天天资源网 / 高中英语 / 教学同步 / 外研版（2019） / 选择性必修第二册 / Unit 4 Breaking boundaries / 外研版高中英语选择性必修第二册Unit 4 Breaking boundaries教学设计
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Book5Unit4Breakingboundaries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AbrahamLincoln发表的《葛底斯堡演说》，到20世纪30年代美国记者EdgarSnow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。Startingout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：1.看懂视频，通过数据类比更清晰地认识我们今天的世界；2.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TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.Teacherplaysthevideoandasksstudentstowatchitcarefully.2.Teacherasksstudentstoanswerthequestions.Teacherplaysthevideoagainifneeded.3.Teacherasksstudentstoworkingroupsanddiscussthequestions.4.Teacherinvitessomestudentstosharetheiranswerstothequestions.1.Studentswatchthevideocarefully.2.Studentsanswerthequestions.Studentswatchthevideoagainifneeded.3.Studentsworkingroupsanddiscussthequestions.4.Somestudentssharetheiranswerstothequestionswiththeclass.1.Toarousestudents’interestinthetopic.2.Tohelpstudentsgetabasicunderstandingofourtoday’sworld.Activity21.Teacherasksstudentstoviewthethreepicturesandanswerthefirstquestionindividually.2.Teacherchecksthe1.Studentsviewthepicturesandanswerthefirstquestionindividually.2.StudentschecktheanswerstothefirstquestionwiththeTohelpstudentshaveafurtherunderstandingofbreakingboundaries.
answertothefirstquestionwiththeclass.1.Teacherasksstudentstoworkingroupstoanswerthesecondquestion.2.Teacherinvitesstudentstosharetheanswers.teacher.1.Studentsdiscussthesecondquestioningroups.2.Somestudentssharetheanswerswiththeclass.Understandingideas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：1.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；2.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；3.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TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.TeacherasksstudentstoreadtheinformationaboutMSFandthinkaboutthequestions.2.Teacherdividestheclassintogroupstohavediscussionsaboutthequestions.3.Teacherchoosesoneortwogroupstosharetheirresultswiththeclass.1.StudentsreadtheinformationaboutMSFandthinkaboutthequestionsindividually.2.Studentsworkingroupsanddiscussthequestions.3.Oneortwogroupspresenttheirresultstotheclass.ToletstudentsgetthebasicinformationaboutMSF.Activity21.Teacherasksstudentstoreadthejournalquicklyandfindoutwhattheauthorwastackling.2.Teacheraskssomestudentstosharetheanswers.1.Studentsreadthejournalquicklyandfindoutwhattheauthorwastackling.2.Somestudentssharetheanswerswiththeclass.Toletstudentsgetthemainideaofthejournal.Activity31.Teacherasksstudentstoreadthepassageagainandfinishthefirsttaskinactivity3.1.Studentsreadthepassageagainandfinishthefirsttask.2.SomestudentssharetheiranswersTohelpstudentsfigureouttheauthor’sideasinwritingthepassage.
1.Teacherinvitessomestudentstosharetheiranswerswiththeclassandotherstomakecomments2.TeacherasksstudentstoworkingroupsandusefiveadjectivestodescribethespiritofMSFdoctorsandgivereasons.withtheclass.Othersmakecomments.1.StudentsworkingroupsandusefiveadjectivestodescribethespiritofMSFdoctorsandgivereasons.Activity41.Teacherasksstudentstoreadthepassagecarefullyandcompletethetable.2.Teachercheckstheanswerswiththestudents.3.Teacherasksstudentstoreadtheinformationandanswerthequestions.4.Teacherinvitessomestudentstosharetheiranswerswiththeclass.1.Studentsreadthepassagecarefullyandcompletethetable.2.Studentschecktheanswerswiththeteacher.3.Studentsreadtheinformationandanswerthequestions.4.Somestudentssharetheiranswerswiththeclass.1.Tohelpstudentsfigureoutthekeyinformationwithsomedetailsofthepassage.2.Tobroadenstudents’thoughtsabout“acommunitywithasharedfutureformankind”.Think&Share1.Teacherasksstudentstothinkaboutandanswerthequestionsindividually.2.Teacherasksstudentstodiscussthequestionsin1.Studentsthinkaboutandanswerthequestionsindividually.2.Studentsdiscussthequestionsingroups.3.Somestudentsshare1.Tohelpstudentshaveadeeperunderstandingofthejournal.2.Tobroadenstudents’horizon.3.Tohelpstudents
groups.1.Teacherinvitessomestudentstosharetheanswerswiththeclass.theanswerswiththeclass.betterunderstand“acommunitywithasharedfutureformankind”.Usinglanguage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+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2017HollywoodDiversityReport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：1.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；2.听懂并能够表达“地球村”所带来的融合、促进、包容的现象；3.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1.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；2.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；3.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1.引导学生在真实语境中运用it作形式主语的用法；2.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TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.Teacherasksstudentstoreadthesentencesintheboxandpayspecialattentiontotheuseof“it”.2.Teacherasksstudentstoworkingroupsanddiscussthetwoquestions.3.Teacherinvitessomestudentstosharetheiranswers.4.Teacherinstructsstudentstolookformoresentencesinthereadingpassageandsummarisetheuseof“it”asanemptysubjectintheirownwords.5.Teacheraskssomestudentstosharetheanswers.1.Studentsobservethefoursentencesintheboxandpayattentionto“it”.2.Studentsdiscussthetwoquestionsingroups.3.Somestudentssharetheiranswers.4.Studentslookformoresentencesinthereadingpassageandsummarisetheuseof“it”asanemptysubjectintheirownwords.5.Somestudentssharetheanswerswiththeclass.Tohelpstudentsunderstandtheuseof“it”asanemptysubject.Activity21.Teacherasksstudentstoreadthepassageandgetthemainideaofthepassage.2.Teacherasksstudentstorewritethepassageusing1.Studentsreadthepassageandgetitsmainidea.2.Studentsreadandrewritethepassageusing“it”asanemptysubjectandthenmakeTohelpstudentsapply“it”asanemptysubjectinacontext.
“it”asanemptysubjectandthenasksstudentstomakecorrectionsingroups.1.Teachercheckstheanswerswiththeclass.correctionsingroups.1.Studentschecktheanswerswiththeteacher.Activity31.TeacherasksstudentstodescribeBeijingusingtheinformationprovidedand“it”asanemptysubject.2.Teacherasksstudentstoworkingroupstochecktheanswers.3.Teacherinvitesoneortwostudentstosharetheanswerswiththeclass.1.StudentsdescribeBeijingusingtheinformationprovidedand“it”asanemptysubject.2.Studentsworkingroupstochecktheanswers.3.Oneortwostudentssharetheanswerswiththeclass.Tohelpstudentsconsolidatetheapplicationof“it”asanemptysubjectinarealcontext.Activity41.Teacherasksstudentstochooseoneofthefourcitiestheywanttodescribeandgivereasons.2.Teacherasksstudentstodoonlineresearchashomework.1.Studentschooseoneofthefourcitiestheywanttodescribeandgivereasons.2.Studentsdoonlineresearchashomework.Tohelpstudentsfurtherapply“it”asanemptysubjectinthedescriptionofacity.Activity51.Teacherasksstudentstoreadthepassageandanswerthequestions.2.Teacherasks1.Studentsreadthepassageandanswerthequestions.2.StudentsworkingroupstodiscussTohelpstudentsunderstandtheideaof“globalvillage”andtheroletechnologyplaysinit.
studentstoworkingroupstodiscussthequestions.1.Teacherinvitessomestudentstosharetheanswerswiththeclass.thequestions.1.Somestudentssharetheanswerswiththeclassandothersmakecomments.Activity61.TeacherasksstudentstopayattentiontotheexpressionsinboldandcompletethespeechwiththecorrectformoftheexpressionsinActivity5.2.Teachercheckstheanswerswiththeclass.1.StudentspayattentiontotheexpressionsinboldandcompletethespeechwiththecorrectformoftheexpressionsinActivity5.2.Studentschecktheanswerswiththeteacher.Tohelpstudentsreviewtheexpressionsandbetterunderstandthebenefitof“globalvillage”.Activity71.Teacherasksstudentstoreadthesentencesandfindoutthepurposeoftheactivity.2.Teacherplaystheaudioandasksstudentstochoosethecorrectanswer.3.Teachercheckstheanswerwiththeclass.1.Studentsreadthesentencesandfindoutthepurposeoftheactivity.2.Studentslistentotheaudioandchoosethecorrectanswer.3.Studentschecktheanswerwiththeteacher.Totrainstudents’skillsofgraspingthemainideaofaconversationthroughlistening.Activity81.Teacherasksstudentstolookatthetablefirst.Thenplaystheaudioagainandasksstudentsto1.Studentslookatthetablefirst.Thenlistentotheaudioagainandcompletethetable.2.StudentslistentoTohelpstudentsgetthedetailsofthelisteningmaterial.
completethetable.1.Teacherasksstudentstolistenforathirdtimeandchecktheanswersbythemselves.2.Teacherinvitessomestudentstosharetheanswerswiththeclass.3.Teacherasksstudentstotalkaboutmoreexamplesofeachphenomenon.theaudioforathirdtimeandchecktheanswersbythemselves.1.Somestudentssharetheanswerswiththeclass.2.Studentstalkaboutmoreexamplesofeachphenomenon.Activity91.TeacherasksstudentstolookattheexpressionsinActivity9.2.Teacherasksstudentstocompletetheboxeswiththeexpressionsfromtheconversation.3.Teachercheckstheanswerswiththeclass.1.StudentslookattheexpressionsinActivity9.2.Studentscompletetheboxeswiththeexpressionsfromtheconversation.3.Studentschecktheanswerswiththeteacher.Tohelpstudentsconsolidatetheexpressionsofshowinginterestanddescribingacommonphenomenon.Activity101.Teacherdividesstudentsintopairsandasksthemtotalkaboutanotherphenomenonoftheglobalvillageusingtheexpressionsinthissection.2.Teacherinvites1.Studentsworkinpairsandtalkaboutanotherphenomenonoftheglobalvillageusingtheexpressionsinthissection.2.Severalpairspresenttheirideas1.Toencouragestudentstofurtherpractisedescribingthephenomenonoftheglobalvillageusingexpressionsinthissection.2.Toencourage
severalpairstopresenttheirideasinfrontoftheclass.1.Teacherasksstudentstothinkaboutanydifficultiestheyencounteredduringtheirdiscussionandwhattheydidtoovercomethem.infrontoftheclass.1.Studentsthinkaboutthedifficultiestheyencounteredduringtheirdiscussionandwhattheydidtoovercomethem.studentstoovercomedifficultiesindiscussion.Developingideas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AbrahamLincoln著名的《葛底斯堡演说》。课文分为两部分，前一部分交代了AbrahamLincoln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EdgarSnow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：1.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；2.感悟文章主题，从而加深对单元主题意义的认识；3.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1.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；2.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TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.Teacherasksstudentstowatchthevideoandanswerthequestions.Teacherplaysthevideoagainifneeded.2.Teacherinvitessomestudentstoshareanswerswiththeclass.1.Studentswatchthevideoandanswerthequestions.Studentswatchthevideoagainifneeded.2.Somestudentsshareanswerswiththeclass.Tohavestudentsunderstandthebackgroundinformationofthespeech.Activity21.Teacherasksstudentstolookatthetitleofthepassageandskimthepassagetochoosewherethepassagemostlikelycomesfrom.2.Teachercheckstheanswerswiththeclass.1.Studentslookatthetitleofthepassageandskimthepassagetochoosewherethepassagemostlikelycomesfrom.2.Studentschecktheanswerswiththeteacher.Tostrengthenstudents’abilitytoskim.Activity31.Teacherasksstudentstoreadthepassageagainandcompletethenotes.2.Teacherasksstudentstoworkingroupstocheckthe1.Studentsreadthepassageagainandcompletethenotes.2.Studentsworkingroupstochecktheanswers.3.SomestudentsgiveTohelpstudentsbetterunderstandthepassage.
answers.1.Teacherinvitessomestudentstogiveanswers.answersandothersmakecomments.Think&Share1.Teacherasksstudentstothinkaboutthequestionsanddiscussthemingroups.2.Teacherasksstudentstopayattentionto“Learningtolearn”.3.Teacherinvitessomestudentstogiveanswers.1.Studentsthinkaboutthequestionsanddiscussthemingroups.2.Studentspayattentionto“Learningtolearn”.3.Somestudentsgiveanswers.Toenhancestudents’understandingofLincoln’sspeechandencouragestudentstoshowtheirownopinions.Activity41.TeacherdividesstudentsintogroupsandasksthemtogiveatalkaboutthesignificanceofabolishingslaveryintheUSbyansweringquestionsinthefirsttask.2.Teacherasksstudents,ifpossible,todoresearchtofindmoreevidencetosupporttheirideas.3.Teacherinvitesseveralstudentstogivetheirtalktotheclassandotherstomakecomments.1.StudentsworkingroupsandgiveatalkaboutthesignificanceofabolishingslaveryintheUSbyansweringquestionsinthefirsttask.2.Studentsdoresearchtofindmoreevidencetosupporttheirideasifpossible.3.Somestudentsgivetheirtalktotheclassandothersmakecomments.4.Studentsthinkabouteffectivewaystofindinformationto1.Tohelpstudentslearntobeabletojustifytheiropinions.2.Toimprovestudents’speakingskillandperformanceability.
1.Teacherasksstudentstothinkabouteffectivewaystofindinformationtosupporttheirideas.supporttheirideas.Activity51.Teacherasksstudentstoreadthepassageandthinkaboutthequestions.2.Teacherdividestheclassintogroupsandasksthemtodiscussthetwoquestionsingroups.3.Teacherinvitesoneortwogroupstosharetheiranswersandgivereasons,andotherstomakecomments.1.Studentsreadthepassageandthinkaboutthequestions.2.Studentsdiscussthequestionsingroups.3.Oneortwogroupssharetheiranswersandgivereasons,andothersmakecomments.Tohelpstudentslearnhowtowriteaspeechbyreadingasample.Activity61.Teacherasksstudentstocompletethetable.2.Teacherasksstudentstowritetheirownpassagesaccordingtothecontentinthetable.1.Studentscompletethetable.2.Studentswritetheirownpassagesaccordingtothecontentinthetable.Tohelpstudentsorganisethethoughtsbeforewritingaspeech.Activity71.Teacherdividesstudentsintopairsandasksthemtomakeimprovementstoeachother’sspeeches.2.Teacherinvitesone1.Studentsworkinpairsandmakeimprovementstoeachother’sspeeches.2.Oneortwopairssharetheiranswerswiththeclassand1.Toencouragestudentstolearnfromtheirpartners.2.Toimprovestudents’writingandspeakingskills.
ortwopairstosharetheiranswerswiththeclassandotherstomakecomments.othersmakecomments.Presentingideas&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Presentingideas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：1.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；2.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1.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；2.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TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activity
PresentingideasActivity11.Teacherdividesstudentsingroupsandasksstudentstolookatthepicturesandanswerthequestions.2.Teacherinvitesoneortwogroupstosharetheiranswerswiththeclassandotherstomakecomments.1.Studentsworkingroupsandlookatthepicturesandanswerthequestions.2.Oneortwogroupssharetheiranswerswiththeclassandothersmakecomments.Tohelpstudentsfurtherunderstandtheboundariesinsociety.Activity21.Teacherasksstudentstochooseoneoftheboundariestheyhavelistedandtalkabouthowtobreakthatboundarybyansweringthequestions.2.Teacherasksstudentstodiscussthequestionsingroups.3.Teacherasksstudentstosharetheanswersandotherstomakecomments.1.Studentschooseoneoftheboundariestheyhavelistedandtalkabouthowtobreakthatboundarybyansweringthequestions.2.Studentsdiscussthequestionsingroups.3.Studentssharetheanswersandothersmakecomments.Tohavestudentsthinkdeeplyaboutthereasonsbehindtheboundariesandtheeffectstheycause.Activity31.Teacherasksstudentstoprepareashortpresentationconsideringthestructureandusefulwords,expressions1.Studentsprepareashortpresentationconsideringthestructureandusefulwords,expressionsandstructures.Tohelpstudentsprepareforthepresentationmoreeffectively.
andstructures.1.Teacherasksstudentstosharetheirpresentationwiththeothergroupmembers.2.Teacherasksstudentstogivesuggestionsandmakeimprovementstotheirpresentation.1.Studentssharetheirpresentationwiththeothergroupmembers.2.Studentsgivesuggestionsandmakeimprovementstotheirpresentation.Activity41.Teacheraskseachgrouptochooseonestudenttogivethepresentation.2.Teacherandotherstudentsmakecomments,andtheteachergivesevaluation.1.Eachgroupchoosesonestudenttogivethepresentation.2.Otherstudentsmakecommentsandlistentotheteacher’sevaluation.1.Toencouragestudentstoexpresstheiropinions.2.Tohelpstudentscorrectlyunderstandtheunittheme.Reflection1.Teacherasksstudentstorecallwhatthey’velearntandtheirperformanceinthisunit.2.Teacherasksstudentstowriteareflection.1.Studentsratetheirperformanceinthisunit,summarisewhatthey’velearntandthinkaboutwhattheyneedtoimprove.2.Studentswriteareflection.Tohelpstudentsevaluatetheirperformance,reviewtheunit,andthinkaboutwaystoimprove.Project板块教学设计(此部分教师可根据教学实际酌情处理。)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：1.运用一定的调研方法和技巧，选择议题，展开讨论；2.充分进行小组合作，了解如何起草决议，合理安排分工；3.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1.引导学生运用一定的调研方法和技巧，选择议题，展开讨论；2.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TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityInvestigate1.Beforeclass,theteacherasksstudentstodoresearchonlineorinthelibrary,workingroupsandtalkaboutthehumanitarianissuesandthecountryorcountriestheyareaffecting.2.Teacherasksstudentstochooseacountrytoinvestigatefurtherindividually.1.Beforeclass,studentsdoresearchonlineorinthelibrary,workingroupsandtalkaboutthehumanitarianissuesandthecountryorcountriestheyareaffecting.2.Studentschooseacountrytoinvestigatefurther1.Togetstudentspreparedfortheactivities,anddeveloptheirabilitytolearnandexploreindividually.2.Tohelpstudentsgettoknowsomeaspectsofboundariesinsociety.
individually.Plan1.Teacherasksstudentstodecideonwhichhumanitarianissuetheywillchooseandprepareadraftresolution.2.Teacherencouragesstudentstotalkaboutpossiblesolutionstotheissueingroups.3.Teacherencouragesstudentstogivetheirownideas.Ifnecessary,teacherasksstudentstodofurtherresearchonlineorinthelibrary.1.Studentsdecideonwhichhumanitarianissuetheywillchooseandprepareadraftresolution.2.Studentstalkaboutpossiblesolutionstotheissueingroups.3.Studentsgivetheirownideas.Ifnecessary,studentsdofurtherresearchonlineorinthelibrary.Tohelpstudentsprepareforthedraftresolutionandemphasisetheimportanceofcooperationwithothers.Create1.Teacherasksstudentstopreparetheirdraftresolution,followingthestandardformatonthebook.2.Teacherasksstudentstogoonlinetofindoutmoreinformationaboutpreparingadraftresolution.1.Studentspreparetheirdraftresolution,followingthestandardformatonthebook.2.Studentsgoonlinetofindoutmoreinformationaboutpreparingadraftresolution.Toofferstudentsachancetolearnthestandardformatofadraftresolutionandtrytoexpresstheirownideasoverworldissues.Present1.Teacherencouragesstudentstobringtheirdraftresolutiontothefloorfordebate.2.Teacherencourages1.Studentsbringtheirdraftresolutiontothefloorfordebate.2.Studentsdebateoverthedraft1.Tohelpstudentscultivatecriticalthinkingability.2.Tohelpstudentslearnfromeach
studentstodebateovertheresolution,andfindoutmoresolutionsotherstudentssuggest.resolutionandfindoutmoresolutionsotherstudentssuggest.other.
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