Unit 3 War and Peace-Starting out 教案-2025-2026学年高中英语外研版选择性必修第三册

Unit 3 War and Peace-Starting out 内容导航 This part mainly includes pictures, short dialogues and related activities about war and peace. It introduces basic vocabulary and background information, guides students to talk about war’s cruelty and peace’s value, and lays a foundation for subsequent in-depth learning of the unit theme. 教学目标和重难点 1. 教学目标 Language Ability: Master core words like violent, recall, liberate and phrases such as be made up of, free...from..., and use simple sentences to express views on war and peace. Thinking Quality: Cultivate critical thinking by analyzing war’s impact and peace’s significance, and form the ability to distinguish and evaluate related views. Cultural Awareness: Understand the historical background of world wars, respect different countries’ efforts for peace, and establish a sense of peace. Learning Ability: Develop autonomous and cooperative learning skills through group discussions and interactive activities, and improve the ability to collect and sort out relevant information. 2. 教学重难点 Key Points: Master the pronunciation, meaning and usage of core vocabulary and phrases related to war and peace; understand the main content of dialogues and pictures, and be able to talk about war and peace in simple English. Difficult Points: Correctly use the key phrases and sentence patterns (such as absolute construction) in oral expression; deeply understand the connotation of war and peace, and express personal views clearly and logically. 教学过程 Step 1: Lead-in (Lead-in Activity) Activity 1: Visual Aids Presentation The teacher presents two groups of pictures on the screen. The first group shows scenes of war: broken houses, displaced people, burning buildings, and soldiers fighting on the battlefield. The second group shows scenes of peace: children playing in the park, families having dinner together, bustling cities and beautiful natural scenery. After showing the pictures, the teacher asks two simple questions: “What do you see in the first group of pictures? How do these pictures make you feel?” “What about the second group? What’s the difference between the two groups of pictures?” Then, the teacher invites several students to share their answers. After the sharing, the teacher summarizes: “The first group of pictures shows the cruelty of war, which brings pain and disaster to people. The second group shows the beauty of peace, which is what everyone yearns for. Today, we will start our unit study with the theme of War and Peace, and explore the meaning of war and peace together.” Finally, the teacher writes the unit title “War and Peace” on the blackboard and leads students to read it twice. Design Intention: Visual pictures can directly stimulate students’ senses and quickly attract their attention. By contrasting war and peace scenes, students can intuitively feel the great difference between the two, arouse their emotional resonance, and lay an emotional foundation for the subsequent study. At the same time, simple questions can guide students to think actively, mobilize their existing knowledge and experience, and smoothly lead into the unit theme. Activity 2: Vocabulary Preview Check The teacher presents the core vocabulary of the Starting out part on the screen, including violent, objective, recall, barely, liberate, memorial, outstanding, tank, weapon, friction. For each word, the teacher reads the pronunciation twice, and asks students to follow along. Then, the teacher explains the basic meaning of each word with simple English and combines it with the pictures shown just now. For example, when explaining “violent”, the teacher says: “Violent means very fierce and harmful. The war is violent, which brings a lot of pain to people.” When explaining “liberate”, the teacher says: “Liberate means to set free from control. Soldiers fight to liberate the country and people from the enemy’s rule.” After explaining, the teacher organizes a quick memory game: the teacher says the Chinese meaning of the word, and students quickly stand up and say the corresponding English word; or the teacher shows the word, and students read it and say its meaning. This activity lasts for a few minutes, and the teacher gives timely praise to students who respond quickly and correctly. Design Intention: Vocabulary is the foundation of language learning. Previewing and checking core vocabulary before formal teaching can help students master the basic pronunciation and meaning of words in advance, reduce the difficulty of subsequent dialogue learning and reading. The form of games can increase the fun of vocabulary learning, mobilize students’ enthusiasm, and make them actively participate in the class. Step 2: Presentation (Text Learning and Vocabulary Application) Activity 1: Dialogue Learning The teacher presents the dialogue in the Starting out part on the screen. First, the teacher plays the audio of the dialogue twice. The first time, students listen carefully and try to understand the main content of the dialogue; the second time, students listen and follow along, paying attention to the pronunciation, intonation and pauses of the speakers. After listening, the teacher asks students to read the dialogue in pairs. During the reading process, the teacher walks around the classroom, corrects students’ pronunciation and intonation in time, and helps students solve the problems they encounter. Then, the teacher asks several pairs of students to read the dialogue in front of the class, and gives comments and guidance, emphasizing the key sentences and expressions in the dialogue, such as “I can barely recall the details of that war.” “We should cherish the peace we have now.” “The memorial is built to remember those who died for freedom.” Next, the teacher analyzes the dialogue in detail. First, ask students to find out the main characters of the dialogue and their topic of conversation. Then, the teacher explains the key phrases and sentence patterns in the dialogue: 1. barely: adverb, meaning “hardly” or “only just”, which is a negative adverb. For example, “He barely passed the exam.” 2. recall doing sth.: means “remember doing something in the past”. For example, “I recall meeting her in the street yesterday.” 