英语选择性必修 第三册Unit 3 War and peace教案

这是一份英语选择性必修 第三册Unit 3 War and peace教案，共14页。

主题语境：人与社会
主题群：历史、社会与文化
子主题：战争与和平
语篇类型：图片、记叙文、人物简介
文本分析：
[What]本节课包含Develping ideas和 Presenting ideas两部分。
Develping ideas包含两部分：第一部分是一篇记叙文，介绍了诞生于抗日战争时期的西南联大，并从多角度叙述了联大的历史。第二部分的语篇是战斗英雄简介的范文，介绍了抗战时期著名英雄杨靖宇的光辉事迹。
Presenting ideas是关于战争的话题及图片。
[Why]本课活动围绕单元主题展开，旨在帮助学生加深对主题意义的理解，获悉联大历史、杨靖宇将军的英勇事迹，学习英雄不怕牺牲的精神和联大师生的优秀品质，培养学生的爱国情怀，增强民族自信心。
[Hw]文本围绕“战争”展开，形式多样，有记叙文、人物简介等。Develping ideas 中的阅读文本，从联大的成立时间﹑校址、成立原因、迁徙路程、上课时间、生活条件、杰出人物、意义等方面一一展开；写作文本包含杨靖宇将军的出生时间和地点、入党时间﹑牺牲过程、激励队友、后世缅怀等。
课时目标
1. 通过阅读，了解国立西南联合大学的成立背景和重大历史意义，找到联大和其他大学的异同点，学习联大师生坚韧不拔、勇于奉献的精神。
2. 了解著名抗日英雄杨靖宇的生平事迹，学习他顽强不屈的爱国精神。
3. 学习、理解明喻和暗喻两种修辞手法的特征，能够在具体的语境中正确运用。
4. 了解人物简介的写作方法，学会写战斗英雄的简介。
5. 认识到战争的残酷和给人们带来的伤害，思考战争与和平的关系，缅怀各个时期为了祖国牺牲的英雄和烈士，珍惜现在的和平生活。
重点难点
重点：
1. 获取国立西南联合大学的成立背景和重大历史意义、了解著名抗日英雄杨靖宇的生平事迹。
2. 理解明喻和暗喻两种修辞手法的特征，能够在具体的语境中正确运用。
难点：
1. 学习联大师生对学术的追求和抗日英雄坚韧不拔的爱国精神。
2. 认识到战争的残酷，珍惜现在的和平生活。
教学准备
教师准备：
1. 国立西南联合大学和抗日英雄杨靖宇的相关信息。
2. 视频及设备。
学生准备：
1. 预习本课词汇。
2. 西南联大的资料。
3. 明喻和暗喻的使用方法。
教学过程
Step I学习理解
活动一：感知与注意
1. Talk abut Lianda.
(1) Ask students t talk abut what they knew abut Lianda.
(2) Share infrmatin as a class. The Internet culd be turned t fr help.
2. Lk and answer.
(1) Let students lk at the pictures and answer the questins belw.
·What kind f university d yu think it is? What d yu knw abut it?
·Hw is it different frm tday’s universities?
(2) Encurage students t share answers and check as a class.
【设计意图】要求学生在读前查阅资料，了解国立西南联合大学的历史，初步感知联大与普通大学的区别，导入话题，激活学生已有的背景知识，为课文学习作铺垫。
活动二：获取与梳理
Read and answer.
(1) Predict.
Lk at the title and the pictures n Page 33. Predict what the passage is abut.
(2) Have students read the passage alne and catch the main idea t check their predictin.
【设计意图】引导学生先关注课文的标题和图片，然后预测文本大意，最后迅速阅读检验预测，从而提高学生阅读和获取主旨大意的能力。
活动三：概括与整合
1. Have students reread the passage carefully and find ut what is s special abut Lianda.
2.Tell students t wrk in pairs t fill in the table. Then share in grups r in class.
【设计意图】通过精读，再次分析联大与普通大学的区别，获取有效信息，并完成表格。该活动进一步加深对课文细节和结构的了解，加深对主题意义的探究。
Step II 应用实践
活动四：描述与阐释
Retell the passage.
(1) Ask students t reread the passage.
(2) Tell students t write a summary.
(3) Have students retell the passage accrding t the table abve and the summary in grups f fur.
(4) Invite vlunteers t present in class.
【设计意图】在学习理解类活动的基础上，引导学生围绕主题写摘要、复述文本，逐渐实现对语言知识和文化知识的内化，促进语言运用的自动化，助力学生将知识转化为能力。
活动五：分析与判断
Ask students t chse the ideas that are cnveyed in the passage and find evidence t supprt their chices.
①Lianda was the best university in Chinese histry.
②The stry f Lianda shws Chinese intellectuals’ academic pursuit and patritism.
③Only under difficult circumstances can students8 succeed.
④Lianda has nurtured many utstanding schlars.
⑤Lianda was a great success nly because it had prminent prfessrs and gifted students.
⑥Peple tday still admire the spirit f Lianda.
【设计意图】让学生选择文章中所表达的观点，并找到证据支持他们的选择，帮助学生了解联大体现的中国知识分子的学术追求和爱国主义精神，获取联大培养许多优秀学者的事实，理解今日人们仍然钦佩联大精神的理由。
活动六：内化与运用
1. Learning t learn.
(1) Request students t wrk in grups and read “Learning t learn”.
(2) Make students find ut what figures f speech are used in the sentences belw and discuss hw they help t express the authr’s emtins.
2. Think and share.
(1) Make students read the questins belw and discuss ingrups.
·What difficulties did the prfessrs and students f Lianda encunter? Hw did they deal with these?
·What is yur understanding f the pem written by Zha Liangzheng?
·What cntributin did Lianda make t the educatin f the natin?
·In what ways is the theme f war and peace presented differently in the tw reading passages in this unit?
(2) Encurage students t vice their pinins and check the answers as a class.
3. Give a talk abut the spirit f Lianda.
(1) Tell students t wrk in grups and discuss the questins belw.
·Hw can yu describe the spirit f Lianda?
·What examples supprt yur ideas?
·What can yu learn frm the stry f Lianda?
(2) Ask students t cmplete the diagram with their ideas and the examples that supprt them.
(3) Encurage students t give their presentatins t the class.
【设计意图】通过观察两个例句中所用的修辞手法并比较，学习明喻和暗喻，引导学生思考两种修辞手法在例句中的作用；然后以问题为任务，鼓励学生深掘文本，联系实际，深化对主题意义的理解，培养学生的高阶思维能力；再以“联大精神”为话题开展演讲，培养学生的表达能力和思维创新能力。
Step Ⅲ 迁移创新
活动七：Writing
1. Direct students t read the passage n Page 35 and answer the questins.
·Wh was Yang Jingyu?
·Why did Yang decide t let small grups f his men break thrugh the encirclement?
·What did the Japanese find when they killed Yang?
·Hw wuld yu describe Yang’s spirit in yur wn wrds?
2. Request students t talk abut ther war heres ingrups and chse ne t write abut.
3. Ask students t rganise their ideas by cmpleting the ntes belw. D mre research if necessary.
4. Ask students t write an intrductin t the war her they chse.
5. Request students t wrk in pairs, make imprvements t each ther’s writings, share them with the class and better understand hw t write abut a war her.
【设计意图】引导学生阅读范文,获取抗日英雄杨靖宇的生平和抗日事迹，学习范文结构(简介、主体、结论)，进行仿写，写另一位战斗英雄的简介，感悟英雄的感人事迹，学习英雄的优秀品质，进行知识和思维能力的迁移。
活动八：Presenting ideas
1. Have students wrk in grups and lk at the pictures.

2. Ask students t discuss the questins.
·What can yu see in each picture?
·What d the pictures tell yu abut war?
3. Encurage students t think abut the tpics, cmplete the table and add examples r details t supprt their pints. D mre research if necessary.
4. Tell students t prepare a shrt presentatin n ne f the tpics frm the table abve r think f anther relevant tpic. Cnsider the fllwing:
·the structure f yur presentatin
·useful wrds, expressins and structures
5. Encurage students t give their presentatins t the class.
【设计意图】要求学生观察图片，谈论战争给人们带来的毁灭性影响，引导学生以演讲的形式分享自己对战争的看法和态度，从而更好地理解战争的残酷性和和平的重要性。
活动九：Reflectin
Have students write a reflectin after cmpleting this unit. Cnsider the fllwing:
·What is yur understanding f war and peace?
·What text types have yu learnt abut? What are their features?
·What wrds, expressins and structures have yu learnt?
·What imprvement have yu made in understanding different cultures?
·What imprvement have yu made in using learning strategies and explring effective ways f learning?
·What imprvement have yu made in analysing and slving prblems?
【设计意图】要求学生从文本、语言、文化、学习策略和方法、分析和解决问题的能力等方面进行自我评价和总结，并写出自我反思日志。
活动十：想象与创造
Encurage students t search fr infrmatin abut Yenching University and what they can learn frm it.
【设计意图】通过了解“燕京大学”的历史，再现战争的残酷性，以及战争状态下中国杰出的教授和才华横溢的学生们的坚韧不拔和勇于奉献的精神。
板书设计
Related infrmatin:
国立西南联合大学(Natinal Suthwest Assciated University)是中国抗日战争开始后高校内迁设于昆明的一所综合性大学。1937年11月1日，由北京大学、清华大学、私立南开大学在长沙组建成立的国立长沙临时大学在长沙开学(这一天也成为西南联大的校庆日)。由于长沙连遭日机轰炸，1938年2月中旬，长沙临时大学分三路西迁昆明。1938年4月，改称国立西南联合大学。
从1937年8月组建国立长沙临时大学开始，到1946年7月31日国立西南联合大学停止办学，西南联大前后共存在了8年零11个月，“内树学术自由之规模，外来民主堡垒之称号”，保存了抗战时期的重要科研力量，培养了一大批卓有成就的优秀人才，为中国和世界的发展进步作出了杰出贡献。
1946年8月，三校复员北返后，西南联大师范学院留昆明联大旧址独立设置，定名国立昆明师范学院，1984年改称云南师范大学，其旧址现为全国重点文物保护单位、全国首批百个爱国主义教育示范基地、全国红色旅游经典景区、全国红色旅游精品线路、国家级海峡两岸交流基地、国家级抗战纪念设施遗址、全国免费开放博物馆、民盟中央传统教育基地、云南省社会科学普及示范基地、云南省国防教育示范基地等。
Name
Cmpnents
Time
Lcatin
Reasn
Distance
Schl hurs
Living cnditin
Pineers
Significance
Suggested answers:
Name: Natinal Suthwest Assciated University r Lianda
Cmpnents: Peking University, Tsinghua University, Nankai University
Time: 1937
Lcatin: Kunming, the remte and muntainus suth-west part f China
Reasn: In 1937, the aggressin f the Japanese army brught disaster t China’s three great universities. T save their educatinal and intellectual heritage. Distance: mre than 2,000 kilmetres
Schl hurs: befre 10 am and after 4 pm
Living cnditin: rugh buildings, packed 40 t a rm, shrtages f fd, bks, and equipment, fierce air attacks
Pineers: Yang Zhenning, Li Zhengda, Zha Liangzheng, Xu Yuanchng, ...
Significance: Lianda has becme the crwning glry f China’s mdern universities, nt nly because f its prminent prfessrs and talented students, but als because f the schl’s strng spirit f perseverance and dedicatin.
It has becme part f the cllective memry f the Chinese natin，with its spirit as the blueprint fr all universities in China in the mdern era.
Suggested answers:
②④⑥
Learning t learn
Similes and metaphrs are tw cmmnly used, but easy t cnfuse, figures f speech. Similes cmpare and shw similarities in typically different things. Similes usually use cnnecting wrds such as like, as, s and resemble. Fr example, He is as cl as a cucumber. Unlike similes, metaphrs make direct cmparisns withut using cnnecting wrds. Fr example, She has a heart f a lin.
①Their bed was the dusty rad and their rf was the pen sky, ...
②They had t live in rugh buildings, packed 40 t a rm, like sardines.
Suggested answers:
①本句运用了暗喻的修辞手法，描写赶往联大的教授和学生在途中“以天为盖，以地为庐”的艰苦条件。
②本句运用了明喻的修辞手法，描写联大的居住环境之恶劣。
Suggested answers:
·They had t travel a lng distance t reach Lianda. Thrughut the jurney，they had n accmmdatin and had t survive extreme cnditins. Als, the cnditins in Lianda itself were very harsh. They did nt have enugh fd and studied in rugh buildings. Furthermre，their study was ften interrupted by air attacks. They had t adapt t these challenges, frinstance, by hlding their classes when they were nt likely t be bmbed.
·(略)
·Many f China’s leading schlars and scientists came frm Lianda, including tw Nbel Prize winners.
Lianda’s spirit has becme the blueprint fr all universities in China in the mdern era.
·The passage n the D-Day landings fcuses n war as a military peratin，and n hw dead sldiers are memrialised. The passage n Lianda fcuses n hw war affected China’s students and academics, and hw they were able t achieve excellence in spite f the great difficulties.
Lianda
>Spirit: ________ Supprting evidence: ________
>Spirit: ________ Supprting evidence: ________
…
Suggested answers:
·Yang Jingyu was an anti-Japanese her，wh died in a fight against Japanese trps.
·Because at that time there was a critical lack f supplies.
·They fund nly tree bark，cttn and grass rts, instead f rice in his stmach.
·(略)
Intrductin
Name f the persn: __________________________________________________
Backgrund infrmatin: ______________________________________________
Main bdy
Majr events (in rder): _______________________________________________
Cnclusin
Yur pinin f this persn: ____________________________________________
Suggested answer:
Dng Cunrui was brn int a pr peasant family in Huailai Cunty, Hebei Prvince n 15 Octber1929.In 1945 he jined the Eighth Rute Army and in March 1947 he jined the Cmmunist Party f China.
On 25 May 1948, the battle fr the liberatin f Lnghua began, and the sldiers f the Chinese Peple’s Liberatin Army (PLA) flded twards Lnghua Middle Schl, the headquarters f the enemy. Six jets f fire frm a bridge blcked the path f the PLA trps. The bridge was a frtress built by the enemy, and the PLA trps were stuck under a small slpe. At the critical mment, they needed a sldier t blw up the bridge and pen a new rad fr the whle army. “Captain, let me blw it up!” Dng Cunrui said, and his request was granted. Under the cver f anther sldier, he rushed t the bridge, but culd nt find a place t put the explsives. Dng Cunrui then lifted the explsives in his left hand, lit the blasting fuse and blew up the enemy’s frtress. In ding s, he died a her.
The stry f Dng Cunrui, wh gave his life t create a way frward, has been tld all ver China until tday, and has inspired thusands f yung peple t make sacrifices in defence f ur cuntry’s and peple’s interests.
Suggested answers:
·In picture ne, a distressed child is crying in frnt f a destryed building.
In picture tw, a dead r injured sldier is carried away by his cmrades.
In picture three, there are many graves f the dead.
·(略)
Why peple g t war
Effects f war n peple
Hw we can maintain peace arund the wrld
Related infrmatin:
燕京大学(Yenching University)是20世纪初由四所美国及英国基督教教会联合在北京开办的大学，也是近代中国规模最大、质量最好、环境最优美的大学之一，创办于1919 年，创始人司徒雷登长期担任燕大校长、校务长，他将燕大的校训确定为“因真理得自由以服务”。1928年春﹐燕京大学与美国哈佛大学合作成立哈佛燕京学社，到1930年代已经跻身于世界一流大学之列，在国内外名声大震。
1942年至1945年，因太平洋战争爆发而被侵华日军封闭的燕京大学曾内迁成都办学，抗战胜利后回到北平复校。在中国高等学校1952年院系调整中，燕京大学被撤销﹐其资产由中华人民共和国中央人民政府接管后被整并，文科、理科多并入北京大学，工科并入清华大学，法学院、社会学系并入北京政法学院(今中国政法大学)。校舍由北京大学接收，其建筑仍为燕京大学古迹。
燕大诞生于五四时期，作为那个时代中国高等教育的重要代表，一开始便与学生爱国民主运动结下不解之缘。存在的33年间，这所大学在教育方法、课程设置、规章制度诸多方面，对中国近代高等教育的发展产生了深刻的影响。
Unit 3 War and peace
Perid IV Develping ideas & Presenting ideas
Ⅰ. 学习理解
活动一：感知与注意
1. Talk abut Lianda.
2. Lk and answer.
活动二：获取与梳理
Read and answer.
活动三：概括与整合
1. Reread.
2. Fill in the table.
Ⅱ. 应用实践
活动四：描述与阐释
Retell the passage.
活动五：分析与判断
Chse the ideas.
活动六：内化与运用
1. Learning t learn.
2. Think and share.
3. Give a talk abut the spirit f Lianda.
Ⅲ. 迁移创新
活动七：Writing
1. Read and answer.
2. Talk abut ther war heres.
3. Cmplete the ntes.
4. Write an intrductin t a war her.
5. Make imprvements.
活动八：Presenting ideas
1. Lk at the pictures.
2. Discuss the questins.
3. Cmplete the table.
4. Prepare a shrt presentatin.
5. Give presentatins.
活动九：Reflectin
Write a reflectin.
活动十：想象与创造