Unit 5 Culture and customs B Reading and critical thinking 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-B Reading and critical thinking This unit focuses on the theme of culture and customs. The reading passage mainly tells about a group of British students' educational exchange experience in Beijing. They stay with host families, study with Chinese students on weekdays, and visit places of interest around Beijing with their host families at weekends. Through this reading, students can learn about different cultural experiences and understand the significance of cultural exchanges. 教学目标 1. Knowledge objectives Students can master key words and phrases related to cultural exchanges, such as "exchange", "host family", "tour", "places of interest", "already", "introduce", etc. Students can understand the main idea and important details of the reading passage about the British students' exchange experience in China. 2. Ability objectives Improve students' reading skills, including skimming for the main idea, scanning for specific information, and inferring meaning from context. Develop students' critical thinking ability by asking them to analyze and evaluate the cultural exchange experience described in the passage. Enhance students' oral and written communication skills, enabling them to talk and write about cultural exchange experiences. 3. Emotional objectives Cultivate students' interest in different cultures and a positive attitude towards cultural exchanges. Promote students' cross - cultural awareness and understanding, and help them respect and appreciate cultural differences. 教学重难点 1. Key points Mastery of key vocabulary and phrases related to cultural exchanges. Comprehension of the main content and important details of the reading passage. Training of reading skills, especially skimming and scanning. 2. Difficult points How to guide students to think critically about cultural exchange experiences, for example, to analyze the advantages and possible challenges of such exchanges. Helping students express their own opinions and feelings about cultural exchanges clearly and accurately in English. 1. Key words exchange /ɪksˈtʃeɪndʒ/n. & v. 交流；交换 host /həʊst/n. 主人；东道主；v. 主办；主持 local /ˈləʊkl/adj. 地方的；当地的 British /ˈbrɪtɪʃ/adj. 英国的；英国人的 chopstick /ˈtʃɒpstɪk/n. 筷子 (usually in plural) tour /tʊə(r)/n. & v. 旅行；旅游 experience /ɪkˈspɪəriəns/n. 经历；经验；v. 经历；体验 already /ɔːlˈredi/adv. 已经；早已 introduce /ˌɪntrəˈdjuːs/v. 使初次了解；介绍；引进 success /səkˈses/n. 成功 respect /rɪˈspekt/n. & v. 尊重；尊敬 2. Key phrases educational exchange 教育交流 host family 寄宿家庭 at first 起初；起先 come over (to…) 过来；顺便来访 a bit of 一点儿；少量 so far 到目前为止 introduce…to… 把…… 介绍给…… 3. Sentence patterns I was very nervous at first, but then I found my host family were really friendly. The students spend the weekdays studying with Chinese students. At the weekend, they go on tours with their host families around Beijing and visit places of interest. I've learnt a bit of tai chi, and I really enjoy it. The teachers have introduced us to Chinese painting as well. 教学过程 1. Warming - up (5 minutes) Greet the students and show some pictures of different cultural activities, such as a Chinese dragon dance, a Scottish bagpipe performance, and a Japanese tea ceremony. Ask students: "What cultures do these pictures represent? Have you ever experienced any of these cultures? Share your experiences briefly." Encourage students to express their ideas freely, and then lead in the topic of cultural exchanges. 2. Pre - reading (10 minutes) Present the title of the reading passage "A Group of British Students' Exchange Experience in Beijing" and some pictures related to the content, such as British students in a Chinese classroom, having dinner with a Chinese host family, and visiting the Great Wall. Let students predict what the passage might be about based on the title and pictures. Ask them to share their predictions in pairs and then invite some pairs to report to the class. Teach some new words and phrases that are crucial for understanding the passage. Write them on the blackboard or show them on PPT, and explain their meanings, pronunciations, and usages with examples. For example: "exchange": We often have cultural exchanges between different countries. (noun) "host family": I stayed with a host family during my trip to the UK. (noun) "tour": We will go on a tour of the city tomorrow. (noun) "already": I have already finished my homework. (adverb) "introduce": The teacher introduced a new topic to us. (verb) After teaching the words, do a quick word - checking activity. Show the words on the screen and ask students to read them out and give their meanings. 3. While - reading (15 minutes) Skimming: Ask students to read the passage quickly (within 2 - 3 minutes) without paying attention to every detail. Then ask them to answer the following questions: Where are the British students from? Where are they having an educational exchange? What do they mainly do during the exchange? Invite students to answer the questions, and check their answers. Scanning: Ask students to read the passage again carefully and find specific information. Give them some detailed questions, such as: How did Sarah feel at first? How did she feel later? What places of interest did the students visit in Beijing? What new things did Eric learn in China? Let students read the passage to find the answers. After they finish, ask them to share their answers in groups first, and then check the answers as a class. In - depth reading: Divide the passage into several parts. Analyze each part with the students, explain some difficult sentences and language points. For example: "The students spend the weekdays studying with Chinese students." Explain the structure "spend + time + (in) doing sth." "The teachers have introduced us to Chinese painting as well." Explain the usage of "introduce sb. to sth." Ask students some questions to promote their critical thinking. For example: "Why do you think the British students chose to come to China for an educational exchange?" "What do you think are the benefits of this kind of cultural exchange for both the British students and the Chinese students?" Let students discuss these questions in groups of four for about 3 - 4 minutes, and then ask some groups to report their discussions. 4. Post - reading (10 minutes) Role - play: Divide the students into pairs. One student plays a British student who has just come back from the exchange in China, and the other plays a reporter. The "reporter" needs to interview the "British student" about their exchange experience. Give students a few minutes to prepare their dialogues. They can refer to the information in the reading passage and add their own ideas. Then invite some pairs to come to the front of the class to perform their role - plays. After each performance, ask the other students to give some comments. Writing: Ask students to write a short passage about an imaginary cultural exchange experience they had. They can write about where they went, what they did, what new things they learned, and how they felt about the experience. Give them some writing tips on the screen, such as using the correct tenses, connecting words, and organizing the ideas clearly. Let students write for about 5 minutes. After they finish, ask them to exchange their writings with their partners and give each other some suggestions for improvement. 5. Summary and Homework (5 minutes) Summary: Summarize the key points of this class with the students, including the new words, phrases, sentence patterns, and the main idea of the reading passage. Emphasize the importance of cultural exchanges and the significance of respecting different cultures. Homework: Ask students to write a more detailed composition about a cultural exchange they would like to participate in, and illustrate why they want to participate and what they expect to gain from it. The composition should be at least 120 words. Encourage students to read more materials about cultural exchanges, such as articles, stories, or watch relevant videos, and be ready to share what they learn in the next class. 教学反思 After this class, I will reflect on the following aspects: In the teaching process, whether the teaching methods are appropriate for students. For example, in the pre - reading part, did the prediction activity effectively arouse students' interest in reading? In the while - reading part, were the reading tasks designed at a proper level to help students improve their reading skills? How about students' participation in class activities? Were most students actively involved in group discussions, role - plays, and writing activities? If not, what reasons led to their low participation, and how can I adjust my teaching in the future to make more students engaged? Regarding the achievement of teaching objectives, did students master the key knowledge and skills as expected? Did they show an enhanced understanding of cultural exchanges and a more positive attitude towards different cultures? Based on the answers, I will adjust my teaching plan for the next class to make up for the deficiencies and further strengthen students' learning. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $