冀教版初中英语九年级下册 Unit 7 Work for Peace 全单元教案

Unit 7 Work for Peace
一、单元学习主题
本单元属于“人与社会”主题范畴,涉及“文学、艺术与国际组织”主题群,涉及子主题“学生间的矛盾处理,社区优良关系建立、国际间良好秩序建立”等。
二、单元内容分析
本单元主要围绕话题“Talking about Diputes and settlements”展开听、说、读、写、看等语言活动。
单元内容 分析 课时 语篇形式 主要内容
Lesson 37 对话 通过Danny 和Steven 之间的矛盾形成让学生学习语言点，分析对错。
Lesson 38 短文 以Danielle 的口吻展开叙述,描述了学生会在学校工作中的作用和意义。
Lesson 39 短文 以短文的形式描述了如何在社区内发展良好的人际关系，远亲不如近邻。
Lesson 40 短文 以短文的形式描述了联合国的组织构成及处理事务的主要方式——避免冲突，商议解决。
Lesson 41 对话 通过Danny 和Steven 之间的对话,讲述了他们之间矛盾解决的过程。
Lesson 42 信 Danny 和Steven通过写信互诉学校生活和对同学间友好相处的感悟。
单元教学 目标 通过本单元的学习,学生能够: 1.Talking about Diputes and settlements。 2.Learn to use and,but,or,so 3.Learn to develop good relatioships with others around students.
Lesson37 Don’t fight!
教学目标
通过本课的学习,学生能够:
1.To learn the new words e.g. victory, beat, repair, service;To learn about expressions about disputes and settlements.(学习理解)
2. To learn about how to deal with the disputes.(应用实践)
3.To realize the necessity of dealing with the disputes and the ways of settlements(迁移创新)
语篇研读
What: 本课语篇属于对话,通过Danny 和Steven 之间的矛盾形成让学生学习语言点，分析谁对谁错，学会共情。
Why: 本节课通过引领学生思考Danny 和Steven 之间的矛盾形成原因,告诉学生们要学会理解他人。
How: 本节课通过层层递进的提问,引导学生一步步地获取、内化文本信息,并联系实际发表观点。教师将本节课相关的单词、用法要点呈现在学生面前,让学生对本课重点一目了然。
教学过程
设计理念:以《义务教育英语课程标准(2022年版)》核心素养为导向,以单元主题为引领,基于语篇的育人理念,体现《义务教育英语课程标准(2022年版)》“学思用创”的英语学习活动观和“教—学—评”一体化设计理念。
教学目标 学习活动 效果评价
Lead-in 通过对话导入本课主题 Step1: Lead-in and warm up Greetings T: How do you feel today Why？ ---Ss :I feel… Because… 观察学生在回答问题过程中的表现,了解学生对本课话题的熟悉程度
设计意图 通过对话入话题,激发学生兴趣
Activity 1: Presentation 学习本课新词 Learn new words in the lesson by watching pictures and answering the questions. Try to grasp in class. 观察学生能否认读本课新词,对拼写暂不做要求
设计意图 通过图片和设置的情景更好地帮助学生理解、掌握本课单词【学习理解】
Activity 2: Reading 通过猜测、自主阅读活动，理解课文大意。 Let’s talk: 1.Have you ever had a quarrel\fight with others 2.What do you usually do when you are angry Let’s guess：①How do Steven and Danny feel ②Learn the new words in the passage. Let’s listen: Listen and answer True or False.(T or F) Let’s read: ① Read and answer the questions. ②Read the passage again, complete the information sheet about Danny and Steven’s dispute. Danny Steven Why not tell Steven the game time was changed I sent you ______________. My computer _________and it ‘s still being _______. Why not call Steven I tried ___________, but Steven’s phone was_____________. I sent a __________. I didn’t ________ my messages! Why not come over and knock at Steven’s door I was __________ all day, and I’m not your ___________! How ___________ the game to me! Now I’ve ________ it! Students can understand better through reading, and listening.
