Unit 5 全单元教学设计-译林版初中英语八年级下册（新教材）

这是一份Unit 5 全单元教学设计-译林版初中英语八年级下册（新教材），共10页。
Unit 5 Good manners课时 1 Welcome to the unit一、教学目标掌握与日常行为礼仪相关的短语（drop litter, leave the tap running 等）；学会使用 “It’s important to.../You should.../Don’t...” 等句型谈论行为的对错和学校规则。能准确匹配行为图片与相关短语，能小组讨论校园里的礼仪规范，用目标句型表达 “应该 / 不应该做的事”。树立基本的礼仪意识，养成遵守校园规则、规范自身日常行为的好习惯。二、教学重难点教学重点：识记日常礼仪相关短语；掌握谈论行为规则的核心句型并进行简单运用。教学难点：灵活运用目标句型结合校园场景，完整表达自己对 “正确 / 错误行为” 的看法和建议。三、教学过程教学反思：Unit 5 Good manners课时 2 Reading When in Rome, do as the Romans do一、教学目标掌握重点词汇和短语（address, modest, behave, feel at home, instead of 等）；理解宾语从句、时间状语从句在文中的用法；了解中英两国在礼貌表达、接受赞美、待客礼仪方面的差异。能快速略读文章获取主旨，能细读文章找到具体信息并回答问题；能复述文章中关于中英礼仪差异的核心内容。了解跨文化礼仪差异，树立 “入乡随俗” 的跨文化交际意识，尊重不同国家的文化和礼仪习惯。二、教学重难点教学重点：掌握阅读中的核心词汇和短语；掌握略读、细读的阅读技巧，提取文中中英礼仪差异的信息；理解 “When in Rome, do as the Romans do.” 的含义。教学难点：理解并运用文中的重点词汇和短语进行造句；能清晰、有条理地复述中英礼仪的差异；结合实际理解跨文化礼仪的重要性。三、教学过程教学反思：Unit 5 Good manners课时 3 Grammar A & B (Enough and too)一、教学目标掌握 enough 和 too 的基本用法；掌握 “be + adj. + enough to do sth.” 和 “be + too + adj. + to do sth.” 两个句型的结构和用法；能根据语境正确使用 enough、too 及相关句型。能准确判断 enough 和 too 在句中的位置；能灵活运用 “enough to” 和 “too...to” 句型进行造句和改写句子；能完成相关语法练习题，解决实际语言运用中的语法问题。在语法练习中结合礼仪场景，进一步强化礼仪意识；通过语法运用，提升用英语准确表达观点的自信心。二、教学重难点教学重点：掌握 enough 置于形容词 / 副词后、too 置于形容词 / 副词前的位置规则；掌握 “be + adj. + enough to do sth.” 和 “be + too + adj. + to do sth.” 的句型结构并进行基础运用。教学难点：区分 “enough to” 和 “too...to” 的语义差异（肯定 / 否定）；能根据语境灵活运用两个句型进行改写句子和情景表达；掌握 “too + adj. + for sb. to do sth.” 的拓展用法。三、教学过程教学反思：Unit 5 Good manners课时 4 Integration Minding your manners一、教学目标掌握博物馆和餐厅礼仪相关的词汇和短语（harm, artwork, tip, reach 等）；了解中英两国在博物馆、餐厅礼仪及餐桌布局方面的差异；巩固 enough 和 too 的语法用法。能听懂关于博物馆和餐厅礼仪的对话，提取关键信息并完成填空；能口头谈论博物馆和餐厅的礼仪规范；能结合所学内容，描述中英在餐饮、公共场合礼仪的不同。掌握公共场合（博物馆、餐厅）的基本礼仪，养成文明的公共行为习惯；进一步了解中英文化差异，提升跨文化交际的实践能力。二、教学重难点教学重点：识记博物馆和餐厅礼仪的相关词汇；能听懂并提取对话中的关键信息；能准确表达博物馆和餐厅里 “应该 / 不应该做的事”。教学难点：能结合听力内容和课文知识，完整、有条理地描述中英在餐厅礼仪、餐桌布局方面的差异；能将语法知识与礼仪表达结合，灵活运用 enough/too 句型谈论公共场合礼仪。三、教学过程教学反思：Unit 5 Good manners课时 5 Writing & Assessment一、教学目标掌握写 “礼仪类” 短文的基本结构（introduction, main body, ending）；熟记写作常用表达（I am going to share.../It is polite to.../When you..., you should... 等）；能综合运用本单元的词汇、句型和语法知识进行写作。能根据写作要点制作写作笔记；能模仿范文，写一篇关于某一场景礼仪的英语短文（80 词左右）；能对自己和同伴的写作进行简单评价。通过写作梳理和表达礼仪知识，进一步强化自身的礼仪意识；在互评中提升英语写作能力，培养合作学习的意识；能将所学礼仪知识运用到实际生活中，做文明有礼的人。二、教学重难点教学重点：掌握礼仪类短文的 “引言 - 主体 - 结尾” 写作结构；能运用本单元的常用表达和语法知识完成写作；能根据写作要点制作清晰的写作笔记。教学难点：能有条理地组织写作内容，在主体部分分点阐述礼仪规范；能灵活运用本单元的词汇、句型和语法（enough/too）进行写作，做到语句通顺、逻辑清晰；能对写作进行简单的修改和互评。三、教学过程教学反思：Step 1 Warming-up (5 mins)Greet the students and ask a quick question: “What do you think is ‘good manners’ in our daily life?” Invite 2-3 students to share simple answers.Show some pictures of daily behaviors (e.g., keeping quiet in the library, dropping litter on the ground) and ask students to shout out “right” or “wrong” quickly.Lead in the topic: “Today we will learn about good manners and discuss the right and wrong things to do in our life.”Step 2 Presentation (15 mins)Present the six phrases (a-f) on Page 65 one by one: write them on the blackboard, pronounce them slowly and ask students to follow. Explain the key words (litter, tap, traffic rules, wait in line) with simple English and pictures.Ask students to look at the six pictures on Page 65, work individually to match the phrases with the pictures and write the correct letters in the boxes.Check the answers with the whole class: call students to share their answers and ask them to say the complete phrases.Present the sentence patterns for talking about rules: write “It’s important to.../You should.../Remember.../Don’t forget to.../You shouldn’t...” on the blackboard, and make simple sentences with the phrases just learned (e.g., “It’s important to follow traffic rules.” “You shouldn’t drop litter.”).Step 3 Practice & Consolidation (20 mins)Pair work: Ask students to discuss the six pictures again, and talk about whether it is right or wrong to do so with the sentence patterns. Example: S1: “Is it right to pick flowers in the park?” S2: “No, it’s wrong. We shouldn’t pick flowers in the park.” Walk around the classroom to offer help if necessary.Role-play: Show the conversation between