Learning about Languageppt配套的教案及板书设计

人教版高中英语必修二第一单元词汇复习教学设计

海拉尔铁路一中

张艳丽

一

整体设计思路

Lewis提出，语言是由各种类型的词块组成的语料库，词块的不同组合就构成句子，进而组成连贯的篇章。运用词块理论来指导高中的英语词汇教学，可以使语言更容易习得，记忆以及使用。作为一节词汇复习课，本课尝试运用词块复习的形式进行教学，帮助学生把握重点，巩固知识并能熟练的使用。本节课一共分为两大节：词汇复习和词汇运用。在词汇复习这一节也分成两部分：琥珀屋的由来，经历以及现状的简介，让学生学习知识点的同时，深刻感受战争给人类带来的毁灭性灾难；课本内容In search of the amber room的再现，让学生重视课本，明白词汇复习不能脱离课文。词汇运用部分以翻译句子和写作的方式进行语言输出，让学生正确使用本单元的知识点。

二

学情分析

这是一节高三课本基础知识复习课，学生在高一学的本单元内容，对课文内容以及相关的事迹印象已经比较模糊。对于相关词汇的用法已不能准确把握。英语基础较弱，缺乏积极学习的态度与毅力。此外，由于授课教师新接手高三二班，学生的实际基础能力了解还不够全面，为了提高课堂教学效率，授课教师在开课前的早自习做了如下安排：①朗读课后单词及大课文；②要求学生背诵以下重点句子：

It was designed for FrederickⅠ. There is no doubt that the boxes were then put on a train for Konigsberg. The Russians were able to remove some furniture and small art objects from the amber room. The next King of Prussia, to whom the amber room belonged, decided not to keep it. Having survived that night, we were confident that everything else would be all right. 三

教学目标

语言知识目标：利用语块法帮助学生复习掌握本单元的知识点。

语言技能目标：能够正确运用所复习的语块进行读写，尤其是写作技能的提高。

学习策略目标：重点是培养学生的认知策略，注重复习前的准备。

情感态度目标：通过琥珀屋这件文化遗产的经历以及历史之迷，使学生深刻领悟战争的灾难性。体会和平生活的美好。

四

课时：一课时

五

教学重点难点分析

能够正确使用所复习的语块进行口头和书面表达

六

教学过程

Step1 词汇复习

1.琥珀屋由来，经历及现状简介及重点词汇强化

①认真观看视频，提出问题：

▲What do the videos talk about? ▲For whom was the amber room designed for?(...was designed for...) ▲Which country does the amber room designed for Frederick William I belong to?(...belong to ...) ▲What happened to the amber room belonging to Russia at war?(...couldn't survive; The Nazis removed ...to Konigsberg) 在回答每一个问题前，把要求学生使用的语块展现在PPT上，要求学生必须使用所给的语块。

教师在提到下一个问题时也要使用到上一句中提到的语块。PPT上的每一句答语也要覆盖上自己的问题。最后在PPT上剩下四个英文句子，并用红色的下划线突出显示这四个词块。通过学生个别复述句子和大家大声共同朗诵句子以此来观注已知语块的用法。

设计意图：通过问答的方式，简单的向学生再现了琥珀屋的由来，经历以及现状。并对课文有个整体的了解与回顾。回答问题前给出语块提示，让学生练习用课本上的语句来回答，一是检查了学生课前的预习准备情况，关注语块；同时，也是降低了回答问题的难度。

②

重点复习语块：be designed for; belong to ; survive; remove. ▲be designed for...让学生掌握汉意并翻译句子

据我所知，这门课程是为初学者设计的。 As far as I know, the course is designed for beginners. 同时扩展延伸出短语：by design=on purpose 故意地；有意地

其反意短语 by chance=by accidet ▲ belong to，同时延伸出名词：belongings 让学生翻译相关的句子

不论发生什么事情，台湾都是中国的一部分。 No matter what happens , Taiwan belongs to China. As is known to us, China is a country belonging (belong)to the third world. 此题较上一题难度提升，引出该短语重点之处：无被动语态及进行时。对于belongings ,让学生口头表达句子。

▲survive 让学生思考相关的短语，survive on ; survive from 并观注其延伸出的两个名词 survival ; survivor。给学生创设语境，让学生在语境中更好的理解运用并掌握词形变化。

这个小女孩是这场大地震的唯一幸存者，她告诉记者在她被掩埋的日子里只能依靠很少的食物生存，我想她的生还真是一个奇迹。 The little girl was the only ________who ________ the strong earthquake. She told the reporter that she had to _________little food during the days when she was buried. I think her ________was a real wonder.

▲remove 该词语意众多，让学生尽可能说出其汉语意思。给出不同的语境，让学生在语境中体会理解其语意。为学生在做阅读理解猜测词义题做基础。引申出短语 remove one's doubt ⑴.He removed his jacket when he arrived home. ⑵. He was severely criticized and removed from his position. ⑶. The agreement removes the last serious problem. ⑷. Three children were removed from the school for bad behaviors. 设计意图：让学生总结用法，直接输出之前所学内容，对课前的预习效果起到检测作用。所使用的例句尽量贴近生活和创设真实语境，更有利于学生理解和掌握。

2.课文内容复习及重点词汇强化

呈现课文内容缩写，让学生用词块的正确形式填空：

Actually , the Amber Room was designed ____the palace of Frederick Ⅰ, the King of Prussia . The room was made of several tons of amber. But the next King of Prussia decided to give it to the Russian people as a gift of friendship. _____return, the Czar sent a troop of his best _______(solider) to the Prussia. So the Amber Room became part of the Czar’s winter palace. It served as a small reception hall for important visitors. Later, Catherine Ⅱ had it _______(move) to a palace where she

spent her summers. Before the Nazis got to the summer palace, the Russians were able to remove some furniture and small art objects from the Amber Room. There is no doubt _____some of the Nazis secretly stole the room itself. After that, ______ happened to the Amber Room remains a mystery.

设计意图：回顾课本内容，引起学生对课本复习的重视。检验课前准备的效果。突出课文中重点句型There is no doubt that... 着重对比 There is no doubt that ... 和 There is some doubt whether... ；强调两个不同的连词使用，并配以习题检测。

There is no doubt ______ my efforts will pay off. There is some doubt among the people ______he will win the prize. Step2 词汇运用

与学生共同总结本节课的五个词块与黑板上。

be designed for ... belong to survive remove There is no doubt that 设计意图：让学生对本节课所要理解掌握的内容有个整体印象，为接下来的语言输出做准备。

1.教师给出四个句子来描述一座园林，让学生注意红色字体对应的词块并给学生时间翻译。

⑴.它是为皇帝设计的。 ⑵.毫无疑问的是它被称为“万园之园”。

⑶.这座伟大的园林在鸦片战争中被毁。 ( the Opium War) ⑷.属于中华民族的大量艺术财富被运走。(a vast collection of cultural treasures) 让学生猜测描述的是我国的哪座园林-- Summer Palace 给学生时间将其翻译到本上，并收取几位同学的句子用幻灯片作展示，学生和老师一起评价句的优缺点，并做改正。

设计意图：以单个句子的形式让学生去翻译，抓住复习要点，目的性强，降低了难度，绝大多数学生都能够写出句子的主干。为接下来的篇章做准备。

2.作业

教师介绍描述完园明园后，引导学生描述自已所了解的城市，公园，博物馆等等。再次展示本节课的词块，提醒学生在作文中使用。

板书设计

Unit1 In search of the amber room 1.be designed for... 2. belong to 3.survive 4. remove 5. There is no doubt that ...