Unit 4 Period 3 Developing ideas & Presenting ideas（表格式教学设计）英语外研版选择性必修第二册

Unit 4 Breaking boundaries Developing ideas：The Words That Changed A Nation教学设计 教学基本信息 单元名称 选择性必修第二册 Unit 4 Breaking boundaries 学科 英语 学段 高中 年级 高二第一学期 主要教材 书名：普通高中教科书·英语选择性必修第二册 出版社：外语教学与研究出版社 出版日期：2017年 课时安排 2课时(80min) 课型 阅读课 教学设计理念 主题语境引领下的词汇、语法教学，英语学习活动观 1. 本节课以“打破边界”为子主题，在“人与社会”主题语境统领下，将英语学习活动观与深度阅读教学相融合。本课语篇以1863年林肯《葛底斯堡演说》为素材，先以历史叙事交代美国内战背景与演说语境，再呈现演说原文，揭示“言语的力量可以打破南北、黑白之间的边界”。通过视频激活、文本梳理、演说赏析等活动，引导学生理解“言语改变国家”的主题，构建关于“打破边界、追求平等”的主题认知。 2. 基于英语学科核心素养，本课严格遵循“学习理解—应用实践—迁移创新”三阶活动链设计。读前，引发对“美国内战与奴隶制”的初步了解；读中，通过梳理演说背景（时间、地点、事件）与演说核心内容，完成文本细节提取与归类，深度解读演说词的结构与语言力量；读后，通过讨论林肯演讲目的，实现语言内化与批判性输出。 3. 本节课全程凸显学生主体地位，设计多个任务，践行英语学习活动观。通过探讨“言语如何打破边界”这一核心问题，引导学生辩证看待历史、言语与现实行动的关系，理解平等、自由与共同体价值，培养历史意识与国际理解，实现语言学习与立德树人的深度融合，助力学生完成关于“打破边界、共建人类命运共同体”的意义建构。 教材分析 【What】本课语篇为“历史叙事+演说词”复合体。前半部分（Para1～3）为历史叙事：交代林肯于葛底斯堡发表演说的背景——美国深陷内战、葛底斯堡战役惨烈，民众失去希望；林肯以268词、两分钟的演说给予民众希望与信念，号召消除南北、黑白之间的边界，迈向人类平等。后半部分为《葛底斯堡演说》原文，实现“民有、民治、民享”的政府理想。 【Why】通过本节课文，学生能从不同层面获得提升。语言层面，围绕历史叙事与演说词搭建主题词块，训练历史文本信息梳理与演说词赏析能力；文化层面，结合美国内战与奴隶制废除的历史，理解林肯演说对“打破南北、黑白边界”的深远意义，培养学生历史意识与国际理解；育人层面，感受言语的力量与平等自由的价值，引导学生思考“边界如何被打破”，落实立德树人根本任务。 【How】本文以“背景交代—内容呈现—原文引用”为结构主线。前半部分为第三人称历史叙事，采用“时间—地点—事件”的纪实笔法；后半部分为第一人称演说词，运用排比、重复、对比等修辞手法，语言庄重凝练、富有感染力。课堂遵循“学习理解—应用实践—迁移创新”三阶推进。 学情分析 1. What I know 词汇方面：学生已掌握描述历史事件、人物情感与观点表达的基础词汇，如 war, battle, nation, people, speech, freedom, equal；熟悉 president, government, country, hope 等常用词，能读懂历史类叙事短文，对“美国历史”“演讲”等话题具备初步感知能力。 语法方面：学生掌握一般过去时、现在完成时及被动语态，具备理解历史叙事文本与演说词复杂句式的语法基础。 背景知识方面：学生对美国南北战争、林肯与《葛底斯堡演说》仅有零星了解，多数学生听说过“民有、民治、民享”，但对其历史背景与“打破边界”的深层意义缺乏系统认知；对“联邦”等历史概念感到陌生。 2. What I want to know 1.学生对林肯“演讲为何能改变一个国家”感到好奇，想深入理解言语背后的历史力量。 2.学生对《葛底斯堡演说》原文的修辞与句式感兴趣，想赏析排比、重复、对比等表达如何增强感染力。 3.学生希望掌握历史叙事类文本中通过背景梳理、细节对比推断作者意图的方法，学会用单元词汇表达对“言语与边界”的理解。 3. What I learned 主题内容方面：通过阅读本文，学生了解美国内战与《葛底斯堡演说》的历史背景，理解言语对凝聚人心、打破边界的巨大力量，深化对单元主题“打破边界”的理解。 语言知识方面：学生将积累Unit 4核心词块与演说词常用表达；能力方面，学会按“背景—内容—意义”框架梳理历史叙事文本，并能赏析演说词的修辞手法。 教学目标 语言能力 引导学生梳理《葛底斯堡演说》的背景、内容与历史意义，掌握“背景—内容—意义”的历史文本分析框架；运用单元核心词块与演说词表达，描述历史事件并支撑个人观点。 学习能力 运用预测、略读、扫读等策略，快速定位关键信息并完成信息归纳；学会倾听多元观点，通过小组讨论与互评反馈调整自身认知，提升合作学习效率。 文化意识 理解林肯演说对美国南北、黑白边界的“打破”意义，认识言语与历史的力量；结合“人类命运共同体”理念，理解平等、自由与和平的价值，培养历史意识与国际理解。 思维品质 通过梳理演说背景、赏析演说词修辞、评价“民有民治民享”的内涵、探讨废除奴隶制的意义等任务，锻炼批判性思维与归纳能力，引导学生辩证看待历史与现实、言语与行动的关系，形成理性认知。 教学重难点 教学重点 引导学生运用“背景—内容—意义”结构梳理林肯发表《葛底斯堡演说》的背景与内容，把握主题主线，读懂作者对言语力量的肯定态度。 掌握Unit 4核心词块，如 civil war, division, boundary, equality, devotion, dedicate, in memory of, at a great cost, look to the future；理解并识别演说词中的排比、重复、对比等修辞手法，能借助文本细节推断作者意图与情感。 教学难点 引导学生理解“打破边界”在历史语境中的具体内涵——南北之间的政治边界、黑白之间的种族边界，理解言语如何转化为改变国家的现实力量，辩证看待“言语”与“行动”的关系。 灵活识别演说词中蕴含态度与修辞的句式，准确区分字面描述与深层意图，在讨论与书面表达中运用单元表达清晰输出个人见解。 教学资源 课件PPT，黑板、白板。 教学活动设计 教学过程 活动形式及步骤 活动意图 时间 学习理解 Step 1 Pre-reading Activity 1 Lead-in 以图片导入。呈现图片，奴隶主对奴隶的压迫与黑奴的悲惨境遇，展现南北战争的爆发背景，激发阅读兴趣，自然过渡到课文学习。 If you had to give a speech that could change your country, what would you say? What would you want it to change? ●激活学生关于美国内战与奴隶制的既有认知，营造认知冲突，激发学生对课文主题的好奇心与阅读期待。 3min Activity 2 Read for main idea and structure Read the title and the first paragraph to get the main idea. 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. 答案：B Find out the main idea of each part and match them. Para.1　 A．The original text of the Gettysburg Address. Para.2 B．Lincoln’s new vision of the nation. Para.3 C．The setting of the speech: a battlefield in Gettysburg. Para.4～6 D．The background of the speech: a bitterly divided nation. 答案：C D B A ●通过快速浏览文章，把握文章中心思想和主旨。 7min Step 2 While-reading Activity 3 Read for details 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? 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? 答案： 1. He described it as a new nation conceived in Liberty and dedicated to the proposition that all men are created equal. 2. It tested whether a nation so conceived and so dedicated could long endure; people lost hope and purpose. 3. He described them as brave men, living and dead, who struggled there and consecrated the ground far above our poor power to add or detract. 4. To remove the divisions between North and South and the boundaries between black and white, and work step by step towards the equality of humankind; to make sure that these dead shall not have died in vain. 5. The living — the people of the nation. 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. 答案：A 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. 答案：C 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. 答案：B 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. 答案：C 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. 答案：B 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. 答案：B ●采用自上而下的教学方式，在学生掌握了文章结构和主旨的基础上，进一步精读文章，寻找细节，同时引导学生关注历史叙事的纪实笔法与演说词的修辞手法。层层递进，逐步掌握历史类文本的写作手法和语言特点。 25min Activity 4 Summary Complete the summary with the correct words. On 19 November 1863, Abraham Lincoln gave a famous ①____ (speech) in Gettysburg, Pennsylvania. At that time, America was ②____ (bitter) divided by a civil war. The worst battle took place at Gettysburg, where over 50,000 soldiers were killed or ③____ (wound), and people lost hope and ④____ (purpose). Lincoln’s speech gave them hope, belief and a reason to look to the ⑤____ (future). He called on the living to remove the ⑥____ (divide) between North and South and the ⑦____ (boundary) between black and white, and work step by step towards the ⑧____ (equal) of humankind. The speech ends with the famous words: government of the people, ⑨____ (by) the people, ⑩____ (for) the people, shall not perish from the earth. 答案：1.speech 2.bitterly 3.wounded 4.purpose 5.future 6.divisions 7.boundaries 8.equality 9.by 10.for ●通过概要填空帮助学生系统化地掌握演说词结构，巩固单元核心词块。 5min 应用实践 Step 2 Post-reading Activity 5 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? 