设计意图 通过阅读,初步了解本课内容,并锻炼学生使用抓取关键词、速记等策略,完成学习任务【学习理解】
Activity 3:Practice通过练习活动，进一步巩固本课知识点的用法，提高应用能力。 1.Do the role-play reading. 2. Read the phrases and try to fill in the blanks. break down out of service jump in the day before yesterday text message 1.I wasn’t very busy _______________. 2.We usually send a ____________to inform you of the changes. 3.My computer ___________, so I couldn’t surf the internet. 4.Your phone is ________________, I can’t contact you. 5.Danny almost hits Steven, but Brain and Jenny ___________to separate them. 3. Have a debate in your group! Who do you support, Danny or Steven 4. Write an e-mail to your friend to explain the dispute and hope you two won’t misunderstand. 1. Includes 3 parts Greetings (beginning) The explanation to the dispute Wishes (ending) 2.Few grammatical mistakes 3.Clear handwriting 4.Good Expressions 5.About 60-80 words Deal with the exercises and test the students’ mastery about the knowledge and make students understand the text better. Students can get more information with extensive reading. Writing Criteria can help students to know how to write a good e-mail.
设计意图 通过练习活动，进一步巩固本科知识点的用法，提高应用能力。【应用实践】
Activity 4: Progress 学习处理分歧和误会 Group work! Suppose your two friends had a serious dispute What do you think of it Give them some suggestion about how to get on well with each other. Make students learn to care about others.
设计意图 通过情景假设，让学生学会为他人着想，换位思考，善解人意。【迁移创新】
板书设计
Lesson 37 Don’t fight!
Teamwork: New words: How to get on well with…
Group1: repair I suggest that you should......
Group2: separate You’d better......
Group3: secretary I advise you to......
Group4: service To keep healthy, you need to.....
Group5: ....is not good for you!
作业设计
1. Let people around you do a dispute quiz. Try to give them suggestions!
2. Give us a report about the result next time
教学反思
Lesson38: Making School a Better Place
教学目标
通过本课的学习,学生能够:
1.To learn to use conjunctions: and, but, or, so.。(学习理解)
2.To practice listening skills: listen for specific information.。(应用实践)
3.To realize the responsibility of being a friend and student. To learn how to work for peace for our school.(迁移创新)
语篇研读
What:以Danielle 的口吻展开叙述,描述了学生会在学校工作中的作用和意义。
Why: 本课通过学习学生会在学校工作中的职能,进一步提高学生在学校活动中积极参与与处理事物的能力。激发学生对本课的学习兴趣。
How: 本课可以分为两个部分:第一部分主要是学生会的职能介绍;第二部分主要是学生会的案例列举。课文中使用了相关连词,and, but, or, so，通过文本的学习理解其用法。
教学过程
设计理念:以《义务教育英语课程标准(2022年版)》核心素养为导向,以单元主题为引领,基于语篇的育人理念,体现《义务教育英语课程标准(2022年版)》“学思用创”的英语学习活动观和“教—学—评”一体化设计理念。
教学目标 学习活动 效果评价
Lead-in 通过提出问题导入本课主题 1. Let Ss enjoy the song Heal the World. T: Make a better place for you and for me. I like these lyrics best. And as teachers and students, we always want to make our school a better place, but how 2. Deal with the new words in this lesson. Arouse Ss’ interests in this lesson.
设计意图 通过问题导入,激发学生的兴趣
Activity 1: Presentation 观看图片,学习新词 1.Look at the pictures and ask the students: Do you know the types of movies 2.Show new words in the lesson by watching pictures and answering the questions. Try to grasp in class. 根据学生说出的具体单词,了解学生关于电影类型的词汇储备
设计意图 通过提问引导学生思考,同时引出本课重要词汇,为接下来的阅读扫清障碍【学习理解】
Activity 2: Before listening 听前预测,听中获取有用信息 1. Think about it. Students are the masters of a school. In some schools in China, we have some students to represent all the students. This organization is called student council. Does our school have a student council What do the members of a student council do 2. Further reading: Student council. A student council is a group of students that shares their ideas, interests and concerns with teachers and school principals. They raise funds for school-wide activities including social events, community projects and school reforms. 3. Introduce Danielle: Danielle is president of the student council in her school in Canada. Get to know more about student council. Introduce background knowledge to help students understand better.
