资源简介

Section A (1a-1d)
一、Teaching Objectives
In this class, students will：
1. learn the words and expressions about greetings.
2. get the key information about the speakers’ feelings and the common greetings in each country
through listening.
3. talk about these greeting differences and express their own opinions respectfully.
二、Teaching Advice
Lead-in
Look and Share 1. Have students look at the theme picture on the opening page and think about the questions on Page 51. Invite some students to share their answers. 2. Encourage students to brainstorm more Chinese cultural elements. The teacher can present the related pictures and words to broaden students' vocabulary. 3. Invite some students to explain the meaning of the title based on the picture. Tell students in this unit they will learn how people from different countries live,think,and communicate differently.
Pre-listening
1a 1. Present pictures of different greetings and elicit the corresponding words and expressions from students. For the new words and expressions,present the pronunciation. 2. Ask students to do the matching exercise and check answers with the whole class. 3. The teacher can ask students some questions for the greetings.(见优翼配套教学课件) 4. Play a video clip about different greetings in different countries.
While-listening
1b 1. Read the instruction and guide students to get the target information from it. 2. Play the recording and have students do the matching exercise. 3.Check the answers with the whole class. 4. For the reasons why the three guests have these feelings,the teacher can invite some students to share their answers and then play the recording again to check their answers. Guide students to realize the three conversations are all about the cultural differences in cross-cultural communication. Further Thinking What should we do in the face of these cultural differences How can we avoid these uncomfortable feelings in cross-cultural communication 1c 1. Ask students to read the instruction and the table to get the meaning. Students can be encouraged to fill in the chart from memory. Play the recording again and have students complete the table. Check the answers with the whole class. For the part that most students make mistakes in, the teacher can play the recording again to help them identify the correct answers.
Post-listening
1d 1. Have students read the instruction and the sentence frames. 2. Ask students to work in pairs to choose two characters and make up a greeting conversation. Remind them to use the sentence frames and add more details. 3. Invite l or 2 pairs to role-play in class and other students give them feedback..
Summary Ask students to summarize the holiday activities they learned in this lesson. Homework Finish the related exercises in the books produced by Youyi. Blackboard Design Write the language points and useful expressions on the blackboard.
Teaching Reflection
This lesson worked well. Students learned greeting customs from different countries through pictures, videos and the role-play. They enjoyed the activities and understood that different cultures have different ways of greeting. The role-play was fun and helped students practise what they had learned. The lesson helped students see that all greetings are good, just different. They learned to respect other cultures while keeping their own cultural identity.第二课时 Section A (2a-2d)
一、Teaching Objectives
In this class, students will：
l. get the detailed information about Indian culture and customs through listening.
2. talk about the Indian customs and express their own opinions.
3. develop an understanding of the importance of respecting different cultural customs when travelling.
二、Teaching Advice
Lead-in
Look and Say 1. Present some pictures related to India and let students guess which country it is. The teacher can give some hints.(见优翼配套教学课件) 2. Invite some students to share what they know about Indian culture. The teacher can remind them to share from the following aspects. Greetings;Food;Table Manners;Clothing;Social Etiquette; Animal Symbolism 3. Play a video clip to introduce more about India to students.
Pre-listening
2a 1. Have students complete the sentences about Indian culture. 2.Check the answers with the whole class and explain some points that may be difficult for students to understand if necessary. 3. Encourage students to say more about Indian culture based on what they learned in lead-in part.
While-listening
2b 1. Show the four pictures and ask students to describe each picture in one sentence. Tell them these pictures are all about the Indian culture. 2. Play the audio and have students number the pictures in the order of the topics mentioned. 3. Present more detailed questions for students to answer. Then play the audio again to check answers.(见优翼配套教学课件) 2c 1. Ask students to read the sentences in 2c and try to fill in the blanks from memory. 2. Play the audio again and have students complete the sentences. 3. Invite some students to share their answers and then check answers with the whole class. 4. Have students listen again with the completed information.
Post-listening
2d 1. Have students work in pairs to make a conversation according to the setting. 2. Encourage students to add more customs and their opinions in their conversations. 3. Invite some pairs to role-play in class.
Summary Ask students to summarize how to talk about a holiday experience. Homework Finish the related exercises in the books produced by Youyi. Blackboard Design Write the language points and useful expressions on the blackboard.