Shirley and Amy on Page 65 to the class, read it with students in two parts. Then ask students to work in pairs to make a new conversation about school rules, using the model and target sentence patterns. Encourage them to add more school rules (e.g., “You should listen to teachers carefully in class.” “Don’t eat in the classroom.”).Invite 3-4 pairs to perform their conversations in front of the class, and give simple comments (e.g., “Great use of the sentence!” “Your pronunciation is good.”).Step 4 Summary & Homework (5 mins)Summary: Ask a student to retell the key phrases and sentence patterns we learned today, then the teacher makes a brief supplement.Homework: ① Copy the key phrases 3 times and make one sentence for each; ② Write 5 school rules with the target sentence patterns; ③ Discuss 3 good manners in daily life with family members.Step 1 Warming-up & Pre-reading (8 mins)Greet the class and review the last lesson: Ask students to share one school rule they wrote for homework, invite 3-4 students to speak.Pre-reading questions: Write two questions on the blackboard and ask students to discuss in pairs: ① “What are common manners in China? Give one example.” ② “What manners in other countries do you know about?”Invite pairs to share their answers, then lead in the reading: “Today we will read a blog by Robert, a British student in China. He talks about the differences and similarities between British and Chinese manners.”Step 2 While-reading (20 mins)Skimming: Ask students to read the blog quickly (2 mins) and answer the main question: “What three aspects of manners does Robert talk about in the blog?” (Being polite, accepting praise, showing care when eating). Check the answer with the whole class.Scanning: Ask students to read the blog carefully (5 mins), and finish the exercise on Page 68 (match the manners of the UK and China). Then check the answers and ask students to underline the relevant sentences in the passage.Detailed reading: Ask students to read the blog again, and answer the 5 questions on Page 68 one by one. For each question, call students to answer and ask them to point out the evidence in the passage. Explain the key words and phrases (address, modest, feel at home, instead of) and difficult sentences (e.g., “They are too modest to accept praise openly.” “I was too polite to refuse!”) with simple English and examples.Explain the sentence “When in Rome, do as the Romans do.”: Translate it into Chinese and ask students to guess its meaning, then the teacher makes a clear explanation: “We should follow the local customs and manners when we are in a different country or place.”Step 3 Post-reading (12 mins)Vocabulary practice: Write the key words and phrases on the blackboard, ask students to make sentences with them in pairs. Invite some students to share their sentences.Retelling: Ask students to work in groups of 3, and retell the blog with the help of the key words (UK, China, polite, nin, please, modest, praise, food, care). Give them 3 mins to prepare, then invite one student from each group to retell briefly.Discussion: Ask students to discuss the question “What do you think of Robert’s experience in China?” in pairs, invite 2-3 pairs to share their ideas.Step 4 Summary & Homework (5 mins)Summary: The teacher sums up the key points of the lesson: core vocabulary, three differences between British and Chinese manners, and the meaning of “When in Rome, do as the Romans do.”Homework: ① Recite the key words and phrases of the reading; ② Retell the blog in 5-8 sentences and write it down; ③ Think about one more difference between Chinese and Western manners and find relevant information.Step 1 Warming-up & Revision (5 mins)Greet the class and play a “word game”: The teacher says an adjective (e.g., polite, modest, patient), students respond with the opposite word (impolite, proud, impatient).Revision: Ask students to share the difference between Chinese and Western manners they found for homework, invite 2-3 students to speak, and lead in grammar: “Today we will learn two important grammar structures—enough and