MyNewNeighbor词汇教学设计.docx

My New Neighbor词汇教学设计高密市向阳中学 李丹献 2012年7月31日 00:34聂美香于12-7-31 07:28推荐李老师对词汇教学有自己的见解，而且运用到具体的教学设计中，创设语境，让学生在语境中学习词汇，在游戏和练习中巩固，激发了学生的学习兴趣，设计意图明确，思路清晰，符合学生的认知规律，值得借鉴！专家建议用多种方式真实呈现词汇? 在语境中完整呈现词形、读音、语义、语法行为、语用等。? 同一语境用不同语音、语调反复呈现。? 同一语境用不同情感、动作反复呈现。? 在近似语境中反复呈现读音和词形。? 在最近发展区之内，扩展呈现。? 在生活相关话题，扩展呈现。My New Neighbor词汇教学设计1. 知识目标:学习单词 lonely, fold, basket, fill, attach, neighbor2. 能力目标:学习并能运用新词汇，培养学生根据上下文理解单词的能力。3. 德育目标:分享生活中和邻居或朋友相处的经历，让学生学会结交新朋友，珍惜友情、亲情。CI4.教学手段：多媒体，实物二、重点:理解并掌握课文中的新单词。难点:学会使用根据上下猜测词义，并能够用所学词汇造句。三、教学方法:以小组合作，在语境中学习并掌握新词汇。四、教学过程：Step1：Free talk：1. Who is your friend ?2. Why is he /she your friend ?3. What do you often do for your friend ? or What does your friend often do for you?Step2. Presentition :T: Do you want to know something about my friend ? Now let me tell you something about her . First , look at here , Whats this ? (Show the students a paper basket ) Then teach them the word “basket”. Yes , this is a basket .I folded the basket just now .(Show the students the action of folding to let them understand the meaning of it ) .Then teach them the word “fold”and ask them “Can you fold a basket ?Ss: Yes , we can.设计意图：一方面，出示一个纸篮子引起他们的好奇心，另一方面，直观明白展现新单词“basket,fold”,并且在学生猜出词义后，交给他们如何读。T:I want to give the basket to the girl.(show a picture of a girl on the screen ).The girl moved here last weekend , she lives in my next door ,she is my new neighbore .Do you know the word “neighbore “ , can you guess ? (Use the context to lead the students to guess the meaning of neighbore ). You know the girl is new here . She has no frriend here , she doesnt know anyone here , so the girl is very lonely . Can you guess the meaning of “lonely”? (If the students cant guess the meaning , the teacher will give more information as the follows ) If someone is lonely , that means she /he has no friends to talk or to play with.设计意图：引导学生跟上下文来猜测词义。在词不离句，句不离此中理解词义，体味单词的用法与意义。T: So I folded the basket for her, I will also give her some small presents .Can you guess what presents I will put in the basket ?Ss: Cakes , toys , candies T: I will put some follows in the basket .That is to say ,I will fill the basket with some follows ， because I know girls like follows . (Use the actions to show the meaning of the “fill”) And I also attach a card to the basket to tell her that I like to be her friend .(Use the actions to show the meaning of “attach”)设计意图：使用动作来教授新单词直观明了。自此，老师一次性的把所有的单词在真实自然的语境中呈现出来，学生在具体的语境中，通过上下文，通过老师的手势动作，很快体会到了单词的含义，并初步感知这些单词在句中的用法。学生投入了多种感觉器官，参与了课堂的活动，他们会获得很深的印象。同时，老师把文章的大意呈献给大家，在一定程度上降低了课文的难度。Step3.Read the words :多媒体，借助图片提示，每幅图画旁边附上一个生词例句。让学生跟读，反复练习，加深对新词的印象。Eg: lonely: The old man is lonely, he is not happy.接着询问学生，Are you lonely when you dont have any friends?basket : I want to put something in the basket. You can guess. What?接着询问学生，What can the basket do for us?对于动词fold, fill, attach，可和学生一起做动作来演示理解单词的意思。学生会很感兴趣，且记忆深刻。Step 4.Make sentences :图片提示，利用新词，学生自己来造句，注意选择的图片或视频，要吸引学生的兴趣。同时进行造句接龙，一人造句后，下一位同学可变换人称或动作来继续接。为学习差的学生，降低难度，敢说并会说，提高了自信。Step 5. work in groups :分组活动，列举出文中所使用的动词，特别是过去时，结合运用新词汇将文章大致内容复述下来，每人一句。从而将熟悉的教材内容进一步强化和巩固。这一步，就可结合板书进行复述。锻炼学生的口语综合表达能力。形成一个mind map。Step 6. Use the words :每组自编一个场景，选择新词汇，编成一个小故事，上台表演。这样，充分调动起每个组内成员的积极性和主动性，去思考，去展示。在自己的情境里，学会了运用新词汇。 例如，有学生选择场景一，我班新来一位同学。但是很孤独，我们如何去和他结交，并成为朋友。这样，就是一个原文的相似展现。学生联系记忆，替换句子，即可做到。Step7 Summary:单词、短语、句子、文章，他们好比是婴儿期，幼儿期，少年期，成人期。每一个阶段的飞跃，都要经过大量的实践