冀教版初中英语九年级下册 Unit 8 Culture Shapes Us 全单元教学设计（6课时）

Unit 8　Culture Shapes Us
一、单元学习主题
本单元属于本单元属于“人与文化”范畴,涉及主题“文化”。
二、单元内容分析
本单元主要围绕话题“Culture Shapes Us”展开听、说、读、写、看等语言活动。
单元内容 分析 课时 语篇形式 主要内容
Lesson 43 对话 A Visit to Chinatown
Lesson 44 短文 Popular Saying
Lesson 45 对话 Different Manners
Lesson 46 短文 Home to Many Cultures
Lesson 47 短文 Good Manners
Lesson 48 短文 Supper with the Bradshaws
单元教学 目标 通过本单元的学习,学生能够:1.能够掌握并运用本单元的单词、短语及重点句型,谈论科学实验研究。 2.能够掌握though从句的用法。 3.能够谈论文化差异。
Lesson 43 A Visit to Chinatown
教学目标
1.通过本课的学习,学生能够:To learn expressions about festivals and cultures.
(学习理解)
2.To be able to talk about festivals and culture differences.(应用实践)
3.To realize the differences between different cultures.(迁移创新)
语篇研读
What:课文描绘了唐人街热闹繁华的景象，文中人物可能在唐人街品尝各种中国美食，如饺子、包子、炒面等。还会参观中式商店，里面摆满了中国特色的商品，如丝绸、茶叶、瓷器等。
Why:通过对唐人街的描述，向读者展示中国丰富多彩的传统文化，包括建筑风格、美食文化、民俗表演等。
How:可以通过与周围环境的对比，突出唐人街的独特魅力。
教学过程
设计理念:以《义务教育英语课程标准(2022年版)》核心素养为导向,以单元主题为引领,基于语篇的育人理念,体现《义务教育英语课程标准(2022年版)》“学思用创”的英语学习活动观和“教—学—评”一体化设计理念。
教学目标 学习活动 效果评价
Lead in Leading in T:Hello,everyone.Today we are going to learn Lesson 43.First,let’s look at some pictures. T:Can you see where the place is Ss:Yes,we can. T:Where is the place Ss:Chinatown. 教师观察学生表现,根据学生的表现预判学生对课文的了解情况并了解学生兴趣
设计意图 教师拿出与课文相关的图片,导入新课,为课文的学习奠定基础。
Presentation Presentation The teacher shows some pictures of the new words.The students learn the words Show some new phrases in the text on PPT. 3.Read the text and find out main phrases and main sentences. 教师观察学生能否认读本课新词,对拼写暂不做要求,观察学生能否写出每组中的单词,并给出指导
设计意图 教师以PPT的形式呈现本课中出现的生词,领着学生们朗读并记忆,为下面的课文学习做好充分准备。【学习理解】
Listen and Answer 1. Listen to the dialogue on the left and take notes. 2.Do the exercises: 1.Brian and Jenny went shopping in Chinatown.( ) T/F 2. They went shopping because _________is coming. 3. What did they buy 4. What did Brian have for lunch 5. Translate: Danny and I watched a wonderful dragon dancing performance during the Spring Festival last year. 3. Read and check the answers by yourself. 4. Discuss about the answers in your group and check the answers together. 教师观察学生能否通过听准确获取有用信息并回答问题,根据学生的回答给出指导
设计意图 让学生听课文,了解文章的大意,加深对课文的理解。【学习理解】
Read and write . Match the different festivals with the pictures. 2. Work together to find the special things about the Spring Festival. 3. Write down what you find on your group paper. 4. Share your paper with others. 教师观察学生能否流利地朗读句子并翻译,教师给予指导
设计意图 让学生通过反复朗读课文,对课文的意思有个大致的了解,并提取文章的大意。
Listen and sing along Show Let’s Do It!No. 4 on PPT. 教师观察学生能否跟上节奏,并给予适当的帮助
设计意图 通过跟着磁带唱歌,了解What is science 同时也能活跃课堂气氛。【应用实践】
Task Know more Read a passage about the Spring Festival. Do the exercises about the reading. 教师观察学生能否成功完成实验,并给予适当的帮助
设计意图 锻炼学生们的口语表达能力。【学习理解】
Practice Fill in the blanks with the correct words according to the Chinese meaning. 1.There is a big　　　　(地下的)supermarket near my house. 2.To my surprise,the little boy can use　　　　(筷子)all by himself. 3.Mum bought some new　　　　(碗)before the Spring Festival. 教师观察学生的作答情况,并根据学生的答案检测学生对课文的理解情况
设计意图 掌握本课的重点短语和句子之后,做练习,有效巩固本课所学知识点。【应用实践】
板书设计
Lesson 43:A Visit to Chinatown
Main phrases:
·lucky money
·temple fair
Main sentences:
·Young children usually get gifts—lucky money.
