Unit 3 War and Peace-Understanding ideas 教案-2025-2026学年高中英语外研版选择性必修第三册

Unit 3 War and Peace-Understanding ideas 内容导航 This part takes the Normandy Landings in World War II as the core content, presenting the background, process and historical significance of the campaign through a narrative text. It also records the survivors’ memories of fallen comrades, conveys the cruelty of war and the preciousness of peace, guides students to remember the heroes who sacrificed for peace, and inspires them to think about the relationship between war and peace from a rational perspective. It integrates language learning with emotional education and value shaping. 教学目标和重难点 1. 教学目标 Language Ability: Master core vocabularies and sentence patterns related to war and peace, and improve the ability to read and understand narrative texts, express views on war and peace accurately. Cultural Awareness: Understand the historical background of the Normandy Landings and the universal desire for peace across different cultures, cultivate respect for life and a sense of global peace. Thinking Quality: Develop logical thinking through sorting out the text structure, and critical thinking through discussing the significance of war and peace. Learning Ability: Cultivate autonomous learning and cooperative inquiry abilities through independent reading, group discussions and other activities, and form good learning strategies. 2. 教学重难点 Key Points: Grasp the main content, structure and writing characteristics of the narrative text about the Normandy Landings; master core vocabularies (such as landing, battle, sympathy, memory) and sentence patterns related to war and peace; understand the emotional connotation of the text and the author’s intention of remembering heroes and advocating peace. Difficult Points: Comprehend the deep meaning of the text, especially the emotional expression hidden in the details of war scenes; use the learned language knowledge to express personal views on war and peace logically and appropriately; establish a correct view of war and peace. 教学过程 Step 1: Lead-in (Lead-in Activity) Teacher’s Activity: First, play a 3-minute short video about the Normandy Landings, which includes historical footage of the campaign, scenes of soldiers landing and simple introductions to the historical background. After playing the video, the teacher asks two questions in English: “What did you see in the video? How did you feel after watching it?” Then, the teacher displays photos of the Normandy Landings memorial and quotes from four celebrities (Laozi, Franklin, Sun Tzu and Einstein) about war and peace on the screen, and guides students to read the quotes aloud and briefly share their understanding. Students’ Activity: Watch the video carefully, take notes of the key information in the video, and then answer the teacher’s questions actively. Read the celebrity quotes aloud, discuss with deskmates for 1 minute, and share their own understanding of the quotes, such as their views on the harm of war and the value of peace. Design Intention: The video and photos can visually show the historical scene of the Normandy Landings, activate students’ existing background knowledge about World War II, arouse their interest in the topic of the lesson, and lay an emotional foundation for understanding the text. The celebrity quotes can guide students to initially think about the relationship between war and peace, help them establish a preliminary cognitive framework, and naturally lead to the core content of the Understanding Ideas part. Step 2: Pre-reading (Pre-reading Preparation) Activity 1: Vocabulary Preview Teacher’s Activity: The teacher presents the core vocabularies and phrases of this part on the screen, including nouns (landing, battle, troop, sorrow, memory, sympathy, honour), verbs (recall, devote, defend), adjectives (heroic, selfless, brave) and phrases (in memory of, feel sympathy for, devote oneself to). For each word and phrase, the teacher explains the pronunciation, meaning and common collocations, and gives example sentences combined with the text context, such as “We cherish the memory of the heroes who died in the Normandy Landings.” Then, the teacher organizes a quick memory game: read the Chinese meaning, and ask students to respond with the corresponding English word or phrase quickly. Students’ Activity: Listen to the teacher’s explanation carefully, take notes of the key points of words and phrases, and remember the collocations and example sentences. Participate in the memory game actively, respond quickly to the teacher’s questions, and consolidate the memory of new words and phrases. If there are unfamiliar words, ask the teacher or deskmate for help in time. Design Intention: Vocabulary is the foundation of text understanding. Previewing core vocabularies before reading can help students reduce obstacles in reading the text, improve reading efficiency, and lay a solid language foundation for subsequent text analysis. The memory game can increase the interest of vocabulary learning, arouse students’ enthusiasm, and help them remember words and phrases more firmly. Activity 2: Text Prediction Teacher’s Activity: The teacher shows the title of the text and the pictures in the text (such as the map of the Normandy Landings, the scene of soldiers landing, and the survivors paying tribute to the fallen). Then, the teacher asks students to predict the main content of the text: “According to