外研版（2019）选择性必修第二册 Unit4Breaking boundaries Presenting ideas and Reflection板块教学设计
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| 名称 | 外研版（2019）选择性必修第二册 Unit4Breaking boundaries Presenting ideas and Reflection板块教学设计 |  | |
| 格式 | docx | ||
| 文件大小 | 17.2KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2023-03-03 22:36:24 | ||
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Unit4 Presenting ideas and Reflection板块教学设计
Presenting ideas & Reflection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.
Presenting ideas & Reflection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.