Unit 3 War and peace Developing ideas Reading 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 --Developing ideas教学设计 课题 Unit 3 War and peace --Developing ideas 年级 高二 课型 reading 课时 1 课标理念 普通高中英语课程应以德育为魂、能力为重、基础为先、创新为上。“人与社会”主题下的篇章学习强调学生的主体地位和责任感，培养学生的跨文化交际能力、文化自信、批判性思维和创新精神。 学情分析 授课对象为高二年级学生，他们对中国近现代发展历程有一定的了解，包括抗日战争的历史背景。同时，他们也对与西南联大相关的历史文化名人有一定认识。 在了解抗日战争的历史背景下，学生想了解西南联大的诞生和发展；同时，学生也想了解“联大精神”的含义，以及其在和平年代的体现。 教学内容分析 What 该语篇从西南联大的建立背景出发，描述了联大建立之初师生遇到的重重困难和诸多挑战。但联大师生不畏艰难，不仅为中国培养了许多栋梁之才，联大的学生在抗日战争中也发挥了重要的作用。联大虽然是时代的产物，但联大的精神不仅在现代仍发挥着重要作用，也会继续传承至未来。 Why 通过本课的学习，学生能够加深对主题意义（战争与和平）的理解，树立民族自信心，进一步提升语言能力和思维品质。 How 本文体裁是说明文，结构清晰，描述了联大师生不怕苦难的可贵精神，歌颂了文化先驱们的伟大贡献。 教学目标 通过本课的学习，学生能够： 1. 了解西南联大的历史发展和重要性（语言能力、学习能力）； 2. 学习文化先驱的精神，培养爱国精神（文化意识）； 3. 认识到和平在过去和现在的意义（思维品质）。 教学重点： 1. 引导学生读懂文章，了解联大建立的历程和历史意义。 2. 引导学生思考联大的精神。 教学难点： 引导学生思考联大的精神与和平的意义。 教学法 任务型教学法；合作学习法 教学工具 课本；PPT；黑板等 教学环节《英语》（外研社版）选择性必修三 Unit 3 War and peace Developing ideas教学设计 Deng Qian 教学活动 设计意图 教师活动 学生活动 Lead-in 1. Make a greeting and present learning objectives. 2. Watch a video and guess which university is going to be learned in the passage. Ss read the objectives and guess which university it is. 1. 了解本堂课学习目标，让学生有目的地进行学习。 2. 提供短视频引入，不仅引起学生兴趣，还丰富学生对西南联大背景知识的了解。 （感知与注意） Pre-reading Guess what the passage will talk about? (with title and pictures) Ss give their ideas with possible information that would be mentioned in the passage. 强调阅读文章前对标题与图片等信息的阅读。 （感知与注意） While-reading Step 1 Read for the structure: 1. T asks Ss to pay attention to the words in red. Skim the passage and do the match exercise. 2. T checks answers with Ss together. Step 2 Read for details: 1. T asks Ss to read the passage again in pair. Finish the chart of details, and answer the questions of paras 6-7. 2. T invites Ss in different pairs to share the answers. Step 3 Read for thinking: 1. T asks Ss to discuss the spirit of Lianda in pairs and find text-based details to prove it. 2. T asks some Ss to share their opinions. 3. T presents the deep meaning of the title concerning the spirit of Lianda. Step 1 Read for the structure: 1. Ss pay attention to the key words. 2. Ss share their answers. Step 2 Read for details: 1. Ss read the passage again in pairs. Finish the chart and answer questions. 2. Ss share the answers. Step 3 Read for thinking: 1. Ss discuss the spirit of Lianda in pairs and find text-based details. 2. Ss share their opinions. Step 1 Read for the structure: 1. 引导学生关注文章的主题句等关键信息，提高速读的阅读能力； 2. 让学生对文章结构有初步了解。 （概括与整合） Step 2 Read for details: 1. 引导学生深入阅读文章，理解信息。 2. 培养学生的合作意识与合作学习能力。 （获取与梳理） （概括与整合） Step 3 Read for thinking: 1. 在了解了基本信息后，引导学生回读文章和标题，深度思考联大的精神。 2. 小组交流培养合作意识与自我表达能力。 （推理与论证） Post-reading 1. Further thinking: T asks Ss if it’s necessary to learn the spirit of Lianda in the modern era. 2. Tasks Ss to work in groups to prepare a short speech on “My views on the spirit of Lianda”. 3. T invites Ss to share. 1. Ss discuss if it’s necessary to learn the spirits of Lianda . 2. Ss prepare for the speech in groups. 3. Ss share their speeches. 1. 引导学生思考在和平的中国学习联大精神是否有意义，培养学生的批判性思维。 2. 训练学生的口语表达，让学生以演讲的形式输出。 （推理与论证） （概括与整合） Conclusion 1. Presenting some pictures of people at war, T shows a few lines to emphasize the importance of peace and the duty of the younger generation. 2. T asks Ss to complete a self-assessment chart to evaluate their performances in this class. 1. Ss read the lines together to feel the importance of peace and the duty of the young generation. 2. Ss complete the self-assessment chart. 1. 通过图片与几句总结性的话语，升华主题，让学生感知和平的重要与来之不易，以及作为当代青年的责任。 2. 自我评估也是自我总结。 （概括与整合） Homework In groups, create a poster about war and peace! Ss’ homework. 以创作海报的形式给学生机会去自我反思与深度思考单元主题。 课本原文： 1 Throughout history, the great thinkers of the world have often rather romantically referred to their academic struggles as being like “war”. However, for most of them, the “war” has been purely symbolic. Real war is never romantic as it brings suffering and immense challenges. 2 In 1937, the aggression of the Japanese army brought disaster to China’s three great universities: Peking University and Tsinghua University were occupied by Japanese troops, while Nankai University was completely destroyed by bombing. To save their educational and intellectual heritage, the three universities joined together in Kunming as National Southwest Associated University, otherwise known as Lianda. 3 Professors and students alike in the three universities made an epic journey over a distance of more than 2,000 kilometres, most of them on foot. Their bed was the dusty road and their roof was the open sky, often lit up by exploding Japanese bombs. Conditions were little better once they reached the remote and mountainous south-west part of China. They had to live in rough buildings, packed 40 to a room, like sardines. There were dire shortages of food, books, and equipment. Furthermore, classes were frequently disrupted due to fierce air attacks and often had to be held before 10 am and after 4 pm. 4 However, despite the immense hardships and the daunting challenges, it was right in this place, over a period of eight long years, that the nation’s intellectual heritage was not only guarded but fortified by the passion and belief of the worthy academics of Lianda. It is no wonder that many, if not most, of China’s leading scholars and scientists emerged at Lianda, including the two Nobel Prize-winning physicists, Yang Zhenning and Li Zhengdao.“Lianda laid the foundation for every achievement I have made,” Yang recalled. He still remembers learning in a temporary classroom that had no glass in the windows. “On windy days, we had to hold down the paper on the desk, which would otherwise be blown away,” he said. 5 With the country at war, students at Lianda were not going to shirk their duty. Driven by a sense of commitment, a great many joined the army to resist the Japanese invaders and defend the honour of the nation. In fact, Lianda provided the largest number of student-soldiers from any campus in China. Of the thousands of college students from all over China who served as interpreters, one tenth were from Lianda, including the well-known translators Zha Liangzheng and Xu Yuanchong. Zha later depicted the contributions of his peers in a poem: Softly, on the hillside forgotten by all, A misty rain falls in a gentle breeze; There is no trace of the footprints of history; Where brave souls once stood, breathing new life into the trees. 6 A product of the war, Lianda is now physically gone. But it has become the crowning glory of China’s modern universities, not only because of its prominent professors and talented students, but also because of the school’s strong spirit of perseverance and dedication. In 2017, representatives from Peking University, Tsinghua University, Nankai University and Yunnan Normal University gathered to commemorate the 80th anniversary of its founding. 7 More than eighty years on, the priceless contribution of Lianda still needs to be reaffirmed. It has become part of the collective memory of the Chinese nation, with its spirit as the blueprint for all universities in China in the modern era. 学科网（北京）股份有限公司 $$