Honor and Surrender

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校园英语 / 基础教育
Honor and Surrender
广州外国语学校高二5班/梁翎翾
After Italy and Germany’s surrender, the only enemy of Allies was Japan.To protect their honor, Japan refused to surrender.To end the world war II in a faster way, a new weapon with huge antipersonnel force-- Atomic bombs, were used by American air force.The use of the A-bomb led to Japan’s surrender, but for the cost, it took thousands of people’s lives away.
By the fall of 1944, the Allies were moving onto Japan. To strike bake, Japan let kamikaze entry into the war.From 1944 to 1945, though Japan lost more people than American, it successfully gave Americans material damage and heavy pressure. After Okinawa, the next step for Allies was to invade Japan’s homeland.President Turman’s advisers had informed him that invasion of Japan homeland might cost the Allies half a million lives because Japanese preferred to die than surrender.
Americans have started to research A-bombs since 1942 in the top-secret Manhattan project.To make the war end faster, President Turman decided to use A-bombs to force Japan’s surrender.On August 6,1945, the United States dropped the first A-bomb named “Little boy” on Hiroshima, about 70,000 or 80,000 people died in the attack.Three days later, on August 9, Americans targeted Kokura, a military stronghold in Fukuoka, and got ready for dropping the second A-bomb.But pilots fond that Kokura had bad weather, so General Charls W.Sweeney changed the goal to Nagasaki.Because of being a hilly area, the damage of the second A-bomb “Fat man” was less than Little boy’s, but it also killed more than 70,000 people.At last the Allies destroyed Japan’s honor.
Japan reluctantly chose to surrender.On August 15, 1945. Japan announced its surrender, and on September 2nd, they surrendered to General Douglas MacArthur, the ceremony took place at the U.S.battle ship Missouri in Tokyo Bay.With Japan’s surrender, World War II finally came to an end.
The war ended, but A-bomb is still affecting Japanese life. Because the pollution and the radiation caused cancer, more Japanese died after the war.Even now, the center of where American dropped the A-bomb still can’t plant anything.The victory of the World War II also is a lesson to all countries, it used blood and tears to show everybody that the peace is the only honor in the world.
课文中的每句话的句首词、谓语动词或每段的重点词语写在黑板上，让学生边看边复述，用词串句，用句成段，由段及篇，层层推进。

这样，既训练了学生的口语表达能力，又拓展了学生的思维。

(2)向课外拓展，向生活拓展。

生活是学生获得知识的广阔天地，我国伟大的教育家陶行知先生曾说：“生活即教育。

”生活中处处都有英语，生活中有取之不竭的英语资源。

布置一些与生活有关的作业，能使学生张扬个性，抒发心声。

教师可立足教材，拓展、延伸和补充教学内容，设计一些拓展性作业。

比如可以让学生续写或改写文段和文章，也可增加一些相关的课外阅读，也可布置一些实践性题目。

如我在教学人教版八(上)Unit1有关旅游一节时，课后就让学生以“我爱诸暨”为主题设计一份手抄报进行比赛，要求重点介绍诸暨著名的2-3个旅游景点。

每个小组通力合作，收集有关信息，查阅有关资料，制作出了一份份精美的小报，实在令教师们叹为观止。

学生本身就是一种教学资源，他们的潜能是无可估量的。

要充分相信学生，设计开放性强、富于探究性的作业，为学生提供探究的时空，把学生的目光引向生活，这样，才能启迪思维，激发智慧，收获精彩。

3.分层设计，体现灵活性。

学生是学习的主体，因此，作业的设计必须关注学情，充分估计学生的学习差异，真正做到因人施教。

教师可以根据各层面学生学习上的不同特点，设计不同的课堂练习，不搞“一刀切”，让全体学生都有练习的机会，都能得到相应的提高。

如不妨根据要求把作业分为A、B、C三个层面，为学生提供作业“套餐”，允许学生自主选择，减少统一性，增加选择性与弹性。

这样，一方面使后进生通过相对较易的作业，获得成功的体验和自信，从而使他们更认真地投入学习，形成良性循环；另一方面使高层次的学生有独立思考，发散思维的空间，从而更上一层楼。

以生为本，为学生构建弹性的学习方案，作业设计做到分层开放，真正实现少而精的“阳光作业”，这样才能培养学生的自信，激发学生的潜能，促进学生个体生命的成长。

总之，有质量的课堂练习不该是一味地照搬课本上的思考题，或者借鉴一些参考用书，随意选择几题，而应根据教材要求和学生实际，抱着新颖、开放、灵活、丰富的原则，精心设计出有新鲜感，有层次性，有吸引力，含金量高的课堂练习，这样才能提高英语的课堂教学效果，真正实现“减负高效”，促进学生的全面发展。