’ answers by having them say the expressions politely.Students listen and repeat the expressionsDo the Exercise 7.Tell students that the speaker, Christina, sounds rude on the cassette. Read through the four ways ( a-d) of being impolite and rude.Play the cassette of the first item and look at the answer (b) with the class.Continue playing the cassette for students to match the other reasons for sounding rude with the dialogues.ⅣSpeakingDo the exercise 8.Read the Strategies with the class. Tell students to think of these things before they start the roleplays.Encourage students act out their roleplays in pairs. Asking other students to point out their impolite manners.What you shouldn’t say:Where are you going?Where have you been?Have you had your dinner?ⅤHomework1. Write a short report to describe Chinese people.Are they open or reserved? Is formal language very different from informal language? (Some information may be available on the Internet).2. Finish Ex 9 on Page 39.。
英语：unit12 lesson2 mind your manners教案(北师大版必修4)
Unit12 Culture ShockLesson 2 Mind Your Manners教案Teaching aims:To practise using polite expressionsTo practise inferring speaker’s mood from tone of voice and intonationTo practise using phrasal verbsTeaching difficulties:To practise inferring speake r’s mood from tone of voice and intonationTeaching Aids: computer and cassetteTeaching procedures:Ⅰ. Warming upT: Different countries have different manners, but people use different ways to show their feelings,( teachers can guide student do the exercise 1.)Have students look at the scale of “degrees of showing emotion” and as a class discuss where they would place people from Italy, Japan, Britain and the USA. Encourage students to give reasons for their opinions and to comment on the stereo-types that these nationalities have in China.ⅡListeningListen to Part 1 of the interview about communication in different cultures. Comparewhat the expert says with your answers from Ex 1.Students listen to part 1of the interview and compare what the expert says with their answers from exercise 1The expert classifies Italians as affective people from Japan and Britain as “neutral” (with the Japanese being more reserved than the British) and Americans as mixed- neutral/affective.Do the exercise 3Give students time to look at the table and the entries for show anger in formal situationsPlay part 2 of the interview for students to complete the table if necessary, play the cassette twice. Do the exercise 5Play the cassette again, pausing after each dialogue, for students to complete the Function File.ⅢPronunciation: IntonationDo the exercise 6Students work in pairs, making a list of the expressions for the functions a-fCheck students’ answers by having them say the expressions politelyStudents listen and repeat the expressionsDo the exercise 7Tell students that the speaker, Christina, sounds rude on the cassette .Read through the four ways( a-d)of being impolite and rudePlay the cassette of the first item and look at the answer (b) with the classContinue playing the cassette for students to match the other reasons for sounding rude with the dialogues.ⅣSpeakingDo the exercise 8,Read the Strategies with the class. Tell students to think of these things before they start the roleplaysEncourage students act out their roleplays in pairs. Asking other students to point out their impolite mannersⅤHomework1. Write a short report to describe Chinese people.Are they open or reserved? Is formal language verydifferent from informal language? (Someinformation may be available on the Internet).2. Finish Ex 9 on Page 39.。
北师大版高中英语必修4Unit12教案2MindYourManners教学设计
2 Mind Your Manners教学指导Objectives■ To practise using polite expressions.■ To practise inferring speaker’s mood from tone of voice and intonation.■ To practise using phrasal verbs.Resource usedCassette.Possible problemSome students may not find it easy to distinguish different voice qualities that convey the speaker’s mood.BackgroundThe information in Exercise 2 (cassette) is based on studies of intercultural differences in communication.Routes through the material. If you are short of time, set Exercise 9 for homework and omit Exercise 10.. If you have two lessons for this unit, a suitable natural break is after Exercise 4.Language Power: pages 80-81.ListeningBefore you startExercise 1■ Have students look a t the scale of ‘degrees of showingand as a whole class discuss where they would place people from Italy, emotion’ Japan, Britain and the USA. Encourage students to give reasons for their opinions and to comment on the stereotypes that these nationalities have in their country.■ Students can also place Chinese people on the scale.Listen to learnExercise 2■ S tudents listen to Part 1 of the interview and compare what the expert says withtheir answers from Exercise 1.