·We have temple fairs and all kinds of performances.
作业设计
1.Finish off the exercises in the activity book.
2.Preview Lesson 44.
教学反思
Lesson 44 Popular Sayings
教学目标
通过本课的学习,学生能够:
1.记忆单词walks of life，in common，be similar to，other than，human being
掌握重点句型:They come from the experience of generations of people,and from different walks of life.Whether the sayings are in Chinese,English or any other language,they share something in common.(学习理解)
2.激发学生的学习兴趣,并向他人介绍自己所知道的谚语。(应用实践)
3.能够用英语描述和解释本课的内容。(迁移创新)
语篇研读
What:通过具体的事例来进一步阐释谚语的意义，让读者更好地理解谚语在实际生活中的应用。
Why:帮助学生学习和理解英语谚语，丰富学生的语言表达，提高英语语言素养。
How:对每个谚语进行详细的解释，用简单易懂的语言阐述其含义和用法。
教学过程
设计理念:以《义务教育英语课程标准(2022年版)》核心素养为导向,以单元主题为引领,基于语篇的育人理念,体现《义务教育英语课程标准(2022年版)》“学思用创”的英语学习活动观和“教—学—评”一体化设计理念。
教学目标 学习活动 效果评价
Leading in Leading in T:Hello,class.Please look at the blackboard(the screen).This is an old English saying“When in Rome,do as the Romans do”. Who can read it out loud for the class What do you think this saying means When would you use this saying Do you agree with this saying Is there a similar saying in Chinese Allow several students to respond. 教师观察学生表现,根据学生的表现预判学生对语言了解情况并了解学生兴趣
设计意图 教师通过谚语引起了学生对英语课学习的强烈的求知欲和好奇心,为本课的学习奠定基础。
Presentation The teacher shows the new words on PPT.Ask students to try to read these words.The students follow the teacher three times.Then give the students five minutes to remember the words.Let students spell and read them one by one. 教师观察学生能否认读本课新词,对拼写暂不做要求,观察学生能否写出每组中的单词,并给出指导
设计意图 教师以PPT的形式呈现本课中出现的生词,领着学生们朗读并记忆,为下面的课文学习做好充分准备。【学习理解】
Reading 1.Read the text aloud. 2.Careful reading. 3.Read the text and find out main phrases and sentences. 教师观察学生能否流利地朗读语篇,,解决学生存留的问题
设计意图 让学生通过反复朗读课文,对课文的意思有个大致的了解,并提取文章的大意。【学习理解】
Explanation Explain the main points. 教师观察学生能否理解重点短语,并给出指导
设计意图 学生通过小组合作探究,找出文中的重点句子和短语,教师帮助学生讲解,为学生对文章的理解清除语言障碍。
Project Pair work:Let’s Do It!No.3. 教师观察学生能否正确操作实验,并给出指导
设计意图 小组合作做实验,一人做实验,一人写实验报告,其他成员用英语描述实验过程,锻炼学生的动手能力、写作能力以及口语表达能力。【应用实践】
Practice 任务型阅读。请分别为下面五则谚语及图片找到相应的寓意，并把序号A、B、C、D、E填在答题卷相应的位置。 1. It's never too late to learn. 2. A crane standing amidst a flock of chickens.
3. The early bird catches the worm.
4. Play a harp before a cow.
5. A book holds a houseof gold.
A. This proverb means that you do something useless.
B. This proverb means that someone is the best of all.
教师观察学生完成任务的情况并根据实际情况给出必要的指导和反馈
设计意图 掌握本课的重点短语和句子之后,做练习,有效巩固本课所学知识点。【学习理解】
Summary In this class,we’ve learnt how to make an experiment and practice this experiment. 教师观察学生反应情况并根据实际情况给出必要的帮助
设计意图 给学生以总结,让学生明确这节课的学习内容。【应用实践】
板书设计
Lesson 44:Popular Sayings
Main phrases:
·walks of life
·in common
·be similar to
·other than
·human being
Main sentences:
·They come from the experience of generations of people,and from different walks of life.
·Whether the sayings are in Chinese,English or any other language,they share something in common.
作业设计
1.1.Finish off the exercises in the activity book.
2.Preview Lesson 45.
教学反思
Lesson45 Different Manners
教学目标
1.通过本课的学习,学生能够:To learn about different manners in different countries.To learn to use “though” and “although” in adverbial clause.(学习理解)
2.To know about different country has different manners and try to be polite.
To be polite and cultured while going abroad or being with foreigners.(应用实践)
To help the students understand the world better and behave better.(迁移创
新)
语篇研读
What:课文可能列举了各种不同的礼仪场景，比如在餐桌上的礼仪，可能包括如何使用餐具、进餐的顺序等；还有社交场合的礼仪，如见面时的问候方式、交谈的话题选择等。也可能涉及到不同国家或文化背景下特定的礼仪行为，例如某些国家的鞠躬礼、吻面礼等。
Why: 促进理解：让读者了解不同文化背景下的礼仪差异，增进对不同文化的理解和尊重。
避免冲突：帮助人们在跨文化交流中避免因不了解对方礼仪而产生误解和冲突。培养包容：培养读者的文化包容心态，认识到世界的多样性。
How:将不同文化的礼仪进行对比，突出它们的差异和特点。例如，“在西方国家，人们通常在见面时握手问候，而在亚洲一些国家，人们则更喜欢鞠躬行礼”。
教学过程
设计理念:以《义务教育英语课程标准(2022年版)》核心素养为导向,以单元主题为引领,基于语篇的育人理念,体现《义务教育英语课程标准(2022年版)》“学思用创”的英语学习活动观和“教—学—评”一体化设计理念。
教学目标 学习活动 效果评价
Lead in T: Look at these pictures. They describe cultures in different countries. Try to divide them into two parts. 教师观察学生表现,根据学生的表现预判学生对课文的了解情况并了解学生兴趣
设计意图 通过图片,激发他们的学习兴趣。
Presentation The teacher shows the new words on PPT.Ask students to try to read these words.The students follow the teacher three times.Then give the students five minutes to remember the words.Let students spell and read them one by one. 教师观察学生能否认读本课新词,对拼写暂不做要求,观察学生能否写出每组中的单词,并给出指导
设计意图 教师以PPT的形式呈现本课中出现的生词,领着学生们朗读并记忆,为下面的课文学习做好充分准备。【学习理解】
Listening Listen to the first two paragraphs and answer the questions How long has Wu Zhou lived in Canada Why doesn't he feel Canadian 教师观察学生能否通过听准确获取有用信息并回答问题,根据学生的回答给出指导
设计意图 听录音前,让学生把问题和选项通读一遍,以便掌握听力策略。学生反复听磁带并跟读。第一次听,要求学生大概理解对话的意思。第二次听,改为一句一句听,仔细听出每句话的内容并完成问题。通过反复听磁带并跟读,培养学生们听说的能力。
Reading Read the passage and match the behaviors with the correct country.
②Read the passage, find out the topic sentence and then finish the chart with the group members. 教师观察学生能否通过阅读准确获取有用信息并回答问题,根据学生的回答给出指导
设计意图 让学生阅读课文,提取文章的大意,加深对课文的理解，通过再次细读课文,掌握文章的细节。【学习理解】
Explanation Explain the main poits 教师观察学生能否流利地朗读句子并翻译,教师给予指导
设计意图 学生是学习的主体,教师要努力调动学生学习的积极性和主动性,通过组内合作讨论,探究,找出对话中的关键单词和短语,把所学的知识转化为学习能力。【应用实践】
Task Adverbial clause with “though” and “although”. 1) Read the sentences again and pay attention to the underline words. ①Though Wu Zhou has lived in Canada for 23 years, he still doesn't feel Canadian. ②Although Canadian culture is different from Chinese culture, he has many good friends in Canada. ③In China if someone praises you, you should be modest, but in Canada you should just say "Thanks". “Although/ though” and “but” are used when there is a contrast between two objects. You shouldn’t use “but” and “although” together. 2) Finish the Exercise Two on Page 119. 教师观察学生能否完成习题,并给予适当的帮助
设计意图 锻炼学生的口语表达与写作能力,同时培养学生的合作意识。【学习理解】
Practice Have a memory test about the text! (Team work) Give Ss different parts of the sentences, they should finish the sentences first and then try to make them together to get the whole sentences. (We can give different groups different parts of it, and then let them to share it together and make the whole passage. Or we can give all to each group, but each student only has parts of it, they should finish their parts first and then make the whole passage. We can have a competition among the groups.) 教师观察学生的作答情况,并根据学生的答案检测学生对课文的理解情况
设计意图 在掌握了课文中的重点句子和短语之后,做词汇练习和句子练习,能有效巩固本课所学知识。【应用实践】
板书设计
Lesson 45 Different Manners
Main phrases:
作业设计
1.Finish off the exercises in the activity book.
2.Preview Lesson 46.
教学反思
Lesson 46 Home to Many Cultures
教学目标
通过本课的学习,学生能够:1.To review some words about countries and people.
To learn about expressions of describing numbers.(学习理解)
2.To learn about how to describe numbers and different cultures.(应用实践)
3.Cultural differences really help us to understand each other, live together and work together.(迁移创新)
语篇研读
What:这篇课文描绘了一个充满多种文化的地方，展示不同民族的特色建筑、传统服饰、独特美食等。例如，有色彩斑斓的民族服饰在街头展示，风格各异的建筑错落有致。
Why:倡导文化包容：通过展示多元文化的和谐共存，传达文化包容的重要性，鼓励人们尊重和接纳不同的文化。促进文化交流：激发读者对不同文化的兴趣，促进不同文化之间的交流与互动，丰富人们的认知和视野。
How:可以将不同文化的特点进行对比，突出各自的独特之处，同时也可以通过类比展示它们的共通之处。
教学过程
设计理念:以《义务教育英语课程标准(2022年版)》核心素养为导向,以单元主题为引领,基于语篇的育人理念,体现《义务教育英语课程标准(2022年版)》“学思用创”的英语学习活动观和“教—学—评”一体化设计理念。
教学目标 学习活动 效果评价
Leading in 1.Odd one out 2 Brainstorm about Canada and show some pictures. 教师观察学生表现,根据学生的表现预判学生对语言了解情况并了解学生兴趣
设计意图 设计几个学生感兴趣的话题,师生互动导入本课,渲染课堂气氛,激发学生的学习兴趣。
Presentation The teacher shows the new words on PPT.Ask students to try to read these words.The students follow the teacher three times.Then give the students five minutes to remember the words.Let students spell and read them one by one. 教师观察学生能否认读本课新词,对拼写暂不做要求,观察学生能否写出每组中的单词,并给出指导
设计意图 教师以PPT的形式呈现本课中出现的生词,领着学生们朗读并记忆,为下面的课文学习做好充分准备。【学习理解】
Reading Read and answer: 1).What percent of Canadians are from the First Nations 2).What languages do most immigrants to Canada speak 3).Why are there many cultures in Canada 4).What's the Canadian way of understanding the world 教师观察学生能否流利地朗读语篇,,解决学生存留的问题
设计意图 让学生通过反复朗读课文,对课文的意思有个大致的了解,并提取文章的大意。【学习理解】
Explanation Explain the main points. 教师观察学生能否理解重点短语,并给出指导
设计意图 学生是学习的主体,教师要努力调动学生学习的积极性和主动性,通过组内合作讨论,探究,找出课文中的关键单词,短语和句子,把所学的知识转化为学习能力。
Task 1) He came back from_______(Canada) three years ago, but he keeps in touch with his_______(Canada) friends. 2) If you could travel to only one_______(Europe) country, which one would you choose 3) He wonders what this means for the future of_____(Asia) markets. 4) Understanding cultural __________(difference) is very important for companies involved in international business. 5) I'd like to take you to our city's_______(centre) park. 教师观察学生能否完成习题,并给予适当的帮助
设计意图 锻炼学生的口语表达能力。【应用实践】
Practice Circle some phrases about describing different numbers. Rise from...to Drop from...to (Try to use the phrases to describe numbers.) 教师观察学生完成任务的情况并根据实际情况给出必要的指导和反馈
设计意图 掌握本课的重点短语和句子之后,做练习,有效巩固本课所学知识点。【学习理解】
Summary In this class,we’ve learned about cultures of Canada. 教师观察学生反应情况并根据实际情况给出必要的帮助
设计意图 给学生以总结,让学生明确这节课的学习内容。【应用实践】
板书设计
Lesson 46 Home to Many Cultures
Teamwork: Review
Rise from...to
Group1: Canadian Drop from...to
Group2: French
Group3: Italian
Group4: Germany
作业设计
1.Finish off the exercises in the activity book.
