外研版（2019）选择性必修 第三册Unit 3 War and peace Understanding ideas教案
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| 名称 | 外研版（2019）选择性必修 第三册Unit 3 War and peace Understanding ideas教案 |  | |
| 格式 | docx | ||
| 文件大小 | 17.0KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2024-03-18 18:42:33 | ||
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文档简介
Unit3 War and peace Understanding ideas
【 Analysis of teaching materials 】
This text is selected from FLTRP new textbook optional Part 3: War and Peace. The subject context of this unit is "man and society", and the subject context content involved is "war and peace". It aims to guide students to understand the cruelty of war and the importance of peace through the topic of war and peace, and realize that although they are in peace times, they should still be wary of danger and never forget the past, so as to cultivate students' love and yearning for peace.
The discourse type of this lesson is narrative text, which describes the background, process, results and historical significance of the D-Day landing in chronological order. The time line is clear and restores the overall picture of the historical events of the D-Day landing.
Through the introduction of the background of the Normandy Landings in paragraphs 1-2, the author wants to highlight the series of difficulties faced by the allied soldiers before the Normandy landings, which are contrasted with the victory of the war, so as to express the spiritual qualities of the allied soldiers.
Article 3-4 paragraph is the description of the process of the war, through horror, fiercest and other descriptions of the war scene and the description of the casualties of the soldiers, showing the fierce war, praised the allied soldiers are not afraid of the strong enemy, the courage to contribute to the fighting spirit, the fifth paragraph of the article for the results of the war, with the first part, the second part of the contrast, Stressing that victory and peace do not come easily.
Through the Normandy Landing article, the author gradually guided students to understand the beginning and end of the Normandy Landing. By digging out the theme significance and discourse content, the author made students correctly view the tragedy of war, cherish and maintain the existing peaceful life, and establish correct values. (Why )
【 Analysis of learning situation 】
Students' understanding of the background knowledge of the D-Day landing is limited, and most of them are limited to an entry in history books. The appreciation of language features such as poems in the text, in-depth exploration of author's views based on the text, critical thinking and the cultivation of migration and innovation ability need to be strengthened. In addition, the topic of the article is relatively serious and dull, and the students in this class are quiet and unfamiliar with the background knowledge, so there are certain difficulties in the classroom atmosphere and the setting of classroom activities. Intellectual education significance: Students have reached the English quality level 1 in senior high school through the compulsory part of the first grade, but the requirement for the optional compulsory part of the second level needs to be improved.
【 Objective 】 Upon completion of this lesson, students will be able to:
1. After reading the article, find out the frame structure of the article, sort out the background, process, results and impact of the Normandy landing, and think about the difficulties faced before the Normandy landing, the battle scenes during the landing, and people's attitude toward soldiers after the war. (Learn to understand)
2. Draw a mind map of the D-Day landing according to the chronological order of the narrative text, use the content of the text and the connective words given to summarize and retell the historical events of the D-Day landing. (Application practice)
3. Discuss the cruelty of war and the importance of maintaining peace, complete a Tibetan poem, and establish the values of cherishing peace and maintaining peace. (Migration innovation)
【 Important and Difficult points in teaching 】
Teaching focus:
1. Students can judge the order of description and correctly divide the frame structure of the article by reading the article;
2. Students can obtain, sort out, summarize and describe the historical facts and impact of the D-Day landing;
3. Students can use their knowledge to complete oral and written statements about war and peace, and establish the concept of maintaining peace.
Teaching difficulties:
1. Students can sort out the frame structure of the article and complete the drawing of the mind map;
2. Students can summarize the vocabulary about war to generate the Tibetan poem, and apply what they have learned properly to complete the creation of the Tibetan poem about peace;
3. Students can apply the attitude about peace learned in class to life and establish the values of maintaining peace.
[Teaching strategy] P-W-P reading mode [teaching resources] Teaching materials, multimedia courseware, learning plans, blackboard and chalk
【 Teaching process 】
Steps to learn activity design intent
Pre-reading
Step1
Lead-in 1.Brainstorm. Students talk about what they have already known about the D-Day Landings.
2.Watch a video. Students watch a video about D-Day and tell what background information they get from it. 1. Familiarize yourself with the content of the text in advance by sharing the information about the landing of the Normandy plane that you know personally. Use the video's description of the Normandy background to activate the known and warm up for this lesson.
While-reading
Step2
Extensive reading
1.Students get through the passage and answer the questions: Which aspects about the D-Day landings are mentioned How does the author develop the passage Grasp the time order of narrative description, divide the structure of the article, and make preparation for extracting and summarizing the specific information of Normandy landing.
Step3
Intensive reading
1.Students read the passage intensively again to make a mind-map about D-Day landings.
2.Q&A. Students answer the questions about the text:
What difficulties did Allied soldiers meet What difficulties did allied soldiers meet
Use a word to describe D Day landings and you’re your reasons. Based on the poem
For the fallen, what should we do to the soldiers.
Make a summary about D-Day Landings 1. Sort out the specific information of Normandy landing and complete the internalization of knowledge. 2. Dig deep into the text to explore the theme meaning of war and peace. Through the description of the difficulties and horrors in Normandy and the remembrance of the exhibition, the paper expresses its yearning for peace, thus completing the first Tibetan poem in this paper and setting up a frame for the output activity. 3. Summarize the main content of the article, apply what you have learned in practice, exercise students' language ability and learning ability, and realize knowledge from internalization to output
Post-reading Step 4 Think and share
1.Use a word to describe war and give reasons. 2.Discuss about how could we maintain peace 1.Use a word to describe war and give reasons. 2.Discuss about how could we maintain peace Guide students to think about the tragedy of war and establish the concept of maintaining peace.
Step 5 Write a poem Based on what you learned in this class, write a poem about peace, which should start with PEACE. Which should start with peace. By creating a Tibetan poem about peace, we can deepen the unit theme of maintaining peace again, exercise students' language ability, learning ability, thinking quality and cultural awareness, and realize knowledge transfer and innovation.
Step 6 Assignments
Compulsory
Write an letter to the D-Day landing soldiers to express your feelings and appreciations;
Optional
Describe another war in time order with classmates, using what we learned today. Work is stratified to accommodate the needs of different foundation students; To realize the extension of the class content and extend what is learned in class to life, at the same time, the completion of the writing assignment and the description of another war can be used as the test of the learning effect of this class.
Conclusion We sorted out the content of the Normandy landing and the description of the war in the article. In the course of the class, two first poems, war and peace, were gradually generated. The first poem about the war was a summary of the whole article about the Normandy Landing and was generated in the process of reading the article. The second poem on peace is a description of war, with arrows from left to right indicating a move from war to peace.
【 Analysis of teaching materials 】
This text is selected from FLTRP new textbook optional Part 3: War and Peace. The subject context of this unit is "man and society", and the subject context content involved is "war and peace". It aims to guide students to understand the cruelty of war and the importance of peace through the topic of war and peace, and realize that although they are in peace times, they should still be wary of danger and never forget the past, so as to cultivate students' love and yearning for peace.
The discourse type of this lesson is narrative text, which describes the background, process, results and historical significance of the D-Day landing in chronological order. The time line is clear and restores the overall picture of the historical events of the D-Day landing.
Through the introduction of the background of the Normandy Landings in paragraphs 1-2, the author wants to highlight the series of difficulties faced by the allied soldiers before the Normandy landings, which are contrasted with the victory of the war, so as to express the spiritual qualities of the allied soldiers.
Article 3-4 paragraph is the description of the process of the war, through horror, fiercest and other descriptions of the war scene and the description of the casualties of the soldiers, showing the fierce war, praised the allied soldiers are not afraid of the strong enemy, the courage to contribute to the fighting spirit, the fifth paragraph of the article for the results of the war, with the first part, the second part of the contrast, Stressing that victory and peace do not come easily.
Through the Normandy Landing article, the author gradually guided students to understand the beginning and end of the Normandy Landing. By digging out the theme significance and discourse content, the author made students correctly view the tragedy of war, cherish and maintain the existing peaceful life, and establish correct values. (Why )
【 Analysis of learning situation 】
Students' understanding of the background knowledge of the D-Day landing is limited, and most of them are limited to an entry in history books. The appreciation of language features such as poems in the text, in-depth exploration of author's views based on the text, critical thinking and the cultivation of migration and innovation ability need to be strengthened. In addition, the topic of the article is relatively serious and dull, and the students in this class are quiet and unfamiliar with the background knowledge, so there are certain difficulties in the classroom atmosphere and the setting of classroom activities. Intellectual education significance: Students have reached the English quality level 1 in senior high school through the compulsory part of the first grade, but the requirement for the optional compulsory part of the second level needs to be improved.
【 Objective 】 Upon completion of this lesson, students will be able to:
1. After reading the article, find out the frame structure of the article, sort out the background, process, results and impact of the Normandy landing, and think about the difficulties faced before the Normandy landing, the battle scenes during the landing, and people's attitude toward soldiers after the war. (Learn to understand)
2. Draw a mind map of the D-Day landing according to the chronological order of the narrative text, use the content of the text and the connective words given to summarize and retell the historical events of the D-Day landing. (Application practice)
3. Discuss the cruelty of war and the importance of maintaining peace, complete a Tibetan poem, and establish the values of cherishing peace and maintaining peace. (Migration innovation)
【 Important and Difficult points in teaching 】
Teaching focus:
1. Students can judge the order of description and correctly divide the frame structure of the article by reading the article;
2. Students can obtain, sort out, summarize and describe the historical facts and impact of the D-Day landing;
3. Students can use their knowledge to complete oral and written statements about war and peace, and establish the concept of maintaining peace.
Teaching difficulties:
1. Students can sort out the frame structure of the article and complete the drawing of the mind map;
2. Students can summarize the vocabulary about war to generate the Tibetan poem, and apply what they have learned properly to complete the creation of the Tibetan poem about peace;
3. Students can apply the attitude about peace learned in class to life and establish the values of maintaining peace.
[Teaching strategy] P-W-P reading mode [teaching resources] Teaching materials, multimedia courseware, learning plans, blackboard and chalk
【 Teaching process 】
Steps to learn activity design intent
Pre-reading
Step1
Lead-in 1.Brainstorm. Students talk about what they have already known about the D-Day Landings.
2.Watch a video. Students watch a video about D-Day and tell what background information they get from it. 1. Familiarize yourself with the content of the text in advance by sharing the information about the landing of the Normandy plane that you know personally. Use the video's description of the Normandy background to activate the known and warm up for this lesson.
While-reading
Step2
Extensive reading
1.Students get through the passage and answer the questions: Which aspects about the D-Day landings are mentioned How does the author develop the passage Grasp the time order of narrative description, divide the structure of the article, and make preparation for extracting and summarizing the specific information of Normandy landing.
Step3
Intensive reading
1.Students read the passage intensively again to make a mind-map about D-Day landings.
2.Q&A. Students answer the questions about the text:
What difficulties did Allied soldiers meet What difficulties did allied soldiers meet
Use a word to describe D Day landings and you’re your reasons. Based on the poem
For the fallen, what should we do to the soldiers.
Make a summary about D-Day Landings 1. Sort out the specific information of Normandy landing and complete the internalization of knowledge. 2. Dig deep into the text to explore the theme meaning of war and peace. Through the description of the difficulties and horrors in Normandy and the remembrance of the exhibition, the paper expresses its yearning for peace, thus completing the first Tibetan poem in this paper and setting up a frame for the output activity. 3. Summarize the main content of the article, apply what you have learned in practice, exercise students' language ability and learning ability, and realize knowledge from internalization to output
Post-reading Step 4 Think and share
1.Use a word to describe war and give reasons. 2.Discuss about how could we maintain peace 1.Use a word to describe war and give reasons. 2.Discuss about how could we maintain peace Guide students to think about the tragedy of war and establish the concept of maintaining peace.
Step 5 Write a poem Based on what you learned in this class, write a poem about peace, which should start with PEACE. Which should start with peace. By creating a Tibetan poem about peace, we can deepen the unit theme of maintaining peace again, exercise students' language ability, learning ability, thinking quality and cultural awareness, and realize knowledge transfer and innovation.
Step 6 Assignments
Compulsory
Write an letter to the D-Day landing soldiers to express your feelings and appreciations;
Optional
Describe another war in time order with classmates, using what we learned today. Work is stratified to accommodate the needs of different foundation students; To realize the extension of the class content and extend what is learned in class to life, at the same time, the completion of the writing assignment and the description of another war can be used as the test of the learning effect of this class.
Conclusion We sorted out the content of the Normandy landing and the description of the war in the article. In the course of the class, two first poems, war and peace, were gradually generated. The first poem about the war was a summary of the whole article about the Normandy Landing and was generated in the process of reading the article. The second poem on peace is a description of war, with arrows from left to right indicating a move from war to peace.