Unit 4 Breaking boundaries（四）Developing ideas 教学设计
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| 名称 | Unit 4 Breaking boundaries（四）Developing ideas 教学设计 |  | |
| 格式 | doc | ||
| 文件大小 | 1.3MB | ||
| 资源类型 | 试卷 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2021-12-16 11:06:38 | ||
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中小学教育资源及组卷应用平
Developing ideas板块教学设计（建议时长80–90分钟，教师可根据教学实际酌情调整。）
课型 Reading + Writing
主题语境 人与社会——打破边界
内容分析 本板块呈现了从另一角度反映单元主题的课文，主体部分的语篇类型为名人演讲，选自美国前总统Abraham Lincoln著名的《葛底斯堡演说》。课文分为两部分，前一部分交代了Abraham Lincoln演讲的历史背景和意义，后一部分呈现了完整的演讲内容。读写部分的范文为一篇演讲稿，介绍了美国著名记者Edgar Snow以及他是如何打破意识形态界限撰写出《红星照耀中国》一书的。本板块旨在启迪学生通过了解在打破边界中做出伟大贡献的历史人物，加深对单元主题意义的理解，并掌握演讲稿的大致框架和写作方法，进一步提升语言能力和思维品质。
教学目标 在本板块学习结束时，学生能够：理解《葛底斯堡演说》的历史背景和意义，感受演讲的魅力和力量； 感悟文章主题，从而加深对单元主题意义的认识；通过阅读范文，运用所学内容写一篇演讲稿，介绍一位为促进两国交流和理解做出重大贡献的人物。
教学重点 引导学生理解《葛底斯堡演说》的历史背景和意义，感受演讲的魅力和力量；引导学生通过阅读范文，运用所学内容写一篇演讲稿，介绍一位为促进两国交流和理解做出重大贡献的人物。
教学难点 学会用英语阐释自己的观点，感悟文章主题，从而加深对单元主题意义的认识。
教学策略 P-W-P模式
（2019）外研版高中英语选择性必修二
Unit 4 Breaking boundaries 教学设计
（四）
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher asks students to watch the video and answer the questions. Teacher plays the video again if needed.Teacher invites some students to share answers with the class. Students watch the video and answer the questions. Students watch the video again if needed.Some students share answers with the class. To have students understand the background information of the speech.
Activity 2 Teacher asks students to look at the title of the passage and skim the passage to choose where the passage most likely comes from.Teacher checks the answers with the class. Students look at the title of the passage and skim the passage to choose where the passage most likely comes from.Students check the answers with the teacher. To strengthen students’ ability to skim.
Activity 3 Teacher asks students to read the passage again and complete the notes.Teacher asks students to work in groups to check the answers.Teacher invites some students to give answers. Students read the passage again and complete the notes.Students work in groups to check the answers.Some students give answers and others make comments. To help students better understand the passage.
Think & Share Teacher asks students to think about the questions and discuss them in groups.Teacher asks students to pay attention to “Learning to learn”.Teacher invites some students to give answers. Students think about the questions and discuss them in groups. Students pay attention to “Learning to learn”.Some students give answers. To enhance students’ understanding of Lincoln’s speech and encourage students to show their own opinions.
Activity 4 Teacher divides students into groups and asks them to give a talk about the significance of abolishing slavery in the US by answering questions in the first task.Teacher asks students, if possible, to do research to find more evidence to support their ideas.Teacher invites several students to give their talk to the class and others to make comments.Teacher asks students to think about effective ways to find information to support their ideas. Students work in groups and give a talk about the significance of abolishing slavery in the US by answering questions in the first task.Students do research to find more evidence to support their ideas if possible.Some students give their talk to the class and others make comments.Students think about effective ways to find information to support their ideas. To help students learn to be able to justify their opinions.To improve students’ speaking skill and performance ability.
Activity 5 Teacher asks students to read the passage and think about the questions.Teacher divides the class into groups and asks them to discuss the two questions in groups.Teacher invites one or two groups to share their answers and give reasons, and others to make comments. Students read the passage and think about the questions.Students discuss the questions in groups.One or two groups share their answers and give reasons, and others make comments. To help students learn how to write a speech by reading a sample.
Activity 6 Teacher asks students to complete the table.Teacher asks students to write their own passages according to the content in the table. Students complete the table.Students write their own passages according to the content in the table. To help students organise the thoughts before writing a speech.
Activity 7 Teacher divides students into pairs and asks them to make improvements to each other’s speeches.Teacher invites one or two pairs to share their answers with the class and others to make comments. Students work in pairs and make improvements to each other’s speeches.One or two pairs share their answers with the class and others make comments. To encourage students to learn from their partners. To improve students’ writing and speaking skills.
HYPERLINK "http://www.21cnjy.com/" 21世纪教育网(www.21cnjy.com)
Developing ideas板块教学设计（建议时长80–90分钟，教师可根据教学实际酌情调整。）
课型 Reading + Writing
主题语境 人与社会——打破边界
内容分析 本板块呈现了从另一角度反映单元主题的课文，主体部分的语篇类型为名人演讲，选自美国前总统Abraham Lincoln著名的《葛底斯堡演说》。课文分为两部分，前一部分交代了Abraham Lincoln演讲的历史背景和意义，后一部分呈现了完整的演讲内容。读写部分的范文为一篇演讲稿，介绍了美国著名记者Edgar Snow以及他是如何打破意识形态界限撰写出《红星照耀中国》一书的。本板块旨在启迪学生通过了解在打破边界中做出伟大贡献的历史人物，加深对单元主题意义的理解，并掌握演讲稿的大致框架和写作方法，进一步提升语言能力和思维品质。
教学目标 在本板块学习结束时，学生能够：理解《葛底斯堡演说》的历史背景和意义，感受演讲的魅力和力量； 感悟文章主题，从而加深对单元主题意义的认识；通过阅读范文，运用所学内容写一篇演讲稿，介绍一位为促进两国交流和理解做出重大贡献的人物。
教学重点 引导学生理解《葛底斯堡演说》的历史背景和意义，感受演讲的魅力和力量；引导学生通过阅读范文，运用所学内容写一篇演讲稿，介绍一位为促进两国交流和理解做出重大贡献的人物。
教学难点 学会用英语阐释自己的观点，感悟文章主题，从而加深对单元主题意义的认识。
教学策略 P-W-P模式
（2019）外研版高中英语选择性必修二
Unit 4 Breaking boundaries 教学设计
（四）
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher asks students to watch the video and answer the questions. Teacher plays the video again if needed.Teacher invites some students to share answers with the class. Students watch the video and answer the questions. Students watch the video again if needed.Some students share answers with the class. To have students understand the background information of the speech.
Activity 2 Teacher asks students to look at the title of the passage and skim the passage to choose where the passage most likely comes from.Teacher checks the answers with the class. Students look at the title of the passage and skim the passage to choose where the passage most likely comes from.Students check the answers with the teacher. To strengthen students’ ability to skim.
Activity 3 Teacher asks students to read the passage again and complete the notes.Teacher asks students to work in groups to check the answers.Teacher invites some students to give answers. Students read the passage again and complete the notes.Students work in groups to check the answers.Some students give answers and others make comments. To help students better understand the passage.
Think & Share Teacher asks students to think about the questions and discuss them in groups.Teacher asks students to pay attention to “Learning to learn”.Teacher invites some students to give answers. Students think about the questions and discuss them in groups. Students pay attention to “Learning to learn”.Some students give answers. To enhance students’ understanding of Lincoln’s speech and encourage students to show their own opinions.
Activity 4 Teacher divides students into groups and asks them to give a talk about the significance of abolishing slavery in the US by answering questions in the first task.Teacher asks students, if possible, to do research to find more evidence to support their ideas.Teacher invites several students to give their talk to the class and others to make comments.Teacher asks students to think about effective ways to find information to support their ideas. Students work in groups and give a talk about the significance of abolishing slavery in the US by answering questions in the first task.Students do research to find more evidence to support their ideas if possible.Some students give their talk to the class and others make comments.Students think about effective ways to find information to support their ideas. To help students learn to be able to justify their opinions.To improve students’ speaking skill and performance ability.
Activity 5 Teacher asks students to read the passage and think about the questions.Teacher divides the class into groups and asks them to discuss the two questions in groups.Teacher invites one or two groups to share their answers and give reasons, and others to make comments. Students read the passage and think about the questions.Students discuss the questions in groups.One or two groups share their answers and give reasons, and others make comments. To help students learn how to write a speech by reading a sample.
Activity 6 Teacher asks students to complete the table.Teacher asks students to write their own passages according to the content in the table. Students complete the table.Students write their own passages according to the content in the table. To help students organise the thoughts before writing a speech.
Activity 7 Teacher divides students into pairs and asks them to make improvements to each other’s speeches.Teacher invites one or two pairs to share their answers with the class and others to make comments. Students work in pairs and make improvements to each other’s speeches.One or two pairs share their answers with the class and others make comments. To encourage students to learn from their partners. To improve students’ writing and speaking skills.
HYPERLINK "http://www.21cnjy.com/" 21世纪教育网(www.21cnjy.com)