Book 5 Unit 4 Breaking boundaries：Starting out教学设计
单元主题 本单元主题语境是“人与社会”，涉及的主题语境内容是打破边界。本单元语篇类型丰富，从医学、经济、科技、社会、种族、意识形态等不同角度介绍了过去和今天世界各地的人们为打破边界所做出的不懈努力——从建立无国界医生组织，到出现“地球村”的概念；从一百多年前Abraham Lincoln发表的《葛底斯堡演说》，到20 世纪30 年代美国记者Edgar Snow通过《红星照耀中国》一书向世界报道了真实的中国等——旨在引导学生思考产生边界问题的原因、打破边界的重要意义以及打破边界的措施，最终创造一个更加和谐、美好的世界。
单元目标 学生能够围绕本单元的主题语境内容，基于单元提供的视频信息、个人日记、演讲稿、模拟联合国决议草案等多模态语篇，综合运用各种语言技能，读懂与打破边界相关的语篇内容，恰当使用it作形式主语来描述人们在打破边界中所做出的改变以及不同城市在包容性方面的体现，听懂并谈论有关地球村的话题，恰当运用所学词汇和表达描述与边界相关的问题，学习优秀人物面对边界限制时所做出的努力、斗争和突破，学习他们创新的思维方式和坚定的勇气，深化对单元主题意义的理解；同时还能够运用单元所学内容，思考当今社会仍存在的不同边界问题，以及如何就打破这些边界问题倡议大家采取行动、共同努力，创造一个更加公平、和谐的世界；能够通过运用各种学习策略，在自主学习、合作学习与探究式学习的过程中，结合单元所提供的反思性和评价性问题不断监控、评价、反思和调整自己的学习内容和进程，激发英语学习的兴趣，提高分析和解决问题的能力，提高自己的理解能力和表达能力，最终促进自身语言能力、文化意识、思维品质和学习能力的综合提升。
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
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。
教学策略 P-W-P模式
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 comments Teacher 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”.
15Book 5 Unit 4 Breaking boundaries：Using language教学设计
课型 Reading + Listening + Speaking
主题语境 人与社会——打破边界
内容分析 本板块旨在帮助学生深度聚焦语言的意义和功能，进行真实语境下的思考和交际运用，全方位提升综合语言运用能力。语法部分的主要内容为it 作形式主语的用法。第一个语篇呈现的是2017 Hollywood Diversity Report关于影视行业的性别和种族歧视状况有所改善的描述。接下来的活动请学生运用所学语法和提示对北京这座具有包容性和多元文化的城市进行描述。综合语言运用部分的话题为“地球村”。其中词汇部分通过一篇短文介绍了“地球村”，然后请学生阅读一封与“地球村”这一观点有共鸣的读者的来信；接下来听说部分是两个学生之间的对话，描述了世界各地的人们随着日益增强的跨文化交流在进一步加深了解。
教学目标 在本板块学习结束时，学生能够： 掌握并运用it作形式主语的用法，并能够在真实语境中运用； 听懂并能够表达“地球村”所带来的融合、促进、包容的现象； 学会表达对他人谈话表现出兴趣以及描述某种普遍存在的现象，并能够在实际生活中运用所学表达。
教学重点 引导学生发现和理解it作形式主语的用法并在真实语境中进行运用； 学会表达对他人谈话表现出兴趣以及描述某种普遍存在的现象； 引导学生通过完成听力活动，表达“地球村”所带来的融合、促进、包容的现象。
教学难点 引导学生在真实语境中运用it作形式主语的用法； 引导学生通过完成听力活动，表达“地球村”所带来的融合、促进、包容的现象。
教学策略 任务型教学法、交际教学法、听说教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher asks students to read the sentences in the box and pay special attention to the use of “it”. Teacher asks students to work in groups and discuss the two questions. Teacher invites some students to share their answers. Teacher instructs students to look for more sentences in the reading passage and summarise the use of “it” as an empty subject in their own words. Teacher asks some students to share the answers. Students observe the four sentences in the box and pay attention to “it”. Students discuss the two questions in groups. Some students share their answers. Students look for more sentences in the reading passage and summarise the use of “it” as an empty subject in their own words. Some students share the answers with the class. To help students understand the use of “it” as an empty subject.
Activity 2 Teacher asks students to read the passage and get the main idea of the passage. Teacher asks students to rewrite the passage using “it” as an empty subject and then asks students to make corrections in groups. Teacher checks the answers with the class. Students read the passage and get its main idea. Students read and rewrite the passage using “it” as an empty subject and then make corrections in groups. Students check the answers with the teacher. To help students apply “it” as an empty subject in a context.
Activity 3 Teacher asks students to describe Beijing using the information provided and “it” as an empty subject. Teacher asks students to work in groups to check the answers. Teacher invites one or two students to share the answers with the class. Students describe Beijing using the information provided and “it” as an empty subject. Students work in groups to check the answers. One or two students share the answers with the class. To help students consolidate the application of “it” as an empty subject in a real context.
Activity 4 Teacher asks students to choose one of the four cities they want to describe and give reasons. Teacher asks students to do online research as homework. Students choose one of the four cities they want to describe and give reasons. Students do online research as homework. To help students further apply “it” as an empty subject in the description of a city.
Activity 5 Teacher asks students to read the passage and answer the questions. Teacher asks students to work in groups to discuss the questions. Teacher invites some students to share the answers with the class. Students read the passage and answer the questions. Students work in groups to discuss the questions. Some students share the answers with the class and others make comments. To help students understand the idea of “global village” and the role technology plays in it.
Activity 6 Teacher asks students to pay attention to the expressions in bold and complete the speech with the correct form of the expressions in Activity 5. Teacher checks the answers with the class. Students pay attention to the expressions in bold and complete the speech with the correct form of the expressions in Activity 5. Students check the answers with the teacher. To help students review the expressions and better understand the benefit of “global village”.
Activity 7 Teacher asks students to read the sentences and find out the purpose of the activity. Teacher plays the audio and asks students to choose the correct answer. Teacher checks the answer with the class. Students read the sentences and find out the purpose of the activity. Students listen to the audio and choose the correct answer. Students check the answer with the teacher. To train students’ skills of grasping the main idea of a conversation through listening.
Activity 8 Teacher asks students to look at the table first. Then plays the audio again and asks students to complete the table. Teacher asks students to listen for a third time and check the answers by themselves. Teacher invites some students to share the answers with the class. Teacher asks students to talk about more examples of each phenomenon. Students look at the table first. Then listen to the audio again and complete the table. Students listen to the audio for a third time and check the answers by themselves. Some students share the answers with the class. Students talk about more examples of each phenomenon. To help students get the details of the listening material.
Activity 9 Teacher asks students to look at the expressions in Activity 9. Teacher asks students to complete the boxes with the expressions from the conversation. Teacher checks the answers with the class. Students look at the expressions in Activity 9. Students complete the boxes with the expressions from the conversation. Students check the answers with the teacher. To help students consolidate the expressions of showing interest and describing a common phenomenon.
Activity 10 Teacher divides students into pairs and asks them to talk about another phenomenon of the global village using the expressions in this section. Teacher invites several pairs to present their ideas in front of the class. Teacher asks students to think about any difficulties they encountered during their discussion and what they did to overcome them. Students work in pairs and talk about another phenomenon of the global village using the expressions in this section. Several pairs present their ideas in front of the class. Students think about the difficulties they encountered during their discussion and what they did to overcome them. To encourage students to further practise describing the phenomenon of the global village using expressions in this section. To encourage students to overcome difficulties in discussion.
15Book 5 Unit 4 Breaking boundaries：Developing ideas教学设计
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
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.
15Book 5 Unit 4 Breaking boundaries：Presenting ideas & Reflection教学设计
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.
Project板块教学设计
课型 Speaking
主题语境 人与社会——打破边界
内容分析 本单元的项目实践活动要求学生参与模拟联合国会议，讨论饥荒、疾病、自然灾害或气候变化以及教育障碍等人道主义问题。教师引导学生通过小组合作探究，起草决议方案，组织模拟联合国会议，通过演讲来阐述观点并赢得支持。本项目实践活动旨在开阔学生视野，激发学习潜能，培养学生研究和写作、演讲和辩论、解决冲突和求同存异等多方面的能力，加深学生对单元主题的理解。
教学目标 在本板块学习结束时，学生能够： 运用一定的调研方法和技巧，选择议题，展开讨论； 充分进行小组合作，了解如何起草决议，合理安排分工； 关注国际问题，提高研究、写作、演讲和辩论等综合能力。
教学重点 引导学生运用一定的调研方法和技巧，选择议题，展开讨论； 引导学生充分进行小组合作，了解如何起草决议，合理安排分工。
教学难点 引导学生关注国际问题，培养学生的研究、写作、演讲和辩论等综合能力。
教学策略 任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Investigate Before class, the teacher asks students to do research online or in the library, work in groups and talk about the humanitarian issues and the country or countries they are affecting. Teacher asks students to choose a country to investigate further individually. Before class, students do research online or in the library, work in groups and talk about the humanitarian issues and the country or countries they are affecting. Students choose a country to investigate further individually. To get students prepared for the activities, and develop their ability to learn and explore individually. To help students get to know some aspects of boundaries in society.
Plan Teacher asks students to decide on which humanitarian issue they will choose and prepare a draft resolution. Teacher encourages students to talk about possible solutions to the issue in groups. Teacher encourages students to give their own ideas. If necessary, teacher asks students to do further research online or in the library. Students decide on which humanitarian issue they will choose and prepare a draft resolution. Students talk about possible solutions to the issue in groups. Students give their own ideas. If necessary, students do further research online or in the library. To help students prepare for the draft resolution and emphasise the importance of cooperation with others.
Create Teacher asks students to prepare their draft resolution, following the standard format on the book. Teacher asks students to go online to find out more information about preparing a draft resolution. Students prepare their draft resolution, following the standard format on the book. Students go online to find out more information about preparing a draft resolution. To offer students a chance to learn the standard format of a draft resolution and try to express their own ideas over world issues.
Present Teacher encourages students to bring their draft resolution to the floor for debate. Teacher encourages students to debate over the resolution, and find out more solutions other students suggest. Students bring their draft resolution to the floor for debate. Students debate over the draft resolution and find out more solutions other students suggest. To help students cultivate critical thinking ability. To help students learn from each other.
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