【新教材】人教版（2024）八年级下册英语Unit 6 Crossing Cultures教案（共5课时）

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【新教材】人教版（2024）八年级下册英语Unit 6 Crossing Cultures教案（共5课时）第一课时 Section A(1a-2d)【教学分析】教学内容：围绕不同国家和地区的文化差异展开，通过看图、听听力和对话等教学活动学习相关词汇和表达。核心素养：1.学生能够听懂关于文化差异的对话内容，并完成相应的匹配和填空任务。2.学生能够掌握与文化差异相关的词汇和表达，并能正确运用进行交流。重点难点：重点：学生能够准确匹配问候方式和图片，并了解不同国家的问候习俗。难点：学生能够在角色扮演中自然运用所学的问候方式，并理解文化差异带来的感受差异。【教学过程】Step 1 Lead-inShow some pictures of different greetings from around the world. Encourage students to say more about the greetings and lead to the topic.Step 2 Work on 1a1. Identify & Match: Present pictures and greetings. Students identify and match them.2. Check answers as a class.3. Discuss most common greeting here.Step 3 Work on 1b and 1c1. Predict: Students predict common greetings in the US, Japan, UK, and France.2. Listen (Gist): Play audio. Students match guests Anna,LiTong,Ji−Hoon with their feelings.3. Listen (Details): Play audio again. Students complete the table with greetings for each country.4. Review & Share: Check all answers. Discuss reasons for the feelings and share other cultural customs.Step 4 Work on 1d1. Ask students to choose two characters from 1b and 1c.2. Have them practise role-playing meeting each other, using the example questions and answers in 1d.3. Encourage students to share their role-plays with the class.Step 5 Work on 2a, 2b and 2c1. Predict(1) Show 2a sentences and 2b pictures.(2) Students share prior knowledge of Indian culture and predict the audio topic order.2. Listen(1)1st Listen (Gist): Play audio. Students number the 2b pictures in order.(2)2nd Listen (Details): Play audio again. Students complete the 2a/2c sentences.3. Review & Discuss(1) Check all answers as a class.(2) Discuss: Picture order reasoning, most surprising fact, and further curiosity about India.Step 6 Work on 2d1. Have students imagine a friend is going to visit India.2. Have them practise asking and answering questions like the example in pairs.3. Encourage students to share their dialogues with the class.Step 7 SummaryRecap the key vocabularies and sentences about different cultures learnt in this lesson.Step 8 HomeworkLet students search for the social etiquettes of different countries.【随堂作业】根据句意及首字母或汉语提示填写单词。1. When you meet your friend in China, you can shake hands.2. My mum often kisses me goodnight before I go to bed.3. My mum gave me a hug (拥抱) when I came back home from school.4. It’s uncommon (罕见的) to see snow in this city in summer.5. There are two forks (叉子) and three knives in the drawer.【板书设计】Unit 6 Crossing Cultures第一课时 Section A(1a-2d)单词:shake, kiss, hug, uncommon, fork句型:1. How do you greet people in…?2. Is it common to greet others by…?【教学反思】本次听说课围绕“文化差异”展开，通过多模态任务设计，学生整体参与度较高。(1)通过展示不同国家问候方式的图片，如握手、鞠躬、亲吻脸颊等，充分调动了学生已有的文化知识储备，为后续的听力任务作好了铺垫。学生在讨论自身经历时表现出较高的积极性，比如对自己熟悉的问候方式能积极分享，课堂氛围活跃。(2)从识别关键词到细节填空，难度梯度明显提升。在关于不同国家问候方式以及印度文化的听力内容中，学生能够准确捕捉到“shake hands”“bow”“curry”等核心信息，但对于一些专有词汇和文化现象，如“Namaste”以及印度牛的特殊地位等，部分学生理解不够深入，需要加强讲解。