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Lesson Plan Design: Unit 6 Section A 1a-1d
I. Textbook Analysis
This lesson is the core session of the junior high English "Cultural Differences" thematic
unit. Using "greeting customs in different cultures" as the vehicle, it integrates
vocabulary, listening, speaking, and cultural awareness through a task chain of "matching
activity (1a) — listening perception (1b) — information organization (1c) — role-play
(1d)." The textbook design emphasizes the fusion of "language + culture": it presents
English expressions for greeting behaviors like "shake hands" and "bow," while also
guiding students to perceive cultural diversity through etiquette differences in various
countries. It is an example of an intercultural communication lesson where "language use
serves as the tool, and cultural understanding is the goal."
II. Student Analysis
The students are 8th graders (junior high, second year):
1. Language Foundation: They have mastered basic communicative vocabulary and can
conduct simple daily dialogues, but are unfamiliar with verb phrases related to "greeting
etiquette" (e.g., "rub noses," "kiss cheeks"). Listening comprehension is prone to
deviation due to a lack of cultural background.
2. Cognitive Characteristics: They are curious about foreign cultures but lack systematic
intercultural communication awareness. They tend to judge behaviors from other cultures
based on local etiquette standards and need guidance to establish a "cultural relativism"
perspective.
3. Ability Shortcomings: Logical coherence in oral expression is insufficient. During role-
play, issues like "correct language form but weak cultural appropriateness" easily occur.
III. Instructional Design Philosophy
The core philosophy is "perception—exploration—application—transfer":
* First, activate students' awareness of greeting behaviors through visual matching
activities.
* Then, use listening tasks to perceive communicative reactions caused by cultural
differences.
* Next, clarify the characteristics of etiquette in different countries through table
organization.
* Finally, achieve language output for intercultural communication through role-play.
Throughout the process, incorporate value guidance on "cultural respect" to achieve the
dual goals of "enhancing language ability + constructing cultural awareness."
IV. Language Ability, Moral Character, Cultural Awareness
1. Language Ability: Master verb phrases related to greeting etiquette. Can use target
sentence patterns to inquire about and describe greeting customs in different cultures.
2. Moral Character: Cultivate awareness of respecting differences and embracing
diversity. Learn to view cultural behaviors with an open mind.
3. Cultural Awareness: Understand greeting etiquette in countries like the USA, Japan,the UK, and France. Understand that "etiquette differences stem from cultural
backgrounds," establishing sensitivity for intercultural communication.
V. Teaching Objectives
1. Knowledge Objectives: Master English expressions for 6 greeting behaviors like "shake
hands" and "bow." Can use sentence patterns like "How do you greet people in...?" to
exchange information about etiquette in different countries.
2. Ability Objectives: Can extract information about characters' emotions and cultural
conflicts through listening. Can perform role-plays of greeting etiquette in different
cultural contexts.
3. Affective Objectives: Affirm cultural diversity. Establish an intercultural communication
attitude of "respect and tolerance."
VI. Teaching Focus
1. Master vocabulary and sentence patterns related to greeting etiquette.
2. Understand typical greeting methods in different countries.
VII. Teaching Difficulties
1. Understand the influence of cultural background on etiquette behaviors, avoiding
judging cultural differences by a single standard.
2. Skillfully use target language to complete role-plays for intercultural greetings.
VIII. Teaching Procedures (Seven Steps)
Step 1: Interesting Lead-in (5 minutes)
* Activity: Teacher shows interesting pictures of greetings in different countries (e.g.,
Japanese bowing, New Zealand's hongi/nose press). Asks: "What do they do to say
hello? Do we do this in China?" Guides students to describe in Chinese, activating prior
knowledge.
* Transition: Introduces the theme: "Today we'll learn how people greet in different
cultures."
Step 2: Vocabulary Learning & Matching (8 minutes)
* Activity 1: Present 6 phrases like "shake hands," "bow." Explain meaning and
pronunciation using actions and picture aids.
* Activity 2: Complete Task 1a: "Match the greeting customs with the pictures." When
checking answers, have students imitate the actions to strengthen memory.
Step 3: Listening Perception (10 minutes)
* Activity 1: Play the 1b listening. Students complete the "character and emotion"
matching. Ask: "Why does Anna feel confused?" Guide students to initially perceive
cultural conflict.
* Activity 2: Listen again. Have students underline the greeting methods mentioned in
the dialogue. In groups, share "etiquette differences in different countries."Step 4: Information Organization (7 minutes)
* Activity: Complete the table fill-in for 1c. Teacher supplements the cultural
background of greeting etiquette in the USA, Japan, UK, France (e.g., the depth of a
Japanese bow represents the level of respect). Help students understand "the cultural
logic behind etiquette."
Step 5: Sentence Pattern Practice (8 minutes)
* Activity: Teacher demonstrates sentence patterns for "how to ask about/describe
greeting customs" (e.g., "How do you greet people in...? We usually... We don't...
because..."). In pairs, students practice Q&A using the table content.
Step 6: Role-play (10 minutes)
* Activity: Students in groups choose two roles from 1b/1c (e.g., Anna and Kaito).
Based on prompts in 1d, write dialogues incorporating explanations of cultural
background.
* Presentation: Invite 2-3 groups to perform. Other students evaluate "language
accuracy" and "cultural appropriateness."
Step 7: Cultural Discussion (5 minutes)
* Activity: Ask: "Is there a 'right' way to greet? Why?" Guide students to conclude:
"Different cultures have different rules—we need to respect them."
IX. Summary
1. Review the English expressions for 6 greeting methods and the characteristics of
etiquette in different countries.
2. Emphasize the core viewpoint: "Cultures are not superior or inferior; respect is key."
X. Homework
1. Basic Homework: Memorize phrases related to greeting etiquette. Write 2 sentences
in English describing Chinese greeting customs.
2. Extension Homework: Research a unique greeting custom from another country. Share
its cultural background in English next class.
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Unit 6 Part A 2a-2d
I. Textbook Analysis
This lesson is an extension lesson of the junior high English "Intercultural
Communication" unit, focusing on "Indian cultural customs." It integrates vocabulary,
listening, speaking, and cultural awareness through a task chain of "cultural knowledge
fill-in (2a), listening sequencing (2b), information completion (2c), and situational dialogue
(2d)." The textbook design centers on "language carrying culture": it presents Indian
culture-related vocabulary like "curry" and "Namaste," while also guiding students tounderstand the uniqueness of Indian culture through dimensions such as food, etiquette,
and social concepts. It is an intercultural communication lesson example combining
"language use + cultural exploration."
