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Unit 6 Crossing Cultures 第1课时 听说课教学设计
教材分析
【What】本课主题为 Crossing Cultures（跨文化交际），Section A 以“How different are our cultures ”为核心话题，聚焦不同国家的问候礼仪与印度文化习俗，是典型的文化主题听说课语篇。1a-1d：以“问候方式”为切入点，呈现了握手、鞠躬、碰拳、碰鼻、贴面礼、拥抱等6种不同文化的问候方式，通过听力活动（1b-1c）介绍美国、日本、英国、法国的常见问候礼仪，并设置角色扮演活动（1d）让学生运用目标语言交流不同文化的问候习惯。2a-2d：聚焦印度文化，通过选择、听力、补全句子、口语表达等活动，让学生了解印度的饮食、问候、社交礼仪（如不吃牛肉、用右手吃饭、双手合十说“Namaste”、牛的特殊地位等），并以口语任务引导学生向他人介绍印度文化习俗。 【Why】本语篇旨在引导学生认识到文化具有多样性，不同国家和地区的问候方式、社交习俗存在显著差异，打破“以自我文化为中心”的认知局限，理解文化差异是正常且值得尊重的;帮助学生掌握跨文化交际的基本礼仪常识，避免因文化差异产生误解，培养得体、礼貌的跨文化交际意识;传递“尊重差异、包容多元”的文化理念，引导学生树立平等、开放的文化态度，增强文化自信的同时，培养对不同文化的理解与尊重。 【How】本课时以听说活动为载体，采用“输入-内化-输出”的螺旋式结构：输入层（1a/2a）：通过图片、选择类活动激活学生已有文化知识，呈现核心话题与词汇；内化层（1b-1c/2b-2c）：通过听力活动获取不同文化的具体礼仪信息，完成语言与文化知识的内化；输出层（1d/2d）：通过角色扮演、口语表达任务，让学生运用所学语言介绍文化习俗，实现语言的迁移运用。语言上，以口语化交际语言为主，句式简短、结构清晰，适合初中学生理解与模仿；大量使用描述性形容词（polite/rude/embarrassed）和表示习惯的句型（ usually/It is common to... ），聚焦文化习俗的表达；词汇与语篇紧密结合，文化相关词汇（如curry, Namaste）均在语境中呈现，便于学生理解记忆。语篇旨在传递不同国家的问候礼仪与印度文化习俗的事实性信息；提供跨文化交际的常用句型，帮助学生完成“询问-介绍文化习俗”的口语交际任务；通过多元文化素材，培养学生的跨文化意识与文化尊重。
学情分析
K(Know)--已知 W(Wonder)--想知/未知 L(Learn)--能知
学生已掌握一般现在时、被动语态等基础语法，具备一定的听说能力，能够用简单的英语询问和介绍日常习惯；学生在生活中接触过不同国家的文化元素（如影视、新闻中的外国问候方式），对“文化差异”有初步的感性认知；学生具备参与听力活动、角色扮演的课堂经验，熟悉“激活-输入-输出”的听说课课堂流程。 对具体文化习俗的细节认知不足：如对印度的社交礼仪、饮食禁忌缺乏了解，对部分国家的问候礼仪存在认知误区；跨文化交际的语言表达能力薄弱：缺乏系统的句型来描述文化差异，难以用英语清晰、得体地介绍不同文化的习俗；文化认知的深度不足：容易将文化差异简单等同于“对错”，缺乏对文化差异背后原因的思考，跨文化交际的意识有待提升。 能掌握与文化习俗、问候礼仪相关的词汇和句型，听懂关于不同国家问候方式、印度文化习俗的听力材料；能用目标语言询问并介绍不同国家的问候礼仪和印度的文化习俗，完成跨文化交际的口语任务；能理解文化多样性的内涵，树立尊重不同文化的意识，初步形成跨文化交际的得体性认知。
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、拼写问候礼仪、文化习俗相关词汇，并能匹配对应图片；能听懂关于不同国家问候方式、印度文化习俗的听力材料，获取关键信息；能运用目标语言完成角色扮演，询问并介绍不同文化的问候礼仪和印度的文化习俗。； 2.学习能力：能通过图片、听力材料预测话题内容，提取关键信息；能通过小组合作、角色扮演的方式主动参与课堂活动，完成口语交际任务；能将所学语言知识与文化知识结合，迁移运用到真实的跨文化交际场景中； 3.思维品质：能对比不同国家的问候礼仪和文化习俗，分析文化差异的表现，培养对比、归纳的逻辑思维能力；能思考文化差异背后的原因，避免对不同文化产生刻板印象，培养批判性思维与多元视角；能在口语表达中清晰、有条理地介绍文化习俗，提升思维的条理性与逻辑性； 4.文化意识：了解美国、日本、英国、法国及印度的基本社交礼仪与文化习俗，感受文化的多样性；理解不同文化的习俗没有高低优劣之分，树立尊重差异、包容多元的文化态度；初步形成跨文化交际的得体意识，知道在跨文化交际中应注意礼貌与尊重，避免文化误解。 完成课时目标所需的核心语言如下： 【核心词汇】 greet, bow, hug, kiss, embarrassed, surprised, confused, curry, polite, rude, shake hands, rub noses, bump fists, kiss checks, greet others, not formal enough, press palms together, eat with a knife and fork, uncommon, dishes with beef, say hello 【核心句型】 How do people in... greet others Is it common to greet others by... We usually... to say hello. It is polite/rude to...
教学重难点
教学重点掌握与问候礼仪、文化习俗相关的词汇和句型；听懂关于不同国家问候方式、印度文化习俗的听力材料，获取关键信息；能用目标语言询问并介绍不同文化的问候礼仪和印度的文化习俗。 教学难点：理解并得体运用跨文化交际的目标句型，在口语表达中清晰、准确地介绍文化习俗； 深入理解文化差异的内涵，避免文化刻板印象，形成尊重多元文化的意识；结合文化背景，在听力材料中快速捕捉关键信息，完成信息匹配与补全任务。
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 1.Greet the students. 2.Set a situation Linda:Hello, everyone. Today we’ll start a new cultural journey. You are all Global Culture Explorers. And we’re going to explore some different customs around the world together. 3.Play a video and ask the students to pay attention to the natural disasters in it. T:How do people greet each other in different countries 1.Say hello to the teacher. 2.Get known the objects in this period through the stimulated situation. 3. Watch a video and answer the question. 以 “全球文化探索者” 情境快速吸引学生注意力，自然切入跨文化交际主题，激发学习兴趣。 播放多国问候视频，激活学生已有文化认知，为后续词汇与听力学习铺垫背景。 用核心问题How do people greet each other in different countries 明确课堂主线，聚焦问候礼仪话题。
Presentation 学习理解 Show pictures of different greeting ways.Then ask them to learn the ways people greet each other in different countries. Ask the students to finish 1a--Match the greetings with the pictures.Then lead the students to read these words together. Look at the pictures and learn the ways people greet each other in different countries. Ss:They usually hug or kiss on the cheek in France. Māori usually rub noses . They usually bow in Japan. Our Chinese usually shake hands . 2.finish 1a--Match the greetings with the pictures. Then read these words together. 利用图片展示握手、鞠躬、碰鼻、贴面礼等不同问候方式，将抽象词汇与具象动作结合，降低greet、bow、hug、rub noses等核心词汇的认知难度； 通过 1a 图文匹配任务，让学生自主完成词汇与图片的对应，强化认读与理解，夯实语言基础； 教师领读词汇，纠正发音，帮助学生掌握正确读音，为后续听力理解与口语表达扫清语音障碍。 系统呈现本课核心交际词汇，形成清晰的语言输入，为听力环节做好充分准备。
Practice 探究应用 1.ListeningⅠ Linda:I've invited some guests to our class. Let's listen to how they greet each other. (1)Provide a listening tip for the students.Play the recording and ask them to Match the guests with their feelings.Then Share their ideas on why they have these feelings. T：Why do they have these feelings (2)Provide a listening tip for the students. Play the recording again to let the students complete the table with the common greetings in each country. Then ask several of them to check the answers. (3)Play the recording and ask the students to complete the conversations. Then check the answers. （4）Ask the students to read the conversations from the listening script together and have a think to sum up how to make conversations about talking about the ways people greet each others. A Role Play Show a sample conversation with a student and provide some useful expressions. Let the students choose two characters from 1b and 1c. Role-play meeting each other. Then guide the students to have a think about the reasons that why people greet each other in such wildly different (天差地别的) ways, even though they’re all just greetings. Linda:So we should learn to do as the Romans do when in Rome. 3.ListeningⅡ Linda:Next, we will continue our journey of cultural exploration. Can you guess where our next stop is Show two pictures and let the students have a free talk about India. T:What do you know about India Linda:What else do you know about India Ask the students to complete the sentences about Indian culture. T:What is the video about Guide the students to make a prediction with the help of the pictures before listening. Play the recording and let them number the pictures in the order of the topics mentioned. Provide a listening tip for the students. Play the recording again and ask them to complete the sentences. 