(3)通过角色扮演活动强化语言表达，学生在模拟不同国家人物见面场景时，能运用所学的问候语进行交流，但部分同学在发音和语调上仍存在问题，比如对一些长难句的处理不够流畅，还需进一步纠音和练习。改进措施：(1)部分学生对一些文化专有名词和现象比较陌生，后续可结合图片、短视频或实际案例辅助理解，提高学生的文化认知。(2)讨论环节中，基础薄弱的学生仅能进行简单的对话交流，可设计分层问题卡，如增加一些关于文化差异原因的问题（如“Why do people in different countries have different greeting ways?”），提升学生的思维水平和语言运用能力。(3)作业可增加“介绍自己国家的一种独特文化习俗”的写作任务，将语言运用与实际生活结合，加深学生对文化的理解和增强学生的表达能力。总体而言，本节课听力教学实现了“输入 — 内化 — 输出”的闭环，但需在文化渗透和分层教学上进一步优化。第二课时 Section A(3a-3d)【教学分析】教学内容：围绕在朋友家吃饭的餐桌礼仪展开，涵盖阅读对话、提取关键信息、进行角色扮演以及给出礼仪建议等内容。核心素养：1.学生能够读懂关于餐桌礼仪的对话内容。2.学生能够模仿并扮演进行英语对话，提高口语表达能力。3.学生能够运用所学知识，为外国朋友去中国家庭吃饭提供礼仪建议。重点难点：重点：提取对话中的关键信息，掌握在朋友家吃饭的礼仪知识，并能进行口语表达。难点：准确理解对话内容，并根据所学知识给出合理的礼仪建议。【教学过程】Step 1 Lead-inAsk students if they have ever had dinner at a friend’s house and what they should pay attention to.Step 2 Work on 3a1. Have students read the conversation aloud.2. After reading, have students find out why is Hongli worried.3. Check the answers: Because she is having dinner at her friend’s house tonight and English table manners are so confusing for her. And then correct their mistakes.4. Teach the following words and expressions by giving examples: Unless, proper.5. Have students retell the conversation in their own words.Step 3 Work on 3b1. Read the conversation again silently and make notes about having dinner at a friend’s house in the UK in the three parts: Before the meal, During the meal, After the meal.2. Check the answers: Before the meal: Bring a small gift, don’t bring food unless the host asks you to; During the meal: Wait for the host to start before you eat, hold the knife in your right hand and the fork in your left; After the meal: Thank the host and say that everything was delicious.Step 4 Work on 3c1. Listen to the conversation. Ask students to read the conversation aloud.2. Have students role-play the conversation.3. Teacher chooses the best groups according to their accuracy, fluency, content, and give your evaluation before class.Step 5 Work on 3d1. Imagine your foreign friend is going to have dinner at a Chinese person’s house for the first time.2. Use the tips in the book to give him or her some advice.3. Have some students share their advice with the class.Step 6 SummarySummarize the key points of the lesson, emphasizing the importance of table manners when having dinner at a friend’s house.Step 7 HomeworkPractise reading the conversation in 3a and write a short passage about the table manners in your country.【随堂作业】根据汉语意思完成句子，每空一词。1. 这个箱子太重了，我搬不动。The box is so heavy that I can’t carry it.2. 你应该学习在不同国家问候别人的恰当方式。You should learn the proper way to greet people in different countries.3. 你不能看电视，除非你完成作业。You can’t watch TV unless you finish your homework.4. 老师进来的时候，学生们迅速坐直了。When the teacher came in, the students quickly sat up straight.5. 别用手碰热炉子——很危险。Keep your hands off the hot stove—it’s dangerous.