基于主題意義引領(lǐng)的大單元整體復(fù)習(xí)設(shè)計(jì)案例
——學(xué)校生活

山東 徐 影 郭麗娜

復(fù)習(xí)課型是高三備考的重要課型。高效率的復(fù)習(xí)不應(yīng)只是對(duì)已學(xué)知識(shí)的簡(jiǎn)單重復(fù)，更應(yīng)是對(duì)知識(shí)內(nèi)涵的重新探究與拓展深化，是一個(gè)梳理、整合、優(yōu)化與提升的過(guò)程?；谥黝}意義的大單元整體復(fù)習(xí)以主題語(yǔ)境為依據(jù)，以單元話題為抓手，以拓展學(xué)習(xí)的深度和廣度為原則，注重把握知識(shí)之間的內(nèi)在聯(lián)系，具有整體性、系統(tǒng)性、邏輯性，利于學(xué)生掌握科學(xué)的學(xué)習(xí)方法，促進(jìn)其從知識(shí)到能力再到思維的提升。

核心素養(yǎng)導(dǎo)向下的“大單元教學(xué)”設(shè)計(jì)，要求教師建立好學(xué)科核心素養(yǎng)與學(xué)科核心內(nèi)容之間的關(guān)系，依據(jù)課程標(biāo)準(zhǔn)和教材，選擇有利于培養(yǎng)學(xué)科核心素養(yǎng)的教學(xué)內(nèi)容和情境素材，制定學(xué)習(xí)目標(biāo)、選擇學(xué)科內(nèi)容、設(shè)計(jì)學(xué)習(xí)活動(dòng)、開(kāi)展課堂教學(xué)、進(jìn)行學(xué)習(xí)評(píng)價(jià)，環(huán)環(huán)相扣，使學(xué)科核心素養(yǎng)具體化，可培養(yǎng)、可干預(yù)、可評(píng)價(jià)。下面，筆者將以人與自我主題語(yǔ)境中的子主題“學(xué)校生活”為例，談一談大單元整體復(fù)習(xí)的具體做法。

一、立足高考，基于課標(biāo)，研讀教材，梳理單元語(yǔ)篇內(nèi)容和復(fù)習(xí)重點(diǎn)

學(xué)校生活主題下的語(yǔ)篇多以記敘文為主，而記敘文是高考的重要文體。《普通高中英語(yǔ)課程標(biāo)準(zhǔn)（2017 年版2020 年修訂）》（以下簡(jiǎn)稱《課程標(biāo)準(zhǔn)》）要求考生能明確記敘文的主要寫作目的（如：再現(xiàn)經(jīng)歷、傳遞信息、說(shuō)明事實(shí)、想象創(chuàng)作）以及這類語(yǔ)篇的主要結(jié)構(gòu)特征（如：該類語(yǔ)篇的必要組成部分和可選組成部分、各組成部分的順序等）。把握記敘文的文體特征和結(jié)構(gòu)特點(diǎn)有助于考生正確理解語(yǔ)篇，提高解題能力及寫作水平?；诖?，筆者結(jié)合新教材，將記敘文特點(diǎn)及再現(xiàn)學(xué)校經(jīng)歷作為“學(xué)校生活”主題復(fù)習(xí)的重點(diǎn)目標(biāo)，并做了如下整合：

主題語(yǔ)境：人與自我——生活與學(xué)習(xí)——學(xué)校生活

單元話題：學(xué)校生活

整合語(yǔ)篇：外研版2019 年版新教材必修一 Unit 1 A New Start

外研版教材第七冊(cè)Module 2 Highlights of My Senior High

外研版教材第七冊(cè)Module 2 My Schooldays

外研版教材第七冊(cè)Module 2 After-school Activities

續(xù)表

二、確定大單元復(fù)習(xí)目標(biāo)及課時(shí)目標(biāo)

筆者將新舊教材中涉及“學(xué)校生活”主題的單元語(yǔ)篇進(jìn)行了分析和整合，將主題劃分為三個(gè)子話題，即開(kāi)學(xué)初印象與學(xué)校經(jīng)歷、高中生活和高中生活建議，三個(gè)子話題層層深入，符合學(xué)生的認(rèn)知規(guī)律；并基于高考及學(xué)情確定了大單元復(fù)習(xí)目標(biāo)，制定了課時(shí)計(jì)劃與課時(shí)目標(biāo)，具體內(nèi)容如下：

（一）大單元復(fù)習(xí)目標(biāo)

