Unit6 Section A（1a-2d）教学设计 2025-2026学年人教版八年级英语下册

课题

Unit 6 Crossing Cultures

Section A (1a-2d)

学段

初中

年级

八

课型

听说课

课时

1

学科

English

单元

主题分析

本单元属于“人与社会”范畴，涉及“跨文化沟通与交流，语言与文化”子主题内容，以跨文化交际为核心主题，内容涵盖世界各地的习俗差异、文化符号解读及跨文化情境下的恰当行为。单元目标明确，不仅聚焦语言知识（如结果、条件、时间状语从句），更强调文化理解与交际能力的培养，引导学生从认知习俗上升到理解文化内涵，最终实现有效的跨文化沟通与共情。

文本解读

What:本课时是人教版新版八年级下册第六单元Crossing Cultures

的第一课时，本课时通过图片匹配、听力对话、填空补全和情景对话等多种形式，引导学生了解不同国家（如印度、美国、日本、法国等）的问候方式、饮食习惯和社交礼仪。内容涵盖印度的合十礼、手抓饭、忌用左手等习俗，以及全球常见的握手、鞠躬、碰拳等问候方式，结构清晰，语言实践性强。

Why:本课时旨在帮助学生理解文化多样性，培养跨文化交际的意识和尊重能力。通过对比不同国家的习俗，学生能认识到文化差异的普遍性，避免误解与冲突，提升在真实语境中运用英语进行文化沟通的信心。同时，学习内容贴近生活，有助于激发学生对世界文化的好奇心与探究欲。

How:本课时采用听、说、读、写结合的任务型教学法。学生通过听力理解获取信息并完成句子补全、图片排序等任务；借助情景对话和角色扮演，模拟真实交际场景，内化语言知识；同时通过小组讨论、文化对比等活动，促进合作学习与批判性思考，最终实现语言运用与文化认知的双重目标。

学情分析

1.已有知识经验

学生已具备基础的英语日常交际词汇和简单句型表达能力，部分学生通过影视、网络或旅游对印度、日本等国的文化符号（如咖喱、鞠躬）有模糊印象，具备一定的跨文化好奇心。

2.潜在学习难点

学生对印度合十礼、左右手文化意涵等具体习俗缺乏系统了解，容易混淆或遗漏细节。

3.教学支持建议

利用图片、短视频或实物演示（如模拟“合十礼”动作）直观呈现文化差异，强化记忆；设计“文化卡片”帮助学生对比整理各国习俗要点。

教学目标

语言

能力

1.Students will be able to understand and use vocabulary and expressions related to social customs.

2.Students will extract specific information from listening passages about cultural practices and complete related tasks.

文化意识

1.Students will understand and respect cultural differences, such as the meaning of Namaste in India or the use of hands while eating, and avoid cultural misunderstandings.

    2.Students will develop curiosity and a respectful attitude toward diverse cultural customs around the world.

思维品质

1.Students will categorize and contrast cultural information from multiple countries, identifying similarities and differences.

2.Students will apply learned knowledge to real-life scenarios, such as giving advice to someone visiting another country.

学习能力

1.Students will enhance their ability to obtain and organize information through listening and reading tasks.

2.Students will collaborate in pairs or groups to complete role-plays and discussion tasks, improving their cooperative communication skills.

教学

重难点

教学重点

Students will be able to ask and answer questions about cultural customs using simple dialogue structures.

教学难点

Students will learn about and compare common greeting styles and dining etiquette in different countries.

教学过程设计

教学环节

教师活动

学生活动

设计意图

Step 1

Warming-up

1.Teacher explains learning objectives to students.

2.Teacher leads students to look at the cover page of this unit and think the questions in Look and share:

-What Chinese cultural elements can you see in the photo?

-Do you think the girl in the photo likes to learn about Chinese culture?How do you know?

1.Greeting.

2.Students learn about learning objectives in this unit.

3.Students observe the photo and answer the questions.

通过教师对于本单元学习目标的介绍以及学生对于封面页的观察，学生能够对于本单元的话题有一个初步认知，为后续学习做铺垫。

Step 2

Lead-in

Teacher greets the class with a warm "Hello!" and then suddenly switches to a very

Students react to the teacher's different

通过教师夸张、多变的问候方式直接创设真实有趣的情

formal, deep bow. Then, teacher offers a fist bump to a student near the front, followed by miming a cheek kiss to another. Asks: "Was my greeting to each of you the same? How did you feel? Why?"

greetings and respond to the questions, sharing feelings like "surprised," "funny," or "shy," and try to explain why.

境，瞬间抓住学生注意力，并自然引发学生对“问候方式差异”及“感受”的思考，为听力中人物情感的理解做好铺垫。

Step 3

Pre-listening

Work on 1a

1.Teacher shows the six pictures from 1a (without labels) and asks students to guess and name the greetings in the pictures.

2.Teacher presents the six phrases and uses TPR (Total Physical Response) to drill the phrases—students say the phrase and perform the action.Then,gives students some time to match the greetings with the pictures.

3.Teacher leads students to check matching in 1a by asking:"Which ones do we often use? Which seem unusual?Where might people use them?"

1.Students look at the pictures, guess the greetings, and learn the new vocabulary.

2.Students match the phrases to the pictures in 1a. Perform the actions while saying the words. 3.Students share opinions on the frequency and possible cultural origins of these greetings.

利用图片和TPR教学法生动呈现并操练核心词汇，降低听力理解的词汇障碍。预测活动激活学生已有的文化认知，并激发他们对不同问候习俗的好奇心。

Step 4

While-listening

Work on 1b

1.Teacher introduces the context:an international party with guests from different countries. Plays the audio for 1b once. Asks students to focus on the overall situation and the three main speakers' feelings.

2.After listening, teacher leads students to check the matching task and elicits reasons from students: "Why do you think Anna is surprised? What confused Li Tong? What made Ji-Hoon

1.Students listen for the gist and complete the matching task in 1b.

2.Students share their ideas as a class about why each character felt that way, using clues from the conversation.

第一遍听力关注主旨和人物情感，这是理解跨文化交际冲突的关键。通过讨论原因，引导学生进行初步的推断性思考，将语言输入与情感理解相结合。

第二遍听力训练学生捕捉具体信息的能力。将信息以表