Unit 3 Period 1 Starting out & Understanding ideas（表格式教学设计）英语外研版选择性必修第三册

Unit 3 War and Peace Starting out & Understanding ideas教学设计 教学基本信息 单元名称 选择性必修第三册 Unit 3 War and Peace 学科 英语 学段 高中 年级 高二第二学期 主要教材 书名：普通高中教科书·英语选择性必修第二册 出版社：外语教学与研究出版社 出版日期：2019年 课时安排 2课时(80min) 课型 读思课 教学设计理念 本课时以 “历史浸润、价值引领、素养融合” 为核心，立足 “War and Peace” 单元主题和读思课型特点。遵循 “情境激活 — 文本探究 — 价值升华” 的教学逻辑，通过战争图片、古今名言、历史文本等多元素材，让学生在梳理诺曼底登陆历史事件的同时，深化对 “战争与和平” 的认知。注重 “读 — 思 — 议 — 悟” 的有机统一，在提升阅读策略和语言能力的基础上，渗透历史教育和和平价值观引领，实现 “语言能力、学习能力、文化意识、思维品质” 四维目标的协同发展，让学生 “铭记历史、珍爱和平”。 教材分析 【What】 本课时核心内容围绕 “诺曼底登陆” 展开，形成完整学习链：一是导入（战争主题图片赏析，感知情感与历史背景）；二是读前（解读古今中外战争与和平名言，预判文本内容）；三是读中（精读叙事文本，梳理诺曼底登陆的时间、地点、过程、结果，分析文本结构）；四是读后（讨论历史意义、诗歌内涵，迁移表达二战其他事件）；五是语言点积累（violent、recall、liberate 等核心词汇短语）。内容兼具历史纪实性与语言实践性，聚焦 “历史事件 — 语言表达 — 价值认知” 的融合。 【Why】 语言层面：通过叙事文本精读，提升学生 “梳理时间线索、提炼核心信息、分析文本结构” 的阅读能力，积累战争与和平相关词汇短语，强化叙事类文本的表达技巧。 主题层面：以诺曼底登陆为载体，让学生了解战争的残酷与和平的珍贵，铭记历史先烈的牺牲，树立 “珍爱和平、反对战争” 的正确价值观，实现历史教育与价值引领的统一。 能力层面：通过讨论、梳理、迁移等活动，培养学生的逻辑思维、辩证思维和语言应用能力，符合高中英语 “以主题为引领、以素养为导向” 的教学要求。 【How】 教材采用 “情境 — 文本 — 应用” 的递进式编排，遵循 “感性体验 — 理性分析 — 价值感悟” 的认知规律。先以视觉图片和经典名言激活情感与认知，再以时间顺序叙事的文本为核心，通过 “预判 — 梳理 — 讨论” 层层深入；最后以语言点巩固和迁移表达收尾，既注重阅读策略的系统性培养，又强化主题与现实的关联，让历史学习与语言提升相辅相成。 学情分析 1. What I know 词汇方面：已积累 “war、peace、soldier、fight” 等基础主题词汇，能够理解叙事文本中的核心词汇，具备初步的话题词汇储备。 语法方面：熟练掌握叙事文的时态、语序等语法知识，能够梳理时间顺序类文本的逻辑关系，具备分析纪实类文本的语法基础。 背景知识方面：通过历史课、影视等渠道，对二战及诺曼底登陆有基本认知，对 “战争与和平” 的话题有初步思考，具备情感共鸣的基础。 2.What I want to know 掌握叙事类文本的专项阅读策略（梳理时间线索、提炼事件要素），提升文本解读效率。 深化对战争与和平关系的理解，明确诺曼底登陆的历史意义，树立更深刻的和平观。 积累战争与历史相关的高频词汇、短语和句式，提升对战争事件的语言表达能力。 2. What I learned 主题内容方面：理解诺曼底登陆的背景、过程与历史意义，铭记先烈牺牲，强化 “珍爱和平、反对战争” 的价值观。 语言知识方面：熟练掌握叙事文阅读策略，积累核心词汇短语，能够梳理历史事件并进行简单的语言表达。 教学目标 1. 语言能力 掌握核心词汇（violent、recall、liberate、condemn 等）和短语（in large numbers、free...from、at dawn 等），能够在阅读和表达中准确运用。 理解叙事文本的 “时间顺序” 结构，能够梳理诺曼底登陆的核心要素（时间、地点、过程、结果），完成信息整合；能够用英语讨论战争事件的意义，表达对和平的看法。 2. 学习能力 学会运用 “预判 — 梳理 — 提炼 — 讨论” 的读思策略，提升叙事类文本的解读能力。 通过小组讨论、信息梳理等活动，培养自主探究和合作学习能力，能够主动整合文本信息并表达观点。 3. 文化意识 了解诺曼底登陆的历史意义，铭记战争中的牺牲与坚守，增强历史责任感。 树立 “珍爱和平、反对战争” 的全球意识，尊重不同文化中对和平的共同追求。 4.思维品质 培养逻辑思维能力，能够按时间顺序梳理历史事件的逻辑脉络。 提升辩证思维能力，在讨论战争与和平时，能够理性分析其关系，避免片面认知。 教学重难点 教学重点 梳理诺曼底登陆的背景、过程、结果与历史意义，掌握叙事文本 “时间顺序” 的解读方法。 积累战争与和平相关的核心词汇短语，能够用英语表达对战争事件的基本看法。 教学难点 辩证理解战争与和平的关系，深刻感悟 “铭记历史是为了珍爱和平” 的内涵。 运用所学语言知识和阅读策略，准确描述战争事件并表达对和平的思考。 教学资源 课件PPT，黑板、白板。 教学活动设计 教学过程 活动形式及步骤 活动意图 时间 学习理解 Activity 1 Lead in 1.Look at the pictures. What do you see first? 2.Look at the picture. Answer the questions! 1）What emotions does this image convey? 2）“Why are the soldiers pushing the boat? What danger might they face?” This historic day:D-day ●以视觉冲击激活学生情感共鸣，快速切入 “战争” 核心话题；结合历史背景铺垫，降低后续文本阅读的理解门槛，激发探究兴趣。 10min Activity 2Pre-Reading 1.Read quotes and answer the questions. A good soldier is not violent. A good fighter is not angry. A good winner is not vengeful. Laozi The supreme art of war is to beat the enemy without fighting. Sunzi There never was a good war or a bad peace. Benjamin Franklin You cannot prevent and prepare for war at the same time. Albert Einstein 1）What is your understanding of the quotes? 2）Which of the quotes helps you to better understand the nature of war? Give your reasons. 3）What is your opinion on war? Come up with three words or expressions to help express your opinion. 2.Look at the picture and the map and answer the questions. Look at the picture and the map and answer the questions. What do you think the picture and the map show? What do you expect to read about in the passage? Share your ideas with the class. ●通过古今中外名言拓宽认知，深化对战争本质的思考；图片与地图预判帮助学生建立文本认知框架，让阅读更具针对性。 10min Activity 3 While Reading 1. Now read the passage and check your prediction. 【答案】To introduce the D-Day landings which happened in 1944 and the 70th anniversary of it. The passage describes the background, process and historical significance of the Normandy landings and expresses the memory of the fallen soldiers. 2.Match the main ideas to the paragraphs and give your reasons. · The outcome of the operation · The background information of the operation · The severe casualties on Omaha Beach · The everlasting memory of the soldiers’ brave actions · The initial stage of the operation · The order issued by the Supreme Allied Commander before the operation · The 70th anniversary of the D-Day landings 【答案】5；1；4；7；3；2；6 3.What type of text is this passage? in order of _________ 【答案】narration；time 4.Now, we’ll dive into this historic day through our text. We’ll explore the soldiers’ courage, the horror of war, and the meaning of peace. 5.Organise information from the passage and complete the fact file. The D-Day landings： Date: ___________________ Place: ____________________ Aim of the operation: _________ Supreme Allied Commander: _______________ Timeline of the operation: Spring 1944 Allied troops _________________ 6 June 1944 Start of ________________ • dawn: thousands of troops were journeying across _______________ • mid-morning: hundreds of soldiers ________________ August 1944 The Allies liberated Paris and the Germans _________________ Outcome of the operation: __________________________ 【答案】6 June 1944；the Normandy beaches；to reach the Normandy beaches along about 80 kilometres of French coastline；General Eisenhower ；gathered in large numbers.； the Normandy landings (Operation Overlord)； the English Channel to Normandy； lay dead in the water and amongst the tanks on the beach； were removed from northwest France； despite the high cost in human life, the D-Day landings were a success and were seen widely as the beginning of the end of the Second World War ●①预判验证强化阅读目标；②段落主旨匹配培养文本结构分析能力；③事实档案梳理帮助学生系统整合核心信息，突破 “历史事件要素梳理” 的重点；④时间顺序分析夯实叙事文阅读策略。 25min Activity 4 Post Reading Let’s have a discuss! What is the historical significance of the D-Day landings? What is your understanding of the poem For the Fallen? How can you use the language you have learnt to describe another event during the Second World War? Share your ideas with the class. ●通过讨论深化对文本主题的理解，实现 “历史事件 — 价值感悟” 的升华；迁移表达任务强化语言应用，让学习成果落地。 10min 应用实践 Activity 5 Language points 1. violent 1) She thought that some of them had been laying violent hands on me. 2) He slammed the door with violence. 3) My father was violent to my mother when he was drunk. 4) These modern buildings do violence to the beauty of the old city. 【答案】对……行凶；对……下毒手 猛烈地 对……粗暴 损害；污辱；侵害 2.recall recall doing sth beyond recall recall that/what/how… recall sb./sth. (to)… 1）John recalled _________ (attend) school with Mary. 2）She recalled _________ he had left early. 3）He has been recalled _______ his old post. 4）她还能清晰地记起学生时代的情景。 _________________________________ 【答案】attending；that；to；She can clearly recall her schooldays. 3.liberate liberation liberate sb./sth. (from sth.) liberation from poverty Chinese People’s Liberation Army 【答案】n. 解放；释放 使……自由；使……摆脱约束 摆脱贫困 中国人民解放军 4.4. condemn condemn sb/sth for/as... condemn sb to sth condemn sb to sth/to do sth 【答案】因……而谴责某人或某事 迫使某人接受困境 判处某人某种刑罚 5.1. in large numbers _______________ 2. in history ________________ 3. free … from ________________ 4. be set for ________________ 5. march to ________________ 6. amongst the tanks ________________ 7. have full confidence in__________ 8. nothing less than ___________ 9. at dawn _____ 10. by parachute ___ 【答案】大规模；在历史上；使……摆脱；（日期）定在；向……进军；在坦克之间；对……充满信心；简直是；拂晓；乘降落伞 ●聚焦文本核心词汇，夯实语言基础，为后续表达提供词汇支撑，实现 “阅读输入 — 语言输出” 的衔接。 10min Activity 6 Summary History, if not forgotten, can serve as a guide for the future. Remembering the history is to create the future; Remembering the war is to preserve the peace. ●系统升华主题，将文本学习与价值观引领结合，深化 “铭记战争是为了守护和平” 的认知。 5min Activity 7 Self-evaluation ●师生共同总结 “铭记历史、珍爱和平” 的核心主旨，强化价值认知。 2min 迁移创新 作业内容 作业设计意图 1min 本节课作业二选一，为分层作业，难度有所区别。基础一般的同学可以选择作业一，基础较好的同学可以选择作业二。 1.Write a 100–120-word diary entry from the perspective of a D-Day soldier on June 6, 1944. Include: Feelings before the landing A brief memory of the fighting at Omaha Beach A wish for peace 【答案】 Dear Diary, As the boat cut through the choppy English Channel, my hands trembled with fear. I clutched a photo of my little sister and prayed to see her again. Then chaos erupted—bombs rained down, bullets screamed overhead, and comrades beside me fell instantly. At Omaha Beach, I waded through water thick with blood, dodging machine gunfire that cut down soldiers left and right. Miraculously, I survived, but the sight of fallen boys haunts me. I fight not for glory, but to protect my family and free Europe from tyranny. May this nightmare end, and may peace never fade from the world again. 2.Find a Chinese literary work (poem, article, or quote) that commemorates soldiers/sacrifices in wars. Write a 40-word comparison with Laurence Binyon’s For the Fallen (from Paragraph 6). ●选必修作业，强化文章内容 板书设计 选择性必修第三册Unit 3 War and Peace Starting out & Understanding ideas 教学反思 优点： 以历史事件为载体，通过图片、名言、文本的多元情境，实现了 “语言学习” 与 “历史教育、价值引领” 的深度融合；活动设计层层递进，既落实了阅读策略和语言基础，又强化了情感共鸣，符合读思课型的核心要求。 缺点： 读中环节（25 分钟）信息梳理任务较多，部分基础薄弱学生可能难以快速完成；读后讨论缺乏个性化表达支架，个别学生可能因语言储备不足难以充分参与，需优化时间分配和支持策略。 1 / 11 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $