Unit1-词汇课-名师教学设计（一）

4/5Unit1词汇课名师教学设计（一）Teaching

Design主要信息授课人：李楚珍课课型：词汇课授课对象：高一4班授课时长：40分钟教材分析1本单元的主题是Womenofachievement卓有成就的女性），话题与学生的现代社会生活的焦点有关，有利于帮助学生认识和理解女性的社会地位。因此，文章中出现了较多关于成就方面的重点词汇，词汇具有较强的实用性。

2.在高中阶段的词汇学习中，词汇的形式(form)，意义(meaning)及在具体语境中的使用(use)是重中之重。本课是基于思维导图开展的词汇课堂。课堂注重语篇意识的贯彻和逻辑思维的培养。因此，教师在重点词汇的讲解中引导学生对语篇的感知认识，利用思维导图引导学生学习词汇。学生分析1.本教学对象英语水平在中上程度，学生英语的表达能力较强。

2.学生属于教师的校本课题“基于思维导图的高中词汇课堂的行动研究”下的实验对象。他们接受过系统的思维导图制作和使用的培训，对思维大图有基本了解。

3.班级学生在小组合作的形式下开展了必修3的5个单元的词汇学习，对基于思维导图的词汇学习有了认识，并取得了较好的效果。理论依据1.皮亚杰(1965)的认知发展理论：认知结构指的是思维或行为动作的一中组织化的模式，个体通过建构这样的模式去解释与自己相关的经验。因此，以词汇意义建构的思维导图是基于学生对词汇的理解和自己的学习经验而建立起来的2.认知语言学的意象图式(imageschema)：当学习者接受新信息或认识新事物时，总是将新事物与已知的概念通过大脑的能动反应联系起来，激活先前的已知知识。教学目标1.语言知识目标

（1）学生能学习该单元重点词汇的形式，意义和在具体语境的用法。

（2）学生能在思维导图的基础上，通过词汇的“搭配”、“联想记忆”、“一词多义”和“构词词缀”扩展和深化词汇的学习。2.语言技能目标：

（1）学生能通过语篇故事的逻辑使用和记忆词汇。（2）学生能使用思维导图的方法深化和拓展重点词汇的搭配使用等。3.学习策略目标：学生能接受有效的词汇策略培训:

运用猜测，由下而上归纳的学习策略，来理解和掌握所学单词。4.情感态度目标：（1）学生能在真实的情境和多模态的教学中感受词汇的运用。（2）学生通过有效的故事情节和思维导图，帮助学生降低词汇学习恐惧和负担。（3）学生可以进行小组合作，提高合作创新精神。（4）学生能在民主的教学活动中通过自己创建故事情节进行其他词汇的迁移学习，提升创新的能力和思维品格。方法及教具1.多模态教学；小组合作学习法；情景法

2.多媒体设备、黑板、思维导图Steps

ActivitiesPurposeStep1

Warming-up(1min)T.

introduces

the

group

who

won

the

“most

beautiful

mind

map”

and

the

topic

of

this

lesson.Prepare

Ss.

for

the

new

lesson.

Step2

Presenting

words(4mins)Students

play

a

fairy

tale

with

mind

map,

which

includes

the

key

words

of

unit1.

(argue,

intend,

carry

on,

look

down

on,

support,

refer

to,

observation,

achievement)1.

Get

Ss.

to

know

the

key

words

in

a

story

and

a

mind

map.2.

Prepare

Ss.

to

know

the

mind

map

made

in

the

meaning

of

words.

Step3

Words’

learning

and

practice

(30mins)Learn

&

Make

the

Mind

Map(form)

according

to

words’

patterns(8mins)1.

Ss.

learn

“argue”

in

through

a

video.

2.

T.

guides

Ss.

to

play

a

game

and

learn

to

summarize

the

patterns

of

“argue”

in

a

mind

map.

3.

Ss.

learn

to

make

a

mind

map

about

“intend”

according

to

the

patterns

summarized

through

the

sentences

in

group.

1.

Enable

Ss.

to

learn

words

in

the

real

situation.

2.

Get

Ss.

to

summarize

the

patterns

of

words

in

a

mind

map.

Learn

&

Make

the

Mind

Map(form)

according

to

words’

association（联想）(8mins)1.

Ss.

learn

carry

in

through

a

video.2.

T.

guides

Ss.

to

play

a

game

and

learn

to

summarize

the

phrases

about

“carry”.

3.

Ss.

learn

to

make

a

mind

map

about

“look”

according

to

the

associative

memory

in

group.

1.

Enable

Ss.

to

learn

words

in

the

real

situation.

2.

Get

Ss.

to

summarize

the

phrases

related

to

words

in

a

mind

map.Learn

&

Make

the

Mind

Map(form)

according

to

polysemy

(一词多义)

(7mins)1.

Ss.

learn

“support”

in

through

a

video.

2.

T.

guides

Ss.

to

summarizemeanings

of

“support”

in

a

mind

map.

3.

Ss.

learn

to

make

a

mind

map

of

“refer

to”

according

to

the

polysemy

in

group.

1.

Enable

Ss.

to

learn

words

in

the

real

situation.

2.

Get

Ss.

to

summarize

the

polysemy

in

a

mind

map.Learn

&

Make

the

Mind

Map(form)

according

to

word-forming

suffixes（构词词缀）(mins)1.

Ss.

learn

“observe”

in

through

a

video.

2.

T.

guides

Ss.

to

summarize

nouns

with

“-tion”.

3.

Ss.

learn

to

make

a

mind

map

of

different

suffixes

of

nouns

in

group.

1.

Enable

Ss.

to

learn

words

in

the

real

situation.

2.

Get

Ss.

to

summarize

the

nouns

of

different

suffixes

in

a

mind

map.Step4

Summary

(5mins)1.

T.

helps

Ss.

summarize

4

ways

of

making

mind

maps

in

words’

form.

2.

T.

help

Ss.

recall

the

story

of

words

in

a

mind

ma