3. in memory of: means “to remember someone or something”. For example, “We built a monument in memory of the heroes.” 4. free...from...: means “to make someone or something free from control or harm”. For example, “The soldiers fought to free the people from the enemy’s oppression.” After the explanation, the teacher asks students to make sentences with these key phrases and sentence patterns, and invites several students to share their sentences. The teacher corrects and comments on the sentences to ensure that students can correctly use these phrases and sentence patterns. Design Intention: Dialogue is an important part of the Starting out part, which can help students understand the practical application of vocabulary and sentence patterns. Listening first, then reading in pairs, and finally detailed analysis can help students gradually master the dialogue content and key language points. Making sentences can consolidate students’ mastery of key phrases and sentence patterns, and improve their language application ability. Activity 2: Picture Description The teacher presents the pictures in the Starting out part again, including a line of tanks, memorial ceremonies, and soldiers helping displaced people. The teacher divides students into groups of 4-5, and asks each group to choose one picture to describe. The requirements are: use the vocabulary and phrases learned just now, describe the content of the picture in detail, and express their feelings about the picture. During the group discussion, the teacher walks around the classroom, participates in the discussion of each group, guides students to use the learned vocabulary and phrases, and helps students organize their language. After the discussion, each group sends a representative to introduce their picture description to the class. The teacher gives comments and guidance to each group, affirming their advantages and pointing out the areas that need improvement. For example, if a group uses “violent” to describe the tank scene, the teacher can praise them for using the learned vocabulary correctly; if a group fails to express their feelings clearly, the teacher can guide them to think: “How do you feel when you see these tanks? Do you think war is good or bad?” Design Intention: Picture description can combine the learned vocabulary and phrases with practical scenarios, improve students’ oral expression ability. Group discussion can cultivate students’ cooperative learning ability, let students learn from each other and help each other. The teacher’s guidance and comments can help students find their own problems and improve their language expression level. Step 3: Practice (Consolidation and Application) Activity 1: Fill in the Blanks The teacher designs a fill-in-the-blank exercise on the screen, using the core vocabulary and phrases learned in this lesson. The exercise content is as follows: 1. The war was very ________ (violence), and many people lost their homes. 2. I can ________ (recall) the day when my father came back from the war. 3. The soldiers fought bravely to ________ (liberate) the country from the enemy’s rule. 4. We built a ________ (memorial) to remember the heroes who died in the war. 5. He was ________ (barely) able to stand after the battle. Students complete the exercise independently. After completing, the teacher invites students to answer one by one, and explains the reasons for each answer, emphasizing the usage of vocabulary and the changes of word forms (such as changing “violence” to “violent”). For students who make mistakes, the teacher patiently guides them to correct, and helps them consolidate the mastery of vocabulary. Design Intention: Fill-in-the-blank exercise is a simple and effective way to consolidate vocabulary. It can help students review the core vocabulary and their usage, and master the word form changes. Independent completion can cultivate students’ autonomous learning ability, and the teacher’s explanation can help students deepen their understanding of vocabulary. Activity 2: Role-Play The teacher designs a role-play scenario: Suppose you are a reporter and an old soldier who participated in the war. The reporter interviews the old soldier about his experience in the war and his views on peace. The requirements are: use the vocabulary, phrases and sentence patterns learned in this lesson, and the dialogue should be natural and logical. Students are divided into pairs, one as a reporter and the other as an old soldier. They prepare the dialogue for a few minutes. During the preparation, the teacher walks around the classroom, helps students design the dialogue content, and guides them to use the learned language points. After the preparation, several pairs of students perform the role-play in front of the class. The teacher gives comments and praise, focusing on whether students can correctly use the learned language points and whether the dialogue is natural and logical. Design Intention: Role-play can create a real language communication scenario, let students apply the learned language points in practice, and improve their oral communication ability. It can also stimulate students’ interest in learning, make them actively participate in the class, and at the same time, let students deeply understand the cruelty of war and the value of peace through the role of old soldiers. Activity 3: Group Discussion The teacher puts forward a discussion topic: “What can we do to cherish and maintain peace in our daily life?” The teacher divides students into groups of 4-5, and asks each group to discuss the topic. During the discussion, students can combine their own life experience and the knowledge learned in this lesson to put forward their own views. The teacher walks around the classroom, participates in the discussion of each group, guides students to think deeply, and helps students organize their language. After the discussion, each group sends a representative to share their group’s views. For example, some groups may say: “We should respect people from different countries and races, and avoid conflicts.” Some groups may say: “We should learn the history of war, remember the pain brought by war, and cherish the peaceful life now.” Some groups may say: “We should actively participate in activities that promote peace, and spread the concept of peace.” After all groups finish sharing, the teacher summarizes: “Peace is precious, and it needs everyone’s efforts to maintain. We should remember the lessons of war, respect each other, and work together to create a peaceful and beautiful world.” Design Intention: Group discussion can cultivate students’ critical thinking and cooperative learning ability, let students think deeply about the theme of peace, and combine theory with practice. The teacher’s summary can help students form a correct view of peace, and enhance their sense of responsibility for maintaining peace. Step 4: Consolidation and Extension Activity 1: Vocabulary and Sentence Pattern Review The teacher leads students to review the core vocabulary and phrases learned in this lesson again. The teacher says the word or phrase, and students read it and say its meaning and usage. Then, the teacher randomly selects several students to make sentences with the key sentence patterns, and checks whether students have mastered them. For students who have not mastered them, the teacher gives extra guidance. Design Intention: Reviewing can help students consolidate the knowledge learned in this lesson, deepen their memory, and lay a foundation for subsequent learning. Targeted guidance for students who have not mastered can ensure that every student can make progress. Activity 2: Extended Reading The teacher provides a short passage about war and peace, which is closely related to the theme of the unit and uses the vocabulary and phrases learned in this lesson. The passage is not too long, and the difficulty is suitable for students’ current level. The teacher asks students to read the passage independently, and then answer the following questions: 1. What is the main idea of the passage? 2. What does the author think of war and peace? 3. What can we learn from the passage? After students complete the reading and answering, the teacher invites students to share their answers, and explains the difficult points in the passage. Then, the teacher asks students to discuss the passage in pairs, and share their feelings after reading. Design Intention: Extended reading can expand students’ reading scope, improve their reading ability, and at the same time, further deepen their understanding of the theme of war and peace. The questions designed can guide students to grasp the main content of the passage and think deeply about the connotation of the passage. Activity 3: Homework Arrangement The teacher assigns the following homework: 1. Recite the core vocabulary and phrases learned in this lesson, and make 5 sentences with the key sentence patterns. 2. Write a short passage (about 80-100 words) about your views on war and peace, using the vocabulary and phrases learned in this lesson. 3. Collect one story about war or peace, and prepare to share it in the next class. Design Intention: Homework is an important part of consolidating classroom knowledge. Reciting vocabulary and making sentences can help students consolidate the language points learned in class. Writing a short passage can improve students’ writing ability and express their views on the theme. Collecting stories can cultivate students’ ability to collect information, and lay a foundation for the next class’s sharing activity. Step 5: Summary and Reflection First, the teacher summarizes the content of this lesson: “In this lesson, we have learned the core vocabulary and phrases related to war and peace, understood the dialogue about war and peace, and practiced oral expression through picture description, role-play and group discussion. We also deeply realized the cruelty of war and the value of peace.” Then, the teacher invites students to reflect on their own performance in this class: “What have you learned in this class? What do you do well? What do you need to improve?” Students share their reflections freely, and the teacher gives affirmation and encouragement to each student, and puts forward suggestions for improvement. Finally, the teacher looks forward to the next class: “In the next class, we will continue to explore the theme of war and peace, learn more related knowledge, and improve our language ability and comprehensive quality.” Design Intention: Summary can help students sort out the knowledge learned in this class and form a systematic knowledge framework. Reflection can let students know their own advantages and disadvantages, and improve their learning ability. Looking forward to the next class can arouse students’ interest in subsequent learning and maintain their enthusiasm for learning. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $