Unit 4 Period 3 Developing ideas & Presenting ideas（课件）英语外研版选择性必修第二册

高中英语外研版选择性必修第二册 Unit 4 Breaking boundaries! Developing ideas & Presenting ideas 1.7.2013 Welcome to Unit 4 Breaking boundaries. Today we will explore the Developing ideas and Presenting ideas section, focusing on Abraham Lincoln's Gettysburg Address and how words can change a nation. ‹#› Objectives Learning objectives ● To understand the background and content of Abraham Lincoln's Gettysburg Address. ● To learn the structure of the passage and master key vocabulary and expressions. ● To appreciate the rhetorical devices in the speech, such as parallelism and repetition. 1.7.2013 By the end of this lesson, students will be able to understand the Gettysburg Address, master key vocabulary, appreciate rhetorical devices, and express views on breaking boundaries. ‹#› Contents 1. Lead-in 2. Pre-reading 3. While-reading 4. Summary 5. Post-reading 6. Assessment 7. Language points 8. Homework 1.7.2013 Today's lesson follows eight steps: Lead in, Pre-reading, While-reading, Summary, Post-reading, Assessment, Language points, and Homework. ‹#› 01. Lead-in 1.7.2013 Let's begin with a lead-in activity. We will watch a video about the life of slaves under slavery and think about the questions. ‹#› Lead-in check the picture and answer the questions. 1. How did slave owners regard their slaves? 2. What was a slave's life like? Discussion: If you had to give a speech that could change your country, what would you say? What would you want it to change? 1.7.2013 Play the video about slavery. Ask students to answer the two questions. Then lead a brief discussion about what speech they would give to change their country. ‹#› 02. Pre-reading Abraham Lincoln 16th President of the United States 1.7.2013 Now let's move to pre-reading. We will look at the title and predict the main idea, then match the paragraphs with their main ideas. ‹#› Pre-reading 1. Choose the right answer. What does the passage mainly talk about? A. The life of Abraham Lincoln. B. The Gettysburg Address and its influence. C. The American Civil War. D. Slavery in America. 1.7.2013 Ask students to read the title and first paragraph quickly, then choose the main idea. The answer is B - the passage is about the Gettysburg Address and its influence. ‹#› Pre-reading 2. Match the main idea of each part. Paragraphs Para. 1 → Para. 2 → Para. 3 → Para. 4～6 → Main Ideas A. The original text of the Gettysburg Address. B. Lincoln's new vision of the nation. C. The setting of the speech: a battlefield in Gettysburg. D. The background of the speech: a bitterly divided nation. C D B A 1.7.2013 Students match each paragraph with its main idea. Answers: Para1-C, Para2-D, Para3-B, Para4-6-A. This helps students understand the passage structure. ‹#› 03. While-reading Lincoln delivering the Gettysburg Address, 1863 1.7.2013 Now let's read the passage in detail. We will answer questions and choose the best answers to understand the Gettysburg Address thoroughly. ‹#› While-reading Task 2: Choose the best answers 1. When and where did Lincoln give the speech? A. 19 November 1863, Gettysburg. B. 19 September 1863, Washington. C. 19 November 1864, Gettysburg. D. 19 September 1863, Pennsylvania. 1.7.2013 Students choose the best answers based on the passage. Answers: 1-A, 2-C, 3-B. Discuss why the other options are wrong. ‹#› While-reading Task 2: Choose the best answers (1-3). 2. How long was Lincoln's speech? A. 268 minutes. B. 2 hours. C. 268 words and two minutes. D. 268 words and two hours. 1.7.2013 Students choose the best answers based on the passage. Answers: 1-A, 2-C, 3-B. Discuss why the other options are wrong. ‹#› While-reading Task 2: Choose the best answers (1-3). 3. What was the situation in America at that time? A. The country was united. B. The country was bitterly divided by a civil war. C. The country had just won independence. D. The country was at peace with the South. 1.7.2013 Students choose the best answers based on the passage. Answers: 1-A, 2-C, 3-B. Discuss why the other options are wrong. ‹#› While-reading Task 1: Answer the questions. 1. How did Lincoln describe the founding of the US? 2. What challenges did the Civil War bring to the nation? He described it as a new nation conceived in Liberty and dedicated to the proposition that all men are created equal. It tested whether a nation so conceived and so dedicated could long endure; people lost hope and purpose. 1.7.2013 Students read the passage carefully and answer these five questions. The answers are shown in red for teacher reference. Encourage students to find evidence in the text. ‹#› While-reading Task 1: Answer the questions. 3. How did Lincoln describe the men who fought in the war? 4. What was the "great task" that Lincoln described? 5. Who would be responsible for carrying out this task? He described them as brave men, living and dead, who struggled there and consecrated the ground. To remove the divisions between North and South and boundaries between black and white, and work towards equality. The living — the people of the nation. 1.7.2013 Students read the passage carefully and answer these five questions. The answers are shown in red for teacher reference. Encourage students to find evidence in the text. ‹#› While-reading Task 2: Choose the best answers (4-6). 4. What was the result of the Battle of Gettysburg? A. The Confederate side won. B. Both sides suffered no loss. C. The Union side won at a great cost. D. The battle lasted for a month. 1.7.2013 Students choose the best answers based on the passage. Answers: 1-A, 2-C, 3-B. Discuss why the other options are wrong. ‹#› While-reading Task 2: Choose the best answers (4-6). 5. Why did Lincoln give the speech according to the passage? A. To win the war. B. To give people hope, belief and a reason to look to the future. C. To punish the Confederate States. D. To celebrate the victory. 1.7.2013 Students choose the best answers based on the passage. Answers: 1-A, 2-C, 3-B. Discuss why the other options are wrong. ‹#› While-reading Task 2: Choose the best answers (4-6). 6. What does "government of the people, by the people, for the people" mean? A. The government should be powerful. B. The government belongs to, is run by and serves the people. C. The government should control the people. D. The people should obey the government. 1.7.2013 Students choose the best answers based on the passage. Answers: 1-A, 2-C, 3-B. Discuss why the other options are wrong. ‹#› 04. Summary Complete the summary with the correct words 10 blanks to fill 1.7.2013 Now let's summarize the passage by filling in the blanks. This helps students consolidate the key vocabulary and the main ideas of the text. ‹#› Summary Complete the summary with the correct words. On 19 November 1863, Abraham Lincoln gave a famous ① in Gettysburg, Pennsylvania. At that time, America was ② divided by a civil war. The worst battle took place at Gettysburg, where over 50,000 soldiers were killed or ③ , and people lost hope and ④ . Lincoln's speech gave them hope, belief and a reason to look to the ⑤ . He called on the living to remove the ⑥ between North and South and the ⑦ between black and white, and work step by step towards the ⑧ of humankind. The speech ends with the famous words: government of the people, ⑨ the people, ⑩ the people, shall not perish from the earth. 1.7.2013 Students complete the summary blanks. Answers are shown in red underlined text: 1.speech 2.bitterly 3.wounded 4.purpose 5.future 6.divisions 7.boundaries 8.equality 9.by 10.for. Teachers can reveal answers one by one during class. ‹#› Summary Complete the summary with the correct words. On 19 November 1863, Abraham Lincoln gave a famous ①speech in Gettysburg, Pennsylvania. At that time, America was ②bitterly divided by a civil war. The worst battle took place at Gettysburg, where over 50,000 soldiers were killed or ③wounded, and people lost hope and ④purpose. Lincoln's speech gave them hope, belief and a reason to look to the ⑤future. He called on the living to remove the ⑥divisions between North and South and the ⑦boundaries between black and white, and work step by step towards the ⑧equality of humankind. The speech ends with the famous words: government of the people, ⑨by the people, ⑩for the people, shall not perish from the earth. 1.7.2013 Students complete the summary blanks. Answers are shown in red underlined text: 1.speech 2.bitterly 3.wounded 4.purpose 5.future 6.divisions 7.boundaries 8.equality 9.by 10.for. Teachers can reveal answers one by one during class. ‹#› 05. Post-reading Think & Share Discuss in groups 4 questions to explore 1.7.2013 Now let's move to post-reading. We will think and share our ideas about the speech and its significance in breaking boundaries. ‹#› Post-reading Think & Share. 1. 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? 1.7.2013 Students discuss these four questions in groups. Encourage them to share their own opinions and connect the speech to other historical events and current issues. ‹#› 06. Assessment Fill in the blanks to consolidate the text Grammar & vocabulary check 1.7.2013 Now let's do an assessment. Students will fill in the blanks to consolidate the text and check their understanding of grammar and vocabulary. ‹#› Assessment Fill in the blanks to consolidate the text (1-5). On a grey afternoon on 19 November 1863, a tall, thin man ① a platform in a field in Gettysburg, Pennsylvania and began to speak. He was Abraham Lincoln, President of the United States, and he was there ② memory of the soldiers who had died. The speech he gave was just 268 words long and ③ two minutes. At that time, America was ④ divided. The worst battle ⑤ _______ three days and took place at Gettysburg. 1.7.2013 Students fill in blanks 1-5. Answers in red: 1.mounted 2.in 3.lasted 4.bitterly 5.lasted. Pay attention to the word form changes and preposition usage. ‹#› Assessment Fill in the blanks to consolidate the text (1-5). On a grey afternoon on 19 November 1863, a tall, thin man ①mounted a platform in a field in Gettysburg, Pennsylvania and began to speak. He was Abraham Lincoln, President of the United States, and he was there ②in memory of the soldiers who had died. The speech he gave was just 268 words long and ③lasted two minutes. At that time, America was ④bitterly divided. The worst battle ⑤lasted three days and took place at Gettysburg. 1.7.2013 Students fill in blanks 1-5. Answers in red: 1.mounted 2.in 3.lasted 4.bitterly 5.lasted. Pay attention to the word form changes and preposition usage. ‹#› Assessment Fill in the blanks to consolidate the text (6-10). The Union side won, but at a great cost: over 50,000 soldiers were killed or ⑥ . Lincoln understood the feelings of the civilian people. His speech gave them hope, belief and a reason ⑦ to the future. Now it was up to the living to remove not only the ⑧ between North and South, but the ⑨ between black and white, and work step by step towards the ⑩ of humankind. 1.7.2013 Students fill in blanks 6-10. Answers in red: 6.wounded 7.to look 8.divisions 9.boundaries 10.equality. Emphasize word form changes: divide→divisions, boundary→boundaries, equal→equality. ‹#› Assessment Fill in the blanks to consolidate the text (6-10). The Union side won, but at a great cost: over 50,000 soldiers were killed or ⑥wounded. Lincoln understood the feelings of the civilian people. His speech gave them hope, belief and a reason ⑦to look to the future. Now it was up to the living to remove not only the ⑧divisions between North and South, but the ⑨boundaries between black and white, and work step by step towards the ⑩equality of humankind. 1.7.2013 Students fill in blanks 6-10. Answers in red: 6.wounded 7.to look 8.divisions 9.boundaries 10.equality. Emphasize word form changes: divide→divisions, boundary→boundaries, equal→equality. ‹#› 07. Language points Key Words & Expressions Vocabulary building 1.7.2013 Now let's review the key language points from the passage, including important words and expressions. ‹#› Language points 一、重点单词 1. bitterly adv. 悲痛地；残酷地 → bitter adj. 痛苦的 2. wound v. 使受伤 n. 伤口 → wounded adj. 受伤的 3. divide v. 分开；分裂 → division n. 分歧；分界线 (pl. divisions) 4. boundary n. 边界；界限 (pl. boundaries) 5. equal adj. 平等的 → equality n. 平等 6. dedicate v. 致力于；奉献 → dedicated adj. 专注的；献身的 7. conceive v. 构想；设想 → conceived in Liberty 孕育于自由之中 8. perish v. 死亡；毁灭；消亡 1.7.2013 Review key vocabulary from the passage. Pay special attention to word formation: bitter→bitterly, divide→division, equal→equality, wound→wounded. ‹#› Language points 二、重点短语 1. in memory of 纪念；追念 2. at a great cost 以巨大的代价 3. be dedicated to 致力于；献身于 4. conceived in Liberty 孕育于自由之中 5. bring forth 产生；提出 6. long endure 长久存续 7. in vain 徒劳；无效 8. a new birth of freedom 自由的新生 9. government of the people, by the people, for the people 民有、民治、民享的政府 10. perish from the earth 从地球上消亡 1.7.2013 Review key phrases from the passage. The most important one is "government of the people, by the people, for the people" - the core idea of democracy from Lincoln's Gettysburg Address. ‹#› 08. Homework Writing Tasks Two assignments Email & Essay 1.7.2013 For homework, students will complete two writing tasks: an email introducing the Gettysburg Address, and an essay on the theme "Words That Change A Nation". ‹#› Homework Writing Task 1 假定你是李华，你的英国朋友Chris正在学习美国历史，来信向你询问《葛底斯堡演说》。请你给他写一封邮件介绍这篇演说，内容包括： （1）演说背景简介； （2）演说核心内容； （3）你的感悟。 注意： （1）词数80左右； （2）可适当增加细节，以使行文连贯。 1.7.2013 Writing task 1: Students write an email to Chris introducing the Gettysburg Address. Requirements: 80 words, include background, core content, and personal feelings. ‹#› Homework Writing Task 2 你校英文报正在开展以"Words That Change A Nation"为主题的征文活动。请你结合《葛底斯堡演说》的内容，写一篇短文投稿，内容包括： （1）林肯演说打动你的原因； （2）你心中能"改变世界"的话语（如"人类命运共同体"理念）； （3）你将如何行动。 注意： （1）词数100左右； （2）至少使用3个本单元核心词汇（如division, boundary, equality, devotion, dedicate等）； （3）行文连贯，可适当增加细节。 1.7.2013 Writing task 2: Students write an essay on "Words That Change A Nation". Requirements: 100 words, use at least 3 unit core vocabulary, connect to the idea of a community with a shared future for mankind. ‹#› Sample 参考范文 1 (Email) Dear Chris, I'm writing to introduce the Gettysburg Address to you. The speech was given by Abraham Lincoln on 19 November 1863 in Gettysburg, Pennsylvania, in memory of the soldiers who died in the battle during the American Civil War. Although it was only 268 words long, it gave people hope and a reason to look to the future. Lincoln called on the living to remove divisions between North and South and boundaries between black and white. I was deeply moved by the speech. It shows that words have the power to change a nation. Yours, Li Hua 1.7.2013 Sample essay 1 for reference. This email introduces the Gettysburg Address with background, core content, and personal feelings. About 100 words. ‹#› Sample 参考范文 2 (Essay) Words That Change A Nation Lincoln's Gettysburg Address moves me because it turned a divided, defeated nation into one united by hope. His words, "government of the people, by the people, for the people", called on the living to break the boundaries between black and white and work towards equality. In our own day, the idea of a community with a shared future for mankind also stresses breaking boundaries and building peace and prosperity together. It is up to us to turn these words into action: I will start by respecting different cultures and contributing to a more inclusive world. 1.7.2013 Sample essay 2 for reference. This essay connects Lincoln's speech to the idea of a community with a shared future for mankind. Uses core vocabulary: divided, boundaries, equality. About 120 words. ‹#› Thank you for your listening 1.7.2013 Thank you for your attention. Remember the power of words to break boundaries and change the world. ‹#› $