Unit 2 Language and communication B More than talking (Speaking)教学设计 2024-2025学年沪教版（五四学制）英语七年级下册

该初中英语教学设计聚焦非语言沟通主题，涵盖手势、体态、面部表情等类型及相关词汇与功能。通过查理·卓别林无声视频导入，激发兴趣，衔接主题，借助图片展示和词汇匹配游戏搭建学习支架，帮助学生逐步理解非语言沟通要素。 特色在于融合角色扮演与文化差异分析，通过“职场面试”等情境角色扮演提升语言运用能力，讨论不同文化中眼神交流的差异培养文化意识，小组合作探究情境中的非语言行为发展思维品质。情境教学与合作学习方法具体可操作，助力学生提升跨文化沟通能力，为教师提供结构化活动设计与反思参考。

Unit 2 Language and communication-B More than talking (Speaking) This section of "More than talking" in Unit 2 focuses on non - verbal communication. It aims to let students understand that communication is not only about words but also involves body language, facial expressions, and other non - verbal elements. Through various speaking activities, students will explore different forms of non - verbal communication, discuss their functions, and learn how to use them effectively in real - life situations. They will also analyze cultural differences in non - verbal communication, which broadens their cross - cultural awareness. 教学目标 Students will be able to recognize and name different types of non - verbal communication, such as gestures, body postures, eye contact, and facial expressions. Learn some common non - verbal communication expressions and their meanings in English, for example, "nod one's head" means agreement, and "shake one's head" means disagreement. Understand the role of non - verbal communication in daily communication and how it can enhance or change the meaning of verbal messages. 教学重难点 1. Key Points Master the vocabulary related to non - verbal communication, and use them to express and discuss different non - verbal behaviors. Comprehend the functions and importance of non - verbal communication in communication. Practice using non - verbal communication in speaking activities to enhance communication effectiveness. 2. Difficult Points Distinguish the subtle differences in the meanings of some similar non - verbal communication behaviors. For example, in some cultures, direct eye contact shows confidence, while in others, it may be considered impolite. How to help students use non - verbal communication naturally and appropriately in real - life communication, considering cultural backgrounds and specific situations. 1. Vocabulary Gesture: wave, point, thumbs - up, thumbs - down, cross one's fingers Body posture: stand straight, sit upright, slouch Facial expression: smile, frown, glare, raise one's eyebrows Eye contact: maintain eye contact, avoid eye contact 2. Expressions "Nod one's head" means agreeing with something or someone. "Shake one's head" means disagreeing with something or someone. "Give a thumbs - up" means approving or showing that something is good. "Give a thumbs - down" means disapproving or showing that something is bad. "Cross one's fingers" means hoping for good luck. 3. Functions of Non - verbal Communication Reinforce verbal messages: For example, a big smile while saying "I'm happy" can strengthen the expression of happiness. Substitute for words: Sometimes, a simple shrug can mean "I don't know" without saying a word. Reveal emotions: Facial expressions and body postures often show a person's true emotions, like a frown indicating worry or displeasure. 教学过程 1. Warming - up (5 minutes) Greet the students as usual. Then, show them a short silent video clip of a funny situation where people are communicating without words. For example, a scene from a Charlie Chaplin movie. After watching the video, ask students some simple questions: "Did you enjoy the video? What did you notice about how the people in the video communicated? Can you communicate without speaking?" This will arouse students' interest and lead them to the topic of non - verbal communication. 2. Presentation (10 minutes) Use PPT to show different pictures of non - verbal communication, such as a person waving goodbye, another person giving a thumbs - up, and someone with a surprised facial expression. While showing the pictures, introduce the new vocabulary related to non - verbal communication, pronounce the words clearly, and ask students to repeat after you. For example: "Look at this picture. This person is waving. W - a - v - e, wave. It is a common gesture. When we wave, we usually say goodbye or hello." After introducing all the vocabulary, play a vocabulary - matching game. Show the words on one side of the PPT and the corresponding pictures on the other side, and ask students to match them quickly. 3. Discussion (10 minutes) Divide students into small groups of 4 - 5. Present each group with a list of situations, such as "meeting a new friend", "arguing with someone", "listening to a boring lecture", etc. In their groups, students are required to discuss what non - verbal communication behaviors might be used in these situations. Encourage them to use the vocabulary they just learned. For example, in the situation of "meeting a new friend", they might say "We can smile, shake hands, and maintain eye contact." Walk around the classroom, listen to their discussions, and offer help or guidance when necessary. After about 5 minutes, ask each group to report their discussion results to the whole class. 4. Role - play (15 minutes) Set up several scenarios for role - plays, such as a job interview, a negotiation between two business partners, and a conversation between two friends who haven't seen each other for a long time. Let students choose the scenario they like and form new groups according to their choices. Each group should prepare a short role - play, paying attention to using appropriate non - verbal communication in addition to speaking. Give students about 5 minutes to prepare. During this time, they can write a simple script and practice their roles. Then, invite each group to come to the front of the classroom to perform their role - plays. After each performance, ask the other students to comment on the non - verbal communication used in the role - play, such as whether it was appropriate, what emotions it conveyed, etc. 5. Summary and Homework (5 minutes) Summarize the key points of this class with the students, including the vocabulary of non - verbal communication, its functions, and how to use it in different situations. Assign homework: Ask students to observe people's non - verbal communication in their daily lives, such as in a shopping mall, a park, or at home. Then, write a short report about what they have observed, including at least three different non - verbal communication behaviors and their possible meanings. 教学反思 After this class, I found that students were highly interested in the topic of non - verbal communication. The warming - up activity of showing a silent video successfully attracted their attention and motivated them to participate in class. However, during the vocabulary - learning part, some students had difficulty in remembering the new words, especially those with complex pronunciations. In the future, I could use more vivid teaching methods, such as making flashcards with pictures and words, or using body - movement - based memory techniques. During the group discussion and role - play activities, most students actively participated and showed good understanding of non - verbal communication. But there were still a few students who were a bit shy and reluctant to speak in front of the class. I need to find more ways to encourage these students, for example, giving them more praise and small rewards when they make efforts to participate. Regarding the teaching content, some students had trouble understanding the cultural differences in non - verbal communication. Maybe in the next class, I can design a special session to focus on this aspect, showing more examples of different cultural non - verbal communication through videos or real - life stories. Overall, this class provided a good foundation for students to further explore the world of non - verbal communication, and I will continue to improve my teaching methods based on students' learning situations. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$