答案要点：1. To give people hope, belief and a reason to look to the future, and to unite the nation to remove the divisions and boundaries between people. 2. It means that the government belongs to the people, is run by the people and serves the people. 3. e.g. Martin Luther King’s “I Have a Dream”; speeches on building a community with a shared future for mankind. 4. In “My 100 Days with MSF”, MSF doctors from different countries fought Ebola together regardless of national boundaries. In “The Words That Changed A Nation”, Lincoln’s speech called on people to remove the divisions between North and South and the boundaries between black and white. ●通过聚焦性问题，帮助学生回顾课文关键信息，检测阅读理解；引导学生联系单元内两篇课文思考“打破边界”的多重方式，为后续主题探讨做铺垫。 10min Activity 6 Assessment Fill in the blanks to consolidate the text On a grey afternoon on 19 November 1863, a tall, thin man ①____ (mount) 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____ (last) two minutes. At that time, America was ④____ (bitter) divided. The worst battle ⑤____ (last) three days and took place at Gettysburg. The Union side won, but at a great cost: over 50,000 soldiers were killed or ⑥____ (wound). Lincoln understood the feelings of the civilian people. His speech gave them hope, belief and a reason ⑦____ (look) to the future. Now it was up to the living to remove not only the ⑧____ (divide) between North and South, but the ⑨____ (boundary) between black and white, and work step by step towards the ⑩____ (equal) of humankind. 答案：1.mounted 2.in 3.lasted 4.bitterly 5.lasted 6.wounded 7.to look 8.divisions 9.boundaries 10.equality ●通过语法填空，提炼文章语言点，实现语块的二次输入。 15min Activity 7 Language points 详解文章中的重点单词、短语和句型。 1. 重点词汇：civil 公民的，国内的；division 分裂，分歧；boundary 边界；equality 平等；devotion 奉献；dedicate 献身，致力于；consecrate 使神圣；perish 消亡。2. 重点短语：in memory of 纪念；at a great cost 付出巨大代价；look to the future 展望未来；be up to sb 由某人负责；step by step 逐步地。3. 重点句型与修辞：①排比：“government of the people, by the people, for the people”；②重复强调：dedicate, consecrate, hallow；③对比：the living and dead；④长难句：“It is rather for us to be here dedicated to the great task remaining before us.” ●教考衔接——通过提炼语言点和练习，让学生了解本篇文章中的重要知识点。 10min 迁移创新 Activity 8 Homework 作业设计意图 5min 本节课作业二选一，为分层作业，难度有所区别。基础一般的同学可以选择作业一，基础较好的同学可以选择作业二。 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。 ·参考范文： 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 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。 ·参考范文： 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. ●通过写作练习，让学生在真实的语境中运用所学知识，提高学生的语言综合运用能力、逻辑思维和表达能力。 板书设计 OB2 Unit 4 Breaking boundaries Developing ideas：The Words That Changed A Nation 教学反思 优点： 教学设计完整，活动紧扣“学习理解—应用实践—迁移创新”三阶逻辑；帮助学生快速把握演说词脉络；分层作业兼顾不同水平学生，实现语言学习与主题育人的融合。 缺点： 读中环节选择题偏多，导致读后思辨与语言赏析时间不足；部分学生理解有困难；课堂互动形式以师生问答为主，略显薄弱。 改进： 精简读中任务数量，增加小组讨论与观点分享时间；为学困生提供历史背景词块支架，降低理解门槛；增设语言赏析微环节，强化对排比、重复等修辞手法的关注。 1 / 11 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $