本課時包括 Starting ut和 Understanding ideas兩部分。
Starting ut是導(dǎo)入部分，包括觀看視頻回答問題和觀察圖片回答問題兩個環(huán)節(jié)。通過問答活動將學(xué)生的思路引入打破人與人交際的界限的話題，緊扣單元話題。人與人之間由于距離太遠(yuǎn)、語言不通以及禮儀不同等原因，而存在交際界限。通過這兩個練習(xí)活動，將學(xué)生迅速帶入打破界限的話題，為后面的學(xué)習(xí)熱身做好準(zhǔn)備。
Understanding ideas部分選自一名親身參加無國界醫(yī)生組織去利比亞救助埃博拉病毒感染者的故事，描述了作者在救援的100天里的所見、所聞和所感。無國界醫(yī)生行動中心負(fù)責(zé)管理和監(jiān)察全球70多個國家和地區(qū)的援助項目，中心的人員亦會留意各地發(fā)生的天災(zāi)人禍，并在最短時間內(nèi)動員緊急支持人員及物資協(xié)助救災(zāi)。
課時目標(biāo)：
1.認(rèn)知并靈活運(yùn)用本課時的重點單詞 statistic、bundary、assist、tackle、vital、cmrade、tragic、cmbat、relieve、specialist、infectius、clinic、disinfect、utbreak、devtin、miracle、van、twin、ward、cmpensate、cllabrate、mankind和短語 prvide sth t sb、a lack f、regardless f、be invlved in、take any chances、cmrades in arms、put…at risk、at least、in his 50s、a sense f pride、give up n、against all dds、nt nly…but als…、nt t mentin、step int ne's shes等。
2.通過速讀、精讀等方式，引導(dǎo)學(xué)生由淺入深，逐層推進(jìn)，加深對文章的理解，并掌握不同的閱讀技巧和方法。通過對所設(shè)置題目的解答，讓學(xué)生學(xué)會根據(jù)關(guān)鍵詞提取重要信息，理清文章線索，并學(xué)會深層次分析問題，進(jìn)行語言加工，提高歸納概括、推理判斷的能力。
3.無國界醫(yī)生是一個獨(dú)立的國際醫(yī)療人道救援組織，在需要的地方開展中立、獨(dú)立、不偏不倚的人道援助。倡導(dǎo)學(xué)生學(xué)習(xí)醫(yī)療人員的精神，培養(yǎng)人道主義精神。
重點難點：
重點：
學(xué)習(xí)、掌握本課的重點單詞 bundary、statistic、assist vital、relieve、specialist、infectius、clinic、devtin、miracle、cmpensate、cllabrate、mankind和短語 a lack f、 regardless f、be invlved in、take any chances、cmrades in arms、put…at risk、against all dds、nt nly…but als…、nt t mentin、step int ne’s shes，并能在具體語境中選用適當(dāng)?shù)男问届`活運(yùn)用。
難點：
1.通過解決閱讀階段所設(shè)置的題目，學(xué)會分析問題解決問題，理清文章脈絡(luò)，提高閱讀水平。
2.通過閱讀文章，了解無國界醫(yī)生組織的建立過程以及主要活動，理解國際主義援助精神。
教學(xué)準(zhǔn)備：
教師準(zhǔn)備：
1.準(zhǔn)備好該部分內(nèi)容的視頻材料、PPT以及音頻素材。
2.設(shè)計好閱讀理解題目，利用不同方式拓展語言，點激發(fā)學(xué)生的學(xué)習(xí)興趣。
學(xué)生準(zhǔn)備：
1.在網(wǎng)上搜索和了解不同的非營利性質(zhì)的公益醫(yī)療組織，了解這些醫(yī)療組織的職責(zé)和意義。
2.思考在現(xiàn)實生活中，怎樣打破現(xiàn)有的界限，突破自我，實現(xiàn)夢想。
3.預(yù)習(xí) Starting ut和 Understanding ideas兩部分的內(nèi)容，通過査字典等方式提前解決詞匯問題。
教學(xué)過程：
Step I Starting ut
1.Watch the vide and answer the questins.
·Which statistic surprises yu mst?
·What message d yu think the vide cnveys?
2. Lk at the pictures and answer the questins.
·What kind f prblem d the peple have in each picture?
·Which f these prblems have yu experienced?
Give an example.
【設(shè)計意圖】通過數(shù)據(jù)類比和三幅圖片，讓學(xué)生更清楚地認(rèn)識當(dāng)今世界，激活學(xué)生已有的知識，為接下來的學(xué)習(xí)做準(zhǔn)備。
Step Ⅱ Reading
1. Pre-reading.
(1) Read the infrmatin abut MSF and answer the questins.
·When was MSF funded and what des it d?
·What is the tp pririty f MSF?
·What else d yu knw abut it?
(2) Read the jurnal f an MSF dctr and find ut what prblem he was invlved in tackling.
