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

该高中英语教案聚焦“打破边界”主题，围绕林肯《葛底斯堡演说》与埃德加·斯诺故事展开。课堂导入通过葛底斯堡战役及演说视频激活历史知识，结合核心词汇（如mount、liberty）预览，搭建语言与背景支架，为文本学习奠基。 资料特色在于融合语言能力、文化意识与思维品质培养，如视频导入直观呈现历史背景提升文化理解，标题预测与文本结构分析锻炼逻辑思维，小组讨论“打破边界实例”及演讲写作任务强化语言运用。为教师提供系统教学流程，助力学生提升跨文化沟通与自主学习能力。

Unit 4 Breaking Boundaries-Developing ideas 内容导航 This section focuses on Lincoln’s Gettysburg Address and Edgar Snow’s story, centering on the theme of breaking boundaries. It guides students to understand the historical background of boundary-breaking, appreciate the charm of speeches, and learn to express ideas about breaking boundaries in English. 教学目标和重难点 1. 教学目标 Language Ability: Master core words and sentence patterns, and improve reading, speaking and writing skills. Cultural Awareness: Understand the historical and cultural background of the Gettysburg Address and cross-ideological communication, fostering cross-cultural understanding. Thinking Quality: Cultivate critical and logical thinking through analyzing the structure and theme of the text. Learning Ability: Develop autonomous and cooperative learning skills by participating in interactive activities and completing tasks independently. 2. 教学重难点 Key Points: Understand the main idea and structure of Lincoln’s Gettysburg Address and the passage about Edgar Snow; master core vocabulary (e.g., mount, liberty, dedicate) and phrases (e.g., in memory of, at a great cost). Difficult Points: Comprehend the profound meaning of the Gettysburg Address; accurately use the learned language to write a speech about boundary-breaking; deeply understand the connotation of breaking boundaries in different contexts. 教学过程 Step 1: Lead-in (Lead-in Activity) Activity 1: Video Watching and Discussion. The teacher plays a short video about the Gettysburg Battle and Lincoln’s Gettysburg Address, which includes scenes of the battlefield, Lincoln’s speech, and the historical background introduction. After watching the video, the teacher asks two questions: “What do you know about the Gettysburg Battle?” and “Why is the Gettysburg Address regarded as a great speech?” Students are invited to share their answers freely, and the teacher makes simple comments and supplements. Design Intention: The video can vividly present the historical background of the text, stimulate students’ interest in learning, and activate their existing historical knowledge. By asking questions, it guides students to think about the theme of the text in advance, lays a foundation for the subsequent reading teaching, and helps students quickly enter the learning state of the unit theme “Breaking Boundaries”. Activity 2: Vocabulary Preview. The teacher presents the core vocabulary of this section on the blackboard or multimedia, including mount, civil, liberty, dedicate, altogether, in memory of, at a great cost, etc. For each word and phrase, the teacher gives simple explanations and example sentences related to the text, such as “Lincoln mounted the platform to give the Gettysburg Address” and “We come here in memory of the soldiers who died in the battle”. Students read after the teacher and try to make simple sentences with the new words and phrases in pairs. Design Intention: Previewing core vocabulary in advance can help students reduce difficulties in reading the text, improve reading efficiency. By combining example sentences with the text context, it enables students to understand the usage of words and phrases in specific situations, laying a solid language foundation for the in-depth understanding of the text. Pair work can enhance students’ participation and help them master vocabulary in communication. Step 2: Pre-reading (Preparation for Reading) Activity 1: Title Analysis. The teacher presents the title of the text “The Gettysburg Address and Beyond” and asks students to predict the content of the text. The questions are as follows: “What do you think the text will talk about besides the Gettysburg Address?” “Who do you think will be mentioned in the text?” Students discuss in groups of 4-5, and each group sends a representative to share their predictions. The teacher writes down the key points of students’ predictions on the blackboard and guides students to check whether their predictions are correct in the subsequent reading. Design Intention: Title analysis and content prediction can cultivate students’ ability of logical reasoning and previewing. Group discussion can stimulate students’ thinking, let them express their opinions freely, and enhance their cooperative learning awareness. At the same time, it can arouse students’ curiosity about the text and improve their enthusiasm for reading. Activity 2: Background Introduction. The teacher briefly introduces the historical background of the Gettysburg Address with simple English: In 1863, the American Civil War was in progress. The Battle of Gettysburg was one of the most brutal battles in the Civil War, with more than 50,000 soldiers killed or injured. Lincoln delivered the Gettysburg Address to mourn the fallen soldiers and inspire the American people to pursue