Unit 4 Body Language Reading and Thinking 英文教案-2026-2027学年高中英语人教版选择性必修第一册

选择性必修一单元4 Reading and Thinking英文教案 I.Basic Lesson Information Lesson Topic: Cultural Diversity of Body Language Lesson Type: Senior High English Reading & Thinking Class Class Duration: 45 minutes Target Students: Senior High School Students Core Literacy Focus: Language competence, critical thinking, cross-cultural communication awareness II.Learning Objectives Master reading skills including skimming for genre, main idea and text structure, scanning for cultural gesture details. Distinguish culture-specific meanings of identical gestures and master word-form transformation and phrase collocations. Develop logical debating ability and practical non-verbal expression skills through interactive games. Build inclusive awareness of global cultural differences and avoid cross-cultural communication misunderstandings. III.Key and Difficult Teaching Points Key Points Grasp layered reading strategies; classify gestures with corresponding meanings and regions; master grammar rules in cloze and matching exercises. Difficult Points Analyze cultural logic behind non-verbal behaviors; organize logical opinions in group debates; apply body language knowledge in interactive performance activities. IV.Teaching Aids Courseware with text structure mind map and gesture comparison chart; short video Smile Trial; printable worksheet with in-class exercises; lyric sheet for gesture song. V.Teaching Procedures 1.Lead-in (3 mins) The teacher asks students to demonstrate one daily gesture and explain its meaning in China. After 2–3 students share, the teacher transitions to the lesson theme: the same body language carries totally different connotations in various cultures, and this class will explore such cross-cultural diversity. 2.Skimming Task: Genre & Paragraph Main Idea Matching (6 mins) Students scan the whole text quickly and confirm the writing type is exposition. Then match each paragraph with its core meaning. Para.1 — B Body language can show our feelings Para.2 — A Body language varies in different cultures Para.3 — D The different meanings of “OK” Para.4 — C The gestures for “yes” and “no” are different Para.5 — F Some gestures with the same meaning Para.6 — E Smiling has many different uses Guide students to draw a brief structural mind map based on the matching result. 3.Scanning Task: Sort Gesture Details & Sentence Completion (13 mins) Students scan the passage to fill in gesture classification information. Eye contact between men and women means impolite in Middle Eastern countries. Looking down while talking shows respect in Japan. The OK sign represents money in Japan, zero in France and rudeness in Brazil and Germany. Cheek kissing serves as daily greeting in France and Russia. Hands folded beside closed eyes stands for sleep worldwide. Circling hands over stomach after meals signals full stomach globally. Then students finish sentence matching independently with given options. Answers: 1.C 2.A 3.B 4.E 5.F 6.D. 4.Video Appreciation & Group Debate (9 mins) Play the video Smile Trial, then divide students into four groups to debate the topic: body language or spoken words, which better reflects people’s real feelings. Reference viewpoint: Body language is more trustworthy. People can deliberately adjust verbal expressions, yet subconscious physical reactions like fake smiles and false tears are hard to disguise. 5.Interactive Practice & Grammar Consolidation (8 mins) First, gesture game: Several students act out different body language on stage; classmates guess the implied meaning. Then the whole class sings and performs the gesture song You’re Happy and You Know It. After activities, students complete the grammar summary cloze alone, key answers: varies, approved, talking, witnesses, as, making, for, shaking, comparison, bowing. Teacher briefly explains related grammar including subject-verb agreement, non-finite verbs and passive structures. 6.Lesson Brief Summary (6 mins) Review core content: Body language is typical cultural carrier. A small number of gestures are globally unified, while most signals carry region-specific meanings. Students need to respect diverse non-verbal customs to reduce cross-cultural conflicts. Quickly review key grammar and phrases from exercises. VI.Blackboard Layout 1.Text Structure: Feeling expression → Cultural diversity → Unique OK gesture → Yes/no difference → Universal gestures → Multi-purpose smiles 2.Gesture Table: Culture-specific signals / Global unified signals 3.Core Language: Word transformation, fixed phrase collocations 4.Debate Core: Body language reveals true inner emotions VII.Homework Assignments Retell the text’s main content within 100 English words. Finish extended matching and phrase fill-in exercises. Collect extra body language materials online and make a simple presentation PPT. VIII. Teaching Reflection Strengths The 3-minute concise lead-in activates students’ life experience quickly. Layered reading tasks realize progressive text comprehension, while debate and gesture games fully stimulate classroom participation. Grammar consolidation and extended exercises integrate knowledge input and output, comprehensively cultivating students’ core literacy. Improvements Reserve more time for group debate sharing; prepare auxiliary gesture vocabulary lists for students with weak language foundation. Literacy Achievement Students master cultural characteristics of body language and form inclusive attitudes towards global cultural differences, achieving the preset cross-cultural communication teaching objectives. 学科网（北京）股份有限公司 $