"该教案围绕“War and Peace”主题的观点呈现，通过展示战争废墟、士兵事迹、联大师生学习等图片视频激活情感，关联前序联大和抗日英雄内容，搭建从词汇复习到句型练习再到表达结构的学习支架。\n此资料亮点在于融合语言能力与思维品质培养，通过核心词汇（如devotion, aggression）拓展、观点表达句型（如Personally I believe...）练习及模型分析，提升逻辑表达能力，结合联大战时学习实例深化文化意识中的和平价值观。小组合作与互评机制助力学习能力发展，既帮助教师高效落实单元目标，又促进学生语言应用与情感态度同步提升。"

Unit 3 War and Peace-Presenting ideast 内容导航 Focused on the theme of War and Peace, Presenting ideas guides students to integrate the language and content learned in the unit, use appropriate expressions to present views on war’s harm and peace’s value, practice oral presentation and argumentative expression, and cultivate a sense of peace and responsibility. It is closely connected with Developing ideas, focusing on applying language and showing thinking. 教学目标和重难点 1. 教学目标 Language Ability: Students can master key words and sentence patterns related to war and peace, and use them to clearly present views, organize logical speeches and conduct effective communication. Thinking Quality: It cultivates students’ critical thinking by guiding them to analyze the impact of war and the significance of peace from multiple perspectives. Cultural Awareness: It helps students understand the common desire for peace in all cultures, respect different views on war and peace, and enhance cross-cultural empathy. Learning Ability: It enables students to master presentation skills, learn to cooperate with peers, and improve their ability of autonomous learning and problem-solving in practice. 2. 教学重难点 Key Points: Mastering key vocabulary (such as devotion, aggression, courage) and sentence patterns for presenting views; being able to clearly express personal opinions on war and peace with logical organization; grasping the basic structure and skills of oral presentation. Difficult Points: Using appropriate connecting words to make the presentation coherent and logical; combining specific examples (such as the story of Lianda) to support views and enhance persuasiveness; cultivating a deep understanding of the theme and integrating emotional feelings into the presentation naturally. 教学过程 Step 1: Lead-in (Warm-up & Activation) Activity 1: Visual Aids Presentation. Show students pictures and short video clips related to war and peace—including the ruins of war, soldiers’ heroic deeds, people’s peaceful life, and the scene of Lianda students studying under hardships. After playing, ask students to share their first feelings in pairs. Guide them to use simple words and phrases to describe what they see and feel, such as “terrible”, “peaceful”, “brave”, “sorrowful”, “perseverant”. Then invite 2-3 groups to present their views to the whole class. Activity 2: Theme Connection. Ask students: “In the previous lessons, we learned about the history of Lianda and the deeds of anti-Japanese heroes. What did we know about the impact of war and the pursuit of peace? Today, we will learn how to present our own ideas on War and Peace clearly and logically.” Then write the topic “Presenting Ideas: War and Peace” on the blackboard, and briefly introduce the learning objectives of this lesson: master the skills of presenting ideas, use key language to express views, and show concern for peace. Design Intention: The visual aids (pictures and videos) can quickly attract students’ attention, arouse their emotional resonance, and help them connect with the unit theme. The pair discussion and class presentation can activate students’ prior knowledge and existing vocabulary related to war and peace, laying a foundation for the subsequent presentation practice. By connecting with the previous lessons about Lianda and anti-Japanese heroes, it realizes the continuity of unit teaching and helps students integrate the learned content into the current task. Step 2: Language Input (Key Vocabulary & Sentence Patterns) Activity 1: Key Vocabulary Review and Expansion. First, review the key vocabulary learned in the unit that is closely related to presenting ideas, such as devotion, courage, heroism, aggression, conflict, peace, harmony, sympathy, recall, honour. For each word, ask students to make a sentence related to war and peace. For example, “His devotion to peace moved all of us.” “The soldiers showed great courage in the battle.” Then expand some useful words for presentation, such as argue, maintain, suggest, in my opinion, from my point of view, as far as I am concerned, besides, however, therefore, in conclusion. Explain the meaning and usage of these words and phrases, and give examples: “In my opinion, war brings only sorrow and destruction.” “However, some people think that war is sometimes necessary to defend justice.” Activity 2: Sentence Patterns for Presenting Ideas. Introduce and practice the core sentence patterns for presenting views, dividing them into three parts: 1. Expressing personal views: Personally, I believe that...; As far as I am concerned, it is important to...; I hold the view that... 2. Supporting views with reasons or examples: The reason is that...; For example, during the war, many people lost their homes; We can see from the story of Lianda that... 3. Expressing different views and making transitions: Some people argue that..., but I think...; Although war may seem inevitable sometimes, we should still strive for peace; Besides, peace can promote the development of society. Ask students to practice these sentence patterns in pairs, using the vocabulary learned just now, and each pair completes 3-4 sentences related to war and peace. Activity 3: Model Analysis. Show a short model presentation (about 100 words) on the screen, which is closely related to the unit theme. For example: “Personally, I believe that peace is the most precious thing in the world. War brings great harm to people—many people lose their lives and homes, and children can’t receive a good education. For example, the students of Lianda had to move a long distance and study in harsh conditions because of the war. However, their perseverance and devotion to knowledge inspired us. In conclusion, we should cherish the peaceful life we have now and work hard to maintain it.” Ask students to read the model carefully, find out the key vocabulary and sentence patterns