Unit2 Lesson4教学设计2026-2027学年冀教版英语九年级上册

该初中英语教学设计聚焦“Working in Groups”主题，核心知识点包括leader、disappointment等7个核心词汇及to one’s disappointment等固定搭配，梳理文本中团队合作问题的逻辑链。课堂导入通过日常互动Q&A结合小组学习场景图片，连接学生经验，搭建从已知到新知的学习支架，自然引入主题。 该资料特色在于深度融合核心素养，语言能力通过语境词汇教学和任务型阅读提升表达，思维品质通过梳理“缺席→未完成任务→沟通解决”逻辑链培养分析能力，文化意识强化团队责任与合作精神。小组讨论“如何成为好组员”、角色扮演模拟沟通场景等方法促进语言应用，助力学生提升沟通能力，为教师提供清晰教学路径与活动设计。

Unit 2 Communication 课题 Lesson 4 Working in Groups 课型 Reading and writing 一．Teaching Objectives 1.1 Language Ability 1. Master the pronunciation, spelling, part of speech and contextual usage of all core vocabulary: leader, disappointment, absent, paragraph, shame, silly, solve. 2. Grasp key fixed collocations: to one’s disappointment, be absent from, feel a shame, silly mistakes, solve problems, write a paragraph, and apply them accurately in sentences and passages. 3. Fully understand the complete plot and logical structure of the text, master the problems and solutions in group cooperative learning. 4. Use target vocabulary and sentence patterns to make fluent oral and written expressions about group work problems, team communication and problem-solving methods. 1.2 Cultural Awareness 1. Understand the spiritual connotation of teamwork and cooperative learning in campus study, and recognize the importance of collective collaboration. 2. Establish correct team responsibility awareness: no one is isolated in a group, everyone should participate actively and never be absent from group tasks. 3. Cultivate modest and positive learning attitudes, overcome inferiority of fearing to make silly mistakes or be laughed at. 1.3 Thinking Quality 1. Develop logical thinking by sorting out the cause, development and solution of conflicts and problems in group work in the text. 2. Cultivate analytical thinking by analyzing the negative impacts of being absent from group work and escaping tasks on the whole team. 3. Improve inductive thinking by summarizing effective ways to solve group cooperation difficulties from the passage. 1.4 Learning Ability 1. Master the vocabulary memory method of combining story context and fixed collocations, and improve autonomous vocabulary recognition and flexible application ability. 2. Enhance skimming, scanning and detailed reading abilities through task-based reading training and situational classroom activities. 3. Strengthen group cooperation, inquiry learning and language expression abilities through discussion, role analysis and experience sharing. 二．Key Teaching Points 1. Vocabulary Mastery: Firmly grasp the spelling, meaning and high-frequency collocations of 7 core vocabularies, and skillfully use them to describe group work scenarios. 2. Text Comprehension: Fully understand the story content, clarify the problems of group members and the effective communication and solutions of the group leader. 3. Collocation Application: Skilled in using key phrases such as to one’s disappointment, be absent from and solve problems in oral and written expressions. 4. Theme Grasp: Master the core theme: sincere communication and joint efforts can solve all difficulties in group cooperation. 三．Difficult Teaching Points 1. Accurately understand and flexibly use abstract nouns disappointment and shame, and distinguish the adjective meaning of silly in different emotional contexts. 2. Correctly master the usage of be absent from and accurately describe absent behaviors in study and activities. 3. Sort out the logical chain of group problems: absence → unfinished paragraph task → disappointment → inferiority and silence → communication → solve problems. 4. Integrate all core vocabularies to write coherent and logical paragraphs to analyze group work problems and put forward improvement strategies. 四．Teaching Procedures (45 minutes) Step 1: Warming-up & Lead-in (5 minutes) 1. Daily Greeting: Conduct simple teacher-student English interaction to activate relaxed classroom atmosphere and adjust students’ learning state. 2. Interactive Q&A: Combine daily group learning scenarios to trigger students’ thinking and resonance: · Do you often work in groups in your study? · Have you ever met problems when working with your group members? · Do you know how to solve difficulties in group work? 3. Scenario Lead-in: Show pictures of students’ group discussion, cooperative tasks and team mutual help, and guide students to talk about their group work experience. 4. Topic Introduction: Naturally lead to the lesson theme Working in Groups, and guide students to learn how to cooperate well and solve group problems in this lesson. Step 2: Pre-reading & Vocabulary Breakthrough (10 minutes) Combine the text story plot, campus group scenarios and typical example sentences to teach core vocabulary and key collocations one by one to eliminate reading barriers: 1. disappointment (n.) 