设计意图 通过听力练习,锻炼学生使用听中抓取关键词、速记等策略完成听力任务,感知课文内容【学习理解】
Activity 3: Fast reading 速读课文,提取关键信息 Read and try to get the main idea about this lesson. 观察学生的答题情况,了解学生对文章的初步理解程度
设计意图 学生略读课文,获取文章段落和主旨大意,梳理文本结构,培养学生独立思考和信息整合能力【学习理解】
Activity 4: While listening 通过两边听力活动,让学生对文本内容进行深度理解 1. Listen and answer True or False. A student council is a group of students chosen to represent some students. ( ) In November, they decided to give some money to an Organization. ( ) They made 300 yuan by selling tickets. ( ) On student council, they always agree. ( ) At her school, students are very different in many ways. ( ) Everyone can work for peace in the school and in the world. ( ) 2. Listen again and answer the questions What do the student councils do in Canada How did they get money for the organization Why is it important to understand other people at her school What do they need to do to work for peace in the school Improve Ss’ ability in listening for specific information.
设计意图 通过听力理解,培养学生准确获取、梳理和记录关键信息的能力【学习理解】
Activity 5: After listening让学生运用相关的语言表达方式,复述课文内容并填空。 1. Challenge yourself: Fill in the blanks without reading your book. Danielle is president of the student council at her school. In the council, they share their ideas, interests _____ concerns with teachers _____ others. During the meetings, they have to work together, ____ it’s not always easy to reach an agreement. The students have different religions, wear different clothes ____ speak different languages at home. Sometimes they have disputes. Anyway, they are friends, ____ they try to understand each other. They need to learn about different countries ____ make friends with people from other cultures. 2. Challenge yourself: Fill in the blanks with and, but, or, so. (Exercise3 in the student book.) 1. The Spring Festival is usually in January _____ February. 2. I have two new classmates. One is Sandra _____ the other is Mary. 3. She doesn’t like the colour, _____ she likes the style. 4. Go right now, _____ I will punish you. 5. We have Mother’s Day and Father’s Day here, _____ no Children’s Day. 6. A laptop has no keyboard _____ mouse, _____ it is easy to carry. 7. The bud will open up _____ turn into a flower. 8. I have no brothers _____ sisters. heck students’ understanding of the passage, especially how to use the conjunctions. Consolidate the mastery of the four conjunctions.
设计意图 学生通过进行课文复述和填空练习，提高学生综合知识的应用能力。【应用实践】
板书设计
Lesson38: Making School a Better Place
Learning objectives:
1. To learn to use conjunctions: and, but, or, so.
2. To listen for specific information.
3. To realize the responsibility of being a friend and student.
作业设计
1.Write a letter to the head teacher to state your advice about making a better school.
2.Make a proposal to all the students in the school to call on everybody to make a better school
教学反思
Lesson 39　Having Good Relationships in Your Community
教学目标
通过本课的学习,学生能够:
1.To learn words: lock, snake, flood;To learn about expressions: take…as(学习理解)
2.To learn about how to do fast reading.(应用实践)
3.To know about the story of Noah’s ark and get to know the religious story of the Bible.(迁移创新)
语篇研读
What:以短文的形式描述了如何在社区内发展良好的人际关系，主要讲述了4种方法，让学生明白远亲不如近邻。
Why:通过本课的学习，掌握语言知识点的同时，让学生认识到邻里关系的重要性，同时学习如何有效和自己身边的人发展良好的关系。
How:本课的语篇内容是一篇发展良好的人际关系的短文,以课文中讲述的四个方法为主线，通过解决课后习题让学生掌握阅读技巧，给学生以后处理人际关系以启发。
教学过程
设计理念:以《义务教育英语课程标准(2022年版)》核心素养为导向,以单元主题为引领,基于语篇的育人理念,体现《义务教育英语课程标准(2022年版)》“学思用创”的英语学习活动观和“教—学—评”一体化设计理念。
教学目标 学习活动 效果评价
Lead-in 通过提问导入本课主题 Greetings T: Today we will read a story together,I think you will be interested in it. Read the words.---------Ss : T: Do you know the God Have you heard of Noah What are the symbols of peace Where can you see them 观察学生表现,根据学生的表现判断学生们对戏剧的了解和对本课故事的熟悉程度
设计意图 通过提问导入话题,激发学生兴趣
Activity 1: Presentation 学习本课生词 Learn new words in the lesson. Try to grasp the new words. 观察学生能否认读本课新词,对拼写暂不做要求
设计意图 通过图片和设置的情景能更好地帮助学生理解、掌握本课单词【学习理解】
Activity 2: Reading 快速阅读,了解文章大意，解决部分问题 Fast--reading 1. What made God very angry 2. What would God do to the people on the earth 3. What did Noah do to prepare for the flood 4. What do people take the dove and the olive branch as Read and listen for the specific information. ① How did Noah know that the danger had passed ②When do people use the dove and the olive branches Get to know more about the content and key information about the lesson. Students can understand better through reading and listening.
