福建省厦门市集美区灌口中学高中英语 Unit 5 Canada “The True North”词汇教学设计 新人教版必修3(1).doc

unit 5 canada the true north一、教学内容分析普通高中课程标准实验教科书英语（3）人民教育出版社必修三unit 5 中心话题是有关加拿大的旅游经历，我在第二课时对本单元考纲重点词汇（tradition, aboard, measure, broad, impress, scenery, baggage, settle down, rather than, chat with, catch sight of, in the distance, have a gift for, be surrounded by, manage to, be pleased等）教学的处理上根据教材内容、学生的实际情况、接受能力灵活整合。认知理论认为语言学习是一个信息加工过程，在设计这一课时，通过reading的语言输入，speaking （oral practice）教学活动的设计对信息进行加工，为后面的writing做铺垫，最后介绍旅游经历输出迁移运用所学语言。二、学生学习情况分析学生对旅游这一话题较感兴趣，通过第一节课有关加拿大旅游经历文章的阅读，学生初步了解相关旅游经历的词汇，但学生对大部分词汇的掌握还停留在理解阶段,无法识别一词多性，一词多义，一词多搭配等，未能在口头交际或书面表达中正确，灵活运用所学词汇，所以教师结合词块理论进行词汇教学实践，以学生为主体、以情景为依托、以话题为基础、以运用为目的的词汇教学策略，尝试以“游记”为主线，引导学生在语境中学习词块，运用词块进行交流及表达，争取提高词汇学习的积极性，主动性和有效性。三、设计思想1. 运用建构主义教学的基本模式5p（preparation, presentation, practice,production, progress）oral practicelead inassessmenthomeworkwritingreadingcommunicative activitiescheckingapplicationlearningactivationknowledge and information competenceenrich experience expriendskillsexperienceprogressproductionpracticepresentationpreparation 笔者在设计本课时，力求发挥学生的主体作用，从学生已有的生活经验出发，以在西方国家旅游经历所见所闻“快闪”的视频来导入话题，吸引学生注意力，进而以语篇的形式呈现本课考纲词汇教学重点，引导学生在真实的语篇，语境中储存和提取有关旅游经历的词块，并在语境中更准确理解词块。接着，通过oral practice设计各种真实情境，引导学生进行机械操练（mechanical practice）及有意义操练（meaningful practice）向学生提供真实生活中解决问题所需的知识成分（如用英语表达旅游经历的词块、句子），培养学生把知识运用于情境中的能力，发展交际策略，最后引导学生围绕所学的词块自主编写有关旅游经历的短文，推动学生将对词块的感知上升为运用，使得所学的词块个性化，提高学生使用词块生成语篇的能力，创造性将所学知识进行迁移运用，输出所学语言，培养综合运用语言的能力。在课堂活动中强调学生的自我评价和相互评价，让学生在自我评价和相互评价中不断反思，学会欣赏，感受进步，体验成功。2. 实施任务型教学，倡导体验参与在课堂教学过程中，设计许多任务型教学活动，创设情境，让学生在教师的指导下，积极感知、体验、实践、参与和合作，实现任务的目标，感受成功，进而形成积极的学习态度，促进语言实际运用能力的提高。四、教学目标我为这课确定了语言技能、语言知识、情感态度、学习策略和文化意识等五项目标：1. arise the students interest in traveling2. learn to share their traveling experience ,using the important words in chunk in real context emotion and attitudeknowledge about travelingcultural awarenesslearning strategiestraveling experience 1. ss can master the characteristics of active words in .real context2. ss can deal with information by discovering important words or phrases in real context3. ss can develop the ability of using vocabulary in real context 4. ss can assess each other and build up confidencelanguage skillslanguage knowledgelanguage out putlanguage in put1. speaking2. writing an article about traveling experiencelearning words and useful expressions about traveling experiencereading for information 五、教学重点难点 1. help students to master the usages of important words and phrases 2. help students to develop the ability of using vocabulary in real context 3. help students to write an article about traveling experience 六、教学设计过程步 骤内 容活动方式活动间的联系设计意图学情预设i lead-in（preparation） watch the video about my traveling experiences in spain视频引出话题以在西方国家旅游所见所闻“快闪族”视频吸引学生兴趣，自然引入本课话题，引导学生外出旅游关注中西文化的差异，同时激活学生原有的知识经验，帮助学生大脑形成一个有关“旅游经历”的信息包，把它和将要出现的新知识有机结合起来。 