II. Student Analysis
The students are 8th graders (junior high, second year):
1. Language Foundation: They have mastered basic daily vocabulary and can conduct
simple dialogues, but are unfamiliar with expressions related to "Indian culture" (e.g.,
"Namaste," "spicy curry"). Listening comprehension is prone to deviation due to a lack of
cultural background.
2. Cognitive Characteristics: They are curious about foreign cultures, but their knowledge
of Indian culture is relatively one-sided (mostly limited to food). They need
supplementary knowledge in dimensions like etiquette and social concepts.
3. Ability Shortcomings: Logical organization of cultural content in oral expression is
insufficient. Situational dialogues easily have issues of "correct language but missing
cultural details."
III. Instructional Design Philosophy
The core philosophy is "cognition—exploration—application—transfer":
* First, activate students' initial cognition of Indian culture through cultural fill-ins.
* Then, use listening tasks to organize the logical sequence of cultural topics.
* Next, clarify core details of Indian culture through information completion.
* Finally, achieve language output for intercultural communication through situational
dialogue.
Throughout the process, incorporate value guidance on "cultural respect."
IV. Language Ability, Moral Character, Cultural Awareness
1. Language Ability: Master Indian culture-related vocabulary (e.g., "Namaste," "spicy
curry"). Can use target sentence patterns to describe Indian customs like etiquette and
food.
2. Moral Character: Cultivate awareness of respecting different cultural customs. Learn
to view cultural differences with an open mind.
3. Cultural Awareness: Understand Indian greeting etiquette, dietary characteristics, and
social concepts (e.g., attitude towards cows). Understand the connection between cultural
customs and social background.
V. Teaching Objectives
1. Knowledge Objectives: Master Indian culture-related vocabulary and sentence patterns.
Can describe Indian customs like greetings and food.
2. Ability Objectives: Can organize the sequence of cultural topics through listening. Can
complete situational dialogues related to Indian culture.
3. Affective Objectives: Affirm cultural diversity. Establish an intercultural communication
attitude of "respect and tolerance."VI. Teaching Focus
1. Master Indian culture-related vocabulary and sentence patterns.
2. Understand core Indian cultural customs (greetings, food, attitude towards cows).
VII. Teaching Difficulties
1. Understand the social background behind Indian cultural customs (e.g., eating with
the right hand, importance of cows).
2. Skillfully use target language to complete situational dialogues related to Indian
culture.
VIII. Teaching Procedures (Seven Steps)
Step 1: Interesting Lead-in (5 minutes)
* Activity: Show pictures of Indian curry and the "Namaste" greeting. Ask: "What do
you know about India?" Guide students to share known information in Chinese,
activating the classroom atmosphere.
* Transition: Introduce the theme: "Today we'll learn about Indian culture through
English."
Step 2: Cultural Fill-in & Vocabulary Learning (8 minutes)
* Activity 1: Complete the cultural fill-in for 2a. When checking answers, explain the
meanings and usage of words like "curry" and "rude."
* Activity 2: Supplement background on Indian culture (e.g., why passing things with
the left hand is rude). Help students understand the cultural logic behind vocabulary.
Step 3: Listening Sequencing (10 minutes)
* Activity 1: Play the listening. Students complete the picture sequencing in 2b,
initially perceiving the order of cultural topics in the dialogue.
* Activity 2: Listen again. Have students underline the Indian cultural elements
mentioned in the dialogue. In groups, share "the logic of the topic sequence."
Step 4: Information Completion & Detail Exploration (7 minutes)
* Activity: Complete the sentence fill-in for 2c. Teacher supplements details (e.g., the
cultural reason for "eating with the right hand"). Guide students to organize the key
points of Indian culture.
Step 5: Sentence Pattern Practice (8 minutes)
* Activity: Teacher demonstrates sentence patterns for "describing cultural customs"
(e.g., "In India, people...; It's... to..."). In pairs, students practice Q&A using the content
from 2c.
Step 6: Situational Dialogue (10 minutes)
* Activity: Students in groups complete the situational dialogue in 2d, incorporating
details of Indian culture. Invite 2-3 groups to present. Other students evaluate "languageaccuracy" and "richness of cultural details."
Step 7: Cultural Discussion (5 minutes)
* Activity: Ask: "Why are these customs special in India?" Guide students to conclude
"cultural customs are related to social background," strengthening awareness of cultural
respect.
IX. Summary
1. Review core Indian cultural customs (greetings, food, attitude towards cows).
2. Emphasize the core viewpoint: "Different cultures have different customs—we need
to respect them."
X. Homework
1. Basic Homework: Memorize Indian culture-related vocabulary. Write 2 sentences in
English describing one Indian cultural custom.
2. Extension Homework: Research another Indian cultural custom. Share in English next
class.
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Lesson Plan Design: Unit6 Section A 3a-3d
Junior High English "British and American Table Manners" Lesson Plan
I. Textbook Analysis
This lesson is the core content of junior high English Unit 6. Using the dialogue "Hongli
is worried about British table manners" as the vehicle, it integrates language learning
with British and American table manners culture through a task chain of "reading
exploration (3a) — note organization (3b) — listening role-play (3c) — intercultural
advice expression (3d)." The textbook design follows the principle of "problem-driven
learning," starting from Hongli's confusion and gradually presenting etiquette for British
home dinners before, during, and after the meal. Simultaneously, through the 3d section
comparing Chinese and Western table manners, it achieves the dual goals of "language
use" and "cultural comparative awareness." It is a typical "intercultural communication"
thematic lesson example.
II. Student Analysis
The students are 8th graders (junior high, second year):
1. Language Foundation: Have mastered basic communicative sentence patterns (e.g.,
Could you tell me...?). Can read simple dialogues but lack proficiency in vocabulary
related to "table manners" (e.g., knife and fork, host) and sentence patterns for
etiquette expression.
2. Cognitive Characteristics: Are familiar with Chinese table manners but know little
about details of British/American table manners (e.g., knife and fork use, gift-giving
rules). Prone to cognitive bias due to cultural differences.
3. Ability Shortcomings: Can perform simple information extraction, but when usingEnglish to give etiquette advice in intercultural contexts, issues like limited sentence
patterns and illogical coherence arise.
III. Instructional Design Philosophy
With "problem-solving" as the core, follow the of "perceiving confusion— exploring
knowledge—organizing and summarizing—applying expression—cultural comparison":
* First, clarify Hongli's concerns and key points of British/American table manners
through dialogue reading.
* Then, organize the etiquette framework through note-taking.
* Next, strengthen language output through role-play.
* Finally, through Chinese-Western etiquette comparison, guide students to understand
cultural diversity.
Throughout the process, incorporate value guidance on "respecting cultural differences,"
making language learning serve intercultural communication practice.
IV. Language Ability, Moral Character, Cultural Awareness
1. Language Ability: Master vocabulary and communicative sentence patterns related to
table manners. Can read etiquette dialogues, organize etiquette notes, and give table
manners advice in English.
2. Moral Character: Cultivate awareness of respecting different cultural customs. Learn
to treat cultural differences with an open mind.
3. Cultural Awareness: Understand details of table manners for British/American home
dinners. Compare differences between Chinese and Western table manners. Establish
sensitivity for intercultural communication.
V. Teaching Objectives
1. Knowledge Objectives: Master vocabulary like table manners, host, knife and fork.
Can use sentence patterns like Should I...? Could you tell me...? to inquire about and
explain etiquette.
2. Ability Objectives: Can extract information about British/American table manners from
the dialogue and organize notes. Can complete role-play related to etiquette. Can
introduce Chinese table manners to a foreign friend in English.
3. Affective Objectives: Affirm Chinese-Western cultural differences. Establish an
intercultural communication attitude of "respect and tolerance."
VI. Teaching Focus
1. Extract and organize key points of etiquette for British home dinners before, during,
and after the meal from the dialogue.
2. Master communicative sentence patterns related to table manners and perform oral
expression.
VII. Teaching Difficulties
1. Accurately using English to clearly and coherently introduce Chinese table manners to
a foreign friend.2. Understanding the cultural logic behind Chinese-Western table manners differences,
avoiding cultural stereotypes.
VIII. Teaching Procedures (Seven Steps)
Step 1: Situational Lead-in (5 minutes)
* Activity: Teacher asks: "If you have dinner at a foreign friend’s house, what will
you worry about?" Guide students to share concerns in Chinese, introducing the "table
manners" theme.
* Transition: "Today we’ll learn about British table manners through Hongli’s story."
Step 2: Reading Exploration (10 minutes)
* Activity 1: Students quickly read the 3a dialogue. Answer the question: "Why is
Hongli worried?" (She is worried about English table manners because they are
confusing.)
* Activity 2: Read the dialogue in detail again. Circle the etiquette advice Sam gives.
Check answers in groups.
Step 3: Note Organization (8 minutes)
* Activity: Students complete the note table in 3b based on the dialogue content,
categorizing etiquette points under "Before the meal/During the meal/After the meal."
Teacher circulates to guide and checks answers.
* Before the meal: Bring a small gift (not food unless asked); Wait for the host
to start eating.
* During the meal: Hold the knife in the right hand, fork in the left; Watch
others if confused.
* After the meal: Thank the host and say the food was delicious; Enjoy yourself.
Step 4: Sentence Pattern Practice (7 minutes)
* Activity: Teacher extracts core communicative sentence patterns from the dialogue
(Should I...? Could you tell me...? Anything else?). In pairs, students practice asking each
other about table manners using the patterns. Teacher randomly checks for presentation.
Step 5: Listening & Role-play (10 minutes)
* Activity 1: Play the 3c listening. Students perceive the dialogue's pronunciation and
intonation, marking key etiquette expressions.
* Activity 2: Students perform the 3c role-play in groups, required to mimic
pronunciation/intonation and accurately use etiquette sentence patterns. Invite 2-3 groups
to present.
Step 6: Intercultural Expression (8 minutes)
* Activity: Complete Task 3d. Based on the provided key points of Chinese table
manners, students in pairs write dialogues giving advice to a foreign friend. Teacher
provides sentence pattern support (First, you should... Don't... Remember to...).Step 7: Cultural Discussion (5 minutes)
* Activity: Ask: "Why are there different table manners between China and the UK?"
Guide students to conclude: "Cultures are different, so manners are different—we need
to respect them."
IX. Summary
1. Review key points of British/American home dinner table manners before, during,
and after the meal.
2. Organize core communicative sentence patterns related to table manners.
3. Emphasize: Chinese and Western table manners are not superior or inferior;
respecting differences is key to intercultural communication.
X. Homework
1. Basic Homework: Memorize the core points of British/American table manners.
Describe one etiquette detail using 3 sentences.
2. Extension Homework: Research a unique Chinese table manner (e.g., urging tea,
seating order). Introduce its cultural connotation in 5 English sentences. Share next class.
Would you like me to compile a table of English expressions comparing Chinese and
Western table manners for you to facilitate cultural comparison discussions in class?
---
Unit6 Part A 4a-4c Complete Grammar Lesson Plan
I. Textbook Analysis
This lesson is the Grammar Focus section of the junior high English "Intercultural
Communication" unit. The core content is the usage of conjunctions (unless/as soon
as/so that) and -ed/-ing adjectives. Using sentences from intercultural communication
scenarios as the carrier, the textbook combines grammar knowledge with cultural context:
first letting students perceive the meaning of grammar in authentic dialogues through
Task 4a, then strengthening conjunction application through sentence combining practice
in 4b, and finally achieving comprehensive grammar output through text completion in
4c. The design embodies the concept of "learning grammar in context, grammar serving
communication," consolidating grammar foundation while echoing the unit's "cultural
differences" theme.
II. Student Analysis
The students are 8th graders (junior high, second year):
1. Grammar Foundation: Have mastered basic conjunctions (and/but/so). Are unclear
about the usage of subordinating conjunctions like unless, as soon as. Can identify some
-ed adjectives but easily confuse the usage of -ed (modifying people) and -ing (modifying
things).
2. Ability Characteristics: Can use basic grammar in simple contexts, but ability to use
grammar flexibly in complex sentence combining and discourse is weak.3. Cognitive Association: Are interested in intercultural communication topics. Can
understand grammar meanings by combining cultural scenarios, but if memorizing
grammar rules mechanically context, application errors easily occur.
III. Instructional Design Philosophy
Follow the grammar teaching of "contextual perception—rule extraction—focused practice
—discourse application":
* First, let students perceive the meaning and usage of target grammar through
sentences from intercultural scenarios.
* Then, guide students to summarize usage rules for conjunctions and -ed/-ing
adjectives.
* Next, conduct tiered practice through sentence combining and discourse completion.
* Finally, achieve oral output combining intercultural topics, realizing the integration of
"grammar knowledge—language skills—cultural awareness."
IV. Language Ability, Moral Character, Cultural Awareness
1. Language Ability: Master the usage of unless/as soon as/so that. Can correctly
distinguish and use -ed/-ing adjectives. Can use target grammar to combine sentences,
complete discourse fill-ins, and use it to describe cultural differences.
2. Moral Character: Cultivate logical thinking for observing and summarizing grammar
rules. Through practice in intercultural contexts, enhance tolerance for cultural differences.
3. Cultural Awareness: Through sentences about cultural customs in different countries,
understand communicative etiquette in countries like Turkey, Japan, Kenya, deepening the
awareness of "cultural diversity."
V. Teaching Objectives
1. Knowledge Objectives: Master the meaning and usage of unless, as soon as, so that.
Distinguish the usage of -ed/-ing adjectives like surprised/surprising,
embarrassed/embarrassing.
2. Ability Objectives: Can use target conjunctions to combine simple sentences. Can
correctly fill in -ed/-ing adjectives in discourse. Can describe cultural differences using
target grammar combined with cultural scenarios.
3. Affective Objectives: Experience the linguistic characteristics of intercultural
communication through grammar learning. Establish awareness of respecting different
cultures.
VI. Teaching Focus
1. Master the usage of unless, as soon as, so that and apply them to sentence
combining.
2. Distinguish the usage of -ed adjectives (modifying people) and -ing adjectives
(modifying things).
VII. Teaching Difficulties
1. Accurately distinguish the usage difference between so that (purpose) and so...that...(result).
2. Flexibly choose conjunctions and -ed/-ing adjectives based on context in discourse.
VIII. Teaching Procedures (Seven Steps)
Step 1: Contextual Lead-in (5 minutes)
* Activity: Show pictures of Turkish kissing greetings, Japanese shoe removal etiquette.
Ask: "What do people do in Turkey when they meet friends? What about in Japan when
you enter others' homes?" Guide students to answer with simple sentences, naturally
introducing the context for conjunctions like "unless," "as soon as."
* Transition: "These sentences use some special words. Today we'll learn their usages."
Step 2: Grammar Perception (8 minutes)
* Activity: Have students read the sentences in Task 4a independently. Circle the red
conjunctions and blue adjective pairs. In groups, discuss: "What do the red words mean?
How are the blue word pairs different?"
* Guidance: Teacher summarizes students' findings, initially explaining the meanings of
conjunctions and the modification difference between -ed/-ing adjectives.
Step 3: Rule Extraction (7 minutes)
* Activity 1: Teacher explains the usage of unless (unless), as soon as (as soon as), so
that (so that/in order that) using example sentences from 4a on the board. Contrast the
difference between so that and so...that...
* Activity 2: Using examples of "surprised (I'm surprised)" and "surprising (It's
surprising)," guide students to the rule: -ed adjectives modify people, -ing adjectives
modify things.
Step 4: Focused Practice (10 minutes)
* Activity: Students independently complete the sentence combining practice in 4b.
Teacher circulates to guide. When checking answers, invite students to share their
problem-solving , focusing on explaining the usage of so that in questions 3 and 4.
* Extension: Supplement examples of so...that... Have students rewrite sentences to
strengthen usage distinction.
Step 5: Discourse Application (10 minutes)
* Activity: Students complete the discourse fill-in for 4c. First think independently, then
check answers in groups. Teacher focuses on explaining the basis for choosing
"surprised/surprising," "interested/interesting," and the application of unless, as soon as
in the discourse.
* Question: "Where do you think the writer is from?" Guide students to infer based
on discourse content, cultural background.
Step 6: Oral Output (8 minutes)
* Activity: In groups, students use target grammar to describe cultural differences theyknow, e.g., "In India, people use their right hand to eat unless they have to use the left
one." "It's surprising to see cows walk anywhere in India."
* Presentation: Invite 2-3 groups to share. Teacher comments on accuracy of grammar
use and reasonableness of cultural description.
Step 7: Cultural Discussion (5 minutes)
* Activity: Ask: "Why do we need to learn these grammar rules when talking about
cultures?" Guide students to conclude: "Grammar helps us express cultural differences
clearly."
* Elevation: Emphasize "Learning about other cultures makes us more open-minded."
IX. Summary
1. Review the usage of unless, as soon as, so that, and the modification rules for -ed/-
ing adjectives.
2. Emphasize that grammar is a tool for expressing cultural differences. Accurate
grammar use makes intercultural communication smoother.
X. Homework
1. Basic Homework: Write 2 sentences each using unless, as soon as, so that. Write
sentences using surprised/surprising and interested/interesting.
2. Extension Homework: Write a short paragraph (about 80 words) describing a cultural
difference you experienced. Use at least 3 target conjunctions and 2 pairs of -ed/-ing
adjectives in the text.
---
Unit 6 Section B 1a-1d
I. Textbook Analysis
This lesson is the core reading lesson of the junior high English "Crossing Cultures" unit.
Using Nancy's email about her French party experience as the text , it revolves around
"French party etiquette." The textbook designs a task chain of "reading Q&A, mind map
organization, Chinese-Western party etiquette comparison discussion," integrating reading
skill training with intercultural communication knowledge. The text adopts a "general-to-
specific" structure, presenting cultural rules for French parties regarding arrival time,
attire, gifts, conversation topics, etc., through Nancy's personal mistake 。 This aligns
with junior high students' cognitive patterns for narrative text reading and allows
students to perceive cultural differences through language learning. It is a typical lesson
example of "promoting understanding through reading, promoting application through
understanding."
II. Student Analysis
The students are 8th graders (junior high, second year):
1. Language Foundation: Have mastered grammar like simple past tense and modal
verbs. Can read simple English emails and narrative texts, but encounter obstacles inunderstanding conjunctions like "whenever," "even if," and idioms like "go a long way."
Ability to analyze long/complex sentences is weak.
2. Cognitive Characteristics: Are curious about foreign cultures. Can understand the
"party etiquette" topic life experience, but tend to view French etiquette with a
mindset fixed on Chinese parties. Lack awareness of intercultural comparison and
reflection.
3. Ability Shortcomings: Ability to extract detailed information and organize text logic in
reading needs improvement. Struggle to clearly contrast Chinese-Western cultural
differences in English oral expression.
III. Instructional Design Philosophy
The core is "text interpretation—cultural exploration—transfer application":
* First, through skimming and detailed reading, have students extract Nancy's French
party experience and key etiquette points.
* Then, use a mind map to organize the framework of French party etiquette, guiding
students to compare Chinese-Western party culture differences.
* Finally, achieve the transfer application of intercultural communication knowledge
through group discussion and situational expression.
Throughout the process, incorporate value guidance on "cultural respect and tolerance,"
allowing language learning and cultural understanding to advance simultaneously.
IV. Language Ability, Moral Character, Cultural Awareness
1. Language Ability: Can read narrative texts like English emails, extracting detailed
information and organizing logic. Can use target vocabulary and sentence patterns to
describe French party etiquette and contrast Chinese-Western party culture differences.
2. Moral Character: Cultivate awareness of actively learning about foreign cultures. Learn
to view cultural differences with an open, tolerant mindset, avoiding ethnocentrism.
3. Cultural Awareness: Understand etiquette rules for French parties regarding arrival
time, attire, gifts, conversation, etc. Understand "the cultural logic behind cultural
behaviors," establishing sensitivity for intercultural communication.
V. Teaching Objectives
1. Knowledge Objectives: Master relevant vocabulary like "arrival time," "conversation
topics." Understand core sentence patterns and idioms in the email (e.g., "go a long
way"). Organize key points of French party etiquette.
2. Ability Objectives: Can extract Nancy's emotional changes and mistake through
reading. Can integrate French party etiquette information using a mind map. Can
cooperatively compare Chinese and Western party etiquette and express it in English in
groups.
3. Affective Objectives: Affirm cultural diversity. Establish an intercultural communication
attitude of "When in Rome, do as the Romans do."
VI. Teaching Focus
1. Read the email text and extract detailed information about French party etiquette.2. Organize and master etiquette rules for French parties regarding arrival time, attire,
gifts, conversation, etc.
VII. Teaching Difficulties
1. Understand the meanings of idioms and long/complex sentences in the email,
accurately organizing text logic.
2. Clearly contrast differences between Chinese and Western party etiquette in English,
achieving transfer expression of intercultural knowledge.
VIII. Teaching Procedures (Seven Steps)
Step 1: Situational Lead-in (5 minutes)
* Activity: Teacher shows趣味 pictures of Chinese and French parties. Asks: "What do
you usually do at a Chinese party? Do you think parties in France are the same?" Guide
students to share Chinese party habits in Chinese, activating prior knowledge.
* Transition: Introduce the theme "Today we'll learn about French party customs from
Nancy's email."
Step 2: Skimming (7 minutes)
* Activity 1: Students skim the email quickly. Answer the questions: "How did Nancy
feel at first in Paris? And how did she feel after the party?" Initially perceive the text's
emotional .
* Activity 2: Teacher checks answers, guides students to mark words expressing
emotion in the email (lonely, embarrassed, silly, etc.).
Step 3: Detailed Reading (10 minutes)
* Activity: Students read the email again with the 5 questions from 1c, circling key
information, and complete answers independently. Then check within groups. Teacher
selects representatives to share and supplements explanations for (e.g., meaning of "go a
long way").
* Reference Answers:
1. She felt a little lonely at first.
2. She arrived 10 minutes early, didn’t bring a gift, and dressed too casually.
3. We shouldn’t ask about age, family (whether married), or money.
4. Because using French can help develop closer relationships and it’s
important in French culture.
5. We should learn about local customs before going to a new country and
respect cultural differences.
Step 4: Mind Map Organization (8 minutes)
* Activity 1: Combined with email content, students independently complete the mind
map in 1d, filling in specific points for French party etiquette under "Arrival time," "How
to dress," "Gifts," "Conversation topics," "Getting along with others."
* Mind Map Reference Answers:* Arrival time: Don't arrive early; it's normal to be on time or 10 minutes
late.
* How to dress: Dress nicely for the occasion.
* Gifts: Bring small gifts like chocolates or flowers to thank the host.
* Conversation topics: Safe topics are food and culture; avoid asking about
age, marriage, money.
* Getting along with others: Use French whenever possible; a simple "merci"
is important.
* Activity 2: Teacher presents the complete mind map, emphasizing core rules of
French party etiquette.
Step 5: Cultural Comparison Discussion (10 minutes)
* Activity: In groups, students discuss "Chinese party customs" based on the mind
map, comparing differences between Chinese and French parties in areas like arrival
time, gifts, attire. Teacher provides sentence structure scaffolds (e.g., "In China, we
usually... but in France, people...").
* Presentation: Invite 2-3 groups to share discussion results. Teacher gives feedback
and supplements the core logic of Chinese-Western cultural differences.
Step 6: Situational Expression (7 minutes)
* Activity: Set up the scenario: "Your foreign friend is coming to a Chinese party. Give
him/her tips." Students practice dialogue in pairs, referring to example sentence patterns
after 1d. Teacher circulates to guide language expression.
* Example Dialogue:
* A: What should I take to the Chinese party?
* B: You could take some fruit or flowers.
* A: When should I arrive?
* B: It's better to arrive on time or a little early.
Step 7: Cultural Summary (5 minutes)
* Activity: Teacher asks: "What can we learn from French party customs?" Guide
students to conclude: "Different cultures have different rules; we should learn and
respect them."
* Transition: Assign homework, end the lesson.
IX. Summary
1. Review Nancy's French party mistake and core points of French party etiquette from
the email.
2. Emphasize the core principle of intercultural communication: Respect differences;
When in Rome, do as the Romans do.
X. Homework
1. Basic Homework: Memorize relevant vocabulary and sentence patterns for French
party etiquette. Describe one difference between French and Chinese parties using 3sentences.
2. Extension Homework: Research party etiquette in another Western country. Create
and share a simple card in English next class.
---
Unit6 Section B 2a-2d
Junior High English "Adjective Negative Prefixes & Intercultural Etiquette" Lesson Plan
I. Textbook Analysis
This lesson is the core lesson of the "Vocabulary in Use" section in junior high English
Unit 6. It revolves around "adjective negative prefixes (un-/im-/in-)" and "intercultural
etiquette," integrating vocabulary/grammar learning with intercultural communication
knowledge through a task chain of "prefix conversion (2a) — contextual fill-in (2b) —
adjective discrimination (2c) — discourse application (2d)." The textbook design highlights
the combination of "language form + cultural context": it trains the word formation rules
of adjective negative prefixes while permeating awareness of intercultural etiquette
through content like chopstick usage etiquette and social norms. It is a language practice
lesson example where "vocabulary/grammar serves as the tool, cultural understanding as
the extension."
II. Student Analysis
The students are 8th graders (junior high, second year):
1. Language Foundation: Have mastered basic adjectives. Can recognize simple word
formation but are about the prefix rules for "un-/im-/in-," negative prefix . Misuse
exists regarding the usage of adjectives ending in -ed/-ing (describing people/things).
2. Cognitive Characteristics: Have some interest in word formation but low efficiency in
机械 memorization. Are familiar with intercultural etiquette topics but lack ability to
describe them using target language.
3. Ability Shortcomings: Insufficient ability to flexibly use negative adjectives in context.
Prone to vocabulary form errors in discourse.
III. Instructional Design Philosophy
The core is "rule perception—contextual application—cultural extension":
* First, extract the word formation rules for un-/im-/in- through prefix conversion
tasks.
* Then, consolidate the usage of negative adjectives and -ed/-ing adjectives using
different contexts like single sentences, dialogues, and discourse.
* Finally, content like chopstick etiquette, achieve the transfer of language knowledge
to cultural expression.
Throughout the process, incorporate dual guidance on "precise word usage + cultural
respect."
IV. Language Ability, Moral Character, Cultural Awareness
1. Language Ability: Master the word formation rules for adjective negative prefixesun-/im-/in-. Can distinguish the usage of -ed/-ing adjectives. Can correctly use target
vocabulary to describe intercultural etiquette rules in context.
2. Moral Character: Cultivate careful observation and precise expression language habits.
Establish awareness that "language form serves contextual meaning."
3. Cultural Awareness: Understand Asian chopstick usage etiquette and social norms in
different cultures. Understand the logic that "language expression reflects cultural细节."
V. Teaching Objectives
1. Knowledge Objectives: Master the negative prefix rules for un-/im-/in-. Distinguish the
usage of -ed/-ing adjectives. Accumulate negative adjectives like "proper— improper,"
"patient—impatient."
2. Ability Objectives: Can complete conversion to negative adjective forms and
contextual fill-ins. Can correctly use target vocabulary in dialogues and discourse. Can
describe simple intercultural etiquette rules in English.
3. Affective Objectives: Experience the importance of linguistic precision. Respect
behavioral norms of different cultures.
VI. Teaching Focus
1. Master the word formation rules for adjective negative prefixes un-/im-/in-.
2. Distinguish and correctly use adjectives ending in -ed/-ing.
VII. Teaching Difficulties
1. Accurately judging the corresponding negative prefix for an adjective (e.g.,
"important" uses un- not im-).
2. Flexibly and accurately using target vocabulary for expression in intercultural contexts.
VIII. Teaching Procedures (Seven Steps)
Step 1: Interesting Lead-in (5 minutes)
* Activity: Teacher shows contrasting pictures of "safe/unsafe," "polite/impolite." Asks:
"How to say '不安全' in English? Is it 'imsafe' or 'unsafe'?" Guides students to try
expressing with negative prefixes, activating cognition.
* Transition: Introduces the theme: "Today we'll learn negative prefixes of adjectives
and use them to talk about cultural rules."
Step 2: Rule Perception (8 minutes)
* Activity 1: Students complete Task 2a, converting adjectives to their negative forms.
Teacher guides groups to organize adjectives "un-," "im-/in-," extracting rules: adjectives
starting with "p/m/b" often use im-; those starting with "f" often use in-; others mostly
use un-.
* Activity 2: Teacher supplements as words (e.g., "important— unimportant").
Strengthen memory through example sentences.
Step 3: Single Sentence Context Application (7 minutes)* Activity: Students complete Task 2b, filling in blanks with negative adjectives. After
checking answers in groups, teacher selects 2-3 items (e.g., item 2 "impolite") to guide
students to explain "why it refers to a person being impolite" cultural background.
Step 4: Adjective Discrimination (10 minutes)
* Activity 1: Teacher presents examples of "excited/exciting," explaining the rule: -ed
adjectives describe "people's feelings," -ing adjectives describe "the nature of things."
* Activity 2: Students complete Task 2c, circling the correct options. Teacher invites
students to share reasons for choices, strengthening usage distinction.
Step 5: Discourse Comprehensive Application (8 minutes)
* Activity 1: Students independently complete the discourse fill-in for 2d, focusing on
the usage of "normal/properly/manners/lastly/challenging."
* Activity 2: Teacher leads students in reading the discourse aloud. Supplements
cultural background on chopstick usage etiquette (e.g., "It's impolite to stick chopsticks
into food."). Guides students to describe this behavior using negative adjectives ("It's
improper to stick chopsticks into food.").
Step 6: Cultural Extension Discussion (7 minutes)
* Activity: In groups, students discuss "other Chinese table manners," using target
vocabulary (e.g., "impolite/unproper") to describe inappropriate behaviors. Teacher
provides sentence structure scaffolds: "In China, it's ______ to ______ at the dinner
table."
* Presentation: Invite groups to share. Teacher comments on language accuracy and
appropriateness of cultural description.
Step 7: Rule Review (5 minutes)
* Activity: Teacher consolidates knowledge points through "quick Q&A": "What's the
negative form of 'happy'?" "Which word describes your feeling: 'confused' or 'confusing'?"
* Transition: Summarizes the lesson's core content, assigns homework.
IX. Summary
1. Review the word formation rules for adjective negative prefixes un-/im-/in- and the
usage differences of -ed/-ing adjectives.
2. Emphasize: Accurate language expression can better describe cultural norms. Respect
behavioral habits of different cultures.
X. Homework
1. Basic Homework: Organize the negative adjectives from this lesson. Write 1 sentence
for each word (combine with a cultural ).
2. Extension Homework: Write 3 sentences in English describing "1 social etiquette rule
in your country," using at least 2 negative adjectives.
---Lesson Plan Design: Unit 6 Section B Part 3a-c
I. Textbook Analysis
This lesson belongs to the junior high English "Intercultural Communication" thematic
unit, consisting of two core parts: one is Nancy's email about life in France, read-
before Q&A and mind map organization tasks around "French party etiquette"; the other
is Tina's email asking for help from Yaming and the reply task, focusing on email writing
and cultural discussion for "Chinese home visiting etiquette." Using email texts as the ,
the textbook design combines intercultural etiquette knowledge with English
reading/writing skills through a "read—think—write" task chain. It permeates cultural
custom differences between France and China while training language skills like email
structure analysis and etiquette advice expression. It is a lesson example with deep
integration of "language use + cultural understanding."
II. Student Analysis
The students are 8th graders (junior high, second year):
1. Language Foundation: Have mastered basic communicative vocabulary and simple
sentences. Can read simple English emails but are not proficient in applying functional
sentence patterns for "etiquette advice" (e.g., "You should...", "It's better to..."). Email
writing easily has issues like混乱 format and incoherent content.
2. Cognitive Characteristics: Are curious about foreign cultures. Understand some
traditional Chinese etiquette but lack systematic intercultural communication awareness.
Find it difficult to clearly express Chinese-foreign etiquette differences in English.
3. Ability Shortcomings: Weak ability to extract key information from texts in reading.
Insufficient grasp of email structure ("greeting, body, closing") in writing.
III. Instructional Design Philosophy
The core is "perceiving cultural differences—extracting language information—applying
language expression—transferring cultural awareness":
* First, let students perceive foreign culture through reading the email about French
party etiquette.
* Then, use a mind map to organize key etiquette information, mastering advice-giving
sentence patterns.
* Next, through brainstorming on Chinese home visiting etiquette, compare Chinese-
foreign cultural differences.
* Finally, use email writing as the output task, achieving the dual of language skills
and cultural awareness.
Throughout the process, incorporate value guidance on "respecting cultural diversity,"
allowing students to establish intercultural communication awareness while learning
language.
IV. Language Ability, Moral Character, Cultural Awareness
1. Language Ability: Can read English emails on intercultural etiquette themes, extracting
key information. Master basic email format and etiquette advice sentence patterns. Canwrite English emails giving cultural etiquette advice.
2. Moral Character: Cultivate awareness of respecting different cultural customs. Learn
to view cultural differences with an open, tolerant mindset.
3. Cultural Awareness: Understand core characteristics of French party etiquette and
Chinese home visiting etiquette. Understand differences in social etiquette between
Chinese and foreign cultures, enhancing sensitivity for intercultural communication.
V. Teaching Objectives
1. Knowledge Objectives: Master the basic structure of emails (greeting, body, closing,
signature). Master etiquette advice sentence patterns like "You should...", "It's important
to...". Understand core etiquette for French parties and Chinese home visits.
2. Ability Objectives: Can extract key information on intercultural etiquette from emails
and complete mind maps. Can 探讨 Chinese etiquette points in group cooperation and
write etiquette advice emails to others.
3. Affective Objectives: Affirm cultural diversity. Establish an intercultural communication
attitude of "When in Rome, do as the Romans do."
VI. Teaching Focus
1. Read emails on intercultural etiquette themes and extract key information.
2. Master English email format and etiquette advice sentence patterns.
VII. Teaching Difficulties
1. Clearly express differences between Chinese and foreign social etiquette in English.
2. Write structurally complete and reasonably content-rich etiquette advice emails in
English.
VIII. Teaching Procedures (Seven Steps)
Step 1: Situational Lead-in (5 minutes)
* Activity: Teacher shows pictures of French parties and Chinese home visits. Asks:
"What do you do when you go to a French party? What about visiting a Chinese
friend’s home?" Guides students to share 认知 in Chinese, introducing the theme of
"intercultural etiquette differences."
* Transition: "Today we’ll learn about French party etiquette and Chinese visiting
manners from two emails."
Step 2: Reading the French Email, Extracting Information (10 minutes)
* Activity 1: Students read Nancy's email about life in France. Independently complete
课后 questions (e.g., Nancy's initial feelings in France, mistakes at the party). Check
answers with a partner.
* Activity 2: Teacher guides students to organize French party etiquette mentioned in
the email, such as arrival time, attire, gifts, etc., paving the way for the mind map.
Step 3: Organizing Information, Completing the Mind Map (8 minutes)* Activity: In groups, students complete the mind map for "Attending French parties"
(including sections like Arrival time, How to dress, Gifts) based on the email content.
Teacher circulates to guide. Subsequently selects 1-2 groups to present and gives
feedback.
* Extension: Teacher supplements etiquette advice sentence patterns, e.g., "You should
arrive a little late for a French party." "It's rude to ask about someone’s salary in
France."
Step 4: Brainstorming, Discussing Chinese Etiquette (7 minutes)
* Activity: Present Tina's email. Ask: "Tina will visit a Chinese family. What advice do
we have for her?" Students brainstorm Chinese home visiting etiquette in groups from
aspects like greetings, giving gifts, table manners, recording key words or short phrases
in English.
* Sharing: Each group sends a representative to share. Teacher organizes and writes
core etiquette points on the board (e.g., "Bring fruit or flowers as gifts," "Use chopsticks
properly").
Step 5: Sentence Pattern Practice, Expressing Advice (8 minutes)
* Activity: Teacher demonstrates expressing etiquette advice using target sentence
patterns (e.g., "It's important to bring a small gift when visiting a Chinese family." "You
shouldn't stick your chopsticks into the rice."). In pairs, students practice the sentence
patterns using etiquette points from Step 4.
Step 6: Email Writing, Output Application (10 minutes)
* Activity: Students, in the role of Yaming, write an etiquette advice email to Tina,要
求 including basic email format and at least 3 pieces of Chinese home visiting etiquette
advice. Teacher provides a writing framework (greeting → body advice → closing
expectations → signature) and circulates to answer questions.
* Peer Review: After completion, students emails with a partner. Conduct simple
evaluation based on "correct format, reasonable advice, fluent language."
Step 7: Cultural Summary, Elevating Awareness (5 minutes)
* Activity: Teacher asks: "What can we learn from the two emails about different
cultures?" Guides students to conclude: "Different cultures have different etiquette, and
we should respect and follow local customs when in a new country."
* Extension: Encourage students to share social etiquette from other countries they
know, broadening cultural .
IX. Summary
1. Review core points of French party etiquette and Chinese home visiting etiquette.
2. Organize basic English email format and etiquette advice sentence patterns.
3. Emphasize the core principle of intercultural communication: Respect differences;
When in Rome, do as the Romans do.X. Homework
1. Basic Homework: Revise the email to Tina written in class, content and language,
copy it into the homework notebook.
2. Extension Homework: Research the social etiquette of another country (e.g., Japan,
Brazil). Describe its core characteristics in 5 English sentences. Share next class.
---
Unit 6B 4a - 4c
Junior High English "Compare Two Cultures" Lesson Plan
I. Textbook Analysis
This lesson is the Project-Based Learning (Project) section of the junior high English Unit
6 "Crossing Cultures." The core task is to compare customs between Chinese and
Western (using Brazil as an example) cultures. The textbook designs a task chain of
"group research and table completion → cross-group sharing of research results →
returning to original group to compile information → reflection and summary," the
"Reflecting" section, integrating language use, cultural exploration, and grammar
knowledge (adverbial clauses). The content requires students to organize cultural
differences in English while permeating the concept of "When in Rome, do as the
Romans do," achieving the dual goals of "language output + cultural understanding." It is
a typical "learning by doing" intercultural communication lesson example.