设计意图 通过快读解决问题和听课文解决问题，让学生更好的理解问题，提高阅读理解能力【学习理解】
Activity 3:Practice 课后练习，掌握本课知识点，学会应用。 1.Read the lesson and number the sentences in the correct order. □ Noah made a large ship of wood. □ Since then, people have always taken the dove and the olive branch as symbols of peace. □ Noah put two of every kind of animals on the ship and locked the door. □ The dove came back with a green olive branch in its mouth. □ God told Noah that he would send a great flood. □ Noah let a dove fly out of the ship. □ Noah floated on the water for many days and nights. 2. Circle the correct prepositions to complete the sentences. ①. The dove and the olive branch are symbols (in/of) peace. ②. Mother bought a lot of food to prepare (with/for) my birthday party. ③. Mr. Brown and his wife floated (on/in) the water for a week in the flood. ④. Five minutes later, Miss Lee came back (of/with) some books in her hand. ⑤. This is a desk made (of/from) wood. Deal with the exercises and test the students’ mastery about the knowledge and make students understand the text better
设计意图 通过练习,深刻理解主题,整体把握文章内容【应用实践】
Activity 4:Team work. 小组合作,迁移实践 Team work. Work in pairs. Create a symbol for your class. The symbol should represent peace, love or friendship. To build up Ss’ ability of team work and their imagination.
设计意图 学生创作班徽，象征和平、爱和友谊。【应用实践】
板书设计
Having Good Relationships in Your Community
When Who Why What How Where
作业设计
Read another one or two Bible stories and show us tomorrow.
http://www.33ww.org/production/flash07.htm
http://www.33ww.org/production/flash26.htm
教学反思
Lesson40 The UN — The Power of Words
教学目标
通过本课的学习,学生能够:
1.To learn words and phrases about the UN e.g. the United Nations (the UN) ; the Secretary-General ;the UN Security Council ;permanent member countries；To learn about the functions of the UN 。(学习理解)
2.To be able to give a speech about preventing war (应用实践)
3.To value the importance of keeping peace。(迁移创新)
语篇研读
What: 以短文的形式描述了联合国的组织构成及处理事务的主要方式——避免冲突，商议解决。
Why: 通过课文的学习让学生了解联合国的构成及部分部门的职能，让学生明白和平的重要性。
How: 通过小组合作学习的方式，让学生完成有关联合国知识的思维导图，锻炼学生的合作能力，提升其关键信息的寻读能力和重要信息的总结能力。
教学过程
设计理念:以《义务教育英语课程标准(2022年版)》核心素养为导向,以单元主题为引领,基于语篇的育人理念,体现《义务教育英语课程标准(2022年版)》“学思用创”的英语学习活动观和“教—学—评”一体化设计理念。
教学目标 学习活动 效果评价
Lead-in 通过提问导入本课主题 Present Ss some pictures of different national flags; Present the emblem of the UN. Present pictures of headquarters of the UN; Secretary-General; The UN Security Council; permanent members 观察学生表现,预判学生对本课故事的熟悉程度
设计意图 通过提问导入话题,激发学生兴趣
Activity 1: Presentation 通过图片教授本课重点单词短语 Introduce the new words. Then repeat the words several times. 学习新词,观察学生的单词发音是否准确
设计意图 通过学习新单词,扫清学生的阅读障碍,为后面的一系列活动进行铺垫【学习理解】
Activity 2: Fast reading and listening 速读,整体感知文章的主题 Step2: Fast reading ①What does the UN help countries do ②How many member states are there in the UN Step 3:listening Listen to passage and fill in the following form the headquarters of the UN in_____________city the head of the UN __________ _________ the UN Security Council _______members Permanent members China,________,_______ The U.K , the U.S 观察学生是否能通过快速阅读来理解文章的整体结构及主题