the title and the pictures, what do you think the text will talk about? Who may be the main characters in the text? What emotions may the text convey?” The teacher guides students to make reasonable predictions from multiple angles, such as the theme, characters and emotional tone of the text. Students’ Activity: Observe the title and pictures carefully, combine the background knowledge obtained from the lead-in part, discuss with group members for 2 minutes, put forward their own predictions, and explain the reasons for the predictions, such as “I think the text will talk about the process of the Normandy Landings, because the picture shows soldiers landing on the beach.” Design Intention: Predicting the text content before reading can cultivate students’ ability of observation and reasoning, stimulate their desire to read, and make them read the text with purpose. At the same time, it can help students establish a connection between the known information and the new text content, laying a foundation for in-depth understanding of the text. Step 3: While-reading (In-depth Text Analysis) Activity 1: Skimming for Main Idea Teacher’s Activity: Ask students to read the text quickly (skimming) and answer two questions: 1. What is the main topic of the text? 2. What is the author’s purpose of writing this text? After students finish reading, the teacher invites several students to share their answers, then summarizes and supplements, making it clear that the main topic of the text is the Normandy Landings and the memory of the fallen heroes, and the author’s purpose is to show the cruelty of war, remember the heroes who sacrificed for peace, and advocate the preciousness of peace. Students’ Activity: Read the text quickly, focus on the key sentences (such as the topic sentence of each paragraph), grasp the main content of the text, and write down the answers to the two questions. Share their answers with the whole class, listen to the opinions of other students and the teacher’s summary, and correct their own understanding. Design Intention: Skimming is an important reading strategy. Through skimming, students can quickly grasp the main idea of the text, establish the overall framework of the text, and avoid getting lost in details. This activity helps students improve their reading speed and the ability to extract key information, laying a foundation for in-depth text analysis. Activity 2: Scanning for Specific Information Teacher’s Activity: Ask students to read the text again (scanning), and complete a fact file about the Normandy Landings, which includes the following items: Time, Place, Background, Process, Historical Significance, and the Way Survivors Remember the Fallen. The teacher walks around the classroom, observes students’ reading status, and provides timely help for students who have difficulties in finding information. After students finish, the teacher invites students to present their completed fact files, checks and corrects the information, and emphasizes the key details, such as the specific time of the Normandy Landings and its role as a turning point in World War II. Students’ Activity: Read the text carefully, scan for specific information related to the fact file, fill in the blanks accurately, and check the information with group members after completion. Present the completed fact file to the whole class, listen to the teacher’s comments and corrections, and consolidate the understanding of the key details of the text. Design Intention: Scanning is a reading strategy to find specific information quickly. This activity can help students further understand the details of the text, sort out the key information of the Normandy Landings, and improve their ability to extract specific information from the text. The fact file can help students sort out the information in a systematic way, making the text content more clear and logical. Activity 3: Paragraph Analysis and Language Appreciation Teacher’s Activity: Guide students to analyze the text paragraph by paragraph, focusing on the structure of each paragraph, the use of key sentences and the characteristics of language expression. First, take the first paragraph as an example, analyze the environmental description in the paragraph (such as the description of the sea and the beach), and ask students: “What effect does the environmental description in this paragraph have?” Guide students to understand that the environmental description sets a solemn and tragic tone, laying an emotional foundation for the description of the war scene. Then, focus on the paragraphs describing the war process, analyze the details of the soldiers’ actions and expressions, and guide students to appreciate the heroic spirit of the soldiers. At the same time, extract the key sentence patterns in the text, such as the attributive clause, the participial phrase as an adverbial, and explain their usage and functions, and ask students to make sentences with these sentence patterns combined with the theme of war and peace. In addition, guide students to pay attention to the quotes in the text (such as the quote from the poem For the Fallen), and analyze the role of the quotes in highlighting the theme and enhancing the emotional appeal of the text. Students’ Activity: Follow the teacher’s guidance, analyze each paragraph carefully, think about the role of environmental description, detail description and quotes in the text, and express their own views. Learn the key sentence patterns in the text, understand their usage, and try to make sentences. Discuss with group members the language characteristics of the text, such as the use of vivid verbs and adjectives, and appreciate the beauty of the language in the text. Design Intention: Paragraph analysis and language appreciation can help students understand the text more in-depth, grasp the writing characteristics of the narrative text, and improve their ability to appreciate and use language. The analysis of environmental description, detail description and quotes can help students feel the emotional connotation of the text, understand the author’s writing intention, and lay a foundation for the subsequent discussion and emotional experience. Learning key sentence patterns can help students consolidate their language knowledge and improve their language application ability. Step 4: Post-reading (Consolidation and Extension) Activity 1: Text Retelling Teacher’s Activity: Ask students to retell the text according to the text structure diagram and the fact file. The teacher puts forward specific requirements: 1. Use the key words and phrases learned in this lesson; 2. Follow the logical order of the text; 3. Express clearly and fluently, and convey the emotional connotation of the text. The teacher divides students into groups of 4, and each group selects one student to retell the text. After the retelling, the teacher comments on the students’ performance, affirms the advantages, and points out the deficiencies, such as the lack of key details or the improper use of words and phrases, and guides students to correct them. Students’ Activity: Prepare for the retelling in groups, sort out the key content of the text, organize the language, and try to use the key words and phrases learned. Each group’s representative retells the text to the whole class, listens to the teacher’s comments and the opinions of other groups, and corrects their own retelling content. Other students listen carefully and take notes of the key points of the retelling. Design Intention: Text retelling is an important way to consolidate the text content. It can help students deepen their understanding of the text, improve their oral expression ability, and consolidate the use of key words and phrases. Group cooperation can enhance students’ sense of participation and cooperation, and the teacher’s comments can help students find their own deficiencies and improve their oral expression ability. Activity 2: Group Discussion Teacher’s Activity: Put forward two discussion questions for students: 1. What do you think of the soldiers who sacrificed in the Normandy Landings? What qualities do they have? 2. In today’s peaceful era, what can we do to cherish peace and remember the heroes? The teacher divides students into groups of 5, and asks each group to elect a recorder and a speaker. The teacher walks around the classroom, participates in the discussion of each group, guides students to think in depth, and helps students express their views clearly and logically. After the discussion, each group’s speaker shares the group’s views with the whole class. The teacher summarizes the students’ views, emphasizes the heroic qualities of the soldiers (such as bravery, selflessness, devotion) and the importance of cherishing peace in today’s era, and guides students to establish a correct view of war and peace. Students’ Activity: Participate in the group discussion actively, express their own views, listen to the opinions of other group members, and supplement and improve the group’s views. The recorder records the key points of the group’s discussion, and the speaker shares the group’s views with the whole class. Listen to the views of other groups and the teacher’s summary, and deepen their understanding of the theme of war and peace. Design Intention: Group discussion can cultivate students’ cooperative inquiry ability and critical thinking ability, and help students express their views on war and peace freely. The discussion questions are closely combined with the text content and real life, which can help students connect the text with reality, deepen their understanding of the theme, and realize the emotional education and value shaping of the lesson. The teacher’s guidance can help students think in depth and avoid superficial understanding of the theme. Activity 3: Language Application Teacher’s Activity: Assign a short writing task to students: Write a short passage (about 100 words) titled “My View on Peace”, requiring students to use the key words, phrases and sentence patterns learned in this lesson, and combine their own understanding to express their views on peace. The teacher gives a sample passage to guide students’ writing, and reminds students to pay attention to the logicality and fluency of the passage, and the authenticity of their views. After students finish writing, the teacher collects some students’ works, comments on them in class, affirms the advantages, and points out the problems in writing (such as grammar mistakes, improper use of words and phrases), and guides students to revise their works. Students’ Activity: Read the writing requirements carefully, recall the key words, phrases and sentence patterns learned in this lesson, organize their own ideas, and complete the short writing task. After finishing writing, check their own works carefully, correct the possible mistakes, and exchange