失望，沮丧 → to one’s disappointment 令某人失望的是 2. absent (adj.) 缺席的，不在的 → be absent from group work/meetings 3. shame (n.) 遗憾，羞愧，耻辱 → feel a shame 感到羞愧 4. silly (adj.) 愚蠢的，可笑的 → silly questions/mistakes 5. solve (v.) 解决，解答 → solve problems/difficulties Vocabulary Consolidation: Carry out word-definition matching, blank-filling and sentence translation exercises to consolidate vocabulary spelling and contextual usage. Prediction Task: According to the new words and lesson title, students predict what group problems and solutions the text will talk about. Step 3: While-reading & In-depth Text Study (15 minutes) Task 1: Skimming for Main Idea (3 minutes) Students read the whole text quickly and summarize the core main idea: The story talks about a group’s learning problem. A group member is often absent from group work and fails to finish the paragraph task, which brings disappointment to the group leader. The member feels it a shame to ask questions for fear of saying something silly. Finally, the leader communicates sincerely with her and they work together to solve the group problem successfully. Task 2: Scanning for Detailed Information (7 minutes) Students read the text carefully and complete targeted detailed tasks: 1. What problem does the group member have in group work? 2. Why doesn’t the student take part in group discussion actively? 3. What makes the group leader feel disappointed? 4. How does the leader help the shy student solve the problem finally? Task 3: Text Logic & Key Knowledge Analysis (5 minutes) 1. Sort out the complete text logical chain: Member absent from work → unfinished paragraph task → leader’s disappointment → student’s inner shame and fear of silly mistakes → sincere communication → solve group problems. 2. Focus on explaining difficult vocabulary and fixed collocations, break through teaching difficulties, and clarify the emotional and behavioral changes of the characters. 3. Deepen students’ understanding of teamwork: every member is important. Communication and encouragement are the best ways to solve group difficulties. Step 4: Post-reading & Language Output (10 minutes) 1. Group Discussion: Divide students into 4 groups to discuss the theme How to Be a Good Group Member/Leader. Require students to use at least 5 core vocabularies to talk about group work rules, common problems and solutions. 2. Role Sharing: Invite students to play the roles of group leader and shy members, simulate communication scenes of solving group problems, and apply new vocabulary in real communication. 3. Class Presentation & Evaluation: Group representatives share their opinions. The teacher corrects language errors, evaluates students’ performance and optimizes their expression logic. 4. Theme Sublimation: Good teamwork requires no absence, active participation, brave questioning (no fear of silly mistakes), mutual understanding and joint efforts to solve all difficulties. Step 5: Class Summary (5 minutes) 1. Student Self-summary: Students independently sort out core vocabulary, key collocations, text plot and teamwork principles. 2. Teacher’s General Summary: The teacher focuses on consolidating difficult vocabulary usage and text logical relationship, and summarizes effective group cooperation methods. 3. Emotional Education: Guide students to cherish team cooperation opportunities, take an active part in group tasks, bravely ask for help, and grow together with team members. 五．Homework 5.1 Basic Homework 1. Copy, read and recite all 7 core vocabularies, and write one original sentence for each word. 2. Read the text fluently, master key collocations and the whole story of group work problems and solutions. 5.2 Improvement Homework Write an 80–100 word short passage My View on Group Work, using more than 5 core vocabularies to write about group work problems, feelings and solving methods. 5.3 Expansion Homework Reflect on your own group work performance, write down your existing problems (such as being absent or inactive) and specific plans to solve these problems in English. Blackboard Design Lesson 4 Working in Groups Core Vocabulary leader (n.) 组长，领导者disappointment (n.) 失望absent (adj.) 缺席的paragraph (n.) 段落shame (n.) 羞愧，遗憾silly (adj.) 可笑的，愚蠢的solve (v.) 解决 Key Collocations 1. to one’s disappointment 令某人失望的是be absent from 缺席…… 1. feel a shame 感到羞愧silly mistakes/questions 愚蠢的错误 / 问题 1. solve problems 解决问题 Text Logical Chain Absent from group work → Unfinished paragraph → Disappointment Fear of silly words & inner shame → Silence Sincere communication → Solve problems → Good teamwork Core Theme No absence, no escape Communicate bravely, solve problems together Teamwork makes progress 教学反思 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $