作为杰出的教学工作者，能够保证教课的顺利开展，教师要准备好教案，这是老师职责的一部分。教案可以让学生们能够更好的找到学习的乐趣，让教师能够快速的解决各种教学问题。教案的内容具体要怎样写呢？下面是小编精心为您整理的“高二英语教案：《SBIA Unit 6 Good manners》教学设计”，希望能为您提供更多的参考。

高二英语教案：《SBIA Unit 6 Good manners》教学设计

SBIA Unit 6 Good manners

就餐礼仪

素材新挖掘

考点1. interrupt vt.& vi. 打断；中断；插嘴

May I interrupt you for a moment?

Don't interrupt me when I speak.

我说话的时候，请不要打岔。

interrupt vt. & vi. 阻断；中断

interrupt vt. & vi. 打岔；插嘴；打断(别人谈话)

get in 插嘴

disturb vt. 打扰

(1)I apologized for ______________(打断)you.

(2)He _____________(中断)college to serve in the army.

(3)他粗鲁地打断了我们的谈话。(写作小练笔：主谓宾；rudely)

_______________________________________

(4)I had to _______ the meal to answer the phone.

A. disturb B. puzzle C. get D. interrupt

D。interrupt 此处的意思是"中断"。disturb用作及物动词，意思是"打扰"。

interrupting

interrupted

He interrupted our talk rudely.

考点2. apologise vi. 道歉

Learn to apologise to people.

Ladies and gentlemen, I do apologise for the delay to your service.

女士们先生们，我着实为你们旅途的延误表示歉意。

apologize to sb. for (doing) sth. 向某人为某事(为做了某事)道歉

apologize for oneself 为自已解辩或辩护

make/offer an apology to sb. for sth. 为某事向某人道歉

(1)I __________(道歉)to her for stepping on her foot.M.Jab88.Com

(2)I have come to __________(道歉)to you.

(3)I'd shoot myself before I apologized to him.(英译汉)

_______________________________

(4)我因迟到向老师道歉。(写作小练笔：主谓+介词；be late)

_______________________________________

考点3. forgive vt.(forgave, forgiven)原谅；饶恕

Forgive me. I'm very sorry.

She never forgave him for his lies.

她总不肯原谅他的谎言。apologizedapologize

我宁死也不向他道歉。

I apologized to the teacher for being late.

forgive vi. 原谅

forgive sb. /sth. 原谅某人/某事

forgive sb. for sth. 原谅某人某事

forgive one's debts 免除债务等

(1)I'll never __________(原谅)you for what you have done wrong

to your parents.

(2)Please ____________(原谅)me ----I didn't mean to be rude.

(3)Forgive me for asking, but where did you get that dress?

(替换) ___________

(4)我们原谅了他的无礼。(写作小练笔：主谓+双宾；rudeness)

_______________________________________

考点4. behave vt. & vi. 举动；举止；行为表现

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.

It's hard to train children to behave well at the table.

培养儿童用餐时举止得体是很困难的。forgiveforgiveExcuseWe forgave him his rudeness.

behave vi. 行为；举止

behave vt. & vi. 守规矩；举止适当有礼

behave oneself 举止(有礼)

behaviour n. 行为；举止;习性

(1)The little boy ___________(表现)with great courage in the

face of the robber.

(2)The young lady ___________(表现)bravely in the face ofdanger.(3)The children do not know how to ___________(举止)

themselves politely.

(4)如果你的行为那样，你会让人厌恶的。

(写作小练笔：主谓+介词；get sb. disliked)

______________________________________________

考点5. advice n.忠告；建议

For drinking during a dinner, the best advice is never to drink too much.behavedbehavedbehaveIf you behave like that, you'll get yourself disliked.

Tell me the reason why he refused to listen to my advice.

告诉我为何他拒绝听从我的劝告。

advice n.(用作不可数名词)劝告(美语中advice也可用作动词)

advice /advise sb to do 建议

advise sb. against sth. 劝某人不干某事

advise sb that 通知；告知

(1)I asked the teacher for her ________(建议).

(2)The doctor ___________(建议)me to take more exercise.

(3)They _________(建议)her against marrying quickly.

(4)我劝你立刻出发。(写作小练笔：主谓宾+宾补(to do)；start)

________________________________

考点6. stare vi. 凝视；盯着看

Don't laugh at, stare at or make jokes about disabled people.

If you stare at people like that, you might upset them.

你如果瞪着别人看,你会使他们感到不安.

stare at sb. or sth. 凝视；盯住adviceadvisedadvisedI advise you to start at once.

stare into the distance 凝视远方

stare sb. into silence 把某人盯得沉默

fix one's eyes upon 专注；凝视

glare at 怒目而视

(1)Standing still, he __________(凝视)into the distance.

(2)She __________(瞪)him into silence.

(3)He __________(盯着)at the word trying to remember whatit meant.(4)我们惊奇地注视着他。

(写作小练笔：主谓+介词；in amazement)

_________________________________

(5)He ________at the girl as if seeing her for the first time.

A. glared B. stared C. fixed his eyes D. watched out

B。stare at盯着看。staredstaredstaredWe stared at him in amazement.

考点7. leave out 省去；遗漏；不考虑

The extra information can be left out.

I think this paragraph can be left out.

我认为这一段可以删掉。

leave out 省去；删去; 遗漏

leave over 留下, 剩下

leave behind 丢弃；留下；忘记携带

leave alone 不管，不理会；不打扰

leave sth. as it is 听任某事自然发展

leave sb. to himself 对某人不加干涉

(1)Make sure that nothing ____________(漏掉)of the matter.

(2)If you can't think of the answer to the question, ________

(略去)it out.

(3)The printer _____________________ (遗漏了两行)from thisparagraph.(4)我把一些重要的细节漏掉了。(写作小练笔：主谓宾；details)

_____________________________________

is left outleavehas left out two lines

I left out some important details.

【高考链接】

The teacher stressed again that the students should not ___________any important details while retelling the story.

(2008年高考湖北卷)

A. bring out B. let out C. leave out D. make out

【答案】C。

【解析】此题考查动词短语辨析。leave out"遗漏；省略"，即要求讲故事时不应遗漏细节。bring out"提出"； let out"泄

露"； make out"辨认出"。

考点8. 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，有时你会得到一块热的湿毛巾擦手和脸，然而西方没有这种风俗。

Bamboo is hollow, which makes it very light.

竹子的中心是空的，这一点使它很轻。

which 引导非限制性定语从句，代替整个句子，且不能在句首；as也可引导非限制性定语从句，指大家熟悉的事情或常理，可以

在句首、句中或句末

用as, which填空：

(1)He turned out very successful, ________ was more than we

could expect.

(2)He said that he had never seen her before, _______ was nottrue.(3)_____ is known to all, she is one of the best students.

(4)______ we had expected, he won the game.

(5)He won the game, _________ we hadn't expected.

【高考链接】

They've won their last three matches, ________I find a bit surprising actually. (2009年高考辽宁卷)

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

【答案】D。

【解析】此题考查定语从句。which引导非限制定语从句。which代替前面的整个句子。whichwhichAsAswhich

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高一英语教案：《Good Manners. 文明礼貌》优秀教学设计（二）

高一英语教案：《Good Manners. 文明礼貌》优秀教学设计（二）

Unit 6 Good manners.

Period 3. Reading ⑴

Teaching Aims and Demands:

① To get to know the western talk manners

② To compare Chinese table manners with western table manners

③ Improve the reading ability of the Ss, especially the skills of summarizing and scanning.

Step 1 Warming up

1) Teacher tells a story of a Chinese at a western dinner party who made a fool of himself due to the lack of cultural background. The story is: Once a Chinese was invited to an American dinner party. When he saw the napkin on the table, he tied it around his neck just as Chinese parents do to their children when they’re fed. As a result, he made a fool of himself.

2) Teacher then presents the tools on the table and shows how to put these knives and forks and how to use them. Then ask one student to imitate.

3) Brainstorming Judge these manners. Which are good and which are bad.

◇ Can you speak with your mouth full?

◇ Can you use your hand to take food from the plate?

◇ Is it polite to touch the glasses when you toast?

◇ Is it polite to persuade others to drink up after toasting?

4) Do Pre-reading, discuss in groups

Situations Rules for being polite in Chinese culture

At a dinner party

Greeting your teacher

Receiving a birthday present

Paying a visit to a friend’s house

Ask three Ss to finish this table.

Step 2 Reading

① Ss do scanning for exercise 2(3minutes for scanning) In what order will the following dishes be served at a western dinner party? dessert drink main course starter soup

summarize the main idea of every paragraph (答案见教参P136)

② With following questions, listen to the tape and read carefully.

1). Instead of a hot, damp cloth, napkin is often seen at the Chinese dinner party nowadays. What sign do you think it implies? How can you use it?

2). What do soft drinks refer to? Is white or red wine a soft drink?

3). Do people say anything or keep silent when drinking to one’s health or drinking a toast? What do you usually do if you drink a toast?

Ask some Ss to answer these questions and do exercise 3

Homework:

1). Do practice on P116-117

2). Preview languages study and grammar

高二英语教案：《Unit 6 Mainly revision》教学设计（二）

高二英语教案：《Unit 6 Mainly revision》教学设计（二）

Teaching Aims and Demands

1.Learn the history of coins.

2.Learn the useful expressions:

hand out, look round, collection. mine, whenever, hide.

Step 1 Revision

1. Check the homework exercises.

2. Revise the dialogue in SB Lesson 21.

1) Ask the students to recite and act out the dialogue.

2) Change the dialogue into a short passage.

Step 2 Discussion

Look at the picture and read through the questions:

1. Which of the following do you collect: stamps, coins or postcards? Anything else?

2. How many different kind of coin can you think of?

3. Do you want to know more about coins?

Step 3 Reading

1.Answering questions

2. Go through the Ex.1 and make sure the students know the questions. Let them read the whole passage carefully and answer the questions, working in pairs. Check the answers with whole class.

3. Not making. Get the students to read the whole passage again and make notes. Let them do this exercise individually, then compare their note with their partners.

Step 4 Dealing with the language points

1. Later, another type of coin was used, with holes in it, and these were used for the next 2000 years, that is, from 221 BC until 1916.

With n. 介词短语, 作定语或状语.

They used to live in a wooden house, with trees round it.

She came to a little river with green grass and red flowers on both sides.

The teacher came in with some books in his hand.

He is deep in thought, with his head in his hands.

2. Coins may be of different sizes, weights, and shapes and of different metals.

Be of

The meeting is great of importance..

This medicine is of no use.

The work is of great importance.

The soldiers are almost of the same height.

The soldiers are almost ( of ) the same height.

The earth is ( of ) the shape of an orange.

The two pens are of the same size, but they are different in color.

3. The earliest coins in the west were made of gold mixed with silver.

The young man dressed in blue is our manager.

Step 4 Practice

1. Play the tape for the students to listen and follow.

1. Part 4. Go through the example and the first two sentences orally and let the students do this exercise individually. Check the answers with the whole class.

2. Part 5. Make sure the students know the special use of the verbs in the exercise and let them do it individually. Ask them to remember the verbs that must be followed by v-ing.

I missed Mr. Black Peef. 我思念布莱克·皮夫先生.

I---imagine B---be busy 　doing 　 m---miss

a---avoid i---insist c---consider s---suggest

k---keep s---stop P---practise 　e---enjoy

e---escape 　d---delay 　e---excuse　 　M---mind

f---finish 　r---risk

Step5 Workbook

1. Ex.2. Get the students to read it. Discuss the answers in pairs. Then call out Ss to read the whole passage aloud to the rest of the students.

2. Ex.3. Write down the root words on the Bb. Then get the Ss to add endings to them, and tell the meaning and part of speech of each word.

3. Ex.4. Do it with the whole class.

Step 5 Homework

1.Retell the passage in your own words.

2.Review Lesson 23.

教案点评：

本教案围绕阅读知识及语法练习编写为主要点，让学生了解一些有关硬币的知识，在学习阅读文章过程中，本教案设计了以小组形式讨论相关本课的话题，练习学生组织语言的能力，激发学生学习的兴趣。

高二英语教案：《Unit 6 Mainly revision》教学设计（一）

高二英语教案：《Unit 6 Mainly revision》教学设计（一）

Teaching aims and demands

1.Practise how to solve the problems through the telephone call.

2.Learn the langue points in this dialogue.

Teaching Procedures

Step 1 Lead --- in

1. Show the students a few beautiful key rings (or other things), and then talk with them about their hobbies.

T: I have a student whom likes collecting key rings. Once he showed me his rings. That’s a large collection of about one hundred key rings. They are colorful and of different size and shapes. It took him more than three years to have got such a big collection, and he told me hat his hobby did not cost very much. He often tells people about his hobby, so on his birthday he often receives some nice and special key rings as presents from his friends, his parents and relatives.

2. Ask the students about their hobbies and then collect their answers.

(1) What are your hobbies?

(2) Does your hobby take much of your spare time?

(3) Do you like collecting thing?

(4) Does the collection cost s lot of money?

(5) Do your parents have any objection to your hobbies? Why?

Step 2 Dialogue Presentation

T: Now let’s listen to a dialogue between Bruce and Zhou Lan. They are talking on the telephone about stamps. Listen to it carefully and then you will answer some questions.

The first listening:

(1) Why does Bruce phone Zhou Lan?

(2) Why does Bruce say “ Excuse me” when he phones Zhou Lan?

The second listening:

Listen and repeat. Ask the students to read the dialogue.

Step 3 Language points

1. no longer / no more / not any longer / not any more 不再, 再也不

--- no more / no longer 放在 be 动词、助动词、情态动词之后，行为动词之前. No more 多用来修饰具体动词；no longer多用来修饰某种具体状态动词．例如：

He no longer lived here.

He has no more trouble.

Bruce works in a company. He is no more a student.

--- 表示时间“一度，曾经”，强调以前的情况不再继续下去，once but not now。用no longer, not any longer, not any more.但no longer, not any longer多与持续性动词连用；not any more 多与终止性动词连用。

She used to study English, but she doesn’t study it any longer/any more.

I am afraid she doesn’t live here any longer/any more.

Does Tom live here? No he no longer lives here.

He is no longer happy.

He doesn't come here any more.( 不用any longer)

---涉及数量或程度时，要用no more. ---替代事物时用 not any more.

There is no more bread on the desk.

I have no more money to spend on new clothes.

I don’t want any more.

He is no more a genius than I am.

---下列情况只用no more.

Since no more persons come,. Let’s begin. (adj.)

When no more steam comes, they might get burnt

He has no more books than I do.

I can’t sing this, no more can him.

2. What a pity! What a shame!

I am sorry that I can’t join you in the travel. What a shame!

It is a shame that he can’t join us in the travel.

It is a pity that he didn’t pass the exam.

3. You may use the following phrases to ask for person who would like to speak to:

Is … there?

Is that … ?

Can I speak to …?

4.You may use the following phrases to introduce yourself:

It’s…here.

This is…

This … speaking.

5.You may use the following phrases to answer a call:

Hello, who is that?

Hi, whom is that speaking?

6.If you are not the person the caller wants to speak to, you can just him:

Hold on, please.

Hold on a moment. I’ll go and ask him/her.

7.If the person who the caller is calling is not in, you may say:

… is not here now. Can I take a massage for you?

Could you leave a massage?

Step 4 Dialogue Practice

Practice 1.

Situation: Suppose you are Bruce, please tell your classmates why you phoned Zhou Lan the night before. Or suppose you are Zhou Lan, please tell them why Bruce phoned you late the night before.

Bruce telephoned me late last night, for he has only just got home that moment. Last time Bruce saw that I had a cock year stamp, so he yesterday evening he called to ask me if I could sell it to him. But it was a great pity that I sold it last week. I really didn't know Bruce needed it so much. However, I promised to try to find one for him.

Practice 2.

Ask the students to play the parts of Bruce and his father to talk about the call Bruce made just now. Or ask them to play the parts of Zhou Lan and her father to talk about the call she received just now.

Step 5 Dialogue Presentation

Ask the students to make phone calls to their classmates to talk about their hobbies.

Situation 1: Student B likes collecting Bobby dolls. Student A happened to find a new type of Bobby doll in the store. She is now phoning student B.

Situation 2: Student A likes collecting coins. His father is going to give a tour performance in Europe. He asks his father to get some foreign coins for him.

Step 6 Homework

1.Finish off the Workbook exercises .

2.Review Lesson 22.

教案点评：

本课的教案以听说为主，学生通过打电话学后如何解决一些问题。在教案中设计了几个对话的形式，操练学生交际的能力及语言交流的能力，在对话课中学生能够自如地运用语言点进行表达，如：教案设计两个对话，通过打电话谈论自己的爱好等。所以在编写过程中重点设计了自由对话，本课的对话练习及课外对话的练习等，较为丰富的课堂教学活动。

高一英语教案：《Good Manners. 文明礼貌》教学设计（一）

高一英语教案：《Good Manners. 文明礼貌》教学设计（一）

Period 5 Language Study and Grammar

Teaching Aims and Demands:

① To learn word formation and the meaning of prefixes, such as in-, im-, un-, non-

② To consolidate the Attributive Clauses, both restrictive and non-restrictive through some exercises.

Step 1.

① Explain the formation of the word and the function of prefixes.

② Do exercise on P40 to point out which of the following words have negative prefixes.

Nonstop unfold incorrect important understand

Invite unlucky impossible uniform interesting

③ Matching exercise

Un- smoking

Non- possible

Dis- able

Im- like

Answer: unable, non-smoking, dislike, impossible

④ Blank- filling with the above words( using Restrictive Attributive Clauses for example)

1). This is a nonsmoking room. You’d better go to the smoking room, which is ten meters on your right.

2). The boy who is unable to finish his work on time felt a bit sorry for himself.

3). Tom and Jack are the only ones in theirs class who dislike football.

4). It sounds impossible that the little boy who looks so shy in class would be so brave to catch a pick-pocket on bus yesterday.

Step 2. Give some examples of Restrictive Attributive Clauses and Non-restrictive Attributive Clauses.

① Let Ss distinguish which of the following sentences are Attributive Clauses and Non-restrictive Attributives Clauses.

Non-restrictive:

Lijiang, where I was born , is beautiful. John, who speaks Spanish, works there.

Restrictive:

The village where I was born is beautiful.

People who speak Spanish work there.

② Explain the differences between Restrictive and Non-restrictive

Attributive Clauses.

③ Fill the blanks of this passage with Restrictive and Non-restrictive

In Great Britain today good manners at table include eating with the mouth closed; not letting any of the food fall off the plate; using the knife only for cutting; and not trying to take food across the table. In other parts of the world there are also rules⑴________, but they are not the same as those of Britain. Indeed, the things⑵________ are the things⑶________. In

Arabia, for example, the people at a feast（宴会）take pieces of food with their fingers and belch loudly⑷______.

In the Western countries there are differences between table manners⑸________. In North America it is polite to eat up meat and then put the knife down, take the fork in the right hand and eat with it. Most European people, like the British, keep the fork in the left hand and the knife in the right all the time when they are eating food⑹_____. In the British Isles and Scandinavia(Norway, Sweden, Denmark and Iceland)special knives and forks are used for eating fish. In France, Belgium and Italy, however, it is correct to keep the same knife for every course⑺______.

Table manners of course have changed with time. The earliest meals were also the simplest⑻_______, and everyone took his food from the animal or bird⑼______. The women waited on the warriors（武士）and afterwards ate the food⑽______.

Table manners did not always include quiet behavior. Quarrels often took place at table, an in the 17th century King Louis XIV of France ordered that only the knives⑾_______ should be used to prevent people from stabbing each other while they were eating.

Homework: Finish the exercise on P41 and grammar on P118.

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