Unit 8 Focusing on culture学案 2026-2027学年沪教版八年级英语上册

Unit 8 文化探究学案 2026—2027学年沪教版八年级英语上册 班级 姓名 日期 教材定位 Focusing on culture 第126—127页 课时 40分钟 本课任务 为班级宠物历史小展写展签,说明养宠方式怎样变化。 学习重点与难点 按时间组织史实;区分历史信念与事实;比较时避免文化刻板印象。 一 先看时间再看变化 4分钟 People today may call a pet a family member. Did people always keep pets for the same reasons? Write one prediction, then check it against the text. 词语准备:wealth 财富;power 权力;servant 仆人;symbol 象征;BCE 公元前;CE 公元。读年代时先看范围,再记录事件。 二 做一份有依据的历史记录 9分钟 Read The history of keeping pets on page 126. Complete the record with short notes. Do not change “some people” into “all people”. Period Pet or event What it tells us 2000 BCE–500 CE Ancient Egypt: cats, dogs and some unusual pets such as . People believed cats could bring . 500–1500 Europe: royal and noble families kept pets. Japan: some people kept . In medieval Europe, pets could show wealth and . 1700–1900 Birds, frogs and snakes were kept. Cats generally stayed . Cats began moving into homes towards the end of the century. 1920s The dog became a film star. A pet could become famous through films. Today Cats, dogs, hamsters and other pets. Pets are often treated like . Which information surprised you most? Give the period and the detail. 三 当时相信的事与我们能证明的事 8分钟 Write S if the statement is supported by the article, C if it contradicts the article, or N if the article gives no evidence. 对S写一个关键词或时间作为依据。 1. Some ancient Egyptians believed that cats had magical powers. Evidence: 2. The article proves that cats really had magical powers. Why? 3. Everyone in medieval Europe kept pets for fun. Evidence: 4. Lee Duncan found Rin Tin Tin during World War I. Evidence: 5. Films were the only reason people became closer to pets. Why? 思考 “记录某种信念”与“证明这种信念正确”有什么区别?用第1、2题说明。 四 同一时期也有不同做法 6分钟 Compare the Europe and Japan examples in the period 500–1500. Complete two careful sentences. In the article, some royal and noble families in Europe . At about the same time in Japan, some people . A student says, “Europeans cared only about power, while Japanese people loved nature.” Does the article provide enough evidence? Explain one problem with this claim. 支架:The article gives only / We cannot speak for everyone because Rephrase the claim using one of these words: some / could / the examples. 五 读懂说法背后的人宠关系 5分钟 Read the Notes on page 127. Match the expressions with their meanings. 1. lead a dog’s life 2. as sick as a dog 3. man’s best friend A. very ill B. a loyal companion C. have a very unhappy or hard life Do the sayings prove that every dog in the past had a bad life? Why? 六 写一张历史展签 8分钟 Write a 60–80-word museum label. Choose ONE past period and compare it with today. Include a pet or event, the way people viewed pets, and one careful conclusion about change. Title: Past period and evidence: Present-day detail from the article: 支架:During , some The article shows Today, This suggests that However, 核查 年代准确 / 两条材料依据 / 比较明确 / 没有以偏概全。 Leave one question that the article cannot answer: 课后选做 Ask an older family member about pets when they were young. Record one example. Label it “one family’s experience”; do not turn it into a claim about a whole country. 参考答案与证据分析 一与二 历史记录 一:开放预测,读后可以修改。二依次可填:crocodiles / elephants;good luck;fireflies;power;outside;19th;Rin Tin Tin;family members。原文时间范围保留即可,不要求补充教材以外的历史年代。 年代细节:教材将狗明星Rin Tin Tin的经历置于1920s段,但Lee Duncan发现它是在第一次世界大战期间。不能写成“Duncan在20世纪20年代的第一次世界大战中发现它”。猫在19世纪末开始更多进入家庭,到20世纪初成为常见的家庭宠物。 三 判断与理由 1 S。古埃及段明确记载人们的信念。2 N。文章只报告“有人相信”,未给出魔法存在的证据。3 C。原文说普通人通常并非为了娱乐而养宠。4 S。1920s段开头交代发现时间。5 N。文中提到电影明星犬,却没有证明电影是人宠关系变近的唯一原因。 区分示例:We can report that people believed something without proving that the belief was true. 课堂上接受中文解释,关键是把“信念的存在”与“信念内容的真假”分开。 四 比较不等于贴标签 可写:Some royal and noble families in Europe kept pets as symbols of wealth and power. At about the same time in Japan, some people caught fireflies and kept them as pets. 第二句仅报告行为,不能自行确定每个人的动机。 原推断有两处问题:把有限群体扩大到所有国民;把行为直接等同于单一心理动机。可改为:The examples show that people in different places kept different animals. In medieval Europe, pets could be symbols of wealth and power. 接受其他有明确范围、得到文本支持的改写。 五 习语 1 C;2 A;3 B。习语可反映某些历史经验或文化联想,但不能证明所有个体都如此;as sick as a dog在现代语境中描述“病得很重”,不代表真的在谈一只狗。 展签示例与延伸评价 六 展签示例 Pets and social status During the Middle Ages, some royal and noble families in Europe kept pets as symbols of wealth and power. Some animals even had servants. Today, the textbook describes many pets as family members. These examples suggest that the place of pets in people’s lives has changed over time. However, they do not tell us how every family treated animals. We need more records to understand different people’s experiences. 正文68词。标题可另拟。学生也可选古埃及信念、猫进入家庭或电影明星犬的经历;不必模仿本例的观点。 可提出的未解问题:Did ordinary families keep the same kinds of pets? / How much did pet care cost? / How did children care for pets in each period? 必须承认教材不能直接回答,而不是随意补写“历史事实”。 评阅建议 共8分 Item Points Standard 年代与材料 2 年代、宠物或事件准确 依据 2 过去与今天各有一条相关依据 比较与判断 2 说明变化,使用适当范围词 语言与结构 2 表达连贯,达到展签的说明目的 家庭访谈记录示例 My grandmother said that her family kept a cat when she was a child. The cat spent much of its time outdoors. This is one family’s experience, so it cannot show how all families lived. 访谈可用中文进行,再用英语写三句话。没有养宠经历也可记录“当时没有养宠”及原因。评价材料是否忠实于受访者,不以“故事新奇”作为标准。 课堂追问 当学生说“以前养宠只为有用,今天只为陪伴”时,让其返回教材寻找反例:中世纪的身份象征并非单纯工作用途;今天的关系也并非人人相同。引导学生保留变化趋势,同时避免把历史画成一条简单的直线。 本课核心任务共40分钟。展签可作为班级宠物手册中的文化页;家庭访谈为选做,不占课堂核心时间。 学科网(北京)股份有限公司 $