【板书设计】Unit 6 Crossing Cultures第二课时 Section A(3a-3d)单词和短语:manner, table manners, unless, proper, sit up, keep… off, serving, chopstick, serving chopsticks句型:1. But English table manners are so confusing that I’m a little worried.2. Bring a small gift, but don’t bring food unless the host asks you to.【教学反思】本次课程以“餐桌礼仪”为主题，通过对话练习和任务活动培养学生的听说能力，整体教学效果良好。(1)情景对话设计合理，学生能通过阅读对话理解在朋友家吃饭的相关礼仪知识，如“Bring a small gift, but don't bring food unless the host asks you to.”等语句的理解掌握较好。(2)笔记记录任务帮助学生梳理关键信息，多数学生能准确提取在英国朋友家吃饭前、中、后的注意事项等细节。(3)角色扮演环节活跃，学生能模仿对话中的表达，如“Could you tell me the proper way to use a knife and fork too?”，情感表达较到位。存在问题：(1)部分学生在理解一些复杂语句时存在困难，如“And remember to wait for the host to start before you eat.”，对句子结构和语义的把握不够准确。(2)分享环节中，基础薄弱学生仅能使用简单词汇描述礼仪知识，缺乏丰富的表达。改进措施：(1)预习阶段增加例句辅助，强化对复杂语句的理解。(2)设计分层词汇表：基础层掌握基本礼仪词汇，提高层学习丰富的表达短语。(3)在角色扮演前增加跟读模仿环节，提高学生的口语表达准确性和流利度。第三课时 Section A Grammar Focus(4a-4c)【教学分析】教学内容：本次课程围绕语法重点展开，通过多样的任务活动提升学生对重点单词和句子结构的掌握。核心素养：1.学生能够准确理解重点单词在不同语境中的含义和用法。2.学生能够熟练运用给定单词合并句子，提升句子组合能力。3.学生能够运用所学单词完成短文填空，增强语篇理解和运用能力。重点难点：重点：掌握重点单词的含义和用法，能够正确合并句子和完成短文填空。难点：准确区分相似单词的用法，在语篇中灵活运用所学单词。【教学过程】Step 1 Lead-inTo introduce the new lesson, teacher will have students recall the usages of key expressions such as “so …that, unless, interested, and interesting”.Step 2 Work on 4a1. Read the sentences in the box aloud.2. Lead students to figure out the meanings of the words in red and the different usages of the pairs of words in blue.3. Take some example sentences to further explain the word usages.Step 3 Work on 4b1. Model & Explain(1) Show the first example (Türkiye) and read the combined sentence.(2) Explain how “unless” connects the two clauses.2. Guided Practice(1) Guide students to complete Tasks 2, 3, 4, and 5.(2) Check and discuss the answers as a class.3. Production: Create Your OwnIndividual Task: Students write 2-3 sentences about a cultural custom using “unless, as soon as, or so…that”.Step 4 Work on 4c1. Read the words in the box loudly and try to understand their meanings.2. Ask students to complete the passage with the words in the box.3. Check the answers: so; that; surprised; as soon as; surprising; unless; interested; interesting.4. Ask students to tell where the writer is from based on the passage.Step 5 SummarySummarize the key points of the lesson, especially the usages of the key words and sentence-combining methods.Step 6 HomeworkMake one sentence with each of these words or phrases:as soon as, so…that, unless, surprising, surprised, embarrassed, embarrassing, interesting, interested.【随堂作业】as soon as, unless, surprising, surprised, embarrassed, embarrassing, interesting, interested阅读短文，从方框中选出恰当的单词或短语填空，使短文通顺、意义完整。每个单词或短语仅用一次。Learning about world customs is 1. interesting. 2. As soon as I read about Japanese bowing, I was 3. interested. It’s 4. surprising how greetings vary—5. unless you know, you might feel 6. embarrassed. Once, a friend forgot to remove his shoes in a Korean home—an 7. embarrassing moment. Some rules are so strict that mistakes happen easily. I’m always 8. surprised by new facts, making cultural study exciting.【板书设计】Unit 6 Crossing Cultures第三课时 Section A Grammar Focus(4a-4c)单词和短语:surprising, be used to, cultural句型:1. —Do you ever bow?—No, that’s so formal that we don’t do it these days.2. —Should I bring something?—Sure. Bring a small gift, but don’t bring food unless the host asks you to.3. —I was surprised by your bow. We usually just say “hello” or shake hands in the US.—That’s surprising! In Japan, we bow as soon as we meet a teacher.4. —Don’t look so embarrassed!—But it is embarrassing!【教学反思】本次课程围绕重点单词和短语的用法展开，通过语法分析、句子合并及短文填空等活动，帮助学生掌握这些词汇在不同语境中的运用。(1)语法分析直观清晰：通过对句子中重点单词的分析，呈现其在不同语境下的含义和用法，学生能直观理解它们的功能差异。(2)句子合并任务明确：学生能根据要求用给定单词合并句子，多数学生能准确完成，语言运用较为自然流畅。(3)短文填空贴近实际：通过完成短文填空任务，学生能将所学单词运用到语篇中，提升语篇理解和运用能力。存在问题：(1)部分学生对一些复杂词汇的用法理解不足，在句子合并和短文填空中出现错误。(2)基础薄弱的学生在完成短文填空时依赖模板，自主运用语言的能力较弱。改进措施：(1)细化词汇用法讲解：未来可补充更多情景对比练习，强化学生对词汇用法的理解和运用意识。(2)增加分层练习形式：设计分层任务卡，兼顾不同能力学生的需求，基础较弱的学生可从简单的词汇运用开始，逐步提升。(3)融入文化关联元素：可引导学生讨论不同文化中词汇运用的差异，提升跨文化交际能力。本节课通过结构化的语法分析与情境化练习，有效帮助学生掌握了重点单词和短语的核心用法，但需进一步强化运用方法指导与文化关联，使语言学习更具深度与实用性。第四课时 Section B(1a-1e)【教学分析】教学内容：通过阅读邮件引导学生探索不同文化背景下派对礼仪背后的文化意义。核心素养：1.学生能够了解不同国家的文化习俗，增强文化意识。2.学生能够运用所学知识，针对中国派对进行头脑风暴并给出建议。重点难点：重点：理解邮件内容，掌握参加外国派对的礼仪知识。难点：准确抓取邮件中的关键信息，完成思维导图和问题回答。【教学过程】Step 1 Lead-in1. Show students some pictures of parties in different countries and ask them to describe what they see.2. Lead into the topic: How do we show respect to other cultures when attending a party in a foreign country?Step 2 Work on 1a1. Ask students to look at the topics listed and tick the ones they think are important before attending a party in a foreign country.2. Encourage students to discuss their choices in pairs and share their reasons.3. Have some students share their answers with the class.Step 3 Work on 1b1. Explain & Identify(1) Explain what a topic sentence is.(2) Students read Nancy’s email and underline the topic sentence in each paragraph.2. Check & DiscussCheck answers as a class. Discuss the location and role of each topic sentence.Step 4 Work on 1c1. Read & AnswerStudents read the email again and answer the 1c questions individually.2. Compare & JustifyIn pairs, students compare answers. Check as a class, prompting students to support their answers with evidence from the text.Step 5 Work on 1d1. Complete the Mind Map(1) Students fill in the mind map (Gifts, Arrival time, etc.) with tips from the email.(2) Check answers as a class.2. Apply & Create (Cultural Transfer)Pair Work: Using the same mind map structure, students brainstorm and discuss tips for parties in Chinese culture.3. Present & Compare(1) Invite 3-4 pairs to share their tips (or act out a short dialogue based on them).(2) Lead a class discussion to summarize the key similarities and differences between French and Chinese party manners.Step 6 Work on 1e1. Divide students into pairs and ask them to use the mind map in 1d to brainstorm tips for Chinese parties.2. Encourage students to give each other advice on what to do when attending a Chinese party.3. Have some pairs share their advice with the class.Step 7 SummarySummarize the key points of the lesson, emphasizing the importance of showing respect to other cultures when attending parties in foreign countries and the tips for attending Chinese parties.Step 8 HomeworkWrite a short passage about the party manners in your own country, including at least three tips.