■ The expert classifies Italians as affective, people from Japan and Britain as ‘neutr (with the Japanese being more reserved than the British) and Americans as mixed:neutral/affective.TapescriptPresenter: Good morning and welcome to ‘Culture Matters’. Today we’re looking atdifferent styles of communication in different cultures. We have Dr Jan Groot, fromUtrecht University in Holland in the studio.Expert: Good morning.Presenter: Can you tell us what the main differences are in the way people around theworld communicate?Expert: Well, one of the main differences is between cultures that express theiremotions, which are called ‘affective’ cultures, and others which generally try not tocultures generallycultures. People from ‘affective’ show their feelings, or ‘neutral’ show how they feel quite openly: when they are happy, or when they are angry.‘Neutral’ cultures avoid showing emotion, especially in more formal situations, suchas at school or university or at work. People from neutral cultures are more reserved.or open, and which are ‘neutral’ orPresenter: Which cultures, then, are ‘affective’ more reserved?Expert: Mm, people from Latin cultures tend to show feelings more: for example theItalians. When asked if they would show that they were angry in more formalsituations, 71% of Italians said they would show this openly.Presenter: And what about ‘neutral’ cultures?Expert: Other cultures, oriental and northern European cultures, do not show emotionsas much, they are more reserved. For example, only 17% of the Japanese would showanger openly in more formal situations. And only 29% of the British would show theywere angry.Presenter: I see.Expert: Curiously enough, the Americans are more like the Italians -- over 60% wouldexpress anger openly in a work or formal situation. Culturally, Americans are in-- in some ways they are more open and inbetween ‘neutral’ and ‘affective’ culturesother ways they are more reserved.Exercise 3■ Give students time to look at the table and the entries for ‘show anger in formal situations’.■ Play Part 2 of the interview for students to complete the table. If necessary, play the cassette twice.AnswersTypical behaviour Italians British Japanese AmericansShow anger ＶX X ＶUse gestures V X X XLook directly V X X XInterrupt V X X XSay ‘please/thank you’ X V X XTapescriptPresenter: What differences are there in the way people actually express themselves --using gestures and that sort of thing?Expert: Well, people from ‘affective’ cultures, like the Italians, tend to use a lot moregestures, y ou know, using not only their hands but their arms. For people in moreneutral cultures, like the Japanese, N orthern Europeans and even Americans, thiscould appear ‘excitable’. They don’t use gestures as much.Presenter: Mm, yes.Expert: Also, people from ‘affective’ cultures usually look more directly at the person they are speaking to. The British or Americans often look at people to start with andthen they look away. People from oriental cultures like Japan, never look directly atthe other person - to look at someone very directly is extremely rude.Presenter: And what about speaking?cultures are more likely to interrupt orExpert: Right, well people from ‘affective’ speak at the same time as the other person. In neutral countries, there is usually lessinterruption, one person starts speaking when the other has stopped. In a place likeJapan, people never interrupt each other. They also wait for a while before speaking,so there is more silence.Presenter: Finally, what about politeness. What differences are there?Expert: Well, Japanese and British people are more formal than Americans and peopleyou’ and ‘I’m sorry’ from Latin cultures. British people tend to use ‘please’, ‘thankmore often. In Britain, it is very important to say ‘please’ and ‘thank you’, the smallest things. If you don’t, it sounds very rude. In some other cultures, likeLatin cultures, to say ‘please’ and ‘thank you’ all the time sounds a bit false.Presenter: Mm, right. Well, thank you very much Dr Groot. That was fascinating. Iafraid we’ll have to stop there. Tomorrow, we’ll be… Exercise 4■ Students listen to the cassette and match the dialogues to the pictures.Answers1 D2 B3 A4 CExercise 5■ P lay the cassette a gain, pausing after each dialogue, for students to complete theFunction File.Answers1 please2 Thank you3 welcome4 rather5 Excuse me6 could7 mind8 kind9 trouble 10 really sorry 11 promisePronunciation: IntonationExercise 6-f.■ Students work in pairs, making a list of the expressions for the functions ahaving them say the expressions politely.■ Check students’ answers by■ Students listen and repeat the expressions.Tapescript and Answers1 Excuse me? Could you pass the salt, please? a)2 You’re welcome. b)3 I’d rather not, thanks. c)4 Do you think I could have a word with you? d)5 Would you mind giving me a lift to school? e)6 Thanks a lot. That’s very kind of you. f)7 Oh, I’ve forgotten it! I’m really sorry. g)Exercise 7ough ■ Tell students that the speaker, Christina, sounds rude on the cassette. Read thr the four ways (a-d) of being impolite and rude.■ Play the cassette of the first item and look at the answer (b) with the class.■ Continue playing the cassette for students to match the other reasons for sounding rude with the dialogues.Answers2 d3 a4 cTapescript1Christina: (coughs) Could you pass the salt?Man: I’m sorry?Christina: I said, could you pass the salt?Man: (offended) Yes, there you are.2Boy: So, what do you think we should do this weekend? What about going canoeing again?Girl: Yeah, last time we went it was great! We could maybe … Christina: (interrupts) No, I didn’t enjoy it last time. It was awful.Girl: (bit peeved) Well, all right, maybe not.3Christina: Er, Mrs. Davis?Mrs. Davis: Yes, dear.Christina: Could you give me a lift to school? I’m ready now, are you? Mrs. Davis: (a bit put out) Er, well, in about ten minutes, OK?Christina: Yes, good.4Boy: Hi, Christina. Have you got that CD you borrowed?Christina: What CD? Oh, that o ne. No, I haven’t.Boy: Well, could you bring it tomorrow.Christina: Yes, if I remember.SpeakingExercise 8■ Read the Strategies with the class. Tell students to think of these things before they start the roleplays.■ Students act ou t their roleplays in pairs.Vocabulary: Phrasal VerbsExercise 9■ Students do the exercise working individually and then compare their answers in pairs, before checking answers as a class.■ Students listen to the dialogue and check their answers.Answers1 back2 off3 up4 up5 on6 up withExercise 10■ Do the activity once with a student, reading through the dialogue and changing the information in italics.■ Students then practise the dialogue in pairs, changing the information in italics.■ Students discuss the questions as a whole class and see how much agreement there is with the answers.。
北师大版高中英语必修四Unit 12《Lesson 2 Mind Your Manners》教案 2
Unit 12 CULTURE SHOCKLesson 2 Mind Your Manners教学设计Teaching Aim:At the end of the lesson, students will be able to know more about culture and manners;To practise using polite expressions in formal and informal dialogues.Teaching difficulties：Prepare for speaking;Do roleplays in different situation with proper manners.1. Greetings2. What you should do?3. What you shouldn’t do?Key points:1. if a man is wearing a hat, how should he greet? Raise his hat.2. When you first meet someone, what should you do? Shake hands.3. If the woman doesn’t offer her hand, what should you do? Nod your head.Teaching procedure:Step 1 Pre-listening1. T show PPT3 to ask Ss to talk about manner（激活单元和已学词汇，激发学生的兴趣和背景知识。
）1)Adults offer hands to children first.2)A woman offers her hand first.3)An older person initiates a handshake with a younger one.4)The more important person is the first to offer his or her hand.2. T asks Ss to think about the manner and culture（创设语境，用练习导入）Step 2 While-listening1. Ss listen to the tape for the first time to check their predictions.（第一遍听：检测预测。
高中英语必修课件LessonMindYourManners
• Learning requirements: Actively participate in classroom activities, listen attentively, think critically, and discuss; Complete assignments and exercises on time, and provide timely feedback on learning progress and issues.
• Ability objective: To be able to apply the etiquette knowledge learned and demonstrate good etiquette literacy and cross-cultural communication skills in practical life.
• Practical usage: Try to apply the vocabulary and phrases learned in real life and communication, and consolidate memory through practice. For example, try to use polite language when communicating with others.
Etiquette culture is of great significance for personal growth and development, helping to improve personal cultivation and quality, enhance confidence and selfesteem.
高一英语模块4 lesson46 Mind Your Manners教学课件 北师大
x
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Task 3
Listen and match the pictures with the dialogues.
Task 4 Listen to the dialogues and complete the Function File.
7. mind 8. kind 9. trouble 10. really sorry 11. promise
She is too direct she doesn’t say ‘please’ or ‘thank you’ she shows no interest she interrupts someone
Speaking Strategies
1. Decide how formal or informal the situation is. 2. Decide which role you are going to play. 3. Pay attention to the suitable expressions. You can use some expressions from the Function File. 4.Pay attention to the intonation.
Oh, I’ve forgotten it! I’m really sorry.
Listen to the dialogues again. This time Christina sounds rude.Why?
dialogue 1 dialogue 2 dialogue 3 dialogue 4
感谢您的下载观看
d) to make a request to someone you don’t know very well
优质课教案新部编本Teaching Plan of Lesson 46 Mind Your Manners1
教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校Teaching Plan of Lesson 46 Mind Your Manners(Lesson 2 Unit 12 of Module 4)一.Teaching aims1.Knowledge aima.To help the students learn about western manners.b.To practice using polite expressions.c.To help the students learn about the different styles of communication indifferent cultures.2.Ability aimsa.To improve the students’ speaking and listening skills.b.To enable the students to use polite expressions correctly.3.Moral aimsa.To help the students understand and respect the cultural shock.b. To arouse the students great interest in English study.c.To make the students become persons with good manners.二.Important and difficult pointsa.How to help the students learn about western manners.b.How to help the students use polite expressions correctly.c.How to help the students understand the cultural shock.三. Teaching aid and methods1. Teaching aidA multimedia computer2. Teaching methodsa. Listening and speakingPurpose: To improve their listening and speaking skillsb. Task-based methodPurpose: To finish teaching assignmentc.Active cooperationPurpose: To get the students to learn from each other四. Teaching time: two periods五. Teaching proceduresI . Lead- in : Free talk(ask two students to act out two different situations and then ask the following questions)T: If you were asked, to whom would you like to show the right directions? Why?S: (possible answers) Because … have/has good manners/ Because … is very polite. Purpose: To make a clever linkage to the main topic of Mind Your Manners.II. Brief introduction of western manners:Meeting and greeting people: 1. Greeting people;2. What you should do;3. What you shouldn’t say.Table manners:Decide which of the following behaviors are polite or impolite at a western dinner party. Write ‘P’ (polite) or ‘I’ (impolite) in the brackets.( ) 1. Use the fork with your right hand.( ) 2. Put your napkin(餐巾) 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(烈酒) than they can take.【答案】1.I 2.P 3.I 4.I 5.P 6.P 7.I 8.IPurpose: To help the students learn about western manners briefly.III.Discussion:What will you do if you want to make a good impression on the others?Purpose: Bring into/ Introduce the next topic – being polite.IV. Listening to the dialogue about being polite and the interview about the communication in different cultures: 7 TasksTask 1(Listening):1）Listen to the dialogues and complete the Function File on P38 (Before listening, predict the answers and match the dialogues with the pictures.)2）Check the answers.Purpose: To help the students use the listening strategies ‘Prediction’ correctly. Listening Strategies:Prediction -- 1. Try to think of possible answers.2. Focus on the language the people use( formal or informal.)3. Use your general knowledge to help you.Task 2 (Making a list):EXX6 on page39:Make a list of the polite expressions in the Function File we use, then practice.a)to ask for something politelyb)to reply to someone’s thanksc)to politely fefuse an invitationd)to make a request to some one you don’t know very welle)to thank someone for doing something for youEXX7 on page39:listen to the dialogues again. This time christina sounds rude.why?Example dialogue1=ba)she is too directb)she doesn’t say “please” or “thank you”c)she shows no interestd)she interrupts someonePurpose:To help the students to find out the polite expressions in the Function File. Task 3 (Role-plays): Make a short dialogue with your partner according to the situation above, using the polite expressions in the Function File.Imagine what happens.Purpose: To help the students practice using polite expressions.Speaking Strategies----1. Decide how formal or informal the situation is.2. Decide which role you are going to play.3. Pay attention to the suitable expressions. You can use someexpressions in the Function File.4.Pay attention to the intonation.EXX8on page39: work in pairs and prepare for these roleplays.1.Ask a stranger to close a window on a train.2.Decide with a friend what to do at the weekend.3.Ask a neighbour to post a parcel for you.4.Ask a friend to return a handkerchief he /she borrowed.5.Decide where to go on holiday with a friend.6.Ask a waiter to give you the menu.Task4 (Listening):Listen to Part 1 of the interview about communication in different cultures. Compare what the expert says with your answersPurpose:To help the students understand the different styles of communication in different cultures.Listening Strategies--- 1. Don’t worry if you can’t understand everything.2. Listen for important words and phrases.Task 5 (Discussion) Pre-listening :Discuss and complete the table, and go through the four short passages.Purpose: To help the students understand the interview well.Task 6 (Listening) While- listening : Listen to Part 2 of the interview, and fill in theblanks.Purpose: To help the students understand how people from different cultures actually express themselves.Listening Strategies---- 1. Make sure you know what you have to do.2. Use the headings or topics from the table to help youwhile you’re listening.3.While listening, fill in the blanks. It can help you.Task 7 (Checking the answers) Post-listening: Check Ex 3 on P38.Purpose: To help the students check what they have heard.Ⅴ.Comparing CulturesPurpose: To help the students compare different cultures between western countries and ChinaVI. Summary (Use two sentences to summary what we’ve learned today) Politeness costs nothing but gains everything.When in Rome, do as the Romans do.Purpose: To help the students understand what we’ve learned today.VII. Guessing games ( If time permits):Purpose: To help the students learn about facial expressions and make the students relax.VIII. Action show ( If time permits)Purpose: To make the students relax again.Ⅸ. Homework: Finish Ex 9 on Page 39.Ⅹ. Language Points:1. I’d rather stay cosy and read my novel.would rather do…more willingly do something宁可/ 宁愿做某事【练习】周末你宁愿做什么事儿？What _____________________ at weekends?【答案】would you rather dowould rather do sth. than do sth. 宁愿/宁可做某事而不做某事=would do sth. rather than do sth.=prefer to do sth. rather than do sth.=prefer doing sth. to doing sth.【练习】我宁可跟他分手也不跟他一起出国。
教学设计1：Mind Your Manners
T asks Ss to think about the manner and culture
创设语境
用练习导入
CW
3’
While-listening
Step3
Ss listen to the tape for the first time to check their predictions.
Summary about the relationship, situation and function sentences we need to use.
总结语境、任务关系对人说话的影响
PW
5’
Post-listening
Step8
Ss work in pairs and do the role-play by using the what they learn.
Lesson 2 Mind Your Manners
教学设计（第1课时）
Teaching Aim:
At the end of the lesson, students will be able to
•know more about culture and manners;
•practise using polite expressions in formal and informal dialogues;
•prepare for speaking;
•do role-plays in different situation with proper manners.
Teaching procedure:
Activities
Intentions
IP & time
北师大版必修四Unit12lesson2MindYourManners学案设计
Unit12 Culture shock-Lesson2 Mind Your Manners一、学习目标i•练习使用礼貌用语。
2•理解一些重点单词的意思。
3. 通过听，了解材料中的一些人物观点。
二、重难点分析1. 练习听力记忆要点和具体信息。
2. 牢记重点词汇。
三、学习过程Step 1:听力练习1. 听录音，注意进行有重点的听取信息。
2. 再听录音，完成相关练习。
Step 2:学习重点单词和词组1. modest adj.谦虚的；适度的；端庄的She is very modest about her success.她对自己的成就很谦虚。
要点归纳：be modest about对 .... 谦虚2. indicate v.表明，指出，预示，表示Please in dicate your choice of colours and shapes.请指出你喜欢的颜色和形状。
要点归纳：in dicate sth.象征 ... ，表明... ，标志indicate + that- clause...示意... ; 预示...in dicate + wh-clause 表明... ；指出..拓展延伸：indication n.表明，显示，象征indicative adj.表示的，指示的，陈述的3. curiously adv.好奇地A fawn beh ind the tree looked at us curiously.树后面一只小鹿好奇地看着我们。
拓展延伸：(1)curious adj.好奇的Stude nts should always be curious to lear n.学生应该始终具有强烈的求知欲。
(2)curiosity作不可数名词，意为"好奇心”；用作可数名词，意为"古玩；珍品”。
He yielded to curiosity and ope ned the letter addressed to his sister.他受好奇心的驱使，拆开了别人写给他妹妹的信。
精选高中北师大4unit 12Lesson2 Mind Your Manners公开PPT课件
a kind of food made with
sticky rice and bamboo leaves
dragon boat races
drink Xionghuang wine
Objectives: 1. Learn the new words and expressions of manners; 2. Listen to get information about manners of different cultures and learn to take notes while listening； 3. Learn to talk about the different cultures.
Unit 12 Lesson 2
Mind Your Manners
[pl] behaviour that is considered to be polite in a particular society or culture 礼仪
the Dragon Boat Festival
农历五月初五 customes: eat Zongzi
Answer: Well, Japanese and British people might seem m__o_r_e__p_o_l_it_e_ than Americans and people from
Latin cultures. British people usually use “please”, “thank you” and “I’m sorry”m__o_r_e__o_ft_e_n_. In Britain, it is v__e_ry__i_m_p__o_r_ta_n__t to say “please” and “thank you”,
北师大版高中英语必修4Mind your manners学案1
Lesson Two Mind your manners1.modest adj.谦虚的；谦逊的modesty n. 谦虚；谦逊be modest about 对…谦虚be modest in 在…方面谨慎He is modest about his success.他在成功面前表现得很谦虚。
Young girls must be modest in speech, dress and behavior.年轻姑娘必须言词谨慎，衣着得体，行为端庄。
2.indicate vt 暗示；显示、象征Fever indicates illness.发烧意味着病了。
The practices indicate that the method is possible.实践表明，该方法是可能的。
Does your smile indicate that you have already agree?你的微笑表明你已经同意了吗?Please indicate how much you know Muslims and their religion.请填写你对穆斯林及伊斯兰教的认识和了解。
3.eastern adj. 东方的，东部的western adj. 西方的，西部的northern adj. 北部的，北方的southern adj.南部的，南方的4.curiously adv. 好奇地curious adj. 好奇的；古怪的curiosity n.好奇，好奇心be curious about对…好奇28.People have always been curious how living things on the earth exactly began.A.inB.atC.ofD.about （2006辽宁高考）D be curious about sth 对…好奇5.movement n.移动，活动；社会运动the movements of a dance一种跳舞的动作the international communist movement国际共产主义运动6.manners n.礼貌manner n.方式sb have good / bad manners 有礼貌（无礼貌）It’s good / bad manners to do sth做某事有礼貌（无礼貌）The girl has good manners.那女孩很有礼貌。
优质课教案Teaching-Plan-of-Lesson-46-Mind-Your-Manners1
精选文档Teaching Plan of Lesson 46 Mind Your Manners(Lesson 2 Unit 12 of Module 4)一.Teaching aims1.Knowledge aima.To help the students learn about western manners.b.To practice using polite expressions.c.To help the students learn about the different styles of communicationin different cultures.2.Ability aimsa.To improve the students ’ speaking and listening skills.b.To enable the students to use polite expressions correctly.3.Moral aimsa.To help the students understand and respect the cultural shock.b.To arouse the students great interest in English study.c.To make the students become persons with good manners.二 .Important and difficult pointsa.How to help the students learn about western manners.b.How to help the students use polite expressions correctly.c.How to help the students understand the cultural shock.三. Teaching aid and methods1.Teaching aidA multimedia computer2.Teaching methodsa. Listening and speakingPurpose: To improve their listening and speakingskills b. Task-based methodPurpose: To finish teaching assignmentc.Active cooperationPurpose: To get the students to learn from each other四. Teaching time: two periods五. Teaching proceduresI . Lead- in : Free talk(ask two students to act out two different situations and then ask the following questions)T: If you were asked, to whom would you like to show the right directions? Why?S: (possible answers) Because have/has good manners/ Because is very polite.Purpose:To make a clever linkage to the main topic of Mind YourManners.II. Brief introduction of western manners:Meeting and greeting people: 1. Greeting people;2. What you should do;3. What you shouldn’t say.Table manners: Decide which of the following behaviors are polite orimpolite at a western dinner party. Wr ite ‘ P’ (polite) or ‘ I ’ (impolite) in the brackets.( ) 1. Use the fork with your right hand.( ) 2. Put your napkin( 餐巾 ) 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( 烈酒 ) than they can take.【答案】 1.I 2.P 3.I 4.I 5.P 6.P 7.I 8.IPurpose: To help the students learn about western manners briefly.III. Discussion:What will you do if you want to make a good impression on the others?Purpose: Bring into/ Introduce the next topic –being polite.IV. Listening to the dialogue about being polite and the interview about thecommunication in different cultures: 7 TasksTask 1(Listening): 1） Listen to the dialogues and complete the FunctionFile on P38 (Before listening, predict the answers and match thedialogues with the pictures.)2 ）Check the answers.Purpose: To help the students use the listening strategies ‘Prediction ’ correctly.Listening Strategies:Prediction -- 1. Try to think of possible answers.2. Focus on the language the people use( formal orinformal.)3. Use your general knowledge to help you.Task 2 (Making a list):EXX6 on page39: Make a list of the polite expressions in the Function File we use, then practice.a) to ask for something politelyb) to reply to someone’s thanksc) to politely fefuse an invitationd) to make a request to some one you don’t know verywelle) to thank someone for doing something for youf)to apologise to a friendsituationsto ask for something politelyto reply to someone ’s thanksto politely fefuse an invitationto make a requestto someone you don ’ t know very wellto thank someonefor doingsomething for youto apologise to a friend expressionsExcuse me ？ could you pass the lemon and salt, please ？You ’re welcome.I ’d rather not,thanks.Do you think I could have a word with you? Would you mimd giving me a lift to school?Thanks a lot. That’s very kind of you. Oh, I ’ve forgotten it!I ’m really sorry.EXX7 on page39:listen to the dialogues again. This time christina sounds rude.why?Example dialogue1=ba)she is too directb)she doesn ’t say “ please ” or “thank you ”c)she shows no interestd)she interrupts someonePurpose: To help the students to find out the polite expressions in theFunction File.Task 3 (Role-plays):Make a short dialogue with your partner accordingto the situation above, using the polite expressions in the Function File.Imagine what happens.Purpose:To help the students practice using polite expressions.Speaking Strategies---- 1. Decide how formal or informal the situationis.2.Decide which role you are going to play.3.Pay attention to the suitable expressions. You canuse some expressions in the Function File.4.Pay attention to the intonation.EXX8on page39: work in pairs and prepare for these roleplays.1.Ask a stranger to close a window on a