资源简介

Unit 4 Breaking boundaries
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。
Starting out板块教学设计
课型 Viewing + Speaking 课时 1
主题语境 人与社会——打破边界
内容分析 本板块旨有激活学生已有的语言、背景知识，为接下来整个单元的学习活动做铺垫和预热。活动1呈现了一段与单元主题相关的视频，通过不同方面的数据类比，介绍了当今世界存在的一些不均衡现象.继而引出我们需要打破边界，建立更加平等、自由、和谐的社会这一观点。活动2请学生看三幅图片并读读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 1. 引导学生观看视频.通过数据类比更清晰地认识当今的世界，激活学生已有的语言、背景知识；2. 引导学生观看视频.从中迅速提取关键信息，进而理解视频的主旨大意；3. 引导学生理解三幅图片，就边界问题结合亲身经历谈谈自己的看法，引入单元主题。
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。
教学内容 Step:1 : Warming up教师引导学生观看视频，通过数据类比对当今世界形成一个直观的印象，初步导入话题。第一步：教师呈现世界地图并提问，激活学生已有的语言、背景知识。Look at the pictures and answer the questions.1) Do you know how many people there are in the world 2 ) Which continent contains the largest population 3) What percentage of world population do developing countries make up 第二步：播放视频，请学生观看并试着回答学生用书上的问题1。第三步：请个别学生分享答案，其他学生进行补充。第四步：再次播放视频，请学生回答问题 2。如果学生回答有困难，可多播放几遍视频，同时提醒学生关注单元标题。第五步：请个别学生分享答案，全班核对答案。附：视频脚本：Today's WorldThe population on Earth is currently over 7.4 billion, and it's growing fast!To learn more about this huge population, let's first imagine our world as a village.It's a small village with a population of just one hundred.Each person in the village represents 74 million people who inhabit the planet.Half are male and half are female. As you would expect!Sixty-one people in this village are from Asia, and 19 of those, are Chinese. Well, China is a big country with a lot of people!Twelve people speak Putonghua as their native language, while five speak English as their native language.Eighty-two people in the village come from developing countries. And 31 of these people have no access to drinking water and sewage systems. Outrageous! Without basic sanitation, they run the risk of becoming very sick.In the village, there are 56 people with access to the Internet and there are 77 mobile phones. But some people own two or more of those phones.Perhaps the most astonishing thing about this village is that 40% of its wealth is owned by just one individual!Step 2: ViewingActivity 1：学生分组活动，仔细看三幅图片并讨论问题1。Activity 2：可以补充提问What other problems do you think there are , 请学生思考并回答。Activity 3：请个别学生回答问题，其他学生进行补充。Activity 4：引导学生说出三幅图片内容所反映的主题意义，然后请学生分组讨论问题2。Activity 5：请部分学生分享答案，其他学生进行评价或补充。1. Watch the video and answer the questions.(1) Which statistic surprises you most (2) What message do you think the video conveys 2. Look at the pictures and answer the questions.(1) What kind of problem do the people have in each picture (2) Which of these problems have you experienced Give an example.教师带领学生看图片，细化对单元主题的理解，引导学生结合自身经历感知话题内容，为整个单元的学习做铺垫和预热。Suggested answers:1 The people in the three pictures are experiencing boundaries in geography, language and culture respectively. These boundaries might cause issues such as remote relationships, misunderstanding or cultural offense.2 Students' own answers.温馨提示：教师举例旨在为学生进行示范，同时可以起到鼓励学生勇敢表达的效果。教师示范时如果能进一步提出打破边界的方法，且该方法能融合不同的边界障碍，将更有利于激励学生去积极思考，从而提高他们分析问题和解决问题的能力。Step 3: HomeworkRead the new words and expressions og this unit.
2Unit 4 Breaking boundaries
Understanding ideas板块教学设计
课型 Reading 课时 1
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 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。
教学内容 Step 1: Lead-inRead the information about MSF and answer the questions.Médecins Sans Frontières (MSF),or Doctors Without Borders in English, was founded in Paris in1971 by a group of doctors and journalists. It is an independent, non-profit organisation whose mission is to provide medical care to those affected by conflict, epidemics, disasters or a lack of access to health care. It assists people based on need, regardless of which country they are from. The top priority goes to those in the most serious and immediate danger. Today, MSF has over 67,000team members from over 150 countries and regions.(1) When was MSF founded and what does it do (2) What is the top priority of MSF (3) What else do you know about it 背景知识对于学生深入理解文章有着重要的作用。此外，每位学生在查找信息时的侧重点不一样，因此课上交流不仅能丰富学生的背景知识，也能让每位学生通过聆听他人所述，学会从不同的角度去了解同一事物，有助于学生思维品质的培养。Keys:1. It was founded in 1971 to provide medical care to those affected by conflict, epidemics, disasters or a lack of access to health care.2. The top priority goes to those in the most serious and immediate danger.3. Students' own answers. Step 2: Pre-ReadingLook at the title, the pictures, and the layout.(1) Think about where this passage can probably be taken from (2) Predict what the passage is about. 教师在读前导入环节带领学生阅读关于无国界医生组织的简介，帮助学生创建背景知识，为阅读课文做铺垫。Step 3: While-Reading1. Skim the whole passage 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 this passage 2. Read for details. Choose the ideas conveyed in the passage and find evidence to support your choices. 1) It is not the first time the author has worked with MSF.2) The work with MSF in Liberia is life-threatening.3) The author enjoyed working together with all his colleagues.4) The author always felt frustrated with the high death rate.3. Organise information from the passage and complete the table.TimeExperiencesFeelingsBeforearrivalHow I made up my mind: ________________ My 100 daysWhat I did on arrival: ___________________What my daily work was like: ____________________________________________________An unforgettable case: _________________Now What is special about today: _____________What we are doing: ___________________教师引导学生带着任务阅读课文、理解课文，并回答问题。第一步：学生独立浏览活动指令，明确阅读中应注意的信息。 第二步：学生带着问题快速阅读课文，找出相关信息。第三步：学生分组活动，讨论问题的答案。Keys:Part 1Time: Before arrivalExperiences:How I made up my mind: I saw the tragic scenes on the news and I felt it was my duty as a doctor to go there and offer my help.Feelings:with strong sense of missionTime: My 100 daysExperiences:What I did on arrival:I got to know the daily routine and my colleagues and started my work.What my daily work was like:Together with the others working for or alongside MSF, I helped those who were infected with the terrible disease Ebola. We worked together, surrounded by blood, vomit and death.An unforgettable case:Two young brothers survived the disease after their family members had died.Feelings:proud, hopeful, amazedTime: NowExperiences:What is special about today:We celebrated because it's exactly one month since the last reported case, and my time is almost up.What we are doing:We are collaborating to create a global community with a shared future of peace and prosperity.Feelings:happy, inspired, proud, hopefulPart 21 Students' own answers.2 The author mentioned that Ebola has no respect for borders. This indicates that borders are artificial. Many human differences are similarly artificial or unimportant when compared to what unites people. Doctors and others involved in the fight against the disease were united by their common values of respecting and saving human life.Step 4: Post-ReadingActivity 1: Can you use some words to describe the qualities of MSF doctors based on the details in the passage 教师提供必要的支持，鼓励学生在深入理解课文的同时联系实际，加深对主题意义的思考，提升思辨能力。Activity 2: Now read the information and answer the questions.Building a human community with a shared future is the way forward for all the world's peoples. An ancient Chinese philosopher observed that“all living things may grow side by side without harming one another, and different roads may run in parallel without interfering with one another.”Only when all countries pursue the cause of common good, live in harmony, and engage in cooperation for mutual benefit will there be sustained prosperity and guaranteed security.From Xi Jinping's report at the 20th CPC National Congress1 What is your understanding of“a human community with a shared future” 2 How is the idea reflected in the MSF doctor's journal Step 5: Thinking &sharingWork in groups and discuss the following questions and then share your opinions with the class.1) What is your understanding of the first sentence in Paragraph 6 2) What difficulties do you think the author might have faced during his work 3) Do you know of any other similar organisations What do they do 4) What have you learnt from the passage that can help you talk about “a human community with a shared future" 教师提供必要的支持，鼓励学生在深入理解课文的同时联系实际，加深对主题意义的思考，提升思辨能力。第一步：学生分组，讨论本环节问题的答案。第二步：请个别学生回答问题，其他学生进行补充或展开自由讨论。背景信息What is an NGO A non-governmental organisation (NGO) is an organisation which functions independently of government, and which is usually run on a not-for-profit basis. NGOs typically serve specific social or political purposes. There is some argument as to what sort of organisation should be classified as an NGO, and the term has a fairly loose meaning in practice. Some NGOs support large paid staffs and operate across the world, while others may be operated by volunteers and have a strictly local focus. One classification of NGOs divides them into“operational”NGOs, which focus on development projects, and“advocacy”NGOs, which promote particular civil or political causes. Some NGOs may fall into both categories. Typical examples of well-known NGOs include the Red Cross, Médecins Sans Frontières (MSF) and the World Wildlife Fund.Step 6: HomeworkRead aloud the text after class.
