Unit 5 Good manners welcome-integration教学设计 2025-2026学年译林版英语八年级下册

课 题 8B Unit5 Good manners Welcome to the unit 备课时间 上课时间 主备教师 复备教师 第 课时 主 备 栏 复 备 栏 I. Teaching aims and learning objectives By the end of the class, students can 1.Identify and pronounce key vocabulary regarding public behavior (litter, tap, wait in line, patiently); use modal verbs (should/should not) and expressions (It’s important to...) to discuss rules. 2.Recognize that good manners are a universal value ("always in fashion") while identifying specific local rules at school and in public. 3.Distinguish between right and wrong behaviors in various contexts; analyze the consequences of bad manners on society. 4. Use visual cues to predict content; collaborate in pairs to create rule lists.. II. Teaching main points Mastering the dialogue model for giving advice/rules; vocabulary related to public etiquette. III. Focus of the lesson and predicted area of difficulty Moving from simple identification of "right/wrong" to explaining why a behavior matters (connecting action to social impact). IV. Teaching procedures Step 1: Lead-in 1.Activity: Show two images: one of a celebrity dressed stylishly but littering, another of a simply dressed person helping an elder. ①"The textbook says 'Good manners are always in fashion.' Look at these pictures. Who is truly 'fashionable'? Why?" ②"If bad manners are 'out of style,' what behaviors should we throw out of our wardrobe today?" Step 2: Presentation 1.Activity: Analyze Part A (Pictures a-f). 2.Task: Match pictures to phrases. 3."Look at picture (c) 'Leave the tap running'. It’s just water, right? What happens if everyone does this?" 4."In the library (picture e), why do we keep quiet? Is it just a rule, or is it respect?" Step 3: Practice 1.Analysis: Read Part B. 2.Highlight structures: You should..., Remember..., Don’t forget to..., It’s important to... 3.Scenario: "Imagine Shirley is visiting a museum or a bus stop, not just school. How would you advise her?" 4.Pair Work: Create a mini-dialogue using the model but changing the setting. ①Student A: "I’m so excited to go to the cinema!" ②Student B: "Congratulations! But remember, you shouldn't talk loudly..." Step 4: Production 1.Activity: Group work. Each group picks a location (School Canteen, Public Bus, Internet Chat Room). 2.Task: Create 3 "Golden Rules" for that location using target structures. ①"Which rule is the hardest to follow? ②Why do people break it? ③How can we remind people to follow?" Step 5: Exercises 1.Fill in the blanks: ①It is _ (important) to wait _ (patient) in line. ②You _ (should not) leave the tap _ (run). ③_ (remember) to say "thank you" when someone helps you. 2.Translation: ①在图书馆保持安静是很重要的。 (It is very important to keep quiet in the library.) ②你不应该随地扔垃圾。 (You should not drop litter anywhere.) Step5. Homework 1.Observe one public place on your way home. Record one "good manner" and one "bad manner" you see. Be ready to share. 2.Memorize the new vocabulary and the dialogue model. 教后记: 课 题 8BUnit5Goodmanners Reading 备课时间 上课时间 主备教师 复备教师 第 课时 主 备 栏 复 备 栏 I. Teaching aims and learning objectives By the end of this class,students will be able to 1. Skim and scan a blog post to identify differences in British and Chinese manners; understand key phrases (feel at home, address, modest, hospitable). 2.Deeply understand the concept of "modesty" in Chinese culture vs. directness in Western culture; appreciate the idiom "When in Rome...". 3. Infer the author's attitude; compare cultural behaviors critically without judging one as superior; reflect on how to adapt to new environments. 4.Use a comparison chart to organize information; guess word meanings from context.. II. Teaching main points Understanding specific cultural differences (greetings, praise, dining); mastering the reading strategy of distinguishing facts from opinions. III. Focus of the lesson and predicted area of difficulty Grasping the abstract concept of "modesty" (Nali, nali) and explaining it to a foreigner; reflecting on the emotional impact of cultural shocks. IV. Teaching procedures Step 1: Pre-reading 1.Activity: Show the title "When in Rome, do as the Romans do." ①"What do you think this proverb means? Have you ever been to a place where you didn't know the rules?" ②"Robert is from the UK. What differences do you expect him to notice in China?" Step 2: While-reading 1.Skimming: Identify the text type (Blog post). Who is the audience? (Friends/Family in the UK). 2.Scanning (Part A & B): Complete the comparison table. 1 Politeness: UK ("Please") vs. China ("Nin"). 2 Praise: UK (Accept openly) vs. China (Modest/"Nali, nali"). 3 Caring (Dining): UK (Ask if OK) vs. China (Put food on plate). 3."Why do Chinese people say 'Nali, nali' instead of 'Thank you'? Is it because they don't hear the praise?" (Guide to: It’s a cultural virtue of humility). 4. "Robert felt his host was 'hospitable' but also felt he ate too much. Why didn't he refuse?" (Analyze the pressure of politeness). Step 3: Deep Dive 1.Activity: "Emotion Graph." Trace Robert’s feelings through the text. Arrival: Kind -> Observation: Surprised -> Dinner: Polite -> Conclusion:Accepting. 2."Robert says, 'It can be hard at first.' Why is adapting to culture hard? What emotions might a foreigner feel?" (Anxiety, embarrassment, loneliness). 3."Is 'When in Rome...' always good advice? Should we lose our own culture to fit in?" (Critical discussion: Adaptation vs. Identity). Step 4: Post-reading 1.Real-life Connection: "If a foreign student comes to our class tomorrow, what is one 'Chinese school manner' we must teach them immediately?" 2.Long Sentence Analysis: ①Sentence: "My Chinese friends are kind enough to make me feel at home, but I've noticed some interesting differences in manners." ②Analysis: "Kind enough to..." (Structure: adj + enough + to do). "Feel at home" (Idiom: comfortable). Step 5. Homework 1.Write a short paragraph (50 words) answering: "What is one Chinese manner you are proud of? Why?" 2.Retell the story of Robert’s dinner to your parents in English 教后记: 课 题 8B Unit5 Good manners Grammar 备课时间 上课时间 主备教师 复备教师 第 课时 主 备 栏 复 备 栏 I. Teaching aims and learning objectives By the end of the lesson, students should be able to: 1.Master the usage of enough (position before nouns, after adjectives) and too; construct sentences using enough to and too...to structures. 2. Deduce grammar rules from contextual examples. 3. Summarize grammar rules in a formula. II. Teaching main points The structure be + adj + enough/too + to do; the position of enough.. III. Focus of the lesson and predicted area of difficulty Understanding the negative implication of too...to without using "not"; distinguishing when to use for sb in the infinitive phrase. IV. Teaching procedures A Question words + to-infinitives Step 1: Lead-in 1.Activity: Show three cups of water: Too hot, Too cold, Just right. ① "Can you drink the first one? Why?" (It is too hot to drink). ②"Can you drink the third one?" (It is warm enough to drink). 2.Concept: Introduce the balance between “too” and “enough”. Step 2: Rule Discovery 1.Activity: Analyze sentences from Part A and B. 1 You are old enough to travel alone. 2 The box is too heavy for him to carry. 2. "Where does 'enough' sit compared to the adjective? Where does 'too' sit?" (Rule: Adj + Enough / Too + Adj). 3."Does 'too...to' mean yes or no?" (It implies a negative result: so heavy that he cannot). 4.Practice: He is too young to go to school. = He is not old enough to go to school. Step 3: Practice 1.Game 1: "Too Much or Enough?" Teacher shows scenarios. ①Scenario: A man trying to lift a car. -> Students: "He is too weak to lift it!" ②Scenario: A student studying 10 hours a day. -> Students: "He works hard enough to pass." 2.Task (Part B2 ): Fill in the blanks. Focus: "He was trustworthy enough to win praise." / "She was too poor to buy food." Step 4: Production 1.Task: Write 2 pieces of advice using the target grammar. 1 Problem: "I want to buy a phone but I have no money." 2 Advice: "You are too young to have a job. Wait until you are old enough." ③Problem: "The exam is very hard." ④Advice: "Study hard enough to pass. Don't play too much." 2.Challenge: Create a sentence with for sb: "The question is too difficult for a Grade 7 student to answer." Step 5: Exercises 1.Fill in the blanks: "Traveling is wonderful, but you need to plan. If you pack (1)_ (many) bags, you will be (2)_ (tired) to walk. Make sure you have (3)_ (money) to buy food. Some places are (4)_ (dangerous) for children (5)_ (visit) alone. Be brave (6)_ (try) new things, but not (7)_ (reckless) to ignore safety." (Answers: too many, too tired, enough money, too dangerous, to visit, enough to try, too reckless) Step5. Homework 1.Write 5 sentences describing your family members using enough and too. 2.Complete the workbook exercises on page 134. 教后记: 课 题 8BUnit5Good manners IntegrationA-C 备课时间 上课时间 主备教师 复备教师 第 课时 主 备 栏 复 备 栏 I. Teaching aims and learning objectives By the end of the lesson, students should be able to: 1.Identify intonation patterns in requests and warnings; extract specific details from listening texts about museum and dining rules; speak fluently about cultural differences using scaffolding. 2.Understand specific rules in museums (silence, no flash) and dining; respect public order. 3.Predict listening content based on visuals; synthesize information from audio to complete notes; evaluate the logic behind rules. 4.Use note-taking strategies (keywords, abbreviations) during listening; use language frames for speaking... II.Focus of the lesson and predicted area of difficulty Listening for specific prohibitions (Don't...); Pronunciation of sentence stress in warnings III. Focus of the lesson and predicted area of difficulty Understanding the cultural nuance of "tipping" (common in UK, rare in China); organizing listening notes logically. IV. Teaching procedures Step 1: Pronunciation 1.Activity: Listen to sentences: "Don't touch the artwork." vs. "Could you please not touch?" ① "How does the voice change? Which one sounds like a sign? Which sounds like a friend?" ②Drill: Practice falling tone for commands and rising-falling for polite requests. Step 2: Listening Strategy & Practice 1.Pre-listening Prediction: Look at the museum and restaurant pictures. 1 Skill Tip: Teach "Keyword Anticipation." 2.While-listening: Task: Complete the rules. Focus on verbs (touch, speak, play). 2 Skill Tip: "Order of Information." Listen for the whole context. Step 3: Integration Task: Fill Robert’s diary. Step 4: Speaking 1.Scaffolding: Provide a "Conversation Matrix": 2.Topic: Greetings / Dining / Gifts. 3.Frame: "In China, we... However, in [Country], they..." / "Did you know that...?" Step 4. Homework 1.Listen to the recording again and shadow read (mimic) the dialogue in Part C. 2.Prepare notes for the writing task (D1): Choose a situation (Library, Cinema, Park) and list 4 dos and don'ts. 教后记: 课 题 8B Unit5 Good manners IntegrationD 备课时间 上课时间 主备教师 复备教师 第 课时 主 备 栏 复 备 栏 I. Teaching aims and learning objectives By the end of the lesson, students should be able to: 1.Write a structured article about good manners using linking words (Firstly, Moreover, Unless); incorporate target grammar (enough/too) naturally. 2. Explore The Book of Rites (Li Ji) to understand the deep roots of Chinese etiquette; connect ancient wisdom to modern behavior. 3. Organize thoughts logically (Introduction-Body-Ending); reflect on how traditional values shape modern identity. 4. Use a checklist for self-editing; analyze a model text for structure and tone.. II.Focus of the lesson and predicted area of difficulty Structuring the advice article; using conditional clauses (unless, if) and modals correctly III. Focus of the lesson and predicted area of difficulty Elevating the writing from a simple list of rules to a coherent essay with a clear purpose and cultural reflection.. IV. Teaching procedures Step 1: Further Study Exploration 1.Activity: Brief introduction. "Confucius said, 'Without propriety (Li), humanity cannot stand.'" Step 2: Model Analysis 1.Read: Part D2 2.Deconstruct Structure: 1 Intro: State importance + Purpose ("I am going to share..."). 2 Body: Logical flow. Use of Firstly, Then, Also, Moreover. 3 Ending: Summary + Hope ("I hope you find it useful"). 3.Highlight Grammar: Find examples of should/should not, unless, enough/too. Step 3: Writing Workshop 1.Task: Write an article on a NEW topic (e.g., Manners in the Library, Visiting a Friend’s Home). 1 Planning: Students create a quick mind map. 2 Points: Don't type in CAPS (shouting), respect privacy, be kind. 3 Drafting: Write the article using the model structure. 4 Requirement: Must include one sentence about why this matters (Cultural/Personal value). Step 4: Peer Review & Polish 1.Checklist: ①Did I use Firstly/Moreover/Finally? ②Is there an unless or if clause? ③Did I explain the reason for the rule? Step 5: Sample Essay & Analysis 1.Key Vocabulary: gracious (亲切的), unprepared (未准备好的), Senior members (长辈). 2.Highlight Sentences: ①It is polite to be exactly on time... (做某事是礼貌的……) ②This shows enough respect for the senior members of the family. (这展示了对家中长辈足够的尊重。) Step 6. Homework Finalize the article based on peer feedback and submit. 教后记: 10 学科网(北京)股份有限公司 学科网(北京)股份有限公司 $