外研版（2019）选择性必修第三册 Unit3 War and peace单元教学设计（表格式）
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| 名称 | 外研版（2019）选择性必修第三册 Unit3 War and peace单元教学设计（表格式） |  | |
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| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2024-03-12 19:33:14 | ||
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Book 6 Unit 3 War and peacelessonplan design
Unit theme The subject context of this unit is“People and society”, and the subject context content involved is war and peace. This unit（国内、国外两个视角discusses the harm and impact of war on people from different angles (domestic and foreign perspectives)的, and introduces（the important role played by heroes (two groups of soldiers and intellectuals)in maintaining peace in different historical contexts. The purpose of this unit is to“战争与和平”introduce relevant vocabulary and grammatical structures through the topic of “War and Peace” to achieve the overall goal of the unit, which is to guide students to understand the cruelty of war and the importance of peace,to remember the heroes and intellectualsof the war, and to realize that although they are in an age of peace, they still have to live in peace and not forget the past, so as to cultivate students' understanding of the cruelty of war and the importance of peace.The love and longing for peace.
Unit goal 1. Language proficiency target Students can focus on the contextual content of the theme of this unit, based on the famous quotes, narratives, poems, film reviews, character profiles and other multi-modal discourse provided in this unit, comprehensively use multilingual skills, combine existing knowledge reserves, readthe description of war scenes, and be able to understand and talkabout the impact ofwar and the worldTopicsrelated to human efforts for peace.Topics related to peace efforts的话题. 2. The goal of cultural awareness is to be able to understandthe similarities and differences between the two rhetorical techniques of metaphors and metaphors in English; to be able to noticethe inherent connection between language rhetoric and the effect of language expression. 3. The goal of thinking quality is to be able to correctly understand the dialectical relationship between warand peace; to be able to deeply understand the text while contacting the background knowledge of historicalfacts,to think about the impact of war on mankind and the efforts made in the pursuit of peace, and to creatively put forwardone's own point of view. 4. The goal of learning ability is to be ableto stimulate interest in English learning by understanding famous battles and battle heroesat home and abroad; to be able to obtain English learning resources from multiple channels; to be able to choose appropriate strategies and methods, monitor, evaluate, reflect on and adjust one's own learning content and process.
Starting outThe teaching design of the Starting out section (the recommended durationis 10-15–15minutes, and teachers can adjust it at their discretion according to the actual teaching. )
Course Type Viewing + Speaking
Theme Context People andSociety-Warand Peace
Contentanalysis video presents a video material related to war, designed to help students understand the relevant information of World War I and World War II.The picture and the text above presentthe famous quotes of Lao Tzu, Benjamin Franklin, Sun Tzu,and Albert Einstein, and talk about their own views. Thissectionaims to introduce“战争与和平”the topic of “War and Peace”, stimulate students' existing language and background knowledge, stimulatetheirinterest in the topic, and pave the way for the next learning activities of the entire unit. Warmup.
Teaching goal 1. Lead students to watch the video, understand the thrust of the video, and be able to quickly obtain key information from the video, activate the students' existing background knowledge and language knowledge; 2. Lead students to look at the pictures and read the famous quotes on the pictures, guide students to understand the meaning of the famous quotes, and enable students to initially perceive the attitudes and views of these celebrities on the war; 3. Guidestudents to“战争与和平”这一have preliminary thoughts on the topic of “War and Peace” and talk about their own views; 4. Lead students to recognize and understand relevant new words, remove obstacles to new words, and pave the way for follow-up reading.
Teaching focus 1. Understand the meaning of famous quotes and perceive the views of these celebrities on war; 2. Guide studentsto understand the cruelty of war through video materials.
Teaching difficulty 1. Guidestudentsto watch videos, think and analyze problems; 2. Guidestudentsto observe the pictures andgraspthe key information.
Teaching strategy Audiovisuallistening and speaking method
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T plays the video. 2. T asks Ss Question 1. 3. T asks Ss Question 2. 1. Ss watch a video about the First World War and the Second World War and take notes. 2. Ss answer the questions. Make use of the language Ss have learnt in a comprehensive way to express ideas and give the reasons.
Activity 2 T introduces the four celebrities. T asks Ss to discuss the questions in Activity 2. 3. T asks some Ss to share their answers and give the reasons. 1. Ss discuss Question 1 in groups. 2. Ss look at the four pictures of the celebrities and answer the questions. Understand English better via looking at pictures and widen students’ knowledge as well as raise cultural awareness.
Understanding ideassection teaching design (the recommended durationis30-35–35minutes, and teachers can adjust it at their discretion according to the actual teaching. )
Course Type Reading + Speaking
Theme Context People and Society-Warand Peace
contentanalysis This section presents a text that reflects the theme of the unit. The type of text is narrative, which introduces陆the background, process and historical significance of the Normandy landings, and expresses the memory of the fallen soldiers. The pre-reading activities require students to observe pictures and maps, make predictions about the content of the text based on the content of the pictures, activate the students' existing background knowledge, and pave the way for the study of the text. The activities during and after reading inspire students to think deeply and explore the meaning of the topic through activities such as summary of the subject matter, detailed understanding, and open question-and-answer.
