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 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?" Students react to the teacher's different greetings and respond to the questions, sharing feelings like "surprised," "funny," or "shy," and try to explain why. 通过教师夸张、多变的问候方式直接创设真实有趣的情境，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 feel embarrassed?" Work on 1c 1.Teacher tells students they will now listen for specific information about how people greet in each country. Before playing the audio again, teacher draws the table from 1c on the board. Plays the audio, pausing after each relevant segment if necessary. 2.After listening, teacher invites students to come to the board and fill in the table. 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. 3.Students listen carefully for specific greeting customs. 4.Students complete the table (1c) and check answers collaboratively. 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。将信息以表格形式可视化，有助于学生对比和记忆不同国家的文化事实。学生上台填写表格增加了参与度和互动性。 Step 5 Post-listening Work on 1d 1.Teacher writes the key sentence frames from 1d on the board: -How do you greet people in [country]? -We usually [greeting] to say hello. -We don't / never [greeting] because it's too formal/not formal enough. 2.Teacher models a short dialogue with a student, using the information from the table. 3.Teacher organizes pair work for controlled practice. Monitors and provides support if needed,then invites several pairs to share their conversations. 1.Students practice the dialogue in pairs, taking on the roles of different characters and using the information from the completed table. 2.Some students share their conversations. 从听力输入过渡到语言输出，提供关键句型的支架，帮助学生在控制性练习中内化语言结构和本课核心文化信息，为后续的产出活动做准备。 Step 6 Choosing Work on 2a 1.Teacher plays a short, engaging video showing vibrant scenes of Indian festivals, food, markets, and greetings. Then asks: “What do you already know about India?”Writes student answers on the board. 2.Teacher directs students to exercise 2a and asks students to go through each sentence and clarify key vocabulary. Before students choose answers, asks them to predict based on what they saw in the video or already know. 3.Teacher allows brief pair discussion to finish 2a.After that,teacher invites some students share their answers. 1.Students watch the video and share their prior knowledge or impressions of India. 2.Students read the sentences in 2a, guess the correct options individually, then discuss briefly in pairs. 3.Students share their answers with the class. 通过视频快速吸引学生注意力，激活学生关于印度的背景知识，为后续的文化学习做好铺垫。 预测活动能促使学生主动思考，并带着疑问去听，提高听力活动的目的性。处理关键词有助于减少听力过程中的语言障碍。 Step 7 Listening Work on 2b 1.Teacher plays the audio for 2b and instructs students to only number the pictures in the order they hear the topics. 2.After listening, teacher invites several students to check answers. Work on 2c 1.Teacher plays the audio again. This time, teacher asks students complete the sentences in 2c. 2.Teacher leads students to compare answers in pairs before whole-class feedback. 3.Teacher leads students to check answers together. 4.Teacher leads students to go over the answers to both 2a and 2b and confirm the predictions from earlier. Then asks: “What surprised you about Indian customs?” Which custom is similar to or different from customs in your country?” 1.Students listen and number the pictures. 2.Students check their answers. 3.Students listen again and complete the sentences in 2c. 4.Students compare answers in pairs,then check answers together. 5.Students share their answers and discuss the questions in groups, noting similarities and differences with their own culture. 第一遍听力关注整体信息和话题顺序，训练学生抓取主旨和脉络的能力，降低听力焦虑。第二遍听力聚焦细节信息，通过填空练习强化学生对关键文化信息的捕捉。同伴互查鼓励合作学习并提高答案准确率。 将听力内容与之前的预测结合，强化学习效果。跨文化对比讨论能加深理解，培养学生的文化敏感性和批判性思维。 Step 8 Pair work Work on 2d 1.Teacher introduces the role-play task in 2d and models an example dialogue with a student. Then asks students to work in pairs one as the friend going to India, the other as the informant. Encourages them to use information from 2a and 2b, and add their own ideas if possible. 2.Teacher invites some pairs to share their conversations. First meeting 1.Teacher sets a new, more creative task: "Imagine you are at a international event. One of you is a visitor to a new country (eg, a French person in Japan), and the other is a local. Role-play your first meeting. Talk about greetings. Use the sentences from today’s lesson, but also add your own questions and reactions." 2.Teacher monitors and supports pairs as they prepare and perform. 1.In pairs, students create and practice a dialogue about Indian greetings and food. 2.Some pairs perform for the class. 3.Students work in new pairs. Create and perform a short role-play based on the given scenario. 4.Some pairs perform for the class. 角色扮演将本课所学知识进行输出运用，提升口语表达能力和语言综合运用能力。表演环节能增加课堂趣味性和学生参与感。 创设新的模拟情境，鼓励学生在角色扮演中创造性地运用语言和文化知识，并融入情感反应（如困惑后的解释），培养综合语言运用能力和跨文化交际的应变思维。 Step 9 Summary 1.Teacher asks summarizing questions: "What did we learn about greetings and customs today? Why is it important to know about these differences?" 2.Teacher concludes with the main message: "Understanding cultural differences helps us communicate better and show respect. There's no 'right' or 'wrong,' just 'different'." Students share what they have learned in this lesson and reflect the importance of cultural awareness. 总结本课所学，升华主题，引导学生思考文化差异学习的意义，培养开放、尊重、理解的态度，将语言学习与育人目标相结合。 Step 10 Homework Level A:Choose two characters from 1b/1c and write a short dialogue about how people greet each other in their countries. Use the sentence patterns in 1d. Level B:Imagine your friend is going to India. Write and practice a dialogue like 2d, using information from 2b/2c. Level C:Write 5–8 sentences comparing greeting customs between your country and one other country from the lesson. 本作业设计兼顾培养学生的多项技能。巩固课文内容，强调对话与口语输出，鼓励自主研究与文化比较。设计注重阶梯性，让不同水平学生都能参与，培养跨文化交际意识。 板书设计 Unit 6 Crossing Cultures Section A (1a-2d) Greetings Around the World ·Shake hands·Bow·Kiss cheeks·Hug·Bump fists ·Namaste Customs in India 1.Greeting: Namaste. 2.Eating: ·Use right hand. ·Eat vegetable curry. ·Uncommon to have beef. 3.Visiting: ·It's OK to be late. ·Offer tea/fruit. 4. Others: ·Cover arms/legs. ·Don't use left hand to give/take things. ·Cows are special. 教学反思 一、成功之处: 1.教学活动设计有层次:从认知到理解再到应用，基本实现了语言知识和文化知识的输入与输出相结合。 2.学生参与度较高:特别是在角色扮演环节，能够运用目标句型进行简单的跨文化交际模拟，课堂气氛较为活跃。 二、存在问题: 1.时间分配可进一步优化:前半部分听力活动耗时较长，导致后半部分的拓展性口语输出和“给访印朋友的建议”活动时间稍显仓促。 2.文化内容的深度有待加强:教学主要围绕教材提供的例子展开，对于文化现象背后的原因探讨不足，学生可能停留在“知道”层面，而未深入“理解”。 三、改进措施: 1.精炼活动流程:优化课堂指令，严格控制核心听力活动的时长，为核心输出活动预留更充分的时间。 2.深究文化内涵:在讲解或练习后，适时插入1-2个“Why?”的追问或提供简短的背景知识补充，引导学生思考文化习俗的根源，培养跨文化理解力而非简单记忆。 学科网（北京）股份有限公司 $