Unit 1 Asia Study skills 教学设计-2024-2025学年译林版九年级英语下册

该初中英语教学设计聚焦身体语言的跨文化差异及西方常见身体语言含义，通过展示点头、摇头等常见手势提问导入，引导学生从日常手势认知过渡到文化差异理解，再学习具体西方身体语言词汇与含义，搭建“现象-差异-应用”的学习支架。 此设计以文化意识和语言能力培养为核心，通过角色扮演（如“说‘开心’却抱臂低头”情景解读）、中西文化对比（如眼神交流差异）等任务型活动，提升学生跨文化沟通中的思维品质。丰富的图文匹配练习和真实情景应用，既助学生掌握考点，又为教师提供可直接复用的教学资源。

Unit 1 Asia Study skills 教学设计 I. Teaching Objectives Enable students to understand that body language, as a communication form, varies across cultures. Master the meanings of common body languages in Western cultures. Develop students’ ability to interpret body language in different cultural contexts, helping them communicate more effectively in cross - cultural interactions related to Asian and global communication scenarios. Enhance students’ cultural awareness, making them sensitive to body language differences, which is beneficial for future international exchanges and exam - related cultural understanding questions. II. Language Knowledge 1. Key Vocabulary & Phrases Body language - related: gesture, head held down, head raised, looking down, looking away, looking in the eyes, crossed arms, open arms, hands on the sides Cultural communication: communication, culture, agreement, disagreement, insult, worthless 2. Key Sentence Patterns “Body language, as a form of communication, is different from culture to culture.” “In most cultures, it means...; in... it is an insult; in... it means...” “Sometimes the words a person uses do not match his or her body language. When this happens, it is often more important to look at their body language.” 3. Key and Challenging Points Cultural Variation of Body Language: Understanding that the same gesture can have different meanings in different cultures (e.g., the “OK” gesture). Interpretation of Western Body Languages: Accurately grasping the meanings of common body languages in Western cultures as listed in the textbook. Application in Communication: Using the knowledge of body language to analyze and improve cross - cultural communication, which may appear in exam - related reading or writing about cultural differences. III. Teaching Procedures Step 1: Lead - in & Warm - up (5 minutes) Show some common gestures (e.g., nodding, shaking head, the “V” sign) and ask students: “What do these gestures mean? Do they have the same meaning everywhere?” Introduce the topic: “Today we’ll learn about body language, which is an important form of communication. It can be different across cultures, and we’ll focus on its cultural variations and meanings in Western cultures.” Step 2: Presentation of Cultural Variation (8 minutes) Textbook Content Analysis: Read the first part of the textbook about body language variation (e.g., nodding, shaking head, the “OK” gesture) with students. Explain key sentences: “Body language, as a form of communication, is different from culture to culture.” Give more examples of cultural differences in body language (e.g., the thumbs - up gesture in some Middle Eastern countries is an insult). Discussion: Ask students: “Can you think of other gestures that have different meanings in different cultures?” Let students share their knowledge, then supplement with more examples to enrich cultural understanding. Step 3: Learning Western Body Language Meanings (12 minutes) Vocabulary and Meaning Explanation: Go through the “Body language” and “Possible meaning” table in the textbook. Explain each body language term (e.g., “head held down” — shy, ashamed; “looking in the eyes” — friendly, interested, honest) with simple actions and examples. Write the body language terms and their meanings on the board for students to note. Exercise Practice: Do the “Match the pictures with the meanings” exercise. Let students first discuss in pairs, then match the pictures with “a. Glad to see you. b. I can do it! c. I did something wrong.” Walk around to help with understanding and matching. Check answers as a class and explain why each picture matches a certain meaning. Step 4: Deeper Understanding & Discussion (10 minutes) Text Analysis: Read the sentence “Sometimes the words a person uses do not match his or her body language. When this happens, it is often more important to look at their body language.” with students. Discuss the importance of body language in communication: “Why is body language important? How can it help us in communication?” Give scenarios: “If someone says ‘I’m happy’ but has crossed arms and a downcast face, what does their body language suggest?” Let students practice interpreting mixed messages. Cultural Comparison: Compare Western body language meanings with those in Asian cultures (e.g., looking in the eyes in Western cultures vs. in some Asian cultures). Ask students to think about how to adjust communication based on different cultural body language norms. Step 5: Integration & Application (7 minutes) Role - play: Create role - play scenarios where students need to use and interpret body language. For example, one student uses a gesture with a certain meaning, and the other student guesses the meaning based on cultural context (Western or Asian). Students practice in pairs, then perform in front of the class. Evaluate their performance in terms of accurate body language interpretation and cultural awareness. Exam - related Connection: Show a short passage about cultural communication including body language, and ask students to answer questions (e.g., “What does the gesture mean in Country X?”). Practice exam - style reading comprehension skills related to cultural content. Step 6: Summary & Homework (3 minutes) Summary (1 minute): Recap the key points: body language varies across cultures, common Western body language meanings, and the importance of body language in communication. Homework (2 minutes): Ask students to find one more example of body language with different cultural meanings and write a short paragraph (50 - 80 words) explaining it. Observe and record body language in their daily communication for next class sharing, focusing on how body language conveys messages. IV. Assessment of Teaching Effectiveness Formative Assessment: Observe students’ participation in discussion, exercise practice, and role - play to check understanding of body language meanings and cultural variations. Evaluate students’ performance in the “Match the pictures” exercise and role - play for accuracy and application ability. Summative Assessment (for later): Check homework paragraphs for correct explanation of body language cultural differences. Use a quiz with scenarios to assess students’ ability to interpret body language in different cultural contexts. V. Design Purpose Cultural Awareness: Highlights cultural differences in body language, preparing students for cross - cultural communication and exam topics related to culture. Skill Integration: Combines reading, discussion, role - play, and exam - style practice to enhance students’ ability to understand and apply body language knowledge. Practical Application: Focuses on real - life communication scenarios, making the learning of study skills (understanding body language) practical and useful. VI. Blackboard Design Unit 1 Asia Study skills — Understanding body language Cultural Variation: Same gesture → different meanings (e.g., “OK” gesture: most cultures - OK; Russia, Brazil, Turkey - insult; France, Belgium - zero; Japan - money) Western Body Language Meanings: Body language Possible meaning head held down shy, ashamed head raised confident looking down dishonest looking away bored, uninterested looking in the eyes friendly, interested, honest crossed arms not open, unfriendly, angry open arms open, friendly hands on the sides impatient, angry Key Sentence: “Body language... different from culture to culture.” “Words vs. body language: look at body language when they don’t match.” Checklist: Understand cultural variation ✔️; Master Western meanings ✔️; Apply in communication ✔️ 学科网（北京）股份有限公司 $$