Unit6 Crossing Cultures Section A 3a-3d 教学设计 2025-2026学年人教版 八年级下学期英语

该初中英语教学设计聚焦跨文化餐桌礼仪（中英对比），涵盖核心词汇（table manners等）及so…that…、unless句型。通过展示中英 dining场景图片导入，激活学生已有经验，以词汇预习、分层阅读（skimming找主旨、scanning完成3b表格）、听力模仿、角色扮演为支架，逐步过渡到3d文化对比口语输出。 其特色在于情境与任务驱动融合，3a真实对话提供语言输入，3b信息提取训练思维品质，3c角色扮演结合音频提升语言能力，3d文化对比培养尊重差异的文化意识。采用情境教学法与合作学习，助力学生提升跨文化沟通能力，也为教师提供结构清晰、任务递进的教学方案，有效落实核心素养。

Unit6 Crossing Cultures Section A 3a-3d 教学设计 Basic Information Details Basic Information Details Subject English Grade Grade 8 (Second Semester) Unit Topic Unit 6 Crossing Cultures Lesson Type Reading & Speaking Comprehensive Lesson Section Section A 3a-3d (Table Manners) Period 1 Period (45 mins) Textbook Analysis This lesson centers on the core theme of cross-cultural table manners, focusing on the comparison between British and Chinese dining etiquette. All activities are progressive and closely linked. 3a offers a real-life dialogue about British dinner manners, providing authentic language input for students. 3b guides students to sort out dining rules before, during and after meals, training their information extraction and summarization skills. 3c is designed for listening and role-playing, helping students consolidate pronunciation, intonation and text sentences. 3d focuses on language output, requiring students to introduce Chinese table manners and complete cultural comparison. The lesson focuses on two core grammar points: so…that… and unless. It integrates reading, listening, speaking and cultural cognition, laying a solid foundation for students’ cross-cultural communication. Student Analysis Grade 8 students have mastered basic daily English expressions and simple compound sentences, and they are curious about Western food culture. However, they have three main learning weaknesses. First, they have no systematic knowledge of British table manners and are confused about Chinese and Western etiquette differences. Second, they can barely recognize the two target sentence patterns but cannot use so…that… and unless flexibly in real dialogues. Third, they lack standardized oral expression for cultural introduction. Situational and task-based activities can effectively help students break through learning difficulties. Teaching Objectives 1. Knowledge Objectives (1) Master core words and phrases: table manners, confusing, knife and fork, serving chopsticks, elbows, reach for food. (2) Grasp and correctly use key sentence structures: so…that… (result adverbial clause), unless (conditional adverbial clause). (3) Master basic British table manners and clarify simple cultural differences between Chinese and Western dining etiquette. 2. Ability Objectives (1) Skim and scan the dialogue to get key information and finish information sorting tasks. (2) Listen, read and role-play the dialogue fluently to improve oral sense and expression ability. (3) Use target language to introduce Chinese table manners and give polite suggestions to foreign friends. 3. Cultural & Emotional Objectives (1) Respect diverse foreign cultures and inherit excellent traditional Chinese etiquette culture. (2) Develop good dining habits and polite cross-cultural communication awareness. Key Points 1. Master the core vocabulary and standard expressions of British table manners.2. Understand and correctly apply so…that… and unless in simple sentences and dialogues.3. Grasp basic sentence patterns for introducing and suggesting dining etiquette. Difficult Points 1. Accurately distinguish the basic differences between Chinese and British table manners.2. Flexibly use the two target sentence patterns to complete real situational oral output.3. Avoid cultural pragmatic mistakes in cross-cultural communication. Teaching Methods Situational Teaching Method, Task-based Language Teaching Method, Cooperative Learning Method, Interactive Oral Practice Teaching Aids Multimedia PPT, textbooks, audio recordings, Chinese and Western table manners pictures, student task sheets Teaching Procedures Step 1 Warming-up & Lead-in (5 mins) Activities: The teacher shows intuitive pictures of Chinese and Western dining scenes. Ask students simple questions: “What do we use when we eat? What about Western people?” Guide students to share their known dining habits. Then naturally lead to the topic: Different countries have different table manners. Today we will learn British table manners and find out the cultural differences. Purpose: Activate students’ daily life experience and existing knowledge, stimulate cultural learning interest, and introduce the new lesson smoothly. Step 2 Pre-reading Vocabulary & Sentence Preview (5 mins) Activities: The teacher teaches core new words and phrases with picture situations to eliminate reading barriers. Simply explain the basic usage of so…that… and unless with simple examples related to dining scenarios, avoiding rigid grammar explanation. Purpose: Lay language foundation for subsequent reading and speaking tasks, reduce learning difficulty. Step 3 While-reading: 3a-3b Reading Task (12 mins) Activities: 1. Skimming: Students read the 3a dialogue quickly and find out why Hongli feels worried. 2. Scanning: Read the dialogue carefully again, extract key details, and independently complete the 3b table to sort out British table manners before, during and after meals. 3. The teacher checks answers, corrects mistakes and summarizes standard British dining rules. Purpose: Train students’ hierarchical reading ability of skimming for main ideas and scanning for details, and help students systematically master text knowledge. Step 4 Listening & Role-play: 3c Practice (10 mins) Activities: 1. Students listen to the textbook audio, correct their key information and imitate pronunciation and intonation. 2. Pair work: Students read and role-play the dialogue cooperatively. 3. Invite several pairs to perform in class, and the teacher gives targeted evaluation and correction. Purpose: Strengthen listening and language sense training, consolidate text knowledge, and improve students’ oral reading ability. Step 5 Post-reading: Cultural Comparison & Oral Output 3d (10 mins) Activities: 1. Students learn about Chinese table manner tips in 3d. 2. Group discussion: Compare the differences between Chinese and British table manners. 3. Pair work: Make new dialogues with target sentence patterns to give etiquette advice to foreign friends. Purpose: Realize the transformation from language input to output, deepen cultural cognition, and achieve the goal of practical language application. Step 6 Summary & Homework (3 mins) Summary: The teacher and students jointly review core vocabulary, two key sentence patterns, and Sino-British table manners differences, emphasizing the importance of respecting cultural differences. Homework: 1. Read and recite key phrases and classic sentences. 2. Finish targeted exercises of so…that… and unless. 3. Write 3 simple sentences about table manners with target structures. Blackboard Design Unit6 Section A 3a-3d Table Manners 1. Key Phrases table manners, confusing, knife and fork, serving chopsticks, elbows off the table, reach for food 2. Key Sentence Structures so…that… (result) I’m so nervous that I don’t know what to do. unless (condition) You can’t do it unless you follow the rules. 3. Culture Focus British Table Manners VS Chinese Table Manners Different customs, equal respect Teaching Reflection 1. Teaching Advantages The whole lesson has a clear teaching logic with progressive tasks from vocabulary, reading, listening to oral output. The teaching content is closely combined with cultural scenarios, which greatly stimulates students’ learning interest. Most students can master basic Chinese and British table manners and understand the usage of target sentence patterns, achieving the basic teaching objectives. 2. Existing Problems Some students are confused about the conversion of unless sentences and make simple grammar mistakes. Individual students have single oral expression and cannot flexibly use target sentence patterns for independent dialogue creation. Besides, a few students have superficial understanding of cultural differences. 3. Improvement Measures In future teaching, add more simple and interesting situational sentence drills to consolidate grammar points. Design layered oral tasks for students at different levels. Supplement more daily cross-cultural etiquette cases to deepen students’ cultural cognition and improve their comprehensive language application ability. 学科网（北京）股份有限公司 $