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视频课题：人教版高中英语M10U1人与社会-历史与文化Learning about Language浙师大附中
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人教版高中英语M10U1 Learning about Language教学设计
浙江师范大学附属中学 成 阳
一、教材分析
本单元是人教版高中英语选修十第一单元，主题语境为人与社会---历史与文化。本节课是继阅读课A Successful Failure后的Using Language部分中的单元词汇学习与运用。本节课教师紧扣单元主题，基于教材内容，结合新闻要点和学生喜欢的旅游话题，整合教学内容，创设关联和发展的小语段，将单元目标词汇融入法国旅游和巴黎圣母院大火话题，创设语言情境，指导学生运用发现式词汇学习方式，在主题意义探究的过程中，对于目标词汇进行观察，归纳、练习最终实现语境下的运用。同时，教师引导学生在主题语境的探究过程中，学习并汲取世界文化精华，理解文化遗产所承载的人类文明，关注文化遗产的保护，从而开拓国际视野，培养全球意识，跨文化比较意识与文明互鉴意识，从而增强民族文化自信和文化认同感，传承并发扬好中华文化。
本设计中，教师基于教材内容，分析学生词汇学习的需求，筛选并确定本单元目标词汇，包括select, breathtaking, optimistic, delay, grasp, give way to, commitment, mourn.
二、学情分析
本节课的授课对象是即将升入高三年级的同学。尽管经过两年高中英语学习，但由于本班属于慢班，大部分学生的词汇基础仍较为薄弱，对已学词汇的掌握有限。因此教师在筛选目标词汇的过程中，根据学生的学习需要，选取了部分高一高二掌握不到位的词汇。在教学过程中，将选取的目标词汇融入语言情景，让学生通过观察、发现、归纳、练习的方式，最终达成在真实语境中运用。 三、教学目标
1、学生能通过个人、同伴讨论等方式，在观察、问答、思考、讨论等过程中，正确归纳、比较和运用select, breathtaking, optimistic, delay, grasp, give way to, commitment, mourn等目标词汇在具体语境中的涵义和用法。
2、学生能分析、解决问题，从跨文化视角观察和认识世界，对事物做出正确的价值判断。
3、学生能在学习中，了解国外的文化，培养跨文化交际的意识和能力，能坚定文化自信，学会做人做事，成长为有文明素养和社会责任感的人。
4、学生能正确使用上述重点词、词组的用法来表达自己的观点，并最终落实到书面表达。 【教学重点】
通过语境呈现、观察、发现、归纳、练习运用等方法，帮助学生学习掌握以下重点词及词组的意义和相关用法：select, breathtaking, optimistic, delay, grasp, give way to, commitment, mourn. 【教学难点】
学生能在语境中发现目标词汇，归纳总结语言规律，并在真实语境中进行语言表达。
四、教学过程
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? 【设计意图】
通过询问学生是否有假期旅游计划，引出本课话题。在和学生对话中，逐步激活学生们原有的知识文化储备，让学生在轻松的氛围中快速融入课堂，开始学习。播放视频，激发学生的学习兴趣，也为接下去的教学做好铺垫。
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. 【设计意图】
教师让学生猜测景点的同时，通过同义词替换引出词汇select，之后学生通过阅读小语段，体悟select的用法，教师引导学生在语境中归纳select相应的介词搭配和词性转换，为下面学生通过自主探究总结语言规律提供了范例。
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？
【设计意图】
教师通过对参观经历的描述来呈现具体语境，让学生自主归纳和分享breathtaking及相关的用法。利用目标词汇编写对话，鼓励学生主动创设语境进行运用。
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? 【设计意图】
教师用图片呈现和提问等方式，和学生一起探究巴黎圣母院背后蕴藏的历史意义和文学价值。渐进式的语境创设，让学生在继续体会optimistic和grasp的语义和用法，熟悉并体会语言规律。
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. 【设计意图】
结合学生们了解的时事热点，进一步展开目标词汇的学习。way的相关词组是学生比较熟悉的内容，因此，教师通过设计连线，让学生在这一练习中回忆已有内容，掌握新的表达。
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. 【设计意图】
该语段中的表达，教师在之前的课堂学习中已经有所渗透，再次提供语境，帮助学生进行梳理和巩固。
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.
【设计意图】
帮助学生批判辩证地看待社会热点问题，并综合利用单元目标词汇表达自身观点。引导学生关注中国的优秀文化遗产，树立民族文化自信，增强对中华文化的认同感和归属感。
T asks some groups to share their opinions and leads them to focus on the faithful beauty and love the world heritages stand for.
【设计意图】
拓展话题内容，巩固课堂教学成果。深化主题意义，加强德育浸润，提升了学生的迁移、创新能力。 Step 5: Assignment
【设计意图】
教师让学生将目标词汇的运用融进真实语境，选择自己喜欢的内容进行表
达，发表自己的观点看法。
五、教学反思
本课最有教学特色的方面是运用发现式词汇学习方法，引导学生们在完整连贯的语境中自主探究，通过观察，归纳，总结，练习的方式，体会重点词汇的用法和相关表达，实现在真实语境中运用的目标，发展了语言技能。学生在完成任务的同时增强了自主学习和合作学习能力，有效地运用英语进行沟通和交流，提升了学习能力素养。在语言学习的同时，逐步探究并理解文化遗产背后所蕴含的意义，从而增强文化遗产保护意识，开拓国际视野，树立文化自尊和文化自信，传承并讲好中国故事。
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