Teaching goal 1. Guide students to skim the text, obtain the main information of the text, and understand the meaning of the topic of the article; 2. Guide students to intensive reading of the text,perceive the structure and language characteristics of the text, and learn and master how to describe war scenes; 3. Guide students to connect with the actual life based on the content of the text, feel people's remembrance of the fallensoldiers, and think about the importance of maintaining peace.
The teaching focus is to guide studentsto understand the thrust of the article through independent reading and group cooperation.
Teaching difficulties guide studentsto predict the topic of the article and analyze the purpose of the article based on the title, picture and other elements of the article, so as to cultivate this reading strategy and skill.
Teaching strategy task-based teaching method,P-W-Preading mode
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T asks Ss to look at the picture and the map and describe them. 2. T asks Ss to answer the questions in Activity 1. 3. T asks some Ss to share their answers and lead a discussion. 4. T asks Ss to read the passage and check their answers. 1. Ss look at the pictures and answer the questions in Activity 1. 2. Ss share their answers and have a discussion. 3. Ss read the passage and check the answers. Lead to the topic and activate Ss’s knowledge.
Activity 2 T asks Ss to read the passage quickly and check their answers in Activity 1. Ss read the passage quickly and check what the passage is about. Train students’ reading skills of predicting and getting the main ideas.
Activity 3 1. T asks Ss to read the instructions and the information. 2. T asks Ss to fill in the blanks. 2. T asks some Ss to share their answers and give the reasons. 1. Ss complete the fact file. 2. Ss read the passage again if necessary. 2. Ss share their answers and give the reasons. Train students’ reading skills of getting the author’s purpose and main ideas.
Think & Share 1. T asks Ss to discuss the two questions in groups and offers help if they need. 2. T asks Ss to think about Question 3 and learn the features of the passage. Ss discuss the two questions in groups and then share their ideas with the class. Train Ss’ ability to use language in their real life and express their ideas in a logical and effective way.
Using LanguageTeaching design of the Using Language section (the recommended duration8is 80-90–90minutes, and teachers can adjust it at their discretion according to the actual teaching. )
Course type Reading + Listening +Speaking
Theme Context People andSociety-Warand Peace
contentanalysis This section focuses on unit topics, through a multi-modal form, leading students through discourse activities, listening and speaking training, etc., to learn grammar knowledgeandrelated vocabulary and expressions, broaden their horizons from different aspects, and improve languageuseAbility to further understand the subject of the unit. The main content of the grammar part is consistent with the subject and predicate. While guiding students to summarize the grammaticalknowledge inthe text,《拯救大兵瑞恩》students can further consolidate their understanding and mastery of the subject and predicate through the film review passages of the movie "Saving Private Ryan". The comprehensive vocabulary listening and speaking training part of this section expands the topic to topics such as the Chongqing Bombing and the United Nations peacekeeping forces to help students deeply focus on the meaning and function of language, think and communicate in the real context, and improve their comprehensive language skills in all directions.
Teaching goal 1. Guide students to observe example sentences, discover and summarize作主语时the consistent form and usage of the subject and predicate when collective nouns形式are the subject; 2. Lead students to observe and summarize the consistent usage of the subject and predicate when collective nouns are used as the subject, andcorrectly use the subject and predicate to complete the discourse activities; 3. Guide students to pay attention to the pragmatic functions of English grammar, understand that the form式and meaning of language are unified, and be able to use this law in real life.
The focus of teaching is to guide studentsto become familiar with andmaster the law of subject-predicate consistency.
Teaching difficulties guide studentsto pay attentionto the ideographic function of English grammar, so that students realize that grammatical rules serve ideographic functions.
Teaching strategy , communicative teaching method, task-based teaching method
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T asks Ss to read the sentences and answer Questions 1 and 2. 2. T helps Ss to conclude the usage of subject-verb agreement and use it to complete the short passage. 3. T asks Ss to read
Sentence c again and discuss verb’s forms with “people” being the subject. 4. T asks some Ss to share their answers and give reasons. 1. Ss read the sentences and focus on the bald words. 2. Ss answer Questions 1 and 2. 3. Ss conclude the usage of subject-verb agreement. 4. Ss read the passage again and find more examples of subject-verb agreement. Find and summarise the forms and usage of subject-verb agreement.
Activity 2 1. T asks Ss to read the sentences in Activity 2 and get the main idea. 2. T asks some Ss to share their answers and give reasons. 1. Ss read the sentences and identify whether the sentences are correct in subject-verb agreement. Use language in the real situation.
Activity 3 1. T asks Ss to read the film review and complete it with the correct form of the verbs . 1. Ss read the passage and get the main idea. 2. Ss complete the film review with the correct form of the given verbs. Get a better understanding of subject-verb agreement and know how to write a film review.
Activity 4 1. T asks Ss to recall films on the theme of war and peace. 2. T asks Ss to read the passage in Activity 3 and focus on the structure, content and subject-verb agreement. 3. T divides Ss into groups and leads them to write a film review in groups. 3. T asks Ss to share the best film review and give comments. 1. Ss give information about the films on war and peace. 2. Ss write film reviews in groups. 3. Ss select the best film review in groups and share it. Practise subject-verb agreement and learn how to write a film review.
Activity 5 T asks Ss to read the short passage in “Did you know ” on Page 30 and learn the background information about Chongqing bombing. Ss read the short passage on Page30 and learn the background information about Chongqing bombing. Know historical background information.
Activity 6 1. T asks Ss to look through the notes in Activity 6 and know the key points before listening and play the audio. 2. T plays the audio again and asks some Ss to share the answers. 1. Ss listen for the first time and fill in the blanks. 2. Ss listen for the second time and check their answers. Train the listening skills of getting the key points in listening.
Activity 7 1. T leads Ss to collect expressions expressing sympathy and talk about memories. 1. Ss listen to the recording and comprehend the expressions. 2. Ss complete the boxes. 3. Ss share their answers. 4. Ss make sentences with expressions in the boxes. Learn how to express sympathy and talk about memories.
Activity 8 1. T asks Ss to read the passage. 2. T helps Ss learn the significance of UN peacekeeping. 1. Ss read the passage and get the main idea. 2. Ss guess the meaning of the words in bold. 3. Ss discuss the answers in groups. 4. Ss share their answers. Guess the meaning of a new word according to the context and know more about the UN peacekeeping.
Activity 9 1. T asks Ss to read the fact file to get the general idea. 2. T asks Ss to complete the fact file with the correct form of the words and expressions in Activity 8. 1. Ss read the fact file to get the general idea. 2. Ss complete the fact file with the correct form of the words and expressions in Activity 8. Let Ss be more familiar with the words and expressions in Acitivity 8.
Developing ideasThe teaching design of the Developing ideas section (the recommended durationis 80-90–90minutes, and teachers can adjust it at their discretion according to the actual teaching. )
Course Type Reading + Writing
Theme Context People andSociety-War
and Peace contentanalysis This section presents a text that reflects the theme of the unit from another perspective. The type of text is narrative, which introduces the Southwest United Nations General Assembly, which was born during the Anti-Japanese War, and narrates the history of the United Nations General Assembly from multiple angles. The sample text in the reading and writing part introduces an outstanding anti-Japanese hero-Yang Jingyu. It aimsto guide students to understand the touching deeds and outstanding qualities of the hero through the sample text, and at the same time help students learn how to write an introduction to a combat hero. Hero.Through the study of this section, students can deepen their understanding of the meaning of the theme,promote traditional culture, build national self-confidence, and further improve their language skills and thinking quality.
Teaching goal 1. Guide students to read the text, understand the content of the text and understand the background and important historical significance of the establishment of the General Assembly, and at the same time be able to understand and use metaphors and metaphors to describe the distinctive characteristics of things; 2. Guide students to comprehend the subject of the article on the basis of understanding the content of the text, deepen their understanding of the meaning of the subject of the unit, form an understanding of the cruelty of war, draw spiritual wealth from heroes, and cultivate patriotic sentiment; 3. Guide students to write an introduction to a combat hero by learning the writing techniques and characteristics篇of the sample text.
The teaching focus is to guide students to read the articles,understandthe history and historical significance of the establishment of the General Assembly,and explore战争the meaning of the other side of the war.
Teaching difficulties guide studentsto pay attention to the internalization and output of language at the thinking level.
Teaching strategy , communicative teaching method, task-based teaching method
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T asks Ss to look at the two pictures so as to activate their knowledge of National Southwest Associated University. 2. T invites some Ss to discuss Questions 1 and 2 in groups. 3. T asks Ss to think about the differences between Lianda and today’s universities. 4. T asks some students to share their answers and give reasons. 5. T asks the class to read the passage and find more differences between Lianda and today’s universities. 1. Ss look at the two pictures and try to find the name of the university in the first picture. 2. Ss talk about the differences between the university in the pictures and today’s universities. 3. Ss share their answers and give reasons. 4. Ss read the passage and find more differences between Lianda and today’s universities. Lead to the topic and activate Ss’ background knowledge.
Activity 2 1. T invites Ss to read the passage again and choose the ideas conveyed in the passage and find evidence to support their choices. 2. T asks Ss to share their answers. 1. Ss read the passage again and choose the ideas conveyed in the passage and find evidence. 2. Ss share their answers. Understand the ideas the writer wants to convey.
Activity 3 1. T asks Ss to read the content in “Learning to learn” part and get the differences between similes and metaphors. 2. T leads Ss to find out what figures of speech are used in the sentences and discuss how they help to express the author’s emotions. 1. Ss read “Learning to learn” and find out the differences between similes and metaphors. 2. Ss find out what figures of speech are used in the two sentences and discuss how they help to express the author’s emotions. Help Ss understand different figures of speech in English.
Think & Share 1. T asks Ss to discuss the four questions in “Think and Share”. 2. T invites some Ss to share their opinions. Ss discuss the four questions in groups and then share their opinions with the class. Deepen Ss’ understanding of the passage and figures of speech in English.
Activity 4 1. T helps Ss understand the requirement of Activity 4. 2. T helps Ss answer the three questions and invites Ss to share their answers. 3. T asks Ss to complete the diagram. 4. T helps Ss give a talk about the spirit of Lianda. 1. Ss read the requirement of Activity 4. 2. Ss answer the three questions and share their answers. 3. Ss complete the diagram. 4. Ss give a talk about the spirit of Lianda. Consolidate the content learnt and improve oral expressions.
Activity 5 T guides Ss to read the introduction to Yang Jingyu and answer the four questions. Ss read the passage and answer the questions. Extract and summarise the information and know the story of Yang Jingyu.
Activity 6-7 1. T asks Ss to share information they know about other war heroes. 2. T asks Ss to choose one hero to write about. 3. T helps Ss organise ideas by completing the notes below. 4. T leads Ss to give comments on their writing in pairs. 5. T invites some Ss to share their writing. 1. Ss share information about other war heroes. 2. Ss choose one hero to write about. 3. Ss organise their ideas by completing the notes. 4. Ss give comments on each other’s writing in pairs. 5. Ss share their writing. Practise writing an introduction to a war hero with the help of the notes.
Presenting ideas & ReflectionThe teaching design (of the Presenting ideas & Reflection section (The recommended duration for the Presenting ideas andReflectionthe recommended durationof the Presenting ideas and Reflection sections is 80-90–90minutes, and teachers can adjust it at their discretion according to the actual teaching. )
Course type Speaking
Topic Context People andSociety-War
and Peace contentanalysis This section requires students to understand the cruelty of war and the pain it brings to mankind by observing pictures, and then think about the three topics related to war, and make a detailed interpretation. On this basis,the teacherguides the students to choose a topic and express their views through speeches. The purpose of this section is to promote students to review and consolidate what they have learned through content and point of view expositions, and to apply and practice them in real situations.
Teaching goal 1. Guide students through the study of this unit to gain an in-depth understanding of the cruelty of war and the pain it brings to mankind; 2. Guide students through the study of this unit, choose topics related to the theme of the unit to give speeches,“战争与和平”and have a deeper understanding of the theme of “War and Peace”; 3. Cultivate students' sense of group cooperation and learn to expand their knowledge reserves through information exchange.
Teaching focus 1. Guide students内容to form a comprehensive understanding of war based on the content they have learned in the unit; 2. Guide students对自己在to make a reasonable evaluation of their effectiveness after learning this unit in terms of language ability and thinking quality.本单元后的效果做出合理的评价。
Teaching difficulty 1. Guide students to use the practical expressions in this section to strengthenthe expressiveness of the speech. 2. Guide students养成自我评价的to develop good learning habits of self习惯-evaluation.
Teaching strategies metacognitive strategies, cognitive strategies, communicative strategies, and emotional strategies
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T asks Ss to look at the pictures in groups and answer Question 1. 2. T asks Ss to answer Question 2 according to the answers to Questions 1. 3. T invites some Ss to share their answers and gives help when necessary. 1. Ss look at the pictures and answer Question 1. 2. Ss answer Question 2. 3. Ss share their answers. Generate new ideas and prepare for the presentation.
Activity 2-4 1. T leads Ss to think about the three topics in Activity 2 and complete the table. 2. T helps Ss prepare a short presentation on one of the topics from Activity 2 or think of another relevant topic. 1. Ss think about the three topics. 2. Ss choose a topic and prepare a short presentation in groups. 3. Ss make a presentation in class. Organise presentation in groups.
Reflection 1. T guides Ss to recall what theyhave learnt in this unit. 2. T asks Ss to complete “Reflection” on P36. Ss rate their performance in this unit, summarise what theyhave learnt and think about what they need to improve. Review, rate performance and think about ways to improve.
ProjectThe teaching design of the project section (this partof the teacher can be adjusted at his discretion according to the actual teaching. )
Course Type Speaking
Topic Context People andSociety-War and Peace
Contentanalysis The project practice activities of this unit require students to give a speech on the topic of “War and Peace”. Teachers guide students through independent learning, cooperative learning, and inquiry-based learning to cultivatestudents' research and hands-on skills, so that students can further extend and explore the topics of the unit.
Teaching goal 1. Guide students to conduct research through library access or online search, etc., to collect famous speeches on the theme of “War and Peace” in human history; 2. Guide students to inquire about relevant information through a variety of channels, carry out cooperative exploration, and improve their communication and collaboration skills; 3. Guide students to combine learning with practice through the preparation of speeches to improve their research and communication skills; 4. Guide students to cherish their hard-won happy life and cultivate a love of peace.
Teaching focus 1. Guide students to use what they have learned in the unit tounderstand and master调研的the methods and techniques of research,用英语and thinkabout things in English; 2. Determinethe groups,improve the division of labor within the group, and prepare for classroom activities.
Teaching difficulties guide studentsto conduct research in groups, evaluate the whole class and give suggestions for revision.
Teaching strategy task-based teaching method
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Investigate 1. T divides the class into 4-6 groups and asks them to do research online or in the library. 2. T asks Ss to choose one to study. 1. Ss work in groups and do the research. 2. Ss choose one speech to study. Develop skills of searching information.
Plan 1. T asks some Ss to share the speech they have found and identify useful words, expressions, structures and other features. 2. T leads Ss to think of events during wartime that would be suitable for a speech. 1. Ss share what theyhave found and identify the useful expressions, structures and other features. 2. Ss work in groups and think of wartime events that suit the speech. Language and relative material accumulation.
Create T helps Ss write and rehearse the speech. Ss work in groups to write and rehearse the speech. Put the knowledge they have learnt into practice.
Present T arranges the time for Ss to deliver the speech. 1. Ss select a representative from the group to deliver the speech to the class. 2. Ss vote for the best speaker. Practise skills in giving a presentation, and learn from each other.
Unit theme The subject context of this unit is“People and society”, and the subject context content involved is war and peace. This unit（国内、国外两个视角discusses the harm and impact of war on people from different angles (domestic and foreign perspectives)的, and introduces（the important role played by heroes (two groups of soldiers and intellectuals)in maintaining peace in different historical contexts. The purpose of this unit is to“战争与和平”introduce relevant vocabulary and grammatical structures through the topic of “War and Peace” to achieve the overall goal of the unit, which is to guide students to understand the cruelty of war and the importance of peace,to remember the heroes and intellectualsof the war, and to realize that although they are in an age of peace, they still have to live in peace and not forget the past, so as to cultivate students' understanding of the cruelty of war and the importance of peace.The love and longing for peace.
Unit goal 1. Language proficiency target Students can focus on the contextual content of the theme of this unit, based on the famous quotes, narratives, poems, film reviews, character profiles and other multi-modal discourse provided in this unit, comprehensively use multilingual skills, combine existing knowledge reserves, readthe description of war scenes, and be able to understand and talkabout the impact ofwar and the worldTopicsrelated to human efforts for peace.Topics related to peace efforts的话题. 2. The goal of cultural awareness is to be able to understandthe similarities and differences between the two rhetorical techniques of metaphors and metaphors in English; to be able to noticethe inherent connection between language rhetoric and the effect of language expression. 3. The goal of thinking quality is to be able to correctly understand the dialectical relationship between warand peace; to be able to deeply understand the text while contacting the background knowledge of historicalfacts,to think about the impact of war on mankind and the efforts made in the pursuit of peace, and to creatively put forwardone's own point of view. 4. The goal of learning ability is to be ableto stimulate interest in English learning by understanding famous battles and battle heroesat home and abroad; to be able to obtain English learning resources from multiple channels; to be able to choose appropriate strategies and methods, monitor, evaluate, reflect on and adjust one's own learning content and process.
Starting outThe teaching design of the Starting out section (the recommended durationis 10-15–15minutes, and teachers can adjust it at their discretion according to the actual teaching. )
Course Type Viewing + Speaking
Theme Context People andSociety-Warand Peace
Contentanalysis video presents a video material related to war, designed to help students understand the relevant information of World War I and World War II.The picture and the text above presentthe famous quotes of Lao Tzu, Benjamin Franklin, Sun Tzu,and Albert Einstein, and talk about their own views. Thissectionaims to introduce“战争与和平”the topic of “War and Peace”, stimulate students' existing language and background knowledge, stimulatetheirinterest in the topic, and pave the way for the next learning activities of the entire unit. Warmup.
Teaching goal 1. Lead students to watch the video, understand the thrust of the video, and be able to quickly obtain key information from the video, activate the students' existing background knowledge and language knowledge; 2. Lead students to look at the pictures and read the famous quotes on the pictures, guide students to understand the meaning of the famous quotes, and enable students to initially perceive the attitudes and views of these celebrities on the war; 3. Guidestudents to“战争与和平”这一have preliminary thoughts on the topic of “War and Peace” and talk about their own views; 4. Lead students to recognize and understand relevant new words, remove obstacles to new words, and pave the way for follow-up reading.
Teaching focus 1. Understand the meaning of famous quotes and perceive the views of these celebrities on war; 2. Guide studentsto understand the cruelty of war through video materials.
Teaching difficulty 1. Guidestudentsto watch videos, think and analyze problems; 2. Guidestudentsto observe the pictures andgraspthe key information.
Teaching strategy Audiovisuallistening and speaking method
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T plays the video. 2. T asks Ss Question 1. 3. T asks Ss Question 2. 1. Ss watch a video about the First World War and the Second World War and take notes. 2. Ss answer the questions. Make use of the language Ss have learnt in a comprehensive way to express ideas and give the reasons.
Activity 2 T introduces the four celebrities. T asks Ss to discuss the questions in Activity 2. 3. T asks some Ss to share their answers and give the reasons. 1. Ss discuss Question 1 in groups. 2. Ss look at the four pictures of the celebrities and answer the questions. Understand English better via looking at pictures and widen students’ knowledge as well as raise cultural awareness.
Understanding ideassection teaching design (the recommended durationis30-35–35minutes, and teachers can adjust it at their discretion according to the actual teaching. )
Course Type Reading + Speaking
Theme Context People and Society-Warand Peace
contentanalysis This section presents a text that reflects the theme of the unit. The type of text is narrative, which introduces陆the background, process and historical significance of the Normandy landings, and expresses the memory of the fallen soldiers. The pre-reading activities require students to observe pictures and maps, make predictions about the content of the text based on the content of the pictures, activate the students' existing background knowledge, and pave the way for the study of the text. The activities during and after reading inspire students to think deeply and explore the meaning of the topic through activities such as summary of the subject matter, detailed understanding, and open question-and-answer.
Teaching goal 1. Guide students to skim the text, obtain the main information of the text, and understand the meaning of the topic of the article; 2. Guide students to intensive reading of the text,perceive the structure and language characteristics of the text, and learn and master how to describe war scenes; 3. Guide students to connect with the actual life based on the content of the text, feel people's remembrance of the fallensoldiers, and think about the importance of maintaining peace.
The teaching focus is to guide studentsto understand the thrust of the article through independent reading and group cooperation.
Teaching difficulties guide studentsto predict the topic of the article and analyze the purpose of the article based on the title, picture and other elements of the article, so as to cultivate this reading strategy and skill.
Teaching strategy task-based teaching method,P-W-Preading mode
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T asks Ss to look at the picture and the map and describe them. 2. T asks Ss to answer the questions in Activity 1. 3. T asks some Ss to share their answers and lead a discussion. 4. T asks Ss to read the passage and check their answers. 1. Ss look at the pictures and answer the questions in Activity 1. 2. Ss share their answers and have a discussion. 3. Ss read the passage and check the answers. Lead to the topic and activate Ss’s knowledge.
Activity 2 T asks Ss to read the passage quickly and check their answers in Activity 1. Ss read the passage quickly and check what the passage is about. Train students’ reading skills of predicting and getting the main ideas.
Activity 3 1. T asks Ss to read the instructions and the information. 2. T asks Ss to fill in the blanks. 2. T asks some Ss to share their answers and give the reasons. 1. Ss complete the fact file. 2. Ss read the passage again if necessary. 2. Ss share their answers and give the reasons. Train students’ reading skills of getting the author’s purpose and main ideas.
Think & Share 1. T asks Ss to discuss the two questions in groups and offers help if they need. 2. T asks Ss to think about Question 3 and learn the features of the passage. Ss discuss the two questions in groups and then share their ideas with the class. Train Ss’ ability to use language in their real life and express their ideas in a logical and effective way.
Using LanguageTeaching design of the Using Language section (the recommended duration8is 80-90–90minutes, and teachers can adjust it at their discretion according to the actual teaching. )
Course type Reading + Listening +Speaking
Theme Context People andSociety-Warand Peace
contentanalysis This section focuses on unit topics, through a multi-modal form, leading students through discourse activities, listening and speaking training, etc., to learn grammar knowledgeandrelated vocabulary and expressions, broaden their horizons from different aspects, and improve languageuseAbility to further understand the subject of the unit. The main content of the grammar part is consistent with the subject and predicate. While guiding students to summarize the grammaticalknowledge inthe text,《拯救大兵瑞恩》students can further consolidate their understanding and mastery of the subject and predicate through the film review passages of the movie "Saving Private Ryan". The comprehensive vocabulary listening and speaking training part of this section expands the topic to topics such as the Chongqing Bombing and the United Nations peacekeeping forces to help students deeply focus on the meaning and function of language, think and communicate in the real context, and improve their comprehensive language skills in all directions.
Teaching goal 1. Guide students to observe example sentences, discover and summarize作主语时the consistent form and usage of the subject and predicate when collective nouns形式are the subject; 2. Lead students to observe and summarize the consistent usage of the subject and predicate when collective nouns are used as the subject, andcorrectly use the subject and predicate to complete the discourse activities; 3. Guide students to pay attention to the pragmatic functions of English grammar, understand that the form式and meaning of language are unified, and be able to use this law in real life.
The focus of teaching is to guide studentsto become familiar with andmaster the law of subject-predicate consistency.
Teaching difficulties guide studentsto pay attentionto the ideographic function of English grammar, so that students realize that grammatical rules serve ideographic functions.
Teaching strategy , communicative teaching method, task-based teaching method
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T asks Ss to read the sentences and answer Questions 1 and 2. 2. T helps Ss to conclude the usage of subject-verb agreement and use it to complete the short passage. 3. T asks Ss to read
Sentence c again and discuss verb’s forms with “people” being the subject. 4. T asks some Ss to share their answers and give reasons. 1. Ss read the sentences and focus on the bald words. 2. Ss answer Questions 1 and 2. 3. Ss conclude the usage of subject-verb agreement. 4. Ss read the passage again and find more examples of subject-verb agreement. Find and summarise the forms and usage of subject-verb agreement.
Activity 2 1. T asks Ss to read the sentences in Activity 2 and get the main idea. 2. T asks some Ss to share their answers and give reasons. 1. Ss read the sentences and identify whether the sentences are correct in subject-verb agreement. Use language in the real situation.
Activity 3 1. T asks Ss to read the film review and complete it with the correct form of the verbs . 1. Ss read the passage and get the main idea. 2. Ss complete the film review with the correct form of the given verbs. Get a better understanding of subject-verb agreement and know how to write a film review.
Activity 4 1. T asks Ss to recall films on the theme of war and peace. 2. T asks Ss to read the passage in Activity 3 and focus on the structure, content and subject-verb agreement. 3. T divides Ss into groups and leads them to write a film review in groups. 3. T asks Ss to share the best film review and give comments. 1. Ss give information about the films on war and peace. 2. Ss write film reviews in groups. 3. Ss select the best film review in groups and share it. Practise subject-verb agreement and learn how to write a film review.
Activity 5 T asks Ss to read the short passage in “Did you know ” on Page 30 and learn the background information about Chongqing bombing. Ss read the short passage on Page30 and learn the background information about Chongqing bombing. Know historical background information.
Activity 6 1. T asks Ss to look through the notes in Activity 6 and know the key points before listening and play the audio. 2. T plays the audio again and asks some Ss to share the answers. 1. Ss listen for the first time and fill in the blanks. 2. Ss listen for the second time and check their answers. Train the listening skills of getting the key points in listening.
Activity 7 1. T leads Ss to collect expressions expressing sympathy and talk about memories. 1. Ss listen to the recording and comprehend the expressions. 2. Ss complete the boxes. 3. Ss share their answers. 4. Ss make sentences with expressions in the boxes. Learn how to express sympathy and talk about memories.
Activity 8 1. T asks Ss to read the passage. 2. T helps Ss learn the significance of UN peacekeeping. 1. Ss read the passage and get the main idea. 2. Ss guess the meaning of the words in bold. 3. Ss discuss the answers in groups. 4. Ss share their answers. Guess the meaning of a new word according to the context and know more about the UN peacekeeping.
Activity 9 1. T asks Ss to read the fact file to get the general idea. 2. T asks Ss to complete the fact file with the correct form of the words and expressions in Activity 8. 1. Ss read the fact file to get the general idea. 2. Ss complete the fact file with the correct form of the words and expressions in Activity 8. Let Ss be more familiar with the words and expressions in Acitivity 8.
Developing ideasThe teaching design of the Developing ideas section (the recommended durationis 80-90–90minutes, and teachers can adjust it at their discretion according to the actual teaching. )
Course Type Reading + Writing
Theme Context People andSociety-War
and Peace contentanalysis This section presents a text that reflects the theme of the unit from another perspective. The type of text is narrative, which introduces the Southwest United Nations General Assembly, which was born during the Anti-Japanese War, and narrates the history of the United Nations General Assembly from multiple angles. The sample text in the reading and writing part introduces an outstanding anti-Japanese hero-Yang Jingyu. It aimsto guide students to understand the touching deeds and outstanding qualities of the hero through the sample text, and at the same time help students learn how to write an introduction to a combat hero. Hero.Through the study of this section, students can deepen their understanding of the meaning of the theme,promote traditional culture, build national self-confidence, and further improve their language skills and thinking quality.
Teaching goal 1. Guide students to read the text, understand the content of the text and understand the background and important historical significance of the establishment of the General Assembly, and at the same time be able to understand and use metaphors and metaphors to describe the distinctive characteristics of things; 2. Guide students to comprehend the subject of the article on the basis of understanding the content of the text, deepen their understanding of the meaning of the subject of the unit, form an understanding of the cruelty of war, draw spiritual wealth from heroes, and cultivate patriotic sentiment; 3. Guide students to write an introduction to a combat hero by learning the writing techniques and characteristics篇of the sample text.
The teaching focus is to guide students to read the articles,understandthe history and historical significance of the establishment of the General Assembly,and explore战争the meaning of the other side of the war.
Teaching difficulties guide studentsto pay attention to the internalization and output of language at the thinking level.
Teaching strategy , communicative teaching method, task-based teaching method
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T asks Ss to look at the two pictures so as to activate their knowledge of National Southwest Associated University. 2. T invites some Ss to discuss Questions 1 and 2 in groups. 3. T asks Ss to think about the differences between Lianda and today’s universities. 4. T asks some students to share their answers and give reasons. 5. T asks the class to read the passage and find more differences between Lianda and today’s universities. 1. Ss look at the two pictures and try to find the name of the university in the first picture. 2. Ss talk about the differences between the university in the pictures and today’s universities. 3. Ss share their answers and give reasons. 4. Ss read the passage and find more differences between Lianda and today’s universities. Lead to the topic and activate Ss’ background knowledge.
Activity 2 1. T invites Ss to read the passage again and choose the ideas conveyed in the passage and find evidence to support their choices. 2. T asks Ss to share their answers. 1. Ss read the passage again and choose the ideas conveyed in the passage and find evidence. 2. Ss share their answers. Understand the ideas the writer wants to convey.
Activity 3 1. T asks Ss to read the content in “Learning to learn” part and get the differences between similes and metaphors. 2. T leads Ss to find out what figures of speech are used in the sentences and discuss how they help to express the author’s emotions. 1. Ss read “Learning to learn” and find out the differences between similes and metaphors. 2. Ss find out what figures of speech are used in the two sentences and discuss how they help to express the author’s emotions. Help Ss understand different figures of speech in English.
Think & Share 1. T asks Ss to discuss the four questions in “Think and Share”. 2. T invites some Ss to share their opinions. Ss discuss the four questions in groups and then share their opinions with the class. Deepen Ss’ understanding of the passage and figures of speech in English.
Activity 4 1. T helps Ss understand the requirement of Activity 4. 2. T helps Ss answer the three questions and invites Ss to share their answers. 3. T asks Ss to complete the diagram. 4. T helps Ss give a talk about the spirit of Lianda. 1. Ss read the requirement of Activity 4. 2. Ss answer the three questions and share their answers. 3. Ss complete the diagram. 4. Ss give a talk about the spirit of Lianda. Consolidate the content learnt and improve oral expressions.
Activity 5 T guides Ss to read the introduction to Yang Jingyu and answer the four questions. Ss read the passage and answer the questions. Extract and summarise the information and know the story of Yang Jingyu.
