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Unit 6 Crossing Cultures 第6课时 项目活动课教学设计
教材分析
【What】本课时属于单元项目探究板块，主题为Compare two countries’ customs（对比两国习俗），聚焦“跨文化交际”这一单元大主题。主要内容以小组探究活动为主：4a部分引导学生从问候、着装、赠礼、拜访、餐桌礼仪、谈话话题等维度，对比中国与另一国家（以巴西为例）的习俗异同，完成表格梳理；4b、4c部分设置跨组交流与分享环节，让学生用英语介绍自己的探究成果；末尾的Reflecting板块通过5个问题，引导学生回顾所学、反思跨文化交际的意义，并点出核心谚语“When in Rome, do as the Romans do（入乡随俗）”。 【Why】本课时语篇旨在 培养学生的跨文化理解与尊重意识，让学生认识到不同文化的习俗差异并非“对错之分”，而是文化多样性的体现；引导学生理解“入乡随俗”的内涵，树立尊重差异、包容多元的文化态度；同时通过探究与交流，让学生体会英语作为跨文化交际工具的实际用途，增强用英语传播中国文化、理解他国文化的意识。 【How】本课时属于项目式任务型语篇，属于“任务型探究语篇”，采用“探究任务—交流分享—反思升华”的结构，层层递进：以表格为脚手架，引导学生梳理信息、对比异同；以口语交流为载体，输出探究成果；以反思问题和谚语总结，升华主题意义。语篇语言以功能性表达为主，如描述习俗的句型 “In China, we... / In Brazil, they... / It’s polite/rude to... / We usually use... / But in..., they use...”；隐含本单元核心语法（ so...that , unless , as soon as ）的使用场景，可引导学生在表达中自然运用；词汇聚焦“customs, manners, polite, rude, table manners, greetings”等跨文化交际主题词汇。语篇语言主要用于对比描述、信息交流、观点表达，帮助学生用英语清晰、得体地介绍文化习俗差异，实现跨文化沟通。
学情分析
K(Know)--已知 W(Wonder)--想知/未知 L(Learn)--能知
学生已掌握本单元关于“礼仪、习俗”的基础词汇，如 polite, rude, custom, manner, bow, shake hands 等；已学习本单元核心 so...that , unless , as soon as ，并能在简单语境中理解；对中国的传统习俗（如餐桌礼仪、问候方式、赠礼习惯）有基本了解；具备初步的小组合作探究和口语交流能力。 对其他国家（如巴西）的具体习俗细节了解较少，缺乏真实的跨文化体验；不擅长用英语系统、有条理地对比两种文化的异同，表达时易出现句型单一、逻辑混乱的问题；对“文化差异的深层原因”理解不足，难以从文化背景角度解读习俗差异；尚未形成“尊重多元文化、入乡随俗”的系统认知，对跨文化交际的实际意义理解较浅。 通过小组探究和表格梳理，能清晰对比中、外两国在不同场景下的习俗异同；借助支架句型，能用英语完整介绍自己的探究成果，完成跨组交流；能理解跨文化交际中尊重差异的重要性，初步形成包容多元文化的态度；能在表达中尝试运用本单元的核心语法，提升语言输出的丰富性。
核心素养教学目标
通过本课学习，学生能够： 语言能力：能正确理解并运用与“文化习俗”相关的词汇和功能性句型，如 “It’s polite/rude to... / In..., people usually... / We use... while they use...”；能借助表格梳理信息，并用英语清晰、有条理地对比描述中、外两国习俗的异同；能在口语交流中，正确运用本单元的 so...that , unless , as soon as 等语法结构，提升表达的准确性和丰富性； 2.学习能力：能通过小组合作、查阅资料、信息对比等方式，完成跨文化探究任务，提升自主探究和合作学习能力；能借助表格、支架句型等工具，梳理和呈现探究成果，掌握结构化的信息整理方法；能在跨组交流中，倾听他人观点、补充完善自己的认知，提升学习反思和合作交流能力； 3.思维品质： 能通过对比分析，辩证看待不同文化的习俗差异，形成客观、理性的跨文化思维； 能从“差异现象”深入思考背后的文化逻辑，提升批判性思维和逻辑分析能力；能在交流中尊重他人观点，学会多角度思考问题，培养开放性思维； 4.文化意识：能了解中国和其他国家的典型习俗，感受文化的多样性；能理解不同文化习俗的合理性，树立尊重差异、包容多元的文化态度；能体会“入乡随俗”的跨文化交际意义，增强文化自信和跨文化交际的责任感。 完成课时目标所需的核心语言如下： 【核心词汇】 compare, greetings, table manner, give and receive gifts, wear the right clothes, visit others, good/bad conversation topics, cultural difference, 【核心句型】 It’s not polite to talk with your mouth full. It’s rude to talk while your mouth is full.
