9Aunit3vocabulary

1、9A Unit 3 Vocabulary 教学思想：以人为本，实施新课程标准理念，充分体现学生在学习中的主体地位，通过多种形式的师生互动和生生互动来引导和鼓励学生大胆思维，积极参与，培养学生自主学习，探究学习，和合作学习的意识，着力培养学生综合语言运用能力，为学生的可持续性发展夯实基础。教学目标：1、 知识目标：了解并掌握“get”的不同含义。2、技能目标：掌握“get”作为连系动词和行为动词在不同情境中的使用。2、 情感目标：学会与人沟通、交流思想，乐意帮助别人分析并解决问题。本课课型：词汇教学教学方法：合理采用“任务型”教学等教学方法。教学准备：阅读研究教材，教参和课程标准，充分利用互联网

2、络，搜索、获取相关教学资源，设计教学流程，制作教学课件。教学重点和难点：辨别“get”作为实意动词和系动词在意义和用法上的区别，围绕话题得体地表达自己的观点。教学过程、时间分配:9A Unit 3 Teenage problemsVocabularyTeaching procedures:Step I: RevisionT: Boys and girls, yesterday we learned Millie and Simons letters. As we all know, teenage period is a time of many problems. Can you list

3、some of Millies problems?S1: Sure. Millie, a Grade 9 student, has a lot of homework every day. She often stays up late to complete the exercises and feel tired the next day. Besides, she even can hardly find time for her hobbies, which makes her sad. T: Great. Millie really suffers a lot from it. Wo

4、uld you please help her out? Give her your advice.S2: In my opinion, its necessary to give up our hobbies in order to finish our homework. I suggest that she do some of the important and leave something less important behind.T: Well, it sounds reasonable, but not practical. Whats your opinion?S3: I

5、think if we can plan our day carefully, well find time to do what we want to do.T: Can explain it more exactly?S3: I mean we can make a list of all the homework we have to do. Then work out how much time we need to complete it all. This will give us an idea of how much free time we have.T: Good idea

6、. Careful planning does help us a lot. Thanks. Sit down please!设计说明 语言学习过程中，学习者始终要同遗忘作斗争。通过老师的提问，让学习者回忆上堂课所学内容两封书信。通过让语言学习者尝试回忆Millie或Simon的问题，并引导学生尝试分析问题并协助解决问题，激发了学习者的兴趣，巩固复习了所学内容，为新授课做准备。Step II: Lead inT: Just now, we revised what we learned yesterday. Do you know the word “revise” here? You ple

7、ase. 板书：reviseS4 Sorry, I dont know.T: Thats all right. Sit down, please. Now Id like to explain it to you. For example, you have an exam tomorrow, so you have to find time to revise your lessons to achieve a high mark. Do you know its meaning now?Ss: Yes.T: S5, would you please tell me? S5: OK. “Re

8、vise” here means “to go over”.T: Very good. You got it. Sit down, please. Now please read after me.设计说明 教师通过问题的方式巧妙地引出本课唯一的生词“revise”。通过板书进一步“突显”该词。当学习者不能理解该词词义时，教师不是直接给出中文词义，而是通过创设语言情境，让学习者在语境中领悟词汇的意义。另外，因为“语言是有声的”，所以教师有必要领读生词，让学习者建构“音义”和“形义”的联系，在头脑中形成概念。Step III: PresentationA task: Please help me

9、 out.T: Tomorrow is my daughters birthday. However, I havent got any idea what I should get for her as a gift. Can you help me out?S6: I think you should get a doll for her.T: She already has got a lot of them. If I get another doll for her, she will get unhappy.S7: In my opinion, you should get a t

10、oy piano for her, for most of the girls like music.T: Since she has got a toy violin, she may feel bored to have similar one.S8: I suggest that you get toy computer for her.T: Thats a good idea. If she gets one, she can get a lot of information from it. I am sure she will like it. Thank you for your

11、 good idea.S8: Your are welcome.An activity : ListeningT: Boys and girls, in this period, we are going to learn the section: Vocabulary. First, I would like you to listen to a conversation between A and B, and then answer the following questions:1. What is the weather like today?2. What are the poss

12、ible results of Bs not finishing his homework?Listening material:A: Whats the weather like today? What about the following months?B: Its a little cool today. It will get colder and colder in the following months.A: Yes, its getting colder, so if you get up early in the morning, you will feel very co

13、ld. I advise you to put on more clothes than before. Well, what about your lessons these days? Do you still get a lot of homework?B: Yes.A: Oh, what a pity! But if you dont practice writing, you will get low marks. Maybe at that time your parents will get angry with you, and you will get sad, too.T:

14、 Now, lets check the answers. S6, please tell me your answers.S9: Its a little cold today. And if B does not finish his homework, his parents may get angry with him and he will get sad.T: Excellent. 注意：呈现语言材料，让学习有困难的学习者发现问题所在。同时，在与“get”有关的词快下加下划线，突显这些短语。T: Read the phrases together and understand th

15、eir means.get colder and colder系动词 = becomeget a lot of homework实意动词 = haveget low marks实意动词 = achieveget angry with系动词 = becomeget sad系动词 = become设计说明 通过设置听力活动，改变语言输入的方式。同时，在输入中大量出现与本课核心词汇“get”相关的短语，让学习者在高频率的输入中进一步接触新的语言现象，不断感知，加深印象。呈现和朗读短语有助于学习者进一步理解“get”作为实意动词和系动词的用法。Step IV. PracticeA: Different

16、 meanings of getPair work: Make up a dialogue with your partner according to the given pictures.Model: S10: How does Amy go to school?S11: She goes to school by getting a bus.S10: When does Amy get home?S11: She get home late.S10: Why does Amy get angry?S11: Because she gets a lot of homework.S10: W

17、hy does Amy work so hard?S11: Because she wants to get a high mark.T: Now, please do Part A on page 48. Then check the answers.T: What does the word getin each sentence?S12: get a bus = take a bus;S13: get angry = become angryS14: get a high mark = achieve a high markS15: get a lot of homework = hav

18、e a lot of homeworkS16: get home late = arrive home late;S17: get a letter = receive a letter设计说明 通过让学习者根据所给图片编对话的形式，“重组”或“改变”教材问题的呈现方式，避免机械训练，让语言学习者在有意义情境中，创造性地运用所学知识，在交际中操练语言。B: Sharing problemsAmy is writing a letter a her pen-friend Tommy. She is telling him about some of her problems. Help her

19、complete her letter. Use the phrases in Part A.Dear TommyHow are you? Im very busy at the moment. I usually get a lot of homework to do every day. I know homework is important, but I _when theres too much to do because I wont have time for my hobbies. I usually join in some activities after school,

20、and then I _ home. There is always a lot of traffic on the road and I usually _.I dont have much time to revise for tests. Sometimes I dont _, and I feel sad then. Do you have any problems with your schoolwork? Tell me about them! I hope I will _ soon. Yours Amy1. Fill in the blanks and check the an

21、swers.T: Now, lets check the answers.S: get angry; get a bus; get home late; get a high mark; get a letter.2. Listen to the letter and pay attention to the pronunciation of some words.3. Read aloud. (Read the letter together.)4. Give some suggestions to Amy. (Group work)Divide the students into seve

22、ral groups of four. Give them 3 minutes to have a discussion and then ask the leader of each group to present their suggestions.设计说明 对练习的处理不能只是简单地完成和校对答案。我通过设计“听”、“读”和“说”的活动，多渠道输入语言，高频率刺激感官，促进语言习得的发生。Step V. ProductionTask: An interviewT: You are a reporter of our school newspaper. Now you are inter

23、viewing your classmates about their problems. You may start your conversation like this:R: Hello. I am the reporter of our school newspaper. These days, I am writing an article about students problems. Would you please share some your problems with me?S: (In the end, the teacher makes some comments

24、on the interview.)设计说明 通过设置真实的任务情境，让学生运用语言完成任务，巩固和复习所学，培养综合语言运用能力。Step VI: SummaryT: Boys and girls, in this period we paid special attention to the different meanings and uses of the word get. Some examples are as follows: get a bus = take a bus; get angry = become angry; get a high mark = achieve

25、a high mark; get a lot of homework = have a lot of homework; get home late = arrive home late; get a letter = receive a letter. Besides, we practiced using get in all sorts of situations. Last but not least, we shared our problems and gave our suggestions to Amy. All of you took active part in the c

26、lass-activities. I am really proud of you. After class, please finish your homework. If you meet with any kind of difficulty, please let me know, Ill try my best to help you out. Thats all for today. Thanks.设计说明 通过课堂总结引起学习者“有意注意”。老师通过言简意赅的言语高度概括本课主要内容，帮助学习者理清思路、回忆和巩固。同时，让学生明确课后作业和如何在课外获得老师的智力支持。Step

27、 VII: HomeworkI. Write an reply to Amy (giving your suggestions). Pay attention to using the word get.II. Consolidation exercises:板书设计：牛津初中英语9A Unit 3 VocabularyI. RevisionII. Lead-inreviseIII. PresentationIV. PracticeV. ProductionVI. SummaryVII. HomeworkDifferent means of getget a bus = take a bus;

28、get angry = become angryget a high mark = achieve a high markget a lot of homework = have a lot of homeworkget home late = arrive home late;get a letter = receive a letter附录：9A Unit 3 Vocabulary课后巩固练习一、用get的适当形式填空。1. My mother _ a bus to work every day.2. Dont _ angry. Be quiet.3. I have _ many good

29、 friends.4. China is _ stronger and stronger.5. Mr. Smith _ married last year.6. The e-mail _ yesterday. I have read it.二、根据中文提示完成句子。1.在上次考试中，Jack的得分最高。Jack _ _ _ _ in the last exam.2.我们总是从老师那里得到很多作业。We always _ _ _ _ _ _ teachers. 3.我没有足够的时间复习考试。I dont have _ _ _ _ _ tests.4.昨天老师叫我打扫卫生，所以我回家迟了。I _