used, and discuss the structure of the presentation (opening: expressing views; body: supporting views with reasons and examples; closing: summarizing and putting forward suggestions). Design Intention: Vocabulary and sentence patterns are the foundation of presenting ideas. Reviewing the learned vocabulary can help students consolidate the knowledge and connect with the previous content, while expanding the presentation-related words and phrases can enrich students’ expression. Practicing sentence patterns in pairs can let students apply the language in time and improve their language application ability. The model analysis helps students understand the structure and skills of presentation, providing a clear example for their subsequent independent presentation, and reducing the difficulty of practice. Step 3: Guided Practice (Structured Practice) Activity 1: Outline Completion. Divide students into groups of 4. Each group is given a topic related to War and Peace, such as “Should we remember the history of war?”, “What can we do to maintain peace?”, “The value of Lianda’s spirit in the context of peace”, “How to balance the memory of war and the pursuit of peace”. Each group is required to complete an outline for presentation according to the structure of “opening-body-closing”. The opening part should clearly express the group’s view; the body part should list 2-3 reasons or examples to support the view (they can use the story of Lianda, the deeds of anti-Japanese heroes, or real-life examples); the closing part should summarize the view and put forward relevant suggestions or expectations. Provide a sample outline on the screen to guide students, and the teacher walks around the classroom to provide guidance for each group, helping them sort out their ideas and use appropriate language. Activity 2: Group Draft Practice. On the basis of the outline, each group cooperates to complete a draft of the presentation (about 150-200 words). Each member of the group undertakes a part: one writes the opening, one writes the body, one writes the closing, and the fourth member checks and revises the draft, ensuring that the language is correct, the logic is coherent, and the key vocabulary and sentence patterns are used properly. During the process, the teacher pays attention to the situation of each group, corrects the wrong use of language, and guides students to use specific examples to enrich the content, such as combining the experience of Lianda students to illustrate the importance of adhering to knowledge and hope in the war. Activity 3: Intra-group Trial Presentation. Each group selects a representative to present the draft in the group. Other members listen carefully, put forward revision suggestions from the aspects of language accuracy, logic coherence, and emotional expression, such as “We can add a sentence to connect the two reasons”, “The example of Lianda can be more specific”, “We should use a more sincere tone when talking about cherishing peace”. The representative revises the draft according to the suggestions, and the group practices again until they are satisfied. Design Intention: Guided practice from outline to draft to trial presentation follows the law of students’ cognitive development, reducing the difficulty of presentation step by step. Group cooperation can let students learn from each other, improve their cooperative learning ability, and let each student participate in the task. The teacher’s guidance can help students solve problems in time, ensure that the practice is targeted, and lay a solid foundation for the subsequent class presentation. Step 4: Independent Practice & Class Presentation Activity 1: Independent Revision and Improvement. Each group revises and improves their presentation draft according to the suggestions of the group members and the teacher, and practices the oral presentation repeatedly. The teacher reminds students to pay attention to their intonation, speed, and body language when presenting—speak clearly, at an appropriate speed, with natural expression, and make eye contact with the audience. For students who have difficulty in oral expression, the teacher provides individual guidance, helps them memorize key sentences, and builds their confidence. Activity 2: Class Presentation. Each group sends a representative to present their ideas to the whole class. The presentation time of each group is 3-5 minutes. Other students listen carefully and fill in the evaluation form (the evaluation content includes: whether the view is clear, whether the logic is coherent, whether the language is correct and fluent, whether the examples are appropriate, and whether the emotional expression is natural). After each group’s presentation, invite 1-2 students to give comments, and then the teacher makes a summary evaluation—affirm the advantages of the group, such as “The view is clear, and the example of Lianda is very appropriate”, “The sentence patterns are used flexibly”, and put forward targeted improvement suggestions, such as “Pay attention to the use of connecting words to make the logic more coherent”, “You can add more emotional expressions when talking about the harm of war”. Activity 3: Excellent Presentation Show. Select 2-3 groups with excellent performance to present again, and let other students learn from their advantages, such as their clear structure, fluent language, and appropriate emotional expression. The teacher summarizes the common problems in the presentation, such as the unclear view, the lack of examples, the incorrect use of sentence patterns, and explains and demonstrates how to correct them. For example, if a student’s presentation lacks examples, the teacher guides them to add the example of Lianda or anti-Japanese heroes to enhance persuasiveness. Design Intention: Independent revision and practice can improve students’ autonomous learning ability and oral expression ability. Class presentation provides a platform for students to show themselves, helps them build confidence in speaking English, and also enables them to learn from each other through listening and evaluation. The evaluation form can make the evaluation more objective and comprehensive, and guide students to pay attention to the key points of presentation. The excellent presentation show can set a good example for students, and the teacher’s summary and guidance can help students solve common problems and improve their presentation skills comprehensively. Step 5: Consolidation & Expansion Activity 1: Theme Discussion. Put forward a deeper discussion question: “In today’s peaceful era, why do we still need to remember the history of war? How can we pass on the spirit of Lianda and the spirit of anti-Japanese heroes?” Ask students to discuss in groups, and then share their views with the whole class. Guide students to realize that remembering the history of war is not to provoke hatred, but to cherish peace, inherit the spirit of perseverance and devotion, and work hard to protect the peaceful life. During the discussion, remind students to use the vocabulary and sentence patterns learned in this lesson to express their views. Activity 2: Language Consolidation Exercise. Ask students to complete a short writing task: Write a 150-word passage to present their views on “The Importance of Peace”. Require them to use at least 5 key words and 3 core sentence patterns learned in this lesson, and combine specific examples (such as Lianda, anti-Japanese heroes, or real-life phenomena). After completing, ask students to exchange their passages in pairs, check each other’s language and logic, and put forward revision suggestions. Then invite 2-3 students to read their passages to the whole class, and the teacher makes comments and corrections. Activity 3: Expansion Activity. Assign an after-class task: Ask students to collect stories about peace or war (such as the stories of peacekeepers, the history of other wars, etc.), and prepare a 5-minute oral presentation for the next class. Require them to integrate the skills and language learned in this lesson, and add their own feelings and views. At the same time, ask students to surf the Internet to find more English expressions related to war and peace, and expand their vocabulary. Design Intention: The theme discussion deepens students’ understanding of the unit theme, helps them establish a correct view of war and peace, and cultivates their sense of responsibility and mission. The writing task consolidates the language knowledge and presentation skills learned in this lesson, and improves students’ written expression ability. The after-class expansion activity extends the teaching content to after class, encourages students to learn independently, enriches their knowledge reserve, and lays a foundation for the continuous improvement of their presentation ability. Step 6: Summary & Reflection Activity 1: Class Summary. Invite students to summarize what they have learned in this lesson, including key vocabulary, sentence patterns for presenting ideas, the structure and skills of presentation, and their understanding of the theme of War and Peace. Then the teacher makes a comprehensive summary: This lesson focuses on the skills of presenting ideas, we have mastered the key language and presentation structure, and practiced expressing our views on war and peace through group cooperation and class presentation. At the same time, we have a deeper understanding of the harm of war and the value of peace, and inherited the spirit of perseverance and devotion from Lianda students and anti-Japanese heroes. Activity 2: Student Reflection. Ask students to reflect on their performance in this lesson: What did they do well? What are the deficiencies? For example, “I can use the key sentence patterns flexibly, but my oral expression is not fluent enough”, “Our group’s outline is clear, but we lack specific examples”. Guide students to put forward improvement plans, such as “I will practice oral English more after class”, “We will collect more examples to enrich the presentation content next time”. Activity 3: Homework Arrangement. 1. Revise the presentation draft and the short writing task according to the teacher’s and classmates’ suggestions, and hand them in the next class. 2. Prepare the after-class presentation task (collect stories about peace or war and prepare a 5-minute oral presentation). 3. Review the key vocabulary and sentence patterns of this lesson, and make a vocabulary card for presentation-related expressions. Design Intention: The class summary helps students sort out the knowledge and skills learned in this lesson, strengthen memory and understanding. Student reflection enables students to recognize their own advantages and deficiencies, and put forward targeted improvement plans, which is conducive to the improvement of their learning ability. The homework arrangement consolidates the teaching content, extends the learning task to after class, and ensures the continuity and effectiveness of teaching. Step 7: Teaching Feedback (Hidden in the Whole Process) During the whole teaching process, the teacher collects feedback information through observation, communication, and evaluation, such as students’ participation in group activities, the use of language, the quality of presentation, and their understanding of the theme. For students who have difficulty in learning, the teacher provides timely guidance and help; for common problems, the teacher summarizes and explains in the class summary or the next lesson. After class, the teacher evaluates students’ homework and presentation drafts, understands their mastery of knowledge and skills, and adjusts the subsequent teaching plan according to the feedback to ensure that the teaching objectives are achieved. Design Intention: Teaching feedback is an important part of teaching, which helps the teacher grasp students’ learning situation in time, find out the problems in teaching, and adjust the teaching strategy. It also helps students understand their own learning effect, find out the deficiencies, and improve their learning efficiency. The hidden feedback in the whole process makes the teaching more targeted and effective, ensuring that each student can gain and improve in the lesson. 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 $