Unit 3 War and Peace-Using language 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-Using language 内容导航 This section focuses on the theme of War and Peace, integrating vocabulary, phrases and subject-verb agreement. It includes pre-class preview, language presentation, listening, speaking and practice activities to improve students’ comprehensive language ability in real contexts related to war and peace. 教学目标和重难点 1. 教学目标 Language Competence: Master core vocabulary (uniform, peacekeeping, etc.) and subject-verb agreement rules, and use them in listening, speaking and writing. Thinking Quality: Cultivate critical thinking by analyzing language phenomena and discussing war-related topics. Cultural Awareness: Understand the significance of peace and the role of peacekeepers, and form a correct view on war and peace. Learning Ability: Develop autonomous and cooperative learning skills through preview, group discussion and practice. 2. 教学重难点 Key Points: Master the usage of war-and-peace-related vocabulary and phrases (put down, carry out, etc.), and grasp the three principles of subject-verb agreement (grammatical concord, notional concord, proximity concord). Difficult Points: Flexibly use subject-verb agreement in different contexts, especially for collective nouns and plural nouns representing time or money; and use target language to express views on war and peace fluently. 教学过程 Step 1: Lead-in (Lead-in Activity) Teacher’s Activities: Show students three sentences on the screen: ① Your enemy is well trained, well equipped and battle-hardened. ② The enemy were hiding, ready to attack the Allied soldiers. ③ People were coming together for memorial ceremonies. Ask students to read the sentences carefully, focus on the bold words (enemy, people) and answer two questions: 1. Do the bold nouns refer to a single unit or different members? 2. Are the following verbs singular or plural? After students finish answering, invite several students to share their answers and reasons, then guide students to find the common feature of the sentences—different verb forms are used with the same or similar nouns. Students’ Activities: Read the given sentences carefully, observe the bold nouns and their corresponding verbs, discuss with deskmates if necessary, answer the teacher’s questions, and try to summarize the phenomenon of different verb forms matching the same noun. Design Intention: The lead-in activity takes simple and typical sentences as the starting point, closely combining the core grammar point (subject-verb agreement) of this section. By asking targeted questions, it guides students to actively observe and think, arouses their curiosity about the grammar phenomenon, lays a foundation for the subsequent learning of subject-verb agreement, and at the same time, the sentences are closely related to the unit theme of War and Peace, which helps to consolidate the theme awareness of students. Step 2: Pre-class Preview Check (Preview Feedback) Teacher’s Activities: First, check the preview of core vocabulary and phrases. Ask students to take turns to read the words and phrases: uniform, peacekeeping, peacekeeper, friction, disarm, stability, professionalism, put down, carry out, keep on standby, make sure. Correct their pronunciation and intonation, then explain the key meanings and usages of the words and phrases with simple English and examples. For example, explain “put down” with the sentence “Government troops have put down the uprising.” and remind students of its multiple meanings (suppress, write down). Then, check the completion of the preview exercises, focus on the fill-in-the-blank questions about phrases and sentences, invite students to present their answers, and correct mistakes in time, especially the errors in the use of phrases and sentence patterns. Students’ Activities: Read the words and phrases aloud, listen to the teacher’s explanation and take notes, present their preview exercise answers, correct their own mistakes according to the teacher’s guidance, and ask questions about the words or phrases they don’t understand. Design Intention: Pre-class preview is an important part of cultivating students’ learning ability. By checking the preview, teachers can timely grasp the students’ mastery of basic vocabulary and phrases, make up for the students’ weak points in advance, ensure that all students have a basic understanding of the basic language knowledge, and create favorable conditions for the smooth development of subsequent teaching activities. At the same time, it helps to cultivate students’ awareness of autonomous learning and sense of responsibility. Step 3: Language Presentation (Vocabulary and Grammar Focus) 3.1 Vocabulary and Phrases Presentation Teacher’s Activities: Based on the preview check, further expand and deepen the core vocabulary and phrases. For each key word and phrase, combine the context of War and Peace to design situational examples, so that students can understand and master their usage in specific contexts. For example, for “peacekeeper”, show a picture of UN peacekeepers and say: “A peacekeeper is a member of a military force who has been sent to help stop people fighting. UN peacekeepers are working hard to maintain peace in war-torn areas.” For “friction”, explain: “Friction refers to disagreement or a lack of friendship among people who have different opinions. There is often friction between warring parties before a peace agreement is reached.” For the phrases, organize students to do simple substitution exercises, such as asking students to use “carry out” to make sentences related to peacekeeping activities, and invite students to share their sentences, then comment and correct them. Students’ Activities: Listen to the teacher’s situational explanation, observe the examples carefully, take notes of the key usages, complete the substitution exercises, make sentences with the target words and phrases, share their sentences with the class, and learn from each other’s advantages and correct their own mistakes. 3.2 Subject-verb Agreement Presentation Teacher’s Activities: Based on the lead-in sentences, guide students to summarize the three principles of subject-verb agreement one by one. First, introduce grammatical concord: explain that when the subject is an infinitive, gerund or clause, the predicate verb is singular; when the subject is modified by each, every, many a, etc., the predicate verb is singular. Give examples: “Reading English every morning is very helpful.” “Each student and each teacher is invited to the meeting.” Then, introduce notional concord: explain that the number of predicate verbs is determined by the meaning of the subject rather than its form. Focus on collective nouns (enemy, family, team, people), single-plural same-form nouns (sheep, deer, means), and plural nouns representing time, money and distance. For example, “The team is well organized.” (refers to the whole team) and “The team are practicing hard.” (refers to team members); “Twenty kilometers is a long distance.” Finally, introduce proximity concord: explain that the predicate verb is consistent with the nearest subject, such as “Either you or I am wrong.” “There is a book and two pens on the desk.” After explaining each principle, give 2-3 examples closely related to the unit theme, and ask students to judge the correctness of the sentences and explain the reasons. Students’ Activities: Follow the teacher’s guidance, summarize the three principles of subject-verb agreement, take notes of the key points and examples, judge the correctness of the given sentences, explain the reasons based on the learned principles, and further deepen the understanding of the grammar rules. Design Intention: The presentation of vocabulary and grammar adheres to the principle of “contextualization” and “theme integration”. By combining the unit theme of War and Peace, it avoids the isolated teaching of vocabulary and grammar, makes students understand that language knowledge is used to express specific meanings, and helps students master the usage of vocabulary and grammar in real contexts. At the same time, through student participation in summary and judgment, it cultivates students’ inductive ability and logical thinking ability. Step 4: Listening Practice (Listening Comprehension and Language Application) Teacher’s Activities: Prepare a listening material closely related to the unit theme—an interview about UN peacekeepers. The listening material includes the work content of peacekeepers, the challenges they face, and the significance of their work, and contains a large number of target vocabulary, phrases and subject-verb agreement sentences. Before listening, introduce the background of the listening material briefly: “Today we will listen to an interview with a UN peacekeeper. He will talk about his work experience and feelings. Please listen carefully and finish the following tasks.” Then, put forward specific listening tasks: Task 1: Listen to the material once and choose the main idea of the interview (A. The daily life of a peacekeeper; B. The work and significance of peacekeepers; C. The difficulties of being a peacekeeper). Task 2: Listen to the material again and fill in the blanks with the correct words or phrases (the blanks involve target vocabulary such as peacekeeping, friction, carry out, and subject-verb agreement sentences). Task 3: Listen to the material for the third time and answer the following questions: 1. What does the peacekeeper mainly do in war-torn areas? 2. What challenges does he face in his work? 3. Why does he think his work is meaningful? After each listening, organize students to check their answers in groups, invite groups to share their answers, then play the listening material again for students to correct their mistakes, and explain the key sentences and difficult points in the listening material. Students’ Activities: Listen to the teacher’s background introduction, clarify the listening tasks, listen to the material carefully according to the requirements, complete the corresponding tasks, check answers in groups, share group answers with the class, correct their own mistakes according to the teacher’s explanation, and understand the key and difficult points in the listening material. Design Intention: Listening practice is an important way to improve students’ language comprehension ability. The selected listening material is closely related to the unit theme and target language, which not only helps students consolidate the learned vocabulary, phrases and grammar, but also enables students to understand the work of peacekeepers, deepen their understanding of the theme of peace, and integrate language learning with theme education. The hierarchical listening tasks (main idea, fill in the blanks, answer questions) conform to the law of students’ listening comprehension, from easy to difficult, helping students gradually improve their listening ability. Step 5: Speaking Practice (Oral Communication and Theme Discussion) Teacher’s Activities: Divide students into groups of 4-5, and design a group discussion task: “Suppose you are members of a student organization advocating peace. You need to discuss the following topics: 1. What can we do as students to advocate peace? 2. Why is it important to maintain world peace? 3. What do you think of the role of UN peacekeepers? Before the discussion, give students 5 minutes to prepare, remind them to use the target vocabulary, phrases and subject-verb agreement rules learned in this section, and provide some useful expressions: “I think...”, “In my opinion...”, “We should...”, “Peace is important because...”, “UN peacekeepers play an important role in...”. During the discussion, walk around the classroom, observe the performance of each group, provide guidance and help for students who have difficulties in expression, and remind students to use the target language correctly. After the discussion, invite 2-3 groups to present their discussion results to the class, comment on their performance, affirm their advantages, point out the problems in language use (such as incorrect subject-verb agreement, improper use of phrases) and give suggestions for improvement. Students’ Activities: Form groups as required, listen to the teacher’s task arrangement and useful expressions, prepare for the discussion independently, then discuss the topics with group members actively, express their own views, use the target language as much as possible, listen to the views of other group members, and improve their own expression. After the discussion, present the group’s discussion results, listen to the teacher’s comments, and correct their own problems in expression. Design Intention: Speaking practice focuses on cultivating students’ oral communication ability and cooperative learning ability. The discussion topics are closely related to the unit theme of War and Peace, which can stimulate students’ thinking, guide them