外研版（2019）选择性必修第二册Unit 4 Breaking boundaries 知识点复习总结教案（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 知识点复习总结教案（表格式） |  | |
| 格式 | docx | ||
| 文件大小 | 228.8KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2023-12-12 13:37:13 | ||
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新外研版高中英语选择性必修二Unit 4 Breaking boundaries Understanding ideas: My 100 Days with MSF Teaching Plan
I. Analysis of Teaching Material
The topic of this unit is about breaking boundaries between countries, and the topic of this section is about a Chinese doctor’s 100 days with MSF. Before this class, students have learned the relevant words and expressions. The reading passage is a diary, which mainly covers what had happened before the author arrived in Africa, what he experienced during 100 days with MSF and what they are doing today. The passage itself is not difficult to understand. However, some students may be unfamiliar with MSF and there are so many terms about medical care. What’s more, the profound aspect reflected in the passage---build a community with a shared future for mankind---is difficult for students to understand. So I have planned to design the learning process with reading and writing in order to make students practice what they have learned in this lesson. It can be predicted that writing is a big challenge for the senior 2 students so that teachers’ help is necessary and important.
II. Analysis of Teaching Students
The students have studied in high school for more than one year. But obviously, they have different levels of English. And most of them are unfamiliar with MSF. Therefore, this lesson is not very easy for them.
III. Teaching Aims
1. To make students get a general idea of the MSF and Ebola;
2. To lead students to find out the structure and the detailed information of the text;
3. To instruct students to write an application letter;
4. To help students to have a better understanding of “a community with a shared future”.
IV. Teaching Important Points
1. To help students have a better understanding of the text
.2. To help students write an application letter according to the passage and their learning.
V. Teaching Difficult Points
1. To instruct students to write an application letter.
2. To help students to have a better understanding of “a community with a shared future”.
VI. Teaching Methods Task-based teaching
VII. Teaching Aids
1. a multimedia classroom
2. the blackboard
VIII. Teaching Procedures
Steps Activities Intention
Step 1 1. Enjoy a music video “We are one”. 2. To talk about the idea conveyed in the song. 3. Return to the topic and start the lesson. 以歌曲 MV作为导入，在吸引学生的兴趣的同时引出本堂课的主题
Step 2 1. To get a general idea of the MSF and Ebola; 2. To find out the structure and the detailed information of the text; 3. To write an application letter; 4. To have a better understanding of “a community with a shared future”. 让学生了解学习目的，以便在学习过程中更有的放矢。
Step 3 1. Read the brief introduction of MSF and find out the key information; 2. Read the passage quickly and answer the questions. What is the author Where can we read the passage What problem was the author involved in tackling What is the structure of the passage 该部分是本节课的第一个环节，把 MSF组织的关键信息拼成 MSF字母样，可以加深学生对 MSF组织的印象；然后再泛读文章，锻炼学生快读寻找有用信息的能力，让学生了解文章主旨大意。在 Ebola处加然后再泛读文章，锻炼学生快读寻找有用信息的能力，让学生了解文章主旨大意。在Ebola 处加了一个超链接，给学生普及相关知识，能帮助学生更好地深化文章主题。
Step 4 1. Para 1 Today we celebrate. Why Who How The author’s feelings 2. Para 2 Before arrival. I felt I knew I thought The author’s feelings 3. Para 3-5 100 days with MSF. What I did on arrival What my daily work was like An unforgettable case The author’s feelings 4. Para 6-7 Now my time is almost up. Will my work with MSF continue Will the work of MSF continue What should human beings do as a whole 通过不同类型的问题设置，让学生去了解作者从去非洲工作之前一直到今天的细节信息，同时去理解作者在不同时间段的不同感受。在此环节，让学生不断与文本互动，去感受文本，体验作者的奉献精神和责任心，去接触人类命运共同体，让学生有所得，有所感。
Step 5 Think and share Can you use some words to describe the spirit of MSF doctors based on the details in the passage 学生小组合作，根据文中的细节去推断包括作者在内的 MSF组织中医生的性格特征，最后在一张世界地图上呈现答案，旨在告诉学生要培养自己健全的人格，从而更好地为全世界服务，为构建人类命运共同体贡献自己的一份力量。这个环节的设置可以有效地培养学生的思维能力和语言表达能力，同时为后面的写作做铺垫
Step 6 1. Show the writing task. 假如你是李华，得知“无国界医生”组织正在招募暑期在英国服务的志愿者，请根据提示写一封申请信： （1）写信目的； （2）个人优势（如英语能力，性格，相关经验等）； （3）希望得到答复。 2. Students share their works.（用希沃白板手机投屏展示） 1.求职信是实用性非常强的一种应用文形式，将本节课所学的知识以写作的形式输出，锻炼了学生的逻辑思维能力和语言应用能力，同时让学生在写作过程中进一步强化构建人类命运共同体的意识；2.由于课上时间有限，给出首末两段，让学生集中精力写好主体部分，将本节课所学知识得以充分展示。 3.在希沃白板投屏展示学生的文章，可以更直观，而且可以做标记
Step 7 1. “We are one” 歌词呈现； 2. 习主席的视频 1.用导入环节的歌曲结束本堂课，首尾呼应，让本节课的主线更加清晰，更直观地升华文章主题； 2.引用习主席的一段话，进一步提升学生打破国界，构建人类命运共同体的意识。
Step 8 Compulsory: 1. Better your writing with your team members. 2. Prepare for your presentation. Optional: Work in groups to find out some other similar organizations and what they do. 作业的设计分为选做和必做。以实用性和探究性为准则，同时充分考虑学生不同的能力水平： 1.必做部分为进一步打磨本节课作文； 2. 选做部分是让学生了解更多类似组织。
I. Analysis of Teaching Material
The topic of this unit is about breaking boundaries between countries, and the topic of this section is about a Chinese doctor’s 100 days with MSF. Before this class, students have learned the relevant words and expressions. The reading passage is a diary, which mainly covers what had happened before the author arrived in Africa, what he experienced during 100 days with MSF and what they are doing today. The passage itself is not difficult to understand. However, some students may be unfamiliar with MSF and there are so many terms about medical care. What’s more, the profound aspect reflected in the passage---build a community with a shared future for mankind---is difficult for students to understand. So I have planned to design the learning process with reading and writing in order to make students practice what they have learned in this lesson. It can be predicted that writing is a big challenge for the senior 2 students so that teachers’ help is necessary and important.
II. Analysis of Teaching Students
The students have studied in high school for more than one year. But obviously, they have different levels of English. And most of them are unfamiliar with MSF. Therefore, this lesson is not very easy for them.
III. Teaching Aims
1. To make students get a general idea of the MSF and Ebola;
2. To lead students to find out the structure and the detailed information of the text;
3. To instruct students to write an application letter;
4. To help students to have a better understanding of “a community with a shared future”.
IV. Teaching Important Points
1. To help students have a better understanding of the text
.2. To help students write an application letter according to the passage and their learning.
V. Teaching Difficult Points
1. To instruct students to write an application letter.
2. To help students to have a better understanding of “a community with a shared future”.
VI. Teaching Methods Task-based teaching
VII. Teaching Aids
1. a multimedia classroom
2. the blackboard
VIII. Teaching Procedures
Steps Activities Intention
Step 1 1. Enjoy a music video “We are one”. 2. To talk about the idea conveyed in the song. 3. Return to the topic and start the lesson. 以歌曲 MV作为导入，在吸引学生的兴趣的同时引出本堂课的主题
Step 2 1. To get a general idea of the MSF and Ebola; 2. To find out the structure and the detailed information of the text; 3. To write an application letter; 4. To have a better understanding of “a community with a shared future”. 让学生了解学习目的，以便在学习过程中更有的放矢。
Step 3 1. Read the brief introduction of MSF and find out the key information; 2. Read the passage quickly and answer the questions. What is the author Where can we read the passage What problem was the author involved in tackling What is the structure of the passage 该部分是本节课的第一个环节，把 MSF组织的关键信息拼成 MSF字母样，可以加深学生对 MSF组织的印象；然后再泛读文章，锻炼学生快读寻找有用信息的能力，让学生了解文章主旨大意。在 Ebola处加然后再泛读文章，锻炼学生快读寻找有用信息的能力，让学生了解文章主旨大意。在Ebola 处加了一个超链接，给学生普及相关知识，能帮助学生更好地深化文章主题。
Step 4 1. Para 1 Today we celebrate. Why Who How The author’s feelings 2. Para 2 Before arrival. I felt I knew I thought The author’s feelings 3. Para 3-5 100 days with MSF. What I did on arrival What my daily work was like An unforgettable case The author’s feelings 4. Para 6-7 Now my time is almost up. Will my work with MSF continue Will the work of MSF continue What should human beings do as a whole 通过不同类型的问题设置，让学生去了解作者从去非洲工作之前一直到今天的细节信息，同时去理解作者在不同时间段的不同感受。在此环节，让学生不断与文本互动，去感受文本，体验作者的奉献精神和责任心，去接触人类命运共同体，让学生有所得，有所感。
Step 5 Think and share Can you use some words to describe the spirit of MSF doctors based on the details in the passage 学生小组合作，根据文中的细节去推断包括作者在内的 MSF组织中医生的性格特征，最后在一张世界地图上呈现答案，旨在告诉学生要培养自己健全的人格，从而更好地为全世界服务，为构建人类命运共同体贡献自己的一份力量。这个环节的设置可以有效地培养学生的思维能力和语言表达能力，同时为后面的写作做铺垫
Step 6 1. Show the writing task. 假如你是李华，得知“无国界医生”组织正在招募暑期在英国服务的志愿者，请根据提示写一封申请信： （1）写信目的； （2）个人优势（如英语能力，性格，相关经验等）； （3）希望得到答复。 2. Students share their works.（用希沃白板手机投屏展示） 1.求职信是实用性非常强的一种应用文形式，将本节课所学的知识以写作的形式输出，锻炼了学生的逻辑思维能力和语言应用能力，同时让学生在写作过程中进一步强化构建人类命运共同体的意识；2.由于课上时间有限，给出首末两段，让学生集中精力写好主体部分，将本节课所学知识得以充分展示。 3.在希沃白板投屏展示学生的文章，可以更直观，而且可以做标记
Step 7 1. “We are one” 歌词呈现； 2. 习主席的视频 1.用导入环节的歌曲结束本堂课，首尾呼应，让本节课的主线更加清晰，更直观地升华文章主题； 2.引用习主席的一段话，进一步提升学生打破国界，构建人类命运共同体的意识。
Step 8 Compulsory: 1. Better your writing with your team members. 2. Prepare for your presentation. Optional: Work in groups to find out some other similar organizations and what they do. 作业的设计分为选做和必做。以实用性和探究性为准则，同时充分考虑学生不同的能力水平： 1.必做部分为进一步打磨本节课作文； 2. 选做部分是让学生了解更多类似组织。