Unit 5 Good manners Welcome to the unit 教学设计-2024-2025学年译林版八年级英语下册

该初中英语教学设计聚焦公共礼仪的正确与错误行为识别及相关词汇句型，通过提问“什么是礼貌行为”连接学生日常经验，引出“礼仪大使”任务，搭建从已知到探究公共行为规范的学习支架。 特色在于融合语言能力与思维品质培养，Activity A图文匹配巩固词汇并分类行为，Activity B用“Can we...? We should...”句型提升口语，反思讨论引导分析礼仪重要性，作业融入文化差异探究。助力学生提升语言运用与公民意识，为教师提供清晰可操作的教学流程。

Unit 5 Good manners Welcome to the unit 教学设计 I. Teaching Objectives 1. Knowledge Objectives Students will identify right/wrong public behaviors (e.g., obey traffic rules, drop litter), mastering related vocabulary. Students will learn to discuss manners in public places, using the model conversation. 2. Ability Objectives Improve reading skills by matching pictures to behavior descriptions. Enhance speaking skills through pair discussions about public manners. 3. Affective Objectives Foster awareness of good manners, encouraging responsible public behavior. Encourage students to reflect on their own conduct, building a sense of civic duty. II. Language Knowledge 1. Key Words & Phrases Manners vocabulary: obey traffic rules, queue for turn, keep quiet, drop litter; Public behavior expressions: “Doing the right things,” “should/should not do in public.” 2. Key Sentences “The Class 1, Grade 8 students are discussing the right and wrong things to do in public places. Look at the pictures below and match them with the phrases.” “Can we chat in the library? I’m afraid not. We should keep quiet.” 3. Key and Challenging Points Key Points: Identify right/wrong behaviors and use target expressions to discuss manners. Challenging Points: Differentiating subtle behavior differences (e.g., queue vs. cut in); articulating reasons for good/bad manners. III. Teaching Procedures (Total Duration: 45 Minutes) Step 1 Introduction to Manners (7 Minutes) Show the unit title “Good manners—Welcome to the unit (Doing the right things)” and ask: “What are ‘good manners’? What do you do to be polite in public?” Introduce the task: “Today, we’ll explore right/wrong public behaviors, learn to talk about manners, and become ‘manners ambassadors’!” Step 2 Reading & Classifying—Activity A (12 Minutes) Pre - reading: Explain behavior phrases (e.g., “obey traffic rules”—safe; “drop litter”—untidy). While - reading: Students match pictures to behaviors (Activity A), identifying right/wrong conduct. Post - reading: Check answers together, discussing why behaviors are right/wrong (e.g., “queueing shows respect; littering harms the environment”). Step 3 Pair Discussion—Activity B (15 Minutes) Model Conversation: Read the sample dialogue (Amy & Shirley) with students. Highlight phrases like “Can we...? We should/should not...” Group Task: Students work in pairs. Discuss library manners (Activity B), then expand to other public places (e.g., park, classroom). Prompts: “In the park, should we pick flowers? No—why?” Share - out: Invite 2–3 pairs to present their conversations. Provide feedback on expression use and clarity of manners. Step 4 Reflection & Summary (8 Minutes) Class Discussion: Ask: “Why are good manners important? How do they make public places better?” Summary: Recap right/wrong behaviors, key manners expressions, and the value of polite conduct. Step 5 Homework (3 Minutes) Writing: List 3 good manners for a public place (e.g., cinema) and explain why they matter. Research: Find one cultural difference in manners (e.g., greeting) and write a short note. IV. Assessment of Teaching Effectiveness Check Activity A answers for accurate behavior identification. Observe pair discussions (Activity B) for use of target expressions and clear manners reasoning. Review homework for reflection on public conduct and cultural awareness. V. Design Purpose Introduction: Connect to students’ daily public experiences, building relevance to manners. Reading/Classifying: Deepen understanding of right/wrong behaviors, improving reading skills. Discussion: Practice speaking with structured expressions, encouraging civic responsibility. VI. Blackboard Design Unit 5 Welcome to the unit—Public Manners Right Behaviors: obey traffic rules, queue for turn, keep quiet Wrong Behaviors: drop litter, pick flowers, leave tap running Key Expressions: “Can we...? We should/should not...” Homework: Research cultural manners! VII. Teaching Reflection Strengths: Manners theme is relatable, activities balance skills and civic values. Weaknesses: Some students may struggle to articulate “why” manners matter. Improvements: Add a “manners skit” activity: In pairs, act out right/wrong behaviors and explain. This visualizes impact and boosts speaking. 学科网（北京）股份有限公司 $$