train.2.Decide with a friend what to do at the weekend.3.Ask a neighbour to post a parcel for you.4.Ask a friend to return a handkerchief he /she borrowed.5.Decide where to go on holiday with a friend.6.Ask a waiter to give you the menu.Task4 (Listening):Listen to Part 1 of the interview about communication indifferent cultures. Compare what the expert says with your answersPurpose: To help the students understand the different styles of communication in different cultures.Listening Strategies--- 1. Don ’ t worry if you can ’ t understand everything.2. Listen for important words and phrases.Task 5 (Discussion) Pre-listening :Discuss and complete the table, andgo through the four short passages.Purpose:To help the students understand the interview well.Task 6 (Listening) While- listening :Listen to Part 2 of the interview, andfill in theblanks.Purpose:To help the students understand how people from differentcultures actually express themselves.Listening Strategies---- 1. Make sure you know what you have to do.2. Use the headings or topics from the table tohelp you while you’ re listening.3.While listening, fill in the blanks. It can help you.Task 7 (Checking the answers) Post-listening:Check Ex 3 on P38. Purpose:To help the students check what they have heard.Ⅴ.Comparing Cultures√= yes, often;×= not so often, neverTypical behaviour Italians British Japanese Americans Chinese showing anger in√××√×serious situationsuse a lot of handmovementslook directly at peopleinterrupt/speak at thesame timesay“ please” and“ thank you” a lotPurpose: To help the students compare different cultures betweenwestern countries and ChinaVI. Summary (Use two sentences to summary what we ’ve learned today)Politeness costs nothing but gains everything.When in Rome, do as the Romans do.Purpose: To help the students understand what we’ ve learned today. VII. Guessing games ( If time permits):Purpose:To help the students learn about facial expressions and makethe students relax.VIII. Action show ( If time permits)Purpose:To make the students relax again.Ⅸ . Homework:Finish Ex 9 on Page 39.Ⅹ. Language Points:1. I ’d rather stay cosy and read my novel.would rather do more willingly do something宁愿/情愿做某事【练习】周末你情愿做什么事儿？What _____________________ at weekends?【答案】 would you rather dowould rather do sth. than do sth.情愿/宁愿做某事而不做某事=would do sth. rather than do sth.=prefer to do sth. rather than do sth.=prefer doing sth. to doing sth.【练习】我宁愿跟他分手也不跟他一同出国。
小学英语_Mindyourtablemanners教学设计学情分析教材分析课后反思
《Mind your table manners》教学设计教材内容分析本课属于双线英语小瓢虫系列绘本故事五年级人教版下册第十一课Mind your table manners. 讲述的是一位爸爸如何教育小孩子餐桌礼节的故事！它告诉我们，爸爸和儿子出去吃饭时，儿子在吃饭的时候表现不好。
爸爸告诉他注意餐桌礼仪。
爸爸告诉他该做什么不该做什么。
最后，儿子学得很快，爸爸和他在一起很开心。
由于本课词汇量较多，故事较长，难度较大。
学情分析五年级的学生已经进行了三年的英语学习，具备了基本的英语基础素养和基本的听说读写的能力，孩子们想象力比较丰富，能够根据图片内容进行充分的想象，分析，推理。
已具备利用英语知识储备独立进行阅读的能力并能够就相应的英语问题找到合理的解决方案，但是学生对于Mind your table manners. 这个主题比较陌生。
更重要的是，绘本故事情节过长，新词量较多。
因此，教师应该强调故事的主要部分，把父亲的建议和儿子的行动结合起来。
在这样的方式下，教师引导学生理解故事的主要思想对他们是有益的。
整体设计思路以英语学科核心素养为指导，在教学中注重培养学生的语言能力，学习能力，思维品质和文化品格。
课前通过Class rules引入主题，并给学生营造了一种要遵守规则的氛围，通过Free talk感知复习之前学过的祈使句句型激发学生知识储备为阅读活动打下了良好的课前准备。
学习绘本，从封面入手，通过了解绘本的题目，了解阅读的基本知识，提高学生文本意识。
本课的教学设计是采用图片环游和小组合作交流展示的形式进行的。
读前活动通过Class rules导入本课有关规则的主题然后读封面，引发学生带着Table manners的相关疑问走入绘本。
读中活动，将绘本分为4部分。
包括Before eating, While eating，Let’s share ,After eating.第一部分Before eating，先是由教师引领学生进行图片环游活动，观察人物表情，体会人物心理活动并理解故事发生的背景，然后教师设置问题，采用小组合作交流展示的方式来学习后面While eating的部分。
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姓名
单位
联系方式
设计者
首都师范大学附属密云中学
实施者
首都师范大学附属密云中学
学科指导者
首都师范大学附属密云中学
信息技术指导者
首都师范大学附属密云中学
课件制作者
首都师范大学附属密云中学
课程说明（信息技术与学科教学内容结合方面的指导思想与理论依据）：
跟据《普通高中英语课程标准》指导意见，模块四的学习标准为高中英语六级水平。学生在听说课学习后能够抓住所听语段中的关键词，理解话语之间的逻辑关系； 能传递信息并就熟悉的活体表达看法。能用英语进行简单的语言实践活动，如访谈；能有条理的描述个人体验和表达个人的见解和想象。
重点：正确归纳功能句。
教学难点：
难点：在不同情景下灵活运用功能句。
教学过程
教学阶段
教师活动
学生活动
设置意图
技术应用
时间安排
导入
1.Enjoy a video clip and pay attention to thesubject-opbject agreement
2.Show thelearning goals of this class.
1.Ask studentstounderline thesentences that contain subject-object agreement.
2.Ask students to translate the sentences.
3.students to underline thesentences that contain subject-object agreement.
本课选自人教版教材必修4unit 1 Grammar。教学设计为本课第一课时。旨在让学生学习主谓一致。学生能够正确匹配主语和适当谓语动词。
教学目标
教学目标：
知识: 90%的学生能够听出并归纳功能句
能力: 70%的学生能够正确而灵活的运用功能句
情感：100%的学生能有意识规范自身行为学会尊重他人。
教学重点：
观看教学片段
1.Draw attention to the use of subject-object agreement.
2.Show the misunderstanding of wrongly use of subject-object agreement.
多媒体公放视频资源
4’
Part1observe the sentences.
2.Translate the sentences.
Present the passage on the board, and ask onestudent to underline the sentences by using multiple media.
用学生端内资源进行实时检测
10’
Part 2.Summarizesome ofthegrammar.
根据课程标准教师选择了以下示范案例：选择身边的素材，贴近生活，激发学生的兴趣和求知欲。学生学习资源的选择：唐顿庄园优雅就餐示范片段；四段对话分段音频；功能展示图片。所选有针对性多媒体多元化学习设备：个性化听力、测试、评价投票系统
信息技术环境软硬件要求及搭建环境情况
硬件环境：多媒体教室、Mac投屏器
教学背景分析
1’
学习效果评价
评价方式：
本课学习效果评价为课堂展示和课后作业。
1.活动中辅导
接力游戏之中，教师不是局外人，作为活动进程的把控者，教师在每小组汇报成果时都要予以监督改正和有针对性的指导。
2.课堂展示
学生进行互评，纠错。
本教学设计与以往未使用信息技术教学设计相比的特点(300-500字数)
用多终端设备让教学更加多元化
1、如何让不同水平的学生都能有针对性的进行听力学习
经过月考和期中考试，我们发现学生的听力水平参差不齐。班级大范围听力训练并不能针对学生个人水平进行训练。利用Pad教学刚好能够根据学生水平进行听力训练。根据在不同班级的试讲结果，我最后决定限时听力，学生尽其所能的填出答案。并用pad资源自查答案。四段听力材料可能学生不能够一次性都完成，在核对答案时学生可以暂停和重放。
Ask some ofthestudents to write downtheirconclusions on the board.
15’
Part 3.
Ask students to do some exercises.After they finish the exercises, they are asked to have a discussion with their partners.
教学设计内容要求
教学案例基本信息
对应信息技术主题
T1信息技术与学科教学的深度融合
T2技术促进学生的自主学习
开始时间
0：00：0
结束时间
0：41：21
学科
英语
学段
高中
年级
高三
案例名称
Mind Your Manners
教材
书名：普通高中课程标准实验教科书
出版社：人民教育出版社
出版日期：2009年3月
教学案例设计参与人员
Ask students try to summarize the grammar-subject-object agreement.
The students summarize thegrammar.
Ask some ofthestudents to write downtheirconclusions on the board.
Do some exercises; after finishingtheexercise, students discuss with their partners.
Enhance the usage of the grammar: subject-object agreement.
ipad布置表演任务
2、如何有针对性讲评
学生课上时间宝贵，可以利用pad系统在测试后进行统计。教师能够根据学生错题数量和所错题目有针对性的讲评。但是经过试讲和教研员的讲评发现在测试部分需要更注重学生的素养培养。几经删改和探讨最终决定让学生们进行体验和会话。
15’
Homework
Try to describe those pictures on your guiding paper by using the grammar you’ve learnt today.
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Enhance the grammarthey’ve learnt today.
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