2.Fast reading.
(1) Match the main ideas with the related paragraphs.
Para. 1：_______________________________
Para. 2：_______________________________
Para. 3：_______________________________
Para. 4：_______________________________
Para. 5：_______________________________
Para. 6：_______________________________
Para. 7：_______________________________
【設(shè)計意圖】通過段意匹配題，引導(dǎo)學(xué)生概述段意，了解文章結(jié)構(gòu)，提高學(xué)生的閱讀理解能力和概括歸納能力。
(2) Read the passage and answer the questins.
3.Careful reading.
(1) Language pints.
Master the wrds and phrases：
Statistic, bundary, assist, vital, relieve, specialist, infectius, clinic, utbreak, devtin，miracle，cmpensate，cllabrate，mankind，a lack f，regardless f，be invlved in，take any chances，cmrades in arms， risk against all dds，nt nly…but als…，nt t mentin，step int ne’s shes.
【備注】詞匯知識點講解詳見第二教案“新知探究”。
(2) Read the passage again and retell it.
【設(shè)計意圖】通過設(shè)置該題，進(jìn)一步歸納、概括文章，理清文章脈絡(luò)，有助于學(xué)生加深對文章的理解，同時，在讀懂語篇的基礎(chǔ)上，將英語語法、句法、詞匯知識融合在一起，更科學(xué)地反映學(xué)生的口頭表達(dá)能力和英語綜合程度。
4. Pst-reading.
(1) D activity 3 n Page 40.
Chse the ideas cnveyed in the passage and find evidence t supprt yur chices.
Nw use five adjectives t describe the spirit f MSF dctrs and give yur reasns.
【設(shè)計意圖】該活動要求選擇文章所傳達(dá)的內(nèi)容，并在文中找出證據(jù)支持。這類題目屬于推理判斷題，要做好這類題型需從整體上把握語篇內(nèi)容，在語篇的表面意義與隱含意義、已知信息與未知信息間架起橋梁，透過字里行間去體會作者的“弦外之音”。在閱讀文章中，作者常常讓讀者領(lǐng)會文章中不明確表達(dá)出來而暗含在其中的意思。這就需要讀者在閱讀過程中，在全面掌握文章所給出的信息的基礎(chǔ)上，運(yùn)用自已的知識認(rèn)真思考問題和領(lǐng)會作者的言外之意。這種從“已知”推出“未知”的過程就是推論，是閱讀過程中必須掌握的一種解題技巧。
(2) D Activity 4 n Page 40.
① Organise infrmatin frm the passage and cmplete the table.
②Nw read the infrmatin and answer the questins.
·What is yur understanding f “a cmmunity with a shared future fr mankind”?
·Hw is the idea reflected in the MSF dctr's jurnal?
【設(shè)計意圖】該活動以填空題的形式，將作者援助利比里亞抗擊埃博拉病毒的動機(jī)、經(jīng)歷和感受概括出來，有助于學(xué)生理清文章主線、獲取關(guān)鍵信息。引導(dǎo)學(xué)生抓住題目中的關(guān)鍵詞，回扣原文，通過原文定位法，找到問題的答案。
Step III Summing up
1.總結(jié)本節(jié)課的重點單詞 statistic、bundary、assist vital、relieve、specialist、infectius、clinic、utbreak、devtin、miracle、cmpensate、cllabrate、mankind和短語a lack f、regardless f、be invlved in、take any chances、cmrades in arms、put.at risk、against all dds、nt nly…but als…、nt t mentin、step int ne's shes及句型，采用表格、思維導(dǎo)圖等形式更清晰地了解它們的用法，形成知識脈絡(luò)。
2.讓學(xué)生用英語簡短地概述作者在援助期間的所見所感，進(jìn)一步鍛煉學(xué)生概括、歸納的能力。
3.無國界醫(yī)生組織是一個自發(fā)組成的溫暖而強(qiáng)大的團(tuán)體，向世界上任何有需要的地方伸出援手。他們是“來自異國的上帝助手，貧瘠與戰(zhàn)火中的天使”，引導(dǎo)學(xué)生體會這種工作的偉大和意義，學(xué)會奉獻(xiàn)，建立人類命運(yùn)共同體意識。
Step IV Hmewrk
1. Sum up what we learnt in class and take ntes.
2. Preview the next perid.
板書設(shè)計
Suggested answers：
·The peple in the three pictures are experiencing bundaries in gegraphy，language and culture respectively. These bundaries might cause issues such as remte relatinships，misunderstanding r cultural ffense.
·（略）
Medecins Sans Frntieres (MSF), r Dctrs Withut brders in English, was funded in Paris in1971 by a grup f dctrs and jurnalists. It is an independent, nn-prfit rganisatin whse missin is t prvide medical care t thse affected by cnflict epidemics, disasters r a lack f access t health care. It assists peple based n need, regardless f which cuntry they are frm. The tp pririty ges t thse in the mst serius and immediate danger. Tday, MSF has ver 67, 000 team members frm ver 150 cuntries and regins.
