外研版（2019）选择性必修第二册 Unit 4 Breaking boundaries Developing ideas and presenting 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 Developing ideas and presenting ideas 教案（表格式） |  | |
| 格式 | zip | ||
| 文件大小 | 101.0KB | ||
| 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 16:12:01 | ||
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文档简介
Unit 4 Breaking boundaries
Period 3 Developing ideas and presenting ideas
教学设计
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。
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.
Presenting ideas 板块教学设计（建议时长40–45分钟，教师可根据教学实际酌情调整。）
课型 Speaking
主题语境 人与社会——打破边界
内容分析 Presenting ideas板块要求学生先看三幅图片，思考社会中存在的一些边界和壁垒以及如何打破这些边界和壁垒。通过观点的阐述，促进学生在真实的情境下综合运用语言，充分表达自己对主题意义的理解和认识，发展学生的思维品质，完成对所学内容的迁移和创新。Reflection板块引导学生回顾本单元所学知识，及时对自己的学习行为和效果做出评估和判断，反思自己并进行改进。
教学目标 在本板块学习结束时，学生能够：深入理解边界产生的原因和影响，思考破除边界的方法，预测破除边界会带来的改变等；能够运用本单元所学语言，恰当表达自己的观点，有理有据地进行论述。
教学重点 引导学生通过本单元的学习，深入理解边界产生的原因和影响，思考破除边界的方法，预测破除边界会带来的改变等；引导学生能够运用本单元所学语言，恰当表达自己的观点，有理有据地进行论述。
教学难点 引导学生通过小组合作，培养团队合作意识，学会与小组成员共同讨论，集思广益，拓展自我思维的边界。
教学策略 任务型教学法、交际教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Presenting ideas
Activity 1 Teacher divides students in groups and asks students to look at the pictures and answer the questions.Teacher invites one or two groups to share their answers with the class and others to make comments. Students work in groups and look at the pictures and answer the questions.One or two groups share their answers with the class and others make comments. To help students further understand the boundaries in society.
Activity 2 Teacher asks students to choose one of the boundaries they have listed and talk about how to break that boundary by answering the questions.Teacher asks students to discuss the questions in groups.Teacher asks students to share the answers and others to make comments. Students choose one of the boundaries they have listed and talk about how to break that boundary by answering the questions.Students discuss the questions in groups.Students share the answers and others make comments. To have students think deeply about the reasons behind the boundaries and the effects they cause.
Activity 3 Teacher asks students to prepare a short presentation considering the structure and useful words, expressions and structures. Teacher asks students to share their presentation with the other group members.Teacher asks students to give suggestions and make improvements to their presentation. Students prepare a short presentation considering the structure and useful words, expressions and structures. Students share their presentation with the other group members.Students give suggestions and make improvements to their presentation. To help students prepare for the presentation more effectively.
Activity 4 1. Teacher asks each group to choose one student to give the presentation.2. Teacher and other students make comments, and the teacher gives evaluation. 1. Each group chooses one student to give the presentation.2. Other students make comments and listen to the teacher’s evaluation. To encourage students to express their opinions.2. To help students correctly understand the unit theme.
Reflection
Teacher asks students to recall what they’ve learnt and their performance in this unit. Teacher asks students to write a reflection. Students rate their performance in this unit, summarise what they’ve learnt and think about what they need to improve. Students write a reflection. To help students evaluate their performance, review the unit, and think about ways to improve.
Teaching design
Period 3 Developing ideas and presenting ideas
教学设计
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。
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.
Presenting ideas 板块教学设计（建议时长40–45分钟，教师可根据教学实际酌情调整。）
课型 Speaking
主题语境 人与社会——打破边界
内容分析 Presenting ideas板块要求学生先看三幅图片，思考社会中存在的一些边界和壁垒以及如何打破这些边界和壁垒。通过观点的阐述，促进学生在真实的情境下综合运用语言，充分表达自己对主题意义的理解和认识，发展学生的思维品质，完成对所学内容的迁移和创新。Reflection板块引导学生回顾本单元所学知识，及时对自己的学习行为和效果做出评估和判断，反思自己并进行改进。
教学目标 在本板块学习结束时，学生能够：深入理解边界产生的原因和影响，思考破除边界的方法，预测破除边界会带来的改变等；能够运用本单元所学语言，恰当表达自己的观点，有理有据地进行论述。
教学重点 引导学生通过本单元的学习，深入理解边界产生的原因和影响，思考破除边界的方法，预测破除边界会带来的改变等；引导学生能够运用本单元所学语言，恰当表达自己的观点，有理有据地进行论述。
教学难点 引导学生通过小组合作，培养团队合作意识，学会与小组成员共同讨论，集思广益，拓展自我思维的边界。
教学策略 任务型教学法、交际教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Presenting ideas
Activity 1 Teacher divides students in groups and asks students to look at the pictures and answer the questions.Teacher invites one or two groups to share their answers with the class and others to make comments. Students work in groups and look at the pictures and answer the questions.One or two groups share their answers with the class and others make comments. To help students further understand the boundaries in society.
Activity 2 Teacher asks students to choose one of the boundaries they have listed and talk about how to break that boundary by answering the questions.Teacher asks students to discuss the questions in groups.Teacher asks students to share the answers and others to make comments. Students choose one of the boundaries they have listed and talk about how to break that boundary by answering the questions.Students discuss the questions in groups.Students share the answers and others make comments. To have students think deeply about the reasons behind the boundaries and the effects they cause.
Activity 3 Teacher asks students to prepare a short presentation considering the structure and useful words, expressions and structures. Teacher asks students to share their presentation with the other group members.Teacher asks students to give suggestions and make improvements to their presentation. Students prepare a short presentation considering the structure and useful words, expressions and structures. Students share their presentation with the other group members.Students give suggestions and make improvements to their presentation. To help students prepare for the presentation more effectively.
Activity 4 1. Teacher asks each group to choose one student to give the presentation.2. Teacher and other students make comments, and the teacher gives evaluation. 1. Each group chooses one student to give the presentation.2. Other students make comments and listen to the teacher’s evaluation. To encourage students to express their opinions.2. To help students correctly understand the unit theme.
Reflection
Teacher asks students to recall what they’ve learnt and their performance in this unit. Teacher asks students to write a reflection. Students rate their performance in this unit, summarise what they’ve learnt and think about what they need to improve. Students write a reflection. To help students evaluate their performance, review the unit, and think about ways to improve.
Teaching design