book6-6课时划分及教案设计
战略防御、相持与反攻以及思考
——基于历史文化理念的book6-6课时划分及教案设计
一、模块课时划分说明
当我们沐浴在阳光国度里享受繁荣和谐稳定的时候，我们不要忘记那些战争惨烈的场面、那些为新中国付出牺牲的烈士，和平来之不易，珍惜和平，珍惜民族团结。二战硝烟早已虽去，其影响却至为久远。外研版book6-module 6 War and Peace提供了我们对战争与和平问题的深沉思考，上课前，我想起了毛泽东主席在抗日战争时期所写的一篇文章《论持久战》，他将抗战分为三个阶段，战略防御阶段、战略相持阶段、战略进攻阶段，对本课很有启发，本模块共5篇文章，不妨按照二战发生时间排列顺序来讲，然后再反思评价战争，培养热爱和平的精神，最后再进行功能、语法及写作，是否可行呢？请诸位专家与同仁批评指正：
二、模块课时划分
Module 6 War and Pease 课时划分
第一课时：listening .Everyday English and Reading Practice
通过问题，引入二战话题，该模块听力材料是有关二战开始时轰炸伦敦时人们的回忆，听完后，正好转入阅读练习——丘吉尔的演说，伦敦遭轰炸八个月，英国人民没有屈服，丘吉尔的演说起来巨大的鼓舞作用。两个材料前后关联，可作为战略防御和相持阶段。
精读课文，了解细节，并背诵丘吉尔的演说名言。通过课文，让学生体会面对法西斯的进攻，人们不能屈服，要以坚定的意志战胜各种困难。
第二课时：Vocabulary and Reading
主课文是二战转入反攻时的战斗——诺曼底登陆，因此作为战略反攻阶段。描述战争的背景（回顾第一课时）、战争的惨烈和战后的纪念碑。精读，了解文章结构及主旨大意。
第三课时：Reading and Vocabulary，Cultural Corner
D-day+2是登陆后第二天，难得的和平与宁静，隐含着人们厌倦的心理，引起学生思考。顺势引入当代的联合国维和部队--How the United Nations Tries to Keep the Peace.泛读。这是战争的结束阶段，也是人们享受和平的时期。
第四课时:Speaking，Introduction, Grammar
学生分组讨论战争，描述自己的观点，引入名人名言，他们对战争与和平有什么态度，引导学生树立正确的世界观。可对这些名人名言进行翻译，特别是老子的话：善为士者不武，善战者不怒，善胜敌者不与。还可适当提及老子的话： 兵者，不祥之器，非君子之器。不得已而用之，浅谈为上。胜而不美，而美之者，是乐杀人。杀人之众，以哀悲泣之，战胜，以丧礼处之。曹操的《蒿里行》、杜甫的诗歌《兵车行》以及三吏三别等篇目以及唐李华《古战场赋》，加深学生的文化意识和思想情感态度。
把课文上的一些虚拟语气句子找出来，观察归纳虚拟语气的特点，仿照例句，培养英语发散思维，发挥对战争的想象，充分用本课的词汇来造句，熟悉虚拟语气的用法：if Germany had not attacked Poland, the Second World War would not have begun.(假如德国不进攻波兰，二战就不会开始。）...
第五课时:
Function, Reading and Writing, Exercises and consolidation。
模块功能是回忆往事，I remember /I'll never forget...利用这两个句式，对本课词汇、句型以及所学知识进行复述复习。回忆二战历史，离不开二战影片，引入斯皮尔伯格的Saving Private Ryan. 回忆复习二册6模块影评写法，撰写战争片影评。修改影评处理部分巩固习题。
The First Period Of module 6 War and Peace
The Teaching Design And Process
3 minutes before class: Warming up
Broadcast Video Program: part of a film about the Second Word War.
Task one: 1-2minutes Presentation
Ask students what's the video program about?......do you want to know more about the beginning of the Second Word War?
Task two:3-10m pre-listening:
1.introduce new words like drop, bomb, campaign, station, chain according to the film.
2.read passage and answer questions about the Blitz, page 75
3.Read the questions about listening materials
Task Three: 11-20 listening and do exercises
1.Listen to Alice and Henry Porter，who lived in London during the blitz, and answer the question. Page 75
2. finish exercise 4,page 76
Just now we know the United Kingdom were at war, What did the government do? Do you Know who acted as the Prime Minister at that time?(introduce Winston Churchill ) What effects did his speeches play ?
Task four: Reading Pracice
1.21-23minutes,Pre-reading:look at exercise 1,learn some useful words answer some questions
2.23-30minutes--while-reading :read passage: Winston Churchill's speeches.
Before reading, look at exercise 3,which is the main idea.
Read the passage with problems in one's mind.
3.31-33minutes ---Post--reading:
Do exercise 3 at page 82.Choose the sentence which best expresses the main idea of the passage.
4.34-42 minutes .Read the passage again and do exercise
(1) read the passage again, do exercise 4 at page 82,choose the best answers
(2)do Exercise 5 complete the sentences in your own words.
Task five: 43-44minutes:Read Churchill's famous sentences aloud
1.I have nothing to offer but blood, toil, tears and swear.
2.We shall fight on the beaches; we shall fight on the landing grounds; we shall fight in the fields and in the streets ;we shall fight in the hills; we shall never surrender.
3.In years to come, men will say, this was their finest hour,
4.Never in the field of human conflict was so much owed by so many to so few.
5.Now this in not the end. It is not even the beginning of the end. But it is perhaps, the end of the beginning.
45minutes-Homework :
(1)think of a Chinese statesman orstateswoman and write a short passage describing some lines from their speeches or their ideas. Explain what they meant. (Mao Zedong ,Zhou Enlai and so on )
(2)Remember Churchill's sentences in the morning.
优化组合，自主探究——第二课时教案
一、教学内容分析
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教学内容
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外研版
选修6module 6
war and peace
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本模块笔者按照二战历史发展顺序安排课时，参见上一次作业，上一节课已完成Listening和Reading and practice，学生已了解了二战初期的闪电战及英国人民不屈不挠的斗争。这一节课将进入二战的转折战争，也就是盟军的战略反攻阶段的序幕——诺曼底登陆战争。
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教学对象
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高二学生
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因课文较难，布置学生提前预习，课前图片问题、单词练习和课文初读。
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教学项目
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词语
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动词：红色为重点词汇，划线者只作一般了解abandon, drown, last, occupy, wound, overlook, condemn, rescue
名词：（与战争有关，可通过战争图片学习）operation, shell, artillery, private, memorial, grave, nationality, bakpack
其他词汇及短语：weary, shocked, pick up, declare war on, make a breakthrough, war memorial, be situated on/at, be involved in
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结构
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本文由三个短篇组成，分别介绍了战前背景、战时惨况和战后纪念情况
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课文
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Vocabulary and Reading
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其他
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Function :I remember/I never forget ...
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语言知识
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了解D-day登陆过程，分析篇章结构，掌握词汇用法
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教
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语言技能
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1.把握文章主旨，获取细节，学会处理信息。2.通过语境猜测词义。
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学
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语言运用
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解答问题，通过采访对话，运用所学词汇描述战争过程，表达自己对战争的观点和感受。在回顾战争事实时充分利用Function 的I remember等句型。
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目
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文化意识
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语篇描述了二战的发生过程及战后回忆，通过战斗的及其惨烈，让学生体会到，幸福生活来之不易，必须热爱和平，努力维护民族团结和谐的局面。同时还要体会战争中不惜一起代价争取胜利的壮烈牺牲精神和国际人道主义精神。
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标
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情感态度
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向英雄人物致敬，学习他们勇敢无畏战胜一切困难的精神；热爱和平，反对分裂，维护祖国和平安定，人人都有责任。
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学习策略
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1.利用复述、联想回忆等方法建立起知识的链接；2.利用推测、归纳，逻辑分析解决问题；在学习中抓重点，善于运用本课词汇句型完成各种听说读写的任务。
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教法
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任务教学法、学生为中心教学法、多媒体教学法
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重点
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阅读理解课文，通过访谈功能，学会使用本课词汇句型
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难点
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理解课文
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媒体
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多媒体、黑板
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任务
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1.播放多媒体图片学单词，问问题引入课堂；2.做词汇和课文理解练习题，巩固所学。2.结合课本功能将课文变成记者访谈对话，
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二、课堂教学过程
period two The D-Day Landings and Funciton
Task One: introduction
Last class, we've learned that Churchill made famous speaches to encourage British people to fight for their country in the face of Nzai Germany, Who can recite his speech with rich emotions? Ask two or three of them perform before class, then give remarks.
课时之间要有衔接，回顾表演丘吉尔的演讲，一是复习前一堂课的教学内容，二是进一步引入新课，进入情境。同时锻炼学生的有表情的演讲表达能力。
Task Two: presentation
1.From Churchill's last sentence, we know 1942 is the end of the beginning. Now I ask you a question, Which year was the beginning of the end of the Second World War?(1944) Which event symbols the turning point? (The D-Day Landings or The Normandy Landings)
任务呈现，要衔接自然，用丘吉尔的话引出本课的问题，进入课堂。
2.Look at some pictures about the D-Day Landings, answer some questions, Activity 1, page 72.
