Unit 6 Crossing Culturer Section A (3a-3d) 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“跨文化交际中的餐桌礼仪”核心知识点，以西方晚宴视频导入引发文化差异思考，通过两次听力活动提取英国餐桌礼仪细节并按“餐前-餐中-餐后”时间顺序梳理成表格，搭建从信息输入到角色扮演（3c）、对比对话产出（3d）的学习支架。 特色在于融合任务型与交际教学法，以视频激活文化意识，表格梳理培养学习能力，对比对话设计提升思维品质（客观分析中西礼仪异同），助力学生用“Should I...?”等句型流利表达建议。既夯实语言能力，又增强文化自信，为教师提供清晰可操作的综合技能训练方案。

授课教材 人教版八年级下册 授课题目 Unit 6 Crossing Culture. Section A (3a-3d) 课时 课型 第 2 课时 Listening, Speaking & Reading (Integrated Skill Class) 主题情境 人与社会 教学材料分析Teaching Material Analysis This lesson is based on Section A (3a-3d) of Unit 6, "Crossing Cultures." The core text features a dialogue between Hongli and Sam from London, focusing on British dining etiquette. The discourse structures information chronologically—categorized into actions before, during, and after a meal. By transitioning from extracting UK custom data to applying bulleted prompts about Chinese dining etiquette, the material naturally sets up a comparative cultural analysis. This setup shifts students from controlled input to real-world communicative output, deepening their understanding of global etiquette while solidifying national cultural identity. 教学目标Teaching Aims Language Competence: Extract, classify, and summarize specific details about UK table manners from the dialogue into a chronological chart; use target structures ("Should I...?", "Could you tell me...?", "First...", "Then...") to give dining advice fluently. Learning Ability: Apply the chronological strategy (Before/During/After) to organize information and scaffold spoken output. Thinking Quality: Compare and contrast the similarities and differences between Western (UK) and Chinese table manners objectively. Cultural Awareness: Demonstrate respect for cultural diversity while confidently introducing Chinese fine dining traditions to foreigners. 教学重点 Key Points Comprehending and mapping out the specific UK table manners from the conversation in 3a. Mastering situational patterns for giving advice ("Bring a small gift...", "Remember to wait...", "Don't... unless..."). 教学难点 Difficult Points Transforming the isolated, bulleted Chinese etiquette prompts in 3d into a cohesive, conversational dialogue. Using logical sequence markers naturally without sounding robotic during the final role-play. 教学方法 Teaching Methods PPP Mode, task-based and communicative approaches 教学工具 Teaching Aids Multimedia projector, blackboard, handouts, recording device 教学过程 Teaching Procedures Step 1: Lead-in (5 mins)​ Show a short video of a Western dinner party. Ask: “What do you notice about the table setting/people’s behavior? How is it different from Chinese dinners?” Step 2: Pre-listening (5 mins)​ Vocabulary Preview: Elicit words like table manners, host, fork, knife, gift using textbook icons (3a) or real-life objects (e.g., a toy fork/knife). Step 3: While-listening (20 mins)​ First-listening (3a): Students listen to the dialogue and answer: “Why is Hongli worried?”(Check: Because English table manners are confusing.) Second-listening (3a + 3b): Students re-listen and complete the 3b table (Before the meal / During the meal / After the meal). Check answers: Before: Bring a small gift (unless asked); wait for host to start. During: Hold knife in right, fork in left; watch others if confused. After: Thank host, say food was delicious; enjoy yourself. Language Focus: Highlight key sentences: “Should I bring something?” “You should wait for the host to start.” “Just hold the knife... watch what everyone else does.” Step 4: Post-listening (15 mins)​ Role-play (3c): Students work in pairs to role-play the dialogue (Hongli + Sam). Remind them to use natural intonation (Hongli: worried; Sam: helpful). Production (3d): Scenario: One student is a “foreign friend” (first-time at a Chinese dinner), the other gives advice. Use prompts: Wait for older people... Sit up straight... Do not stand up to reach... Use serving chopsticks... Encourage adding original tips (e.g., “Offer tea to elders first”). Step 5: Summary (5 mins)​ Recap key points: English table manners (before/during/after), target language for advice. Emphasize: “Respect cultural differences—good manners help communication!” 作业设计 Homework Design Basic Task: Rewrite the 3a dialogue into a short passage (≈80 words) using third-person (e.g., Hongli was worried about... Sam gave her advice...). Extended Task: Create an “English Table Manners Guide” (with pictures) for your family/friends, including tips from 3a-3d. 板书设计 Blackboard Design 教学反思 Teaching Reflection Successes: The 3b table helped organize information; role-play (3c) boosted fluency. Visual aids (icons) supported vocabulary learning. Adjustments: If students struggle with “should/shouldn’t” in advice, add more sentence-building drills next period. 教学评价 Teaching Evaluation Check 3b tables for accuracy (reading comprehension). Observe 3c role-play (fluency, intonation) and 3d dialogues (use of target language, cultural awareness). 学科网（北京）股份有限公司 $