1.ListeningⅠ (1)Listen to three conversations at a party. Match the guests with their feelings. Share your ideas on why they have these feelings. Sa:Anna is surprised. Sb:Li Tong is confused. Sc:Ji-Hoon is embarrassed. Ss:Because People from different countries have different greeting customs. (2)Get known the listening tip given by the teacher. Listen again to complete the table with the common greetings in each country. Sa: People usually say “hello” or shake hands in the US. Sb:People usually bow in Japan. Sc:People usually say “hello” in the UK. Sd:People usually kiss on the cheek in France. Listen again. Try to get the key information such as activities or words of feelings. Then complete the conversations. （4）Read the conversations from the listening script together and have a think to sum up how to talk about the ways people greet each others. 2.A Role Play Read the sample conversation given by the teacher. Work in pairs to choose two characters from 1b and 1c. Role-play meeting each other. Have a think about the reasons that why people greet each other in such wildly different (天差地别的) ways, even though they’re all just greetings. Ss:Because different countries have different histories, cultures and traditions. 3.ListeningⅡ (1)Look at the pictures and have a free talk about India. Ss:In India, women often wear colourful long dresses called saris. /... In India, People put their hands together and bow their heads slightly. /... In India, Most Indian food is spicy with curry. They usually eat rice, Chapati and vegetables. /... Complete the sentences about Indian culture. (3)Listen to the conversation and number the pictures in the order of the topics mentioned. Get known the listening tip given by the teacher. Listen again and complete the sentences. Ss:greeting; bow; right; knife; a lot of; cows; walk. 策略培养：给出听前预判、抓关键词、听后结合文化理解的技巧，系统培养学生听力策略，提升信息抓取效率。 分层训练：先完成人物与情绪匹配，感知跨文化差异带来的情绪体验；再完成各国问候方式表格填空，从模糊感知到精准获取细节信息，循序渐进提升听力能力。 文化感知：引导学生分析情绪产生的原因，初步体会文化差异会带来误解，为跨文化意识培养埋下伏笔。 语言内化：齐读听力文本，熟悉How do people in... greet others 等句型，完成从 “听懂” 到 “会说” 的过渡。 真实运用：创设派对见面场景，让学生在模拟真实的语境中运用所学句型进行对话，实现语言初步输出。 互动提升：小组合作角色扮演，锻炼学生合作交流能力与口语表达自信。 文化深化：追问不同问候方式的起源，引导学生理解文化差异源于历史、传统不同，渗透 “入乡随俗” 的跨文化交际原则。 预热铺垫：自由讨论印度文化，激活学生已有知识，减少听力材料的陌生感与难度。 任务驱动：听前预测话题顺序、听中完成句子填空，强化细节捕捉、信息补全、语境猜词的听力技能。 文化聚焦：集中学习印度问候、饮食、餐桌礼仪、牛的特殊地位等核心习俗，丰富学生文化知识库。 难点突破：结合音标、语境提示生词，帮助学生在听力中自主理解新词，提升独立解题能力。
Ask the students to imagine a friend is going to visit India. Tell him or her about Indian customs. T:How do people in India greet others What special foods do Indian people often eat 1.Imagine a friend is going to visit India. Tell him or her about Indian customs. Sa:People in India usually put their hands together and bow their heads slightly. Sb:In India, Most Indian food is spicy with curry./... Work in groups and choose one for the group leader. 任务整合：以 “给即将去印度的朋友介绍当地习俗” 为真实任务，驱动学生主动整合本课所学词汇、句型与文化知识。 逻辑训练：围绕问候、特色食物、餐桌礼仪、其他习俗四大维度展开对话，引导学生有条理、有逻辑地进行口语表达。
Production 迁移创新 2.Guide the students to Compare the cultural customs between China and India and complete the table from four aspects-- greetings, table manners, foods and other customs. Linda:As global culture explorers, we have learned about greetings, table manners and food customs in different countries. Are cultural differences barriers(隔阂) or beautiful views And why 3.Ask the students to work in groups and have a discussion about two questions. Then ask several of them to share their ideas. T:As global culture explorers, we have learned about greetings, table manners and food customs in different countries. Are cultural differences barriers(隔阂) or beautiful views And why What should we do 2.Compare the cultural customs between China and India and complete the table. 3.Work in groups and have a discussion about two questions. Then share the ideas. Sa:I think cultural differences are beautiful scenery instead of barriers. Because Different greetings, table manners and foods make our world wonderful. /... Sb:We should respect different cultures, accept cultural differences and never judge blindly(盲目地). /... 从 “听懂” 到 “会说、会介绍” 的能力提升。 情境迁移：将课堂知识迁移到模拟真实生活场景，提升语言实用价值。 对比思维：通过中印文化习俗对比填表，引导学生用归纳、对比、分析的方法梳理知识，培养逻辑思维与批判性思维。 价值引领：以 “文化差异是隔阂还是美景” 为议题开展小组讨论，引导学生辩证看待文化多样性，树立尊重差异、包容多元、平等开放的文化态度。 素养落地：让学生明确跨文化交际应做到尊重、理解、不盲目评判，将语言学习上升到文化意识与人文素养层面。 表达升华：鼓励学生大胆分享观点，提升公众表达自信，实现语言能力、思维品质、文化意识的同步提升。
Language Points How exciting! 多么令人兴奋啊！ 感叹句：How+adi/adv+主语+谓语！ Can you tell me about their customs 你能告诉我他们的习俗吗？ tell sb about sth告诉某人关于某事（的情况/信息） 3.Second, you should only use your right hand to eat. 其次， 你应该只用右手来进餐。 use sth to do sth用某物做某事 Very often they eat with their hands instead. 相反，他们经常用手吃饭。 very often “经常,常常”,放在句首，用来强调频率。 instead “代替,相反”,副词状语，放在句末。 They are special to many people.他们对很多人来说都很特别。 be special to 对某人很特别 While we were there, one walked right in front of our car! 我们在那儿的时候，有个人径直走到了我们车子正前方！
6.It walked so slowly that we had to slow down and follow it! so… that “如此……以至于…… ”，其中so作副词，修饰形容词或副词,that引导结果状语从句。
Summary 归纳总结 Have a summary of the new words, grammar and sentences with the T’s help. Ask the students to sum up the new words, grammar and sentences . 引导学生自主梳理重点词汇、句型和语法，构建系统的知识框架；通过师生共同总结，强化核心知识点记忆，帮助学生理清知识脉络，巩固课堂学习成果。
分层作业设计
A层： 基础巩固 复习并牢记本堂课的重点单词、短语和句型。
B层： 能力运用 根据 4 张图片，口头复述印度问候、餐桌礼仪、饮食、其他习俗 4 个内容。
C层： 拓展挑战 利用网络资源搜寻更多关于中国和印度的文化习俗差异的相关信息并在班级分享。
板书设计
Unit6 Crossing Cultures Section A (1a-2d)
教学反思
21世纪教育网 www.21cnjy.com 精品试卷·第 2 页 （共 2 页）

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