Unit 5 Going on an exchange trip-Section 4Focusing on culture教学设计 2025-2026学年沪教版英语八年级上册

该初中英语教学设计聚焦跨文化主题，核心知识点包括文化相关词汇（如custom, tradition）、跨文化差异与相似性表达（如be different from）及文化习俗、节日、价值观的理解。通过展示弗拉门戈舞蹈、和服、胡里节等文化场景的图片与视频导入，作为学习支架连接单元“交换旅行”主题，梳理词汇学习-阅读分析-口语表达-写作输出的脉络。 资料特色在于多模态输入与任务型活动结合，以图片、视频、文本激活兴趣，通过小组讨论“东西方饮食习惯差异”、角色扮演介绍本土文化等任务，培养文化意识（尊重多样性）和语言能力（综合技能）。读写说整合教学帮助学生提升跨文化沟通能力，为教师提供结构化活动设计与多元评价参考，助力高效课堂。

Unit 5 Going on an exchange trip-Section 4 Extending and developing competencies-Focusing on culture This section, "Focusing on culture", is an important part of Unit 5 "Going on an exchange trip" in the 2024 Shanghai Education Edition English textbook for Grade 8. It mainly focuses on the cultural aspects related to exchange trips. Students will explore different cultures they may encounter during an exchange trip, such as cultural customs, traditions, and values in foreign countries. Through various materials like texts, pictures, and videos, students will gain a deeper understanding of cross - cultural differences and similarities. This section not only enriches students' knowledge of cultures around the world but also helps them develop cross - cultural communication awareness and skills, which is crucial for their future participation in international exchanges. 教学目标 Students will be able to understand and master key vocabulary related to culture, such as "culture", "custom", "tradition", "festival", "value", etc. They can comprehend cultural - related texts and extract important information, including details about different cultural practices, the origin of festivals, etc. Learn some useful expressions for describing cultural differences and similarities, for example, "be different from", "have something in common", "in contrast to", etc. 教学重难点 A. Teaching Key Points Key vocabulary and expressions related to culture. Teachers need to ensure students can correctly pronounce, understand the meaning, and use these words and expressions in appropriate contexts. Understanding of different cultural phenomena and being able to summarize the main features of various cultures. Students should be able to identify and describe cultural differences and similarities through reading and discussion. Developing reading, speaking, and writing skills in the context of cultural learning. Teachers should guide students to practice these skills step by step, gradually improving their comprehensive language ability. B. Teaching Difficult Points Helping students to deeply understand the underlying cultural values and implications behind cultural practices. Some cultural concepts may be abstract and difficult for students to grasp, so teachers need to use vivid examples and in - depth explanations. Training students to express their views on cultural differences and similarities accurately and fluently in English. This requires students to not only have a good command of language knowledge but also be able to organize their thoughts clearly, which may be a challenge for some students. Cultivating students' cross - cultural communication awareness and attitude. It is not easy to change students' existing cultural mindsets and make them truly respect and adapt to different cultures. Teachers need to create a lot of practical situations and guide students to experience and reflect. A. Key Vocabulary culture /ˈkʌltʃə(r)/n. 文化 Example: Different countries have different cultures.（不同国家有不同的文化。） custom /ˈkʌstəm/n. 习俗 Example: It is a custom in this area to eat dumplings during the Spring Festival.（在这个地区，春节期间吃饺子是一种习俗。） tradition /trəˈdɪʃn/n. 传统 Example: We should respect our family traditions.（我们应该尊重我们的家庭传统。） festival /ˈfestɪvl/n. 节日 Example: Christmas is an important festival in Western countries.（圣诞节是西方国家的一个重要节日。） value /ˈvæljuː/n. 价值；价值观 Example: Honesty is one of the most important values in our society.（诚实是我们社会最重要的价值观之一。） celebrate /ˈselɪbreɪt/v. 庆祝 Example: We celebrate National Day on October 1st every year.（我们每年 10 月 1 日庆祝国庆节。） unique /juˈniːk/adj. 独特的 Example: This kind of art has a unique style.（这种艺术有独特的风格。） similarity /ˌsɪməˈlærəti/n. 相似之处 Example: There are many similarities between these two stories.（这两个故事有很多相似之处。） difference /ˈdɪfrəns/n. 差异 Example: The difference in climate between the north and the south is obvious.（南北气候差异明显。） B. Useful Expressions be different from 与…… 不同 Example: His lifestyle is different from mine.（他的生活方式和我的不同。） have something in common 有共同之处 Example: We have something in common in music taste.（我们在音乐品味上有共同之处。） in contrast to 与…… 形成对比 Example: In contrast to his brother, he is very quiet.（与他哥哥相比，他很安静。） be known for 因…… 而闻名 Example: China is known for its long history and rich culture.（中国以其悠久的历史和丰富的文化而闻名。） dress up 打扮 Example: Children like to dress up as superheroes on Halloween.（孩子们喜欢在万圣节打扮成超级英雄。） C. Cultural Knowledge Cultural Customs In Western countries, people usually shake hands when they meet for the first time. While in some Asian countries like Japan, bowing is a common greeting way. In many cultures, it is polite to take off your shoes before entering someone's house, such as in some Middle - Eastern and Asian countries. Festivals Christmas is a Christian festival celebrating the birth of Jesus Christ. People usually decorate Christmas trees, exchange gifts, and have a big dinner with family. The Spring Festival is the most important traditional festival in China. It is a time for family reunions. People clean their houses, paste Spring Festival couplets, and set off fireworks. Cultural Values In individualistic cultures like the United States, people often emphasize personal achievements and independence. In collectivistic cultures such as China, family and group harmony are highly valued. 教学过程 A. Lead - in (5 minutes) Show some pictures of different cultural scenes, such as a group of people dancing the flamenco in Spain, people wearing kimonos in Japan, and children playing with colored powder during the Indian Holi festival. Ask students: "What do you think these pictures are about? Can you name the countries or cultures related to these pictures?" Let several students answer the questions and then briefly introduce the topic of cultural exploration in this class. B. Vocabulary Teaching (10 minutes) Present the key vocabulary related to culture on the PPT, along with pictures and examples for each word. For example, when teaching "custom", show a picture of people performing a traditional wedding ceremony and explain: "This is a wedding custom in a certain place." Read the words aloud, and ask students to repeat after the teacher, paying attention to the pronunciation. Divide students into pairs. One student says a word, and the other student tries to explain its meaning using body language, examples, or simple English sentences. Then they switch roles. Conduct a quick quiz. Show some words on the PPT without definitions, and ask students to write down the meanings in their notebooks within one minute. Check the answers together. C. Reading Comprehension (15 minutes) Skimming Provide students with a short text about cultural differences between China and the United States. Let students quickly read the text for about 2 minutes and ask them to find out the main idea. Then ask: "What is the text mainly about?" Call on some students to answer. Scanning Ask students to read the text again more carefully. Pose some detailed questions on the PPT, such as "What are the differences in greeting ways between China and the US?" "What are the common family values in China?" Give students 3 - 4 minutes to scan the text and find the answers. After that, ask students to share their answers. Check the answers together and explain any difficult sentences or points in the text. Group Discussion Divide students into groups of 4 - 5. Give each group a topic related to cultural differences, such as "Differences in Eating Habits between Eastern and Western Cultures". Let students discuss in groups for about 5 minutes. Each group should appoint a representative to take notes. Then ask each group's representative to report their discussion results to the whole class. Encourage other students to ask questions or make comments. D. Speaking Practice (10 minutes) Set up a situation: Suppose students are going on an exchange trip to a foreign country. They need to introduce some aspects of their own culture to their foreign classmates. First, give students 2 - 3 minutes to think about what to introduce, such as a traditional festival, a famous cultural site, or a unique custom in their hometown. Then ask students to stand up and introduce their chosen cultural items to their deskmates. The deskmates should listen carefully and ask at least one question after the introduction. Select several pairs of students to come to the front of the class and share their introductions and exchanges with the whole class. Give positive feedback and praise to the students. D. Writing (5 minutes) Assign a writing task: Ask students to write a short passage (about 80 - 100 words) introducing a foreign culture they are interested in. They can use the knowledge and vocabulary they have learned in this class. Give students 5 minutes to write. Walk around the classroom to provide guidance and answer students' questions if necessary. After students finish writing, ask them to exchange their passages with their partners and give each other some suggestions for improvement, such as grammar mistakes, word usage, and the organization of the passage. E. Summary and Homework (5 minutes) Summary Summarize the key points of this class with students, including the learned vocabulary, expressions, cultural knowledge, and the skills practiced in reading, speaking, and writing. Emphasize the importance of respecting cultural diversity and being open - minded when facing different cultures. Homework Ask students to find more information about a foreign culture they like and make a simple poster. They should include pictures, key information, and their own comments on the poster. Encourage students to share their posters with their families and friends, and introduce the foreign culture to them in English. 教学反思 Positive Aspects The use of pictures and real - life examples in the lead - in and vocabulary teaching stages effectively aroused students' interest and made the abstract cultural concepts more concrete and easier to understand. The group discussion and pair - work activities provided students with more opportunities to practice speaking and communication skills. Students actively participated in these activities, which enhanced their cooperation ability and confidence in using English. The reading - writing - speaking integrated teaching process helped students to comprehensively improve their language skills. By reading texts first, students got familiar with the language and content related to cultural topics, which provided a good foundation for their subsequent speaking and writing practice. Areas for Improvement In the reading comprehension part, some students still had difficulty understanding long and complex sentences. In future teaching, more sentence - analyzing exercises and reading strategies training should be provided. During the speaking practice, a few students were a bit shy and reluctant to speak in front of the class. Teachers need to pay more attention to these students, encourage them more, and create a more relaxed speaking environment. In the writing assessment, although students exchanged their works and gave suggestions, the teacher's individual feedback on each student's writing was not sufficient. In the future, more detailed written comments should be given to help students better understand their writing problems and improve their writing skills. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$