Unit 6 Crossing Cultures Section A 3a-3d 教学设计 2025-2026学年人教版英语八年级下册

Section A (3a-3d) 一、教学基本信息 1.课程名称：Section A (3a-3d) 2.学科：初中英语 3.年级：八年级 4.教材版本：人教版（2024）八下 5.课时安排：1课时 6.授课教师： 二、教学目标 核心素养目标 1.语言能力：积累中西方餐桌礼仪相关词汇与交际表达，掌握礼仪建议类话题交流句式，能读懂对话梳理信息，并开展角色扮演与跨文化礼仪介绍的口语表达。 2.思维品质：通过对比中英餐桌礼仪差异，提升信息归纳与对比思辨能力，学会理性看待礼仪文化差异、形成条理化的表达思维。 3.学习能力：掌握对话信息提取、分模块笔记梳理的学习策略，提升自主归纳礼仪知识、合作完成口语交际拓展任务的能力。 4.文化意识：了解英式、中式餐桌礼仪的文化内涵与交际规范，感受跨文化社交礼仪的重要性，培养尊重异国礼仪、包容文化差异的跨文化交际素养。 三、教学重难点 （一）教学重点 1.掌握餐桌礼仪主题词汇、礼貌建议类交际句型。 2.能读懂对话并精准提取全流程礼仪关键信息。 3.能完成分阶段笔记梳理、对话角色扮演与中式礼仪建议讲解的口语交流。 （二）教学难点 1.在交际对话中，用连贯得体的语言完整介绍礼仪规范。 2.结合中英礼仪对比，用英语有条理地阐述礼仪文化差异，传递尊重多元饮食文化的理念。 四、教学方法 1.情境教学法：创设“去英国朋友家做客就餐”“外国友人来中国家庭赴宴”等真实情境，结合中英餐桌礼仪图片、短视频与对话场景，让学生在生活化语境中感知、理解、运用语言。 2.任务型教学法：设计“读前预测→分层精读→信息梳理→对话复现→角色扮演→拓展交流”层层递进的学习任务，让学生在完成任务的过程中巩固知识、提升技能、内化文化意识。 3.合作学习法：通过小组讨论、结对角色扮演等形式，鼓励学生互助合作，提升交流与表达能力。 4.讲授法：针对核心词汇、礼仪文化内涵进行精准讲解，帮助学生夯实基础、理解文化内涵。 五、教学准备 1.多媒体课件：包含中英餐桌礼仪图片、对话原文文本、分层阅读任务单、笔记梳理模板、角色扮演脚本、拓展话题支架、随堂练习题、优秀表达示例。 2.学习任务单：设计读前预测题、分层阅读思考题、细节判断题、餐桌礼仪梳理表格、同伴互评清单、拓展交流话题卡。 3.分组准备：将学生分为2-4人小组，明确小组内角色扮演分工。 六、教学过程 （一）导入新课 1.话题导入：教师展示就餐场景的图片，结合生活体验提问，唤醒学生已有认知： ①Have you ever had dinner at your friend’s home? Will you make some mistakes and feel nervous? ②When you eat with others, do you have any rules to follow? · Good manners 良好礼仪 sit up straight 坐直 wait for elders to start eating 等长辈先动筷 chew food slowly 细嚼慢咽 keep mouth closed while eating 吃饭时闭紧嘴巴 thank the host after dinner 饭后感谢主人 · Bad manners 不良礼仪 make noise while eating 吃饭发出声响 talk with mouth full 嘴里含着食物说话 stick chopsticks into rice 把筷子插在米饭里 point at others with chopsticks 用筷子指着别人 reach across others for food 越过他人夹菜 ③邀请2-3名学生分享，教师及时肯定学生的表达，自然引出本课主题。 2.词汇预热：教师出示本课核心词汇与短语，结合图片与动作演示，帮助学生理解词义、掌握发音，扫清阅读障碍。 （二）新课讲授与阅读训练 1. Pre-reading：（1）展示中式与西式餐具图片，让学生说出不同。 We use chopsticks in China. But people in Western countries use a knife and fork. （2）教师展示3a对话的情景图，引导学生观察图片信息： What can you see in the picture? A knife and fork, a bowl, a plate. What is the picture about? Table manners. 2. While-reading： （1）第一遍阅读（3a快速阅读）：学生默读对话，找出Hongli担心的原因，教师核对答案并讲解关键句。 Hongli is worried because she feels English table manners are confusing. （2）第二遍阅读（精读）：学生精读对话，完成选择题，在文中划出依据，教师逐题讲解。 · What gift is proper for Hongli to bring?（ C ） A. Some food. B. A big expensive gift. C. A small gift. D. Nothing. · When should Hongli start to eat?（ B ） A. As soon as she sits down. B. After the host starts eating. C. Before other guests eat. D. When she wants to eat. · How to use a knife and fork correctly?（ A ） A. Knife on the right, fork on the left. B. Knife on the left, fork on the right. C. Hold both of them in the right hand. D. Hold both of them in the left hand. · What should Hongli do after dinner?（ B ） A. Leave quickly without saying anything. B. Thank the host and say the food is nice. C. Take some food home. D. Ask for more delicious food. （3）第三遍阅读（精读）：学生精读对话，完成正误判断题，核对答案并讲解： Hongli will have dinner at her friend’s home this evening. T Hongli thinks Chinese table manners are very difficult. F Sam comes from America. F If you don’t know how to behave, you can learn from others. T Sam knows much about western table manners. T （4）第四遍阅读（3b信息梳理）：学生再次阅读，按就餐前、中、后三个阶段，从文中提取英式餐桌礼仪，完成笔记填写： Before the meal: bring a small gift, and wait for the host to start before you eat During the meal: hold the knife in the right hand, and the fork in the left After the meal: thank the host and say that everything was delicious （5）第五遍阅读（3c听读结合）：播放对话音频，学生跟读，熟悉语音语调；两人一组练习对话，力求语气自然、信息完整。 