Unit 4 Breaking Boundaries Understanding ideas 教学设计-2024-2025学年高中英语外研版（2019）选择性必修第二册

Teaching Design for "My 100 Days with MSF" Ⅰ. Student Analysis The target students are senior two learners with intermediate English skills. They are familiar with basic reading strategies but may struggle with medical terms like infectious disease or disinfect. However, they are likely attracted by real-life stories about global issues. Ⅱ. Learning Design Stage Questions Purpose Lead in What do you know about MSF? How much do you know about Ebola? Activate prior knowledge and stimulate curiosity. Pre-reading What is the passage most likely to be taken from? In what order is the text organized? Develop skimming skills and grasp the narrative’s temporal organization. Careful reading What did the author do in different time and what feelings did the author have? Enhance careful reading skills and emotional analysis. Deep Thinking What qualities do MSF members exhibit? Cultivate students’ critical thinking. Deep Thinking What is your understanding of “a human community with a shared future ”? Cultivate a global perspective Foster a sense of social responsibility Improve language application ability Establish correct values Ⅲ. Teaching Design 1.Teaching Objectives By the end of the lesson, students will be able to: Knowledge & Skills: --Get the main idea and structure of the text (time order). --Summarize the author’s experiences and feelings in different periods. --Identify the qualities of MSF members (e.g., bravery, teamwork). Language & Thinking: --Infer the meaning of key words (e.g., non-profit, mission) from context. --Analyze the author’s tone and purpose through reflective language. Cultural Awareness & Values: --Appreciate the humanitarian spirit of MSF and discuss its relevance to global challenges. --Reflect on personal responsibilities in addressing societal issues 2.Key Points and Difficulties Key points: (1)Understanding the chronological structure and main events. (2)Identifying the author’s emotions and MSF members’ qualities. Difficulties: (1)Interpreting specialized vocabulary in context. (2)Connecting the text’s themes to broader societal values. 3.Teaching Methods & Learning Strategies Teaching Methods: Task-based Method Cooperative Learning Method Problem-Guided Method Learning Strategies: Preview Method Reading Strategy Method 4.Teaching Procedures Step 1: Lead-in Activity1: Show some information about MSF workers and find out the following elements: When where who feature mission Activity2:watch a short video to know something about Ebola. Step 2: Pre-reading Task: Predict the text’s content based on the title and headings. 1.What is the passage most likely to be taken from? 2.In what order is the text organized? Step 3: While-reading 1. Skim for main idea of each paragraph. Step 4: Careful reading 1. According to each part, read for details and find out what did the author do in different time and what feelings did the author have? Time Experience Feelings Before arrival How I made up my mind: My 100 days What I did on arrival: What my daily work was like: An unforgettable case: Now What is special about today: What we are doing: Step 5: summary I arrived in Liberia with MSF almost three months ago. When I saw the tragic scenes on the news, I felt it was my duty as a doctor 1_______（go）there and offer my help. There are no borders for doctors, for patients or for anyone else 2________（involve)in combating Ebola. 　　My mission was to relieve Emma, 3________Canadian specialist in infectious diseases at the end of her posting. With each person I met, I felt a growing sense of pride as part of this extraordinary team, whose 4_______（devote）to the cause shone from their eyes. In the few weeks since then, I 5________（come)to know these people very well. 　　To be caught 6________ in such a crisis creates powerful bonds between people, not only between carers and patients, but also between all those 7_______have come from different parts of the world and joined together in a common cause. In a world still 8_______（face）so many problems, it is 9_______（absolute）essential for us all to collaborate to create a 10________（globe）community with a shared future of peace and prosperity. Step 6:Deep thinking 1.Group discussion: "What qualities do MSF members share? 2.Read the information and answer the question: 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 Congress 1.What is your understanding of “a human community with a shared future ”? 2.What should we do to build a human community with a shared future? Step 7:Homework Compulsory(基础比做）: Recite the first sentence of the sixth paragraph and the last sentence of the last paragraph. Optional（提升选做）: Translate the following sentences into English. 1.对于学生来说，养成良好的学习习惯极为重要。 2.尽管困难重重，我们还是按时完成了这个具有挑战性的项目。 3.这场争论不仅影响他们的友谊，也损害了团队精神。 Ⅳ.Teaching Reflection 学科网（北京）股份有限公司 $$