人教版（2024）八年级下册（2024）Section B表格教案设计

这是一份人教版（2024）八年级下册（2024）Section B表格教案设计，共4页。教案主要包含了What，核心词汇，核心句型等内容，欢迎下载使用。
Unit 6 Crssing Cultures第4课时 阅读&词汇课教学设计
教材分析
【What】本课时语篇属于跨文化交际主题范畴，围绕“Hw d we shw respect t ther cultures?”展开，核心语篇是一封Nancy写给Diana的电子邮件，讲述了Nancy在法国参加派对时因不了解当地礼仪闹出尴尬经历，分享了法国派对在到场时间、携带礼物、着装要求、谈话话题、语言使用等方面的社交礼仪；配套练习包含词汇变形、形容词辨析、语篇填空、思维导图与情景对话等，拓展了中西方派对礼仪、餐具使用礼仪等跨文化交际知识，引导学生了解不同国家社交习俗。
【Why】本课时语篇以真实的海外生活经历，让学生了解法国社交文化与礼仪差异，意识到不同国家存在文化习俗差异；引导学生学会尊重异域文化，掌握跨文化交际的基本礼仪，树立文化包容意识，学会在不同文化场景中得体交往；同时培养学生反思自身行为、尊重文化多样性的意识，提升跨文化交际素养。
【Hw】本课时核心语篇为电子邮件，结构清晰，采用“总—分”结构：开头总起引出法国派对礼仪话题；主体用First/Secnd/Third等序数词分点阐述5条礼仪小贴士；结尾发出邀约，段落均有主题句，逻辑层次分明。配套练习由浅入深，从阅读提取信息、思维导图梳理要点，到词汇语法巩固、口语交际输出，层层递进。语言上，语篇使用一般过去时描述过往经历，一般现在时讲解习俗；句式简洁，多用祈使句、情态动词（shuld/can）给出建议；出现embarrassing/embarrassed、cnfusing/cnfused等-ed/-ing形容词辨析、否定前缀构词等语言知识点；用词贴合日常交际，实用性强。语篇具备信息传递功能，介绍法国社交礼仪；建议指导功能，提供跨文化交际实用建议；情感交流功能，以书信形式分享个人经历，拉近读者距离。
学情分析
K(Knw)--已知
W(Wnder)--想知/未知
L(Learn)--能知
学生已掌握基础英语日常交际词汇与时态，具备简单书信、邮件阅读能力；对中外节日、聚会有生活认知，初步知道中外存在文化差异；学习过基础形容词用法，接触过简单构词法。
学生不了解法国等西方国家派对社交礼仪细节；无法精准区分-ed/-ing形容词用法；对否定前缀un-/im-/in-构词法掌握不扎实；缺少真实跨文化交际的场景体验，不懂得如何得体进行跨文化交流。
学生能够通过阅读邮件提取法国派对礼仪关键信息；掌握本课词汇变形、形容词辨析知识点；能借助思维导图梳理文化礼仪要点；可以对比中法派对习俗差异，完成简单口语交际输出；形成尊重文化多样性的意识。
核心素养教学目标
通过本课学习，学生能够：
语言能力：能听懂、认读、拼写arrival, manner, prper, nrmal, challenge等核心词汇；掌握un-/im-/in-否定前缀构词法，区分-ed/-ing形容词用法；读懂介绍异国社交礼仪的电子邮件，提取关键信息，识别段落主题句；运用情态动词、序数词等，口头/书面介绍中外派对、社交礼仪，给出交际建议；
学习能力：学会借助主题句、思维导图梳理语篇信息，归纳跨文化交际要点；掌握构词法、形容词辨析等语言知识的学习方法，提升自主归纳、合作探究能力；通过小组讨论，对比中外文化差异，主动总结交际礼仪；
思维品质：对比中法社交习俗，辩证分析文化差异，理性看待不同国家的礼仪习惯； 基于Nancy的经历反思跨文化交际的注意事项，培养批判性思维与逻辑归纳能力；从个人经历提炼通用交际原则，提升迁移思维；
4.文化意识：了解法国派对社交礼仪，知晓中西方社交文化差异；树立尊重、包容异域文化的意识，学会在跨文化场景中尊重他人习俗、得体交往；增强文化自信，在尊重外来文化的同时，传播中国传统社交礼仪。
完成课时目标所需的核心语言如下：
【核心词汇】
arrival, manner, prper, nrmal, challenge; embarrassing, embarrassed, private, custm, ccasin, develp, relatinship, safe cnversatin tpics, tpics t avid , dress fr the ccasin ,last but nt least,
g a lng way
【核心句型】
I’d like t share sme tips with yu.
First, yu shuldn’t arrive early t a party.
It’s nrmal t be n time r a few minutes late.
It’s imprtant t bring a gift when yu visit smene.
Yu shuld always try t dress fr the ccasin.
It’s best nt t ask persnal questins unless yu knw the persn quite well.
Last but nt least, make sure yu use French whenever yu can.
Yu can develp clser relatinships with them if yu use French.
教学重难点
教学重点:读懂邮件，梳理法国派对社交礼仪的核心要点，识别段落主题句;掌握否定前缀un-/im-/in-构词法，区分-ed（修饰人）/-ing（修饰物）形容词用法;掌握中外派对礼仪差异，能用英语简单介绍社交礼仪、给出交际建议。
教学难点：精准运用-ed/-ing形容词，区分描述人感受与事物属性的用法;结合文化差异，得体输出跨文化交际的英语建议，实现语言知识到交际能力的转化;引导学生辩证看待文化差异，将尊重文化多样性的意识落实到交际行为中。
教学过程
教学环节
教师活动
学生活动
设计意图
Lead in
情境导入
Use an AI vide t set a situatin.
T: Our schl will welcme a grup f French exchange students. Students are expected t serve as yung ambassadrs next week fr crss-cultural cmmunicatin and assist in rganizing a jint party fr Chinese and French students.
2.Play a vide abut tips fr a freign party and ask the students t answer the questins and have a free talk.
T:What shuld we knw befre attending a party in a freign cuntry?
Hw t learn lcal party manners befre a freign party?

Get knwn the bjects f this perid frm the situatin by the AI vide.
Watch a vide abut tips fr a freign party and answer the questin.
Ss:First, arrive neither t early nr t late. Usually, parties begin 10 t 15 minutes after the scheduled time.
Secnd, dress prperly and bring a gift ahead f time.
Third, respect lcal custms and fllw their manners.
Sa:We can ask lcal friends r ...
借助 AI 视频创设中法学生联谊派对真实情境，贴合学生生活实际，快速激活课堂氛围，自然引出本节课跨文化派对礼仪主题。
通过观看外国派对礼仪短视频 + 自由问答，激活学生已有生活认知，铺垫相关话题词汇与背景知识，激发学习兴趣，同时引出本课核心问题：如何尊重异国文化礼仪，为本课阅读和词汇学习做好铺垫。
落实文化意识素养，初步让学生感知中外派对存在文化差异，树立跨文化交际意识。
Presentatin
学习理解
Pre-reading:
T:Our yung ambassadrs(小使者) have cllected sme tips n freign party etiquette. Let’s see what they are.
Ask the students t tick the tpics that students think are imprtant t attend a party in a freign cuntry.
While-reading:
T:My friend Nancy als wants t jin us and share her experience. Let’s read her stry tgether!
Prvide the students a tip and ask them t have a fast reading.
T:What’s the type f this passage?
What kind f email is this?
What is Nancy's purpse (目的) in writing this email?
(2) Tell students hw t identify tpic sentences. Play the recrding and ask them t Listen and underline the tpic sentences .
(3)Ask the students t read the first paragraph f the text and answer the questins.
T:Hw did Nancy feel at the beginning f her stay in France?
Hw is Nancy's life in Paris nw?
What makes Nancy's life change in Paris?
Prvide the students with a reading tip and ask the students t read paragraphs2-4 t cmplete the chart. Then ask several students t check the answers.