too, and we will use them to talk about good manners.”Step 2 Presentation (20 mins)Part A: The use of enough and tooShow the sentences on Page 70 to the class, read them with students, and ask them to find the position of enough and too in the sentences.Summarize the rule: Write on the blackboard—① enough: after adj./adv. (e.g., old enough, long enough); ② too: before adj./adv. (e.g., too much, too fast). Explain the meaning: enough = as much as needed; too = more than necessary.Do simple practice: Ask students to fill in the blanks with enough or too (e.g., The box is ____ heavy. I can’t carry it. / He is ____ tall to reach the book.). Check the answers with the whole class.Part B: enough to and too...toShow the passages on Page 71 to the class, read them with students, and ask them to find the two structures: “be + adj. + enough to do sth.” and “be + too + adj. + to do sth.”Summarize the rules: ① “be + adj. + enough to do sth.” (positive: do something because of the adj.); ② “be + too + adj. + to do sth.” (negative: can’t do something because of the adj.). Also introduce the extension: “too + adj. + for sb. to do sth.” (e.g., The food is too hot for me to eat.).Make model sentences with manners-related adjectives (e.g., We are patient enough to wait in line. / He is too rude to say “please”.). Ask students to follow and repeat.Step 3 Practice & Consolidation (15 mins)Finish the exercises on Page 70 and 71: Ask students to complete the sentences with enough/too and the exercises with “enough to”/“too...to” individually. Then check the answers, and ask students to explain their choices.Sentence making: Ask students to work in pairs, make 3 sentences with “enough to” and 3 sentences with “too...to” using adjectives like polite, patient, shy, busy, excited. Walk around to offer help.Sentence rewriting: Give students some simple sentences and ask them to rewrite them with the two structures (e.g., He is very tall. He can reach the shelf. → He is tall enough to reach the shelf. / The box is very heavy. I can’t carry it. → The box is too heavy for me to carry.). Invite students to share their answers.Step 4 Summary & Homework (5 mins)Summary: Ask a student to retell the usage of enough, too and the two key structures, then the teacher makes a brief supplement and corrects mistakes.Homework: ① Finish the grammar exercises on Page 134; ② Write 10 sentences (5 with enough to, 5 with too...to) about good manners; ③ Prepare a short talk (2-3 sentences) about manners with the two structures.Step 1 Warming-up & Revision (7 mins)Greet the class and check the grammar homework: Invite students to share the short talk about manners with “enough to/too...to” they prepared, give simple comments.Quick discussion: Ask students to answer the question “What should we do when we are in a public place?” in pairs, invite 2-3 pairs to share their ideas, then lead in the topic: “Today we will learn about manners in two important public places—museums and restaurants.”Step 2 Listening & Practice (20 mins)Listening 1 (Museum rules): Tell students they will listen to a conversation between Robert, Amy and Shirley about museum rules, ask them to look at Part B1 on Page 73, and fill in the blanks with the missing words while listening. Play the recording twice, then check the answers with the whole class. Explain the key words (harm, artwork, earphones) with simple English and examples.Oral practice: Ask students to work in pairs, talk about museum rules with the sentence patterns “Don’t.../You should...”, using the information in Part B1. Example: S1: “What shouldn’t we do in a museum?” S2: “We shouldn’t touch the artwork if it is not allowed.”Listening 2 (Restaurant manners): Tell students they will listen to a conversation about Chinese and British restaurant manners, ask them to look at Part B2 on Page 73, fill in the blanks while listening. Play the recording twice, check the answers and explain the key words (tip, circle) and cultural points (Chinese people don’t usually leave tips; British people usually leave tips).Group discussion: Ask students to work in groups