高中英語外研版 (2019)選擇性必修第三冊Unit 3 War and peace教案-教案下載-教習(xí)網(wǎng)

單元主題
本單元的主題語境是“人與社會”，涉及的主題語境內(nèi)容是戰(zhàn)爭與和平。本單元從不同角度（國內(nèi)、國外兩個視角）討論了戰(zhàn)爭給人們帶來的傷害和影響，介紹了不同歷史背景下的英雄們（軍人和知識分子兩個群體）在維護(hù)和平中所扮演的重要角色。本單元旨在通過“戰(zhàn)爭與和平”這一話題，引入相關(guān)詞匯與語法結(jié)構(gòu)，實(shí)現(xiàn)單元總目標(biāo)，即引導(dǎo)學(xué)生認(rèn)識戰(zhàn)爭的殘酷和和平的重要性，緬懷戰(zhàn)斗英雄和知識分子，意識到雖身處和平年代，仍要居安思危，不忘過往，從而培養(yǎng)學(xué)生對和平的熱愛和向往。
單元目標(biāo)
1. 語言能力目標(biāo)
學(xué)生能夠圍繞本單元主題語境內(nèi)容，根據(jù)本單元提供的名人名言、記敘文、詩歌、影評、人物簡介等多模態(tài)語篇，綜合運(yùn)用多種語言技能，結(jié)合現(xiàn)有知識儲備，讀懂對戰(zhàn)爭場面的描寫，并能夠聽懂、談?wù)撆c戰(zhàn)爭的影響和全世界人類為了和平所作的努力相關(guān)的話題。
2. 文化意識目標(biāo)
能夠理解英語中明喻和暗喻兩種修辭手法的異同；能夠注意到語言修辭和語言表達(dá)效果之間的內(nèi)在聯(lián)系。
3. 思維品質(zhì)目標(biāo)
能夠正確理解戰(zhàn)爭與和平之間存在的辯證關(guān)系；能夠在深入理解文本的同時聯(lián)系史實(shí)背景知識，思考戰(zhàn)爭對人類的影響以及在追求和平的道路上所付出的努力，創(chuàng)造性地提出自己的觀點(diǎn)。
4. 學(xué)習(xí)能力目標(biāo)
能夠通過了解中外著名戰(zhàn)役及戰(zhàn)斗英雄，激發(fā)英語學(xué)習(xí)的興趣；能夠多渠道獲取英語學(xué)習(xí)資源；能夠選擇恰當(dāng)?shù)牟呗耘c方法，監(jiān)控、評價、反思和調(diào)整自己的學(xué)習(xí)內(nèi)容和進(jìn)程。
Starting ut板塊教學(xué)設(shè)計
（建議時長10–15分鐘，教師可根據(jù)教學(xué)實(shí)際酌情調(diào)整。）
課型
Viewing + Speaking
主題語境
人與社會——戰(zhàn)爭與和平
內(nèi)容分析
視頻呈現(xiàn)的是一段與戰(zhàn)爭有關(guān)的影像資料，旨在幫助學(xué)生了解第一次世界大戰(zhàn)和第二次世界大戰(zhàn)的相關(guān)信息。圖片和上面的文字呈現(xiàn)的是老子、Benjamin Franklin、孫子、Albert Einstein四位名人的名言，并談?wù)勛约旱目捶?。本板塊旨在導(dǎo)入“戰(zhàn)爭與和平”這一話題，激發(fā)學(xué)生已有的語言、背景知識，激發(fā)其對話題的興趣，為接下來整個單元的學(xué)習(xí)活動做鋪墊和預(yù)熱。
教學(xué)目標(biāo)
1. 帶領(lǐng)學(xué)生觀看視頻，理解視頻的主旨大意，并能夠從視頻中迅速獲取關(guān)鍵信息，激活學(xué)生已有的背景知識和語言知識；
2. 帶領(lǐng)學(xué)生看圖片并閱讀圖片上的名言，引導(dǎo)學(xué)生理解名言的含義，使學(xué)生初步感知這些名人對戰(zhàn)爭的態(tài)度和看法；
3. 引導(dǎo)學(xué)生對于“戰(zhàn)爭與和平”這一話題進(jìn)行初步思考并談?wù)勛约旱目捶ǎ?br>4. 帶領(lǐng)學(xué)生認(rèn)讀和理解相關(guān)生詞，掃除生詞障礙，為后續(xù)閱讀做好鋪墊。
教學(xué)重點(diǎn)
1. 理解名人名言的含義，感知這些名人對戰(zhàn)爭的看法；
2. 引導(dǎo)學(xué)生通過視頻材料，了解戰(zhàn)爭的殘酷。
教學(xué)難點(diǎn)
