Unit 7 Know Our World Lesson 40教学设计-2024-2025学年冀教版（2012）英语八年级下册

Unit 7 Know Our World Lesson 40: Body Language I. Teaching Objectives By the end of the lesson, students will be able to: Understand cultural differences in body language to answer true/false questions and complete tables, aligning with High school entrance examination cross - cultural communication skills. Master body - language - related vocabulary (e.g., kiss, shake, nod, gesture) and use them in context, preparing for High school entrance examination vocabulary tasks. Analyze and compare body - language meanings across cultures, supporting High school entrance examination - style cultural - analysis skills. Collaborate in groups to act out and guess body - language meanings, enhancing High school entrance examination teamwork and communication skills. II. Key Points & Difficulties Key Points Body - Language Meanings: Handshakes: Greeting (China, others). Kisses: Friendship/love (some European countries). Nodding/shaking heads: “Yes”/“no” (most places) vs. “no”/“yes” (India). Thumbs - up: “Okay” (most) vs. rude (Australia), “five” (Japan), “one” (Germany). Vocabulary & Phrases: kiss, shake, nod, gesture, polite – used to discuss body - language actions and meanings. Difficulties Remembering varied cultural meanings of the same gesture (e.g., thumbs - up in different countries). Accurately using body - language verbs (e.g., “kiss” in “His mother kisses him goodbye”) in sentences. Connecting cultural respect to body - language differences (e.g., why it’s important to know these variations). III. Teaching Methods Task - Based Learning (TBL): Through true/false questions, table completion, vocabulary filling, and group acting. Cultural - Respect Discussion: Debating why understanding body - language differences matters (e.g., avoiding misunderstandings). Collaborative Learning: Group work for body - language acting and guessing, emphasizing peer feedback on clarity. IV. Teaching Aids CAI (body - language cultural - difference videos, vocabulary - definition animations, gesture - acting prompts). Textbook, worksheets, and “Body - Language Cards” (with gestures and meanings for sorting). V. Teaching Procedures Step 1: Warm - up – Daily Body - Language Use (5 mins) Discuss the THINK ABOUT IT questions: What do you know about body language? (E.g., “Handshakes mean greeting; smiles mean happiness.”) Do you use body language? When and where? (E.g., “Nod to say ‘yes’; wave to say ‘hello/goodbye’.”) Share: Invite 3–4 students to share. Write down keywords: body language, gestures, culture. Step 2: Pre - reading – Vocabulary & Gesture Prep (8 mins) Vocabulary Introduction: Teach words with context examples: kiss: “His mother kisses him goodbye.” shake: “Shake hands to greet friends.” nod: “Nod your head to say ‘yes’.” gesture: “Thumbs - up is a gesture.” polite: “It’s polite to say ‘thank you’.” Gesture Prediction: Ask: What gestures will the lesson mention? (E.g., handshakes, kisses, thumbs - up). Step 3: Reading – Cultural - Gesture Detail Extraction (12 mins) Complete Let’s Do It! 1 (True/False Questions): Answers: T (Some European countries kiss for friendship/love). F (In India, nodding = “no”, shaking = “yes”). F (Thumbs - up in Germany = “one”, not “well done”). T (American goodbye wave = “no” in parts of Europe/South America). Table Completion (Let’s Do It! 2): Answers: Gestures Meanings Countries shake hands greeting, friendship, trust China, others kiss (on both cheeks) friendship, love Some European countries nod one’s head yes Most places no India shake one’s head no Most places yes India thumbs - up okay, well done Many countries not polite Australia five Japan one Germany Cultural - Respect Discussion: Ask: “Why is it important to know these differences? How can they prevent misunderstandings?” (E.g., “In Japan, thumbs - up = ‘five’—don’t use it to say ‘good job’ there!”) Step 4: Vocabulary & Grammar Practice (10 mins) Complete Let’s Do It! 3 (Blank - Filling): Answers: kisses shake nod European polite Sentence Expansion: Practice: “To be polite, shake hands to greet, nod to agree, and kiss (if cultural) to show love—all part of body language!” Error - correction Practice: Fix: “He shake hands” → “He shakes hands” (subject - verb agreement). Step 5: Group Project – Body - Language Acting & Guessing (15 mins) Task Introduction: Acting & Guessing Rules: One student acts a gesture (e.g., thumbs - up, nodding). Others guess the meaning and cultural context (e.g., “Thumbs - up = ‘okay’ in most places, but rude in Australia.”). Guiding Questions: What culture uses this gesture? What does it mean there? Group Work: Students take turns acting and guessing, using the text for reference. The teacher guides cultural - context hints (e.g., “This gesture means ‘five’ in Japan—any guesses?”). Class Sharing: Groups present gestures and meanings. Feedback focuses on: Accuracy of cultural - meaning links. Clarity of acting (e.g., “Clear nod—easy to guess ‘yes’.”). Step 6: Summary & Homework (5 mins) Summary: Recap body - language gestures, cultural differences, vocabulary, and the importance of respect. Homework: （1）Write a 6 - sentence reflection: “Why Body - Language Respect Matters” (use 3 key terms: kiss, nod, polite). （2）Research one more cultural - body - language difference (e.g., “Waving in some cultures = ‘come here’ vs. ‘go away’”) and share in class. VI. Blackboard Design Body - Language Cultural Differences: Gesture Meaning (Most Places) Meaning (Specific Cultures) Handshake Greeting Universal (friendship/trust) Kiss (cheeks) Friendship/Love Some European countries Nod Yes Most places; No in India Thumbs - up Okay/Well Done Rude in Australia; “five” in Japan; “one” in Germany Key Vocabulary: kiss, shake, nod, gesture, polite Core Message: “Body language varies by culture—learn and respect to connect well!” 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$