Unit6 Section B（Project）教学设计 2025-2026学年人教版八年级英语下册

该初中英语教学设计聚焦跨文化习俗对比核心知识点，通过展示不同国家问候礼仪的视频导入，激活学生已有认知，再以对比表格和句型（如“In China... But in [Country]...”）为语言支架，衔接小组合作研究与汇报环节。 特色在于项目式学习与核心素养深度融合，小组合作探究中外国俗培养思维品质，拼图式分享活动提升学习能力，反思环节结合“入乡随俗”谚语深化文化意识。分层作业兼顾差异，助力教师高效实施跨文化教学，培养学生跨文化交际能力与全球视野。

课题 Unit 6 Crossing Cultures Section B (Project) 学段 初中 年级 八 课型 项目活动课 课时 6 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的第六课时，该项目课题是“Compare two countries’ customs”，要求学生以小组形式研究并比较中国与另一国家在问候、着装、赠礼、做客、餐桌礼仪及谈话话题等方面的习俗异同。文本结构清晰，分为三步：研究并填写对比表格、向其他小组汇报发现、回归原组分享新知识。 Why:该活动通过一个结构化的合作学习项目，驱动学生主动探究、整合信息并进行口头交流，不仅巩固并应用本单元关于礼仪的核心词汇与句型，而且在真实任务中提升了学生信息处理与合作协作能力；通过反思环节，引导学生理解文化差异的客观存在，树立尊重、包容的态度。 How:文本语言以项目指导和实用性对话框架为主。4a的表格提供了清晰的对比工具和语言范例；4b的示例会话是汇报时的语言支架，重点运用了对比句式（In China...， But in Brazil...）。教学要点在于指导学生如何有效地进行资料搜集与信息归纳；训练学生运用对比性语言进行清晰、有条理的汇报；并借助反思问题，将实践活动升华为文化认知与策略思考，最终理解“When in Rome, do as the Romans do”这一核心原则的实践含义。 学情分析 1.已有知识经验 学生已学习并初步掌握了本单元关于礼仪、习俗的核心词汇以及相关形容词（含否定前缀），对“中西方文化差异”这一主题已有初步感知（如使用筷子、送礼等）。 2.潜在学习难点 在反思和表达中，恰当地运用本单元所学语法来描述和解释文化差异，对学生而言是一个较高的综合应用要求。 3.教学支持建议 创设“综合应用”情境，强化语言内化。如设计一个综合性的微型任务，如“为一位即将来华的外国朋友撰写一份文化适应小指南”或“模拟一次因文化误解引起的对话并化解它”。 教学目标 语言 能力 Students will be able to construct sentences using comparative structures to describe similarities and differences between cultural practices (eg,"In China, it's polite to..., but in Brazil, they..."). 文化意识 Students will develop an attitude of respect and openness toward cultural differences, avoiding judgment and embracing the principle of “When in Rome, do as the Romans do”. 思维品质 Students will develop analytical skills by researching, categorizing, and comparing cultural information from different sources. 学习能力 Students will improve their collaborative learning skills by working in groups to research, organize, and share information effectively. 教学 重难点 教学重点 Students will be able to identify and use key vocabulary related to social customs and manners in comparative contexts. 教学难点 Students will be able to present their research findings orally using organized and clear language, supported by the provided sentence frames and discourse markers. 教学过程设计 教学环节 教师活动 学生活动 设计意图 Step 1 Lead-in 1.Teacher begins the class by showing a short, engaging video clip featuring greetings from different cultures (eg, bowing in Japan, handshake in the USA, cheek kiss in France, wai in Thailand). After the video, teacher asks the class: "What did you notice? Why do you think people greet each other differently around the world?" 2.Teacher introduces the lesson topic: "Today, we will become cultural researchers! We are going to explore and compare customs in China with those in another country." 1.Students watch the video and volunteer to answer the teacher's questions, sharing initial observations about different greetings. 2.Students listen to the lesson objective. 使用生动有趣的视频导入能迅速吸引学生注意力，引发他们对文化差异的好奇心。通过提问激活学生的已有知识和思考，为接下来的探究学习做好铺垫。 Step 2 Presentation 1.Teacher presents the completed example from the textbook (Table manners: China VS. Brazil) on the board and highlights the language structure: "In China, it's... In [Country], it's..." and "In China, we... But in [Country], they..." 2.Teacher briefly explains the key vocabulary from the topic list (greetings, table manners, gifts, etc.) and uses simple pictures or gestures to reinforce meaning. 1.Students follow along with the teacher's explanation. 2.Students ask clarification questions about vocabulary or structure if needed. 清晰示范是小组合作学习成功的基础。教师通过展示范例，明确语言输出要求和比较框架，为学生后续的口语和反思活动提供语言支架。 Step 3 Work in groups Work on 4a 1.Teacher divides students into small groups of 3-4 and assigns each group a different country to research. 2.Teacher instructs groups to choose 2-3 topics from the provided list (greetings, gifts, table manners, etc.) to research and compare with China.Teacher distributes blank comparison tables or have students draw them in their notebooks. 3.Teacher circulates around the classroom, monitoring group work, providing vocabulary assistance, and ensuring students are on task and using English. 1.Students discuss and decide on their chosen topics. 2.Students collaborate to complete their comparison table in English, discussing whether customs are the same or different. 3.Students prepare to present their findings. 小组合作探究是本节课的核心。学生通过合作研究、筛选信息、共同完成表格，锻炼了信息处理、协商合作和语言运用能力。教师提供的资源确保了研究环节的可行性和效率。 Step 4 Sharing Work on 4b＆4c 1.Teacher has one member from each original group move to form new "expert sharing" groups. The new group should contain representatives from different countries. 2.Teacher instructs students in the new groups to take turns presenting their original group's findings and encourages them to use the modeled language. 3.After 5-7 minutes, teacher lets students to return to their original groups and instructs them to share what they learned about other countries from their group members. 1.A designated "ambassador" from each group moves to a new group. Each student presents their research on their country's customs compared to China. 2.Students return to their groups and take turns reporting back: "I learned that in [country], they... It's the same as/different from China because..." 拼图式”活动能最大化学生之间的信息交流和口语练习。每位学生都承担着“倾听者”和“讲述者”的双重角色，大大增加了语言输出和输入的频率，并使课堂互动多样化。 Step 5 Reflecting 1.Teacher leads a whole-class discussion based on the "Reflecting" questions and guides the discussion by asking each question sequentially, encouraging multiple students to contribute. 2.Teacher writes key phrases from students' answers on the board, especially those containing so...that, unless, as soon as. 3.Teacher leads students to focus on questions 4 and 5: Emphasizes the importance of cultural awareness for respect, avoiding misunderstandings, and building friendship. 1.Students participate in the class discussion, sharing their personal reflections. 2.Students discuss why knowing cultural differences is important and offer ideas on how to communicate well with people from different cultures. 反思环节将实践活动提升到概念和情感层面。通过讨论，学生梳理所学，深化对文化差异的理解，并思考其现实意义。教师引导运用目标语法，将语言学习与文化理解自然融合，体现学科的育人价值。 Step 6 Summary 1.Teacher presents the proverb: "When in Rome, do as the Romans do." Asks students what they think it means in the context of the lesson. 2.Teacher ends the class on a positive note: "Great work today, cultural researchers! Remember, understanding each other's customs is the first step to becoming global citizens." Students interpret the final proverb and listen to the summary. 引入谚语，深化本单元的主题。以鼓励性话语结束，激发学生持续探索的兴趣。 Step 7 Homework Level A:Choose two custom topics and write a short paragraph comparing China and your chosen country. Level B:Create a short dialogue (6–8 lines) between a visitor from China and a host from another country discussing a custom difference. Include at least one so…that clause. Level C:Why is “When in Rome, do as the Romans do” useful advice? Give an example. 本作业设计采用分层模式，兼顾不同能力层次的学生，旨在引导学生深入理解文化差异，提升跨文化交际能力与英语综合运用水平，体现“做中学”的理念。 板书设计 Unit 6 Crossing Cultures Section B (Project) 教学反思 1、 成功之处: 1.跨文化意识有效激发:通过对比中国与巴西（或其他国家）的餐桌礼仪，学生能够直观感受文化差异，课堂讨论热烈，对"入乡随俗"的内涵有了更深的体会。 2.小组合作效果显著:通过"分组研究-交换分享-回归原组"的活动流程，学生不仅锻炼了英语表达能力，还学会了倾听与整合信息，合作学习能力得到提升。 二、存在问题: 1.文化对比深度有限:受课堂时间限制，学生主要停留在表象对比，对文化差异背后的历史、价值观等深层次原因探讨不足。 2.语言输出质量不均:部分学生在使用状语从句时仍存在句式单一、使用不当的情况，个性化指导不够充分。 三、改进措施: 1.深化文化探究:课前布置学生搜集所选国家文化背景资料，课堂上增设"文化原因猜一猜"环节，引导学生思考习俗形成的可能原因。2.加强语言支架支持:提供更多状语从句的句型模板和连接词库，设计"句子升级"练习，帮助学生优化表达。针对薄弱学生进行小组内"语法伙伴"互助。 1 学科网（北京）股份有限公司 $