freedom and equality. The teacher also introduces Edgar Snow briefly, mentioning that he was an American journalist who broke ideological boundaries and wrote “Red Star Over China” to introduce China to the world. Design Intention: The brief introduction of the historical background can help students better understand the connotation of the text, avoid difficulties in understanding caused by lack of historical knowledge. Introducing Edgar Snow in advance can help students connect the two parts of the text, understand the logical connection between them, and lay a foundation for the in-depth analysis of the text. Step 3: While-reading (In-depth Reading) Activity 1: Skimming. Students are asked to read the text quickly and complete two tasks: 1. Divide the text into two parts and summarize the main idea of each part. 2. Underline the key sentences that reflect the theme of “breaking boundaries”. After reading, students exchange their answers in pairs, and the teacher checks and explains the answers. The teacher emphasizes that the first part is about Lincoln’s Gettysburg Address and its significance, and the second part is about Edgar Snow and his contribution to breaking ideological boundaries. Design Intention: Skimming is a basic reading skill. Through skimming, students can quickly grasp the overall structure and main idea of the text, cultivate their ability of extracting key information. Underlining key sentences can help students focus on the theme of the text, deepen their understanding of “breaking boundaries”, and lay a foundation for the detailed reading of the text. Activity 2: Detailed Reading (Part 1: The Gettysburg Address). Students are asked to read the first part carefully and answer the following questions: 1. When and where was the Gettysburg Address delivered? 2. What was the purpose of Lincoln’s speech? 3. What is the core idea of the Gettysburg Address? 4. Why is the Gettysburg Address regarded as a great speech? After students finish answering, the teacher invites some students to share their answers, and makes supplements and explanations. The teacher focuses on analyzing the core sentence of the speech: “Government of the people, by the people, for the people, shall not perish from the earth.”, explaining its meaning and significance. Design Intention: Detailed reading can help students understand the details of the text, grasp the core content of Lincoln’s speech. By asking targeted questions, it guides students to think in depth, improves their ability of understanding and analyzing the text. Analyzing the core sentence can help students understand the profound connotation of the speech, feel the power of language, and enhance their language appreciation ability. Activity 3: Language Point Analysis (Part 1). The teacher focuses on analyzing the key words, phrases and sentence patterns in the first part: 1. Vocabulary: mount (v. to climb up onto something), liberty (n. freedom), dedicate (v. to give all your attention and effort to something), endure (v. to continue to exist). 2. Phrases: in memory of (to remember someone or something), at a great cost (with a lot of loss or suffering), dedicate to (to give something to a particular person or cause). 3. Sentence Patterns: “It is exactly... since...”, “It was up to the living to...”. The teacher gives detailed explanations and example sentences, and asks students to make sentences with these language points in pairs. Design Intention: Analyzing language points can help students master the key knowledge of the text, improve their language application ability. Combining example sentences with the text context can make students understand the usage of language points more deeply. Pair work can let students practice using language points in communication, consolidate their learning results. Activity 4: Detailed Reading (Part 2: Edgar Snow). Students are asked to read the second part carefully and complete the following tasks: 1. Fill in the blanks about Edgar Snow’s information (name, occupation, main achievement). 2. Answer the question: How did Edgar Snow break boundaries? Students complete the tasks independently, and then the teacher checks the answers and explains. The teacher emphasizes that Edgar Snow broke ideological boundaries by writing “Red Star Over China”, which helped the world understand China better. Design Intention: Detailed reading of the second part can help students understand Edgar Snow’s contribution to breaking boundaries, expand their understanding of the theme of the text. Filling in the blanks can help students extract key information, improve their ability of information processing. Answering questions can guide students to think about the way of breaking boundaries, cultivate their critical thinking ability. Activity 5: Language Point Analysis (Part 2). The teacher analyzes the key language points in the second part: 1. Vocabulary: civil (adj. related to citizens), civilian (n. a person who is not a soldier), influential (adj. having a lot of influence on people or things). 