Unit 6 Crossing Culture Section B (2a-3c) 教学设计2025-2026学年人教版英语八年级下册

该初中英语教学设计聚焦否定形容词构词（un-/im-/in-）与-ed/-ing形容词辨析，结合建议邮件写作。通过短视频展示外国人访华家庭的文化尴尬时刻导入，引发思考，搭建词汇规则板书与邮件模板支架，衔接词汇学习与写作任务。 特色在于融合文化意识与语言能力培养，以“人与社会”为情境，采用PWP模式与任务型教学。如视频导入激发兴趣，小组brainstorm梳理礼仪建议，邮件模板辅助逻辑表达，拓展作业访谈家人对比中西习俗，提升跨文化理解与自主学习能力，教师可借鉴互动设计与分层作业，有效落实核心素养。

授课教材 人教版八年级下册 授课题目 Unit 6 Crossing Culturer. Section B (2a-3c) 课时 课型 第 5课时 词汇+写作课 主题情境 人与社会 教学材料分析Teaching Material Analysis This lesson is the fifth period of Unit 6 Crossing Cultures(PEP 2026, Grade 8 Vol. 2), combining vocabulary practice(2a–2d)and writing skills(3a–3c). The vocabulary section focuses on forming negative adjectives(with un-/im-/in-)and using -ed/-ingadjectives correctly. The writing section uses Tina’s email(asking for advice on Chinese home visit etiquette)as a model, guiding students to brainstorm, discuss, and write an email to give advice. The tasks integrate language form(negative prefixes, adjective types)with real-life communication(giving advice on cultural manners). 教学目标Teaching Aims Language Competence: Form negative adjectives(e.g., unsafe, impolite)and use -ed/-ingadjectives(e.g., confused, confusing)accurately; write a coherent email with proper structure(greeting, body, sign-off)and advice-giving language. Thinking Quality: Analyze sentence contexts to choose correct word forms; organize ideas logically for writing. Learning Capability: Use word-formation rules and email structure models to learn independently; cooperate in pair/group discussions. Cultural Awareness: Understand Chinese home visit etiquette(gifts, table manners, greetings)and compare it with Western customs. 教学重点 Key Points Master negative adjective formation(un-/im-/in-)and -ed/-ingadjective usage. Write an email with clear structure(greeting, advice, sign-off)using target vocabulary. 教学难点 Difficult Points Correctly distinguish -ed(describing feelings)and -ing(describing things)adjectives. Organize logical advice in writing(e.g., “First… Also… Third…”). 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 Step 1 Lead-in (5 mins) Show a short video clip of a foreigner visiting a Chinese family(awkward moments due to cultural differences). Ask: “What mistakes did he make? What should he know?” Link to today’s topic: “Today we’ll learn vocabulary for manners and write an email to give advice.” Step 2 Presentation (12 mins) Vocabulary(2a–2c):​ 2a: Present adjectives(safe, proper, formal…). Guide students to form negatives(e.g., un-+ safe = unsafe; im-+ polite = impolite). Write rules on board. 2b: Do together—complete sentences with negative forms(e.g., saying “hi” is an informal way). 2c: Circle correct -ed/-ingadjectives(e.g., I was confused; the rules are confusing). Explain: -ed= how you feel; -ing= how things are. Writing Model(3a):​ Analyze Tina’s email: label parts(To/From/Subject, greeting, main text, sign-off). Highlight advice-giving phrases(Should I…? Also, what…? Is there anything else…?). Step 3 Practice (20 mins) Vocabulary(2d):​ Complete the passage with normal, manner, proper, challenge(e.g., it is normal​ to eat with chopsticks). Check as a class. Writing(3b–3c):​ 3b: Brainstorm in pairs—“What shows good manners in Chinese home visits?”(greetings, gifts, table manners, topics). Share ideas. 3c: Write an email to Tina(as Yaming). Provide a template: To: tina@student.com From: [your name]@student.com Subject: Home visit—Advice for you! Hi Tina, …(greeting)… …(advice: First… Also… Third…)… …(sign-off)… Cheers, [Your Name] Monitor and help with vocabulary/structure. Step 4 Production (6 mins) Share & Feedback: Invite 2–3 students to read their emails. Class gives feedback(vocabulary accuracy, advice logic). Step 5 Summary (2–3 mins) Recap negative prefixes, -ed/-ingadjectives, and email structure. Emphasize: “Good manners help cross cultures!” 作业设计 Homework Design Basic Task: Finish 2d(passage)and check answers. Polish your email to Tina(fix grammar/vocabulary). Extended Task: Interview a family member about Chinese home visit customs. Write a short paragraph(50+ words)comparing with Western parties(from Section B 1a–1d). 板书设计 Blackboard Design 教学反思 Teaching Reflection Strengths: Vocabulary practice(2a–2d)was interactive; writing task linked to real-life culture, engaging students. Weaknesses: Some students struggled with -ed/-ingdistinction in 2c. Need more context examples next time. Adjustments: Add a quick matching game(feelings vs. things)before 2c to reinforce the rule. 教学评价Teaching Evaluation Formative: Observed participation in pair work(3b)and email writing(3c); checked 2d answers for accuracy. Summative: Assessed emails on structure(greeting/body/sign-off)and vocabulary use(negative adjectives, -ed/-ing). Most students met the basic standard; extended task will show deeper cultural understanding. 学科网（北京）股份有限公司 $