通過(guò)頭腦風(fēng)暴、自主探究、交流合作、思維導(dǎo)圖等多種英語(yǔ)學(xué)習(xí)活動(dòng)形式，學(xué)生能夠：

1.基于主題意義對(duì)本單元課文內(nèi)容進(jìn)行提煉與整合；根據(jù)主題意義建構(gòu)與高中學(xué)習(xí)和生活這一主題有關(guān)的主題詞塊、主題語(yǔ)塊和主題句式；拓展同話題語(yǔ)篇，進(jìn)行補(bǔ)充和完善；

2.靈活使用本主題詞塊、語(yǔ)塊、句式，準(zhǔn)確、豐富地談?wù)撆c高中學(xué)校經(jīng)歷、課外活動(dòng)/社團(tuán)、學(xué)習(xí)生活建議等內(nèi)容相關(guān)的話題；

3.識(shí)別習(xí)題中與本單元主題相關(guān)的文章，能夠說(shuō)出本單元語(yǔ)篇（記敘文、訪談、非連續(xù)性文本）的語(yǔ)篇類型特點(diǎn)，并使用恰當(dāng)?shù)拈喿x策略獲取此類語(yǔ)篇信息;

4.看到自己升入高中以來(lái)取得的進(jìn)步，保持好的學(xué)習(xí)與生活習(xí)慣，樹(shù)立積極的人生態(tài)度。

（二）課時(shí)安排與課時(shí)目標(biāo)

三、單元整體復(fù)習(xí)過(guò)程實(shí)施

確立好單元目標(biāo)及各分課時(shí)目標(biāo)，下面筆者將以課時(shí)一和二為例，詳細(xì)展示復(fù)習(xí)實(shí)施過(guò)程。

課時(shí)一 First Impression &School Experiences

課時(shí)目標(biāo)：能建構(gòu)與校園印象相關(guān)的主題詞塊和句式；能準(zhǔn)確地談?wù)摳咧猩畛跤∠?；能說(shuō)出日記的結(jié)構(gòu)特點(diǎn)和寫作目的；能初步談?wù)搶W(xué)校經(jīng)歷，并建構(gòu)相關(guān)主題詞塊、句式等。

學(xué)習(xí)方法：自主學(xué)習(xí)，問(wèn)題引領(lǐng)，合作探究，頭腦風(fēng)暴，思維導(dǎo)圖

教學(xué)過(guò)程：

Activity 1.Have a general review of the whole unit and think about topics relative to school life.

[自主學(xué)習(xí)，教師引領(lǐng)。歸納本單元主題并補(bǔ)充與主題相關(guān)的子話題，明確復(fù)習(xí)目標(biāo)并對(duì)主題復(fù)習(xí)有結(jié)構(gòu)化的認(rèn)識(shí)。]

Activity 2.Recall how you felt on the first day at senior high and think about what can be mentioned.

【話題詞塊】

1.the first impression of your new school: fantastic/amazing/awesome/impressive/brilliant...

2.the things that you think most impressive: school campus and facilities/teachers and teaching methods/ school subjects/ after-school activities/school regulations...

3.feelings on the first day at senior high: eager/ excited/expectant/curious/nervous/proud...

[頭腦風(fēng)暴?；仡櫢咧腥雽W(xué)情景，能歸納開(kāi)學(xué)初印象，并整理話題詞匯，為整個(gè)單元的復(fù)習(xí)活動(dòng)做鋪墊。]

Activity 3.Review My First Day at Senior High and summarize how the writer felt about his first day.

【話題句式】

I had pictured it over and over again in my mind and finally the big day arrived.

I woke up early and rushed out of the door in my eagerness.

I tried to turn on my brain but the engine just wouldn’t start.

...

[教師引領(lǐng)。學(xué)生學(xué)習(xí)“再現(xiàn)經(jīng)歷”的寫作手法，如通過(guò)動(dòng)作描寫picture,rush,turn on 表達(dá)作者“excited,eager,expectant”的情感；使用副詞及短語(yǔ)使畫面感更加強(qiáng)烈；使用暗喻的手法將人腦比作引擎“engine”，將作者的緊張情緒展現(xiàn)得淋漓盡致。]

Activity 4.About the diary: order/format/event/theme

[教師引領(lǐng)。復(fù)習(xí)日記的語(yǔ)篇特點(diǎn)和結(jié)構(gòu)特點(diǎn)，明確本單元日記的寫作目的為記事言志；小組合作，整理話題相關(guān)句式，學(xué)習(xí)寫作手法，為輸出任務(wù)做充足準(zhǔn)備。語(yǔ)言的學(xué)習(xí)是高三復(fù)習(xí)的重點(diǎn)，有助于學(xué)生語(yǔ)言感受力的提升。]

Activity 5.Review A journal entry and summarize how the writer felt about her first week.