works with deskmates for mutual evaluation. Listen to the teacher’s comments on the sample works, and revise their own works according to the teacher’s guidance. Design Intention: The writing task is an important way to consolidate the language knowledge and improve the language application ability. It can help students apply the key words, phrases and sentence patterns learned in this lesson to practical writing, and express their views on peace, realizing the integration of language learning and theme understanding. Mutual evaluation and teacher’s comments can help students find their own problems in writing, improve their writing ability, and enhance their sense of achievement in language learning. Activity 4: Extended Reading and Sharing Teacher’s Activity: Provide students with a short extended reading material about the anti-war theme (such as a short passage about the impact of war on children), and ask students to read it after class. The teacher puts forward requirements: 1. Grasp the main content of the extended reading material; 2. Think about the connection between the material and the text we learned today; 3. Write a short reading reflection (about 50 words). In the next class, the teacher will invite students to share their reading reflections. At the same time, the teacher recommends some anti-war movies and books to students, such as Saving Private Ryan and The Diary of a Young Girl, and encourages students to watch and read them after class to deepen their understanding of the theme of war and peace. Students’ Activity: Read the extended reading material carefully after class, grasp the main content, think about the connection between the material and the text, and complete the reading reflection. Watch the recommended anti-war movies and read the recommended books after class, and accumulate relevant knowledge and emotions. Prepare to share their reading reflections and feelings in the next class. Design Intention: Extended reading can expand students’ horizons, enrich their knowledge reserve, and deepen their understanding of the theme of war and peace. The reading reflection can help students sort out their own reading feelings and improve their reading ability and thinking ability. Recommending anti-war movies and books can arouse students’ interest in learning, and realize the extension of classroom teaching to after-class learning, forming a good learning cycle. Step 5: Summary and Reflection Teacher’s Activity: The teacher summarizes the content of this lesson, including the main content of the text, the core vocabulary and sentence patterns, the four-dimensional core literacy goals, and the key and difficult points. The teacher emphasizes that through this lesson, we not only learn the language knowledge related to war and peace, but also understand the cruelty of war, the preciousness of peace, and the heroic spirit of the soldiers who sacrificed for peace. Then, the teacher asks students to reflect on their own learning process: “What have you learned in this lesson? What difficulties have you encountered? How can you improve in the next learning?” The teacher listens to students’ reflections, and gives corresponding guidance and suggestions. Students’ Activity: Listen to the teacher’s summary carefully, sort out the knowledge and experience learned in this lesson, and reflect on their own learning process. Share their learning gains and difficulties with the whole class, and put forward their own improvement plans according to the teacher’s guidance. Design Intention: Summary can help students sort out the knowledge learned in this lesson, consolidate the key points, and form a systematic knowledge framework. Reflection can help students understand their own learning status, find their own deficiencies, and put forward improvement plans, which is conducive to improving students’ learning ability and forming good learning habits. At the same time, it can help the teacher understand the effect of classroom teaching and adjust the teaching plan in time. Step 6: Homework Arrangement Teacher’s Activity: Assign three after-class homework tasks: 1. Review the core vocabulary and sentence patterns learned in this lesson, and make 5 sentences with the key phrases (in memory of, feel sympathy for, devote oneself to). 2. Revise the short passage “My View on Peace” according to the teacher’s comments and the opinions of deskmates, and hand it in the next class. 3. Complete the extended reading reflection and prepare for the sharing in the next class. The teacher reminds students to complete the homework carefully, and pay attention to the accumulation of language and the deepening of theme understanding. Students’ Activity: Record the homework tasks carefully, and complete the homework according to the requirements after class. Review the vocabulary and sentence patterns, revise the short passage, and complete the reading reflection, laying a foundation for the next class’s learning. Design Intention: After-class homework is an important supplement to classroom teaching. It can help students consolidate the knowledge learned in class, improve their language application ability, and deepen their understanding of the theme. The homework tasks are closely combined with the classroom teaching content, which is targeted and operable, helping students form a good learning habit of reviewing and consolidating in time. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $