高中英语词汇教学设计

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高中英语词汇教学设计

　在19至20世纪的，英国和美国在文化、经济、军事、政治和科学在世界上的领先地位使得英语成为一种国际语言。如今，许多国际场合都使用英语做为沟通媒介。下面是我为你带来的高中英语词汇教学设计 ，欢迎阅读。

　 教学内容:

　Unit 5 Canada—“The True North”, Book3

　课文 A Trip On “The True North ” 的词汇和短语（rather than, continent, baggage, chat, scenery, eastward, westward, upward, surround, ?the Rocky Mountains, harbour, measure, aboard, settle down, manage to do, catch sight of, eagle, ? Stampede, cowboy, have a gift for, within, border, slight, slightly, acre, urban, ?Thunder Bay, ?Lake Superior）

　 教学目标：

　1. 使学生能够正确地朗读并掌握所学词汇的中文意思;

　2. 通过创设语境与习题练习相结合的方法掌握重点单词的音、形、义、用；

　3. 对学生进行从语境中猜测词意这一词汇学习方法的初探；

　4. 教授构词法的基本知识，培养学生词汇生成能力，拓宽词汇量；

　5. 结合词汇教学和文章理解，使学生了解加拿大的基本情况。

　 教学重点：

　使学生掌握本课词汇。

　 教学难点：

　使学生掌握词汇学习的'方法并培养词汇学习的兴趣。

　 教学方法：

　任务型教学

　 课前准备：

1. 前一节课已通过略读、跳读、细读等方式对课文A Trip On “The True North ” 有了整体感知，并能基本完成P35的Comprehending部分。

　2. 教师事先根据高考词汇要求及词汇的使用频率对所学28个词汇进行分类分组，分为只读词汇，认知词汇和运用词汇。计划针对不同级别或频度的词汇采用不同的策略。分组如下：

　Group A: baggage, continent, harbour, eagle, ? border, acre

　Group B: eastward, westward, upward

　Group C: chat, scenery

　Group D: ?surround, measure

　Group E: rather than, settle down, manage to do, catch sight of, have a gift for

　Group F: aboard, within, slight, slightly, urban

　Group G: ?the Rocky Mountains, Stampede, cowboy, ?Thunder Bay, ? Lake Superior

　 教学过程：

　Step Ⅰ: Lead-in: Brainstorm.

　Q1: Do you like travelling?

　Q2: What words will you think about when I refer to the word “travel”?

　Ss brainstorm the words and write them down. ( ID card, passport, camera, IPAD, notebook, map, jet lag, sports shoes,…)

　 设计思路： 用头脑风暴游戏导入新课，开拓学生思路并为接下来的词汇学习做准备。

　StepⅡ: Learning about Group A: baggage, continent, harbour, eagle, ? border, acre

　First, listen to tape about these new words. Make Ss recognize the pronunciation.

　Then, learn these words by guessing and paraphrasing.

　1. Baggage Teacher gives clues like this:

　They’re a general word for a group of bags.

　We put clothes, camera and other things we need in these.

　We carry them when we travel.

　Ss: Baggage.

　2. Eagle Teacher gives clues like this:

　It is a large strong bird.

　It has very good eyesight.

　Its mouth is very sharp.

　Ss: Eagle.

　3. Continent, harbour, border, acre

　Teacher goes to the map hanging on the wall.

　⑴ continent:

　T: Look at the map. Can you find China? Where is it?

　Ss: Yes, it’s in Asia.

　T: Can you find the UK and France?

　Ss: Yes, they’re European countries.

　T: Great. Asia is one of the continents in the world. And Europe is another. There are five continents altogether on the earth. Do you know the meaning of “continent”?

　Ss: Yes.

　⑵ harbor:

　T: ?( points to Dalian ) Look at ?Dalian on the map. If you travel from this city, what kind of transportation will you take?

　Ss: bus, plane, ship, train….

　T: Yes, you can choose ship because Dalian is next to the sea. So the place of shelter for ships is harbor. Got it?

　Ss: Yes.

　⑶ border: (point to the border of China) Teacher gives clues like this :

　It is lines between two provinces or countries which are next to each other.

　Ss: border.

　⑷ acre:

　T: Do you know how large our country is?

　Ss: 9,600,000 square metres. (Answer the question with teacher’s help)

　T: And ‘acre’ is another word to describe how large the land is, especially used in English- speaking countries. In Chinese, ?英亩.

　 设计思路： 此组均为名词，掌握其音、形、义即可。通过使用根据英语释义的方法猜单词，使单词学习不再枯燥乏味，反而很有趣，很刺激，对学生的学习积极性是一种调动。

　Step Ⅲ: Learn the new words in Group B: eastward, westward, upward

　1. Teacher writes the three words on the blackboard. Lead the Ss to find out the word-forming rules.

　T: -ward(s) 是表示方向的后缀， means “in a certain direction”, 常与方向词如： east, west, up, down, in, out等词派生出eastward(s), westward(s), upward(s), downward(s), inward(s) 和outward(s).

　So, eastward means “to the east”. How about ‘upward’?

　Ss: To the upper place.

　 设计思路 : 利用构词法学单词，寻找并总结构词规律，既有利于提高学习效率，又能拓展词汇量。

　 Step Ⅳ Learn the new words in ?Group C: chat, scenery &Group D: ?surround, measure

　 1. Group C: Summarize the differences between chat and talk;

　Summarize the differences among scenery, view, sight, scene.

　⑴chat vs. talk

　Notes: chat vi. & n. ?非正式场合的闲聊（常为交流个人情况）

　talk vi. & n. (含义较多) 谈话，聊天等。

　但用法较相似： chat / talk with/ to sb.

　chat / talk about sth.

　have a ?chat/ talk with sb. about sth.

　Exercise:

　① The two sides in the war have agreed to hold a peace talk.

　② I haven’t seen him for years and we had a long chat about old times.

　③ My boss talked to me for almost an hour.

　④ Look at those girls. They were chatting happily on the beach.

　⑵ scenery, view, sight, scene

　Notes: scenery: 指一个地区全部的自然景色，如高山、森林、溪谷等，是不可数名词。

　view: 多指从远处或高出等某个角度所看见的“景物，景致”。

　scene: 除表示“景物、景致”外，还有“场面”之意，大多包括人及人的活动在内。

　sight: 指人们游览观光的风景，特别值得一看的景物，也可指“情景；景象；视力”。

　Exercise:

　① You’ll get a fine view of the town from the mountaintop.

　② We visited the historical sights of China last summer.

　③ The scenery of this country is unparalleled(无双的).

　④ The boats in the harbor make a beautiful scene.

　 设计思路： 因不能区分同义词之间的语义差异，也是造成学生使用单词出错的原因。通过同义或近义词的词义辨析，使学生弄清楚易混词，从而提高学生活学活用的能力。

　 2. Group D: ?surround, measure

　Notes: ⑴ surround vt. & vi. 包围，围绕

　常用于被动语态be surrounded by

　eg. The church is surrounded by a white fence.

　[语境串记] Once upon a time, a king who was polite to surrounding (adj. 周围的) countries lived in a castle surrounded（v-ed 被……环绕） by a large forest and having wonderful surroundings（n.环境）.

　从前，在一个绿树环绕，环境优美的城堡里住着一位国王，他对领邦十分友好。

　⑵ measure: vi. & vt. 测量，衡量，判定

　n. 计量制， 尺寸，措施

　① measure sth. by sth. 用……来衡量

　eg. Education should not be measured purely by examination results.

　② take measures/ steps/ action to do sth.

　eg. ?The government has taken measures to stop the spread of AIDS.

　 设计思路： 该组词汇同Group C 一样，属高频运用词汇。结合微型语境学习搭配是最直接有效的方式，有利于培养学生用英语思维的能力以及感知语言的能力。

　Step Ⅴ Learn about the phrases: rather than, settle down, manage to do, catch sight of, have a gift for in ?Group E

　Task: This is a short story. Fill in the blanks using the phrases above.

　Rather than go shopping with his parents, little Tom decided to study for the math exam at home. However, he wasn’t really good at math and found it hard to settle down to (doing) his work. Suddenly, he caught sight of ? the gold medal hanging on the wall, which reminded him of piano competition, little Tom has a gift for piano but not math. What a pity! Little Tom said to himself： I keep practicing and then I‘ll manage to get good results.

　 设计思路： 用小故事的方式将短语串在一起，内容有趣，可读性强，结合语境教学法，培养学生活学活用的能力。

　StepⅥ: Learn the new words in Group F: aboard, within, slight, slightly, urban

　结合课文语境学习该组词汇。

　 设计思路： 本组词汇为prep, adj. 和adv. , 重点掌握音、形、义， 结合课文内容教学，即可掌握。

　Step Ⅶ Learn the new words in Group G: ?the Rocky Mountains, Stampede, cowboy, ?Thunder Bay, Lake Superior

　Read these words after the teacher.

　 设计思路： 本组词汇均为词， 不要求掌握，但为了不影响课文的理解和朗读，只需掌握其音、义即可，简单处理。

　Step Ⅷ: Deal with Exercises 2&3 on P36.

　Ask the Ss to finish the exercises all by themselves. And then check the answers.

　 设计思路： 通过两个练习的处理，总结本课所学词汇。

　StepⅨ： ?Conclusion and Homework.

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正确认识说课

说课的作用

怎样说课

制定目标

课时长度

学生的认知水平和学习特点

如何检测教学成果

需要什么样的教学资料和活动配合实践

教案和教学设计都是事先设想的教学思路，是对准备实施的教学措施的简要说明；教学案例则是对已经发生的教学过程的反映。一个写在教之前，一个写在教之后；一个是预期，一个是结果。案例与教学实录的体例比较接近，它们都是对教学情景的描述，但教学实录是有闻必录，而案例则是有所选择的。

设计教案时可以先在脑海中构想一个虚拟课堂，将你计划的教学环节粗略演示一遍，并把你认为重要或有用的想法一一记录下来，比如Warm-up活动的形式、课堂训练的内容、课堂上可能面临的问题及解决办法、某个知识难点讲解等。在考量课时长度的前提下，这一步越详细越好，尤其能帮助缺乏教学经验的老师做好充足的准备，避免在课堂上出现手忙脚乱的状况。

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