Unit 11 Conflict and Compromise-Lesson 3 War Memories 教案-2025-2026学年高中英语北师大版选择性必修第四册

Unit 11 Conflict and Compromise-Lesson 3 War Memories 教学目标和重难点 1. 教学目标 It focuses on language competence via text analysis and expression, cultivates cultural awareness by understanding war memories across contexts, develops thinking quality through critical discussion on war and peace, and promotes learning ability via independent and cooperative exploration. 2. 教学重难点 Key points: Grasp the main plots and emotional tones of the three war stories, and master key words and sentence patterns about war and memories. Difficult points: Explore the implied meanings and authors’ attitudes, and form rational views on war and peace. 教学过程 Lead-in: Activate Background and Arouse Interest The lead-in link is designed to connect students’ existing knowledge and life experience with the theme of the lesson, eliminate their psychological distance from the topic of war, and lay an emotional and cognitive foundation for the subsequent text learning. First, the teacher shows students a set of pictures and short video clips related to war memories—including the peaceful scenes of villages before the war, the ruins after the war, the soldiers’ tired faces in the trenches, and the innocent eyes of civilians suffering from the war. The pictures and videos are selected to be appropriate in intensity, avoiding overly bloody and cruel scenes, and focusing on reflecting the impact of war on individuals and society. After watching, the teacher asks open-ended questions in English to guide students to think and speak: “What do you see in these pictures and videos? How do you feel when you look at them? Have you ever heard any war stories from your elders or in books? What do you think war brings to people?” The teacher encourages students to express their true feelings freely, without limiting their thinking. During the process, the teacher records key words and expressions mentioned by students, such as “suffering”, “loss”, “peace”, “bravery”, “sorrow”, and writes them on the blackboard or display screen, which will be connected with the new words and expressions in the text later. Then, the teacher briefly introduces the background of the text: “Today we will learn three excerpts from war memoirs in Lesson 3 War Memories. These three stories are told from the perspectives of a villager who survived a massacre, a soldier in World War I, and a battlefield nurse in the Vietnam War. They will show us different war memories and let us feel the cruelty of war and the desire for peace.” This introduction helps students have a preliminary understanding of the text structure and core theme, and smoothly leads into the text learning. Pre-reading: Preview and Lay a Foundation The pre-reading link focuses on helping students solve language obstacles, understand the basic background of the text, and improve the efficiency of reading. First, the teacher arranges students to carry out group preview. Each group has 4-5 students, and they complete the following tasks together: First, learn new words and expressions related to the text. The teacher provides a list of key words and expressions in advance, including nouns such as “massacre”, “trench”, “casualty”, “medal”, verbs such as “flee”, “sob”, “refuse”, “wound”, adjectives such as “terrified”, “weary”, “innocent”, and phrases such as “be fed up to the neck with”, “in vain”, “take sb. in one’s arms”. Students in the group read the words and expressions aloud, check the pronunciation and meaning with dictionaries, and try to make simple sentences with them. The teacher walks around to guide, corrects incorrect pronunciations, and explains the usage of difficult words and phrases. For example, when explaining “be fed up to the neck with”, the teacher gives examples: “After working overtime for a week, I am fed up to the neck with work.” to help students understand its meaning of “being extremely tired of something”. Second, understand the historical background related to the three stories. The teacher provides brief English materials about the My Lai Massacre in the Vietnam War, the Christmas Truce in World War I, and the battlefield situation of the Vietnam War. Students read the materials in groups, extract key information, and discuss the questions: “What happened in the My Lai Massacre? Why did the soldiers of Britain and Germany have a truce on Christmas? What kind of life did battlefield nurses live during the Vietnam War?” Through this link, students can better understand the background of the stories, avoid difficulties in understanding the text due to lack of historical knowledge, and also lay a foundation for exploring the emotional connotation of the text later. Finally, the teacher checks the preview effect. The teacher randomly asks students to read new words and expressions, make sentences, and briefly introduce the historical background of one of the stories. For students who have difficulties, the teacher guides and helps them in time to ensure that every student has a basic grasp of the preview content and can smoothly enter the reading link. While-reading: In-depth Analysis and Comprehension The while-reading link is the core of the teaching process, which is divided into three parts: skimming, scanning and intensive reading. It aims to help students gradually deepen their understanding of the text from the surface to the deep, grasp the main content, emotional tone and writing characteristics of the text, and improve their reading ability. First, skimming: Get the main idea of the text. The teacher asks students to read the three stories quickly, and complete the following tasks after reading: 1. How many stories are there in the text? 2. What is the perspective of each story? 3. What is the core theme of the whole text? Students read independently for 5 minutes, then share their answers in groups. The teacher summarizes and sorts out: There are three stories in the text. Story A is told from the perspective of Do Chuc, a villager who survived the My Lai Massacre; Story B is from the perspective of a soldier in World War I; Story C is from the perspective of a battlefield nurse in the Vietnam War. The core theme of the text is to show the cruelty of war and the harm it brings to people, as well as people’s deep desire for peace. Second, scanning: Locate key information. The teacher designs targeted questions for each story, and asks students to scan the text quickly to find the answers, so as to improve their ability to locate information. For Story A, the questions are: 1. What was the village like before the American soldiers came? 2. What did the American soldiers do in the village? 3. How did Do Chuc survive? For Story B: 1. What happened on Christmas morning in 1914? 2. What did the soldiers of Britain and Germany do together? 3. How did they feel about the truce? For Story C: 1. Why was the soldier awarded a medal and a watch? 2. Why did the soldier refuse the award? 3. How did the nurse feel after seeing this? Students complete the tasks independently, then check the answers with their deskmates. The teacher explains the difficult points in the answers, such as the description of the village in Story A: “It was a peaceful morning. We were eating breakfast when the soldiers came.”, which contrasts with the later massacre and highlights the cruelty of war. At the same time, the teacher guides students to mark the key sentences in the text, which lays a foundation for intensive reading. Third, intensive reading: Explore the emotional connotation and writing characteristics. This part is the key and difficult point of the reading link. The teacher guides students to read each story carefully, analyze the language, characters’ emotions and writing techniques, and dig out the implied meaning of the text. For Story A, the teacher focuses on guiding students to analyze the contrast technique and emotional changes of the characters. The teacher asks: “How does the author describe the village before and after the soldiers came? What changes can you find in the villagers’ emotions?” Students discuss in groups and find that the author uses contrast: before the soldiers came, the village was peaceful, and the villagers were calm; after the soldiers came, the village was full of panic, weeping and praying, and finally became silent. The villagers’ emotions changed from calm to panic, then to despair. The teacher guides students to taste the key sentences: “The calm ended and panic set in. People were weeping and praying, but it was in vain.” Through these sentences, students can deeply feel the fear and helplessness of the villagers in the face of the massacre, and understand the cruelty of war to innocent civilians. At the same time, the teacher asks students to pay attention to the third-person narrative perspective of Story A, which makes the description more objective and real, and strengthens the sense of tragedy of the story. For Story B, the teacher focuses on analyzing the action and emotional description of the soldiers. The teacher asks students to find the action words and emotional words in the story, such as “stuck up”, “threw their equipment off”, “greeted each other”, “shook hands”, “was fed up to the neck with”, “glad”, “grateful”. Then the teacher guides students to discuss: “What do these action and emotional words show us? Why did the soldiers of the warring sides choose to truce on Christmas?” Students realize that these words show the soldiers’ extreme disgust for war and their deep desire for peace. Although they are on opposite sides of the war, they have the same yearning for a peaceful life. The Christmas truce is a reflection of the human nature of kindness and the desire for peace, which also highlights the anti-war theme of the text. The teacher also guides students to pay attention to the first-person narrative perspective of Story B, which makes the story more vivid and true, and easier for readers to resonate emotionally. For Story C, the teacher focuses on analyzing the irony and the emotional changes of the nurse. The teacher asks: “Why is it ironic that the soldier was awarded a medal and a watch?” Students discuss and conclude that the soldier was the 20,000th casualty in the field hospital, which means that countless soldiers were injured in the war. The medal and watch, which symbolize honor, can not make up for the loss of the soldier’s legs and the pain in his heart, so it is full of irony. Then the teacher guides students to analyze the nurse’s emotional changes: from calm preparation for the award to shock at the soldier’s refusal, then to sympathy and movedness, and finally to sobbing. The key sentence “I took him in my arms and started sobbing” shows the nurse’s deep understanding of the soldier’s pain and her helplessness and sorrow for the war. The teacher also asks students to think: “What does the soldier’s refusal to accept the award show?” Students realize that it shows the soldier’s despair at the loss of his legs and his strong dissatisfaction with the war. He does not want to be a “symbol” of the war’s casualties, but only wants to regain his healthy body and a peaceful life. Post-reading: Consolidation, Application and Promotion The post-reading link aims to help students consolidate the knowledge and skills learned in the class, apply the language knowledge to practice, and further deepen their understanding of the theme of the text, so as to realize the improvement of core literacy. This link is divided into three parts: language consolidation, theme discussion and practical application. First, language consolidation. The teacher arranges a series of exercises to help students consolidate the new words, expressions and sentence patterns learned in the class. For example, fill in the blanks with the correct form of the given words: 1. The villagers were ________ (terrify) when they saw the soldiers with guns. 2. The soldiers were ________ (feed) up to the neck with the long war. 3. The nurse ________ (sob) when she saw the soldier’s pain. Then, the teacher asks students to rewrite the key sentences in the text with the learned sentence patterns, so as to improve their ability to use language flexibly. After students complete the exercises, the teacher checks and explains them, focusing on correcting common mistakes, such as the incorrect form of past participles and the misuse of phrases, to ensure that students master the language knowledge solidly. Second, theme discussion. The teacher designs in-depth discussion topics to guide students to think critically and develop their thinking quality. The discussion topics are: 1. What are the common points and differences of the three stories? 2. What do you think is the root cause of war? 3. In today’s peaceful era, what should we do to cherish peace? 4. If you were the soldier in Story C, would you accept the award? Why? Students discuss these topics in groups. Each group selects a representative to speak, and other students can supplement and question. The teacher guides the discussion direction, encourages students to express their own views, and helps students form a correct view of war and peace. For example, when discussing “what to do to cherish peace”, students put forward views such as “study hard to make the country strong”, “respect different cultures and avoid conflicts”, “remember the history and never forget the pain of war”. The teacher affirms these views and summarizes: War brings endless pain to people, so we should cherish the peaceful life now, respect each other, understand each other, and work together to maintain world peace. In the process of discussion, the teacher also guides students to use the key words and sentence patterns learned in the class to express their views, so as to realize the integration of language application and theme exploration. At the same time, the teacher pays attention to cultivating students’ cross-cultural awareness, guiding students to understand that war is a common disaster for all mankind, and that people of all countries have the same desire for peace, so as to enhance their sense of global responsibility. Third, practical application. The teacher arranges practical tasks to let students apply the knowledge and emotions learned in the class to practice, so as to improve their comprehensive language ability and learning ability. The tasks are divided into two types, and students can choose one to complete according to their own interests and strengths: 1. Write a short passage of 150-200 words about “My View on War and Peace”, combining the content of the text and their own views. 2. Prepare a short speech (1-2 minutes) about “Cherish Peace, Reject War”, and present it in the next class. The teacher provides guidance on the writing and speech skills, such as the structure of the short passage, the use of language, the tone of the speech, etc. Students can complete the task independently or in groups. After completing the task, students submit their works, and the teacher comments and evaluates them, affirming their advantages and putting forward suggestions for improvement. This link not only helps students consolidate their language knowledge but also enables them to express their views and emotions in English, improving their written and oral expression abilities. Summary and Extension At the end of the class, the teacher summarizes the content of the lesson with the students. The teacher guides students to review: What did we learn today? What key words, expressions and sentence patterns did we master? What is the core theme of the text? Through the summary, students can sort out the knowledge system of the lesson and deepen their understanding of the theme. The teacher emphasizes again: War is cruel, and it brings endless pain to individuals, families and society. We should remember the lessons of history, cherish the peaceful life now, and strive to be messengers of peace. Then, the teacher arranges after-class extension tasks to help students expand their knowledge and improve their learning ability. The tasks are: 1. Read more war memoirs or related articles in English, and write a reading report (about 200 words) to share in the next class. 2. Search for English videos or materials about the Christmas Truce in World War I or the My Lai Massacre, and introduce them to the class in the next class. 3. Discuss with family members or friends about the theme of war and peace, and record their views in English. These tasks not only help students consolidate the content of the lesson but also encourage them to carry out independent learning and expand their horizons, laying a foundation for their long-term English learning. In the whole teaching process, the teacher adheres to the student-centered concept, pays attention to the interaction between teachers and students and between students and students, and combines knowledge teaching, ability training and value guidance. Through layers of in-depth links, students can not only master the language knowledge related to the text but also improve their reading, speaking, writing and other comprehensive abilities, cultivate their cultural awareness, thinking quality and learning ability, and finally achieve the goal of core literacy training. 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 $