Activity 6-7 1. T asks Ss to share information they know about other war heroes. 2. T asks Ss to choose one hero to write about. 3. T helps Ss organise ideas by completing the notes below. 4. T leads Ss to give comments on their writing in pairs. 5. T invites some Ss to share their writing. 1. Ss share information about other war heroes. 2. Ss choose one hero to write about. 3. Ss organise their ideas by completing the notes. 4. Ss give comments on each other’s writing in pairs. 5. Ss share their writing. Practise writing an introduction to a war hero with the help of the notes.
Presenting ideas & ReflectionThe teaching design (of the Presenting ideas & Reflection section (The recommended duration for the Presenting ideas andReflectionthe recommended durationof the Presenting ideas and Reflection sections is 80-90–90minutes, and teachers can adjust it at their discretion according to the actual teaching. )
Course type Speaking
Topic Context People andSociety-War
and Peace contentanalysis This section requires students to understand the cruelty of war and the pain it brings to mankind by observing pictures, and then think about the three topics related to war, and make a detailed interpretation. On this basis,the teacherguides the students to choose a topic and express their views through speeches. The purpose of this section is to promote students to review and consolidate what they have learned through content and point of view expositions, and to apply and practice them in real situations.
Teaching goal 1. Guide students through the study of this unit to gain an in-depth understanding of the cruelty of war and the pain it brings to mankind; 2. Guide students through the study of this unit, choose topics related to the theme of the unit to give speeches,“战争与和平”and have a deeper understanding of the theme of “War and Peace”; 3. Cultivate students' sense of group cooperation and learn to expand their knowledge reserves through information exchange.
Teaching focus 1. Guide students内容to form a comprehensive understanding of war based on the content they have learned in the unit; 2. Guide students对自己在to make a reasonable evaluation of their effectiveness after learning this unit in terms of language ability and thinking quality.本单元后的效果做出合理的评价。
Teaching difficulty 1. Guide students to use the practical expressions in this section to strengthenthe expressiveness of the speech. 2. Guide students养成自我评价的to develop good learning habits of self习惯-evaluation.
Teaching strategies metacognitive strategies, cognitive strategies, communicative strategies, and emotional strategies
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T asks Ss to look at the pictures in groups and answer Question 1. 2. T asks Ss to answer Question 2 according to the answers to Questions 1. 3. T invites some Ss to share their answers and gives help when necessary. 1. Ss look at the pictures and answer Question 1. 2. Ss answer Question 2. 3. Ss share their answers. Generate new ideas and prepare for the presentation.
Activity 2-4 1. T leads Ss to think about the three topics in Activity 2 and complete the table. 2. T helps Ss prepare a short presentation on one of the topics from Activity 2 or think of another relevant topic. 1. Ss think about the three topics. 2. Ss choose a topic and prepare a short presentation in groups. 3. Ss make a presentation in class. Organise presentation in groups.
Reflection 1. T guides Ss to recall what theyhave learnt in this unit. 2. T asks Ss to complete “Reflection” on P36. Ss rate their performance in this unit, summarise what theyhave learnt and think about what they need to improve. Review, rate performance and think about ways to improve.
ProjectThe teaching design of the project section (this partof the teacher can be adjusted at his discretion according to the actual teaching. )
Course Type Speaking
Topic Context People andSociety-War and Peace
Contentanalysis The project practice activities of this unit require students to give a speech on the topic of “War and Peace”. Teachers guide students through independent learning, cooperative learning, and inquiry-based learning to cultivatestudents' research and hands-on skills, so that students can further extend and explore the topics of the unit.
Teaching goal 1. Guide students to conduct research through library access or online search, etc., to collect famous speeches on the theme of “War and Peace” in human history; 2. Guide students to inquire about relevant information through a variety of channels, carry out cooperative exploration, and improve their communication and collaboration skills; 3. Guide students to combine learning with practice through the preparation of speeches to improve their research and communication skills; 4. Guide students to cherish their hard-won happy life and cultivate a love of peace.
Teaching focus 1. Guide students to use what they have learned in the unit tounderstand and master调研的the methods and techniques of research,用英语and thinkabout things in English; 2. Determinethe groups,improve the division of labor within the group, and prepare for classroom activities.
Teaching difficulties guide studentsto conduct research in groups, evaluate the whole class and give suggestions for revision.
Teaching strategy task-based teaching method
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Investigate 1. T divides the class into 4-6 groups and asks them to do research online or in the library. 2. T asks Ss to choose one to study. 1. Ss work in groups and do the research. 2. Ss choose one speech to study. Develop skills of searching information.
Plan 1. T asks some Ss to share the speech they have found and identify useful words, expressions, structures and other features. 2. T leads Ss to think of events during wartime that would be suitable for a speech. 1. Ss share what theyhave found and identify the useful expressions, structures and other features. 2. Ss work in groups and think of wartime events that suit the speech. Language and relative material accumulation.
Create T helps Ss write and rehearse the speech. Ss work in groups to write and rehearse the speech. Put the knowledge they have learnt into practice.
Present T arranges the time for Ss to deliver the speech. 1. Ss select a representative from the group to deliver the speech to the class. 2. Ss vote for the best speaker. Practise skills in giving a presentation, and learn from each other.