Unit4Breakingboundaries单元教学设计-高中英语选择性

Book5Unit4Breakingboundaries教案设计UnitthemeThesubjectcontextofthisunitis“peopleandsociety”,andthecontentofthesubjectcontextinvolvedistobreakboundaries.Thetypesofarticlesinthisunitarerich,andtheyintroducetheunremittingeffortsmadebypeoplefromallovertheworldinthepastandtodaytobreakboundariesfromdifferentperspectivessuchasmedicine,economy,scienceandtechnology,society,race,andideologyfromtheestablishmentofMédecinsSansFrontièrestotheemergenceoftheconceptof”globalvillage";publishedbyAbrahamLincolnmorethanahundredyearsagointhe"GettysburgAddress",20inthe1930s,AmericanjournalistEdgarSnowreportedtherealChinatotheworldthroughthebook"RedStarShinesonChina"itaimstoguidestudentstothinkaboutthecausesofborderproblems,theimportanceofbreakingboundaries,andmeasurestobreakboundaries,andultimatelycreateamoreharmoniousandbeautifulworld.Thetargetstudentsoftheunitcanfocusonthecontextualcontentofthethemeofthisunit,basedonthemultimodaldiscoursesuchasvideoinformation,personaldiaries,speeches,andmockUnitedNationsdraftresolutionsprovidedbytheunit,prehensivelyusevariouslanguageskills,readthecontentofthediscourserelatedtobreakingboundaries,andappropriatelyuseitasaformalsubjecttodescribewhatpeoplearebreaking.Thechangesmadeinboundariesandthemanifestationofinclusivenessindifferentcities,understandandtalkabouttopicsrelatedtotheglobalvillage,properlyusethevocabularyandexpressionslearnedtodescribeboundaryrelatedissues,learntheefforts,strugglesandbreakthroughsmadebyoutstandingpeopleinthefaceofboundaryrestrictions,andlearntheirinnovativewayofthinkingAndfirmcouragetodeepentheunderstandingofthemeaningofthethemeoftheunit;atthesametime,itcanalsousethecontentlearnedintheunittothinkaboutthedifferentboundaryissuesthatstillexistintoday'ssociety,andhowtobreaktheseboundaryissuestoencourageeveryonetotakeactionandworktogethertocreateafairerandmoreharmoniousworld;beabletousevariouslearningmethodstothinkaboutthedifferentboundaryissuesthatstillexistintoday'ssociety,andhowtobreaktheseboundaryissuestoencourageeveryonetotakeactionandworktogethertocreateafairerandmoreharmoniousworld.Intheprocessofindependentlearning,cooperativelearningandinquirybasedlearning,binethereflectiveandevaluativequestionsprovidedbytheunittocontinuouslymonitor,evaluate,reflectonandadjustone'sownlearningcontentandprocess,stimulateinterestinEnglishlearning,improvetheabilitytoanalyzeandsolveproblems,andimproveone'sownunderstandingabilityAndexpressionability,andultimatelypromotetheprehensiveimprovementofone'sownlanguageability,culturalawareness,thinkingqualityandlearningability.Startingout板块(theremendeddurationis1015minutes,andteacherscanadjustitattheirdiscretionaccordingtotheactualteaching.)CourseTypeListening+ViewingThemeContextPeopleandSocietyBreakingBoundariesContentanalysisTherearetwoactivitiesinthissection.Activity1presents了avideothatintroducessomeimbalancesintoday'sworld.Activity2requiresstudentstoobservethreepicturesandtalkaboutwhatproblemsthesepicturesreflectandwhethertheyhaverelatedexperiences.TeachingobjectivesAttheendofthestudyinthissection,studentscan:understandthevideo,andgainaclearerunderstandingofourworldtodaythroughdataanalogies;understandthepictures,andtalkabouttheirownviewsonboundaryissuesbinedwiththeirownpersonalexperience,triggeringpreliminarythinkingonthetopicoftheunit.TheteachingfocusGuidestudentstounderstandthevideoandhaveaclearerunderstandingofourworldtoday.TeachingdifficultiesGuidestudentstounderstandthethreepictures,talkabouttheirownviewsonboundaryissuesbasedontheirownpersonalexperience,andtriggerstudentspreliminarythinkingabout“breakingboundaries”.Teachingstrategyaudiovisualteachingmethod,municativeteachingmethodTeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity1Teacherplaysthevideoandasksstudentstowatchitcarefully.Teacherasksstudentstoanswerthequestions.Teacherplaysthevideoagainifneeded.Teacherasksstudentstoworkingroupsanddiscussthequestions.Teacherinvitessomestudentstosharetheiranswerstothequestions.Studentswatchthevideocarefully.Studentsanswerthequestions.Studentswatchthevideoagainifneeded.Studentsworkingroupsanddiscussthequestions.Somestudentssharetheiranswerstothequestionswiththeclass.Toarousestudents’interestinthetopic.Tohelpstudentsgetabasicunderstandingofourtoday’sworld.Activity2Teacherasksstudentstoviewthethreepicturesandanswerthefirstquestionindividually.Teachercheckstheanswertothefirstquestionwiththeclass.Teacherasksstudentstoworkingroupstoanswerthesecondquestion.Teacherinvitesstudentstosharetheanswers.Studentsviewthepicturesandanswerthefirstquestionindividually.Studentschecktheanswerstothefirstquestionwiththeteacher.Studentsdiscussthesecondquestioningroups.Somestudentssharetheanswerswiththeclass.Tohelpstudentshaveafurtherunderstandingofbreakingboundaries.Understandingideas板块(theremendeddurationis3035minutes,andteacherscanadjustitattheirdiscretionaccordingtotheactualteaching.)SubjectTypeReadingSubjectContextPeopleandSocietyBreakingboundariesContentanalysisThissectionpresentsatextthatreflectsthethemeoftheunit,andthetypeoftextisadiary.ThetextisthediaryofaMédecinsSansFrontièresdoctor.Itrecords100whattheauthorhasseen,heardandfeltduringthe100dayfightagainstEbolawithotherMédecinsSansFrontières.Thelanguageissimpleandtouching,showingthesenseofresponsibility,teamwork,dedicationandbeliefthatMédecinsSansFrontièreswillnevergiveup.TheintroductionactivitybeforereadingisanintroductiontoMédecinsSansFrontières,whichisintendedtohelpstudentsbuildbackgroundknowledgeandpavethewayfortextlearning.ThereadingactivityasksstudentstofindoutthecorepointsofthearticleandeupwithfiveadjectivestodescribethespiritofMédecinsSansFrontières.Thepostreadingactivities100helpstudentstoexplorethemeaningofthetopicindepthandimprovetheirthinkingskillsatthesametimebybingandexperiencingtheauthor'sexperienceandfeelingsinthepast100days,understandingGeneralSecretaryXiJinping'sspeechon“Buildingamunityofhumandestiny”inthereportofthe19thNationalCongress,andansweringopenquestions.Activities.TeachingobjectivesAttheendofthestudyinthissection,studentscan:readthediary,understandsomeofthedailyproblemsfacedbytheauthorasadoctorwithoutBorders,andobtainthemainpointsofviewofthearticle;findouttherelevantdetailsandsortoutthewritingcontextofthetext,summarizetheauthor'sexperienceandfeelingsfrombeforedeparturetotoday;basedonthecontentofthearticle,PerceivethesignificanceofthethemefromtheselflessdedicationofMédecinsSansFrontières,anddeepentheunderstandingof“MédecinsSansFrontières”and“munityofHumanDestiny”.TheteachingfocusGuidestudentstoreadthetext,obtainthemainpointsofviewofthearticle,andsortoutthewritingcontextofthetext.TeachingdifficultiesHelpstudentsperceivethemeaningofthesubjectoftheunitfromtheselflessdedicationofMédecinsSansFrontièresbasedonthecontentofthearticle,anddeepentheirunderstandingof“MédecinsSansFrontières”and“munityofHumanDestiny”.TeachingstrategyPWPmodelTeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity1TeacherasksstudentstoreadtheinformationaboutMSFandthinkaboutthequestions.Teacherdividestheclassintogroupstohavediscussionsaboutthequestions.Teacherchoosesoneortwogroupstosharetheirresultswiththeclass.StudentsreadtheinformationaboutMSFandthinkaboutthequestionsindividually.Studentsworkingroupsanddiscussthequestions.Oneortwogroupspresenttheirresultstotheclass.ToletstudentsgetthebasicinformationaboutMSF.Activity2Teacherasksstudentstoreadthejournalquicklyandfindoutwhattheauthorwastackling.Teacheraskssomestudentstosharetheanswers.Studentsreadthejournalquicklyandfindoutwhattheauthorwastackling.Somestudentssharetheanswerswiththeclass.Toletstudentsgetthemainideaofthejournal.Activity3Teacherasksstudentstoreadthepassageagainandfinishthefirsttaskinactivity3.TeacherinvitessomestudentstosharetheiranswerswiththeclassandotherstomakementsTeacherasksstudentstoworkingroupsandusefiveadjectivestodescribethespiritofMSFdoctorsandgivereasons.Studentsreadthepassageagainandfinishthefirsttask.Somestudentssharetheiranswerswiththeclass.Othersmakements.StudentsworkingroupsandusefiveadjectivestodescribethespiritofMSFdoctorsandgivereasons.Tohelpstudentsfigureouttheauthor’sideasinwritingthepassage.Activity4Teacherasksstudentstoreadthepassagecarefullyandpletethetable.Teachercheckstheanswerswiththestudents.Teacherasksstudentstoreadtheinformationandanswerthequestions.Teacherinvitessomestudentstosharetheiranswerswiththeclass.Studentsreadthepassagecarefullyandpletethetable.Studentschecktheanswerswiththeteacher.Studentsreadtheinformationandanswerthequestions.Somestudentssharetheiranswerswiththeclass.Tohelpstudentsfigureoutthekeyinformationwithsomedetailsofthepassage.Tobroadenstudents’thoughtsabout“amunitywithasharedfutureformankind”.Think&ShareTeacherasksstudentstothinkaboutandanswerthequestionsindividually.Teacherasksstudentstodiscussthequestionsingroups.Teacherinvitessomestudentstosharetheanswerswiththeclass.Studentsthinkaboutandanswerthequestionsindividually.Studentsdiscussthequestionsingroups.Somestudentssharetheanswerswiththeclass.Tohelpstudentshaveadeeperunderstandingofthejournal.Tobroadenstudents’horizon.Tohelpstudentsbetterunderstand“amunitywithasharedfutureformankind”.Usinglanguage板块(theremendeddurationis8090minutes,andteacherscanadjustitattheirdiscretionaccordingtotheactualteaching.)CourseTypeReading+Listening+SpeakingThemeContextPeopleandSocietyBreakingBoundariesContentanalysisThissectionaimstohelpstudentsdeeplyfocusonthemeaningandfunctionoflanguage,thinkandmunicateintherealcontext,andimprovetheirprehensivelanguageskillsinalldirections.Themaincontentofthegrammarpartistheusageofitastheformalsubject.Thefirstlanguagearticlepresents2017HollywoodDiversityReportadescriptionoftheimprovementofgenderandracialdiscriminationinthefilmandtelevisionindustryinthe2017HollywoodDiversityReport.Inthenextactivity,studentsareaskedtousethegrammarandhintstheyhavelearnedtodescribeBeijing,aninclusiveandmulticulturalcity.Thetopicoftheprehensivelanguageusesectionis“GlobalVillage”.Thevocabularypartintroducesthe“GlobalVillage”throughashortarticle,andthenasksstudentstoreadaletterfromareaderwhoresonateswiththeviewofthe“GlobalVillage”;thenextpartisadialoguebetweenthetwostudents,describinghowpeoplearoundtheworldarefurtherdeepeningtheirunderstandingwiththeincreasingcrossculturalexchanges..TeachingobjectivesAttheendofthestudyinthissection,studentscan:masteranduseitastheusageofformalsubjects,andbeabletouseitintherealcontext;understandandbeabletoexpress“地球村”thephenomenonofintegration,promotion,andtolerancebroughtaboutbythe“globalvillage”;learntoexpressinterestinotherpeople'sconversationsanddescribeacertainuniversalThephenomenonthatexists,andcanbeexpressedinreallifeusingwhatyouhavelearned.TheteachingfocusGuidestudentstodiscoverandunderstandtheusageofitasaformalsubjectanduseitintherealcontext;Learntoexpressinterestinotherpeople'sconversationsanddescribeamonphenomenon;Guidestudentstopletelisteningactivitiestoexpress“地球村”thephenomenonofintegration,promotionandtolerancebroughtaboutbythe“globalvillage”.TeachingdifficultiesGuidestudentstouseitastheusageofformalsubjectsintherealcontext;Guidestudentstopletelisteningactivitiestoexpress“地球村”thephenomenonofintegration,promotion,andtolerancebroughtaboutbythe“globalvillage”.Teachingstrategytaskbasedpedagogy,municativepedagogy,listeningandspeakingpedagogyTeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity1Teacherasksstudentstoreadthesentencesintheboxandpayspecialattentiontotheuseof“it”.Teacherasksstudentstoworkingroupsanddiscussthetwoquestions.Teacherinvitessomestudentstosharetheiranswers.Teacherinstructsstudentstolookformoresentencesinthereadingpassageandsummarisetheuseof“it”asanemptysubjectintheirownwords.Teacheraskssomestudentstosharetheanswers.Studentsobservethefoursentencesintheboxandpayattentionto“it”.Studentsdiscussthetwoquestionsingroups.Somestudentssharetheiranswers.Studentslookformoresentencesinthereadingpassageandsummarisetheuseof“it”asanemptysubjectintheirownwords.Somestudentssharetheanswerswiththeclass.Tohelpstudentsunderstandtheuseof“it”asanemptysubject.Activity2Teacherasksstudentstoreadthepassageandgetthemainideaofthepassage.Teacherasksstudentstorewritethepassageusing“it”asanemptysubjectandthenasksstudentstomakecorrectionsingroups.Teachercheckstheanswerswiththeclass.Studentsreadthepassageandgetitsmainidea.Studentsreadandrewritethepassageusing“it”asanemptysubjectandthenmakecorrectionsingroups.Studentschecktheanswerswiththeteacher.Tohelpstudentsapply“it”asanemptysubjectinacontext.Activity3TeacherasksstudentstodescribeBeijingusingtheinformationprovidedand“it”asanemptysubject.Teacherasksstudentstoworkingroupstochecktheanswers.Teacherinvitesoneortwostudentstosharetheanswerswiththeclass.StudentsdescribeBeijingusingtheinformationprovidedand“it”asanemptysubject.Studentsworkingroupstochecktheanswers.Oneortwostudentssharetheanswerswiththeclass.Tohelpstudentsconsolidatetheapplicationof“it”asanemptysubjectinarealcontext.Activity4Teacherasksstudentstochooseoneofthefourcitiestheywanttodescribeandgivereasons.Teacherasksstudentstodoonlineresearchashomework.Studentschooseoneofthefourcitiestheywanttodescribeandgivereasons.Studentsdoonlineresearchashomework.Tohelpstudentsfurtherapply“it”asanemptysubjectinthedescriptionofacity.Activity5Teacherasksstudentstoreadthepassageandanswerthequestions.Teacherasksstudentstoworkingroupstodiscussthequestions.Teacherinvitessomestudentstosharetheanswerswiththeclass.Studentsreadthepassageandanswerthequestions.Studentsworkingroupstodiscussthequestions.Somestudentssharetheanswerswiththeclassandothersmakements.Tohelpstudentsunderstandtheideaof“globalvillage”andtheroletechnologyplaysinit.Activity6TeacherasksstudentstopayattentiontotheexpressionsinboldandpletethespeechwiththecorrectformoftheexpressionsinActivity5.Teachercheckstheanswerswiththeclass.StudentspayattentiontotheexpressionsinboldandpletethespeechwiththecorrectformoftheexpressionsinActivity5.Studentschecktheanswerswiththeteacher.Tohelpstudentsreviewtheexpressionsandbetterunderstandthebenefitof“globalvillage”.Activity7Teacherasksstudentstoreadthesentencesandfindoutthepurposeoftheactivity.Teacherplaystheaudioandasksstudentstochoosethecorrectanswer.Teachercheckstheanswerwiththeclass.Studentsreadthesentencesandfindoutthepurposeoftheactivity.Studentslistentotheaudioandchoosethecorrectanswer.Studentschecktheanswerwiththeteacher.Totrainstudents’skillsofgraspingthemainideaofaconversationthroughlistening.Activity8Teacherasksstudentstolookatthetablefirst.Thenplaystheaudioagainandasksstudentstopletethetable.Teacherasksstudentstolistenforathirdtimeandchecktheanswersbythemselves.Teacherinvitessomestudentstosharetheanswerswiththeclass.Teacherasksstudentstotalkaboutmoreexamplesofeachphenomenon.Studentslookatthetablefirst.Thenlistentotheaudioagainandpletethetable.Studentslistentotheaudioforathirdtimeandchecktheanswersbythemselves.Somestudentssharetheanswerswiththeclass.Studentstalkaboutmoreexamplesofeachphenomenon.Tohelpstudentsgetthedetailsofthelisteningmaterial.Activity9TeacherasksstudentstolookattheexpressionsinActivity9.Teacherasksstudentstopletetheboxeswiththeexpressionsfromtheconversation.Teachercheckstheanswerswiththeclass.StudentslookattheexpressionsinActivity9.Studentspletetheboxeswiththeexpressionsfromtheconversation.Studentschecktheanswerswiththeteacher.Tohelpstudentsconsolidatetheexpressionsofshowinginterestanddescribingamonphenomenon.Activity10Teacherdividesstudentsintopairsandasksthemtotalkaboutanotherphenomenonoftheglobalvillageusingtheexpressionsinthissection.Teacherinvitesseveralpairstopresenttheirideasinfrontoftheclass.Teacherasksstudentstothinkaboutanydifficultiestheyencounteredduringtheirdiscussionandwhattheydidtooverethem.Studentsworkinpairsandtalkaboutanotherphenomenonoftheglobalvillageusingtheexpressionsinthissection.Severalpairspresenttheirideasinfrontoftheclass.Studentsthinkaboutthedifficultiestheyencounteredduringtheirdiscussionandwhattheydidtooverethem.Toencouragestudentstofurtherpractisedescribingthephenomenonoftheglobalvillageusingexpressionsinthissection.Toencouragestudentstooveredifficultiesindiscussion.Developingideas板块(theremendeddurationis8090minutes,andteacherscanadjustitattheirdiscretionaccordingtotheactualteaching.)CourseTypeReading+WritingThemeContextPeopleandSocietyBreakingBoundariesContentanalysisThissectionpresentstextsthatreflectthethemeoftheunitfromanotherperspective.Themainpartofthetexttypeiscelebrityspeeches,selectedfromthefamous"GettysburgAddress"byformerU.S.PresidentAbrahamLincoln.Thetextisdividedintotwoparts.ThefirstpartexplainsthehistoricalbackgroundandsignificanceofAbrahamLincoln'sspeech,andthesecondpartpresentsthepletecontentofthespeech.ThesampletextofthereadingandwritingpartisaspeechthatintroducesEdgarSnow,afamousAmericanjournalist,andhowhebrokeideologicalboundariesandwrotethebook"RedStarShinesonChina".Thepurposeofthissectionistoenlightenstudentstounderstandthehistoricalfigureswhohavemadegreatcontributionsinbreakingboundaries,deepentheirunderstandingofthemeaningofthesubjectoftheunit,andmasterthegeneralframeworkandwritingmethodsofthespeechdraft,soastofurtherimprovetheirlanguageskillsandthinkingquality.TeachingobjectivesAttheendofthestudyinthissection,studentscan:Understandthehistoricalbackgroundandsignificanceofthe"GettysburgAddress",andfeelthecharmandpowerofthespeech;prehendthetopicofthearticle,soastodeepentheirunderstandingofthemeaningofthetopicoftheunit;byreadingthesampletext,usewhattheyhavelearnedtowriteaspeechdraft,Introduceapersonwhohasmadeasignificantcontributiontopromotingexchangesandunderstandingbetweenthetwocountries.TheteachingfocusGuidestudentstounderstandthehistoricalbackgroundandsignificanceofthe"GettysburgAddress"andfeelthecharmandpowerofthespeech;Guidestudentstoreadthesampletextandusewhattheyhavelearnedtowriteaspeechtointroduceapersonwhohasmadeasignificantcontributiontopromotingexchangesandunderstandingbetweenthetwocountries.TeachingdifficultiesLearntoexplainyourownviewsinEnglishandprehendthetopicofthearticle,soastodeepenyourunderstandingofthemeaningofthetopicoftheunit.TeachingstrategyPWPmodelTeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity1Teacherasksstudentstowatchthevideoandanswerthequestions.Teacherplaysthevideoagainifneeded.Teacherinvitessomestudentstoshareanswerswiththeclass.Studentswatchthevideoandanswerthequestions.Studentswatchthevideoagainifneeded.Somestudentsshareanswerswiththeclass.Tohavestudentsunderstandthebackgroundinformationofthespeech.Activity2Teacherasksstudentstolookatthetitleofthepassageandskimthepassagetochoosewherethepassagemostlikelyesfrom.Teachercheckstheanswerswiththeclass.Studentslookatthetitleofthepassageandskimthepassagetochoosewherethepassagemostlikelyesfrom.Studentschecktheanswerswiththeteacher.Tostrengthenstudents’abilitytoskim.Activity3Teacherasksstudentstoreadthepassageagainandpletethenotes.Teacherasksstudentstoworkingroupstochecktheanswers.Teacherinvitessomestudentstogiveanswers.Studentsreadthepassageagainandpletethenotes.Studentsworkingroupstochecktheanswers.Somestudentsgiveanswersandothersmakements.Tohelpstudentsbetterunderstandthepassage.Think&ShareTeacherasksstudentstothinkaboutthequestionsanddiscussthemingroups.Teacherasksstudentstopayattentionto“Learningtolearn”.Teacherinvitessomestudentstogiveanswers.Studentsthinkaboutthequestionsanddiscussthemingroups.Studentspayattentionto“Learningtolearn”.Somestudentsgiveanswers.Toenhancestudents’understandingofLincoln’sspeechandencouragestudentstoshowtheirownopinions.Activity4TeacherdividesstudentsintogroupsandasksthemtogiveatalkaboutthesignificanceofabolishingslaveryintheUSbyansweringquestionsinthefirsttask.Teacherasksstudents,ifpossible,todoresearchtofindmoreevidencetosupporttheirideas.Teacherinvitesseveralstudentstogivetheirtalktotheclassandotherstomakements.Teacherasksstudentstothinkabouteffectivewaystofindinformationtosupporttheirideas.StudentsworkingroupsandgiveatalkaboutthesignificanceofabolishingslaveryintheUSbyansweringquestionsinthefirsttask.Studentsdoresearchtofindmoreevidencetosupporttheirideasifpossible.Somestudentsgivetheirtalktotheclassandothersmakements.Studentsthinkabouteffectivewaystofindinformationtosupporttheirideas.Tohelpstudentslearntobeabletojustifytheiropinions.Toimprovestudents’speakingskillandperformanceability.Activity5Teacherasksstudentstoreadthepassageandthinkaboutthequestions.Teacherdividestheclassintogroupsandasksthemtodiscussthetwoquestionsingroups.Teacherinvitesoneortwogroupstosharetheiranswersandgivereasons,andotherstomakements.Studentsreadthepassageandthinkaboutthequestions.Studentsdiscussthequestionsingroups.Oneortwogroupssharetheiranswersandgivereasons,andothersmakements.Tohelpstudentslearnhowtowriteaspeechbyreadingasample.Activity6Teacherasksstudentstopletethetable.Teacherasksstudentstowritetheirownpassagesaccordingtothecontentinthetable.Studentspletethetable.Studentswritetheirownpassagesaccordingtothecontentinthetable.Tohelpstudentsorganisethethoughtsbeforewritingaspeech.Activity7Teacherdividesstudentsintopairsandasksthemtomakeimprovementstoeachother’sspeeches.Teacherinvitesoneortwopairstosharetheiranswerswiththeclassandotherstomakements.Studentsworkinpairsandmakeimprovementstoeachother’sspeeches.Oneortwopairssharetheiranswerswiththeclassandothersmakements.Toencouragestudentstolearnfromtheirpartners.Toimprovestudents’writingandspeakingskills.Presentationideas&Reflection板块(theremendeddurationis4045minutes,andteacherscanadjustitattheirdiscretionaccordingtotheactualteaching.)CoursetypeSpeakingTopicContextPeopleandsocietyBreakingboundariesContentanalysisThepresentingideassectionrequiresstudentstofirstlookatthreepicturesandthinkaboutsomeoftheboundariesandbarriersthatexistinsocietyandhowtobreaktheseboundariesandbarriers.Throughtheelaborationofviews,promotestudentstoprehensivelyuselanguageinrealsituations,fullyexpresstheirunderstandingandunderstandingofthemeaningofthetopic,developstudents'thinkingquality,andpletethemigrationandinnovationofwhattheyhavelearned.TheReflectionsectionguidesstudentstoreviewtheknowledgetheyhavelearnedinthisunit,evaluateandjudgetheirlearningbehaviorandeffectivenessinatimelymanner,reflectonthemselvesandmakeimprovements.TeachingobjectivesAttheendofthestudyinthissection,studentscan:deeplyunderstandthecausesandeffectsofboundaries,thinkaboutwaystobreakboundaries,predictthechangesthatwillbebroughtaboutbybreakingboundaries,etc.;Beabletousethelanguagelearnedinthisunit,properlyexpresstheirownviews,anddiscussthemrationally.TheteachingfocusGuidestudentsthroughthestudyofthisunittogainanindepthunderstandingofthecausesandeffectsofboundaries,thinkaboutwaystobreakboundaries,predictthechangesthatbreakingboundarieswillbring,etc.;Guidestudentstobeabletousethelanguagelearnedinthisunit,properlyexpresstheirownviews,anddiscussthemrationally.TeachingdifficultiesGuidestudentstocultivateasenseofteamworkthroughgroupcooperation,learntodiscusswithgroupmembers,brainstormideas,andexpandtheboundariesofselfthinking.Teachingstrategytaskbasedpedagogy,municativepedagogyTeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityPresentingideasActivity1Teacherdivides