Unit6 Crossing cultures.Section B(1a-2c) 教学设计2025-2026学年人教版八年级英语下册
课题 | U6 Section B(1a-2c) How do we show respect to other cultures? | 课型 | 新授课 （读写） | 课时 | 5 | 主备人 |
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审核人 |
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学情分析 | K (Know) — 已知 | W (Wonder) — 想知 | L (Learn) — 能知 | |||||||||
学生已掌握基础跨文化社交词汇（如party, gift, dress），熟悉“文化差异与礼仪”话题，具备简单信息提取能力；能识别常见社交礼仪的基本描述；对“跨文化适应”有生活认知，了解不同国家在社交场合的部分差异。 | 好奇真实案例中人们如何运用礼仪知识避免尴尬，渴望掌握“识别主题句、梳理要点”的阅读技巧，了解如何助力跨文化沟通；期待用英语清晰表达社交礼仪与跨文化经历和思考。 | 通过阅读文本，提升提取跨文化社交细节（时间、礼物、着装、话题、语言）的能力，学会区分事实与建议；掌握法国派对礼仪相关词汇（如occasion, private, merci）；能清晰描述跨文化适应的完整过程，理解“主动了解、尊重差异”的意义，强化“增强文化自信，培养跨文化理解与沟通能力”的认知。 | ||||||||||
学习 重点难点 | 重点：掌握跨文化社交礼仪相关核心词汇与短语（如occasion, private, merci, as soon as）；提取Nancy跨文化经历的关键信息（遭遇尴尬、学习礼仪、融入适应）；学会利用主题句和过渡词梳理要点；能用英语简述跨文化适应的过程，清晰表达尊重文化差异的重要性。 | |||||||||||
难点：准确区分文本中的事实（如“I arrived 10 minutes early”）与建议（如“You shouldn’t arrive early”），理解跨文化适应背后的深层价值（尊重与沟通）；灵活运用目标词汇与句式，在真实语境中分享跨文化经历与思考；将“增强文化自信，培养跨文化理解与沟通能力”的认知转化为具体表达。 | ||||||||||||
学习 目标 | 语言能力 | 能够在跨文化社交礼仪语境中，运用略读、寻读提取Nancy适应核心细节，掌握信号词作用，区分事实与建议；在分享会中梳理适应过程、简述价值，参与小组互动；结合自身经历分享他国礼仪，提升英语阅读与表达能力。 | ||||||||||
文化意识 | 能够通过学习Nancy的跨文化适应案例，了解不同文化的社交礼仪差异；在分享与互动中，树立尊重差异、主动适应的理念，增强文化自信，培养跨文化理解与平等沟通的意识和素养。 | |||||||||||
思维品质 | 能够在阅读中借助主题句、过渡词梳理适应逻辑，区分事实与建议；分享时条理清晰阐述礼仪知识与核心理念，整合案例经验与自身认知，提升信息梳理、逻辑表达与跨文化思考能力。 | |||||||||||
学习能力 | 能够在阅读与分享实践中，掌握跨文化礼仪相关词汇、信号词与表达技巧；主动梳理信息、参与小组互动、分享礼仪知识，总结表达方法，提升自主学习、合作探究与传递跨文化理念的综合能力。 | |||||||||||
当堂评价 |
2. 能够用目标词汇简述Nancy的跨文化适应价值，语句通顺；两人一组交流不同国家的社交礼仪，内容贴合主题，表达自然流畅； 3. 能够完整分享自身掌握的跨文化社交知识，内容包含“知识来源+适应作用”，词汇运用恰当，语句通顺；能体现出对“增强文化自信，培养跨文化理解与沟通能力”的理解。 | |||||||||||
教学活动设计 | ||||||||||||
学习活动 | 教师导学 | 学习评价 | ||||||||||
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Step 1. Lead-in. Observe the pictures and try to find out the “awkward guest”. Tick the topics that you think are important. Then have a free talk in class. Sa: I should know the arrival time. Sb: I think it is important to know about the table manners.
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Set a situation of being invited to a friend’s birthday party. Show some pictures about improper ways. T: Have you ever been invited by a friend to a birthday party? Ask Ss to do activity 1a. T: What should you know before you attend a party in a foreign country? |
师评。观察学生能否在“找出尴尬客人”的情境中主动参与，识别不当行为，回应教师提问，评估学生的课堂参与度与情境观察力；能否完成活动1a，勾选参加派对的重要话题，并能用英语清晰表达自己的观点，评估学生的主题认知与口语表达能力。 |
【设计意图】以“找出尴尬客人”的趣味图片创设情境，快速吸引学生注意力，引发对社交礼仪的讨论，为课堂营造轻松、贴近生活的氛围。通过勾选话题和自由讨论，激活学生关于“派对礼仪”的词汇与句型储备，为后续阅读文本搭建语言支架，同时帮助学生明确本课的学习主题与核心内容。以“参加国外派对”为切入点，引导学生初步思考跨文化社交中的注意事项，激发对异国礼仪文化的探究兴趣，为后续文本学习做好内容与情感铺垫。 | ||
Step 2. Reading.
Look through the text quickly. Try to tell the type and topic. Sa: An email.
Read the email quickly and tick the topics mentioned in it. Report their answers and clues. Read Nancy’s email about party manners in France. |
Ask questions to guide Ss to make predictions about the type and the topic of the text. T: What’s the type of this passage? T: Who wrote it? And whom was it for? T: What’s the topic of it?
Guide Ss to pick out the topics included in the text. Explain the reading strategy to help Ss understand how to quickly understand a text. Then |
师评。观察学生能否通过快速浏览文本，准确判断文本类型、作者与收信人，并预测主题，评估学生的阅读预测策略与文本体裁识别能力。
师评。观察学生能否通过略读，快速勾选邮件中提到的派对礼仪话题，并说明对应的文本线索，评估学生快速抓取关键信息的能力；能否 |
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Underline the topic sentences.
Read Para. 1 and answer the questions. Report their answers. Sc: Because she wants to share some tips about party manners. Sd: Some embarrassing experiences at a party last month. Read Para. 2 carefully and try to match the persons with the behaviors. Se: Nancy’s friend got everything ready.
Read Para. 4 and answer the questions. Report their answers. Sf: Summer. Sg: Because everyone else was dressed so well, but she was wearing a simple blouse and shorts. Read Para. 5 and finish the categorizing activity. Report their answers. Read Para. 6 and choose the correct answers. Report their answers. | let Ss find out the topic sentence in each paragraph.
Ask Ss to read the first paragraph and ask questions. T: Why is Nancy writing this email to Diana? T: What event made Nancy want to learn more about French customs? Let Ss read the second paragraph and do the matching activity. Ask Ss to read the third paragraph and complete the sentences. Check the answers. Let Ss read the fourth paragraph and ask some questions. Check the answers. T: What season was it when the party happened? T: Why did Nancy feel silly? Ask Ss to read the fifth paragraph and classify the topics into two kinds. Check the answers. Let Ss read the sixth paragraph and find out the two things Nancy says about using French. Check the answers. Let Ss finish activity 1c. Ask more questions and encourage Ss to talk about their reasons. | 掌握并运用找主题句的阅读策略，准确画出每段的主题句，评估学生对略读技巧的理解与应用情况。
自评、师评。观察学生能否通过分段精读，完成问答、匹配、填空、分类、选择等任务，准确获取邮件中的细节信息（如派对礼仪、文化禁忌、语言使用建议），评估学生精读策略应用与文本细节理解能力。
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