2. Phrases: engage in (to take part in or be involved in something), in a larger sense (in a more general way), in vain (without success). 3. Sentence Patterns: “It is not the first time that...”. The teacher explains the usage of these language points and asks students to practice making sentences. Design Intention: Continuing to analyze language points can help students systematically master the language knowledge of the whole text, avoid fragmented learning. By practicing making sentences, it can improve students’ ability of using language points flexibly, lay a foundation for their subsequent speaking and writing activities. Step 4: Post-reading (Consolidation and Extension) Activity 1: Text Retelling. Students are asked to retell the text in their own words, focusing on the main content of Lincoln’s Gettysburg Address and Edgar Snow’s story, and the theme of breaking boundaries. Students can retell the text individually or in pairs. The teacher invites some students to retell in front of the class, and makes comments and guidance, emphasizing the correct use of language points and the fluency of expression. Design Intention: Text retelling can help students consolidate the content of the text, improve their ability of language organization and expression. It can also check students’ understanding of the text and language points, find out their deficiencies, and provide targeted guidance. Pair retelling can enhance students’ cooperation awareness and reduce their anxiety in speaking. Activity 2: Group Discussion. The teacher puts forward the discussion topic: “What other examples of breaking boundaries do you know? How can we break boundaries in our daily life?” Students discuss in groups of 4-5, and each group collects 2-3 examples and shares their opinions on how to break boundaries. After the discussion, each group sends a representative to share their views with the whole class. The teacher makes comments and summarizes, guiding students to realize that breaking boundaries is important for personal growth and social progress. Design Intention: Group discussion can stimulate students’ thinking, let them connect the text with real life, expand their vision, and deepen their understanding of the theme of “breaking boundaries”. It can also improve students’ oral expression ability and cooperative learning ability, cultivate their sense of social responsibility. Activity 3: Reading Comprehension Practice. The teacher provides a short passage related to breaking boundaries (e.g., a story about a person breaking racial boundaries), and asks students to read it and answer the following questions: 1. What is the main idea of the passage? 2. How did the person in the passage break boundaries? 3. What can we learn from the passage? Students complete the practice independently, and the teacher checks the answers and explains the key points. Design Intention: Reading comprehension practice can help students consolidate their reading skills, improve their ability of understanding different texts with the same theme. It can also expand students’ knowledge and deepen their understanding of the theme of breaking boundaries. Independent practice can cultivate students’ autonomous learning ability. Step 5: Speaking Practice Activity 1: Speech Preparation. Students are asked to prepare a short speech (about 1-2 minutes) with the theme “My Understanding of Breaking Boundaries”. They can refer to the text content, combine their own life experience and the examples discussed in the group, and use the key words and phrases learned in this section. The teacher provides a speech outline for reference: 1. Introduction: What is breaking boundaries in your opinion? 2. Main body: Give an example of breaking boundaries (from the text or real life). 3. Conclusion: What can we do to break boundaries? Design Intention: Speech preparation can help students integrate the language knowledge and theme understanding learned in this section, improve their ability of language organization and writing. The speech outline can guide students to arrange the structure of the speech reasonably, reduce their difficulty in preparation. Combining personal experience can make the speech more real and vivid. Activity 2: Speech Presentation. Students take turns to give speeches in front of the class. After each speech, the teacher and other students make comments, focusing on the content (whether the theme is clear, whether the example is appropriate), language (whether the language is accurate and fluent, whether the key words and phrases are used correctly) and expression (whether the pronunciation is standard, whether the attitude is natural). The teacher gives positive feedback and targeted guidance to help students improve their speaking ability. Design Intention: Speech presentation can provide students with a platform to show themselves, improve their oral expression ability and confidence. Comments from teachers and classmates can help students find their own deficiencies and make progress. It can also consolidate the theme of the text and let students express their understanding of breaking boundaries in practice. Step 6: Writing Practice Activity 1: Writing Guidance. The teacher guides students to write a short essay (about 150 words) with the theme “A Person Who Broke Boundaries”. The teacher first analyzes the writing requirements: 1. Introduce the person’s basic information. 2. Describe how he/she broke boundaries. 3. Express your feelings and enlightenment. Then, the teacher provides some key words and phrases that can be used in the essay, such as break boundaries, dedicate to, in memory of, against all odds, etc. The teacher also gives a sample essay for students to refer to. Design Intention: Writing guidance can help students clarify the writing requirements and structure, reduce their difficulty in writing. Providing key words and phrases can help students use the language knowledge learned in this section flexibly. The sample essay can give students a clear reference, help them master the writing method and skills. Activity 2: Independent Writing. Students write the essay independently according to the guidance. During the writing process, the teacher walks around the classroom, provides individual guidance for students who have difficulties, such as helping them organize the content, correct grammar mistakes, and choose appropriate words and phrases. After students finish writing, they exchange their essays in pairs and help each other revise and improve. Design Intention: Independent writing can cultivate students’ ability of independent thinking and writing. Individual guidance can help students solve their own problems, improve their writing level. Pair revision can let students learn from each other, find out their own mistakes, and improve their ability of error correction and writing appreciation. Activity 3: Essay Evaluation. The teacher selects 2-3 excellent essays and 2-3 essays with common problems to evaluate in class. For excellent essays, the teacher analyzes their advantages, such as clear theme, fluent language, appropriate examples. For essays with problems, the teacher points out the problems and gives revision suggestions. Then, students revise their own essays according to the evaluation. Design Intention: Essay evaluation can help students understand the standards of excellent essays, find out their own problems, and improve their writing ability. Evaluating different types of essays can let students learn from each other, avoid common mistakes, and consolidate their writing skills. Step 7: Summary and Reflection Activity 1: Class Summary. The teacher summarizes the key content of this class: 1. The main content of the text: Lincoln’s Gettysburg Address and Edgar Snow’s story, and the theme of breaking boundaries. 2. Core vocabulary and phrases: mount, liberty, dedicate, in memory of, at a great cost, etc. 3. Key skills: reading (skimming, detailed reading), speaking (speech), writing (essay). The teacher emphasizes that breaking boundaries is an important spirit, which can promote personal growth and social progress. Design Intention: Class summary can help students sort out the knowledge learned in this class, form a systematic knowledge framework, and consolidate their learning results. Emphasizing the theme of breaking boundaries can deepen students’ understanding and recognition of the theme, and cultivate their positive values. Activity 2: Student Reflection. Students are asked to reflect on their own learning in this class, and answer the following questions: 1. What have I learned in this class? 2. What are my strengths and weaknesses in this class? 3. What should I do to improve my learning in the future? Students write down their reflections in their notebooks, and some students are invited to share their reflections with the class. The teacher listens carefully and gives positive encouragement and guidance. Design Intention: Student reflection can help students understand their own learning situation, find out their strengths and weaknesses, and improve their learning ability. Sharing reflections can let students learn from each other, enhance their learning awareness and initiative. Teacher’s encouragement and guidance can help students build confidence and improve their learning enthusiasm. Step 8: Homework Arrangement 1. Recite the core vocabulary and phrases learned in this section, and make 5 sentences with them. 2. Revise the essay written in class and hand it in the next class. 3. Search for one more example of breaking boundaries and write a short introduction (about 50 words) in English. 4. Preview the next section of the unit. Design Intention: Homework arrangement can help students consolidate the knowledge learned in class, improve their language application ability. Reciting vocabulary and making sentences can consolidate the language foundation. Revising the essay can improve the writing level. Searching for examples can expand students’ knowledge and deepen their understanding of the theme. Previewing the next section can help students better adapt to the next class and improve learning efficiency. 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 $