Teaching Reflection
The lesson went smoothly overall. Students were active in the lead-in, especially when guessing India from pictures and hints. In the listening part,most students grasped the main idea and details. The critical thinking discussion was lively. However,a few struggled with the picture-order task. Some also needed more sentence frames to express opinions. Next time,I'll prepare simpler pre-listening sentences and add more practice for weaker students to boost confidence.第四课时Grammar Focus (4a-4d)
Teaching Objectives
In this class, students will:
1. master the usage of the three conjunctions so ... that... ,unless and as soon as.
2. identify the differences between the adjectives with -ed and -ing endings.
3. talk about customs of different countries using the target language.
Teaching Advice
Lead-in
Look and Say 1. Present three movie clips in which the lines contain the conjunctions so ... that …. , unless and as soon as. Remind students to pay attention to their meanings and usage. 2. Invite some students to share their answers and make sentences using these conjunctions.
Explore the Grammar
4a 1. Have students read the sentences and translate them into Chinese. During the process, guide students to pay attention to the conjunctions in red and the adjectives in blue. 2. For the three conjunctions,students can be encouraged to summarize the usage. 3. For the adjectives with-ed/-ing ending,the teacher can use the following questions to help students summarize the differences and usage. Which type of adjective usually describes people's feelings ◆ Which describes things or situations 4. Invite some students to share their answers and present the usage and rules.
Grammar Rules
so ... that...的用法 so ... that …意为“如此……以至于……”,引导结果状语从句,其中so是副词,修饰形容词或 副词,其构成为“so十形容词/副词十that从句”。例如: He worked so hard that he passed the exam. He was so worried that he didn't sleep well last night. unless 的用法 unless作连词,意为“除非;如果不”,引导条件状语从句。如果主句为一般将来时、祈使句 或主句含有情态动词,条件状语从句中的谓语常用一般现在时表将来。例如: We will go camping, unless it rains tomorrow. Don't watch TV unless you finish your homework. as soon as的用法 as soon as 意为“一……就……”,引导时间状语从句。若主句是一般将来时,从句用一般现 在时表示将来。例如: As soon as he arrives,we will start to work. I will do my homework as soon as I finish the meal. -ed & -ing结尾的形容词 -ed 结尾的形容词:通常用来描述人的感受或状态,强调某人“感到……的”,侧重于人的主 观情绪体验。多数情况下用来修饰人,包括具体的个人、人群等。例如:I'm surprised at the news.我对这个消息感到很惊讶。 -ing结尾的形容词:主要用于描述事物本身具有的性质或特征,表示“令人……的”,主要修 饰事物,如事件、物体、情况等。例如:It's a surprising result.这是个令人惊讶的结果。
Grammar Exercises
4b 1. Have students read the customs in these different countries and get the meanings. 2. Have students combine the sentences using the conjunctions as the sample does and check answers in pairs. 3. Invite some students to read the combined sentences in class. Explain the tricky parts if necessary. 4c 1. Let students read the passage and get the main idea. The teacher can present a video to introduce culture shock. 2. Ask students to complete the passage with the given words and check answers in pairs. 3.Check the answers with the whole class and elicit the country from students. 4. Explain the language points if needed.
Summary Ask students to summarize what they learned in this lesson. Homework Finish the related exercises in the books produced by Youyi. Blackboard Design Write the grammar rules on the blackboard.
Teaching Reflection
This lesson effectively integrated grammar instruction with cultural content. The movie clips successfully engaged learners and provided authentic context for the target structures. The -ed/-ing adjective differentiation was clarified through guided questioning,but a few students struggled to apply the rule spontaneously. The cultural comparison sparked interest,though adding visual aids could deepen understanding.第三课时Section A (3a-3d)
Teaching Objectives
In this class, students will:
l. get the main idea and the target information from the conversation.
2. talk about table manners in different countries using the language they have learned.
3. develop awareness of cultural differences in table manners and learn to respect different
customs.
Teaching Advice
Lead-in
Brainstorm 1. Present the questions for students to brainstorm and remind them to connect with what they have learned in the last two lessons and their own experiences. What customs or cultural differences may people experience when they go to a foreign country What customs or cultural differences do you think visitors to your country might notice 2. Invite some students to share their answers and list the following aspects. Greetings;Body Language;Time and Punctuality;Gift-giving; Food and Table Manners... 3. Elicit some examples in these aspects from students. Watch and Say 1. Present a video clip about dining manners in different countries and guess what the last country is.(见优翼配套教学课件) 2.Encourage students to say more about dining manners around the world they know..
Pre-reading
Think and Share 1. Ask students to talk about the question below in pairs. If we are invited to have dinner in an English friend's home, what information should we know to help us behave well 2. Invite some pairs to share their answers. Present some questions as prompts.(见优翼配 套教学课件) 3. Present a video about the English table manners..
While-reading
3a 1. Let students read the conversation quickly and figure out why Hongli is worried. 2. Check the answers with the whole class. More questions for details Why does Sam know so much about English table manners What does Sam suggest Hongli bring to her friend's house How does Sam suggest holding a knife and fork When should Hongli start eating What should Hongli do after the meal 3b 1. Ask students to read the conversation again and complete the notes in 3b. 2.Check the answers with the whole class. Further Thinking What small gifts do you think Hongli could bring Why does Sam say“most importantly,enjoy yourself” in the end Do you think table manners are more about“respect”or “rules” Why
Post-reading
3c 1. Have students listen to the conversation and pay attention to the tone,intonation and feelings of the speakers. 2. Have students work in pairs to role-play the conversation. 3.Invite 1-2 pairs to role-play in class and have others give them feedback. 3d 1. Have students read the table manners and explain the meaning if needed. 2. Encourage students to add more Chinese table manners they know. 3. Ask students to work in pairs to make up a conversation according to the setting. 4.Invite 1-2 pairs to role-play their conversations in class and other students give them feedback.
Summary Ask students to summarize what they learned in this lesson. Homework Finish the related exercises in the books produced by Youyi. Blackboard Design Write the language points on the blackboard.
Teaching Reflection
This lesson focused on table manners through a conversation. The video clips in the lead-in and pre-reading activities helped them visualize English table manners,making while-reading tasks easier. Most students grasped the main idea and details, answering questions like why Hongli was worried. Overall, the lesson achieved its objectives, with students showing interest in cultural differences.第六课时Section B(3a－3c)
Teaching Objectives
In this class, students will：
l. get key details from Tina's email.
2. talk about Chinese home-visiting customs.
3. learn to write an email to give advice as Yaming to Tina..
Teaching Advice
Lead-in
Watch and Say 1. Present a video about the customs of visiting someone's home in UK. Have students answer the following questions after watching the video. Should the guest bring a gift to the host in UK If yes,what gifts are common What can the guest say when he/she arrives at the host's home Is it polite or rude for guests to offer help to clear up after the meal What should be said when the guest are leaving 2. Invite some students to share answers according to the video. Free Talk 1. Have students talk about good manners when visiting a friend's home in China. The following questions can be used as prompts. When visiting a Chinese family for the first time,is it necessary to bring a gift What gifts are suitable What do people usually say when they arrive at the host's home Are there any important table manners in China What are good conversation topics when chatting with a Chinese family Are there any topics that are better to avoid
Pre-writing
3a 1. Have students read the labels and get the meanings. Explain the new word “sign-off”if necessary. 2. Ask students to read Tina's email quickly and label the different parts of the email. 3. Check answers with the whole class. 4. Have students grasp the main idea of each paragraph in the main text and share in class.. 3b 1. Have students work in four groups to brainstorm good manners from the four aspects. Each group chooses one aspect and a student of each group writes down what group members brainstorm. The teacher can provide some sentence frames as language support. 2. Invite each group to share their ideas and give positive feedback and add some other manners if needed..
While-writing
3c Have students write an email to Tina as Yaming. Remind students to use what they have brainstormed above. The teacher can also ask students to imitate the format of the email in 3a. For the weak students, the teacher can provide a beginning for them..
Post-writing
1.Have students check each other's writing in pairs. Provide a clear checklist. 2. Based on the feedback from their partners, students revise their writings and then submit the final version for evaluation.
Summary Ask students to summarize what they learned in this lesson. Homework Finish the related exercises in the books produced by Youyi. Blackboard Design Write the checklist on the blackboard.