3. learn some new words according to the picture. Activity 2, p72.
4. knowing the meanings of the following words. Activity 3, p72
e.g. declare war on: to tell another country that you are going to start a war with them
通过多媒体展示图片，不仅引出问题思考回答，而且还可以分类学习单词，如一些军事词汇shell, artillery, private, memorial, grave, nationality, bakpack，很直观，也很好记。能使图片与单词建立起意义连接。
Task Three: Pre-reading
Before reading, look at the questions in Activity 4,p71 阅读任务在进行前，要有明确的目标
Task Four: While-reading
1.Read the passage for the first time, do Activity 4,p72
2.Read passage 1 again and answer the questions. Activity 5,p73
3.Read passage 2 and choose the correct endings to the sentences. Activity 6,p73
4.Read passage 3 again and answer the questions. Activity 7,p74
各种任务涉及信息的接收、处理和传递等过程，学生在完成任务的过程中真正使用英语
Task Five: Post-reading
1. group discussion, discuss whether there are any questions about the passage
读完课文并不等于完全理解课文，让学生再次进行讨论互相质疑，老师答疑解决。如长短句的分析，词汇的新含义及个别句子的正确理解等等。
2. Do an interview. a student acts as a reporter(R),others are soldiers(S1-S4) --4 soldiers coming from boat 5, boat 3,boat1 and boat 4.They are the survivors of the Second World war.（their conversation should conclude the poem）using their sentences (Function)，let them discuss the process, then ask two or three groups play before class.
R: I'm a reporter from CCTV. I'm interviewing some soldiers who have taken part in the Second World War. sir, Do you still remember when and what the war happened.
how you feel when you reached the beach.
who you met when you got off the beach
how many / why /what/where.....
talk about the feelings, the poem (the name ,the content......)
S1. I remember that
I remember doing..
The first thing I remember
If I remember rightly,.....
I never forget doing something
The teacher give remarks
整体理解好课文，再进行采访对话活动，一是对课文进行巩固理解，形成自己的东西，二是运用词汇和句型，通过听说读的过程真正掌握语言知识，提高语言技能。三是在对话中，学生能正确认识战争的惨烈，认识和平的来之不易，热爱生活，增加文化意识，形成健康积极的思想态度。四是在对话中开拓学生自主探究意识，通过问题的想象回答和课文内容的重组，能锻炼学生发散思维能力，五是活动具有真实的意义，即接近于现实生活中的各种活动。采访对话让学生担任记者和二战幸存者，有趣味，要挑战性，有新鲜感，还能加强学生对战争的思考与评价。
学生通过事情完成任务，完成任务达到结果后应让他们体现成功。老师应给与积极评价，这也是有引导的反审。
3. exercises for consideration
pay attention to these sentences, understand their meanings and the usage of the words:
(1)Britain declared war on Germany after Germany invaded Poland.(why? explain to them the reason ,Poland is the allied country,)
declare war on: to tell another country that you are going to start a war with them
Germany France on 1 august 1914,(declared war on)
（2）Germany occupied many countries, including France.
occupy: take some place, make sb busy
The capital by the rebel army before they arrived.(had been occupied )
He was occupied with the book and didn't see me. what's the phrase be occupied with meaning?(be busy with)
(3)Operation Overlord 霸王行动
（4)the situation was so bad that the US Army commanders thought about abandoning the invation.
abandon, give up eg. The war memorial shows that the troop and their commander are not . (用本课词汇造句)
abandon oneself to sth: be addicted in sth
要深刻掌握知识，提高技能，还需要拓展的书面练习来加以巩固，本课一些词汇较难，需要作出解释。有些语法词汇需要让学生明确用法，明白意义，这样可以在各类考试中游刃有余。这也属于任务的反审阶段。
Homework:
1.what happed the day after D-Day Landings, Please preview the reading and vocabulary.
2.do vocabulary exercise 5-8, workbook,p122
.考虑到下一课时的衔接问题，第一个任务提示要预习下文，第二个任务通过作业练习进行引导的反审和巩固，达到本课教学内容的积极应用。
让世界充满爱——综合评估课时教案
There is many a boy here today who looks on war as all glory, but boys, it is all hell. ---William Techumsh Sherman
当下有不少年轻人把战争看做一种荣耀，可是孩子们，那可是实实在在的地狱。 ---WT 舍曼（美国将军）
There has never been a good war or a bad one.---Benjamin Franklin
从来没有一场好的战争和一个坏的和平。-本杰明富兰克林
一、教学内容分析
教学内容 外研版选修6module 6 war and peace
学生在前四个课时学习了虚拟语气，精读或泛读了二战史料，并通过辩论，功能采访对话，表达了自己反对非正义战争、维护人类正义和珍爱世界和平的看法。在此基础上，本课时就如何维护世界和平，介绍联合国维和部队，并完成task和有关练习，进行自我评估。
教学项目 词语despite helmet peacekeeper arm disagreement civilian
结构 本文为泛读文章，按时间顺序描述联合国维和部队变化
课文 How the United Nations Tries to Keep the peace
其他Task ,Exercise, Self--Evaluation(自我评估)
教学目标 语言知识 了解联合国维和部队发展进程，分析篇章结构，掌握词汇用法
语言技能 1.泛读文章，把握篇章结构。
2.通过不同句型归纳词汇用法。
3.通过小组讨论，写小短文，陈述自己对于战争的观点
语言运用 解答问题，归纳单词用法，
表达观点和感受。通过练习巩固本课。
文化意识战火纷飞，导致多少生灵涂炭；
硝烟弥漫，致使无数文明瓦解。
回首历史，我们要珍惜这来之不易的和平，
让世界充满爱，让我们共同祈祷：
和平花朵开人世，幸福雨露洒全球。
人人献出一点爱，团结和谐共长久。（诗一首与老师分享）
情感态度热爱和平，反对分裂，维护祖国和平安定，人人都有责任。
学习策略1.通过问题引发阅读兴趣
2.根据时间顺序，把握文章脉络。
3.运用归纳分析词汇句型用法。
4.学会归纳讨论观点，发展写作技巧。
教学方法：任务教学法、学生为中心教学法、多媒体教学法
教学重点： 泛读文章，小组讨论陈述观点，自我评估
教学难点：小组讨论陈述观点
教学媒体：多媒体、黑板
教学任务：1.Read the passage of cultural corner extensively
2.giving a presentation on your opinion about war.
二、课堂教学过程 第五课时---综合评估课
Teaching process
Task one：start with a question(以问题启动教学，激发求知欲望)
Please give your advice on how to keep peace ?
Task two :Extensive ---reading
1. presentation:
Today we'll learn a passage about how the United Nations Tries to keep the peace.
2.Pre-reading:
Look at the title of the cultural corner. Guess what effect do UN peacekeeping forces do?
3.While-reading:
read the passage and answer the questions.
(1) What is the purpose of UN peacekeeping forces?
(2)Do you think the need for peacekeeping forces will increase or decrease in the future?
4.Post-reading
(1)check the answers.
(2)Read the passage again, grasp the main idea of each paragraph
Task three: Translation and words-learning:
translate the following two sentences and learn new words.
(1)They only went to see what was happening, and were not armed.
The first armed UN peacekeepers were sent to the Middle East in 1957.
Conclude the meaning of armed:
(2) the UN couldn't stop a terrible civil war in the Africa state of Rewanda in 1995,despite warnings of the daners from nearby states.
Despite a a shortage of money and help, we finished the work ahead of time.
Conclude the usage of despite:( )
Task Four: Giving a presentation on your opinion about war.
(more details in page 84)
1.work in groups. Discuss the information that you have learnt in this module.
2.Discuss what you know about other wars.
3.Discuss the questions about peace.
4.Write a short presentation giving your opinion about the following.
The main reasons why countries go to war.
The best way to keep peace between countries.
5.give your presentation to the rest of the class.
Task four:Do some exercises to grasp the content you have learnt
Task five: Evaluation
1.Self-Evaluation
Self--Evaluation
Name date total
5 Excellent, 4 good, 3 ordinary,2 and 1,poor
The things I can do
1. I have a good command of vocabulary and phrase about War and peace.
5 ( ) , 4 ( ) ,3( ), 2( ),1( )
2.I have learned the subjective mood and use it skillfully.
5 ( ) , 4 ( ) ,3( ), 2( ),1( )
3.I have understood the meaning of the whole text.
5 ( ) , 4 ( ) ,3( ), 2( ),1( )
4.I love peace deeply and hate unjust war strongly.
5 ( ) , 4 ( ) ,3( ), 2( ),1( )
5.I am satisfied with my performance in task fulfillment and language using.
5 ( ) , 4 ( ) ,3( ), 2( ),1( )
If I can't do well in this passage, what should I do to improve myself:
2.The teacher give evaluation and some advice:
Homework :Do exercise to review the whole module.
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