1. 引導(dǎo)學(xué)生觀看視頻，思考和分析問題；
2. 引導(dǎo)學(xué)生觀察圖片，抓住關(guān)鍵信息。
教學(xué)策略
視聽說法
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
1. T plays the vide.
2. T asks Ss Questin 1.
3. T asks Ss Questin 2.
1. Ss watch a vide abut the First Wrld War and the Secnd Wrld War and take ntes.
2. Ss answer the questins.
Make use f the language Ss have learnt in a cmprehensive way t express ideas and give the reasns.
Activity 2
T intrduces the fur celebrities.
T asks Ss t discuss the questins in Activity 2.
3. T asks sme Ss t share their answers and give the reasns.
1. Ss discuss Questin 1 in grups.
2. Ss lk at the fur pictures f the celebrities
and answer the questins.
Understand English better via lking at pictures and widen students’ knwledge as well as raise cultural awareness.
Understanding ideas板塊教學(xué)設(shè)計
（建議時長30–35分鐘，教師可根據(jù)教學(xué)實(shí)際酌情調(diào)整。）
課型
Reading + Speaking
主題語境
人與社會——戰(zhàn)爭與和平
內(nèi)容分析
本板塊呈現(xiàn)了一篇反映單元主題的課文，語篇類型為記敘文，介紹了諾曼底登陸的背景、過程和歷史意義，表達(dá)了對犧牲戰(zhàn)士的緬懷。讀前活動要求學(xué)生觀察圖片和地圖，根據(jù)圖片內(nèi)容對課文內(nèi)容做出預(yù)測，激活學(xué)生已有的背景知識，為課文學(xué)習(xí)做好鋪墊。讀中和讀后活動則通過主旨大意歸納、細(xì)節(jié)理解和開放式問答等活動，啟發(fā)學(xué)生深入思考，探究主題意義。
教學(xué)目標(biāo)
1. 引導(dǎo)學(xué)生略讀課文，獲取課文主要信息，了解文章的主題意義；
2. 引導(dǎo)學(xué)生精讀課文，感知課文的結(jié)構(gòu)及語言特點(diǎn)，學(xué)習(xí)和掌握如何描寫戰(zhàn)爭場面；
3. 引導(dǎo)學(xué)生基于課文內(nèi)容聯(lián)系生活實(shí)際，感受人們對于犧牲戰(zhàn)士的緬懷，思考維護(hù)和平的重要性。
教學(xué)重點(diǎn)
引導(dǎo)學(xué)生通過自主閱讀和小組合作理解文章的主旨大意。
教學(xué)難點(diǎn)
引導(dǎo)學(xué)生根據(jù)文章的標(biāo)題、圖片等元素預(yù)測文章主題和分析文章寫作目的，培養(yǎng)這一閱讀策略與技能。
教學(xué)策略
任務(wù)型教學(xué)法、P–W–P閱讀模式
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
1. T asks Ss t lk at the picture and the map and describe them.
2. T asks Ss t answer the questins in Activity 1.
3. T asks sme Ss t share their answers and lead a discussin.
4. T asks Ss t read the passage and check their answers.
1. Ss lk at the pictures and answer the questins in Activity 1.
2. Ss share their answers and have a discussin.
3. Ss read the passage and check the answers.
Lead t the tpic and activate Ss’s knwledge.
Activity 2
T asks Ss t read the passage quickly and check their answers in Activity 1.
Ss read the passage quickly and check what the passage is abut.
Train students’ reading skills f predicting and getting the main ideas.
Activity 3
1. T asks Ss t read the instructins and the infrmatin.
2. T asks Ss t fill in the blanks.
2. T asks sme Ss t share their answers and give the reasns.
1. Ss cmplete the fact file.
2. Ss read the passage again if necessary.
2. Ss share their answers and give the reasns.
Train students’ reading skills f getting the authr’s purpse and main ideas.
Think & Share
1. T asks Ss t discuss the tw questins in grups and ffers help if they need.
2. T asks Ss t think abut Questin 3 and learn the features f the passage.
Ss discuss the tw questins in grups and then share their ideas with the class.
