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教学设计Unit 4 Breaking Boundaries Developing ideas: The Words That Changed a Nation—单元主题意义下的演讲阅读与赏析
I. 教学重点和难点
1. 重点：通过分析解葛底斯堡演说的内容、手法，理解该演说所传达的主题意义及历史作用，总结一个成功演讲的构成要素。
2. 难点：通过分析演讲内容，让学生理解演讲者在演讲中如何运用语言的力量——文学性语言、宗教语言、文学表现手法——说服听众，感染听众，统一思想，凝聚民心，站在民族生死存亡的时刻，力挽狂澜，扭转了整个国家的命运。II. 教学目标通过本节课，学生能够：
1. 根据标题和图片，预测文本主题内容，了解演讲这一文体特点及构成要素；
2. 运用 KWL模式，自主提问并自主阅读寻找答案，完成演讲背景信息的分析，训练学生逻辑思维；
3. 运用分析、对比、概括、归纳等高阶思维能力，探索《葛底斯堡演说》中的主题内容、演讲手法、演讲者特点，总结成功演讲的构成要素，训练学生评判性思维能力；
4. 迁移运用本课《葛底斯堡演说》演讲的主题、表现手法、篇章结构，针对当今世界依然存在的种族歧视问题，仿写一篇演讲稿，发表看法，呼吁打破边界；
5. 通过对本单元主题内容的探究，理解打破边界、携手共进是全世界人民的共同的愿景，是人类历史发展的必然趋势。
教学过程 Lead-in
T: Are you nervous in front of the cameras Well, don’t worry. You can totally count on me. Just relax and try your best. Feeling better now
S: Yes.
T: OK, good. My words have greatly comfort you and give you power. This is the power of my words and my speech. OK，can you give more examples of the power of words
S: Yes, when my best friends said sorry to me, our cold war ended.
S: Yes, when my parents praised me, I got courage. When I feel down, a few words from my parents will give me great courage.
T:actually, in Chinese history, there are many examples of the power of words of speech, such as Zhang Yi，Zhu Zhiwu and Yan Ying. This is the power of words.
设计意图：通过真实场景互动，让学生真实地初步感受语言的力量，直击本课主题，顺势引出本课内容 The Words That Changed A Nation.
Pre-appreciation —Prediction
T: Today，we’ll appreciate a passage titled The Words that Changed A Nation.
板书问题：
Whose words
When did he/she said the words
Where did he/she give the words
In what situation/context did he/she said the words
Why said the words
(What was the purpose of saying the words )
What is the influence of the words
What was the nation like before the words were said
What was the nation like after the words were said
设计意图：让学生根据文本标题和图片，通过预测，让学生对文本的内容、框架进行初步了解。
While-appreciation—Background, content, and Rhetorical DevicesStep1 Analysis on the background
T:scan part 1 find the answers to these questions。
Q1;Whose words (who said the words )
Q2: When did he/she said the words (on a grey afternoon on 19 November 1863)
Q3：Where did he/she give the words
Gettysburg）how much do you know about it
Q4:In which situation did he/she said the words
America was bitterly divided and in a Civil War.
Q5:Why did he said the words
In memory of the dead.
Q6:What is the influence of the words
( 1.changed the mind of the people, 具体而言就是 gave his people hope, belief and a vision of what the United States of America should be based on the ideals set down by its founding Fathers 87years before.
2.shape a nation.具体而言就是 remove division...boundaries... finally towards the equality of humankind.)
(其余的问题都能在第一部分找到，只有 what are the words 和 how could the words change a nation.找不到,需要继续探索。)
T: Combined with the setting we’ve analyzed, what words do you expect Lincoln will use in the speech
S: South, North, Gettysburg, blood, slave, slavery...
设计意图：学生通过自主阅读，完成对文本中第一部分，即演讲背景信息的梳理与总结。本部分中，最后两个问题归属于第二部分——演讲，学生不能在第一部分找到，进而顺势引入分析第二部分——演讲。进行演讲语言预测，最后回应该问题，体会林肯如何通过语言的选用，达成打破界限的目的。
Step 2 Appreciation of the speech
Activity 1 appreciation of the content
1. Main idea of Paragraph 1
设计意图：通过思维导图，总结第一段大意，即 the founding of a new nation and an idea思考林肯为何以 87年前的事件作为演讲的开始，过度到第二段的探索.
2. Main idea of Paragraph 2
Q1: Why does Lincoln begin the paragraph with “now”
happened now
We are engage in a great civil war
Q2: What is being tested by this war
The survival of a nation.
(此处学生可能仅能回答出 a nation,也可能有同学能看出来，an idea or the principle the nation is based on. Or the possibility )
Q3: Why do we come here
To dedicate a portion of it as a final resting place for those who here give their lives that that nation might live.
Q4: Why does Lincoln refers to the past
(the founding of a nation and the principles )
Because the nation and the idea (the foundation)are now at stake
Q5: What have been done to save the nation and the idea
Some gave their lives that that nation might live.
Q6:What does Lincoln think of our dedication of the ground
It is altogether fitting and proper that we should do this.
Q7: Does he think that’s enough for us just to dedicate the land If not, what should we do
T:Maybe yes, maybe no. Let’s come the third paragraph to see Lincoln’s attitude.
While reading, think about the following questions
设计意图：通过问题链，让学生总结出第二部分的内容，即当下的战争、分裂让这个国家和理念处于危难中，同时回指第一段遗留问题，即林肯以 the past开头的原因。
3. Main idea of paragraph 3
Complete the table according to the leading questions
Q1: Why does Lincoln begin this paragraph with the word “but”
To Refer to the previous sentence in paragraph 2 and to show that only our dedicating the ground is far from enough.
Q2: Why can’t “we” dedicate, consecrate and hallow the ground
Because those who have struggled here have done that. They have done that far beyond our power to add and detract.
Q3:What does “far beyond our power to add and detract mean ”
They have done the utmost, when struggling in the battlefield.
Q4:Since they have done so much, what does Lincoln describe as the impact of those who fought at Gettysburg “The world will little note nor longer remember, what we say here, but can never forget what they did here ”, which means those who fought have consecrated the graveyard more than speeches ever could. He says the world will not forget their actions, and that the words people say today are less important.
Q5:Since we can’t dedicate, consecrate and hallow the ground, and speeches and words are not as powerful actions and deeds. What can we do What does Lincoln ask the listeners to dedicate
Q6:“That government...shall not perish from the earth” What if Lincoln ended before this last phrase, and ended with a “new birth of freedom ”
Lincoln ends his speech generalizing his defense of self-government to apply across the globe (“the earth”). This returns to the theme of paragraph 1, the speech is not only about the survival of a place, but an idea-the freedom and equality of mankind.
回到文章开篇的问题——林肯用了哪些具体的词汇，为什么。
设计意图：通过问题链，引导学生总结出第三段大意——林肯的演讲意图，即号召投入伟大的未竟事业，了解演讲的组织结构和主题。并理解为了达成打破南北、黑白人界限，维护国家统一，林肯选用了哪些词，这些词如何在传达演讲主题、引起共鸣起作用的。
Activity 2 Appreciation of the rhetorical devices
学生版葛底斯堡演说
设计意图：该任务为整课的落脚点，是对前面所分析内容、语言、结构、主题的迁移运用。
设计意图：该部分为本课的结语，回扣整单元主题，让学生进一步了解界限无处不在，打破界限、携手共进不仅是美国的理想，也是中国乃至全世界人民的共同的愿景，是人类历史发展的必然趋势。
设计意图：
学生通过 Paraphrase，得出另一版本的演讲。引导学生通过对比，探索与原文的不同，分析原文为什么更成功，学生总结出林肯演讲中的大量修辞手法。Activity 3 Summarize what makes the Gettysburg Address a success.
设计意图：回应本课探索问题——什么使得《葛底斯堡演说》如此成功，并为后续输出任务做铺垫。Post-appreciation —Make your own speech
设计意图：
该任务为整课的落脚点，是对前面所分析内容、语言、结构、主题的迁移运用。设计意图：该部分为本课的结语，回扣整单元主题，让学生进一步了解界限无处不在，打破界限、携手共进不仅是美国的理想，也是中国乃至全世界人民的共同的愿景，是人类历史发展的必然趋势
课后反思
本堂课是单元主题意义下的名人演讲赏析课，本着逆向教学设计理念，以终为始，围绕单元话题“语言如何改变一个国家”，从语言、篇章结构、表现手法分析文本，为学生创造性仿写搭建支架，完成迁移和能力提升。整堂课的设计层层递进，在实际的授课过程中较顺利，学生可以根据我所设计的环节，顺着层层搭建的支架，最终完成迁移创新任务，即同主题演讲的仿写。本课的课堂容量较大，出于对展示课课堂完整性的展现目的，整堂课时间比较紧张，但学生程度较好，能够顺利完成任务并进行展示。板书设计的完整度可以再提高一些。总而言之，整堂课重、难点突出，目标定位合理，完成度较高。

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