Unit 6 Section A (1a-1d)（word教案）-【优翼·学练优】2025-2026学年八年级英语下册同步备课（人教版）

该初中英语教案聚焦问候语词汇及跨文化问候差异，通过主题图观察、问题分享、中国文化元素头脑风暴及图片词汇展示导入，搭建旧知（文化认知）与新知（各国问候方式）的学习支架。 此资料融合视频、图片等资源，以听前词汇激活、听中信息获取（如1b匹配情感与原因）、听后角色扮演（1d对话创编）为主线，培养文化意识（尊重不同问候习俗）与语言能力（听说表达），助力学生提升跨文化沟通能力，为教师提供结构化教学流程，提升课堂效率。

第1课时 Section A (1a-1d) 一、Teaching Objectives In this class, students will： 1. learn the words and expressions about greetings. 2. get the key information about the speakers’ feelings and the common greetings in each country through listening. 3. talk about these greeting differences and express their own opinions respectfully. 二、Teaching Advice Lead-in Look and Share 1. Have students look at the theme picture on the opening page and think about the questions on Page 51. Invite some students to share their answers. 2. Encourage students to brainstorm more Chinese cultural elements. The teacher can present the related pictures and words to broaden students' vocabulary. 3. Invite some students to explain the meaning of the title based on the picture. Tell students in this unit they will learn how people from different countries live,think,and communicate differently. Pre-listening 1a 1. Present pictures of different greetings and elicit the corresponding words and expressions from students. For the new words and expressions,present the pronunciation. 2. Ask students to do the matching exercise and check answers with the whole class. 3. The teacher can ask students some questions for the greetings.(见优翼配套教学课件) 4. Play a video clip about different greetings in different countries. While-listening 1b 1. Read the instruction and guide students to get the target information from it. 2. Play the recording and have students do the matching exercise. 3.Check the answers with the whole class. 4. For the reasons why the three guests have these feelings,the teacher can invite some students to share their answers and then play the recording again to check their answers. Guide students to realize the three conversations are all about the cultural differences in cross-cultural communication. Further Thinking · What should we do in the face of these cultural differences? · How can we avoid these uncomfortable feelings in cross-cultural communication? 1c 1. Ask students to read the instruction and the table to get the meaning. Students can be encouraged to fill in the chart from memory. 2. Play the recording again and have students complete the table. 3. Check the answers with the whole class. For the part that most students make mistakes in, the teacher can play the recording again to help them identify the correct answers. Post-listening 1d 1. Have students read the instruction and the sentence frames. 2. Ask students to work in pairs to choose two characters and make up a greeting conversation. Remind them to use the sentence frames and add more details. 3. Invite l or 2 pairs to role-play in class and other students give them feedback.. Summary Ask students to summarize the holiday activities they learned in this lesson. Homework Finish the related exercises in the books produced by Youyi. Blackboard Design Write the language points and useful expressions on the blackboard. Teaching Reflection This lesson worked well. Students learned greeting customs from different countries through pictures, videos and the role-play. They enjoyed the activities and understood that different cultures have different ways of greeting. The role-play was fun and helped students practise what they had learned. The lesson helped students see that all greetings are good, just different. They learned to respect other cultures while keeping their own cultural identity. 学科网（北京）股份有限公司 $