2.Preview Lesson 47.
教学反思
Lesson47 Good Manners
教学目标
通过本课的学习,学生能够:To review the usage of imperative sentence(学习理解)
To learn about how to give suggestions about being a good host and a polite
guest.(应用实践)
3.To realize the importance and necessity of good manners.(迁移创新)
语篇研读
What:课文列举了各种良好的举止行为，比如在公共场合不大声喧哗、排队等候、尊重他人隐私等。
Why:道德教育：教导学生养成良好的行为习惯和道德品质，培养他们的社会责任感和公民意识。和谐社会：强调良好举止对构建和谐社会的重要性，促进人与人之间的友好相处和合作。个人发展：良好的举止有助于个人的成长和发展，提升个人形象和人际关系。
How:通过大量的具体例子让学生更直观地理解良好举止的表现和意义。
教学过程
设计理念:以《义务教育英语课程标准(2022年版)》核心素养为导向,以单元主题为引领,基于语篇的育人理念,体现《义务教育英语课程标准(2022年版)》“学思用创”的英语学习活动观和“教—学—评”一体化设计理念。
教学目标 学习活动 效果评价
Lead in Greetings 1. Show a proverb: Manners make the man. Explain it and tell the importance of manners. 2. Show some pictures of good manners and bad manners. Ask the students to tell if it is good or bad. 3. T: Li Ming invites his Australian pen pal for dinner at his home, but he doesn’t know how to be a good host. Let’s help him. 教师观察学生表现,根据学生的表现预判学生对课文的了解情况并了解学生兴趣
设计意图 通过展示图片,设置学生感兴趣的问题,引出本课话题——DNA。激发了学生的学习兴趣。
Presentation The teacher shows the new words on PPT.Ask students to try to read these words.The students follow the teacher three times.Then give the students five minutes to remember the words.Let students spell and read them one by one. 教师观察学生能否认读本课新词,对拼写暂不做要求,观察学生能否写出每组中的单词,并给出指导
设计意图 教师以PPT的形式呈现本课中出现的生词,领着学生们朗读并记忆,为下面的课文学习做好充分准备。【学习理解】
Reading Have a discussion first and then share their ideas. Fast reading: ① Read the tips from Mr. Manners. ② Put all the tips in the right order in groups.(Have a competition) Ask the winner team to read the tips one by one. Specific reading: Read the left part and fill in the form. What should he do What shouldn’t he do 1. 2. 3. 4.1. 2.
教师观察学生能否通过阅读准确获取有用信息并回答问题,根据学生的回答给出指导
设计意图 让学生大声朗读课文,对课文的意思有个大致的了解,对于培养学生的正确发音以及培养学生的语感都有重要作用。【学习理解】
Explanation Explain the main poits 教师观察学生能否流利地朗读句子并翻译,教师给予指导
设计意图 学生是学习的主体,教师要努力调动学生学习的积极性和主动性,通过组内合作讨论、探究,找出课文中的关键单词、短语和句子,把所学的知识转化为学习能力。【应用实践】
Task Listen and fill in the blanks. ① Bring a small gift, such as sweets or flowers. ② ________ the rules of your host's home. Do what your host asks you to do. ③ Don't be _______, especially at bedtime. ④ Offer to help __________ the dinner. ⑤ Write a __________ note after your visit. 教师观察学生能否完成习题,并给予适当的帮助
设计意图 锻炼学生的口语表达与写作能力,同时培养学生的合作意识。【学习理解】
Practice ①Act it out: Imagine that a Canadian friend comes to visit your house. What should you do to make him or her feel comfortable Make up a dialogue with your partner and act it out! ②How polite are you Divide the students into six groups. Give the students six tasks and ask each group to choose a task. Then according to the task, the group members discuss it and give the advice, write down the advice and present it. 教师观察学生的作答情况,并根据学生的答案检测学生对课文的理解情况
设计意图 在掌握了课文中的重点句子和短语之后,做词汇、句子、短文练习,能有效巩固本课所学知识点。【应用实践】
板书设计
Lesson 47 Good Manners Teamwork: Group1: (
Mr. Manners
’
tips for Li Ming
) (
More tips for Dong Fang
)Group2: Group3: Group4: Group5: Group6:
作业设计
1.Finish off the exercises in the activity book.
2.Preview Lesson 48.
教学反思
Lesson 48 Supper with the Bradshaws
教学目标
通过本课的学习,学生能够:
1.To learn words about gift giving.To know the Chinese tradition of gift-giving.
To learn about some tips of giving presents(学习理解)
2.To practice the skills of reading, speaking and writing.(应用实践)
3.To realize it isn’t always easy to give and receive gifts.(迁移创新)
语篇研读
What:可能会描述与 Bradshaws 一起吃晚餐的场景，文中人物在晚餐过程中的对话和互动。
Why:通过一起吃晚餐这个场景，促进人物之间的情感交流，加深彼此的了解和友谊。
展示不同的饮食文化，让读者了解西方家庭晚餐的习惯和氛围。
How:运用生动的对话描写来展现人物的性格和情感。
教学过程
设计理念:以《义务教育英语课程标准(2022年版)》核心素养为导向,以单元主题为引领,基于语篇的育人理念,体现《义务教育英语课程标准(2022年版)》“学思用创”的英语学习活动观和“教—学—评”一体化设计理念。
教学目标 学习活动 效果评价
Leading in When would you like to receive gifts What gifts would you like to get Why How do you react when you receive a gift you don’t like When your family visits another, what do you usually take as a gift 教师观察学生表现,根据学生的表现预判学生对语言了解情况并了解学生兴趣
设计意图 通过师生互动,解读本课课题,让学生迅速融入课堂学习,激发学生的主动性与积极性。
Presentation The teacher shows the new words on PPT.Ask students to try to read these words.The students follow the teacher three times.Then give the students five minutes to remember the words.Let students spell and read them one by one. 教师观察学生能否认读本课新词,对拼写暂不做要求,观察学生能否写出每组中的单词,并给出指导
设计意图 教师以PPT的形式呈现本课中出现的生词,领着学生们朗读并记忆,为下面的课文学习做好充分准备。【学习理解】
Reading Organize the students to read the two emails aloud and check if they can do that. 教师观察学生能否流利地朗读语篇,,解决学生存留的问题
设计意图 让学生通过反复朗读课文,对课文的意思有个大致的了解,并提取文章的大意。【学习理解】
Explanation Explain the main points. 教师观察学生能否理解重点短语,并给出指导
设计意图 学生是学习的主体,教师要努力调动学生学习的积极性和主动性,通过组内合作讨论,探究,找出课文中的关键单词,短语和句子,把所学的知识转化为学习能力。
Task Have the students try to get the main ideas of the two emails by answering the following questions. Email One: Why did they get a gift they didn’t like Email Two: Why did Danny give a gift Debbie didn't like 教师观察学生能否完成习题,并给予适当的帮助
设计意图 锻炼学生的口语表达与写作能力,同时培养学生的合作意识。【应用实践】
Practice Ask the students to write about one time when they receive a gift that they don’t like. They should write by answering the following questions. 1. Who gave you the gift 2. When did you get the gift 3. Why didn’t you like the gift 4. What was your reaction 教师观察学生完成任务的情况并根据实际情况给出必要的指导和反馈
设计意图 在掌握了课文中的重点句子和短语之后,做写作练习,能有效巩固本课所学知识。【学习理解】
Summary In this class,we’ve learned table manners. 教师观察学生反应情况并根据实际情况给出必要的帮助
设计意图 给学生以总结,让学生明确这节课的学习内容。【应用实践】
板书设计
Lesson 48:Supper with the Bradshaws
Main phrase:
·police officer
Main sentences:
·My Australian pen pal,Bruce,and his father,came to visit me the day before yesterday.
·Debbie dreams of being a police officer.
作业设计
Finish off the exercises in the activity book.
教学反思
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1
)