学生在日常生活中对“快闪族”有一定的了解，对旅游话题也较为感兴趣，会较快进入学习状态ii. reading（presentation）ii. reading（presentation）1.read the passage “my traveling experience in spain and try to discover the new words and phrases in unit 5. i have never traveled abroad before but my trip to spain left me a deep impression.last year i went to visit my friend john who settled down in spain, a city with beautiful scenery and rich traditions. rather than take the train，i began my journey with little baggage aboard the plane .on the plane i chatted with other passengers while enjoying the scenery along the way.john was more than pleased to see me at the airport,then we walked along a broad street where people always love to go and have fun. suddenly i caught sight of an old man holding a cello (大提琴)in the distance. i thought he was just some normal street artist who play music for living,but what really impressed me was what happened after the little girl dropped a coin in his hat. the man started to play his cello,then some other street artists who have a gift for music gathered together and started to play as well! it was so beautiful a symphony 交响乐that the whole street was soon surrounded by people. we were so interested in it that we managed to push a way into the crowd. i couldnt believe what i just saw. john told me that was what people called flash mobbers who usually gather in public place, perform an unusual action and then quickly disappear. i am very pleased i had a pleasant journey in spain where i got rich experiences and broadened my knowledge of local culture and traditions. from the flash mobbers i learned that the value of ones life should be measured by how much good he does for others, not how long he lives in the world.2.remember the important phrases.3.deal with the active words.(1)use word net-work to learn the active words.(pleased,pleasant,pleasure)(2). look up the dictionary and share the usage of the active word ( measure) of different meanings and different parts of speech in context.讨论提问（师生互动，生生互动）填补学生间的信息差，为活动的开展做铺垫。正如马林诺夫斯基所指出的那样，“没有语境，词就没有意义。”教师设计真实的语境，以语篇的形式呈现本课词汇教学重点，在阅读中凸显词块，引导学生在真实的语篇，语境中储存和提取有关旅游经历的词块，并在语境中更准确理解词块.，提高词块共现的频率性，词块存储的整体性及词块可记忆的韵律性。通过思维导图教师引导学生比较和分析加深了对pleased,pleasant,pleasure的理解和记忆，联想串联所学知识，掌握积极词汇构词法，一词多搭配等，建构词汇之间的联系。同时教师 引导学生课前运用牛津字典学习词汇measure一词多性，一词多义，培养学生自主学习能力，归纳总结能力，同时在课堂上分享所学知识，通过同伴的引领，学生间易引起共鸣，激发他们内在的学习动力，增强学生学好英语的信心，从而发挥他们学习自主性。kachro(1962)研究发现，要成功地记住一个单词，学生至少得连续遇到它7次。而saragl等(l978)则指出不断地碰到一个单词16次后，学生才能记住它。因此要达到自然习得单词，就必须让学生在一定时间内频繁地遇到同一个单词，从而自然地记住它。学生在完成课本阅读,预习优化设计相关语言点的基础上来学习本单元的重点词汇，教师设计让学生在语篇中发现unit5重点词汇，学生应该感觉难度不大，而且再次在阅读中凸显词块，在阅读后再现词块，有目的提高目标词汇的复现在率，有助于学生理解、记忆目标词汇。学生在初中，高一已经积累一定的词汇量，但自主分析，归纳的意识和能力都比较弱，学生只是被动接受，缺少体验，思考的时间和空间。教师引导学生课前运用牛津字典学习词汇，在实践中给予机会，并给予鼓励，增强学生的信心。iii. speaking（practice）1.mechanical practiceuse some phrases to describe the picture. （1）the trip to . left me a deep impression what impressed me most was the flash mobbers who have a gift for music gathered together and started to play a beautiful symphony.（2）apple, a -11- year old girl , began her journey with little baggage aboard the plane, chatting with other passengers along the way. 2.meaningful practice讨论提问（师生互动，生生互动）将语言知识在实际交际中进行操练、运用、提高交流学习策略,同时为写作提供素材，做好语言铺垫。krashen(1985)提出的语言输入假设理论认为，学习者只有大量接触高于自己水平的可理解性输入，才能自然习得语言。教师借助旅游图片及关键词引导学生在不同的语境中学习有关旅游经历中需要用到半固在这环节基于学生的生活体验，学生会积极参与，但学生的遣词造句能力较为薄弱，教师应再现目标词汇，提供相应的词块，句型让学生进行模仿。iii. speaking（practice）try to choose as many phrases as possible to make up your dialogue.(tradition, aboard, measure, broad, impress, scenery, baggage, settle down, rather than, chat with, catch sight of, in the distance, have a gift for, be surrounded by, manage to, be pleased) model:a: did you go traveling in your holiday?b: yes, the trip to gulang island left me a deep impression.a: what impressed you most? b: gulang island is aa: i am pleased that you had a pleasant journey .讨论提问（师生互动，生生互动）将语言知识在实际交际中进行操练、运用、提高交流学习策略,同时为写作提供素材，做好语言铺垫。定短语，并模仿，反复使用，有效巩固目标词汇帮助学生迁移运用所学词汇，同时为后面的写作搭好脚手架，提升词汇习得的效果。 教师创设生活语境，引导学生根据自己的旅游经历编对话，在这环节由于学生的遣词造句能力较为薄弱，教师再现目标词汇，提供相应的词块，对话模板让学生进行模仿，可以降低难度。iv. creative writing（production）guidance for writing:1.how to write traveling journal(experience)introduction：who, when where, howbody： facts and information about the place (what you heard,saw,did) conclusion：state opinion and how you felt2.useful expressions1、i have ever been to lots of places of interest ,but i will never forget my trip to.,which impressed me greatly(deeply)left me a deep (good) impression.2、the scenery there is so beautiful that it attracts many visitors from abroad every year.3、theres no doubt that i had a pleasant journey in . where i got rich experiences and broaden my knowledge of local culture and traditions.小组合作（生生互动，生师互动）迁移运用知识，输出所学知识 词汇教学的最终目的是让学生正确、得体地表达自己的意思。教师积极创设情景语境，启发学生思考、想象、表达，根据旅游照片，围绕所学的词块自主编写有关旅游经历的短文，推动学生将对词块的感知上升为运用，使得所学的词块个性化，提高学生使用词块生成语篇的能力，创造性将所学知识进行迁移运用，输出所学语言，培养综合运用语言的能力，真正提高词汇教学的有效性。 “新基础教育”认为词汇教学应结合学生成长的特点，所以教师设置开放的教学环节，以学生已有的相关知识经验、兴趣和生活相结合，让学生主动思维的过程中运用词汇，但这一环节是知识迁移运用过程，学生遣词造句能力较薄弱，教师应为学生搭好脚手架，如内容、语言和结构等技巧支架、思维支架和心理支架。v. assessment（progress）ss assess their article according to the form.自我评价相互评价教师评价反思 引导学生对自己学习过程进行评价，反思自己的学习行为与学习效果，学会相互评价，体验成功。学生学习反馈评价是检验学习效果、促进学习的重要手段。但学生在自评、互评过程中，可能会流于形式。这环节需要教师持续的培养和引导。师评环节让学生介绍旅游经历，通过交际实践活动和教师积极、及时评价来促进学生交际能力的发展。vi. homeworkchoose one of the places of interest in xiamen and write a short passage about it by using the phrases and sentences structures the ss learned today独立完成模仿写作巩固运用 课后模仿写作，达到及时复习巩固所学内容，并能通过写作提升所学词汇句型运用的有效性。教师在课堂为学生的写作搭建好脚手架，学生课后可以较好完成写作任务。附1：学生课堂练习read the passage and underline the new words and phrases in unit 5.i have never traveled abroad before, my trip to spain left me a deep impression.last year i went to visit my friend john who settled down in spain, a city with beautiful scenery and rich traditions. rather than take the train，i began my journey with little baggage aboard the plane. on the plane，i chatted with other passengers while enjoying the scenery along the way. john was more than pleased to see me at the airport, then we walked along a broad street where people always love to go and have fun. suddenly i caught sight of an old man holding a cello (大提琴)in the distance. i thought he was just some normal street artist who play music for living, but what really impressed me was what happened after the little girl dropped a coin in his hat.the man started to play his cello, then some other street artists who have a gift for music gathered together and started to play as well! it was so beautiful a symphony交响乐that the whole street was soon surrounded by people. we were so interested in it that we managed to push a way into the crowd. i couldnt believe what i just saw. john told me that was what people called flash mobbers who usually gather in public place, perform an unusual action and then quickly disappear.i