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Section A　How different are our cultures
第一课时(1a-2d)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: This is the first lesson of Unit 6. 1a explores diverse greeting forms across cultures. 1b-1c cover greeting customs in countries like the United States, Japan, the United Kingdom, and France, along with the emotions people experience during cross-cultural greetings. 1d needs students to role-play meeting each other. Activities in 2a-2d focus on “Indian Culture and Etiquette”. These cover cultural elements such as Indian cuisine and social etiquette.
Why: First, from the perspective of the New Curriculum Standards, the aim is to cultivate students' cultural awareness, understand the differences in etiquette across cultures and enhance their appreciation and respect for cultural diversity. Simultaneously, it develops language skills by improving English listening, speaking, and information matching abilities through activities. It also fosters critical thinking, prompting students to reflect on the underlying reasons behind cultural differences. Second, it deepens students' understanding of the culture of a specific country (India), elevating their cultural awareness and helping them grasp the uniqueness of Indian culture.
How: Using the “input-output” approach. 1a visually inputs expressions for different greetings through image-word matching; 1b-1c further input linguistic and cultural information in cross-cultural contexts; 1d enables students to output language through role-playing, applying acquired cultural knowledge for communication, thereby mastering knowledge through practice and achieving cultural understanding and language application. 2a provides students with an initial understanding of Indian culture across multiple dimensions; 2b-2c focus on specific cultural details through listening materials; 2d achieves teaching objectives by enabling students to express themselves using acquired Indian cultural knowledge through situational communication, thereby internalizing cultural knowledge and producing language output.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.know about the greetings in different countries;
2.learn about Indian culture and etiquette.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To know about the greetings in different countries. Step 1　Lead-in 1.Greetings. 2.Watch and think: What is culture Step 2　Work on 1a Match the greetings with the pictures. ◎Key: 　D　 shake hands　　C　 bow 　B　 bump fists　　F　 rub noses 　A　 kiss on the cheek　　E　 hug Although we have different customs in different cultures, we do also have something in common! Step 3　Listening Ⅰ 1.Work on 1b. Listen to three conversations at a party. Match the guests with their feelings. Share your ideas on why they have these feelings. ◎Key: 2.Work on 1c. Listen again. Complete the table with the common greetings in each country. Observe the students' completion of listening tasks and judge the comprehensiveness and accuracy of the information they obtain and record.
◎Key: Anna (US)Kaito (Japan)Harry (UK)Marie (France)say “hello” or shake handsbowsay “hello” or hugkiss on the cheek
3.Work on 1d. Choose two characters from 1b and 1c. Role-play meeting each other. Observe students' role-play performances to assess their ability to effectively utilize relevant sentence pat-terns and expressions. Assist students in correcting and supple-menting vocabulary and grammar errors.
Purpose To introduce the theme and activate students' prior knowledge through pictures. Through listening training and role-playing, it helps students to improve their listening comprehension and oral expression skills.
2.To learn about Indian culture and etiquette. Step 4　Listening Ⅱ 1.Work on plete the sentences about Indian culture. What else do you know about India (Pay attention to new words like: curry, rude, uncommon) ◎Key: 1.like　2.late　3.tea　4.legs　5.rude　6.uncommon 2.Work on 2b. Listen to the conversation and number the pictures in the order of the topics mentioned. (Tips: Before listening, you can predict what you are going to hear by looking at the pictures.) ◎Key: 2,3,1,4 3.Work on 2c. Listen again and complete the sentences. ◎Key: 1.greeting; bow　2.right; knife　 3.a lot of　4.cows; walk 4.Work on 2d. Imagine a friend is going to visit India. Tell him or her about Indian customs. Step 5　Language points(详见课件资源) Observe the students' completion of sentences to understand their known and unknown aspects of Indian culture. Judge the comprehensiveness and accuracy of the information obtained and recorded by students based on their completion of sorting and filling in the blanks.
Purpose To expand students' horizons, foster respect for the diversity of cultural customs, and cultivate an open and inclusive attitude toward cultural differences.
Homework 1.Basic homework: Write down the words, phrases and sentences in this lesson. 2.Practical homework: ①Have dialogues with a partner about differences between Indian and local customs. Record and upload to the class group. ②In groups (3—4), make an English-language handout about a country's culture (customs, pictures, key vocabulary). Present and explain it in class.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



第二课时(3a-3d)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: 3a presents a dialogue between Sam and Hongli. The core focus is Hongli's concern about complex British table manners before having dinner at her British friend's house. 3b requires students to organize key etiquette points for “before, during, and after the meal” when having dinner at a British friend's house, providing a structured summary of the dialogue content. 3c asks students to role-play after listening to the dialogue, serving as language practice for the scenario in 3a. Assume a foreign friend has dinner at a Chinese person's house for the first time in 3d. Students are asked to provide etiquette advice based on given tips, constituting a cross-cultural communication task on Chinese dining etiquette.
Why: First, by designing authentic communication scenarios, students are guided to focus on differences in cross-cultural table manners, fostering cultural awareness. Second, the activity aims to cultivate students' information organization and summarization skills, helping them construct a knowledge framework about British table etiquette and deepen their understanding of cross-cultural etiquette. Finally, role-playing activities enhance students' oral expression and communication skills, enabling them to apply etiquette knowledge in simulated situations. By guiding students to compare Chinese and British dining etiquette, the activity strengthens cultural confidence while elevating students' cross-cultural communication and pragmatic abilities.
How: 3a is presented in a dialogue format. It naturally introduces etiquette knowledge through a question-and-answer structure with clear logic. 3b requires students to organize key etiquette points for “before, during, and after the meal” when having dinner at a British friend's house, serving as a structured summary of the dialogue content in 3a. 3c uses a “listening+role-play” format, integrating input and output to emphasize language's practicality and interactivity. 3d unfolds as a dialogue; it clarifies key etiquette points through listed tips, making the advice more targeted and practical.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.talk about table manners in China and other countries;
2.get to know English table manners and give advice on Chinese table manners.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To talk about table manners in China and other countries. Step 1　Lead-in Free talk. Do you have any table manners in your country or in your family Are you aware of the differences in table manners between countries Observe students' participation and enthusiasm, and understand their known and unknown aspects of table manners.
Purpose To prompt students to consider questions related to table manners, sparking their interest and desire to share.
2.To get to know English table manners and give advice on Chinese table manners. Step 2　Reading 1.Work on 3a. Read the conversation. Why is Hongli worried ◎Key: Because Hongli is having dinner at a friend's house tonight.But English table manners are so confusing. 2.Work on 3b. Make notes about having dinner at a friend's house in the UK. ◎Key: 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 eating. Hold the knife in the right hand and the fork in the left. After the meal: Thank the host and say that everything was delicious. 3.Work on 3c. Listen to the conversation. Then role-play it. Step 3　Writing Work on 3d. Imagine your foreign friend is going to have dinner at a Chinese person's house for the first time. Use the tips below to give him or her some advice. Observe whether students can carefully read dialogues, identify key information, and effectively organize, synthesize, and verbally express the information.
Tips: 1.Wait for older people to start eating. 2.Sit up straight. Keep your elbows off the table. 3.Do not stand up to reach for food. Ask others to pass you the dish. 4.Use serving chopsticks and spoons to take food from shared dishes. Step 4　Language points(详见课件资源) Step 5　Exercises(详见课件资源) Assess whether students can produce preliminary writing based on their personal experiences and prompts.
Purpose To enhance students' reading and writing skills in organizing information, enabling effective output of target sentences.
Homework 1.Basic homework: Write down the words, phrases and sentences in this lesson. 2.Practical homework: Suppose you are Hongli. After having dinner at your British friend's house, write an email to your friend, sharing your feelings about British table manners and your experience. 3.Extended homework: Make a handwritten newspaper about the unique table manners of this country.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