(3)Prvide the students with a reading tip and ask the students t read the Paragraphs 5-6 in detail t answer the questins t knw the events and the details.
T:What shuld yu nt ask abut when talking t smene in France?
Why des Nancy ask Diana t speak in French whenever pssible?
Pst-reading:(1) Let the students read again and cmplete the mind map with the tips frm the email.Then ask several students share their answers. After that, guide them t retell the passage.
(2)Ask the students t discuss the questins and share their ideas.
T:What can yu learn frm Nancy's experiences ?
Hw d we shw respect t ther cultures?
Wrk n 1a: What shuld yu knw befre yu attend a party in a freign cuntry? Tick the tpics that yu think are imprtant.
Ss:I think ... is imprtant because …
(1)Have a fast reading t get the infrmatin abut the text type, purpse and s n.
Sa:An e-mail.
Sb:It’s a persnal reply email with sme advice.
Sc:She wants t share sme tips abut party custms and manners in Paris with Diana.
(2)Listen and underline the tpic sentences .
(3)Read the first paragraph f the text and answer the questins.
Sa:She felt a little lnely at first.
Sb:She felt a little lnely at first.
Sc:She has made sme friends in Paris and they helped her learn mre abut the custms.
(4)Read paragraphs2-4 and cmplete the chart t get knwn the manners abut Party Arrival Time, Gift-Giving and Party clthes.
(3)Read Paragraphs 5-6 and answer the questins.
Sa:When talking t smene in France, I shuld nt ask abut their age, family, whether they are married, r hw much mney they make.
Sb:Because using French helps develp clser relatinships with peple there, and it is very imprtant in French culture.
3.(1)Read the text again and cmplete the mind map and try t retell the passage.
(2)Discuss the questins and share yur ideas.
Sa:It is cmmn t face cultural differences when in a new cuntry. We shuld respect and fllw lcal custms and traditins. /...
Sb:We shuld try ur best t learn abut lcal custms and traditins.
Sc:Never ask them private persnal questins.
Sd:We shuld fllw lcal rules plitely.
...
以 “跨文化小使者收集海外派对礼仪要点” 为情境衔接导入环节，任务连贯完整；让学生自主勾选参加国外派对需关注的重要话题，训练学生读前预测、大胆猜想语篇内容的阅读策略。
充分依托学情，激活学生已知的聚会、社交相关认知，搭建生活认知 — 文本话题的衔接桥梁，降低长篇邮件阅读的心理难度和理解难度，培养学生自主预测、主动思考的学习能力。
快速速读任务：设置文本体裁、邮件类型、写作目的三个浅层问题，指导学生借助邮件格式 T/Frm 快速判断文体，培养学生语篇体裁识别、整体略读抓取主旨的能力，养成整体阅读不逐字翻译的好习惯。
主题句专项指导：专门讲授主题句定义、位置及作用，配合听音划主题句任务，专项训练学生定位段落主旨、梳理语篇逻辑的能力，契合本课文本 “总 — 分” 结构特点，帮助学生掌握议论文、说明类邮件的阅读方法。
分段精读设问：
精读第一段，聚焦 Nancy 初到法国的心情、现状及变化原因，从情感体验切入文本，拉近学生与主人公的距离，理解文化陌生感与融入过程，渗透共情思维。
精读 2—4 段，以表格任务驱动学生定位法国派对到场时间、送礼、着装三大礼仪，通过对比 Nancy 的错误行为、正确礼仪及尴尬后果，清晰梳理文化差异，培养信息定位、对比归纳能力。
精读 5—6 段，聚焦谈话禁忌话题、法语使用的意义，深挖文本细节，从行为礼仪延伸到语言尊重、人际交往原则，拓宽跨文化交际认知维度。
遵循略读 — 听读 — 精读 — 细节研读的梯度阅读设计，由整体到局部、由表层信息到深层内涵，符合初中生阅读认知规律，层层落实阅读能力目标。
思维导图梳理 + 复述：借助思维导图整合法国派对全部礼仪要点，可视化呈现文本框架，帮助学生构建结构化知识；内化文本信息、锻炼逻辑概括和口头语篇表达能力。
深度讨论探究：设置两道思辨性问题，引导学生从 Nancy 的个人尴尬经历提炼跨文化交际通用原则，思考如何尊重异域文化；跳出文本单纯信息理解，上升到辩证思维、文化价值认同层面，培养学生批判性思维、迁移维。
小组交流分享：在互动碰撞中强化 “尊重差异、包容多元、入乡随俗” 的文化意识，落实英语学科核心素养中思维品质与文化意识培养。
Practice
探究应用
Vcabulary in Use:
1.Guide the students t finish 2a: First shw sme wrds n the screen and ask sme students t guess the meanings f them. After that let them knw abut negative prefixes. Next, ask them t classify the wrds in 2a int three lines accrding t the prefix.Then ask several students t check the answers.
2.T:Are yu familiar with these custms? Can yu cmplete the infrmatin abut manners?
Let the students cmplete the sentences with the crrect frms f the adjectives in brackets. Then ask several f them t check the answers.
3.Ask the students t circle the crrect wrds t cmplete the cnversatins t cnslidate the usage f -ed and -ing adjectives.
T:In China, we usually eat with chpsticks. D yu knw hw t use them prperly? Let’s cmplete the passage belw t learn mre.
4.Ask the students t cmplete the passage with the crrect frms f the wrds in the bx.
1.Wrk n 2a: First guess the meaning f the wrds n the screen; Next learn abut the negative prefixes with the help f the teacher; After that, finish 2a--Write dwn the negative frms f the adjectives in the bx using un- r in-/im-.
2.Cmplete the sentences with the crrect frms f the adjectives in brackets.
3.Wrk n 2c: Circle the crrect wrds t cmplete the cnversatins.
Ss:cnfusing, cnfused; exiting, excited; embarrassed, embarrassing.
4.Cmplete the passage with the crrect frms f the wrds in the bx.
否定前缀词汇学习：先让学生看图猜词、感知词义，再教师归纳 un-/im-/in- 三类否定前缀构词规则，由感性感知到理性归纳，符合初中生词汇学习由浅入深的规律；通过单词分类归类，帮助学生系统掌握构词法，提升词汇自主记忆、举一反三的学习能力，突破本课词汇重难点。
形容词变形填空练习：结合社交礼仪语境，用括号内单词正确形式填空，在真实语境中巩固形容词用法、词性转换，实现词汇知识与语用场景结合，避免孤立记单词。
-ed/-ing 形容词辨析训练：以情景对话圈词形式，针对性巩固 embarrassed/embarrassing、cnfused/cnfusing 等易混词，让学生在语境中真正区分人感 - ed、物属 - ing的用法，精准突破本课教学难点。
语篇填空综合运用：选用亚洲筷子礼仪语篇，整合本课 nrmal、manner、prper、challenge 等核心词汇，既巩固词汇变形与搭配，又融入中华传统餐桌礼仪文化，实现语言练习与文化自信渗透双重目标；同时训练学生语篇语境推理、词汇灵活运用能力。
Prductin
迁移创新
T:As little ambassadrs f crss-cultural cmmunicatin, we need t intrduce Chinese party manners t French exchange students.
Guide the students t think and cmplete the mind map but Chinese party manners.
2.Ask the students t wrk in pairs, use the mind map abut Chinese Party manners and give each ther advice n what t d. Prvide sme useful expressins t help them. Then ask several pairs t shw their wrk.
3.Prvide tw questins and guide the students t have a deep thinking and a discussin. Then share their ideas.
T:Why d yu think these "bad manners" are cnsidered implite?
Besides chpstick rules, what ther Chinese table manners d yu knw?
1.Think and cmplete the mind map but Chinese party manners.
2.In pairs, use the mind map abut Chinese Party manners and give each ther advice n what t d.
3.Get t understand the tw questins, have a deep thinking abut them and discuss in grups. Then share the ideas in class.
Sa:Because they hurt r disrespect the peple we eat with, and they als shw a lack f care fr fd. /...
Sb:Wait fr lder peple t start eating.
Sc:Help set the table r serve fd.
Sd:Be plite, and dn’t make nise while eating.
延续 “跨文化小使者” 人物设定，布置向法国交换生介绍中国派对礼仪的真实交际任务，创设真实输出语境，实现学用结合、学以致用。
思维导图搭建支架：引导学生自主完成中国派对礼仪思维导图，从到场时间、着装、送礼、谈话话题、相处方式多维度梳理，为口语和书面输出搭建语言与内容支架，降低表达难度，照顾中等及基础薄弱学生。
结对口语互动：两人一组依托导图互提建议，运用本课情态动词 shuld/shuldn’t、序数词、礼仪类核心句型进行口语输出，锻炼合作探究、情景交际、口头表达能力，实现语言知识向交际能力转化。
· 深度思辨讨论：围绕 “失礼行为为何不礼貌”“中国其他餐桌礼仪” 展开小组研讨，引导学生深挖礼仪背后的文化内涵，不止停留在行为规则记忆，更理解礼仪背后的尊重、孝道、待人处世价值观；同时拓展中华餐桌礼仪知识，引导学生主动传播中国传统文化礼仪，增强文化自信。
Language pints
1. It's s great t hear frm yu.
收到你的来信真是太好了。
hear frm sb 意为“收到某人的来信/邮件/消息”。
eg: I’m glad t hear frm my pen pal. 我很高兴收到笔友的来信。
2.It's nrmal t be n time r a few minutes late, but arriving early can cause prblems.
准时或晚几分钟是正常的，但早到可能会带来麻烦。
n time 意为“准时” a few minutes late 意为“晚几分钟”
It’s + 形容词 + t d sth. 意为“做…… 这件事很……”
eg: It's imprtant t learn different custms. 了解不同的风俗很重要。
3. Third, yu shuld always try t dress fr the ccasin.
第三，你一定要尽量根据场合着装。
try t d sth 意为“努力做某事” try ding sth 意为“试着做某事”
eg: I try t arrive n time every time. 我每次都尽力准时到达。
ccasin 意为“场合,重大活动 ”。dress fr the ccasin 根据场合着装 n special ccasins 在特殊的场合 a happy ccasin 愉快的场合
4. Furth, it's best nt t ask persnal questins unless yu knw the persn quite well.
第四，最好不要打听私人问题，除非你和对方十分熟悉。
It’s best nt t d sth. 意为“最好不要做某事”
eg: It’s best nt t eat t much sweet fd. 最好不要吃太多甜食。
5. Last but nt least, make sure yu use French whenever yu can.
Last but nt least意为“最后但同样重要的是”,作文、分点发言最后一条专用过渡语，放句首(用逗号隔开)，在写作中可代替 “ Finally / At last ”。
make sure意为“确保” make sure t d sth. 意为“务必/一定要做某事 ”
6. I fund that even a simple "merci" ges a lng way!
我发现，一句简单的“谢谢(merci)”,也能起到很大的作用！
merci 谢谢(法语）g a lng way 帮助很大
Summary
归纳总结
Ask the students t sum up what they learned in this perid .
T:Respect thers by learning freign manners; spread kindness by sharing Chinese custms. Carry this "respect" t be a bridge between cultures, where all custms are met with kindness.
Have a summary f what they learned in this perid with the T’s help.
引导学生自主梳理本课所学，包括核心词汇、句型、阅读策略及文化习俗，帮助学生构建系统的知识框架，强化记忆效果；
分层作业设计
A层： 基础巩固
复习并牢记课堂上学到的核心词汇、规则和礼貌句式。
B层： 能力运用
给法国交换生写一封派对邀请信，用英语介绍中国派对的3个礼仪要点，邀请他来参加。
C层： 拓展挑战
小组合作制作并展示《中法跨文化礼仪对比手册》，包含派对、餐桌、问候3个场景的礼仪对比。
板书设计
Unit 6 Crssing Cultures Sectin B(1a-2d)
教学反思