Unit 1 Friendship and Peace Lesson 1: Peace at last 教学设计 2026-2027学年冀教版英语九年级下册

主备教师

卢学林

参与教师

九年级全体英语教师

缺课学生

审核人

卢学林

课    时

1 period (40 mins)

授课时间

核心

素养目标

Key Competencies Objectives

1. Language competence: Be able to master the key words (knock, rush, secretary, pardon, bounce, crazy, separate, enemy, behave, gentleman, silent, unless, disappoint, elder) and phrases (out of service, come over, knock at the door, pardon me, keep silent / in silence, agree on, regret doing, after all); understand the Danny–Steven–Jenny conversation; finish the listening fill-in task (Ex.3); read aloud and role-play the dialogue with correct pronunciation and tone.

2. Cultural awareness: Understand that close friends should communicate openly, forgive each other and behave like gentlemen; value sincere friendship and recognize the role of a peacemaker in settling conflicts.

3. Thinking quality: Follow the cause-and-effect chain (misunderstanding → quarrel → mediation → reconciliation) to identify each person's responsibility; reason out polite and logical words to calm a quarrel when acting as a peacemaker.

4. Learning ability: Apply pre-listening prediction, key-word noting and gist scanning; cooperate in groups to role-play, and transfer the target expressions to real situations of misunderstanding between classmates.

教学重难点

Key and Difficult Points

Key Points:

Words: knock, rush, secretary, pardon, bounce, crazy, separate, enemy, behave, gentleman, silent, unless, disappoint, elder

Phrases: out of service, come over, knock at the door, pardon me, keep silent / in silence, agree on, regret doing, after all

Sentences: Why didn't you tell me the game time changed? When everyone agrees on a time, it shouldn't be changed.  Please don't keep silent unless you really want to stop being friends.  I regretted doing it, Danny. After all, it's just a game!  Friends are more important than a game.

Skills: listen for gist and details; complete Ex.3 blanks; role-play the dialogue; speak as a peacemaker (Ex.4).

Difficult Points:

1. Using regret doing (regretted doing it) for a past action one feels sorry for, and using agree on, unless and keep silent correctly in context.

2. Using the Useful expressions to produce polite, logical peacemaking words for Ex.4.

3. Internalizing the theme: friendship matters more than a game; stay calm and talk problems over instead of fighting.

教学准备Preparation

textbook, recorder / audio of the conversation, PPT, word cards with phonetic symbols, pictures of conflict and reconciliation, worksheet for Ex.3 and the peacemaker task.

Note: textbook edition, unit and lesson number should be verified against the teacher's current textbook; this plan follows the provided listening-and-speaking dialogue (Danny, Steven and Jenny).

教学过程 Teaching Process

注重构建“情景导入—任务驱动—问题引领—教师主导—学生主体—思政渗透”的“和美课堂”范式

教学环节Teaching Segments

集体备课设计

Collaborative Lesson Planning Design

教学评一体化

个人备课设计

Individual Lesson Planning Design

情景导入

Situational Lead-in

Step 1: Situational Lead-in (4 mins)

1. Greet the class. Show pictures of friends quarrelling and making up, and present Ex.1: A. What do you do when your friends misunderstand you? B. When there is a fight or dispute between your friend and you, how do you deal with it?

2. Pair talk (2 mins): students share one experience with their partner; teacher models "When my friend misunderstands me, I calm down and talk it out." Expected response: short sentences about talking, saying sorry or asking a third person for help.

3. Invite 2–3 pairs to report; collect key words (fight, talk, sorry, peace) on the board; introduce the topic Peace at last and the three characters Danny, Steven and Jenny.

Purpose: activate prior knowledge about friendship and conflicts and set the listening situation. Check: most students can answer the two lead-in questions in simple English.

活动设计

Activity Design

Step 2: Pre-listening (5 mins)

1. Vocabulary preview: present the key words with phonetics, pictures and short examples (knock at the door; rush around; be out of service; keep silent; agree on; regret doing; after all); students read after the teacher/recording and match word to meaning.

2. Prediction: present Ex.2 questions A How did Danny try to reach Steven? B Why did Danny get so angry with Steven? C Why did Jenny invite Danny and Steven to her house? Ask students to predict from the picture why the two boys stopped talking.

Step 3: While-listening (12 mins)

1. First listening (gist): answer Ex.2 A/B/C. Key: A — Danny tried calling Steven and sent him a message; B — Steven missed the changed game time and argued with Danny, and the bouncing ball hit Danny on the head; C — as a peacemaker, Jenny baked chocolate cookies and brought them together to talk openly.

2. Second listening (detail): complete Ex.3 blanks: kept silent; agreed; missed; hit; regretted. Check answers sentence by sentence and replay the relevant parts for correction.

3. Third listening / intensive reading: play sentence by sentence; students read in roles (Danny, Steven, Jenny, narrator); mark the emotional line angry → silent → regretful → friendly; follow the chain on the board: game time changed → phone out of service / message missed → missed the game → angry fight → Jenny mediates → say sorry → friends again.

Step 4: Language Points (8 mins)