Unit 3 War and Peace Developing ideas 教学设计-2023-2024学年高中英语外研版（2019）选择性必修第三册

Unit 3 War and peace教案设计 Developing ideas板块教学设计 课型 Reading + Speaking 主题语境 人与社会——战争与和平 内容分析 本板块从另一角度呈现一篇体现单元主题的课文,语篇类型为记叙文,介绍了诞生于抗日战争时期的西南联大,并从多个角度叙述了联大的历史。通过这一板块的学习,学生能够加深对主题意义的理解,弘扬传统文化,树立民族自信,进一步提升语言能力和思维品质。 教学目标 1. 引导学生通过阅读课文,理解课文内容并了解联大的成立背景和重要历史意义,同时能够理解并运用明喻和暗喻描述事物的鲜明特征。 2. 引导学生在理解课文内容的基础上,感悟文章主题,加深对单元主题意义的认识,形成对战争残酷性的认识,从英雄身上汲取精神财富,培养爱国情操。 教学重点 引导学生读懂文章,了解联大建立的历史和历史意义,挖掘战争的另一面意义。 教学难点 引导学生注重语言在思维层面的内化和输出。 教学方法 Communicative language teaching method & Task-based language teaching method Teaching contents Procedures Purposes Teacher’s activity Students’ activity Activity 1 1. T asks Ss which university they want to apply for in the future and why. 2. T asks Ss to look at the two pictures so as to activate their knowledge of National Southwest Associated University. 3. T invites some Ss to discuss Questions 1 and 2 in groups. 4. T asks Ss to think about the differences between Lianda and today’s universities. 5. T asks some students to share their answers and give reasons. 1. Ss look at some logos of famous Chinese universities and talk about their ideas with their partners. 2. Ss look at the two pictures and try to find the name of the university in the first picture. 3. Ss talk about the differences between the university in the pictures and today’s universities. 4. Ss share their answers and give reasons. Lead to the topic and activate Ss’ background knowledge. Activity 2 1. T invites Ss to read the passage quickly and finish the match exercise, to divide all the paragraphs into four parts. 2. T asks Ss to share their answers. 3. T asks Ss to read paragraph 1-2 and answer why Lianda was founded. And T then invites Ss to share their idea. 4. T asks Ss to read Paragraph 3 and complete the notes and blank filling. 5. T asks Ss to read Para 4-5 and answer the question what lianda nurtured. 6. Ts asks Ss to read Paragraph 6&7 and describe the contributions and influence of Lianda. 1. Ss read the passage and find out the basic structures of this passage. 2. Ss sh