选择性必修三U3 Extended Reading

Hell comes to Peal Harbor教学设计

教学目标：

By the end of this section, students will be able to:

1.  locate some specific information related to the attack on Pearl Harbor;

2.  identify the function of the chronological order used to describe a historical event;  

3.  appreciate the use of sensory information;

4.  recognize the negative influences of war on human beings;

5.spread the idea of preserving peace throughout the whole society.

教学过程：

Step 1. Lead-in

T guides Ss to date back to December 8 eighty-two years ago and share a video clip about Roosevelt declaring war on Japan.

Q: What directly led to America’s declaring war on Japan?

T introduces the topic of Pearl Harbor Event.

 

Step 2. Brainstorming

What comes to your mind at the sight of “hell” in the title?

(a very unpleasant experience or situation; something horrible; painful sufferings)

The author compares horrible sufferings to hell.

T introduces the rhetorical device of metaphor.

 

Step 3. Global reading

T asks Ss to read the article and answer the following questions:

Q1: What is the main idea of the article?

(The attack on Pearl Harbor.)

Q2: In what order is the article organized?

(Time order)

T introduces the chronological order(时间先后顺序) and its usage in historical articles and then guides students to divide the article into several parts based on the time line.

Then T guides Ss to conclude each part with one word.

Step 4. Detailed reading

※ Before the attack (para.1)

T guides students to think about the function of Para.1 by asking the following questions:

Q1: What did the seaman Russel do in paragraph 1? 

Q2: Why does the author describe Russel’s daily routine?

(To make a sharp contrast: peaceful VS disastrous, thus impressing the reader with the cruelty of the war.

To show it was a sudden attack.)

T asks Ss to describe the two pictures to understand the contrast

 

※ During the attack (paras.2-4)

Q: What sensory descriptions does the author give? 

(T guides students to find descriptions in terms of hearing, sight and feelings)

 

T shares a piece of video about the terrible scene of the attack and then asks the following questions:

Q1: How do you feel after watching the video?

Q2: Why does the author mention Louis and Russel?

 

※ After the attack(paras.5-6)

From the video, we can see a lot of damage caused by the attack.

Q1: What damage did the attack cause? (marking the numbers in red)

Q2: Why does the author list these numbers?

(To demonstrate the huge losses the United States suffered; the cruelty of the surprise attack.)

Q3: How did President Roosevelt describe December 7?

(President Roosevelt described December 7 as a date which will live in infamy)

 

※ Now (para.7)

T introduces the Arizona Memorial built in memory of the attack.

T guides the students to think about the significance of Pearl Harbor event. In the last sentence, the author writes: “the attack on Pearl Harbor will never be forgotten.”

Q: Why shouldn’t people forget Pearl Harbor event?

(It is a reminder of the horror of war.

It is a motivation for us to maintain peace.)

 

Step 5. Further thinking

Since there are so many historical events still remembered by everyone, T guides Ss to think about the significance of historical events from the aspects of “exchanges” and “conflicts”.

T asks Ss to discuss with partners and then share their ideas.

Q: What can we learn from history?

Step 6. Extension

T asks Ss to make a report on a historical event based on your own knowledge.

Ss can choose one from the two topics and discuss with their partners. T ask Ss to choose a reporter of their group.

Choice 1: May Fourth Movement

Choice 2: Man’s First Landing on the Moon 

Before discussion, T guides Ss to recall the writing techniques we have learned today, such as listing numbers, using metaphor, including historical figures and giving sensory descriptions and chronological order. 

T stresses the structure: Background    Process     Impact

 

T invites some groups to give a report and invites some students to give evaluations from the aspects of structure, language and logic. Then, T gives evaluations and suggestions. After students making presentations, T provides a sample for students.

 

Step 7. Homework

1.  Search for more information online about a memorable historical event.

2.  Try to use some of the writing techniques.

3.  Complete your report and polish it up.

 

Step8. Summary

T guides students to conclude this section, and pay attention to the topic of the whole unit: remember the past and cherish the present.