of 4, discuss the differences between Chinese and British restaurant manners (table shape, talking during meals, tipping), invite one student from each group to share the results.Step 3 Reading & Consolidation (10 mins)Ask students to look at Part B3 on Page 74 (Robert’s diary), complete the diary entry with the information from B1 and B2 individually. Check the answers with the whole class, and ask students to read the complete diary aloud together.Role-play: Ask students to work in pairs, act as a tourist and a Chinese guide, the guide introduces museum and restaurant manners in China to the tourist. Encourage them to use the key words and sentence patterns they learned. Invite 2-3 pairs to perform.Step 4 Summary & Homework (8 mins)Summary: The teacher sums up the key points: museum rules, Chinese and British restaurant manners differences, and the key vocabulary of this lesson.Homework: ① Copy the museum and restaurant manners related words 3 times; ② Write a short passage (5-8 sentences) about what we should do in a restaurant; ③ Interview your family about Chinese table manners and take notes.Step 1 Warming-up & Revision (5 mins)Greet the class and check the homework: Ask students to share the Chinese table manners they interviewed from family, invite 2-3 students to speak.Revision: Show Amy’s writing notes and article about table manners (Page 75-76) to the class, ask students to read the article aloud together, and review the writing structure: Introduction (topic) → Main body (rules) → Ending (suggestion/meaning).Step 2 Writing Guidance (15 mins)Analyze the model article: Highlight the writing structure and useful expressions on the blackboard (I am going to share some helpful advice./When you..., you should.../It is polite to.../I hope that you will find my advice useful.). Explain that the main body should list the key manners with connectives (Firstly, Then, Also, Moreover).Choose a writing topic: Ask students to choose a topic from the following (or their own): Manners in the library/Manners on the bus/Manners at a party. Tell students to first make writing notes like Amy’s (Page 75), including introduction, main body and ending.Writing tips: Remind students to ① use the target sentence patterns and grammar (enough/too); ② use connectives to make the passage logical; ③ keep the passage about 80 words; ④ check spelling and grammar after writing.Step 3 Writing Practice (15 mins)Ask students to first make writing notes individually (3 mins), then write the short passage according to the notes (12 mins). Walk around the classroom to offer help with vocabulary, sentence patterns and structure.For students who finish early, ask them to check their own writing first, paying attention to spelling, grammar and sentence fluency.Step 4 Assessment & Peer Review (7 mins)Self-assessment: Ask students to finish the assessment form on Page 77 (What I can do) by themselves, tick “Me” column (Weak/Good/Wonderful).Peer review: Ask students to exchange their writing with their deskmates, check each other’s writing according to the following standards: ① Complete structure (introduction/main body/ending); ② Correct use of words and sentences; ③ Logical content. Give a simple comment (Good/Wonderful) and one small suggestion.Sample sharing: Invite 2-3 students to read their writing in front of the class, give positive comments and simple modification suggestions (e.g., “You can use ‘Firstly’ to start the main body.” “Your sentence with ‘enough to’ is great!”).Step 5 Summary & Homework (3 mins)Summary: The teacher makes a brief summary of the whole unit: key vocabulary, grammar (enough/too), cultural differences between Chinese and British manners, and writing skills of etiquette articles. Emphasize the importance of good manners in daily life and cross-cultural communication.Homework: ① Revise your writing according to the peer review and teacher’s suggestions, and write the final version on the notebook; ② Recite the key words, phrases and sentence patterns of the whole unit; ③ Make a “Good Manners Poster” in English with your deskmate (optional).