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視頻標簽：人與社會,歷史與文化
所屬欄目：高中英語優質課視頻
視頻課題：人教版高中英語M10U1人與社會-歷史與文化Learning about Language浙師大附中
本視頻配套資料的教學設計、課件 /課堂實錄及教案下載可聯本站系客服
人教版高中英語M10U1 Learning about Language教學設計
浙江師范大學附屬中學 成 陽
一、教材分析
本單元是人教版高中英語選修十第一單元，主題語境為人與社會---歷史與文化。本節課是繼閱讀課A Successful Failure后的Using Language部分中的單元詞匯學習與運用。本節課教師緊扣單元主題，基于教材內容，結合新聞要點和學生喜歡的旅游話題，整合教學內容，創設關聯和發展的小語段，將單元目標詞匯融入法國旅游和巴黎圣母院大火話題，創設語言情境，指導學生運用發現式詞匯學習方式，在主題意義探究的過程中，對于目標詞匯進行觀察，歸納、練習最終實現語境下的運用。同時，教師引導學生在主題語境的探究過程中，學習并汲取世界文化精華，理解文化遺產所承載的人類文明，關注文化遺產的保護，從而開拓國際視野，培養全球意識，跨文化比較意識與文明互鑒意識，從而增強民族文化自信和文化認同感，傳承并發揚好中華文化。
本設計中，教師基于教材內容，分析學生詞匯學習的需求，篩選并確定本單元目標詞匯，包括select, breathtaking, optimistic, delay, grasp, give way to, commitment, mourn.
二、學情分析
本節課的授課對象是即將升入高三年級的同學。盡管經過兩年高中英語學習，但由于本班屬于慢班，大部分學生的詞匯基礎仍較為薄弱，對已學詞匯的掌握有限。因此教師在篩選目標詞匯的過程中，根據學生的學習需要，選取了部分高一高二掌握不到位的詞匯。在教學過程中，將選取的目標詞匯融入語言情景，讓學生通過觀察、發現、歸納、練習的方式，最終達成在真實語境中運用。 三、教學目標
1、學生能通過個人、同伴討論等方式，在觀察、問答、思考、討論等過程中，正確歸納、比較和運用select, breathtaking, optimistic, delay, grasp, give way to, commitment, mourn等目標詞匯在具體語境中的涵義和用法。
2、學生能分析、解決問題，從跨文化視角觀察和認識世界，對事物做出正確的價值判斷。
3、學生能在學習中，了解國外的文化，培養跨文化交際的意識和能力，能堅定文化自信，學會做人做事，成長為有文明素養和社會責任感的人。
4、學生能正確使用上述重點詞、詞組的用法來表達自己的觀點，并最終落實到書面表達。 【教學重點】
通過語境呈現、觀察、發現、歸納、練習運用等方法，幫助學生學習掌握以下重點詞及詞組的意義和相關用法：select, breathtaking, optimistic, delay, grasp, give way to, commitment, mourn. 【教學難點】
學生能在語境中發現目標詞匯，歸納總結語言規律，并在真實語境中進行語言表達。
四、教學過程
Step 1：Greetings
Step 2：Lead-in：free talk
T talks about the coming summer holiday and asks Ss if they have any plans.
T: Do you have any plans, like travelling? Have you ever been to Paris? How much do you know about Paris?
T shares a video clip about Paris.
T: What impresses you most in this clip? 【設計意圖】
通過詢問學生是否有假期旅游計劃，引出本課話題。在和學生對話中，逐步激活學生們原有的知識文化儲備，讓學生在輕松的氛圍中快速融入課堂，開始學習。播放視頻，激發學生的學習興趣，也為接下去的教學做好鋪墊。
Step 3: Discover the usage of words and expressions
T：I went to Paris two years ago. Would you like to follow me and review the trip there? 1. select
T leads Ss to skim some famous sites in Paris and guess which site T chose to visit at first.
T: I’m not the only one who made such a selection. Here’s the survey.
T asks Ss to work in pairs to summarize the related usage of select in the paragraph then share with the class. 【設計意圖】
教師讓學生猜測景點的同時，通過同義詞替換引出詞匯select，之后學生通過閱讀小語段，體悟select的用法，教師引導學生在語境中歸納select相應的介詞搭配和詞性轉換，為下面學生通過自主探究總結語言規律提供了范例。
T: While traveling in Paris, how can I miss the delicious French foods. Facing so many selections, do you think it easy to select?
