Unit 2 Body Language：Reading教学设计——2025-2026学年八年级下册《英语》沪教版(2024)

Unit 2 Body Language： Reading教学设计 教学内容 First thoughts (p. 19), Reading (pp. 20–21), Reading comprehension (p. 22) 主要语篇 Body language matters 教学目标 通过本课的学习，学生能够： 找出Lele与Haoran肢体语言的关键差异（如smile/look down），理解肢体语言的重要性； 梳理语篇故事逻辑，归纳积极肢体语言的特点； 初步理解肢体语言如何影响人际交往，树立关注非语言沟通、尊重多元交流方式的意识。 教学重点 准确找出Lele与Haoran肢体语言的具体差异（如“smile/never smile” “hold her head up/look down”），并理解这些差异对人际交往的影响。 教学难点 将文中积极肢体语言的特点（如smile, eye contact）转化为自身可运用的交往技巧，理解其在现实生活中的应用价值。 【单元课前预习】 引导学生基于课本第19页First thoughts 板块的思维导图，思考以下问题： What body language do you usually use when talking to parents, friends or strangers (e.g., smiling, crossing arms, using eye contact) Have people ever misunderstood your body language What happened Why is body language important in communication Can body language sometimes “speak louder than words” Give an example. Are there any gestures that mean different things in other countries (e.g., "thumbs up" or "nodding") Why is it important to learn about cultural differences in body language 鼓励学生在课前观察身边的肢体语言，记录1–2个案例，准备在课堂上分享。 【教学过程】 Step 1 分享观察，激活主题认知 学生交流课前观察到的身边肢体语言案例，自然引入本单元“肢体语言”的主题。 When and where have you seen this kind of body language _____ _____ I observed a scene at/in … (place/time, e.g. at a family dinner last Sunday). Who used it, and what did he / she do _____ _____ I saw _____ (person) _____ (action, e.g. smile and nod/cross arms and look away). What do you think it meant _____ _____ Maybe he/she wanted to show _____ (purpose, e.g. I’m listening/I don’t agree). Step 2 思考肢体语言的重要作用，了解单元主题。 Guessing Game 引导学生两人一组，观察课本第20页Before you read活动中6幅隐去文字的肢体语言图片，学生快速猜测，思考并回答两个问题： What is he/she doing (The boy/girl is …) Why do you think he/she is doing this (I think he/she wants to show…) Match 教师展示6个场景卡，让学生将6幅肢体语言图片和场景卡配对，并回答问题： Why is this type of body language suitable in this situation (e.g. Because clapping hands is a way of showing …) How does body language help us communicate (e.g. It helps us …) Act and Show 小组抽取场景或者构建自己的场景，构思短对话（1–2分钟），融入至少2种肢体语言，进行表演。 表演后，请其他观看的学生点评： What body language did you see What did it mean 教师总结升华： 肢体语言是沟通的“第二语言”。（Body language is the “second language” of communication.） Step 3 了解主阅读语篇的大意 Read and identify the text type 引导学生快速阅读课文，并根据课文的标题、配图等，了解语篇的体裁为记叙文（故事），并简单介绍其文体特点：用生动的动作、对话描写增强代入感；整体结构遵循“讲述故事—提炼道理—分享技巧”的递进逻辑，兼顾趣味性与教育性。 Read and guess 培养学生预测情节发展的能力。让学生阅读课文第1–10行（女士进入办公室的 ... ...