Train Ss’ ability t use language in their real life and express their ideas in a lgical and effective way.
Using Language板塊教學(xué)設(shè)計
（建議時長80–90分鐘，教師可根據(jù)教學(xué)實(shí)際酌情調(diào)整。）
課型
Reading + Listening+Speaking
主題語境
人與社會——戰(zhàn)爭與和平
內(nèi)容分析
本板塊圍繞單元話題，通過多模態(tài)的形式，引領(lǐng)學(xué)生通過語篇活動、聽說訓(xùn)練等內(nèi)容，學(xué)習(xí)語法知識及相關(guān)詞匯和表達(dá)，從不同方面開拓視野，提升語言運(yùn)用能力，進(jìn)一步理解單元主題。語法部分的主要內(nèi)容為主謂一致，在引導(dǎo)學(xué)生歸納總結(jié)課文中該語法知識的同時，通過電影《拯救大兵瑞恩》的影評小語段，進(jìn)一步鞏固學(xué)生對主謂一致的理解和掌握。本板塊的詞匯聽說綜合訓(xùn)練部分，將話題擴(kuò)展到重慶大轟炸、聯(lián)合國維和部隊等話題，幫助學(xué)生深度聚焦語言的意義和功能，在真實(shí)語境下進(jìn)行思考和交際運(yùn)用，全方位提升綜合語言運(yùn)用能力。
教學(xué)目標(biāo)
1. 引導(dǎo)學(xué)生觀察例句，發(fā)現(xiàn)并總結(jié)集體名詞作主語時主謂一致的形式和用法；
2. 帶領(lǐng)學(xué)生觀察并總結(jié)集體名詞作主語時主謂一致的用法，并正確運(yùn)用主謂一致完成語篇活動；
3. 引導(dǎo)學(xué)生關(guān)注英語語法的語用功能，了解語言的形式和意義是相統(tǒng)一的，并且能夠在實(shí)際生活中運(yùn)用這一規(guī)律。
教學(xué)重點(diǎn)
引導(dǎo)學(xué)生熟悉并掌握主謂一致規(guī)律。
教學(xué)難點(diǎn)
引導(dǎo)學(xué)生關(guān)注英語語法的表意功能，使學(xué)生意識到語法規(guī)則是為表意功能服務(wù)的。
教學(xué)策略
交際教學(xué)法、任務(wù)型教學(xué)法
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
1. T asks Ss t read the sentences and answer Questins 1 and 2.
2. T helps Ss t cnclude the usage f subject-verb agreement and use it t cmplete the shrt passage.
3. T asks Ss t read
Sentence c again and discuss verb’s frms with “peple” being the subject.
4. T asks sme Ss t share their answers and give reasns.
1. Ss read the sentences and fcus n the bald wrds.
2. Ss answer Questins 1 and 2.
3. Ss cnclude the usage f subject-verb agreement.
4. Ss read the passage again and find mre examples f subject-verb agreement.
Find and summarise the frms and usage f subject-verb agreement.
Activity 2
1. T asks Ss t read the sentences in Activity 2 and get the main idea.
2. T asks sme Ss t share their answers and give reasns.
1. Ss read the sentences and identify whether the sentences are crrect in subject-verb agreement.
Use language in the real situatin.
Activity 3
1. T asks Ss t read the film review and cmplete it with the crrect frm f the verbs .
1. Ss read the passage and get the main idea.
2. Ss cmplete the film review with the crrect frm f the given verbs.
Get a better understanding f subject-verb agreement and knw hw t write a film review.
Activity 4
1. T asks Ss t recall films n the theme f war and peace.
2. T asks Ss t read the passage in Activity 3 and fcus n the structure, cntent and subject-verb agreement.
3. T divides Ss int grups and leads them t write a film review in grups.
3. T asks Ss t share the best film review and give cmments.
1. Ss give infrmatin abut the films n war and peace.
2. Ss write film reviews in grups.
3. Ss select the best film review in grups and share it.
Practise subject-verb agreement and learn hw t write a film review.
Activity 5
T asks Ss t read the shrt passage in “Did yu knw?” n Page 30 and learn the backgrund infrmatin abut Chngqing bmbing.
Ss read the shrt passage n Page30 and learn the backgrund infrmatin abut Chngqing bmbing.
Knw histrical backgrund infrmatin.