3. Post-reading：（1）对话逻辑梳理：引导学生总结对话的核心要素（人物、话题、核心信息），帮助学生构建语篇框架，强化对“餐桌礼仪+文化意义”交流逻辑的理解。 （2）角色扮演（3d） ①教师给出提示要点，学生两人一组编写建议对话，向外国朋友介绍中式礼仪。 Wait for older people to start eating. Sit up straight. Keep your elbows off the table. Do not stand up to reach for food. Ask others to pass you the dish. Use serving chopsticks and spoons to take food from shared dishes. 教师提供表达支架： A: I’m going to a Chinese friend’s house for dinner. Could you give me some advice on table manners? B: Sure! First, ... ②教师巡视指导，纠正发音、表达错误，鼓励学生加入细节描述。 ③展示分享：邀请2-3组学生进行课堂展示，教师从语言准确性、信息完整性、语气自然度等方面给予点评。 A: I’m going to a Chinese friend’s house for dinner. Could you give me some advice on table manners? B: Sure! First, always remember to wait for older people to start eating. Second, you should sit up straight and keep your elbows off the table. During the meal, do not stand up to reach for food. You can ask others to pass you the dish. Last but not least, you should use serving chopsticks and spoons to take food from shared dishes. （三）语言点精讲 1. But English table manners are so confusing that I’m a little worried. 但英式餐桌礼仪太让人困惑了，我有点担心。 manner ① 礼仪；礼貌 常用复数形式 manners。 table/party manners 餐桌/聚会礼仪 good/bad manners 有/没有礼貌 ② 方式；方法 比way正式，通常用单数形式。 ③ 举止 辨析confusing与confused so... that “如此……以至于”，引导结果状语从句，so后接形容词或副词。 2. Bring a small gift, but don’t bring food unless the host asks you to. 带个小礼物，但不要带食物，除非主人让你带。 unless（除非；如果不），引导条件状语从句，相当于if... not。 （四）即时练习 1.用所给词的适当形式填空，核对答案并讲解易错点。 Could you tell me the best way to decide the right number of servings (serve) of each dish for the party? Jack learned about social manners (manner) at school, including how to greet guests politely. Climbers must know how to act properly (proper) when they face sudden weather changes. In China, people usually eat noodles with chopsticks (chopstick) instead of a fork. Please don’t eat with your arms or elbows (elbow) on the table in America. 2.补全对话，核对答案。 (Maria and Li Lin are talking online.) Maria: I’m going to a Chinese friend’s house for dinner. I’m a little nervous because this is my first meal in a Chinese house. ①Could you give me some advice? Li Lin: Of course. What do you want to know? Maria: ②What gift should I bring? Li Lin: You can bring some fruit as a gift. Maria: I see. And do you eat with a knife and fork? Li Lin: ③No, we don’t. We eat with chopsticks. And remember not to stick your chopsticks into your bowl. Maria: OK. Anything else? Li Lin: Well, don’t make a loud noise when having soup. Maria: ④I see. What should I do after dinner? Li Lin: After dinner, you should express your thanks for the meal. Maria: I know. ⑤Thank you for your advice. Li Lin: You’re welcome. （五）课堂小结与作业 1.课堂小结：师生共同回顾本节课核心词汇、句型和短语，梳理阅读策略、角色扮演技巧和话题讨论要点，巩固学习成果。 2.作业布置：（1）背诵本节课核心词汇、句型。 （2）完成一篇 60-80 词的短文，介绍中国餐桌礼仪。 七、板书设计 Unit 6 Crossing Cultures Section A (3a-3d) 1.核心词汇 manner, unless, proper, serving, chopstick 2.核心表达 A: I’m going to a Chinese friend’s house for dinner. Could you give me some advice on table manners? B: Sure! First, ... 八、教学反思 1.本节课通过结构化梳理、角色扮演与拓展交流，有效落实了语言能力与文化意识目标，学生能基本掌握中英餐桌礼仪相关词汇与句型，完成对话复现与礼仪建议表达。 2.角色扮演环节学生参与度较高，能主动模仿对话内容，但部分小组存在信息遗漏、语气生硬的问题，后续可提供更多语气提示与个性化表达支架，引导学生更自然地复现对话场景。 3.跨文化意识的渗透较为自然，学生能初步理解中英餐桌礼仪的差异，但对礼仪背后的文化内涵理解不够深入，后续可补充更多文化背景资料，引导学生辩证分析差异的成因，进一步培养开放包容的文化心态。 4.时间分配基本合理，但拓展交流环节时间略显紧张，部分学生未能充分表达自己的观点，后续可适当调整时间分配，给学生更多交流与展示的机会，提升课堂参与度与实效性。 学科网（北京）股份有限公司 $