Teaching Reflection
This lesson aimed to guide students to write an email about Chinese visiting manners. Overall, the structured approach worked well. However, there were areas for improvement. When explaining cultural details, I should have gone deeper to help students better understand the “why”behind Chinese manners. Next time, I'll demonstrate effective feedback and offer more tailored support to weaker students,like extra vocabulary for writing.Unit 6 Crossing Cultures
单元总览
单元主题分析
本单元紧扣“跨文化交际”这一主题,与课程标准“人与社会”主题范畴下的“跨文化沟通和交流”子主题高度契合。其核心目标在于引导学生认识世界主要文化差异,理解文化多样性及其在人际交往中的体现,培养学生跨文化交际能力,帮助学生熟练掌握跨文化交往中的基本礼仪与沟通技巧，同时树立文化平等、相互尊重的意识,最终形成开放包容的国际视野。
Section A的引导性问题是“How different are our cultures ”。该部分通过多组对话呈现不同文
化背景下的社交礼仪差异,并探讨其背后的文化内涵。学生将学习如何用英语描述不同文化的交际行为并理解其背后的文化逻辑,培养对文化差异的敏感度，为跨文化沟通奠定认知基础。
Section B的引导性问题是“How do we show respect to other cultures ”。该部分通过两封邮件
强调跨文化交际中尊重与适应的重要性。从而引导学生学习在跨文化交往中如何给出恰当建议，识别并规避文化禁忌,培养其根据文化背景调整行为的能力,理解尊重文化差异是有效沟通的前提。
总而言之,本单元以“跨文化交际”为主线,巧妙融合了文化知识、语言技能与跨文化意识培养等多方面内容。通过多样化的学习活动与丰富的语料,引导学生成为具有文化理解力、包容心和有效沟通能力的跨文化交际者。
单元学习目标
通过本单元的学习，学生能够：
1.掌握与跨文化交际相关的词汇和表达,能运用英语描述不同国家的问候方式、餐桌礼仪、社交习俗等。
2.理解不同国家(如日本、英国、法国、印度等)的文化习俗,包括问候礼仪、饮食禁忌、社交规则等，了解文化差异在跨文化交流中的具体体现。
3.学会使用so ... that …. 、unless、as soon as等连词，区分-ed与-ing结尾形容词的用法,熟练掌握相关语法规则及在跨文化语境中的运用场景。
4.培养尊重文化多样性的意识，理解跨文化交际中尊重和包容差异的重要性,学会在与不同文化背景的人交往时保持得体与尊重的态度。
5.学习撰写提供跨文化交际建议的邮件,掌握英语邮件的格式、结构及礼貌表达的写作技巧。
6.通过听说读写等活动,提升用英语交流文化差异相关话题的能力,能在对话中清晰表达对不同文化习俗的看法、分享建议。
单元学习重难点
重点：
1.跨文化交际核心词汇与表达的掌握以及建议类句式的灵活运用。
2.不同国家文化习俗的理解与区分,以及在问候、饮食、社交等场合中的具体差异。
3.语法知识的实际运用,即so ... that …. 、unless、as soon as等连词的用法,以及-ed与-ing结尾形容词的区别,并能结合跨文化场景造句。
难点：
1.如何准确理解文化习俗背后的逻辑,避免将文化差异简单等同于“对错”,真正形成对文化多
样性的尊重。
2.在跨文化交际场景中灵活且准确地运用所学语言知识。
3.撰写符合格式规范且内容实用的跨文化建议邮件,既要涵盖问候、礼物、餐桌礼仪等核心要
点,又要体现礼貌得体的语气，同时避免语法和表达错误。
单元课时划分
第一课时Section A(1a－1d) 　　
第二课时Section A(2a－2d)
第三课时Section A(3a－3d)
第四课时Grammar Focus(4a－4c)
第五课时Section B(1a－1e) & Vocabulary in Use
第六课时Section B(3a－3c)第五课时Section B(1a－1e) & Vocabulary in Use
Teaching Objectives
In this class, students will：
get the main idea and the target information from the email.
2. learn about French party customs and compare them with Chinese ones.
3.analyze the language and perceive the writer's tone and attitude.
4. learn to respect cultural differences and behave properly in cross-cultural interactions.
Teaching Advice
Lead-in
Free Talk Have you ever attended a party If yes,what kind of party did you go to Did you arrive on time or earlier or late Why What did you wear to the party Was there a dress code Did you bring a gift or not If yes,what gift did you bring What other manners did you notice at the party 1a 1. Have students read the question in la and brainstorm some information. 2. Guide students to read the topics to make sure they get the meanings. Explain some topics using some examples to help students have a better understanding. 3. Ask students to tick the topics that they think are important and invite some students to share their answers and reasons.
Pre-reading
Predict Present the three parts of the To ,From and Subject. Elicit as much information as possible from students. The following questions can be used as prompts. Who writes the email Who is the receiver of the email Who is staying in France Can you guess the relationship between Nancy and Diana What may the email be about Is it the first email between them How do you know
While-reading
Skim Reading 1. Ask students to read the email quickly and check the answers in the predicting part. 2. Guide students to grasp the purpose of the email. The teacher can provide some options for students to choose. 3.Invite some students to share their answers. 1b 1. Explain the reading skill (identifying topic sentences) to students in 1b. Remind students to pay attention to the first sentence of each paragraph. 2. Ask students to read the email quickly and underline the topic sentences. 3. Invite some students to share answers in class and guide them to realize the topic sentences show the main ideas of the paragraphs. Careful Reading 1c 1. Ask students to read the questions in lc and get to know what detailed information they need to grasp. 2. Have students read the email carefully to get the detailed information. 3. For the questions l-4,the teacher can invite some students to share their answers by asking the following questions. Then present the correct answers. Which paragraph is the answer in How can we summarize the answer 4. For the last question,the teacher can ask students to discuss in pairs and then invite some pairs to share their opinions. More different answers can be encouraged. 1d 1. Have students read the mind map and try to write the tips from memory. 2. Make students read the email again and complete the mind map. Then students do a pair check. 3.Check the answers with the whole class. Language Analysis 1. Have students circle the adjectives that describe feelings. Then have students think about the following questions. Were these adjectives positive or negative ◆ What's the function of these adjectives 2. Ask students to underline the sentences that give advice and list the sentence patterns on the pare the strength of advice. 3. Invite some students to retell the party manners in France using these sentence patterns. 4. Have students think about Nancy's overall attitude to French customs and culture based on the languages she used. For the weak students,the following options can be provided to choose. a)She respects them but is still learning. b)She completely follows French ways now. c)She doesn't like her own culture anymore. d)She thinks French customs are funny.
Post-reading
1e 1. Have students work in groups to brainstorm party manners in China. Remind students to think from the aspects in the mind map in ld. 2. Invite some groups to share their answers. The teacher can summarize what students share and list them on the blackboard. 3. Ask students to work in pairs to ask for and give advice using the sentence patterns..
Vocabulary in Use
2a 1. Ask students to read the instruction and make sure they get the meaning. Explain the usage of the three negative prefixes. 2. Have students read the words to get the meanings and write down the negative forms using the prefixes. 3. Check the answers with the whole class and encourage students to list more words with these negative prefixes. 2b 1. Have students complete the sentences with the correct forms of the given adjectives. 2. Make students check answers in pairs. 3. Invite some students to read the completed sentences and translate them. 2c 1. List the three groups of the adjectives on the blackboard and then guide students to review the usage of adjectives with -ed and -ing endings. Identify the differences. 2. Have students circle the correct words to complete the conversation and do a pair check. 3. Check the answers with the whole class and explain the tricky parts. 2d 1. Have students skim the passage and get the main idea. Show some pictures of the manners about chopsticks. 2. Ask students to complete the passage with the correct forms of the words in the box and check the answers in pairs. 3. Present the correct answers in class and explain the language points if needed.
Summary Ask students to summarize what they learned in this lesson. Homework Finish the related exercises in the books produced by Youyi. Blackboard Design Write the language points on the blackboard.
Teaching Reflection
In this lesson, students actively participated in “Free Talk ”and predictions,which smoothly activated their prior experiences. The layered reading activities helped them grasp the email's main idea and details. However, the “Vocabulary in Use”section felt rushed. Next time, I'll reduce vocabulary tasks to ensure depth and provide sentence frames for weaker students to boost their confidence in speaking.

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