英语教学 m7u5词汇教学公开课教案 教学设计

广州南沙区南沙一中教学公开课教案时间：2013学年下学期第13周第2节高二级15班英语__科上课地点：高二15班授课人：薛彩莲公开课课题VocabularylearningofModule7Unit5:Travellingabroad教学目标*KnowledgeObject:Getstudentstolearnandgrasptheimportantandusefulnewwordsandexpressionsinthisunit:adjustoneselfto,keepitup,fitin,acknowledge,substitute,occupy，motherland,shopkeeper，\o"添加到单词本"queue,cafeteria，draft，recommend，tutor，\o"发音"\o"添加到单词本"requirement，adjust，comfort，autonomous.*AbilityObject:Getstudentstousesomeusefulnewwordsandexpressionscorrectly.*Emotionalobjects:*Studentscanbuilduptheirconfidenceofguessingnewwords.*Studentscanbuilduptheconfidencetofacethechanllenge.教学重点Enablestudentstograsptheimportantandusefulnewwordsandexpressionssuchasadjustoneselfto,keepitup,fitin,acknowledge,substitute,occupyetc教学难点Enablestudentstolearntoguessnewwordswiththehelpofthecontextandtrytodiscusstheadvantagesanddisadvantagesofstudyingabroad.教学对象分析笔者所任教的两个班为普通班，学生们英语基础薄弱，词汇量匮乏，所幸绝大部分学生对英语学习有一定的兴趣。学生深知词汇量不足极大地限制着他们听、说、读、写各方面的能力，因此他们也尝试努力去记，但因学习方法与策略不得当而收效甚微。学生常反映：单词背过后没几天就忘记了；记单词枯燥无味，缺乏动力去记忆……学生们亟需掌握常见的正确学习词汇的方法如通过上下文猜词，通过常见的词缀拓展词汇量等。因学生词汇量受限，因此在每单元的篇章阅读前必须先处理新单词，为学生扫清阅读障碍。教学策略Task-basedmethod;Activityapproach反馈手段练习教具准备multimedia-computer,blackboard,handout 教学过程Students’activitiesTeacher’sactivityDesignconceptandpurposeStep1WarmingupStudentspronouncethenewwordsindividually.Thewholeclassreadafterthestudentwhosepronunciationisgood.Teachercorrectanymistakesofstudents’pronounciationifnecessary.1.引导学生从音的层面接触新单词，尝试自己拼读新单词，并注意音标及重音。活动采取推火车的形式，如老师说：TheluckydogisthestudentwhosefamilynameisChen.则第一个站起来读的陈姓同学只须读一个词，第二个站起来的则须读两个词，余此类推。让班上发音优秀的学生代替老师带读，从细节处做到让学生做课堂的主人，既能让学生们互相学习，又可让带读学生产生成就感。Step2Pre-readingStudentstalkaboutwhatpreparationstheyshouldmakebeforetheydecidetostudyabroad.Teacherintroducethenewword“preparation,visa,abundant”inthediscussion.教师利用头脑风暴引出preparation,visa,abundant等几个新词，并引出下面的reading。Step3While-reading1.Studentsreadfourpassagesandmatchthepropermeaningwiththeunderlinedwordsorphrasesindividually.2.Studentsworkingroupstodiscusstheanswers.1.Remindstudentstoguessthemeaningfromthecontextandunderlinethehelpfulwords.2.Asksomestudentstosharetheiranswersandtips.让学生根据语境和上下文联系猜出新单词的意思，教师引导并强调学生在阅读过程中划下关键词，留下思考的痕迹。Step4Post-reading1.Askstudentstofinishtherelativeexercisesandthenchecktheanswer.Teachercheckstheanswerwithstudentstogether.通过练习加强巩固新学单词或词组。2.Studentsdisusswhattheythinkareadvantagesanddisadvantagesofstudyingabroadwiththewordsandexpressionstheylearnedtoday.Teacherguidestudentstdiscussfollowingtherules:1.Discussingroupof6andchoosealeader.2.Fiveminuteslater,leadersgotothenextgrouptoshareyourgroup’sopinions.(Group1→2→3→4→5→6→7→8→9→10→1)3.Aftersharing,leaderscomebackandsharetheinformationyoucollectwithyourowngroupmembers.Thentheluckydogwillreporttheirgroup’sopinion.本环节采用世界咖啡培训的模式，让学生相互之间共享信息，集思广益。采用的合作学习的方式在学生间建立起积极的相互依存关系。同学们间不仅能互相学习，而且能满足学生心理需要，提高学生自尊，促进学生情感发展与同学间互爱及学生社交能力的提高。Step5HomeworkStudentswriteapassagebasedonwhattheylearnedtoday随着中国经济的发展，很多家庭有条件让孩子到国外留学。假设你是位高三的学生，你会