设计意图 通过扫读策略获取文章的主旨大意,同时梳理文本结构,为正式阅读做好铺垫【学习理解】
Activity 3: Careful reading 细节阅读,让学生对文本内容进行深度解析 Here is a speech that was given at a UN meeting. Read the speech and fill in the blanks with the words in the box. Mr. President, Mr. ________, my fellow delegates, ladies and gentlemen, It is a great honour for me to stand here and speak to you all. We know this is no ordinary time for our people. Each of us comes here with our own problems. Sometimes we cannot reach an ________. Sometimes the________ is very serious. And most of the time, we cannot ________everyone. But it is not impossible! We should work together to make the world a better place to live. More peace, less war! 观察学生是否能够准确获取并理解文章的细节,是否能够完成阅读任务,同时关注培养学生的语言应用能力
设计意图 细读获取与问题有关的信息,完成相关练习,让学生进一步理解并梳理课文内容【学习理解】
Activity 4:Practice 课后练习，掌握本课知识点，学会应用。 Competition: Check your memory: Look at the screen, choose your favorite card and answer the questions. The quickest one in a certain time is the winner. To arouse Ss’ interests and consolidate the information of the UN
设计意图 了解学生对文本的熟悉程度,为后面的讨论奠定基础【学习 理解】
Activity 5:Group work: 运用相关的语言表达,迁移应用相关知识点。 Group work: Imagine you are representing China at the United Nations. Make suggestions about preventing war in your groups according to the mind-map. 观察学生在小组合作时的表现,；观察学生的语言表达,必要时进行指导和点拨
设计意图 锻炼学生的口语表达以及创新实践能力,提高学生的团结协作能力【迁移创新】
板书设计
Lesson40 The UN — The Power of Words
the headquarters of the UN in New York city
the head of the UN Secretary- General
the UN Security Council 193 members
Permanent members China, France, Russia
The U.K , the U.S
作业设计
1. Design a symbol about how the United Nations should work to prevent war.
2. Search more information about the UN and make a poster to introduce the functions of the UN
教学反思
Lesson41 Jenny’s Good Advice
教学目标
通过本课的学习,学生能够:
1.To learn words about diseases e.g. heart attack / an appendicitis;To learn about expressions about having a dispute.(学习理解)
2. To learn about how to give suggestions and advice to stop others’ fighting.(应用实践)
3.Learn to solve the problems between classmates correctly.(迁移创新)
语篇研读
What: 通过Danny 和Steven 之间的对话,讲述了他们之间矛盾解决的过程,教会学生们相互理解。
Why: 詹妮就Danny 和Steven 之间的矛盾进行调和，体现“人与自我”这这一主题范畴，教会学生学会处理矛盾，学会相互理解。
How: 本课的语篇内容是围绕詹妮、Danny 和Steven的对话展开的,通过分角色朗读学习，掌握本课的知识点，学会宽容、理解同学，发展积极向上的人际关系。
教学过程
设计理念:以《义务教育英语课程标准(2022年版)》核心素养为导向,以单元主题为引领,基于语篇的育人理念,体现《义务教育英语课程标准(2022年版)》“学思用创”的英语学习活动观和“教—学—评”一体化设计理念。
教学目标 学习活动 效果评价
Lead-in 通过图片和提问导入本课主题 Greetings T: How do you feel today ---------Ss : T: I’m very happy to see you. I feel excited today. But maybe they don’t. What’s wrong with them today How do they feel They feel sad and angry. Because they have a fight with each other. Think about it: 1. What do you do when your friends misunderstand you 2. When you get into a fight with a friend, which of you usually says sorry first 观察学生答题的表现,预判学生对该话题的了解情况
设计意图 通过图片和提问导入话题,激发学生兴趣,抓住学生注意力
Activity 1: Presentation 掌握本课重点词汇及语法 Show the pictures and learn the new words. 观察学生对拼读技巧和拼读规律的掌握情况,判断学生对本课单词的了解程度
设计意图 通过图片和设置的情景能更好地帮助学生理解、掌握本课单词【学习理解】
Activity 2:Reading 阅读文本,对文本进行深度解析 1.Before reading, show the pictures about Lesson 37. Do you remember what happened to Danny and Steven Let students retell the story in L37. 2. Fast reading: (1)Is Danny free on Saturday afternoon (2)Who else does Jenny invite (3) Why does Jenny invite them 3.Read, listen and repeat the dialogue. Then try to find Jenny’s advice to Danny and Steven. I’m glad you can agree on something. Now, do you two want to keep silent forever Do you really want to stop being friends It’s just a game. 4.Can you give other advice For example: Friends are more important than a game Get to know more about the content and key information about the lesson. Students can understand better through reading and listening.
设计意图 细读每一段,然后完成阅读任务,辨别剧作家及其创作的经典作品,锻炼学生的归纳总结能力【学习理解】
Activity 3: Practice 课后练习，掌握本课知识点，学会应用。 1.Have a memory test about the text! Danny and Steven didn’t talk to each other for a few days. That Saturday, they both went to Jenny’s house, but they all ____________ at first. Jenny encouraged them to talk about the problem. Steven complained that Danny shouldn’t change the time they ____________. Danny explained the situation. He felt sorry that Steven missed the game. Steven said sorry to Danny because his basketball hit Danny on the head. But he didn’t ____________ do it. It was an accident. The two boys became friends again. ____________, friends are more important than a game. Deal with the exercises and test the students’ mastery about the knowledge and make students understand the text better.
设计意图 细读每一段,然后完成阅读任务,辨别剧作家及其创作的经典作品,锻炼学生的归纳总结能力【学习理解】
Activity 4: A Role Play 通过角色扮演，练习解决与同学之间争端的能力。 A Role Play 1. Work in groups: In your life, you have to have disputes with others. There are some situations you’ll perhaps meet, each group choose one topic to make a short play: Topic1: a dispute between a student and a teacher Topic2: a dispute between friends. Topic3: a dispute between a mother and a child. Topic4: a dispute between a customer and an assistant Topic5: a dispute between you and a stranger 2.Time for Show! Choose the best group. Choose the best actor and actress. . Practice speaking and dealing with kinds of disputes and giving other advice.
设计意图 通过角色扮演听说理解，应用所学语言知识的同时提升解决争端和给出建议的能力。【学习理解】
Activity 5: Group work 通过小组活动,深度学习,达到知识迁移的目的 Work in groups. Pretend there is a dispute between two friends. Can you think of something to say to keep them from fighting Dispute: Ben and Tim planned to go to the movie theatre together this Saturday. Tim arrived at the theatre on time, but Ben didn’t show up the whole evening. Ben thought their plan was for Sunday. Now, Tim is upset and he hasn’t spoken to Ben for a week. Your advice: Summarize the expressions about how to give suggestions.
设计意图 通过小组活动,运用相关的语言表达方式与同伴交流,调动学生的参与热情。培养学生热爱生活、积极进取的生活态度【迁移创新】
板书设计
Lesson 41 Jenny’s Good Advice
Teamwork: expressions How to give advice to others
Group1: mean to 1.Do you really want to stop
Group2: keep silent being friends
Group3: agree on 2. It’s only a game…..
Group4: after all 3. friends are more important
Group5: than….