30、_ _ _ _ _ by the teacher, so I _ _ _ yesterday.5.在大城市车辆很多。过马路要小心。There _ _ _ _ _ in big cities. Be careful when you _ _ _. 三、猜出画线短语在句中的意思。1. He is a good student. He gets along well with his classmates.2. Tom has got ahead of all the other boys in the class.3. It is a secret. Dont get it out.4. Amy

31、didnt agree at first. But we got round her at last.5. I spoke slowly, but my meaning didnt get across.设计说明 本课课后作业分为两部分，我在考虑学生语言习得规律的同时，也照顾到学习者是初三学生，所以作业的设计“既关注语言形式，又关注语言内容；既有意义训练，又有机械训练”，具有较强的可操作性和务实性。附录：教学后记关于牛津初中英语词汇教学的见点思考江苏省平潮高级中学 杨玲娣语言教学离不开词汇教学，词汇学习贯穿于语言学习的全过程；不掌握一定量的词汇，听、说、读、写、译都无法顺利进行，就直接影响学生

32、英语能力的运用和发展。初中学生在运用外语进行实际交流时，有些学生只能说出一些单词，而无法将其连接成句子；另一些学生虽能想出句法框架，但找不到合适的词汇，词不达意。相比而言，前一种学生往往能更多地表达出自己的想法，使语言交流得以实现。因为词汇是语言的建筑材料，是意义的基本单位。正如语言学家威尔金斯在语言学与语言教学中所说的：“我们不能接受语法比词汇更重要的说法。事实是，没有语法就只能传递有限的信息，然而，如果没有词汇，则什么也传达不了。”因此词汇教学是牛津初中英语教学中的重要环节，掌握一定量的词汇是学好英语的基础。然而，在教学实践中，词汇教学还存在一些误区，严重影响了词汇教学效果。笔者发现，许多

33、地区，尤其是广大农村初中，英语教学始终将语法作为重点，教学过程围绕课本中的语法点进行反复操练，词汇仅成为语法训练的工具。近年来，随着课程、教材改革的不断深入，人们逐渐认识到词汇教学的重要性，开始对初中词汇教学进行探索和研究。但是这一研究较多还是停留在外语词汇记忆的技巧和方法上。学生往往可以通过一些诸如“英语单词速记法”之类的书籍，改进词汇记忆的方法，但仅仅死记硬背只能记住单词的音、形、义，无法学到单词的意义背景和用法。因此，为了使学生能真正掌握所学的词汇，进而学会用英语交际，有必要加强词汇教学，尤其要加强研究如何使用合理的方法，以便达到事半功倍的效果。学习单词需要记忆，但记忆单词需要一定的策略

34、。在实践中我们经常可以发现一些初中学生的词汇学习策略明显不足。为此，笔者对本校牛津初中英语词汇的教与学进行了较长时间的深入调查，试图找到普遍存在的词汇教与学的策略上的问题。然后针对具体情况摸索出以下几点词汇教学方法与大家分享。一、课标词汇采用语境教学法 语境指的是上下文，即词、短语、语句或篇章及其前后关系。在语言交际中，语境具有特别重要的意义。为什么有些人能够背出五六千个词典词条，却仍难以实际应用呢？这是因为单词如果离开语境而孤立地存在，就成了一些意义的符号，无法建立词与词，词与句，词与篇章之间的联系。只有通过语境，才能了解词在不同上下文中的不同意义、用法以及搭配，使我们看到词汇的实际运用情况

35、。在采用词汇语境教学方法时，词汇教学不是从词汇表开始，而是结合语境来进行。在教学时，可按照下列步骤进行操作：教师介绍有关背景信息，通过提问、引导、展示等方式让学生初步接触教材的有关词汇；让学生通过听、读教材，对其内容有个大概了解，并根据上下文和语言背景来猜测生词含义；教师可以通过直观形象、引导释义和英语释义等方式提供生词在教材中的正确词义；学生再阅读教材进一步理解生词意义，熟悉生词用法。最后，让学生结合一定的情境对所学的词汇作进一步的巩固练习。通过这种由语境引出生词的方法，学生将能获得运用所学生词的能力，知道在什么情景下使用哪些词语来得体地表达他们的思想。正如吕叔湘先生在论述关于语境和词汇学习的关系时所说的那样：“词语要嵌在上下文里头才有生命，才容易记住，才知道用法。”此外，这种词汇教学方法要求学生通过语境猜测词义，这对学生掌握词汇也具有重要的意义。因为信息处理水平对记忆具有很大的影响。对信息的加工水平越深，信息就越能更长时间地深存在记忆中。而猜测词义是一种深度的信息处理过程。在这一过程中，学生会对所猜测的词语留下深刻的印象，为运用词汇打下坚实的基础。在教学实践中，笔者将这种词汇教学方法运用于教学过程中，取得了较为显著的教学效果。二、对课标外的实用词汇采用间接教学法 课标中要求的词汇是教学中的基础词汇，不仅要求认知，更要求熟练运用，因此可以采用语境教学法。但为了使