Unit 6 Section B(1a－1e) & Vocabulary in Use（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）

该教案聚焦法国派对习俗的邮件阅读与跨文化对比，通过Free Talk激活学生派对经验，读前预测邮件信息，读中分层活动（略读抓主旨、找主题句、精读细节）搭建学习支架，结合思维导图梳理要点，读后对比中国习俗，词汇部分巩固否定前缀及-ed/-ing形容词用法。 资料亮点在于融合文化意识与思维品质，通过中法派对习俗对比（1e小组讨论）培养跨文化认知，分层阅读活动（预测、略读、精读）提升分析推断能力，语言分析（形容词情感色彩、建议句型）增强语言运用。助力学生提升跨文化沟通与语言能力，为教师提供清晰分层教学步骤，提升课堂效率。

第五课时 Section B(1a－1e) & Vocabulary in Use 1、 Teaching Objectives In this class, students will： 1. get the main idea and the target information from the email. 2. learn about French party customs and compare them with Chinese ones. 3.analyze the language and perceive the writer's tone and attitude. 4. learn to respect cultural differences and behave properly in cross-cultural interactions. 2、 Teaching Advice Lead-in Free Talk · Have you ever attended a party? If yes,what kind of party did you go to? · Did you arrive on time or earlier or late?Why? · What did you wear to the party?Was there a dress code? · Did you bring a gift or not? If yes,what gift did you bring? · What other manners did you notice at the party? 1a 1. Have students read the question in la and brainstorm some information. 2. Guide students to read the topics to make sure they get the meanings. Explain some topics using some examples to help students have a better understanding. 3. Ask students to tick the topics that they think are important and invite some students to share their answers and reasons. Pre-reading Predict Present the three parts of the To ,From and Subject. Elicit as much information as possible from students. The following questions can be used as prompts. · Who writes the email? · Who is the receiver of the email? · Who is staying in France? · Can you guess the relationship between Nancy and Diana? · What may the email be about? · Is it the first email between them? How do you know? While-reading Skim Reading 1. Ask students to read the email quickly and check the answers in the predicting part. 2. Guide students to grasp the purpose of the email. The teacher can provide some options for students to choose. 3.Invite some students to share their answers. 1b 1. Explain the reading skill (identifying topic sentences) to students in 1b. Remind students to pay attention to the first sentence of each paragraph. 2. Ask students to read the email quickly and underline the topic sentences. 3. Invite some students to share answers in class and guide them to realize the topic sentences show the main ideas of the paragraphs. Careful Reading 1c 1. Ask students to read the questions in lc and get to know what detailed information they need to grasp. 2. Have students read the email carefully to get the detailed information. 3. For the questions l-4,the teacher can invite some students to share their answers by asking the following questions. Then present the correct answers. · Which paragraph is the answer in? · How can we summarize the answer? 4. For the last question,the teacher can ask students to discuss in pairs and then invite some pairs to share their opinions. More different answers can be encouraged. 1d 1. Have students read the mind map and try to write the tips from memory. 2. Make students read the email again and complete the mind map. Then students do a pair check. 3.Check the answers with the whole class. Language Analysis 1. Have students circle the adjectives that describe feelings. Then have students think about the following questions. · Were these adjectives positive or negative? ◆ What's the function of these adjectives? 2. Ask students to underline the sentences that give advice and list the sentence patterns on the blackboard. Compare the strength of advice. 3. Invite some students to retell the party manners in France using these sentence patterns. 4. Have students think about Nancy's overall attitude to French customs and culture based on the languages she used. For the weak students,the following options can be provided to choose. a)She respects them but is still learning. b)She completely follows French ways now. c)She doesn't like her own culture anymore. d)She thinks French customs are funny. Post-reading 1e 1. Have students work in groups to brainstorm party manners in China. Remind students to think from the aspects in the mind map in ld. 2. Invite some groups to share their answers. The teacher can summarize what students share and list them on the blackboard. 3. Ask students to work in pairs to ask for and give advice using the sentence patterns.. Vocabulary in Use 2a 1. Ask students to read the instruction and make sure they get the meaning. Explain the usage of the three negative prefixes. 2. Have students read the words to get the meanings and write down the negative forms using the prefixes. 3. Check the answers with the whole class and encourage students to list more words with these negative prefixes. 2b 1. Have students complete the sentences with the correct forms of the given adjectives. 2. Make students check answers in pairs. 3. Invite some students to read the completed sentences and translate them. 2c 1. List the three groups of the adjectives on the blackboard and then guide students to review the usage of adjectives with -ed and -ing endings. Identify the differences. 2. Have students circle the correct words to complete the conversation and do a pair check. 3. Check the answers with the whole class and explain the tricky parts. 2d 1. Have students skim the passage and get the main idea. Show some pictures of the manners about chopsticks. 2. Ask students to complete the passage with the correct forms of the words in the box and check the answers in pairs. 3. Present the correct answers in class and explain the language points if needed. Summary Ask students to summarize what they learned in this lesson. Homework Finish the related exercises in the books produced by Youyi. Blackboard Design Write the language points on the blackboard. Teaching Reflection In this lesson, students actively participated in “Free Talk ”and predictions,which smoothly activated their prior experiences. The layered reading activities helped them grasp the email's main idea and details. However, the “Vocabulary in Use”section felt rushed. Next time, I'll reduce vocabulary tasks to ensure depth and provide sentence frames for weaker students to boost their confidence in speaking. 学科网（北京）股份有限公司 $