4Unit 4 Breaking boundaries
Grammar板块教学设计
课型 Grammar 课时 1
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 1. 引导学生观察、发现并总结it 作形式主语的用法，并能够在真实语境中运用；2. 带领学生学习并表达“地球村”所带来的融合、促进、包容的现象；3. 引导学生关注语用功能，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。
教学难点 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。
教学内容 Step 1: Lead-in.Look at the sentences and answer the questions. Sentences (a) and (c) are from the reading passage.教师引导学生结合课文内容发现it作形式主语的用法及特点。(1) What does “it” refer to in sentences (a) and (c) (2) Why does the author choose to use sentences (a) and (c) instead of (b) and (d) Keys:1.“It”refers to“not to take any chances”in sentence(a) and“to remember that Ebola doesn't respect national boundaries”in sentence(c).2. The first sentences in each group use“it”as an empty subject at the beginning of the sentences. The reason why sentences (a) and (c) are chosen is that the sentences are kept balanced and the key information of the sentences is emphasised.Step 2: Discovering the rules.It as an empty subject 【1】基本含义通常it作为形式主语，在句中没有实际意义，只是满足语法需要，起到一个平衡句子结构，避免句子头重脚轻的作用。【2】基本用法1. 代表不定式(1) It + be + 形容词 + 不定式It is difficult to translate the book.(2) It + be + 名词 + 不定式It was her duty to clean the room.(3) It + be + 介词短语 + 不定式It was against my principle to do that. (4) It + 及物动词 + 宾语 + 不定式It cost 150 yuan to buy the dress. 2. 代表动名词it 代表动名词时，一般以“be + 名词”作谓语，也可以以“be + 形容词”作谓语。常限于no good, no use, useless, waste等词的后面。It is no good/use having a car if you can’t drive.It is a waste of time watching TV.It is no use asking him.3. 代表从句It 作为形式主语时的常见句型：1 ) It is clear/ obvious/ true/ possible/ certain /……that…例如: It is obvious that he's late. ( 很明显他迟到了。)2 ) It is important/ necessary/ right/ strange / natural/…that……(should) do…例如: It is necessary that you do enough exercises before the race. ( 你在比赛前做足够的运动是有必要的。)3 ) It is said/reported/ learnt/… that…例如: It is reported that a seven-year-old girl won the game. ( 据报道, 一个七岁的女孩赢了比赛。)4) It is suggested / ordered / required /… that……(should)do…例如: It is suggested that the meeting (should) be put off. ( 人们建议推迟会议。)5) It is a pity/shame/… that…例如: It is a pity that you didn't see such a good film.(真可惜你没看到这么好的电影。)6) It happens/ seems/ looks/ appears/… that…例如: It happens that I know him. ( 碰巧我认识他。)7 ) It doesn't matter whether/ if…例如: It doesn't matter if you miss the bus, because there's another one 15 minutes later. ( 你错过了这趟公交车也没关系，15分钟后还有一趟。)8) It looks/ seems as if…例如: It looks as if he is wrong. ( 看起来像是他错了。)9) It takes… (some time) to do…例如: It took us three hours to get there. ( 去那里要花费我们三个小时。)10) It is + 形容词 +(of sb) + to do…例如: It is kind of you to think so much of us.( 你为我们考虑那么多，你真是太好了。)Step 3: Reading1) Describe the city using the information provided and it as an empty subject.·not a surprising thing/ students see different skin colours in the same class·possible / people hear many different languages and dialects·easy/ people find products from all over the world·not difficult / foreigners settle down and find a job·a common thing/ people from different countries work in the same companyBeijing today is multicultural. It is not a surprising thing for students to see…Keys:Beijing today is multicultural. It is not a surprising thing for students to see different skin colours in the same class. It is possible for people to hear many different languages and dialects. It is easy for people to find products from all over the world. It is not difficult for foreigners to settle down and find a job. It is a common thing for people from different countries to work in the same company.2) The global villageActivity 1: Read the passage and answer the questions. Pay attention to the expressions in bold.①What phenomenon does the passage describe ②What effect does technology have on cultural exchange Activity 2: Complete the letter with the correct form of the expressions in Activity 1.Dear Editor,Your article about living in a global village really struck a chord with me because I've just returned from a teaching project in Cambodia and Thailand. I had been worried about the 1 , but fortunately the other volunteers and local teachers were really welcoming. We were able to 2 each other as well as our students. Throughout, we made 3 to make our classes a success, so that we could all enjoy the 4 of working well together. It was rewarding to see how our work helped 5 from different cultures. Before I went, TV and the Internet were my 6 ,but being there in person was even better. I think the experience has taught me to7 and I can't wait to do it all over again.Paul Keys:1. culture shock2. form close connections with3. a joint effort4. mutual benefits5. bring people together6. window on the world7. be more inclusiveStep 4: ListeningListen again and complete the table.PhenomenaExamplesMore and more 1___________into dictionaries these days.From Devon: grockleFrom Chinese: wok, chow mein,2___________ and cho p sueyBesides words, changes also happen to 3__________.In a large Asian supermarket, there are 4__________ from Asia.There are 5_________ in the malespeaker’s city, such as 6_ ________.Many European people can 7__________.Sports also play an important role in 8__________.It is not a surprise to see 9__________while watching the UEFA Champions League live and not unusual to find people enjoying 10__________ on the other side of the world.Now talk about more examples of each phenomenon.Keys:1. regional words are making it2. wonton3. the food we now find in shops and restaurants/the food we buy and eat4. all kinds of food5. a lot of other restaurants/ a lot of choices6. Italian, French and Japanese restaurants7. use chopsticks8. connecting people9. people in Britain eating Chinese food10. pizza while watching the same gameStep 5: Complete the boxes with the expressions from the conversation.Really That's interesting.Is it really It is really amazing...I also find it interesting to see. ..No wonder it isn't a surprise to see...It is not unusual to find...Showing interestDescribing a common phenomenonKeys:Showing interestReally That's interesting.Is it really Describing a common phenomenonIt is really amazing...I also find it interesting to see...No wonder it isn't a surprise to see. ..It is not unusual to find...Step 6: Work in pairs. Talk about another phenomenon of the global village using the expressions in this section.Now think about any difficulties you encountered during your discussion and what you did to overcome them.Step 7: Practice.1. Rewrite the underlined parts using it as an empty subject.教师引导学生在真实语境下练习it作形式主语的用法，巩固强化该语法。2. Describe the city using the information provided and it as an empty subject.教师引导学生使用活动中提供的信息及it作形式主语的句子介绍北京这座城市，培养学生的国际视野和文化意识。Step 8：SummarySummarize the use of it with the students.Step 9: HomeworkFinish the relevant exercises on the exercise book.
6Unit 4 Breaking boundaries
Developing ideas板块教学设计
课型 Reading 课时 1
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 I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。通过这一板块的学习.学生能够了解为打破边界而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 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. 引导学生在理解的基础上感悟课文主题，从而加深对单元主题意义的认识；3. 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。
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。
教学内容 Step 1: Lead-inWatch the video and answer the questions.(1) How did slave owners regard their slaves (2) What was a slave’s life like 视频脚本：The Face of SlaveryFrom the 16th to the 19th century, millions of Africans were transported across the Atlantic to provide cheap labour for Europe's colonies in the Americas. Slaves endured long journeys in terrible conditions on slave ships. After they arrived, they were sold to new owners. But their conditions did not improve.Daily life for a slave involved back-breaking labour. Slaves on cotton plantations worked from first light until nightfall. They were allowed only enough rest as was needed to keep them alive and able to work. Some slaves were allowed to have families, but that was only because their children would become slaves as well.Slaves were often physically abused by their owners, but with no legal rights, they were unable to protest against such bad treatment. Slave owners could punish their slaves however they wished.When Uncle Tom's Cabin, a now-famous novel about the life of an old slave, was published in 1852, it was still illegal for anyone in the United States to help a runaway slave. The novel aimed to attack the law and to convince the reader of the evils of slavery. Indeed, it helped make slavery less popular by revealing the miserable lives of slaves.教师可以让学生在课前进行预习，了解Abraham Lincoln演讲的时代背景。Step 2: Pre-readingLook at the title and skim the passage. Choose the book in which you would most likely find the passage.1. The Power of Speech2. Famous US Presidents3. Great Battles in HistoryKey: 1教师引导学生阅读课文标题，了解美国奴录制的历史，帮助学生激活背景知识。教学提示Abraham LincoIn这篇演讲最突出的特点是言简意赅、铿锵有力。在演讲的开头，Lincoln 提到了“人人生而平等”，通过重申开国者的理想，简明扼要地阐明了战争的主题。这场战争既是对平等理想的考验，也是对“孕育于自由之中”的国家的考验。在接下来的演讲中，Lincoln 并没有直接描述惨烈的葛底斯堡战役，而是以优雅而朴实的词句赞美了在战争中英勇献身的人们，歌颂了他们为国捐躯的崇高精神。正是这种精神为他们自己短暂的生命以及他们为之献身的事业赢得了不朽的价值。讲完烈士的奉献，Lincoln转而论及生者的责任。为了“不让逝者白白失去生命”，活着的人必定要更加倾力献身于这项事业，要继续勇士们未完成的工作，使自由获得新生。最后，Lincoln以极为简单的三个短语概括了美国民主政府的理想形态， 即：民有、 民治、 民享。这篇演讲以理想开头，以理想结尾，使理想变得更加深刻。从生者正在奋斗的事业，转到逝者的精神，又从逝者的精神引出生者的责任。全篇演讲仅268词，却具有极强的感召力，被誉为“无价之宝”。背景信息The Battle of GettysburgThe Battle of Gettysburg (1-3 July 1863) was a famous battle of the American Civil War. It involved more than 160,000 men and resulted in some of the heaviest losses of the war, on both sides. The battle was a defeat for the South, and is now regarded by many as the turning point of the civil war, although its significance was not clear at the time; indeed, the great slaughter gave rise to doubt in some quarters about the wisdom of continuing the war. Abraham Lincoln set the battle at the heart of his vision for Union victory when he delivered The Gettysburg Address, at the Dedication of the National Cemetery at the battlefield site in November 1863.Step 3: While-reading(1) Read for details.P1: What is the setting (date & place) P2: What is the background event P3: What was Lincoln’s purpose in giving the speech What are the ideals conveyed by the speech P4: How did Lincoln describe the founding of the US P5: What challenges did the Civil War bring to the nation How did Lincoln describe the men who fought in the war P6: What was the “great task” that Lincoln described Who would be responsible for carrying out this task 教师可以利用此活动检验学生对课文内容的理解和把握情况，提高学生获取和加工信息能力。(2) Organise information from the passage and complete the notes.Speaker: Abraham LincolnSetting (date & place):______________________________________________________________________________________________________Background event: __________________________________________________________________________________________________The Gettysburg AddressHow did Lincoln describe the founding of the US What challenges did the Civil War bring to the nation How did Lincoln describe the men who fought in the war What was the“great task”that Lincoln described Who would be responsible for carrying out this task Keys:Setting (date & place):On 19 November 1863, in a field in Gettysburg, PennsylvaniaBackground event:The Battle of Gettysburg in 1863, which resulted n over 50,000 casualties.How did Lincoln describe the founding of the US It was a new nation conceived in Liberty and dedicated to the proposition that all men are created equal./It aimed at bringing freedom to the people and was based on the principle that all men are created equal.What challenges did the Civil War bring to the nation It would test whether a nation conceived in Liberty and dedicated to the proposition that all men are created equal can long endure.How did Lincoln describe the men who fought in the war They gave their lives so that their nation might live. They were brave men whose struggles had consecrated the ground.What was the “great task” that Lincoln described That this nation shall have a new birth of freedom; and that this government of the people, by the people, for the people, shall not perish from the earth.Who would be responsible for carrying out this task The living should be dedicated to the task.Step 4: Thinking & sharing1 What was Lincoln's purpose in giving the speech 2 Lincoln talked about government“of the people, by the people, for the people". What does this mean 3 What other speeches can you think of that stress the importance of breaking boundaries 4 What efforts to break boundaries are described in the two reading passages in this unit Keys:1 He wanted to give the people hope, belief and a reason to look to the future.2 “Of the people ” means that government should be made up of or drawn from the people; “by the people” means that government should be run by ordinary people; “for the people means that government should use its power for the people's benefit.3 Students' own answers.4 In the first passage, doctors or other people of different backgrounds worked together to save people in danger. In the second passage, Lincoln called on the people of the United States to strive for a free nation where all men are equal.教学提示教师提示学生关注Learning to learn 部分, 引导学生了解适当使用介词可以使语言表述更加清晰、简洁。林肯演讲中的三个不同介词of，by，for， 分别表示了从属、关系和目的， 表达了三个范畴的概念，但形式简洁而统一， 以排比句式突显出演讲的力量。Step 5: Brain-stormingWork in groups. Give a talk about the significance of abolishing slavery in the US.1　Organise your ideas by answering the questions. ·What was the US like before slavery was abolished ·How was it different afterwards ·In what ways did the abolition of slavery help to break boundaries 2　Do research to find more evidence to support your ideas. 3 Give your talk to the class.Keys:1 The US was divided into states in the North that prohibited slavery, and states in the South which allowed slavery and depended upon slavery economically. Slavery was a very cruel institution, and caused great human suffering in the states that permitted it. Reliance on slavery also made the South less technologically advanced than the North.Slaves were freed and were regarded as equal under the law, at least in theory. In practice, black Americans continued to suffer great discrimination in the South for the next hundred years, until the birth of the modern civil rights movement in the 1960s. The legacy of slavery continues to affect race relations in the US today.The abolition of slavery made former slaves and their former masters equal before the law. This was the first step towards true equality.2 Students' own answers.3 Students' own answers.教师引导学生讨论美国废除奴隶制的重要性，帮助学生进一步理解主题意义，表达自己的观点。Step 6: HomeworkRead and understand the Note to the text after class.1 On a grey afternoon on 19 November 1863, a tall, thin man mounted a platform in a field in Gerrysburg, Pennsylvania and began to speak.Paraphrase: On a dull afternoon on 19 November 1863, a tall, thin man went up onto a platform in a field in Gettysburg, Pennsylvania and began to give a speech.这句话是在描述 Abraham Lincoln演讲的背景信息、用词正式，烘托出战争后人们及Lincoln的情绪。 这里的grey既可用来描述天气阴沉,也有dull 和unpleasant的意思,突显出人们沉重、忧郁的心情。例如: Why go back to the grey, the dirt, the noise ( 为什么要回到那种阴郁、肮脏、吵闹的生活中去呢 )mount意为“登上; 爬上”、 需常用在较为正式的文体中。 例如: She slowly mounted the steps. ( 她慢慢地爬上台阶。) 此外, mount还有一些其他用法:1) 意为 “骑上; 乘上”。例如: He mounted his horse and rode away.(他骑上马走了。)2)意为“逐步增加”。例如: The death toll continues to mount.(死亡人数持续增加。)3)意为“组织开展”。例如: The gallery mounted an exhibition of his painting.(美术馆为他的画作办了一次展览。)2 But this address to the crowd changed the minds of his people and helped shape a nation. Paraphrase: But this speech delivered to the people who had gathered to hear it changed the minds of people across the country and helped influence the country's future.address 在本句中作名词, 意为“演讲; 演说”。“发表演说”的常用表达为deliver an address 或者deliver a speech/lecture。例如: The president will deliver a speech about the school environment.(校长将就学校的环境状况发表演讲。) address本身也可用作动词, 意为“做演讲”。例如: She addressed a conference before leaving for Beijing yesterday. (昨天在去北京之前，她在一场会议上发表了演讲。)shape在本句中用作动词, 意为“塑造”。例如: Like it or not, our families shape our lives and make us who we are.(不管喜欢与否, 我们的家庭塑造我们的生活并铸就我们的个性。)3 Now we are engaged in a great civil war, testing whether that nation, or any nation, so conceived, and so dedicated, can long endure.Paraphrase: Now we are involved in a great civil war, and this war will test whether our nation or any other nation that is founded upon the principle s of liberty and equality can continue to exist for long.此句中 testing 是非谓语动词作定语, 相当于定语从句which tests…; 句中的conceived和 dedicated 是形容词作定语, 修饰 nation, 相当于定语从句which is so conceived and so dedicated…, 其中so conceived, and so dedicated 是回指第一段提到的conceived in Liberty, and dedicated to the proposition that all men are created equal, 意为“孕育于自由之中，献身于人人生而平等的理想”。conceive意为“构想，设想”。例如：Scientists first conceived the idea of the atomic bomb in the 1930s.(科学家第一次产生原子弹的构想是在20世纪30年代。)此处endure意为“持续”。例如: The city has endured through time.(这座城市经受了岁月的洗礼。) endure还可以用作及物动词, 意为“承受; 忍受”。例如: The company endured heavy financial losses.(公司承受了巨大的财务损失。)4 We are met here on a great battlefield of that war. We have come to dedicate a portion of it as a final resting place for those who here gave their lives that that nation might live.Paraphrase: We have met together here on a great battlefield of the civil war. We have come to set aside a part of this battlefield for use as a cemetery for those soldiers who have given their lives to help our nation survive.教师引导学生理解句中的We are met相当于we have met，是一种比较古老、有诗意的用法。第二个句子中共有两个that，第一个that实为so that引导目的状语从句，即“为了这个国家能够生存下去”; 第二个 that为代词, that nation指上文中提到的a new nation。dedicate 除了有“致力于, 献身于”的意思, 还可以表示“将……专用于”。例如: The company dedicated 100,000 yuan for the project.(这家公司拿出10万元专用于该项目。)5 But in a larger sense, we can not dedicate – we can not consecrate– we can not hallow this ground.Paraphrase: But understanding the words more generally, we can not make this place sacred.短语in a larger sense意为“从更广泛的意义上来说”。例如: In a larger sense, success is the ability to achieve your dreams and goals in each important area of your life, rather than only in education and work.(从更广泛的意义上说, 成功不单是学习和工作中达成梦想和目标的能力，而是在生活中每个重要的领域达成梦想和目标的能力。)此外，本句中重复用了三次 we can not，旨在加深听众的印象，抒发强烈的情感。这种修辞法称为首语重复(anaphora)，常用于演讲稿和诗歌等文学作品中。
7Unit 4 Breaking boundaries
Writing板块教学设计
课型 Reading + Writing + Presenting ideas 课时 1
主题语境 人与社会——打破边界
内容分析 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。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。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、教育面临的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 1. 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；2. 引导学生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；3. 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；4. 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；5. 引导学生关注国际问题，培养学生的研究和写作、演讲和辩论、解决冲突和求同存异等综合能力。
教学重点 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。
教学内容 Step 1: ReadingRead the speech on Edgar Snow and answer the questions.(1) Who was Edgar Snow (2) What did he do and what boundaries did he break 教师引导学生通过学习范文，熟悉演讲稿的结构和内容，掌握相关表达，为接下来的写作任务做铺垫。Keys:1 He was an American journalist who wrote influential books and articles about China in the1930s.2 He actually spent time with the Chinese Red Army and listened to their stories and observed their day-to-day lives. He also conducted interviews with Mao Zedong and other leaders. His book Red Star over China broke ideological boundaries by telling the stories of the Chinese communist movement from the inside.Step 2: Writing1. Complete the table to organise your own speech about another person who has helped to increase understanding between two countries.2. Sample:Good morning, everyone. Today I’m going to introduce a great man who devoted his life to practising medicine for the people of China – Dr Norman Bethune. He was born in 1890, in Canada. He was a complicated person who was both very creative and very stubborn. He was also very hard-working, and wanted to make a difference in the world. In fact, he invented or improved numerous surgical procedures and surgical instruments. However, it was in China that he would break national boundaries by becoming one of the few Western doctors to help the Chinese in their wartime struggle. His contribution to the welfare of the Chinese people was not only unusual, but immense.Having married a wealthy woman, Bethune had once enjoyed a luxurious lifestyle in Canada. However, his social conscience developed during the 1930s, with a visit to the Soviet Union and time as a surgeon during the Spanish Civil War. In January 1938, he left Canada again, this time to help the soldiers in China’s Eighth Route Army. It was no easy journey. Travelling thousands of kilometres, he did not reach Yan’an until the end of March. By June, he was working at the front. He soon saw that the medical situation for the troops and local people was bad. There were not enough medicines or surgical instruments, and the medical staff were not well trained.Bethune worked hard to help the wounded and train his staff, even inventing medical equipment that was suitable for guerilla warfare in China. The pace at which Bethune worked can be seen in a battle during April 1939, when he performed 115 operations in only 69 hours. The Chinese, though they sometimes found Bethune difficult because of his stubbornness, admired him greatly because of his ceaseless hard work and his dedication to helping the Chinese people. But tragedy struck when Bethune cut himself while conducting an operation. He soon contracted blood poisoning and died on 12 November 1939.Dr Norman Bethune had worked tirelessly as a surgeon, teacher and hospital administrator for the Chinese people. Their struggle became his own. Although he was not Chinese, he sacrificed his life for them. In December 1939, Chairman Mao Zedong wrote an article “In Memory of Norman Bethune”, as a tribute to Bethune, and called on the Chinese people to learn from his example. Dr Norman Bethune remains the greatest inspiration for anyone who believes that we must fight alongside others for justice – even if they are from a different nation to our own.教师提供必要的帮助，引导学生根据提供的内容和结构支架，充分利用本单元所学的语言知识、技能和策略进行写作和互评。Step 3: Presenting ideasActivity 1: Work in groups. Look at the pictures and make a list of boundaries in society.Activity 2: Choose one of the boundaries you have listed and talk about how to break that boundary by answering the questions.·What led to the boundary ·Who is affected by the boundary ·What can be done to remove the boundary ·How would society change if the boundary were removed Activity 3: Prepare a short presentation. Consider the following:1 the structure of your presentation2 useful words, expressions and structuresActivity 4: Give your presentation to the class.Step 4: Reflection.教学过程建议学生能够在本单元学习过程中和结束时评估自己对木单元主题的理解程度，能从文本、语言、文化、学习策略和方法、分析和解决问题的能力等多方面进行自我评价和总结，并写出自我反思日志。第一步：请学生根据学生用书中的评价内容评估自己的学习表现。第二步：请学生总结在本单元学习过程中掌握的知识内容。第三步：请学生在自我评价和分析的基础上确定自己需要改进和提高的方面。第四步：请学生根据自评结果写一篇反思日志，并及时与教师交流，探讨改进方法，优化学习策略。Step 5: Project教师可以在单元学习之前，引导学生首先了解本项目实践活动的内容，从而在学习过程中有意识地积累相关的知识和语言，并鼓励学生提前做一些课外调研。Taking part in an MUN conferenceMUN, or Model United Nations, is an opportunity for students to learn about diplomatic relations and write a draft resolution to solve issues concerning the international community. The draft resolution will be brought to the floor for debate at an MUN conference.Activity 1: Investigate教师引导学生在课前进行自主探究，通过图书馆或网络等途径展开调研，为课堂活动做好准备。(1) Work in groups. Talk about the following humanitarian issues and the country or countries they are affecting.·famine ·disease·natural disaster or climate change ·barriers to education(2) Individually, choose a country to investigate further. Go online and find out:·what the specific issue is and how long it has been going on·why finding a solution to it is a matter of urgency·measures that may have already been taken to solve it Activity 2: Plan 教师引导学生明确决议草案的议题，通过小组讨论提出解决办法，也可以进一步开展调研。(1) Choose a humanitarian issue and prepare a draft resolution.(2) Talk about possible solutions to this issue. You may give your own ideas and/or do further research online or in the library.Activity 3: Create各小组在教师的指导和帮助下分工协作，展开具体的准备工作。(1) Prepare your draft resolution, following this standard format: Heading·committee name ·signatories (committee delegates)·sponsors (authors of the resolution) ·the topicPreambulatory clausesThe preamble of a draft resolution states the reasons why an issue is being addressed. Preambulatory clauses can include:·recognition of the efforts of organisations in dealing with the issue·general statements on the issue, its significance and its effectOperative clausesOperative clauses offer solutions to issues addressed earlier through the preambulatory clauses and focus on actions.·Each clause should be numbered.·They should support one another, and continue to build on your solution.For example:① Building more schools in rural areas to encourage more families to keep their children in full-time education;② Go online to find out more information about preparing a draft resolution.Activity 4: Present教师组织各小组完成陈述发言。第一步：请各小组选出代表，根据决议草案对本组立场进行陈述。第二步：请其他小组投票表示赞同或反对，并针对不同问题给出自己的建议。Bring your draft resolution to the floor for debate. Find out whether the class approve or veto the resolution, and what other solutions they suggest.Step 6: Test教师可使用与本单元配套的同步测试题库，根据学生水平和实际教学情况自主组卷，对学生进行单元测试。本单元的试题围绕打破边界这一话题，从听、说、读、写和语言知识五大维度展开，检验学生阶段性学习成果。教师可根据测试结果，分析学生在本单元学习中存在的问题，及时给予反馈，同该测试结果也可为下一阶段的教学提供参考。也可自己编制相应的测试题。
3

展开更多......

收起↑