Unit 4 Breaking Boundaries-Starting out 教案-2025-2026学年高中英语外研版选择性必修第二册

Unit 4 Breaking Boundaries-Starting out 内容导航 This section uses a video and three pictures to present global inequalities and boundary issues. It guides students to observe, think and share personal experiences, laying a foundation for further study of the unit theme of breaking boundaries. 教学目标和重难点 1. 教学目标 Cultivate students’ language ability to understand and express views on boundary issues. Enhance cultural awareness to respect global differences and pursue equity. Develop critical and creative thinking to analyze real-world problems. Foster autonomous and cooperative learning abilities to explore solutions to boundary challenges. 2. 教学重难点 Key points: Comprehend video information about global inequalities; analyze pictures to identify boundary problems; express personal opinions in English. Difficult points: Connect personal experiences with global issues; think critically about boundary obstacles; organize coherent English expressions to reflect deep thinking on breaking boundaries. 教学过程 Step 1: Lead-in Teacher greets students and shows a short global scene video covering resource distribution, cultural communication and technological connection. Teacher asks students to share the first impression of the world shown in the video. Design Intent: Create a real global context, attract students’ attention, activate their existing life experience, and naturally lead to the unit theme of breaking boundaries, preparing for subsequent learning activities. Students watch the video carefully and express their feelings freely. Some may mention the gap between rich and poor, while others may talk about cultural differences. Teacher listens patiently and gives positive feedback, encouraging more students to participate in the expression. Teacher summarizes students’ answers and points out that there are various boundaries in the world, and today we will start to explore how to break these boundaries. Step 2: Video Learning Teacher plays the official video of this section, which presents data and scenes about global inequalities, such as education resources, medical conditions and living standards in different regions. Before playing, teacher reminds students to pay attention to key information and take simple notes. Design Intent: Train students’ viewing and listening skills, help them obtain direct information about global boundary problems, and lay a factual foundation for deep thinking and discussion. After the first playing, teacher asks students to answer basic questions, such as what kinds of inequalities are mentioned in the video. Students answer questions one by one, and teacher supplements and corrects them in time. Then teacher plays the video again, and guides students to dig deeper into the reasons behind these phenomena. Teacher organizes group discussion, with four students in a group, to talk about the factors leading to global inequalities. During the discussion, teacher walks around the classroom to guide students to express their ideas in English, helping them overcome vocabulary and sentence structure obstacles. After the discussion, each group sends a representative to share the discussion results. Teacher commends the groups with clear logic and rich content, and integrates all groups’ views to help students form a comprehensive understanding of the video content. Teacher further guides students to think about the impact of these inequalities on global development. Students express their own opinions, and teacher guides them to realize that these inequalities are a kind of boundary that hinders global progress, and it is urgent to break such boundaries. Step 3: Picture Analysis Teacher shows three pictures in the textbook, which respectively reflect different boundary problems in the world, such as educational gap, regional isolation and cultural barrier. Teacher asks students to observe the pictures carefully and talk about what each picture shows. Design Intent: Cultivate students’ ability to obtain information from non-text materials, exercise their observation and analysis skills, and connect visual materials with the unit theme to deepen their perception of boundary problems. Students observe the pictures independently first, and then conduct pair work to exchange their views. Each pair discusses the connotation of the pictures and tries to use appropriate English words and sentences to describe. Teacher walks among the students to provide language support, such as providing key vocabulary related to the pictures, helping students organize their expression more accurately. After pair discussion, teacher invites some students to share their analysis of the pictures in front of the class. Teacher affirms each student’s unique perspective and guides other students to listen carefully and supplement. Teacher summarizes the information reflected in the three pictures, pointing out that these are all specific manifestations of boundaries in real life, covering education, region and culture. Then teacher raises a deeper question: have you ever experienced similar boundary problems in your life or study? Students think carefully and share their personal experiences, such as language barriers in communication with foreign friends, differences in learning resources between urban and rural areas, etc. Teacher encourages students to speak bravely and connects their personal experiences with global issues, helping them realize that boundary problems exist around them and are closely related to everyone. Step 4: Theme Discussion and Summary Teacher organizes a whole-class discussion around the core question: what can we do to break these boundaries? Students are encouraged to express their own ideas freely, regardless of whether the ideas are mature or not. Design Intent: Stimulate students’ critical and creative thinking, guide them to combine what they have learned and life experience to put forward solutions, enhance their sense of social responsibility, and consolidate the understanding of the unit theme. Students actively participate in the discussion, putting forward various ideas, such as strengthening cultural communication, narrowing the educational gap through science and technology, and helping each other between regions. Teacher guides students to express their ideas in complete English sentences, improving their oral expression ability. Teacher also guides students to evaluate each other’s ideas, analyzing the feasibility and significance of different solutions. After the discussion, teacher makes a comprehensive summary of this class. Teacher reviews the video content and picture information learned in class, emphasizes the various boundary problems existing in the world, and affirms the wonderful ideas put forward by students to break boundaries. Teacher points out that breaking boundaries is a long process, which requires the joint efforts of everyone, and encourages students to establish the awareness of breaking boundaries and actively practice in future life and study. Teacher assigns after-class tasks: ask students to collect one news story about breaking boundaries and write a short comment in English, which will be shared in the next class. Design Intent: Extend classroom learning to after-class, cultivate students’ autonomous learning ability and information collection ability, consolidate the language knowledge and theme understanding learned in class, and lay a foundation for the next learning link of the unit. Step 5: Classroom Reflection and Expansion Teacher asks students to reflect on what they have learned and gained in this class. Students can talk about their understanding of boundary problems, the improvement of language skills, or the changes in their thinking. Design Intent: Help students sort out the learning content of this class, enhance their learning awareness and reflection ability, and further deepen their grasp of knowledge and understanding of the theme. Students share their reflections in turn. Some students say they have a clearer understanding of global inequalities, some say their oral English expression has been exercised, and others say they have realized the importance of breaking boundaries. Teacher gives positive feedback on each student’s reflection, pointing out their progress and advantages. Teacher further expands the theme, introducing some real-life examples of people breaking boundaries, such as volunteers helping poor areas, scientists promoting technological exchanges across borders, etc. These examples inspire students to take the initiative to act and contribute to breaking various boundaries. Teacher ends the class with a positive message, encouraging students to keep an open mind, dare to break through limitations, and become messengers of breaking boundaries in the future. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $