英语外研版 (2019)Unit 4 Breaking boundaries优质课教案及反思

这是一份英语外研版 (2019)Unit 4 Breaking boundaries优质课教案及反思，共6页。

教学设计
Develping 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 Lincln著名的《葛底斯堡演说》。课文分为两部分，前一部分交代了Abraham Lincln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 Snw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 cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
Teacher asks students t watch the vide and answer the questins. Teacher plays the vide again if needed.
Teacher invites sme students t share answers with the class.
Students watch the vide and answer the questins. Students watch the vide again if needed.
Sme students share answers with the class.
T have students understand the backgrund infrmatin f the speech.
Activity 2
Teacher asks students t lk at the title f the passage and skim the passage t chse where the passage mst likely cmes frm.
Teacher checks the answers with the class.
Students lk at the title f the passage and skim the passage t chse where the passage mst likely cmes frm.
Students check the answers with the teacher.
T strengthen students’ ability t skim.
Activity 3
Teacher asks students t read the passage again and cmplete the ntes.
Teacher asks students t wrk in grups t check the answers.
Teacher invites sme students t give answers.
Students read the passage again and cmplete the ntes.
Students wrk in grups t check the answers.
Sme students give answers and thers make cmments.
T help students better understand the passage.
Think & Share
Teacher asks students t think abut the questins and discuss them in grups.
Teacher asks students t pay attentin t “Learning t learn”.
Teacher invites sme students t give answers.
Students think abut the questins and discuss them in grups.
Students pay attentin t “Learning t learn”.
Sme students give answers.
T enhance students’ understanding f Lincln’s speech and encurage students t shw their wn pinins.
Activity 4
Teacher divides students int grups and asks them t give a talk abut the significance f ablishing slavery in the US by answering questins in the first task.
Teacher asks students, if pssible, t d research t find mre evidence t supprt their ideas.
Teacher invites several students t give their talk t the class and thers t make cmments.
Teacher asks students t think abut effective ways t find infrmatin t supprt their ideas.
Students wrk in grups and give a talk abut the significance f ablishing slavery in the US by answering questins in the first task.
Students d research t find mre evidence t supprt their ideas if pssible.
Sme students give their talk t the class and thers make cmments.
Students think abut effective ways t find infrmatin t supprt their ideas.
T help students learn t be able t justify their pinins.
T imprve students’ speaking skill and perfrmance ability.
Activity 5
Teacher asks students t read the passage and think abut the questins.
Teacher divides the class int grups and asks them t discuss the tw questins in grups.
Teacher invites ne r tw grups t share their answers and give reasns, and thers t make cmments.
Students read the passage and think abut the questins.
Students discuss the questins in grups.
One r tw grups share their answers and give reasns, and thers make cmments.
T help students learn hw t write a speech by reading a sample.
Activity 6
Teacher asks students t cmplete the table.
Teacher asks students t write their wn passages accrding t the cntent in the table.
Students cmplete the table.
Students write their wn passages accrding t the cntent in the table.
T help students rganise the thughts befre writing a speech.
Activity 7
Teacher divides students int pairs and asks them t make imprvements t each ther’s speeches.
Teacher invites ne r tw pairs t share their answers with the class and thers t make cmments.
Students wrk in pairs and make imprvements t each ther’s speeches.
One r tw pairs share their answers with the class and thers make cmments.
T encurage students t learn frm their partners.
T imprve 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。
Reflectin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 cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Presenting ideas
Activity 1
Teacher divides students in grups and asks students t lk at the pictures and answer the questins.
Teacher invites ne r tw grups t share their answers with the class and thers t make cmments.
Students wrk in grups and lk at the pictures and answer the questins.
One r tw grups share their answers with the class and thers make cmments.
T help students further understand the bundaries in sciety.
Activity 2
Teacher asks students t chse ne f the bundaries they have listed and talk abut hw t break that bundary by answering the questins.
Teacher asks students t discuss the questins in grups.
Teacher asks students t share the answers and thers t make cmments.
Students chse ne f the bundaries they have listed and talk abut hw t break that bundary by answering the questins.
Students discuss the questins in grups.
Students share the answers and thers make cmments.
T have students think deeply abut the reasns behind the bundaries and the effects they cause.
Activity 3
Teacher asks students t prepare a shrt presentatin cnsidering the structure and useful wrds, expressins and structures.
Teacher asks students t share their presentatin with the ther grup members.
Teacher asks students t give suggestins and make imprvements t their presentatin.
Students prepare a shrt presentatin cnsidering the structure and useful wrds, expressins and structures.
Students share their presentatin with the ther grup members.
Students give suggestins and make imprvements t their presentatin.
T help students prepare fr the presentatin mre effectively.
Activity 4
1. Teacher asks each grup t chse ne student t give the presentatin.
2. Teacher and ther students make cmments, and the teacher gives evaluatin.
1. Each grup chses ne student t give the presentatin.
2. Other students make cmments and listen t the teacher’s evaluatin.
T encurage students t express their pinins.
2. T help students crrectly understand the unit theme.
Reflectin
Teacher asks students t recall what they’ve learnt and their perfrmance in this unit.
Teacher asks students t write a reflectin.
Students rate their perfrmance in this unit, summarise what they’ve learnt and think abut what they need t imprve.
Students write a reflectin.
T help students evaluate their perfrmance, review the unit, and think abut ways t imprve.