【随堂作业】根据句意，用所给单词的适当形式填空。1. The dress fits my sister nicely (nice), making her look beautiful.2. It’s necessary for students to do (do) exercise every day.3. The couple was married (marry) in a small church.4. We will leave as soon as the rain stops (stop).5. Her aunt often matches her blouses (blouse) with different skirts.【板书设计】Unit 6 Crossing Cultures第四课时 Section B(1a-1e)单词和短语:hear from, nicely, blouse, private, whether, married, go a long way, get along句型:1. First, you shouldn’t arrive early to a party.2. Second, it’s important to bring a gift when you visit someone.【教学反思】本次课程围绕“如何向其他文化表示尊重”展开，通过阅读邮件、回答问题、完成思维导图等活动，引导学生探索不同文化背景下派对礼仪背后的文化意义。(1)导入环节直观有趣：通过展示不同国家派对的图片，激发学生的学习兴趣，自然引入主题。但部分学生表达较为简略，仅停留在表面描述，需教师引导使用更丰富的词汇和句式深化表达。(2)阅读任务设计合理：学生阅读南希关于法国派对礼仪的邮件，能够理解邮件内容，多数学生能准确找出主题句和回答问题。但对跨文化背景（如法国的社交习俗）理解不足。可补充短视频介绍法国的社交文化，帮助学生加深理解。(3)思维导图任务有效：通过完成思维导图，学生能梳理邮件中的建议，提升语篇理解和运用能力。但学生在总结填空环节频繁使用基础词汇，缺乏同义替换。可设计“词汇银行”活动，提供进阶表达让学生选择。(4)小组讨论环节活跃：学生能积极参与小组讨论，针对中国派对进行头脑风暴并给出建议。但讨论时多停留在表面建议，未深入思考派对礼仪背后的文化内涵。可引入案例对比（如中外派对礼仪的差异），引导学生探讨文化的社会价值。改进措施：(1)细化阅读技巧讲解：未来可补充更多阅读技巧的讲解和练习，帮助学生更好地理解长难句。(2)增加分层练习形式：设计分层任务卡，兼顾不同基础学生的需求，基础较弱的学生可从简单的词汇和句子练习开始，逐步提升。(3)融入文化对比元素：可引导学生讨论不同国家派对礼仪的差异，提升跨文化交际能力。(4)引导深入思考：在小组讨论环节，通过提问和引导，让学生深入思考派对礼仪背后的文化原因和意义。本节课成功将语言学习与文化教育结合，但需在文化深度、表达细腻度及思维拓展上进一步优化。第五课时 Section B(2a-Reflecting)【教学分析】教学内容：1.掌握形容词的否定前缀用法。2.正确区分并使用以-ed和-ing结尾的形容词。核心素养：1.学生能够正确使用形容词的否定形式、区分形容词类型并运用词汇完成语篇和邮件写作。2.学生能够了解不同国家的文化习俗差异，增强跨文化交际意识。重点难点：重点：形容词否定前缀的用法、形容词的正确区分和使用、邮件的组成部分、文化习俗的对比。难点：正确运用形容词的否定形式和区分形容词类型，以及深入理解和对比文化习俗差异。【教学过程】Step 1 Lead-inShow some pictures of different cultural customs and guide students to discuss the cultural differences shown in the pictures.Step 2 Work on 2a1. Ask students to observe the adjectives in the box and try to write their negative forms using “un-or in-/im-”.2. After students finish, invite some students to share their answers and explain their choices. The answers are:un-:unsafe, unfriendly, untidy, unhealthy, unimportant, uncommon; in-/im-:informal, improper, indirect, impossible, imperfect, incorrect.3. The teacher summarizes the usage rules of negative prefixes for adjectives.Step 3 Work on 2b1. Model: Demo sentence 1 with “informal”.2. Practice: Students complete sentences individually.3. Review: Class check answers.Step 4 Work on 2c1. Explain: Review “-ed” (feelings) vs. “-ing” (causes).2. Practice: In pairs, circle the correct words in conversations.3. Review: Class check, discuss reasons.Step 5 Work on 2d1. Discuss: Chopsticks knowledge and manners.2. Complete: Students fill in blanks individually.3. Check: Pair check, then class review (manner, proper, etc).Step 6 Work on 3a, 3b and 3c1. 3a: Read & Label(1) Students read Tina’s email and label parts A-F.(2) Check answers in pairs, then as a class.2. 3b: Brainstorm (Pre-writing)(1) In pairs, brainstorm polite behaviors for visiting a Chinese friend.(2) Share ideas using: “It’s important for us to show good manners when we visit friends. In China,….”3. 3c: Write & Share(1) Students write a reply email as Yaming, using ideas from 3b.(2) Exchange emails for peer feedback.Step 7 Work on 4a1. ResearchIn groups, choose a country and complete a table comparing its customs with China’s (e.g., greetings, eating customs).2. PresentGroups present their findings on similarities and differences.Step 8 Work on 4b and 4c1. Ask students to join a different group and introduce their research results to them.2. Encourage students to ask questions and communicate actively, and share each other’s insights.3. Then have students return to their original groups and share what they have learnt in other groups.4. Have a discussion and summary within the group.Step 9 Work on ReflectingHave students reflect on the reflection questions, then guide them through answering.Step 10 SummaryTeacher reviews the key content of this lesson. And emphasize the importance of cross-cultural communication and the significance of respecting different cultures.Step 11 HomeworkHave students choose a cultural custom topic they are interested in and write a short article to introduce the characteristics and significance of the custom.【随堂作业】根据句意，用所给单词的适当形式填空。1. To make a cake, firstly (first), you need to prepare the ingredients.2. If you use the tool correctly (correct), it will work well.3. It’s unsafe (safe) to swim in this deep river alone.4. My grandmother learnt to play the piano when she was in her forties (forty).5. It’s improper (proper) to speak loudly in the library.【板书设计】Unit 6 Crossing Cultures第五课时 Section B(2a-Reflecting)单词和短语:correct, unsafe, improper, jeans, marry, congratulate, tradition, firstly, secondly, thirdly, correctly, receive, main, false, cheers句型:1. It is impolite to point at people in many countries.2. In China, it’s not polite to talk with your mouth full.【教学反思】本次课程围绕“文化习俗与语言表达”展开，通过多种活动引导学生学习形容词的否定形式、区分形容词类型并运用词汇完成语篇和邮件写作，同时了解不同国家的文化习俗差异。(1)导入环节直观有效：通过展示不同文化习俗的图片，激发学生的学习兴趣，自然引入主题。学生能够积极参与讨论，分享自己对文化差异的看法。(2)词汇和语法教学扎实：在2a、2b、2c环节，通过让学生自主探究和教师讲解相结合的方式，帮助学生掌握形容词的否定前缀用法和形容词类型的正确区分和使用。学生在练习中能够较好地运用所学知识。(3)语篇和邮件写作训练到位：在2d、3a、3b、3c环节，通过阅读和写作练习，提高学生的语篇理解和写作能力。学生能够根据所学知识完成语篇填空和邮件写作，部分学生的作品表现出色。(4)文化习俗对比活动丰富：在4a、4b、4c环节，通过小组合作研究和分享，让学生深入了解不同国家的文化习俗差异，增强跨文化交际意识。学生在活动中表现出较高的积极性和合作意识。存在问题：(1)部分学生在区分以-ed和-ing结尾的形容词时仍存在困难，需要进一步加强练习和讲解。(2)在文化习俗对比活动中，部分小组的研究不够深入，对文化差异的理解停留在表面，需要教师在活动过程中给予更多的指导和启发。(3)反思环节部分学生的回答较为简略，未能深入思考所学内容的意义和应用，需要教师引导学生进行更深入的反思。改进措施：(1)针对形容词类型的区分和使用，设计更多的专项练习，帮助学生巩固所学知识。(2)在文化习俗对比活动中，提前为学生提供更多的研究资源和方法指导，鼓励学生进行深入探究。(3)在反思环节，设计更具体的问题，引导学生从多个角度进行思考和探究。总结。本节课通过丰富的教学活动，有效帮助学生掌握了形容词的相关知识和文化习俗的对比方法，增强了学生的语言能力和文化意识。但在教学过程中仍存在一些不足之处，需要在今后的教学中不断改进和完善。