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教学设计 2
教学内容 Reading I & II
主要语篇 Body language matters
教学目标 通过本课的学习，学生能够：1. 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；2. 梳理语篇故事逻辑，归纳积极肢体语言的特点；3. 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】
1. 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：
(1) What body language do you usually use when talking to parents, friends or strangers
(e.g., smiling, crossing arms, using eye contact)
(2) Have people ever misunderstood your body language What happened
(3) Why is body language important in communication
(4) Can body language sometimes “speak louder than words” Give an example.
(5) Are there any gestures that mean different things in other countries
(e.g., "thumbs up" or "nodding")
(6) Why is it important to learn about cultural differences in body language
2. 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】
Reading I:
Step 1 Lead in
1. Watch a video: What body language do you often use
2. Think and say: 鼓励学生课前思考以下问题，并在课前预习单上简单回答，课堂分享。
(1) What is body language
(2) What’s the function of body language
(3) What else can help us make a good impression on others
Step 2 Before you read
1. 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…)
2. 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
3. Think more
学生思考：What other body language do we often use in our daily life 拓展学习更多生活中常用 的肢体语言的英语表达。
Step 3 Reading
l Pre-reading
1. 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。
2. Read and guess
What body language are the boy and the girl showing Which person looks friendlier, the boy or the girl
3. New words learning. 学习本节课的新词汇和短语，为阅读扫清障碍。
l While reading
1. 播放录音，学生跟读课文，整体感知故事内容。
2. 引导学生阅读课本第 21 页的 Reading strategy 中“书面对话中引号的使用规则 ”。教师总 结：
（1）书面对话里，新说话者的内容需以新段落呈现，且整段对话要被引号（ “... ”）包裹；
（2）若某一段的对话没有以引号结尾，则说明“ 同一个说话者的发言会延续到下一个段落 ”。 教师呈现一些语篇中的引语，请学生标注每句引语对应的说话者，组织小组内互查标注结果， 最后邀请 1 –2 组展示完成的标注内容。
3. Careful Reading：教师引导学生将课文分为 Beginning-Middle-Ending 三个部位，并完成相应 的阅读任务。
(1) Beginning: Read and answer the questions:
Whom did the well-dressed woman prefer
How did Li Lele greet the woman
What did Wang Haoran do then
(2) Middle: Read the middle of the story and complete the summary.
Mr Yang noticed that Wang Haoran was unhappy because no one came to him. He explained
that the problem was his body language. Wang Haoran didn’t understand what he meant. Mr Yang told him that body language included gestures, the expression on his face and his whole appearance. Wang Haoran made a bad impression on others with his body language. On the other hand, when Li Lele works, she always smiles, holds her head up and looks friendly, so people like to go to Li Lele for help.
(3) Ending: Read the ending of the story and tell whether the following statements are True (T) or False (F).
4. Read and complete the table
Where did the story happen at a travel company
Who were the main character s in this story Wang Haoran, Li Lele, Mr Yang
What happened at the beginni ng of the story Customers always went to Li Lele for help. Wang Haoran felt very unhappy.
What happened in the middle of the story Mr Yang explained that Lele’s body languagemade people feel welcome, while Haoran didn’t give people a good impression. Haoran decided toimprove his body language.
What happened at the end oft he story When Mr Yang congratulated Haoran because he made a good impression on a female customer,Haoran revealed that the girl was his sister.
5. Read and complete the speech bubble
学生完成课本第 22 页 Reading comprehension 活动 1 关于故事中浩然向朋友倾诉的内容。 引导学生在课文里找到相关信息。阅读全文，完成课本第 22 页 Reading comprehension 活动 2。 通过问题引导，检测学生对语篇中关键信息理解的准确度，帮助学生实现巩固文本理解、培 养阅读技能、深化主题认知的目标。
l Post Reading
1. 联系生活实际，开展互动分享。In pairs, discuss what your classmate ’s body language is saying about him/her. (show some body language )
2. 引导学生思考并讨论 Your ideas 栏目中的问题，并分享自己的经历，发表自己的看法。
教师应鼓励学生运用语篇阅读中的词汇和表达回答问题，也可提供故事结构框架，组织小组 讨论，提供相应的语言支持，让学生按顺序叙述，大胆表达自己的看法。
Step 4 Vocabulary practise
学生完成书本第 23 页的三个词汇练习，通过再次阅读对文章进一步理解，同时对新词 更加熟悉其含义和用法。
1. 学生完成活动 2 ，将采访的对话内容补充完整。教师可以引导学生在采访文本的基础 上拓展采访。例如：
Reporter: How is your grandma now, Yuntao
...
2. 教师引导学生用活动 3 中给出的词汇造句，可开展分组比赛，看哪个小组造句的数量
多且语法正确，使用的词汇合理。若能将造的几个句子有逻辑地串联成一个完整的语段，可 额外加分。
Reading II:
Revision:
1. Complete the mind map according to the text. 学生根据课文内容完成思维导图。
2. Phrases: 完成短语练习，通过中文意思在文章中找到对应的英文短语。
3. Language points: 句型学习与练习，学生学习本文章中的重点句型以及语法，并通过翻译 练习学会运用。
4. 句型填空练习和句子翻译：进一步巩固新词、新短语和新句型的学习。
Summary
总结本单元所学内容：
In this class, we have learned
1. new words and expressions in this unit.
2. the detailed information and the structure of the text.
3. something about body language.
4. some important language points in the text.
【自我评价】
课后指导学生填写以下学习评价表：
评价内容 评分(1-5)
1. 我能找出故事中 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。 l 2 3 4 5
2. 我能够梳理语篇故事逻辑，归纳积极肢体语言的特点。 1 2 3 4 5
3. 我能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。 1 2 3 4 5
【课后作业】
书面作业（可选）：
1. 录音机跟读课文，朗读 2-3 遍，模仿语调，把握单词的读音和句子的停顿。
2. 完成Reading 部分练习。
3. 角色扮演，根据 reading 的故事将其演绎出来。
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