II. Student Analysis
The students are 8th graders (junior high, second year):
1. Language Foundation: Have mastered basic vocabulary related to cultural customs.
Can use simple sentences to describe behaviors but grammar errors in comparative
expressions (e.g., "same/different") and the use of adverbial clauses (so...that/unless/as
soon as). Logical coherence in written and oral expression is insufficient.
2. Cognitive Characteristics: Are curious about foreign customs but lack systematic
research and comparative analysis abilities. Tend to stay at the level of describing surface
phenomena, finding it difficult to deeply understand the cultural roots behind customs.
3. Ability Shortcomings: Efficiency in division of labor and expression within group
cooperation is low. During cross-group sharing, issues like "incomplete information
transfer" easily occur. Lack deep thinking about "the meaning of cultural differences,"
guidance to establish rational intercultural cognition.
III. Instructional Design Philosophy
The core is "research—share—compile—reflect," adopting a Project-Based Learning (PBL)
model:
* First, have students, in groups, research differences between Chinese and Brazilian
(as an example) customs themes like "table manners, greeting methods" and complete a
table.
* Then, achieve information exchange through cross-group sharing.
* Next, return to original groups to integrate cultural differences from differentthemes.
* Finally, through reflective questions, guide students to deepen their understanding of
intercultural communication.
Throughout the process, use "group cooperation" as the, integrating language expression
training into the cultural exploration process, permeating the cultural communication
principle of "When in Rome, do as the Romans do."
IV. Language Ability, Moral Character, Cultural Awareness
1. Language Ability: Can use English to describe and compare customs of different
countries. Master comparative vocabulary like same/different and the basic usage of
adverbial clauses like so...that/unless/as soon as.
2. Moral Character: Cultivate awareness of respecting cultural differences and embracing
multiculturalism. Learn to view cultural differences from a rational perspective, avoiding
cultural prejudice.
3. Cultural Awareness: Understand specific differences between Chinese and Western
(Brazilian) cultures in areas like table manners. Understand the intercultural
communication principle of "When in Rome, do as the Romans do," establishing
sensitivity for intercultural communication.
V. Teaching Objectives
1. Knowledge Objectives: Master core vocabulary for custom comparison
(same/different/rude/polite) and adverbial clause sentence patterns. Can organize
similarities and differences between Chinese and Brazilian cultures in areas like table
manners.
2. Ability Objectives: Can complete cultural custom research and fill in comparison
tables through group cooperation. Can clearly and coherently share research results with
other groups.
3. Affective Objectives: Affirm cultural diversity. Establish an intercultural communication
attitude of "When in Rome, do as the Romans do," enhancing willingness and ability for
cross-cultural communication.
VI. Teaching Focus
1. Complete the comparison table for Chinese-Brazilian customs (using table manners as
an example) in English.
2. Master the English expression logic for sharing research results across groups.
VII. Teaching Difficulties
1. Deeply analyze the reasons behind cultural custom differences, not just 停留在
describing surface phenomena.
2. Accurately use adverbial clauses to express logic related to culture, improving
accuracy of language expression.
VIII. Teaching Procedures (Seven Steps)Step 1: Situational Lead-in (5 minutes)
* Activity: Teacher shows pictures of Chinese and Western table manners (e.g.,
Chinese using chopsticks, Brazilians using knife and fork). Asks: "What are the differences
between Chinese and Western table manners? Do you know any customs in Brazil?"
Guides students to describe simply in English, activating prior knowledge.
* Transition: Introduces the theme: "Today we'll work in groups to compare customs
between China and other countries like Brazil."
Step 2: Task Interpretation & Grouping (7 minutes)
* Activity 1: Teacher explains project task requirements: Groups choose a research
theme (table manners / greeting methods / gift-giving customs, etc.), compare custom
differences between China and Brazil, and fill in a table.
* Activity 2: Students form groups of 4, determine group leader and research theme,
assign for "data collection, table completion, language organization."
Step 3: Group Research & Table Completion (10 minutes)
* Activity: Each group,the chosen theme (using table manners as an example),
combines textbook prompts and materials to organize similarities and differences
between Chinese and Brazilian customs, completing the comparison table. Teacher
circulates to guide, focusing on helping students English expression (e.g., correcting
grammar errors like "talk with mouth full").
* Example: Supplement other dimensions for the table manners table, e.g., "Chinese
meals often share dishes, Brazil often has individual plates → different."
Step 4: Cross-Group Sharing Preparation (5 minutes)
* Activity: Each group, based on the completed table, organizes sharing scripts,
referring to example句式 from textbook 4b (We researched... In China... But in Brazil...)
to structure language. Group leader coordinates to ensure each member has a speaking
part.
Step 5: Cross-Group Sharing & Exchange (10 minutes)
* Activity: Students leave their original groups and join other groups to share research
results. For example, students who researched "table manners" go to a group that
researched "greeting methods" to share, recording research from other groups. Teacher
guides students to use sentence patterns like "Could you tell me more about...?" for.
Step 6: Returning to Original Group & Compilation (6 minutes)
* Activity: Students return to their original groups. Compile information on cultural
differences from other themes (e.g., greetings, gift-giving) obtained during cross-group
sharing, supplementing and their group's research. Group leader organizes key information
and prepares for class presentation.
Step 7: Reflection & Summary (7 minutes)
* Activity 1: Teacher and students the 5 questions from the "Reflecting" section,focusing on guiding students to understand that "understanding cultural differences can
avoid communication conflicts; intercultural communication requires doing as the locals
do."
* Activity 2: Students read aloud together: "When in Rome, do as the Romans do,"
strengthening the core principle of intercultural communication.
IX. Summary
1. Review core custom differences and English expressions between Chinese and
Brazilian cultures in areas like table manners and greeting methods.
2. Emphasize the core of intercultural communication: Respect differences; When in
Rome, do as the Romans do; treat different cultures with an open mind.
X. Homework
1. Basic Homework: Based on classroom research results, write 3 sentences in English
describing differences between China and the UK in "gift-giving customs."
2. Extension Homework: Research, investigate "visiting etiquette" in China and the USA,
complete a simple comparison table, share next class.