教学重难点
教学重点：引导学生借助表格，从不同维度梳理并对比中、外两国习俗的异同；帮助学生掌握描述习俗差异的功能性句型，并用英语完成探究成果的交流分享；引导学生理解跨文化交际中尊重差异的重要性，形成基本的跨文化意识。 教学难点：帮助学生用英语系统、有条理地对比描述习俗差异，避免表达逻辑混乱、句型单一； 引导学生辩证理解文化差异，避免以“对错”评判他国习俗，形成客观理性的跨文化态度；引导学生将本单元的核心语法（ so...that , unless , as soon as ）自然融入跨文化主题的表达中，提升语言输出的准确性和丰富性。
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 with the students. 2.Play a video about different customs from all over the world. T:What is the video about Can you share us more customs from all over the world 3.T:Dear students! Next week, we will welcome a group of exchange students! To avoid misunderstandings caused by cultural differences .We need guides to different countries’ custom. Your group task today is: 1.Greet with the teacher. 2.Watch a video and answer the questions. Sa:It’s about different customs around the wrold. Sb:I’m sorry./Yes,I know that... Ss:Different countries have both similarities and differences in customs. 3.Get to know about the topic of this period. 播放世界各国习俗短视频，以直观、生动的视听形式激活学生已有认知，引发对文化差异的兴趣，让学生直观感知 “不同国家有不同习俗”，为后续探究任务铺垫情感与认知基础。 创设 “迎接交换生，担任文化向导” 真实情境，将课堂任务转化为真实生活需求，明确本节课小组项目任务，激发学生的参与动机与责任感，让学生带着明确目标进入学习状态。
Preparation 准备活动 Ask the students to think about the group work and choose a role to compare two countries’ customs together. Show some pictures of countries’ flags and ask the each group to choose one to research some information about its customs to compare with China. 3.Show topics in 4a and ask the students to choose some from the list to compare two countries’ customs.And tell them the requirements. 4.Show some pictures and guide the students to share the ways they can use to do research. 5.Introduce some information about India, including wearing the right clothes, greeting and eating customs. 6.Guide the students to compare the cultural customs between China and India and complete the table. Then check the answers. 1.Get to know the work of each group role and each choose a proper role. 2.Look at the pictures to review the words of countries’ names and choose one to research some information about its customs to compare with China. Ss:We’d like to research the cultural differences between China and... 3.Get to know the requirements.Choose some topics from the list and compare two countries’ customs. Ss:We’ll focus on four topics: eating customs ... 4.Look at the pictures and learn the ways of doing research. 5.Learn some information about India, including wearing the right clothes, greeting and eating customs. 6.Compare the cultural customs between China and India and complete the table. 小组分工：设置组长、语言编辑、信息研究员、信息梳理者、汇报官等角色，明确每位学生的任务，培养合作学习与责任意识，保证小组探究高效有序开展。 国家选择：展示多国国旗，让学生自主选择探究国家，尊重学生兴趣与选择权，提升探究主动性；限定 “一国一组”，避免重复探究，丰富课堂成果多样性。 主题明确：呈现问候、着装、拜访、餐桌礼仪等探究维度，给出 “至少选择 2 个维度” 的要求，为学生提供清晰探究支架，降低任务难度，引导学生聚焦核心内容，避免探究漫无目的。 方法指导：介绍查阅资料、书籍、电子设备等探究方式，教给学生自主探究方法，培养信息搜集与处理能力，落实学习能力核心素养。 示例引领：以印度习俗为范例，对比中国习俗并完成表格，为学生提供可模仿的探究模板，帮助学生掌握 “对比梳理 — 表格填写” 的方法，突破 “如何对比习俗异同” 的初步难点。 语言铺垫：渗透描述习俗的核心句型与词汇，为后续口语输出与书面表达做好语言储备，降低语言表达障碍。
Ask the students to Complete a survey table with their research notes. Write complete sentences to fill in the table. 2.Teach students put these sentences of research results together and make them into a complete paragraph.Show a sample according to the plete a survey table with your research notes. Write complete sentences to fill in the table. 信息整理：引导学生用完整句子填写探究表格，将零散信息结构化、条理化，训练信息归纳与语言组织能力，落实语言能力目标。 范文示范：提供中巴习俗对比段落范例，教学生将单句整合为连贯语段，讲解逻辑衔接与对比表达方法，解
Practice (探究应用) 2.Ask the students to write down their work and ask one member from each group to join a different group. Exchange their research results and listen carefully and take notes. 3.Ask the students to rejoin their original group and share what they have learned in the other group with their group members. 2.With the help of the teacher, put these sentences of research results together and make them into a complete paragraph.Read a sample according to the introductions. 3.write down their work and ask one member from each group to join a different group. Exchange their research results and listen carefully and take notes. 3.Rejoin your original group. Share what you have learned in the other group with your group members. 决学生 “表达句型单一、逻辑混乱” 的难点。 跨组交流：采用 “组间互访” 形式，让学生分享不同国家的探究成果，拓宽文化视野，同时在真实交流中运用目标语言，提升口语表达与倾听能力。 组内复盘：回归原组分享跨组所学，深化知识理解，完善本组探究成果，进一步强化合作交流与信息整合能力。
Production 迁移创新 1.Ask the students to work in groups and give a report to the class. (1)Guide the students to work in groups to make a report for two countries’ cultural differences they choose to compare. Explain the key rules of the evaluation. Pay attention to the use of simple present tense. (2)Ask two or three groups to show their work. 2.Ask the students to have a reflection of what they have learned in this class. T:What customs from around the world have you learned What are some cultural differences between China and other countries Do you understand adverbial clause with so...that, unless, and as soon as Can you use them properly Why do you think it is important to know about cultural differences How should we communicate with people from different cultures Work in groups to make a report that shows their group's work of comparing two countries’ cultural differences, with the help of the useful structure and expressions. Pay attention to the use of simple present tense. Have a reflection of what they have learned in this class according to their own situation. 成果展示：小组合作完成班级汇报，提供开头、主体、结尾的表达支架，引导学生完整、连贯地输出探究成果，综合运用本节课所学词汇、句型与语法，实现语言知识到语言运用的转化。 评价引导：强调一般现在时使用规范，明确评价标准，帮助学生关注语言准确性，提升表达质量。 反思升华：通过 5 个递进式问题，引导学生回顾知识、梳理语法、思考跨文化交际意义，深化思维品质与文化意识；点出谚语 “When in Rome, do as the Romans do.”，帮助学生树立 “尊重差异、入乡随俗” 的正确文化态度，落实单元主题意义。
Summary 归纳总结 Ask the students to sum up what they have learned in this class. sum up what they have learned in this class with the T’s help. 引导学生自主总结课堂所学，培养学生的归纳概括能力；在教师的辅助下完成总结，帮助学生梳理知识体系强化本节课的核心知识点和技能点。
分层作业设计
A层： 基础巩固 从课文和课堂讨论中，整理出至少8个和“customs & manners”相关的短语/表达，写出中文释义，并尝试用其中3个各造一个句子。
B层： 能力运用 写一段80词左右的小短文，介绍你对比的中外习俗，用上 and, but, too, also 等连接词。
C层： 拓展挑战 和家人或朋友聊聊你今天学到的中外习俗差异，问问他们知道哪些其他国家的有趣礼仪，下节课可以分享给全班同学。
板书设计
Unit6 Crossing Cultures
教学反思
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