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

该教案聚焦“打破文化、种族及人道主义边界”的口语表达，通过展示医疗合作、跨种族学习、文化交流三幅图片引发讨论，激活学生旧知，再复习核心词汇（如collaborate、inclusive）与句型（如It is vital to...），搭建语言支架，衔接后续小组讨论与成果展示。 该资料以学生为中心，采用任务驱动的合作学习模式，分组选择边界主题，结合指导问题深入讨论（如用MSF案例分析人道主义边界），通过展示与互评提升语言能力。融入文化意识（人类命运共同体）与思维品质（逻辑分析）培养，助力学生提升跨文化沟通能力，为教师提供可操作的分层教学方案，高效落实核心素养。

Unit 4 Breaking Boundaries-Presenting ideas 内容导航 This section focuses on guiding students to present ideas about breaking various boundaries, such as those in culture, race and humanity. It integrates the unit’s core vocabulary and sentence patterns, requiring students to express viewpoints clearly through speaking and discussion, and apply what they have learned to practice. 教学目标和重难点 1. 教学目标 Language Competence: Master core words and sentence patterns related to breaking boundaries and improve oral expression ability. Cultural Awareness: Understand the significance of cross-cultural communication and humanitarian spirit, and establish a sense of global community. Thinking Quality: Cultivate analytical and critical thinking by discussing boundary-breaking methods. Learning Ability: Master effective cooperative learning and idea-presentation strategies, and form the habit of active reflection and continuous improvement. 2. 教学重难点 Key Points: Master the usage of core vocabulary (e.g., collaborate, dedicate, inclusive) and sentence patterns (e.g., It is vital to..., To do sth. creates...); be able to clearly present ideas about breaking boundaries with logical language. Points: Using appropriate connecting words to ensure coherence of expression; combining specific examples to support viewpoints; correctly understanding and applying the unit’s cultural connotation in oral presentation. 教学过程 Step 1: Lead-in (Warm-up and Activation) Activity 1: Visual Aids Display and Discussion The teacher shows three pictures on the screen: Picture 1 shows medical workers from different countries cooperating to fight an epidemic; Picture 2 shows students from various ethnic groups studying together in a classroom; Picture 3 shows the scene of cultural exchanges between different countries (e.g., a Chinese traditional art performance held abroad). Then the teacher asks the following questions to guide students to discuss in pairs: 1. What do these pictures have in common? 2. What kinds of boundaries are being broken in each picture? 3. Why is it important to break such boundaries? After 5 minutes of pair discussion, the teacher invites 3-4 pairs to share their ideas with the whole class. During the sharing process, the teacher pays attention to guiding students to use simple English to express their views, and properly prompts them with words related to the unit, such as “boundary”, “cooperate”, “exchange” and “unite”. Design Intention: The visual aids can quickly attract students’ attention and arouse their interest in learning. The pictures cover the boundaries of humanity, race and culture, which are closely related to the unit theme “Breaking Boundaries” and lay a foundation for the subsequent presentation of ideas. Pair discussion provides students with opportunities to practice oral expression, helps them activate their existing knowledge reserve, and naturally leads to the core content of this section. Activity 2: Vocabulary and Sentence Pattern Review Based on the students’ sharing, the teacher sorts out and reviews the core vocabulary and sentence patterns of the unit that are closely related to Presenting ideas. The teacher writes the following words and sentences on the blackboard and asks students to read them aloud and explain their meanings in simple English: Core Vocabulary: boundary, collaborate, dedicate, inclusive, harmonious, mutual, devotion, compensate, combat Core Sentence Patterns: 1. It is vital for us to collaborate to break the boundaries between different cultures. 2. To be involved in cross-cultural exchanges creates powerful bonds between people. 3. We should dedicate ourselves to building a more inclusive and harmonious world. After the review, the teacher asks students to make simple sentences with the given words and sentence patterns in pairs, and invites several students to share their sentences to check their mastery. Design Intention: Reviewing the core vocabulary and sentence patterns can help students consolidate the knowledge they have learned in the previous sections, avoid the obstacle of insufficient language reserve when presenting ideas, and lay a solid language foundation for the subsequent teaching activities. Making sentences in pairs can further deepen students’ understanding and application of language points. Step 2: Presentation of Target and Task (Clear Guidance) The teacher clearly states the learning target of this section to the students: “In this class, we will learn to present our ideas about breaking boundaries clearly and logically. We will use the core vocabulary and sentence patterns we have learned, combine specific examples, and express our viewpoints in oral presentation. Finally, we will be able to work in groups to complete a theme presentation.” Then the teacher introduces the main task of this section: “We will focus on three types of boundaries: cultural boundaries, racial boundaries and humanitarian boundaries. Each group will choose one type of boundary, discuss how to break it, and then present your ideas to the whole class. During the presentation, you need to state your viewpoints clearly, support them with specific examples, and use the vocabulary and sentence patterns we have reviewed.” In addition, the teacher introduces the evaluation criteria for the presentation: 1. Clear viewpoints and logical structure; 2. Accurate use of core vocabulary and sentence patterns; 3. Appropriate examples and convincing arguments; 4. Fluent oral expression and natural communication. Design Intention: Clearly putting forward the learning target and task can help students clarify the learning direction and know what they need to do in this class. The evaluation criteria can let students know the requirements of the presentation in advance, so that they can better prepare for the subsequent group discussion and presentation, and improve the efficiency of learning. Step 3: Group Discussion (Cooperative Learning and Idea Construction) Activity 1: Group Division and Topic Selection The teacher divides the students into groups of 4-5 people, and each group elects a group leader to take charge of organizing the discussion and recording the key points. Then each group selects one of the three types of boundaries (cultural boundaries, racial boundaries, humanitarian boundaries) as their discussion topic. The teacher ensures that each topic is selected by an appropriate number of groups to avoid the concentration of topics. Design Intention: Group cooperative learning can cultivate students’ cooperative awareness and communication ability. Electing a group leader can ensure the orderly progress of the discussion. Allowing students to choose topics independently can arouse their enthusiasm and initiative in learning, and make them more actively involved in the discussion. Activity 2: Guided Discussion The teacher provides guiding questions for each topic to help students carry out in-depth discussion. The guiding questions are as follows: 1. Cultural Boundaries: What are the common cultural boundaries between different countries (e.g., language, customs, values)? What problems do these boundaries bring? What practical ways can we take to break cultural boundaries? Please give specific examples. 2. Racial Boundaries: Why do racial boundaries exist? What harms do they bring to individuals and society? How can we eliminate racial discrimination and break racial boundaries? Please combine real-life examples or historical events. 3. Humanitarian Boundaries: What are humanitarian boundaries (e.g., national borders in the face of disasters)? In what situations do we need to break humanitarian boundaries? What roles can individuals, organizations and countries play in breaking these boundaries? Please take the work of MSF (Doctors Without Borders) as an example to illustrate. During the group discussion, the teacher walks around the classroom, observes the discussion situation of each group, and provides timely guidance when students encounter difficulties. For example, if a group has no idea about how to break cultural boundaries, the teacher can prompt them: “We can carry out cultural exchange activities, learn foreign languages, understand foreign customs, etc.”; if a group cannot find appropriate examples, the teacher can remind them of the MSF diary learned in the previous section or the cultural exchange activities around them. At the same time, the teacher asks students to record the key points of the discussion, including the main viewpoints, supporting examples, and the vocabulary and sentence patterns to be used in the presentation. The group leader is responsible for organizing the members to sort out the key points and form a preliminary presentation outline. Design Intention: The guiding questions can help students clarify the direction of discussion, avoid aimless discussion, and promote in-depth thinking. The teacher’s on-site guidance can solve the problems encountered by students in the discussion in time, ensure the smooth progress of the discussion, and help students construct their own ideas. Recording the key points and forming an outline can lay a foundation for the subsequent presentation and improve the logicality and completeness of the presentation. Activity 3: Outline Improvement After the group discussion, each group combs through the discussion results and improves the preliminary presentation outline. The outline should include the following parts: 1. Introduction: Briefly introduce the type of boundary to be discussed and its significance; 2. Main Body: State 2-3 ways to break the boundary, each with a specific example; 3. Conclusion: Summarize the importance of breaking the boundary and put forward prospects. The teacher invites 2-3 groups to share their outlines with the whole class, and other groups and the teacher put forward suggestions for improvement. For example, if a group’s outline lacks specific examples, the teacher reminds them to add relevant examples; if the logical structure of the outline is not clear, the teacher guides them to adjust the order of the main body. Design Intention: Improving the outline can help students sort out their ideas, make the presentation more logical and complete. Sharing and evaluating the outlines can let students learn from each other, find their own deficiencies, and improve the quality of the presentation. At the same time, it can also train students’ ability to evaluate and modify their own and others’ works. Step 4: Group Presentation (Practice and Display) Activity 1: Group Presentation Preparation Each group makes final preparations for the presentation according to the improved outline. The group members divide the speaking tasks reasonably: one member is responsible for the introduction, 2-3 members are responsible for the main body (each introducing one way to break the boundary), and one member is responsible for the conclusion. The group members practice together, pay attention to the connection between the speakers, the fluency of oral expression, and the accurate use of vocabulary and sentence patterns. The teacher provides help for groups with weak expression ability, such as guiding them to adjust their language and practice pronunciation. Design Intention: Reasonably dividing the tasks can ensure that each group member participates in the presentation, cultivate their sense of responsibility and cooperative ability. Practicing together can improve the fluency and coherence of the presentation, and help students better master the skills of oral expression. The teacher’s help can ensure that all groups can complete the presentation smoothly and gain a sense of accomplishment in learning. Activity 2: Group Presentation and Evaluation Each group takes turns to present their ideas to the whole class, and the presentation time of each group is controlled within 5-6 minutes. During the presentation, other students listen carefully, take notes, and evaluate the presentation according to the evaluation criteria provided earlier. After each group’s presentation, the teacher invites 2-3 students to give comments, pointing out the advantages and deficiencies of the presentation, and then the teacher makes a summary evaluation, focusing on affirming the advantages of the group, such as clear viewpoints, appropriate examples, and accurate use of language, and putting forward targeted suggestions for improvement, such as strengthening the connection between sentences, improving the fluency of expression, and adding more detailed examples. For example, if a group presents the topic of breaking cultural boundaries, and uses the example of “Chinese New Year being celebrated around the world”, the teacher can affirm their appropriate example, and suggest that they add specific measures taken by various countries to celebrate Chinese New Year, so as to make the argument more convincing. If a group has problems in the use of sentence patterns, the teacher can correct them in time and guide them to use the core sentence patterns correctly. Design Intention: Group presentation is the key link to test the learning effect of students, which can help students apply the knowledge and skills they have learned to practice and improve their oral expression ability. Student evaluation can cultivate students’ listening ability and critical thinking ability, and let them learn from each other’s strengths. The teacher’s summary evaluation can help students clearly understand their own advantages and deficiencies, and further improve their presentation skills. Activity 3: Excellent Presentation Sharing After all groups have finished their presentations, the teacher selects 1-2 groups with excellent presentations to share again, and analyzes their advantages in detail, such as logical structure, language use, example selection and expression fluency, so that other students can learn from them. At the same time, the teacher encourages students to learn from each other, actively absorb the advantages of others, and improve their own presentation ability. Design Intention: Excellent presentation sharing can set a good example for students, make them have a clearer understanding of the requirements of excellent presentations, and stimulate their motivation to improve themselves. Encouraging students to learn from each other can create a positive learning atmosphere and promote the common progress of students. Step 5: Summary and Consolidation (Deepen Understanding and Application) Activity 1: Theme Summary The teacher leads students to summarize the core content of this section: “In this class, we focused on how to present ideas about breaking boundaries. We reviewed the core vocabulary and sentence patterns related to the unit, discussed different types of boundaries in groups, and completed the group presentation. Through this class, we not only improved our oral expression ability, but also understood the importance of breaking boundaries and the ways to break them.” At the same time, the teacher guides students to further think: “In our daily life, what boundaries do we encounter? How can we break these boundaries? I hope you can apply the knowledge and skills you have learned in this class to your daily life, and actively participate in breaking boundaries, so as to build a more inclusive and harmonious world.” Design Intention: The theme summary can help students sort out the knowledge and skills they have learned in this class, deepen their understanding of the unit theme, and form a systematic knowledge structure. Guiding students to connect with daily life can realize the migration and application of knowledge, and make the teaching content more closely combined with real life, thus improving the practicality of English learning. Activity 2: Consolidation Task The teacher assigns a consolidation task to the students: “After class, please write a short passage (about 150 words) to present your own ideas about breaking one kind of boundary. You need to use the core vocabulary and sentence patterns we have learned in this unit, and combine specific examples. Next class, we will invite some students to share their passages.” In addition, the teacher suggests that students can watch English speeches or reports about breaking boundaries after class, learn the expression skills of excellent speakers, and accumulate relevant vocabulary and sentence patterns to improve their oral and written expression ability. Design Intention: The consolidation task can help students further consolidate the knowledge and skills they have learned in this class, and convert oral expression into written expression, so as to improve their comprehensive language application ability. Suggesting students to watch English speeches or reports can expand their learning channels, enrich their knowledge reserve, and lay a foundation for their long-term English learning. Step 6: Reflection and Evaluation (Promote Improvement) Activity 1: Student Self-Reflection The teacher asks students to reflect on their performance in this class, including their performance in group discussion, presentation, and the mastery of knowledge and skills. Students can write down their reflections in their notebooks, focusing on the following questions: 1. What did I do well in this class? 2. What deficiencies do I have? 3. What should I improve in the next class? After students finish writing their reflections, the teacher invites several students to share their reflections with the whole class, so that students can learn from each other and promote their own improvement. Design Intention: Student self-reflection can help students realize their own advantages and deficiencies, cultivate their self-evaluation ability and learning initiative. Sharing reflections can create a mutual learning atmosphere, let students learn from each other’s experiences and lessons, and promote the common progress of students. Activity 2: Teacher Evaluation and Feedback The teacher makes a comprehensive evaluation of the students’ performance in this class, affirming the progress made by the students, such as active participation in group discussion, bold presentation of ideas, and accurate use of vocabulary and sentence patterns. At the same time, the teacher points out the common problems existing in the students, such as insufficient fluency in oral expression, lack of specific examples, and unclear logical structure, and puts forward targeted improvement suggestions. In addition, the teacher collects the students’ opinions and suggestions on this class, such as whether the teaching activities are interesting, whether the guidance is clear, and whether the task arrangement is reasonable, so as to adjust and improve the teaching plan for the next class. Design Intention: The teacher’s evaluation and feedback can help students clearly understand their own learning situation, gain a sense of accomplishment and confidence in learning, and clarify the direction of improvement. Collecting students’ opinions and suggestions can make the teaching plan more in line with the students’ learning needs, improve the teaching effect, and promote the mutual adaptation between teachers and students. Supplementary Explanation Throughout the teaching process, the teacher adheres to the student-centered teaching concept, focuses on cultivating students’ four-dimensional core literacy, and integrates the training of language ability, cultural awareness, thinking quality and learning ability into each teaching link. The teaching activities are designed to be hierarchical and progressive, from lead-in and review to group discussion and presentation, and then to summary and consolidation, which conforms to the law of students’ cognitive development. At the same time, the teacher pays attention to the individual differences of students, provides targeted guidance and help for students with different levels, and ensures that every student can gain something in this class. 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 $