Activity 6
1. T asks Ss t lk thrugh the ntes in Activity 6 and knw the key pints befre listening and play the audi.
2. T plays the audi again and asks sme Ss t share the answers.
1. Ss listen fr the first time and fill in the blanks.
2. Ss listen fr the secnd time and check their answers.
Train the listening skills f getting the key pints in listening.
Activity 7
1. T leads Ss t cllect expressins expressing sympathy and talk abut memries.
1. Ss listen t the recrding and cmprehend the expressins.
2. Ss cmplete the bxes.
3. Ss share their answers.
4. Ss make sentences with expressins in the bxes.
Learn hw t express sympathy and talk abut memries.
Activity 8
1. T asks Ss t read the passage.
2. T helps Ss learn the significance f UN peacekeeping.
1. Ss read the passage and get the main idea.
2. Ss guess the meaning f the wrds in bld.
3. Ss discuss the answers in grups.
4. Ss share their answers.
Guess the meaning f a new wrd accrding t the cntext and knw mre abut the UN peacekeeping.
Activity 9
1. T asks Ss t read the fact file t get the general idea.
2. T asks Ss t cmplete the fact file with the crrect frm f the wrds and expressins in Activity 8.
1. Ss read the fact file t get the general idea.
2. Ss cmplete the fact file with the crrect frm f the wrds and expressins in Activity 8.
Let Ss be mre familiar with the wrds and expressins in Acitivity 8.
Develping ideas板塊教學(xué)設(shè)計
（建議時長80–90分鐘，教師可根據(jù)教學(xué)實(shí)際酌情調(diào)整。）
課型
Reading + Writing
主題語境
人與社會——戰(zhàn)爭與和平
內(nèi)容分析
本板塊從另一角度呈現(xiàn)一篇體現(xiàn)單元主題的課文，語篇類型為記敘文，介紹了誕生于抗日戰(zhàn)爭時期的西南聯(lián)大，并從多個角度敘述了聯(lián)大的歷史。讀寫部分的范文介紹了一位杰出的抗日英雄——楊靖宇，旨在引導(dǎo)學(xué)生通過學(xué)習(xí)范文，了解英雄的感人事跡和優(yōu)秀品質(zhì)，同時幫助學(xué)生學(xué)會如何寫簡介介紹一位戰(zhàn)斗英雄。通過這一板塊的學(xué)習(xí)，學(xué)生能夠加深對主題意義的理解，弘揚(yáng)傳統(tǒng)文化，樹立民族自信，進(jìn)一步提升語言能力和思維品質(zhì)。
教學(xué)目標(biāo)
1. 引導(dǎo)學(xué)生通過閱讀課文，理解課文內(nèi)容并了解聯(lián)大的成立背景和重要?dú)v史意義，同時能夠理解并運(yùn)用明喻和暗喻描述事物的鮮明特征；
2. 引導(dǎo)學(xué)生在理解課文內(nèi)容的基礎(chǔ)上，感悟文章主題，加深對單元主題意義的認(rèn)識，形成對戰(zhàn)爭殘酷性的認(rèn)識，從英雄身上汲取精神財富，培養(yǎng)愛國情操；
3. 引導(dǎo)學(xué)生通過學(xué)習(xí)范文的寫作手法和特點(diǎn)，寫一篇戰(zhàn)斗英雄的簡介。
教學(xué)重點(diǎn)
引導(dǎo)學(xué)生讀懂文章，了解聯(lián)大建立的歷史和歷史意義，挖掘戰(zhàn)爭的另一面意義。
教學(xué)難點(diǎn)
引導(dǎo)學(xué)生注重語言在思維層面的內(nèi)化和輸出。
教學(xué)策略
交際教學(xué)法、任務(wù)型教學(xué)法
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
1. T asks Ss t lk at the tw pictures s as t activate their knwledge f Natinal Suthwest Assciated University.
2. T invites sme Ss t discuss Questins 1 and 2 in grups.
3. T asks Ss t think abut the differences between Lianda and tday’s universities.
4. T asks sme students t share their answers and give reasns.
5. T asks the class t read the passage and find mre differences between Lianda and tday’s universities.
1. Ss lk at the tw pictures and try t find the name f the university in the first picture.
2. Ss talk abut the differences between the university in the pictures and tday’s universities.
3. Ss share their answers and give reasns.
4. Ss read the passage and find mre differences between Lianda and tday’s universities.
Lead t the tpic and activate Ss’ backgrund knwledge.
Activity 2
1. T invites Ss t read the passage again and chse the ideas cnveyed in the passage and find evidence t supprt their chices.
2. T asks Ss t share their answers.
1. Ss read the passage again and chse the ideas cnveyed in the passage and find evidence.
2. Ss share their answers.
Understand the ideas the writer wants t cnvey.
Activity 3
1. T asks Ss t read the cntent in “Learning t learn” part and get the differences between similes and metaphrs.
2. T leads Ss t find ut what figures f speech are used in the sentences and discuss hw they
help t express the authr’s emtins.
1. Ss read “Learning t learn” and find ut the differences between similes and metaphrs.
2. Ss find ut what figures f speech are used in the tw sentences and discuss hw they help t express the authr’s emtins.
Help Ss understand different figures f speech in English.
Think & Share
1. T asks Ss t discuss the fur questins in “Think and Share”.
2. T invites sme Ss t share their pinins.
Ss discuss the fur questins in grups and then share their pinins with the class.
Deepen Ss’ understanding f the passage and figures f speech in English.
Activity 4
1. T helps Ss understand the requirement f Activity 4.
2. T helps Ss answer the three questins and invites Ss t share their answers.
3. T asks Ss t cmplete the diagram.
4. T helps Ss give a talk abut the spirit f Lianda.
1. Ss read the requirement f Activity 4.
2. Ss answer the three questins and share their answers.
3. Ss cmplete the diagram.
4. Ss give a talk abut the spirit f Lianda.
Cnslidate the cntent learnt and imprve ral expressins.
Activity 5
T guides Ss t read the intrductin t Yang Jingyu and answer the fur questins.
Ss read the passage and answer the questins.
Extract and summarise the infrmatin and knw the stry f Yang Jingyu.
Activity 6-7
1. T asks Ss t share infrmatin they knw abut ther war heres.
2. T asks Ss t chse ne her t write abut.
3. T helps Ss rganise ideas by cmpleting the ntes belw.
4. T leads Ss t give cmments n their writing in pairs.
5. T invites sme Ss t share their writing.
1. Ss share infrmatin abut ther war heres.
2. Ss chse ne her t write abut.
3. Ss rganise their ideas by cmpleting the ntes.
4. Ss give cmments n each ther’s writing in pairs.
5. Ss share their writing.
Practise writing an intrductin t a war her with the help f the ntes.
Presenting ideas & Reflectin板塊教學(xué)設(shè)計
（Presenting ideas和Reflectin部分建議時長80–90分鐘，
教師可根據(jù)教學(xué)實(shí)際酌情調(diào)整。）
課型
Speaking
主題語境
人與社會——戰(zhàn)爭與和平
內(nèi)容分析
本板塊要求學(xué)生通過觀察圖片，認(rèn)識戰(zhàn)爭的殘酷和給人類帶來的痛苦，然后思考與戰(zhàn)爭相關(guān)的三個話題，并進(jìn)行詳細(xì)的解讀。在此基礎(chǔ)上，教師引導(dǎo)學(xué)生選擇一個話題，并通過演講的方式表達(dá)自己的觀點(diǎn)。本板塊旨在通過內(nèi)容和觀點(diǎn)闡述，促使學(xué)生復(fù)習(xí)并鞏固所學(xué)內(nèi)容，在真實(shí)的情境中加以運(yùn)用和實(shí)踐。
教學(xué)目標(biāo)
1. 引導(dǎo)學(xué)生通過本單元的學(xué)習(xí)，深入地理解戰(zhàn)爭的殘酷和給人類帶來的痛苦；
2. 引導(dǎo)學(xué)生通過本單元的學(xué)習(xí)，選擇與單元主題相關(guān)的話題發(fā)表演講，對“戰(zhàn)爭與和平”這一主題有更深入的理解；
3. 培養(yǎng)學(xué)生的小組合作意識，學(xué)會通過信息互換，擴(kuò)大自己的知識儲備量。
教學(xué)重點(diǎn)
1. 引導(dǎo)學(xué)生根據(jù)單元所學(xué)內(nèi)容，對戰(zhàn)爭形成全面的認(rèn)識；
2. 引導(dǎo)學(xué)生從語言能力、思維品質(zhì)等方面對自己在學(xué)習(xí)本單元后的效果做出合理的評價。
教學(xué)難點(diǎn)
1. 指導(dǎo)學(xué)生使用本板塊中的實(shí)用表達(dá)，加強(qiáng)演講的表現(xiàn)力。
2. 引導(dǎo)學(xué)生養(yǎng)成自我評價的良好學(xué)習(xí)習(xí)慣。
教學(xué)策略
元認(rèn)知策略、認(rèn)知策略、交際策略和情感策略
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
1. T asks Ss t lk at the pictures in grups and answer Questin 1.
2. T asks Ss t answer Questin 2 accrding t the answers t Questins 1.
3. T invites sme Ss t share their answers and gives help when necessary.
1. Ss lk at the pictures and answer Questin 1.
2. Ss answer Questin 2.
3. Ss share their answers.
Generate new ideas and prepare fr the presentatin.
Activity 2-4
1. T leads Ss t think abut the three tpics in Activity 2 and cmplete the table.
2.T helps Ss prepare a shrt presentatin n ne f the tpics frm Activity 2 r think f
anther relevant tpic.
1. Ss think abut the three tpics.
2. Ss chse a tpic and prepare a shrt presentatin in grups.
3. Ss make a presentatin in class.
Organise presentatin in grups.
Reflectin
1. T guides Ss t recall what theyhave learnt in this unit.
2. T asks Ss t cmplete “Reflectin” n P36.
Ss rate their perfrmance in this unit, summarise what theyhave learnt and think abut what they need t imprve.
Review, rate perfrmance and think abut ways t imprve.
Prject板塊教學(xué)設(shè)計
（此部分教師可根據(jù)教學(xué)實(shí)際酌情調(diào)整。）
課型
Speaking
主題語境
人與社會——戰(zhàn)爭與和平
內(nèi)容分析
本單元的項目實(shí)踐活動要求學(xué)生以“戰(zhàn)爭與和平”為話題發(fā)表演講。教師引導(dǎo)學(xué)生通過自主學(xué)習(xí)、合作學(xué)習(xí)、探究式學(xué)習(xí)，培養(yǎng)學(xué)生的調(diào)研與動手能力，讓學(xué)生對單元主題作進(jìn)一步的延伸和探索。
教學(xué)目標(biāo)
1. 引導(dǎo)學(xué)生通過在圖書館查閱或網(wǎng)上搜索等途徑開展調(diào)研，搜集人類歷史上著名的以“戰(zhàn)爭與和平”為主題的演講；
2. 引導(dǎo)學(xué)生通過多種途徑查詢相關(guān)信息，開展合作探究，提升溝通、協(xié)作能力；
3. 引導(dǎo)學(xué)生通過準(zhǔn)備演講，將學(xué)習(xí)與實(shí)際相結(jié)合，提高調(diào)研、溝通能力；
4. 引導(dǎo)學(xué)生珍惜來之不易的幸福生活，培養(yǎng)對和平的熱愛。
教學(xué)重點(diǎn)
1. 引導(dǎo)學(xué)生利用單元所學(xué)，了解和掌握調(diào)研的方法和技巧，用英語思維想事情；
2. 確定分組，完善小組內(nèi)分工，為課堂活動做好準(zhǔn)備。
教學(xué)難點(diǎn)
引導(dǎo)學(xué)生分組進(jìn)行調(diào)研，全班進(jìn)行評價并給出修改建議。
教學(xué)策略
任務(wù)型教學(xué)法
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Investigate
1. T divides the class int 4-6 grups and asks them t d research nline r in the library.
2. T asks Ss t chse ne t study.
1. Ss wrk in grups and d the research.
2. Ss chse ne speech t study.
Develp skills f searching infrmatin.
Plan
1. T asks sme Ss t share the speech they have fund and identify
useful wrds, expressins, structures and ther features.
2. T leads Ss t think f events during wartime that wuld be suitable fr a speech.
1. Ss share what theyhave fund and identify the useful expressins, structures and ther features.
2. Ss wrk in grups and think f wartime events that suit the speech.
Language and relative material accumulatin.
Create
T helps Ss write and rehearse the speech.
Ss wrk in grups t write and rehearse the speech.
Put the knwledge they have learnt int practice.
Present
T arranges the time fr Ss t deliver the speech.
1. Ss select a representative frm the grup t deliver the speech t the class.
2. Ss vte fr the best speaker.
Practise skills in giving a presentatin, and learn frm each ther.

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