T: After getting enough energy, let’s continue our exploration. Look at the building at a distance.
T presents the picture of Notre Dame Cathedral and lets Ss talk about their feelings. T: Do you want to go inside and admire the decorations?
1. breathtaking
T presents the pictures and context and Ss try to dig out the usage.
T: Who would like to share your summary?
T: Could you make a short dialogue with these expressions？
【設計意圖】
教師通過對參觀經歷的描述來呈現具體語境，讓學生自主歸納和分享breathtaking及相關的用法。利用目標詞匯編寫對話，鼓勵學生主動創設語境進行運用。
T：While visiting this cathedral, a breathtaking painting caught my eye. Do you know who is the man in the middle of the picture?
T: Another famous Frenchman is also closely connected with this building. Do you know who he is? Have you read any of his works?
T: Who’s the man in the picture? How does he look like? Don’t judge a person by his appearance. There's a warm and pure soul under his scary face.
2. optimistic & grasp
T asks the boys to read the context and summarize the usage of optimistic and grasp.
T: Such an amazing building with breathtaking decorations significant history and
world famous story. Something terrible took place recently. Do you know what happened? 【設計意圖】
教師用圖片呈現和提問等方式，和學生一起探究巴黎圣母院背后蘊藏的歷史意義和文學價值。漸進式的語境創設，讓學生在繼續體會optimistic和grasp的語義和用法，熟悉并體會語言規律。
3. delay
T presents the news and Ss summarize usage of delay and figure out the meaning of give way to.
4. give way to
T asks Ss to recall phrases about way and match the phrases with their Chinese meanings. Then Ss fill in the blanks with proper phrase. 【設計意圖】
結合學生們了解的時事熱點，進一步展開目標詞匯的學習。way的相關詞組是學生比較熟悉的內容，因此，教師通過設計連線，讓學生在這一練習中回憶已有內容，掌握新的表達。
Ss read the authentic posts about this accident from Twitter and realize people’s attitudes towards the well-known building.
5. Commitment
T: What will the French do with the fire-stricken cathedral?
T invites Ss to share their understanding of commitment. 【設計意圖】
該語段中的表達，教師在之前的課堂學習中已經有所滲透，再次提供語境，幫助學生進行梳理和鞏固。
Step 4: Consolidation and application
T: As we mentioned, Notre Dame plays a significant role in history, culture, art, literature and so on. No wonder it’s regarded as the Pearl of French culture. It’s a precious cultural relic. Do you know any other famous cultural relics all over the world?
T: Our great ancestors also left precious cultural relics. These cultural relics belong to not only the local people but also the whole mankind. If they are damaged, we need to
repair them. But when it comes to the repair of Notre Dame Cathedral, opinions vary among Chinese netizens. What’s your opinion? Would you please work in teams of four to discuss and put what we've learned into practice.
【設計意圖】
幫助學生批判辯證地看待社會熱點問題，并綜合利用單元目標詞匯表達自身觀點。引導學生關注中國的優秀文化遺產，樹立民族文化自信，增強對中華文化的認同感和歸屬感。
T asks some groups to share their opinions and leads them to focus on the faithful beauty and love the world heritages stand for.
【設計意圖】
拓展話題內容，鞏固課堂教學成果。深化主題意義，加強德育浸潤，提升了學生的遷移、創新能力。 Step 5: Assignment
【設計意圖】
教師讓學生將目標詞匯的運用融進真實語境，選擇自己喜歡的內容進行表
達，發表自己的觀點看法。
五、教學反思
本課最有教學特色的方面是運用發現式詞匯學習方法，引導學生們在完整連貫的語境中自主探究，通過觀察，歸納，總結，練習的方式，體會重點詞匯的用法和相關表達，實現在真實語境中運用的目標，發展了語言技能。學生在完成任務的同時增強了自主學習和合作學習能力，有效地運用英語進行溝通和交流，提升了學習能力素養。在語言學習的同時，逐步探究并理解文化遺產背后所蘊含的意義，從而增強文化遺產保護意識，開拓國際視野，樹立文化自尊和文化自信，傳承并講好中國故事。
視頻來源：優質課網 www.jixiangsibao.com
