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最近，我们新高一刚刚完成人教版教材前三个单元的备课和教学任务。但是，对于第一单元的教学内容，我们一直在思考：能否考虑可以从不同的角度去挖掘教材内容，做到教材的重新设计和整合，促进学生语言综合能力的养成，实现核心素养的落地。 教材中原文呈现：
I wonder if it's because I haven't been able to be outdoors for so long that I've grown so crazy about everything to do with nature. I can well remember that there was a time when a deep blue sky, the song of the birds, moonnight and flowers could never have kept me spellbound. That's changed since I came here. 语言结构提取 I wonder if it's because...that... I can well remember that there was a time when... That's changed since ... 处理文本阅读的第二个课时，安排的一个听写翻译作业任务就是：我想弄明白是不是就是因为我在过去的的一个月内每天坚持英语诵读10分钟才让我取得这么大进步。我仍然能清晰的记得：曾经有一段时间我的英语成绩让我如此失望，但是，一切从我进入郑州市第十一中学开始就改变了。
语言结构实践 I wonder if it's because I have been keeping reciting English for at least 10 minutes each day during the past one month that I have made such rapid progress in English. I can well remember that there was a time when I was so disappointed with English at my poor grades. That's changed completely since I came to Zhengzhou No.11 middile school. 这个时候就发现先前重点讲解过的强调句型、固定句式，在学生的课堂反馈实践中，没有令人满意的呈现。并不能形成知识的正向迁移和应用能力。 语言结构应用
在上一个课时，曾经布置过一个写作任务，让学生就教材中给出的命题文章进行命题作文的第一次尝试写作。于是就要求在第二次作文写作的过程中尝试使用刚学过并且练习过翻译的句型。
在接下来的单元教学Using languae的过程中，我就要求学生：一方面考虑练习任务的完成，另一方面考虑如何做到文字材料入耳，入心。一方面 要求学生考虑loose一词在不同语境内的不同含义；另一方面考虑如何就阅读文本设计适合的语法填空和短文改错的考察练习。
语言能力创新 Anne's sister Margot was very upset that the family had to move. However, she knew she had got to go through all the difficuties with her family. She found it difficult to settle and calm down in the hiding place, because she was concerned about whether they would be discovered. She suffered from lonliness, but she had to learn to like it there. What she really missed was going outdoors and walking the doors for her neighbour. It was such fun to watch it run loose in the park. She wished she could tell her neighbour face to face that she was sorry not to be able to do it any longer, but she knew that was too dangerous.
While walking the dog, you were careless and it got loose and was hit by a car. 学生课堂分组活动就是利用所给的文本设计语法填空内容，但是课堂结束 我布置的学科任务两项：1. 小组合作把文本设计为高考题型的语法填空；2. 小组合作，把文本设计为高考题型的短文改错。 设计初衷为何？设计效果如何？明天再为大家继续揭晓！！！ |
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