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Unit 11 Conflict and Compromise
Lesson 3板块教学设计 （建议时长40分钟，教师可根据教学实际酌情调整。）
课型 Reading
主题语境 人与社会——人际沟通
内容分析 本课介绍了本课三个故事均节选自战争回忆录，分别从美莱村大屠杀中幸存的村民、一战中的士兵、美越战争战地护士的视角，讲述了美莱村大屠杀，英德军队的圣诞休战以及一名被炸掉双腿的战士拒绝接受奖品的故事。从“人”的角度，展现了战争带给人们身心难以治愈的伤害，反映了战争的 残酷，表达了对和平的渴望。
语篇分析 【What】 Story A:该故事节选并改编自西摩·赫什的文章《美莱村》。越战期间，侵越美军于1968年3月16日在越南广义省的美莱村残杀数百名手无寸铁的村民，制造了血腥恐怖的美莱村大屠杀。 主人公Do Chuc生活在祥和宁静的美莱村，突如其来的一群美国士兵瞬间打破了村庄的宁静。在这个过程中，原本“镇静”的村民在看到架起的机关枪后，变得“恐慌万分”，开始“哭泣、祈祷”（weeping and praying）。在美军的机枪扫射下，几乎所有村民惨遭杀戮。Do Chuc腿部受伤几乎失去了意识。他被一堆尸体掩盖着，从而幸免于难。 Story B:1914年圣诞节的清晨，英德双方士兵放下武器，走出各自的战壕，汇聚到无人区，双方决定在圣诞节期间休战。士兵们彼此倾诉了对战争的厌倦，一起聊天、畅饮，共同度过了圣诞节和节礼日（Boxing Day）。本应处于敌对状态的英德士兵享受了短暂而美好的和平时光。 本文为记叙文，以第一人称的口吻、按照时间顺序讲述了1914年圣诞节期间前线的英德士兵休战的故事。作者通过一系列的动作和情感描写，展现了双方士兵厌倦战争以及渴望和平的心理状态。 Story C:战期间，一名战地医院的护士接到电话说一名受伤的士兵要在病房接受表彰，要求她组织打扫病房，迎接颁奖的“大人物”。士兵受到嘉奖的原因竟然为他是第20000名来到该医院的伤员，最终士兵拒绝接受军官颁发的手表。故事中的手表是一种物质奖励，同时也暗示了时间，预示着年仅20岁被炸掉双腿的年轻士兵将怎样度过一生。倍受战争煎熬的护士深深理解士兵内心的痛楚，同情他的遭遇，更为士兵敢于表达自己内心的悲痛所打动。百感交集的护士走上前抱住了战士，流下了伤心和无奈的泪水。 本故事是口语化个人经历的记录。与前两篇不同，该篇没有血腥的屠杀，也没有前线对峙的士兵，而是通过一个旁观者对给年仅20岁、两度受伤且失去双腿的士兵领奖事件的描述，表达了对战争的态度。文中的一些文字意味深长，需细细体会才能判断文字背后作者想要传达的情感。 【Why】 三个语篇生动地讲述了美莱村村民在面对美军屠杀时的所见、所闻、所感，圣诞休战的美好回忆以及受伤士兵拒绝“领奖”的过程，从平民、一战士兵以及战地护士的不同视角，立体地展现了战争给人们的身体上、心灵上造成的巨大伤害，反映了人们对于战争的厌恶和对和平的渴望。 【How】 【文体特征】 第一个故事改编自西摩·赫什的文章《美莱村》，第二个故事改编自弗兰克·理查德的《老兵不死》，第三个故事改编自基斯·沃克的《心之彼方》。三个语篇的显著特点是篇幅短、人物少、故事情节简单，只截取具有特殊意义的片段进行横断面的描写。在艺术处理上，对情节、环境不做精雕细刻，而是力求简洁明了。
教学目标 获取三个故事的信息（故事发生的时间、地点、人物及主要情节）； 分析、推测三个故事中人物的情感； 梳理和讲述三个故事的主要内容； 梳理战争为故事中的人物留下的回忆，判断作者的写作目的。
教学重点 获取三个故事的信息（故事发生的时间、地点、人物及主要情节）。
教学难点 分析、推测三个故事中人物的情感； 判断作者的写作目的。
教学策略 Task-based method、P—W—P阅读模式
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 T asks Ss to look at the pictures and answer the questions: 1. What comes into your mind when it comes to wars 2. What can wars lead to 3. What do you think of wars Why Students work in pairs and discuss and answer the questions. Activate prior knowledge and get to know the consequence of wars.
Activity 2 T asks Ss to predict the main idea of the text according to the titles and what we discussed before. Ss predict the main idea of the text. Form expectations of the text.
Activity 3 1.T asks Ss to skim through the three stories and answer the questions: (1) Whose memories are these (2) When/Where did the story take place 2. Choose a proper title for each story and tell the reasons. Ss skim through the three stories and answer the questions. Then choose a proper title for each story and give the reasons Get to know the main ideas of each story.
Activity 4 T asks Ss to read Story A and fill in the table about how the farmers’ feeling changed as the event developed on Page 38. Ss complete the table about how the farmers’ feeling changed as the event developed. Acquire key information about how the farmers’ feeling changed as the event developed.
Activity 5 T asks Ss to read Story B and complete the diagram on Page 38 with phrasal verbs describing what “we”, the British soldiers, and the Germans did. T asks Ss to answer the question: What do you think the British soldiers were replaced by other soldiers. Ss complete the diagram on Page 38 and discuss the reason why the British soldiers were replaced by others. Get to know what the British soldiers and Germans did in the story and infer the reason why the British soldiers were replaced by others.
Activity 6 T asks Ss to read Story C and answer the questions: 1. What happened in the story Whose memory is it 2. Why was the patient in the hospital 3. Why did the nurse feel turned off when she was told to clean up the ward for some VIPs’ visit 4. Why did the general come to the hospital 5. Why did the soldier throw the watch back at the general 6. Why did the nurse sob and the soldier cry in the end Ss answer the questions and give reasons. Infer the soldiers’ and the nurses’ attitude toward the war.
Activity 7 T asks Ss to discuss the following questions: 1. What is the turning point of each story 2. For each story, what war memories did each person have 3. What does the author of each story try to convey Work in groups, discuss and answer the questions. To think deeply and critically about the three stories and infer what the author of each story tries to convey.
Activity 8 T asks Ss to choose the most touching part of a story and share that part with group members. Support your opinion with quotes from the story. Work in groups, discuss and share the most touching part of a story with group members. Consolidate and apply what is learnt.
Activity 9 T asks Ss to complete the summary for each story on Page 39. Ss complete the summary for each story on Page 39. Consolidate and apply what is learnt.
Activity 10 T asks Ss search online for statistics about the death and destruction caused by World War II. Then discuss the ways in which war causes suffering and express their opinions on war.. Ss discuss the ways in which war causes suffering and express their opinions on war. . Apply what is learnt.
Activity 11 T asks Ss to do a quiz. Ss do a quiz. Consolidate and internalize the language.
Activity 12 T asks Ss to self-evaluate what is learnt. Ss self-evaluate what is learnt. Evaluate how much is learnt.
Homework 1. Please write a short passage about your about your opinion on war. 2. Finish Exercise 9-10 on Page 39.

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