Teaching Plan for Unit 6

War and Peace

1. Needs analysis

  Thankfully, most of us will never experience war first-hand, bur each of us can learn about the terrible tragedies and impact of war.

2. Teaching objectives

1)To talk about war and peace: mentioning background information (WW II)

2)To talk about cruelty of war and its harmful impact on children’s growth

3)To apply the phrases and patterns learned in this text.

4)Critical thinking and moral education questions.

 

3. Pre-reading activities

Quiz:

    (1)When did World War II take place and when did it end?

(2)When World War II began, which countries were involved? Suggested Answers：

(3)How many people were killed in the World War II?

55million-60million   10million-20million

(4) How many Jews were killed in the war?

(5)How many Chinese people were killed in Nanjing Massacre?

 

4. Structure analysis

Part 1 (Paras. 1-2): Introduction: presents us the beginning of the war.

Part 2 (Paras. 3-8):  Body: war is the source of other disasters for the civilians

Part 3 (Paras.9):  Conclusion: describes the author’s feeling about the war.

Work in groups and tell one another how you identified the text structure.

There are many words of time and place in the text which help the reader identify the flow of ideas or information, such as:

Para. 1: Today, when I look back, …; It begins with …

Para. 3: It’s night …

Para. 4: I’m walking with my sister beside a wagon.

Para. 6: When winter comes, …

Para. 8: One day …

Para. 9: I can’t quite remember when or how the war ended for us; my mind is always drawn back to that first day in the meadow, …

Work in groups to find all the adjectives (mind map)

Surprised

Unfamiliar

Abnormal   extrodinary

Tremendous   gigantic

Inevitable

Trembling

Sleepy

Innumerable terrified

Helplessly

Apalling

Deserted

Solitary

Burn-out

Bombed-out

Overturned

Burning

Decomposing

Defenseless

Severe

Pervasive

Constant

Cold

Hungry

Valuable

Peaceful

Naïve

Inevitable

5. Language focus

1 . radiate from 自…发出

2.  line…with  铺，垫（某物内部）

3 next to nothing 几乎没有；极少

4 weave one’s way around / through / to sth.   迂回穿行

5 in the direction of  朝…方向

Examples:

radiate from

尽管他感受到了被众多观众注目的压力，但他的内心仍散发出自信和活力。

Despite the pressure he perceived from the large audience looking only at him, from his inner heart was radiated confidence and energy.

 

line … with

快递员给箱子下面垫了很多纸，以防把里面的东西压坏。

The expressive delivery man lined the box with lots of paper in case that the items inside were damaged.

 

next to nothing

作为二战中的甲级战犯，他怎么敢说对这次战争一无所知!

As a class A war convict of World War II, how dare he said that he knew next to nothing about the war！

 

weave one’s way around / through sth.

难民们在险象丛生的树林里穿行，只是为了活命。

The refugee immigrants weaved their way through the forest where danger permeated every corner merely for the sake of their life.

 

in the direction of

朝着太阳升起的方向前进，天黑前我们就能到达目的地。

Moving forward in the direction of the sun rising, we’ll reach our destination before it’s dark..

6. Functional patterns

1. When sb. look back, sb. is / are / feel adj. that …用于表达“回想往事时某人的感受”。

2. 2. Unable to do sth., sb. do sth. else. 用于表达“由于不能做没事，某人开始做另一件事”。

3. Sth. be but another sth. for sb., but for sb. else, sth. be …用于表达“同一实物在不同情境下对不同对象的不同意义”。

 

7. Critical thinking

1. Does war solve problems, or create new ones in today’s world? ild?

2. Can you name several factors contributing to a war?

3. How do you think about the relationship between war and peace?

Video watching and discussing

8. Develop a descriptive essay

When describing the process or some important scenes, chiefly we will use sight, but to some extent we may be able to use touch, hearing, smell, and perhaps even taste. Through the richness of our sense impressions, the readers will gain a picture of a scene vividly.

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