Unit 5 Culture and customs A Getting ready 教学设计 2025-2026学年沪外教版（2024）八年级英语上册

Unit 5 Culture and customs A Getting ready 教学设计 I. Teaching Objectives Knowledge Goals Students will master vocabulary related to cultural customs (window paper - cut, La bise, tipping, storytelling) from different countries, understanding their descriptions, purposes, and cultural significance. Students will be able to describe various cultural customs by identifying the country of origin, the custom itself, and its purpose/meaning, using appropriate adjectives and phrases. Students will understand and apply listening strategies to extract information about cultural customs (hot pot in Chongqing) and complete passages, as well as speaking strategies to discuss interesting cultures or customs. Skill Goals Improve students’ reading skills by extracting information from mini - texts to complete tables about cultural customs. Enhance students’ listening skills through listening to passages about cultural customs (hot pot) and completing content, focusing on key details like history, characteristics, and popularity. Develop students’ speaking skills by discussing interesting cultures or customs in pairs, using guiding questions to structure conversations. Strengthen students’ writing skills by completing passages with vocabulary related to cultural customs, focusing on tea culture in China. Emotional Goals Enable students to appreciate the diversity of cultural customs around the world, fostering cultural awareness and respect. Encourage students to explore and share their own cultural heritage, promoting a sense of pride in their own culture and curiosity about others. II. Language Knowledge 1. Key words & phrases Cultural customs: window paper - cut, La bise, tipping, storytelling of Maasai culture, hot pot, tea - making skills Descriptive adjectives: beautiful, common, special, popular, rich Functional language for discussion: “Can you tell me where the culture or custom is from?”, “What do people usually do according to the culture or custom?”, “Why do you think it’s interesting?” Prepositions and phrases: date back over... years, be expected to, share... around 2. Key sentences Reading: “It’s said that the Chinese window paper - cuts, or window flowers, appeared in the 6th century... Chinese people have created them to show beautiful things and express good wishes.” “Greeting or saying goodbye to friends and family by kissing on the cheek is perhaps the most common French gesture: La bise is more an air kiss...” Listening: (Expected content from A2) “Hot pot, with its rich history, dates back over 1,000 years. It is both a dish and a(n) custom. People sit around the pot and share their own meat, seafood, and vegetables in the boiling soup.” Speaking: “The window paper - cut is from China. People use them to express good wishes during big festivals. I think it’s interesting because it combines art and tradition.” Writing: “China is a tea nation. Chinese tea - making culture includes special skills in planting tea, making tea by hand, and greeting tea. There are mainly six kinds of tea and over 2,000 tea products around the country.” 3. Key and challenging points Key Points Accurately identifying the country, custom, and purpose/meaning from reading materials. Using listening strategies to capture key details about cultural customs (history, characteristics, popularity). Effectively discussing cultural customs in pairs, using guiding questions to structure meaningful conversations. Challenging Points Distinguishing between similar cultural customs from different countries and understanding their unique cultural significance. Correctly applying descriptive vocabulary and functional language in discussions and writing. Comprehending and reproducing cultural information from listening materials accurately. III. Teaching Procedures Step 1: Warm - up & Lead - in (5 minutes) Cultural Custom Sharing Teacher shows pictures of different cultural customs (Chinese window paper - cut, French La bise, American tipping, Maasai storytelling). Invite students to share briefly if they know any of these customs or similar ones from their own culture: “Have you seen or experienced any of these customs? What do you know about them?” This activates prior knowledge and creates a connection to the lesson theme of cultural diversity. Step 2: Reading — Understanding Cultural Customs (12 minutes) A1 Task: Completing the Table Students read the four mini - texts about Chinese window paper - cut, French La bise, American tipping, and Maasai storytelling. They complete the table in A1, filling in the country, culture/custom, and purpose/meaning for each. Teacher guides students to analyze the text clues: for Chinese window paper - cut, country is China, custom is window paper - cut, purpose is to show beautiful things and express good wishes; for La bise, country is France, custom is greeting by air kiss, purpose is a common greeting gesture; for tipping in the US, country is US, custom is tipping in restaurants, purpose is to encourage better service; for Maasai storytelling, countries are Kenya and Tanzania, custom is oral storytelling, purpose is to pass down history, cultural values, and knowledge. Check answers as a class, discussing the cultural significance of each custom and how they reflect the values of their respective countries. Discussion: Cultural Diversity Ask students: “Which of these customs do you find most interesting? Why do you think different countries have such different customs?” Encourage students to think about how culture shapes these practices and how these customs contribute to a country’s identity, deepening their understanding of cultural diversity. Step 3: Listening — Exploring Hot Pot Culture (10 minutes) A2 Task Introduction Explain to students that they will listen to a passage about hot pot culture, focusing on its history, characteristics, and popularity. Preview the key aspects to listen for: history (dating back how many years), what it is (dish and custom), and how people participate (sitting around the pot, sharing food). Listening Practice Play the audio for A2. Students listen and complete the passage, then answer the question about why local people in Chongqing love hot pot. Play the audio again for students to check and confirm their answers. Discuss the listening content: “How does hot pot reflect Chinese cultural values? (sharing, family/community gathering)”, reinforcing the connection between cultural customs and values. Step 4: Language Focus — Describing Tea Culture (8 minutes) A3 Task: Completing the Passage Present the passage in A3 about Chinese tea - making culture. Students complete the passage with the correct words from the box, focusing on vocabulary (special, greet, share, popular, around, custom) and understanding the sequence of tea - making culture. Analyze the completed passage as a class: “Why is ‘special’ used to describe tea - making skills?”, “How does tea culture reflect Chinese customs?”, reinforcing vocabulary and cultural understanding. Vocabulary Expansion Brainstorm more words to describe cultural customs (e.g., traditional, unique, meaningful) and create simple sentences with them: “The Maasai storytelling is a unique cultural custom that passes down their history.” Step 5: Speaking — Discussing Interesting Cultures (8 minutes) A4 Role - play Task Divide students into pairs. In each pair, Student A and Student B take turns discussing an interesting culture or custom using the guiding questions in A4. Provide the example dialogue as a model: A: “Can you tell me where the culture or custom is from?” B: “The window paper - cut is from China.” A: “What do people usually do according to the culture or custom?” B: “People use window paper - cuts to decorate their homes and express good wishes during festivals.” A: “Why do you think it’s interesting?” B: “Because it’s a form of traditional art that has a long history and carries good meanings.” Students practice role - playing, encouraging them to use diverse vocabulary and descriptive language to discuss cultural customs. Teacher walks around to monitor, providing feedback on language accuracy and the depth of cultural discussion. Step 6: Summary & Homework (2 minutes) Summary Recap the key points: cultural customs from different countries, their purposes/meanings, listening for cultural details, and speaking about interesting cultures using guiding questions. Homework Ask students to write a short paragraph describing a cultural custom from their own heritage or one they find interesting, including the country of origin, the custom itself, and why it’s meaningful. IV. Assessment of Teaching Effectiveness Formative Assessment During the lesson, assess students’ performance in reading (A1), listening (A2), speaking (A4) activities. Check their ability to extract cultural information, use vocabulary and functional language, and communicate about cultural customs. Provide immediate feedback, correcting mistakes (e.g., misidentifying customs, misusing descriptive vocabulary) and praising good usage (e.g., insightful cultural discussions in role - plays). Summative Assessment Evaluate students’ homework (paragraphs) for accurate use of cultural - related language, including vocabulary, description of customs, and expression of cultural significance. V. Design Purpose Skill Integration Integrate reading, listening, speaking, and writing skills around the theme of cultural customs, ensuring comprehensive language practice in the context of cultural diversity. Cultural Awareness Use real - life cultural customs from different countries to teach language, fostering students’ appreciation for cultural diversity and respect for different traditions. Personal Connection Combine language learning with exploration of students’ own cultural heritage and interests, helping them develop a sense of cultural identity and curiosity about the world. VI. Blackboard Design Unit 5 Culture and customs A Getting ready Cultural Customs Vocabulary: - China: window paper - cut (show beauty, good wishes) - France: *La bise* (common greeting) - US: tipping (encourage good service) - Kenya/Tanzania: Maasai storytelling (pass down history) Guiding Questions for Speaking: - Can you tell me where the culture or custom is from? - What do people usually do according to the culture or custom? - Why do you think it’s interesting? VII. Teaching Reflection Successes The warm - up sharing effectively engaged students and activated their knowledge of cultural customs. Context - based learning in reading and listening helped students understand and use cultural - related language accurately. Role - play in speaking encouraged students to practice discussing cultural customs, promoting cultural awareness and communication skills. Challenges and Improvements Some students struggled to distinguish the unique purposes of similar - looking customs. In future lessons, provide more comparative analysis of customs. A few students lacked confidence in speaking about cultural customs. Offer more scaffolding (e.g., sentence frames for descriptions) to boost participation. 学科网（北京）股份有限公司 $$