Suggested answers:
·It was funded in 1971 t prvide medical care t thse affected by cnflict，epidemics，disasters r a lack f access t health care.
·The tp pririty ges t thse in the mst serius and immediate danger.
·（略）
Suggested answers:
The dctr was invlved in tackling the infectius disease Ebla in Liberia.
A. We have a frtunate case.
B. We will never give up n a patient regardless f high death rate.
C. As a dctr, the authr arrived in Liberia t ffer help.
D. I will relieve a specialist, wrking with thers frm different cuntries.
E. All the peple created pwerful bnds here.
F. My wrk is ver, but the wrld is still facing many prblems.
G. We beat Ebla at present.
Suggested answers:
Para. 1-G; Para 2-C; Para. 3-D; Para. 4-B;
Para.5-A: Para.6-E: Para.7-F
①why did the authr arrive in Liberia?
A. Because he wanted t learn abut ebla.
B. Because he hadn't been there befre.
C. Because he wanted t ffer his help.
D. Because he knew Ebla wuld be beaten.
②Wh was Emma accrding t the third paragraph?
A. She wuld be in charge f the authr.
B. Her wrk wuld be replaced by the authr.
C. She was infected by Ebla and wuld g hme.
D. She was a retired public health fficial.
③Hw did the authr feel after being intrduced?
A. Prud.
B. Cnfident.
C. Shy.
D. Lnely.
④What happened t the family f six?
A. The twin girls were saved.
B. The parents were alive.
C. All f them died.
D. The brthers were alive.
⑤Hw des the authr view the crisis?
A. The crisis frmed a bnd between peple in different regins.
B. The crisis gave a better understanding f the wrld.
C. The authr hped that the wrld wuld never face such a crisis again.
D. The crisis led him t knw many clleagues well.
Suggested answers:
①C ②B ③A ④D ⑤A
①It is nt the first time the authr has wrked with MSF.
②The wrk with MSF in Liberia is life-threatening.
③The authr enjyed wrking tgether with all his clleagues.
④The authr always felt frustrated with the high death rate.
Suggested answers：
②③
Time
Experience
Feeling
Befre arrival
Hw I made up my mind: ________ _______________________________
My 100 days
What I did n arrival: ________ _______________________________
What my daily wrk was like: __ ______________________________
An unfrgettable case: ________ _______________________________
Nw
What is special abut tday: __ _______________________________
What we are ding:____________ _______________________________
Suggested answers：
?Time: Befre arrival
Experiences：
·Hw I made up my mind: I saw the tragic scenes n the news and I felt it was my duty as a dctr t g there and ffer my help.
Feelings: with strng sense f missin
?Time My 100 days
Experiences:
·What I did n arrival: I gt t knw the daily rutine and my clleagues and started my wrk.
·What my daily wrk was like: Tgether with the thers wrking fr r alngside MSF, I helped thse wh were infected with the terrible disease Ebla, We wrked tgether, surrunded by bld, vmit and death.
·An unfrgettable case: Tw yung brthers survived the disease after their family members had died.
?Feelings: prud, hpeful, amazed
Time: Nw
Experiences:
·What is special abut tday: We celebrated because it's exactly ne mnth since the last reprted case, and my time is almst up.
·What we are ding: We are cllabrating t create a glbal cmmunity with a shared future f peace and prsperity.
Feelings: happy, inspired, prud, hpeful
We call n the peple f all cuntries t wrk tgether t build a cmmunity with a shared future fr mankind, t build an pen, inclusive, clean, and beautiful wrld that enjys lasting peace, universal security, and cmmn prsperity.
Frm Xi Jinping's reprt at the 19th CPC Natinal cngress
Suggested answers：
·（略）
·The authr mentined that Ebla has n respect fr brders. This indicates that brders are artificial. Many human differences are similarly artificial r unimprtant when cmpared t what unites peple. Dctrs and thers invlved in the fight against the disease were united by their cmmn values f respecting and saving human life.
Unit 4 Breaking bundaries
Perid I Starting ut Understanding ideas
I. Starting ut
1. Watch the vide and answer the questins.
2. Lk at the pictures and answer the questins.
Ⅱ. Reading
1. Pre-reading.
(1) Read the infrmatin abut MSF and answer the questins.
(2) Read the jurnal f an MSF dctr and find ut what prblem he was invlved in tackling.
2. Fast reading.
(1) Match the main ideas with the related paragraphs.
(2) Read the passage and answer the questins.
3. Careful reading.
(1) Language pints.
(2) Read the passage again and retell it.
4. Pst-reading.
(1) D Activity 3 n Page 40.
(2) D Activity 4 n Page 40.
III. Summing up
IV. Hmewrk

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