第三课时(Grammar Focus)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: This session integrates English grammar with cross-cultural communication, focusing on “social etiquette and cultural differences across countries”. It includes three grammar practice sections.In 4a, students need to analyze the differences in the meanings of the words in red and the usage of the pairs of words in blue. In 4b, students will use unless, as soon as and so…that to make adverbial clauses, and at the same time, know about the cultural etiquette knowledge of Türkiye, Japan, Kenya, China and Mexico.4c uses the given vocabulary to complete the passage, further consolidating the grammatical structure.
Why: Through vocabulary discrimination, sentence structure merging and text filling, to strengthen the ability to apply grammar. The infusing of cross-cultural etiquette can cultivate sensitivity and inclusivity in intercultural communication.
How: Centred on “contextualization”, students first independently discover the meanings and usages of “-ed adjectives describe human feelings, while -ing adjectives describe object characteristics” and unless, as soon as, so…that through sentence comparisons in 4a. Then reinforce these structures through sentence merging in 4b and discourse-based fill-in-the-blanks in 4c.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.discover and summarize the usage of the adverbial clause and the emotion words;
2.use conjunctions correctly according to the context;
3.consolidate what they have learned through progressive writing tasks.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To discover and summarize the usage of the adverbial clause and the emotion words. Step 1　Lead-in 1.Greetings. 2.Look and say. Show students three pictures of cultures and etiquette in Brazil and India. Then show students sentences: Brazilian parties are so lively that I join the samba dance right away. As soon as you greet in India, put your hands together with a prayer gesture. 3.Learn the rules. 连词功能结构例句so…that…表示“如此……以至于……”,引导结果状语从句,常用结构:so+adj./adv.+that从句French parties are so formal that I feel nervous in jeans.法国的派对太正式了,我穿着牛仔裤感到很紧张。unless表示“除非;如果不”,引导条件状语从句,相当于“if…not…”You shouldn't arrive early in France unless the host asks you to.=If the host doesn't ask you to,you shouldn't arrive early in France. 在法国,除非主人让你早到,否则你不应该早到。as soon as 表示“一……就……”,引导时间状语从句。主句用一般将来时,从句用一般现在时表将来。He will call us as soon as he arrives in Nanjing.他一到南京就会给我们打电话。
Assess students' mastery of the target language by evaluating their ability to summarize grammatical phenomena and their performance in question-and-answer sessions, thereby helping them consolidate acquired knowledge.
Step 2　Work on 4a Read the sentences. What do the words in red mean How are the pairs of words in blue used differently
Purpose To master the usage of adverbial clauses in various contexts, enhancing their ability to use adverbial clauses in real-life communication.
2.To use conjunctions correctly according to the context. Step 3　Work on 4b Combine the sentences using the words in brackets. ◎Key: 1.In Türkiye, people don't kiss one another on the cheek unless they are good friends. 2.In Japan, take off your shoes as soon as you enter someone's home. 3.In Kenya, being late is so common that you should be patient and not expect people to be on time. 4.In China, sticking chopsticks into a bowl of rice is so rude that you should avoid it. 5.In Mexico, don't use someone's first name if you don't know him or her well unless the person invites you to do so. Step 4　Work on 4c Complete the passage with the words in the box.Can you tell where the writer is from ◎Key: so; that; surprised; as soon as; surprising; unless; interested; interesting The writer might come from Germany because he said, “In Germany, people usually like more personal space, and we don't stand close to someone…” By using conjunctions to combine sentences, observe whether students have mastered the meanings and usage of unless, as soon as, and so…that.
Purpose To strengthen students' understanding of the usage of adverbial clauses and assist them in correctly using conjunctions and completing the exercises.
3.To consolidate what they have learned through progressive writing tasks. Step 5　Writing 1.Cultural Trip Planner: Visit China Write a guide for visiting China! Use the example structures to share fun cultural facts, rules, or traditions. 2.Before writing, students will have a practice—Fill in the blanks. Students are asked to think of a Chinese tradition, food, or place and share it with “so…that” “unless” or “as soon as”! Step 6　Language points(详见课件资源) Step 7　Exercises(详见课件资源) Observe students' engagement and expression during fill-in-the-blank exercises and travel guide writing tasks, guiding them to correctly apply the grammar knowledge learned in this lesson.
Purpose In practical application, students can internalize what they have learned and lay the foundation for real-life communication in future.
Homework 1.Basic homework: Write 5 sentences with the structures learned in this lesson. 2.Practical homework: Write an email about Chinese dinner customs to a foreign friend. 3.Extended homework: Compare two countries' greetings using the structures.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



Section A　How different are our cultures
导入一:游戏导入
Start the class with a game called “Guess the Greeting”. Show cards with different greeting gestures (shaking hands, bowing, bumping fists, hugging). Ask students to guess what each greeting is called. After the game, say, “These greetings come from different cultures. Today, we'll explore how cultures differ in greetings and other customs.”
导入二:图片对比导入
Show two groups of pictures: one group has Chinese cultural symbols (like the Chinese character “文”, the Chinese New Year lion dance), and the other has Western cultural symbols (like Christmas trees, people kissing cheeks to greet). Ask students, “What differences do you see between these pictures How do these pictures show cultural differences Let's talk about how different our cultures are.”
导入三:情景模拟导入
Ask students to imagine this scenario: “You meet a foreign friend for the first time at a party.” Invite two students to come to the front and role-play how they would greet each other. After their role-play, ask the class, “Was that a typical Chinese greeting or a Western greeting Are there other ways people greet in different cultures Let's find out in today's lesson.”
导入四:问题链导入
Ask students a series of questions: “How do you greet your classmates in the morning How do you greet your grandparents If you meet a teacher from the UK, would you greet him or her the same way Why or why not ” Then say, “Today, we'll discover how cultures differ in communication, starting with greetings.”
导入五:故事导入
Tell a short story: “Last week, my friend Li Ming met an American boy, Tom. Li Ming nodded to greet Tom, but Tom stretched out his hand to shake. Both felt a little confused. Do you know why Today, we'll learn about cultural differences in greetings and understand such situations better.”
活动设计　　　　　　　　　　　　　　　　　　　　　　　　　
活动一　For 1a-1d: Greeting Role-Play Relay(问候角色扮演接力)
开展方式:将学生分成几个小组(每组4-5人)。每组抽取不同文化的问候场景卡片(如美国握手、日本鞠躬、法国吻脸颊等,对应 1a 的问候类型)。小组先讨论该文化的问候方式,随后进行角色扮演接力:第一名学生扮演主人,第二名学生扮演客人,用对应文化的方式问候;之后第二名学生当主人,第三名学生当客人,依次接力。最后每组上台展示,其他组点评问候方式是否正确。
Student A: Hello, I'm Anna. Nice to meet you.
Student B: Nice to meet you too. (They shake hands.)
活动二　For 2a-2d: Indian Culture Quiz & Share(印度文化问答与分享)
开展方式:首先进行全班问答环节,老师提出关于印度文化的问题(如 “Many people in India like curry. True or false ” “How do Indians greet others ” 等,基于 2a-2c 内容),学生举手回答。之后学生分组,每组领取一张海报,根据 2a-2c 的内容和自己对印度文化的了解,制作 “Indian Culture” 主题海报(涵盖食物、问候、礼仪等方面)。完成后,每组上台展示海报并讲解。
Teacher: Do Indians usually use their left hand to take things
Student: No, it's rude to use the left hand.
活动三　For 3a-3d: Table Manners Drama Creation(餐桌礼仪戏剧创作)
开展方式:学生分组,每组根据 3a 的对话和 3b 的英国餐桌礼仪做笔记(餐前、餐中、餐后礼仪),创作 “第一次去英国朋友家吃饭” 的短剧。要求包含餐前准备(带礼物等)、餐中礼仪(刀叉使用、取餐方式等)、餐后感谢等情节。小组排练后上台表演,其他组观看并点评是否正确展示了英国餐桌礼仪。
听说训练　　　　　　　　　　　　　　　　　　　　　　　　　
听录音,选出正确选项。(听力原文: Section A 1b and 1c)
Conversation 1
(　　)1.How do people usually greet teachers in Japan when they meet
A.They say “hello”. B.They shake hands. C.They bow.
(　　)2.What do people in the US usually do to greet others
A.They bow. 　 B.They say “hello”. C.They kiss on the cheek.
Conversation 2
(　　)3.What is usually considered a little formal in the UK to greet others
A.Saying “hello”. 　 B.Shaking hands. 　 C.Hugging.
(　　)4.When do people in the UK bow to greet others
A.Always. B.Never. 　 C.At special times.
Conversation 3
(　　)5.How do people in France greet friends
A.They bow. 　 B.They kiss on the cheek. C.They shake hands.
(　　)6.Why does Ji-Hoon feel embarrassed
A.Because Marie kissed him on the cheek.
B.Because he met Marie for the first time.
C.Because he didn't know Marie was from France.
◎Key: 1.C　2.B　3.B　4.C　5.B　6.A
听录音,回答下列问题。(听力原文: Section A 2b and 2c)
1.What special greeting do people in India have