to think about the significance of peace and their own responsibilities, and realize the infiltration of moral education. By requiring students to use the target language, it helps to consolidate the learned vocabulary, phrases and grammar, and improve their ability to use language comprehensively. Group discussion also helps to cultivate students’ cooperative awareness and communication skills. Step 6: Grammar and Vocabulary Practice (Consolidation and Application) Teacher’s Activities: Design comprehensive practice exercises to help students consolidate the learned vocabulary, phrases and subject-verb agreement. The exercises are divided into three parts: Part 1: Vocabulary and Phrase Fill-in-the-Blank. Give a short passage about the history of a war and the process of pursuing peace, and let students fill in the blanks with the correct form of the given words and phrases (uniform, disarm, put down, carry out, friction, stability). Part 2: Subject-verb Agreement Exercise. Let students choose the correct form of the verb in the brackets, covering the three principles of subject-verb agreement learned, such as collective nouns, infinitive as subject, “either...or...”, time and money as subject, etc. Part 3: Sentence Making. Ask students to make sentences with the given words and phrases, and require each sentence to contain the subject-verb agreement structure, such as “peacekeeping, carry out, team”. After students finish the exercises, organize students to check their answers in pairs, then explain the key and difficult exercises, focus on the common mistakes of students, such as the incorrect use of collective nouns in subject-verb agreement, the confusion of phrase meanings, and guide students to summarize the experience and lessons of doing exercises. Students’ Activities: Complete the practice exercises independently, check answers in pairs, find out their own mistakes, listen to the teacher’s explanation of key and difficult exercises, take notes of common mistakes, and summarize the methods of using vocabulary, phrases and subject-verb agreement correctly. Design Intention: Consolidation practice is an important link to deepen students’ mastery of language knowledge. The designed exercises are closely related to the target language and unit theme, integrating vocabulary, phrases and grammar, which helps students form a systematic knowledge structure. The form of exercises is diverse, from fill-in-the-blank to sentence making, which can comprehensively test students’ mastery and application ability. Checking answers in pairs and teacher’s explanation can help students find and correct mistakes in time, and improve their ability to use language correctly. Step 7: Theme Expansion (Cultural Awareness and Value Guidance) Teacher’s Activities: Show students some pictures and short videos about war and peace, including the destruction caused by war, the efforts made by people to pursue peace, and the work scenes of UN peacekeepers. Then, guide students to have a free discussion: “What have you learned from the pictures and videos? How do you understand the relationship between war and peace? What should we do to cherish the peaceful life now?” During the discussion, guide students to establish a correct view on war and peace, realize the preciousness of peace, and cultivate their sense of responsibility for maintaining peace. After the discussion, make a summary: “War brings pain and destruction to people, while peace is the common desire of all mankind. As senior high school students, we should cherish the peaceful life now, learn to respect different cultures and countries, and make our own efforts to advocate peace and maintain peace.” Students’ Activities: Watch the pictures and short videos carefully, feel the harm of war and the preciousness of peace, participate in the free discussion actively, express their own feelings and views, listen to the views of other students, and establish a correct view on war and peace. Design Intention: Theme expansion combines language learning with cultural awareness and value guidance, which is in line with the requirements of core literacy. By showing pictures and videos, it stimulates students’ emotional resonance, makes them deeply realize the harm of war and the preciousness of peace, and helps them form a correct world outlook, outlook on life and values. The free discussion provides students with a platform to express their feelings, which not only improves their oral expression ability, but also infiltrates moral education and cultivates their sense of social responsibility. Step 8: Summary and Homework Arrangement (Summary and Extension) Teacher’s Activities: First, summarize the content of this lesson with students: “In this lesson, we have learned the core vocabulary and phrases related to War and Peace, mastered the three principles of subject-verb agreement, and improved our listening, speaking and writing abilities through a series of practice activities. We also discussed the theme of war and peace, and realized the preciousness of peace.” Then, arrange the homework: 1. Review the vocabulary, phrases and subject-verb agreement rules learned in this lesson, and make a knowledge card. 2. Write a short passage (80-100 words) about “My View on Peace”, requiring the use of at least 5 target vocabulary and phrases and 3 sentences with subject-verb agreement. 3. Search for a story about peacekeepers after class and share it in the next class. Students’ Activities: Listen to the teacher’s summary, sort out the knowledge learned in this lesson, record the homework, and clarify the requirements of the homework. After class, complete the homework independently, review the knowledge, and search for relevant stories. Design Intention: The summary helps students sort out the knowledge system of this lesson, consolidate the learned content, and form a clear knowledge framework. The homework arrangement is hierarchical and targeted: reviewing knowledge and making knowledge cards help students consolidate the basic knowledge; writing a short passage helps students improve their writing ability and comprehensively apply the target language; searching for stories about peacekeepers helps students expand their horizons, deepen their understanding of the unit theme, and lay a foundation for the next class. At the same time, it cultivates students’ autonomous learning ability and information collection ability. 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 $