【操作要领】

预设问题，引导复习—深化思考，自主整理—总结归纳，交流学习—巩固应用，拓展延伸

1.预设问题 引导复习

教师对本节课重难点复习内容列出问题式提纲，呈现在导学案上。编写提纲时需注意：

(1)重难点复习内容与《课标》和《考试说明》中的能力要求一致.

(2)列在提纲上问题要有层次性，学生通过复习课本或课堂笔记能自主完成.

(3)提纲上也应有少数跃进式问题，但必须在学生最近发展区之内。

2.深化思考 自主整理

“自主复习”是复习课的主体环节之一，它直接关系到本节课的教学目标能否顺利达成。因此教师在复习课前，务必做好充分的准备。根据《课标》和《考试说明》及学情，总结归类出值得学生上课复习或解决的问题。

自主学习阶段，学生可能会出现一些生成问题。如果这些问题不在教师预设的范围之内，个性问题个别辅导解决，共性问题需记录下来，自主复习后通过师生互动解决。另外，教师需巡视学生，了解自主复习进展情况，提醒学生做好形成知识点总结笔记，确保人人有效复习。

3．总结归纳 交流学习

自主复习之后，首先是同桌两位同学通过换读笔记或导学案进行复习结果交流（pair work），然后让学生边在投影仪上展示边简洁地汇报自主复习的结果（S-S interaction）。

交流学习过程中暴露的生成问题不容忽视，教师要通过师生互动或生生互动，即时引导学生纠正错误，形成相对完善的知识网络。

另外，学生代表的发言声音不能过低，否则其他学生听不到讲的东西，无法对其评价，或学生说一句老师重复一句，既浪费了时间，又打断了学生的思路，影响预期效果。

4．巩固应用 拓展延伸

巩固拓展练习的设计要具有典型性、梯度性。可以是重复再现或变式再现学生所做错的原题，考查学生对原知识点的再认知能力和灵活应用能力；也可以重现一系列与错误知识点相关的问题，使学生通过这些巩固拓展练习，形成由点及面的知识网络。另外，教师还需要设置一些有一定思维量的问题，着重考查学生自主分析问题和解决问题的能力，使之养成独立思考、多维度思考的好习惯，并在体验、感悟、理解中生成新的知识，挖掘出学生的潜在智慧和创造能力。

【导学案】

Module 10 Unit 1 Building the future

Ⅰ Lead in

整理下列重点单词的用法（注意一词多义、不同词性的变化、固定短语、同义词或反义词等）。

1. gravity 2. politician 3. wrestle 4.dilemma 5.beyond

6. permanent 7. enterprise 8. conventional 9. expense 10. weaken

11. creativity 12. adjustment 13. sustainable 14. hopefully 15. systematic

16. moreover

英汉互译并造句（多义词组，用不同的句子表达出来，写在作业本上）。

1.make the headlines

2.put pressure on somebody to do something

3.at a crossroads

4.catch up on

5.put something into practice

6.push for something

7.on top of

Ⅱ Independent work

自主复习整理以上两题，形成知识点总结笔记，并写出仍然存在的问题。

e.g. 1. the gravity of the problem 严重性; the gravity of the earth 重力

Ⅲ Exchange learning

整理完成后，同桌两位同学换读笔记互相查错,互相完善笔记，然后学生代表在投影仪上展示结果，其他学生或老师点评。

Ⅳ Immediate application

►单词拼写：（详见讲义。学生独立完成练习，然后在投影仪上展示结果，其他学生或老师点评。）

►书面表达：（课上小组活动讨论框架结构及主题句，并口头呈现；自习课写在作文本上。）

1、以 How to keep sustainable development 为题，写一篇短文。要点如下：

分析现状：1.自然资源日益减少

2. 环保意识不强

3. 贫富差距增大

已经采取的措施：1. 通过相关法律，改善环境

2.教育人们保护地球

3.加强国际合作

你的观点：1. ••••••

2. ••••••

【课堂实录】

Module 10 Unit 1 Building the futur

一、预设问题 引导复习

You’ve reviewed Module 10 Unit 1, so in this period, we are going to check the results.

二、深化思考 自主整理

►Sum up the following words:

1. gravity 2. politician 3. wrestle 4.dilemma 5.beyond

6. permanent 7. enterprise 8. conventional 9. expense 10. weaken

11. creativity 12. adjustment 13. sustainable 14. hopefully 15. systematic

16. moreover

►Put the following words into Chinese and then make sentences with them.

1. make the headlines

2.put pressure on somebody to do something

3.at a crossroads

4.catch up on

5.put something into practice

6.push for something

7.on top of

三、总结归纳 交流学习

►Now, it’s time for us to exchange notes with your desk mates. Try to learn something good from your partner and improve the weak parts.

►OK, let’s share your results. Volunteers ?

S1: (Puts her notes on the projector and begins to explain her notes.) Gravity…

T: What do you think of her work?

SS: Perfect. (Claps)

T: Any different versions?

(No response. )

Then let’s come to the sentence presentation. Any volunteers?

S2: (Puts her notes on the projector and begins to read her sentences.) Make the headlines means ……

（During the presentation, other students cut in and add something that they think is better from time to time.）

T: Well done. And thank you.

四、巩固应用 拓展延伸

► Word-spelling

T: Now I’d like to ask you to complete the following word-spelling exercises. Begin! (Ss begin to do word-spelling exercises while the teacher is walking among them. )

T: Now, who would like to write down your answers on the Bb. OK, you two please.

(After they have finished writing the answers, another two students come to the front of the classroom and correct the mistakes with red chalks.)

T: What now? Any mistakes?

Ss: No.

T: Very good. Now, would you please check your answers and read them aloud.

►Written work

Now let’s come to the next exercise: Written work. You will work in groups of four and discuss its framework. Action, please!

(Ss begin their group work while the teacher is walking among them, tutoring here and there. )

T: Now, who’d like to present your framework.

S4: We can divide the passage into 3 parts.

Para 1: Analyze the reasons.

Para 2: Measures.

Para 3: Our opinion.

Topic sentences are as follows:

①The present situation is worrying.

②To our great joy, many countries have taken action.

③Personally, I think we students need to devote ourselves to sustainable development.

T: Good job! Any volunteers?

S5:…

Ⅴ Summary

There are still 3 minutes left. Please sum up what you have learned into your notebooks.

【教学反思】

The students were very dedicated to their independent work and did a very good job. Most of them made sentences related to their daily life, thus attracting every student’s attention. As for the immediate application, the presentation of the framework is the highlight of the period, which even excites the teachers seated at the back. It is a very dynamic class and the effect is better than expected.

Of course, much remains to be improved. For example, the teacher hurried students several times, which certainly made some students a bit nervous. Also, the guided plan was a bit too much for a period , so the teacher didn’t give enough time for them to consolidate what they had learned in this class, or the first part would have been much better.