外研版（2019）选择性必修第二册 Unit 4 Breaking boundaries Starting out and understanding ideas 教案（表格式）
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| 名称 | 外研版（2019）选择性必修第二册 Unit 4 Breaking boundaries Starting out and understanding ideas 教案（表格式） |  | |
| 格式 | zip | ||
| 文件大小 | 76.2KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2022-08-28 16:09:54 | ||
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Unit 4 Breaking boundaries
Period 1 Starting out and understanding ideas
教学设计
Starting out板块教学设计（建议时长10–15分钟，教师可根据教学实际酌情调整。）
课型 Listening + Viewing
主题语境 人与社会——打破边界
内容分析 本板块有两个活动，活动1呈现了一段视频，介绍了今天的世界存在的一些不均衡现象。活动2要求学生观察三幅图片，并谈谈这些图片分别反映了什么问题及自己有无相关经历。
教学目标 在本板块学习结束时，学生能够：看懂视频，通过数据类比更清晰地认识我们今天的世界；看懂图片，就边界问题结合自己的亲身经历谈谈自己的看法，引发对单元主题的初步思考。
教学重点 引导学生看懂视频，更清晰地认识我们今天的世界。
教学难点 引导学生理解三幅图片，就边界问题结合自己的亲身经历谈谈自己的看法，引发学生对“打破边界”的初步思考。
教学策略 视听教学法、交际教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher plays the video and asks students to watch it carefully.Teacher asks students to answer the questions. Teacher plays the video again if needed.Teacher asks students to work in groups and discuss the questions.Teacher invites some students to share their answers to the questions. Students watch the video carefully.Students answer the questions. Students watch the video again if needed.Students work in groups and discuss the questions.Some students share their answers to the questions with the class. To arouse students’ interest in the topic.To help students get a basic understanding of our today’s world.
Activity 2 Teacher asks students to view the three pictures and answer the first question individually.Teacher checks the answer to the first question with the class.Teacher asks students to work in groups to answer the second question.Teacher invites students to share the answers. Students view the pictures and answer the first question individually.Students check the answers to the first question with the teacher.Students discuss the second question in groups.Some students share the answers with the class. To help students have a further understanding of breaking boundaries.
Understanding ideas板块教学设计（建议时长30–35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——打破边界
内容分析 本板块呈现了一篇反映单元主题的课文，语篇类型为日记。课文为一名无国界医生的日记，记录了100天以来作者与其他无国界医生共同抗击埃博拉时的所见所闻所感，语言朴实感人，展现了无国界医生肩负的责任感、团队意识、奉献精神和永不放弃的信念。读前的导入活动为一段关于无国界医生组织的简介，意在帮助学生搭建背景知识，为课文学习做铺垫。读中活动请学生找出文章的核心观点并想出五个形容词来描述无国界医生精神。读后活动通过梳理和体会作者这100天的经历和感受、理解习近平总书记在十九大报告里关于“构建人类命运共同体”的讲话以及回答开放性问题等活动，帮助学生深入探究主题意义，同时提升思维能力。
教学目标 在本板块学习结束时，学生能够：读懂日记，了解作者作为无国界医生日常所面临的一些难题，并获取文章的主要观点；找出相关细节信息并梳理课文的写作脉络，总结作者从出发前到今天的经历和感受；基于文章内容，从无国界医生无私奉献的精神中感知单元主题意义，加深对“无国界”和“人类命运共同体”的理解。
教学重点 引导学生读懂语篇，获取文章的主要观点，并梳理课文的写作脉络。
教学难点 帮助学生基于文章内容，从无国界医生无私奉献的精神中感知单元主题意义，加深对“无国界”和“人类命运共同体”的理解。
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher asks students to read the information about MSF and think about the questions. Teacher divides the class into groups to have discussions about the questions.Teacher chooses one or two groups to share their results with the class. Students read the information about MSF and think about the questions individually.Students work in groups and discuss the questions.One or two groups present their results to the class. To let students get the basic information about MSF.
Activity 2 Teacher asks students to read the journal quickly and find out what the author was tackling.Teacher asks some students to share the answers. Students read the journal quickly and find out what the author was tackling.Some students share the answers with the class. To let students get the main idea of the journal.
Activity 3 Teacher asks students to read the passage again and finish the first task in activity 3.Teacher invites some students to share their answers with the class and others to make commentsTeacher asks students to work in groups and use five adjectives to describe the spirit of MSF doctors and give reasons. Students read the passage again and finish the first task.Some students share their answers with the class. Others make comments.Students work in groups and use five adjectives to describe the spirit of MSF doctors and give reasons. To help students figure out the author’s ideas in writing the passage.
Activity 4 Teacher asks students to read the passage carefully and complete the table.Teacher checks the answers with the students.Teacher asks students to read the information and answer the questions.Teacher invites some students to share their answers with the class. Students read the passage carefully and complete the table.Students check the answers with the teacher.Students read the information and answer the questions.Some students share their answers with the class. To help students figure out the key information with some details of the passage.To broaden students’ thoughts about “a community with a shared future for mankind”.
Think & Share Teacher asks students to think about and answer the questions individually.Teacher asks students to discuss the questions in groups.Teacher invites some students to share the answers with the class. Students think about and answer the questions individually.Students discuss the questions in groups.Some students share the answers with the class. To help students have a deeper understanding of the journal. To broaden students’ horizon.To help students better understand “a community with a shared future for mankind”.
Teaching design
Period 1 Starting out and understanding ideas
教学设计
Starting out板块教学设计（建议时长10–15分钟，教师可根据教学实际酌情调整。）
课型 Listening + Viewing
主题语境 人与社会——打破边界
内容分析 本板块有两个活动，活动1呈现了一段视频，介绍了今天的世界存在的一些不均衡现象。活动2要求学生观察三幅图片，并谈谈这些图片分别反映了什么问题及自己有无相关经历。
教学目标 在本板块学习结束时，学生能够：看懂视频，通过数据类比更清晰地认识我们今天的世界；看懂图片，就边界问题结合自己的亲身经历谈谈自己的看法，引发对单元主题的初步思考。
教学重点 引导学生看懂视频，更清晰地认识我们今天的世界。
教学难点 引导学生理解三幅图片，就边界问题结合自己的亲身经历谈谈自己的看法，引发学生对“打破边界”的初步思考。
教学策略 视听教学法、交际教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher plays the video and asks students to watch it carefully.Teacher asks students to answer the questions. Teacher plays the video again if needed.Teacher asks students to work in groups and discuss the questions.Teacher invites some students to share their answers to the questions. Students watch the video carefully.Students answer the questions. Students watch the video again if needed.Students work in groups and discuss the questions.Some students share their answers to the questions with the class. To arouse students’ interest in the topic.To help students get a basic understanding of our today’s world.
Activity 2 Teacher asks students to view the three pictures and answer the first question individually.Teacher checks the answer to the first question with the class.Teacher asks students to work in groups to answer the second question.Teacher invites students to share the answers. Students view the pictures and answer the first question individually.Students check the answers to the first question with the teacher.Students discuss the second question in groups.Some students share the answers with the class. To help students have a further understanding of breaking boundaries.
Understanding ideas板块教学设计（建议时长30–35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——打破边界
内容分析 本板块呈现了一篇反映单元主题的课文，语篇类型为日记。课文为一名无国界医生的日记，记录了100天以来作者与其他无国界医生共同抗击埃博拉时的所见所闻所感，语言朴实感人，展现了无国界医生肩负的责任感、团队意识、奉献精神和永不放弃的信念。读前的导入活动为一段关于无国界医生组织的简介，意在帮助学生搭建背景知识，为课文学习做铺垫。读中活动请学生找出文章的核心观点并想出五个形容词来描述无国界医生精神。读后活动通过梳理和体会作者这100天的经历和感受、理解习近平总书记在十九大报告里关于“构建人类命运共同体”的讲话以及回答开放性问题等活动，帮助学生深入探究主题意义，同时提升思维能力。
教学目标 在本板块学习结束时，学生能够：读懂日记，了解作者作为无国界医生日常所面临的一些难题，并获取文章的主要观点；找出相关细节信息并梳理课文的写作脉络，总结作者从出发前到今天的经历和感受；基于文章内容，从无国界医生无私奉献的精神中感知单元主题意义，加深对“无国界”和“人类命运共同体”的理解。
教学重点 引导学生读懂语篇，获取文章的主要观点，并梳理课文的写作脉络。
教学难点 帮助学生基于文章内容，从无国界医生无私奉献的精神中感知单元主题意义，加深对“无国界”和“人类命运共同体”的理解。
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher asks students to read the information about MSF and think about the questions. Teacher divides the class into groups to have discussions about the questions.Teacher chooses one or two groups to share their results with the class. Students read the information about MSF and think about the questions individually.Students work in groups and discuss the questions.One or two groups present their results to the class. To let students get the basic information about MSF.
Activity 2 Teacher asks students to read the journal quickly and find out what the author was tackling.Teacher asks some students to share the answers. Students read the journal quickly and find out what the author was tackling.Some students share the answers with the class. To let students get the main idea of the journal.
Activity 3 Teacher asks students to read the passage again and finish the first task in activity 3.Teacher invites some students to share their answers with the class and others to make commentsTeacher asks students to work in groups and use five adjectives to describe the spirit of MSF doctors and give reasons. Students read the passage again and finish the first task.Some students share their answers with the class. Others make comments.Students work in groups and use five adjectives to describe the spirit of MSF doctors and give reasons. To help students figure out the author’s ideas in writing the passage.
Activity 4 Teacher asks students to read the passage carefully and complete the table.Teacher checks the answers with the students.Teacher asks students to read the information and answer the questions.Teacher invites some students to share their answers with the class. Students read the passage carefully and complete the table.Students check the answers with the teacher.Students read the information and answer the questions.Some students share their answers with the class. To help students figure out the key information with some details of the passage.To broaden students’ thoughts about “a community with a shared future for mankind”.
Think & Share Teacher asks students to think about and answer the questions individually.Teacher asks students to discuss the questions in groups.Teacher invites some students to share the answers with the class. Students think about and answer the questions individually.Students discuss the questions in groups.Some students share the answers with the class. To help students have a deeper understanding of the journal. To broaden students’ horizon.To help students better understand “a community with a shared future for mankind”.
Teaching design