【話題語(yǔ)塊】struggle with/ hurry to/ bump into...

[自主學(xué)習(xí)。進(jìn)一步體會(huì)日記的語(yǔ)篇特點(diǎn)，學(xué)習(xí)整理話題相關(guān)的英語(yǔ)表達(dá)并進(jìn)行交流。]

Activity 6.Work in groups and make a mind-map of words and expressions focused on the topic.Your work needs to be logical and reasonable.

[合作探究。以思維導(dǎo)圖的形式建構(gòu)該課時(shí)話題的相關(guān)詞塊、句式、寫作技巧等，使學(xué)習(xí)內(nèi)容系統(tǒng)化、可視化。]

Activity 7.Share the mind-map in class and learn from each other to make the mind map more complete.

[合作探究。小組展示思維導(dǎo)圖并進(jìn)行交流補(bǔ)充，學(xué)生能有系統(tǒng)地對(duì)“學(xué)校印象”進(jìn)行學(xué)習(xí)，并對(duì)“學(xué)校經(jīng)歷”的描寫有初步的感知。]

Activity 8.Homework.Polish the mind-map of words and expressions based on the topic.

課時(shí)二School Experiences

課時(shí)目標(biāo)：能建構(gòu)與學(xué)校經(jīng)歷相關(guān)的主題詞塊和句式；能比較記敘文不同類型語(yǔ)篇的異同；能利用恰當(dāng)?shù)脑~匯、表達(dá)和寫作技巧，描述高中生活的某次經(jīng)歷或高光時(shí)刻。

學(xué)習(xí)方法：自主學(xué)習(xí)，問(wèn)題引領(lǐng)，合作探究，頭腦風(fēng)暴，思維導(dǎo)圖，遷移應(yīng)用。

教學(xué)過(guò)程：

Activity 1.Talk and share

Share an impressive moment you have experienced in your senior high.Describe the event and your feelings.

[自主學(xué)習(xí)，頭腦風(fēng)暴。激活已有知識(shí)，回顧第一課時(shí)所學(xué)，使學(xué)生對(duì)描述學(xué)校經(jīng)歷有初步的嘗試，并能思考體會(huì)寫作手法，為下面的閱讀學(xué)習(xí)做準(zhǔn)備。]

Activity 2.Highlights of the senior high

Read the passageHighlights of My Senior Highand think about the following questions.

Question 1: What are the highlights of the writer? How do you know that?

Question 2: Which is the most impressive for the writer?How does the writer make it known to us?

【話題詞塊】

receive high school diploma/work as (an arts editor/a peer mediator)/go on a school trip/get good grades on the final exams/receive senior prize for English Literature/be elected to the student council/the senior prom...

【話題句式】

I can’t tell you how good this made me feel!

I feel too...to do something.

I really enjoyed being/doing ...

例如：

I feel too exited to think clearly.

I really enjoyed being a peer mediator.

[自主學(xué)習(xí)，教師引領(lǐng)。思考記敘文體的寫作特點(diǎn)，關(guān)注語(yǔ)言之間的內(nèi)在邏輯關(guān)系，學(xué)習(xí)寫作手法，關(guān)注事件與感受的描寫。]

Activity 3.Tough moments of senior high

Read the passageMy Schooldaysand think about the following questions.

Question 1：What does the writer think of his schooldays?Give some supportive information.

Question 2:What aspects of the school have been mentioned? How does the writer think of them?

【話題詞塊】

It took me years to understand the greater mystery of algebra.

School regulations were strict.

Being punctual for class was essential.

Sport was compulsory.

We all had to attend morning assembly.

...

【話題句式】

...,which irritated/upset/delighted/disappointed me.

I am ashamed to do ...

All I felt was a sense of ...

例如：

There were also so many silly rules to follow,which irritated or even upset me.

I’m ashamed to admit that I sobbed as I fell asleep that night.

All I felt was a sense of liberation.

[自主學(xué)習(xí)，教師引領(lǐng)。提出整體閱讀的問(wèn)題引領(lǐng)學(xué)生思考作者的情感并提煉主要信息。]

3.In what way does the writer express his feeling?

[教師引領(lǐng)。關(guān)注對(duì)記敘文語(yǔ)言的學(xué)習(xí)，引領(lǐng)學(xué)生學(xué)習(xí)情感的表達(dá)方式。] 例如：

I was shown to the dormitory where I would sleep with five other innocent boys.The bedding was a pillow,a sheet,and a thin quilt.There were two worn armchairs,a few shabby cushions,an electric kettle to heat water for tea,some posters for decoration but no curtains.The washroom had a basin and a bathtub,but no heating.I’m ashamed to admit that I sobbed as I fell asleep that night.

[以上段落是對(duì)dormitory 的描寫，作者通過(guò)使用形容詞，如innocent,thin,worn,shabby 以及but no 的重復(fù)修辭，表達(dá)了自己當(dāng)時(shí)desperate,helpless 的情感。而下面對(duì)教師的描述則體現(xiàn)作者對(duì)學(xué)校感激的情感。]

We had a dynamic English teacher,a bachelor who had plenty of time for us boys and inspired my life-long love of literature.There was also a teacher of botanical science,who introduced me to my passion for flowers and plants.

Activity 4.Work in groups and make a mind-map of words and expressions focused on the topic.Your work needs to be logical and reasonable.

[自主學(xué)習(xí)，合作探究，教師引導(dǎo)。以思維導(dǎo)圖的形式建構(gòu)該課時(shí)話題的相關(guān)詞塊、句式、寫作技巧，使學(xué)習(xí)內(nèi)容系統(tǒng)化、可視化。同時(shí)關(guān)注文體特點(diǎn)與語(yǔ)言輸入，為輸出任務(wù)做準(zhǔn)備。]

Activity 5.Share the mind-map in class and learn from each other to make the mind-map more complete.

[合作探究。小組展示思維導(dǎo)圖并進(jìn)行交流補(bǔ)充，學(xué)生能有系統(tǒng)地學(xué)習(xí)“學(xué)校經(jīng)歷”相關(guān)的內(nèi)容。]

Activity 6.Write a passage of 80-100 words to describe one of your school experiences or highlights.

[學(xué)以致用。將話題復(fù)習(xí)成果落實(shí)于筆端。]

Activity 7.Homework.Polish your composition.

通過(guò)對(duì)教材內(nèi)容的復(fù)習(xí)和語(yǔ)言實(shí)踐活動(dòng)，學(xué)生對(duì)本單元基于主題意義的整體建構(gòu)得到進(jìn)一步的回顧和深化認(rèn)識(shí)，每一課時(shí)的復(fù)習(xí)過(guò)程最后化零為整，形成思維脈絡(luò)。初步利用復(fù)習(xí)課使學(xué)生從淺層學(xué)習(xí)走向深度學(xué)習(xí)，實(shí)現(xiàn)了低階思維向高階思維的過(guò)渡。下面是三、四課時(shí)的思維脈絡(luò)。

四、教學(xué)反思

基于目前學(xué)校和一線教師的實(shí)際情況，筆者所指的“大單元”主要是指基于學(xué)科核心素養(yǎng)、學(xué)生認(rèn)知規(guī)律和學(xué)科知識(shí)邏輯體系建構(gòu)的最小的學(xué)科教學(xué)單位，“大單元教學(xué)”體現(xiàn)在對(duì)學(xué)科教學(xué)單元內(nèi)容的二度開(kāi)發(fā)和整體設(shè)計(jì)中。其主要的設(shè)計(jì)思路是立足高考和《課程標(biāo)準(zhǔn)》，依據(jù)教材順序，進(jìn)行單元整合，根據(jù)實(shí)際情況補(bǔ)充不同版本教材的相關(guān)語(yǔ)篇，明確主題與目標(biāo)后，進(jìn)行逆向設(shè)計(jì)。

大單元整體復(fù)習(xí)關(guān)注學(xué)科的核心知識(shí)，在內(nèi)容和意義的推動(dòng)下，很大程度上避免了碎片化、孤立化、唯知識(shí)點(diǎn)等問(wèn)題，能夠有效助力學(xué)生的深度學(xué)習(xí)?；谥黝}意義引領(lǐng)的大單元整體復(fù)習(xí)打破了現(xiàn)有語(yǔ)言素材之間的邊界，通過(guò)調(diào)整和融合，關(guān)注知識(shí)獲取過(guò)程和思維形成過(guò)程，極大地提高了復(fù)習(xí)效率，改善了學(xué)生的思維方式。