作业设计
Have you argued with others before Or was there a dispute between your friends How did you deal with the disputes between you and your friends, please write a story about that.
教学反思：
Lesson42 Peace at Last
教学目标
通过本课的学习,学生能够:
1.To learn words e.g. fight over / peacemaker；To learn about expressions about giving suggestions(学习理解)
2.To learn about how to give suggestions about solving fight between friends.(应用实践)
3.To realize the necessity of getting along well with your friends and the ways of solving problems with your friends.(迁移创新)
语篇研读
What: Danny 和Steven通过写信互诉学校生活和对同学间友好相处的感悟，对本单元主要事件进行回顾。
Why: 通过学习两封信的内容，让学生复习和巩固本单元所学内容，进一步深化单元目标的达成。
How: 通过小组合作学习和读译活动，解决课后习题，掌握本单元核心词汇hold a meeting,thanks to,rather than,knock at 等的用法。
教学过程
设计理念:以《义务教育英语课程标准(2022年版)》核心素养为导向,以单元主题为引领,基于语篇的育人理念,体现《义务教育英语课程标准(2022年版)》“学思用创”的英语学习活动观和“教—学—评”一体化设计理念。
教学目标 学习活动 效果评价
Lead-in 通过提出问题导入本课主题 Greetings T:I’m very happy to see you. I feel excited today. T:Look at the pictures, maybe they are..... Do you have good friends But what’s wrong with them ---------Ss :\ T:So sometimes we need the peacemaker. 观察学生回答问题的表现和对电影幕后工作人员的了解情况
设计意图 通过问题导入,激发学生参与的兴趣
Activity 1: Presentation 学习本课新词 Learn new words in the lesson by watching pictures. Try to grasp in class.(见PPT) 观察学生能否认读本课新词,对拼写暂不做要求
设计意图 通过图片和设置的情景能更好地帮助学生理解、掌握本课单词【学习理解】
Activity 2：Reading and Listening 细读文章,对文本内容深度解读 Step2: Reading 1.Fast--reading ①Who was the peacemaker ②Did Danny fight with Steven at last 2. Read and listen for the specific information ① Read the first e-mail, complete the information sheet about Danny’s Week. ②Listen to the second e-mail, complete the information sheet about Li Ming’s Day! The big fight between Danny and Steven How to solve the problem Steven didn't_______________, he__________the game. He _________his basketball, and it ________me. We____________yesterday. We____________________and solved our problems. If we can___________and ___________the problems together. The problems can be solved. Get to know more about the content and key information about the lesson. Students can understand better through reading and listening.
设计意图 通过听力训练和细读活动,让学生进一步理解并梳理课文内容,并在实践中运用所学词汇【学习理解】
Activity 3: Practice 通过练习掌握核心词汇的用法。 Fill in the blanks with the correct forms of the phrases. 1.____________the kind- hearted couple, the homeless boy has a new family. 2. Tom! Go and see who is _______________the door. 3. We ________________to answer all questions yesterday. 4. I would like to ride a bicycle_____________drive a car Deal with the exercises and test the students’ mastery about the knowledge and make students understand the text better.
设计意图 在实际应用中掌握所学核心短语。【学习理解】
Activity 4:Team work. 迁移应用给出建议的能力。 Give me some suggestions! ①T: I need your help! Tom and Lucy are discussing one math question. They can't agree with each other. They are angry with each other. Now I am the peacemaker, give me some advice to make peace between them. ②Have a talk about your suggestions for me . Then one student takes a note on the card and gives a report ) Summarize the expressions about how to give suggestions
设计意图 让学生学会运用本课词汇和句型对需要的同学给出建议。【应用实践】
板书设计
Lesson 42 Peace at Last
Teamwork: How to get along well with others
Group1: peacemaker I suggest that you should......
Group2: fight over You’d better......
Group3: hold a meeting I advise you to......
Group4: thanks to To get along well with others, you Group5: need to.....
作业设计
Choose one to finish your homework.
A: If you will leave your friends, write something to your friends that you want to tell her/him.
B: If you have a fight with your best friend, write a letter to your friend to suggest how to solve the fight
教学反思