2.Which hand should people use to eat in India

3.What food do people in India often eat

4.Why don't people in India eat beef

5.How do cows behave in India according to the conversation

6.(开放题)What do you think is the most interesting custom in India Why

◎Key:
1.They press their palms together, bow, and say, “Namaste.”
2.The right hand.
3.Curry.
4.Because cows are protected in India and special to many people.
5.They can walk anywhere they like.
6.I think the custom of cows walking freely is the most interesting because it shows cows' special status in India.(答案不唯一,合理即可)
语法探究　　　　　　　　　　　　　　　　　　　　　　　　　
Step 1　观察及探究
(一)连词 unless, as soon as与so…that 的用法
【观察】
Take off your shoes as soon as you enter someone's home in Japan.
在日本,一进别人家就脱掉你的鞋子。
Don't use someone's first name unless the person invites you to do so.
除非对方邀请,否则不要直呼其名。
It walked so slowly that we had to slow down and follow it!
它走得很慢,我们不得不慢下来跟着它!
【探究】
as soon as意为 “一…… 就……”,引导时间状语从句,如果主句用一般将来时,从句一般用一般现在时;主、从句均用一般过去时也可以。
unless意为 “除非;如果不”,引导条件状语从句,相当于 “if…not”。从句常用一般现在时,主句常用一般将来时或含情态动词的句子。
so…that…意为 “如此…… 以至于……”,引导结果状语从句。so后接形容词或副词,that后接从句,说明结果。
(二)-ing 形容词与-ed 形容词的用法
【观察】
Are you surprised that he won the game
你对他赢得比赛感到惊讶吗
That was really surprising to me.这让我很惊讶。
It's so interesting to discover cultural differences like this!
发现这样的文化差异真是太有趣了!
I became more interested in learning about the culture there.我对了解那里的文化更感兴趣了。
【探究】
-ing 形容词(如 surprising, interesting)用于描述事物/情况本身的性质,意为 “令人…… 的”,常作定语或表语,修饰物。
-ed 形容词(如 surprised, interested)用于描述人的感受,意为 “(人)感到……的”,常作表语,修饰人。
Step 2　练习巩固
Ⅰ.用 unless, as soon as, so…that 合并句子。
1.You can go to the party. You finish your homework.(unless)

2.He will visit his grandma. He arrives in Beijing. (as soon as)

3.The box is heavy. She can't carry it. (so…that)

4.He won't join the club. He is invited. (unless)

5.They started to watch a movie. They got home. (as soon as)

Ⅱ.选词填空。
6.The book about different customs is very 　　　　. We are all 　　　　in it.(interesting/interested)
7.It's 　　　　that he knows so much about foreign cultures. I'm really 　　　　by his knowledge.(surprising/surprised)
◎Key:
Ⅰ.1.You can't go to the party unless you finish your homework.
2.He will visit his grandma as soon as he arrives in Beijing.
3.The box is so heavy that she can't carry it.
4.He won't join the club unless he is invited.
5.They started to watch a movie as soon as they got home.
Ⅱ.6.interesting; interested　7.surprising; surprised
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