Unit 6 Crossing Culture Section B (4a-4c+ Reading Plus) 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中外文化习俗比较与中国文化符号理解，通过展示中国龙、红灯笼、数字“8”图片提问导入，激活前课词汇（custom, symbol等），搭建从已知文化知识到跨文化探究的学习支架。 特色在于项目式学习与拓展阅读深度融合，小组协作研究比较中外习俗（如餐桌礼仪、幸运数字），拓展阅读用思维导图梳理龙、红色、幸运数字等符号意义，体现文化意识与思维品质培养，语言能力在展示与写作中提升。任务型与交际法让课堂互动高效，助力学生跨文化理解，教师易落实核心素养目标。

授课教材 人教版八年级下册 授课题目 Unit 6 Crossing Culture. Section B (4a-4c+ Reading Plus) 课时 课型 第 6 课时 项目+拓展阅读课 主题情境 人与社会 教学材料分析Teaching Material Analysis This is the sixth and final period of Unit 6 Crossing Cultures, combining a project task(comparing Chinese and another country’s customs) and extended reading(Symbols of Chinese Culture). The project (4a–4c) guides students to research, compare, and present cultural similarities/differences (e.g., greetings, table manners, symbols) in groups. The extended reading explores Chinese cultural symbols (dragons, red, lucky numbers) and their meanings, with a mind map and a tour guide task. The lesson integrates collaborative learning, critical thinking, and cultural awareness, while reinforcing reading strategies (skimming, scanning) and speaking/writing skills. 教学目标Teaching Aims Language Competence: Use target vocabulary (e.g., custom, symbol, lucky, represent) to describe cultural practices; extract key info from texts (dragons, red, numbers) and complete mind maps. Thinking Quality: Compare Chinese and foreign customs (e.g., table manners, lucky numbers); appreciate Chinese cultural symbols and explain their meanings. Learning Capability: Analyze cultural differences/similarities; evaluate the importance of cultural understanding. Cultural Awareness: Collaborate in groups to research and present; use mind maps to organize information; reflect on learning. 教学重点 Key Points Project: Research, compare, and present cultural customs (table manners, greetings, etc.) between China and another country. Extended Reading: Understand Chinese cultural symbols (dragons, red, lucky numbers) and complete the mind map. 教学难点 Difficult Points Accurately comparing cultural nuances (e.g., “lucky” vs. “unlucky” numbers across cultures). Using appropriate language to explain cultural symbols and differences in group presentations. 教学方法 Teaching Methods PWP Mode, task-based and communicative approaches 教学工具 Teaching Aids Multimedia projector, blackboard, handouts, recording device 教学过程 Teaching Procedures I. Warm-up (5 mins) Show images of Chinese dragon, red lanterns, and lucky number “8”. Ask: “What do these symbols mean in China? Do you know similar symbols in other countries?” II. Pre-task (5 mins) Activate Prior Knowledge: Briefly review vocabulary from previous lessons (custom, manner, symbol, polite). III. While-task (20 mins) Part 1: Project (4a–4c) – Group Work​ 4a: Research & Table Completion​ Divide students into groups (4–5). Assign a country (e.g., Brazil, America) and topics (greetings, table manners, etc.). Guide groups to research (use textbooks, prior knowledge, or simple online resources) and complete the table (e.g., Table manners: China – use chopsticks; Brazil – use knife and fork). 4b: Cross-Group Sharing​ Have groups join another group to share findings (e.g., “We researched table manners… In China, it’s not polite to talk with your mouth full. In Brazil, it’s rude too…”). 4c: Rejoin & Reflect​ Groups return to original teams, share new info, and prepare a short presentation (1–2 mins) on “Chinese vs. [Country] Customs”. Part 2: Extended Reading (Symbols of Chinese Culture)**​ Skim & Mind Map​ Students read the text (dragons, red, lucky numbers) and complete the mind map (e.g., Dragons: Western stories – frightening monsters; China – symbol of power/good fortune; appear in vases, buildings…). Detail Check​ Discuss: “Why is red lucky in China but dangerous in other countries? What do numbers 6, 8, 9 symbolize?” IV. Post-task (10 mins) Project Presentation​ Groups present their “Chinese vs. [Country] Customs” (focus on 1–2 topics, e.g., table manners + lucky numbers). Extended Reading Reflection​ Ask: “Why is it important to know cultural symbols? How can we communicate with people from different cultures?”(Connect to the Reflectingquestions.) V. Summary (5 mins) Recap key points: Cultural comparison steps (research → compare → present); Chinese cultural symbols (dragons, red, numbers) and their meanings. Highlight: “When in Rome, do as the Romans do”– respect cultural differences. 作业设计 Homework Design Basic Task: Finish the project reflection (write 3 sentences about what you learned from the group work). Complete the extended reading mind map (add 1 more symbol if possible). Extended Task: Write a short passage (80–100 words) as a tour guide, introducing oneChinese cultural symbol (dragon, red, or lucky number) to foreign tourists. 板书设计 Blackboard Design 教学反思 Teaching Reflection Successes: Group work engaged students; mind map helped organize extended reading info. Most groups effectively compared customs. Challenges: Some groups struggled with nuanced cultural differences (e.g., “polite” vs. “rude” in greetings). Time for 4b (cross-group sharing) was tight. Improvements: Provide a “cultural comparison checklist” (e.g., “Is this practice similar/different? Why?”) to guide analysis. Adjust timing for group sharing. 教学评价Teaching Evaluation Formative: Observe group participation, check mind map completion, and listen to presentations (assess clarity, cultural accuracy). Summative: Homework (reflection + passage) shows understanding of cultural symbols and comparison skills. Use a rubric (e.g., “Cultural Accuracy: 3, Language Use: 3, Creativity: 2”) to grade projects. 学科网（北京）股份有限公司 $