Unit2BridgingCultures词汇课教学设计-高中英语人教版选择性

Basicinformation

Teacher(s)

Students

Teachingmaterial

TheNewVersionofPEPEnglishSelectivepulsoryVolumeⅡ

Unit2BridgingCulturesVocabularyLearning

Lessontype

Vocabulary

Time

40minutes

Teachingmethod

municativelanguageteaching

Theanalysisofteachingmaterial

What:TheteachingmaterialisbasedonthetopicBridgingCultures.ThetextisanpassagewrittenbyMary,aUKexchangestudentinChina.ItwasoriginallygeneratedbyAIandlaterrevisedbytheteacher.ItcontainstheeightkeywordsthatSswilllearninthisclass(ambition,qualification,adaptationto,forted,engagein,beinvolvedin,participateinandfeelathome).

Why:ThroughMary’sstory,Sscanlearntheeightkeywordsinrealcontextsandunderstandhowtheyexpresschallenges,solutions,andfeelingsinstudyingabroad.Thetexthelpsstudentsinfermeanings,observewordusage,andconnectvocabularywithrealexperiences.Meanwhile,itraisesculturalawarenessandencouragesanopenmindedattitudetowarddifferences.

How:

Thetextcanbedividedintothreeparts,fromchallenges,solutionstofeelings,eachreflectingMary’sstudyabroadexperienceandprovidingaclearstructureforvocabularylearning.

Thefirstpartintroducesthecontextof“challenges”andidentifieshowthenewwordsdescriberealproblemsandemotionalreactions.

ThesecondpartsexploreshowMaryfindspracticalsolutionstoovereherdifficultiesandhighlightsactionorientedverbslikeengageinandbeinvolvedin.

ThelastpartguidesstudentstosummarizeMary’sfeelings,understandsemotionalvocabulary,andreflectonthethemeofcrossculturalgrowth

Theeightwordsaredistributedacrossthethreeparts,showingtheiruseindifferentcontextsrelatedtostudyingabroad.Studentswilllearntousethesewordsaccuratelybyobservingtheminthetextandapplyingfourvocabularylearningtips:guesswordmeaningfromcontextualclues,exploringwordformation(derivationandpounding),learningthroughlexicalchunks,andorganizingmeaningswithmindmapsforsemanticclassification.

Theanalysisofstudents

The52studentsfromPanyuHighSchoolAffiliatedtoGuangdongUniversityofEducationareatalowerintermediatelevelinEnglish.Theyshowinterestinthetopicofstudyingabroadbutlackrealcrossculturalexperience.Mostofthemhavelearnedsomeculturerelatedvocabularyandbasicstrategiesforlearningnewwords,yettheycannotaccuratelydescribethechallengesintheirstudylife.Inaddition,theyfinditdifficulttousethetargetvocabularyappropriatelyincontextandtopletemunicativetaskssuchasinterviewinganexchangestudentaboutstudylife.

Teachingaims

Bytheendofthelesson,studentswillbeableto:

1.knowandusefourvocabularytipstolearnnewwords;

2.readandunderstandthemeaningofsomenewwordsandphrasessuchasambition,qualification,adaptto,forted,engagein,participatein,beinvolvedinandfeelathome;

3.conductaninterviewonstudyingabroadexperiencesandpresentittotheclass.

Teachingfocusandlearningdifficulties

Teachingfocus:

Guidestudentstoacquirethepronunciationandmeaningofthetargetvocabularythroughvariouscontextssuchaspictures,texts,andSeewowhiteboardactivities.

EnablestudentstoapplynewlyacquiredwordsandvocabularylearningtipstoconductaninterviewaboutchallengesandadaptationexperiencesofinternationalstudentsinChina.

Promotestudents’corepetenciesinEnglishthroughintegratedactivitiesinvolvinglanguage,thinking,andinterculturalunderstanding.

Learningdifficulties:

Carryingoutaninterviewaboutthechallengesandadaptationofinternationalstudentsabroad,andpresentingitusingthetargetvocabularyfromthislessontogetherwithstudents’existingknowledge.

Toachieveeffectivetransferandcreativeuseoflearnedvocabularyandideaswithinthelimited40minuteclasstime.

TeachingProcedure

Stages

Activities

Purpose

Leadin

(3minutes)

TheteachergreetsSsandintroducesanewfriendandtellsSstheyaregoingtoconductaninterviewonMary.

Theteacherexplainsthatthisactivitywillhelpstudentsthinkaboutculturalexperiencesandpracticerelevantvocabulary.

Toarousestudents’interestandintroducethetopicofculturalexchangeinameaningfulcontext.

Toactivatestudents’relevantvocabularyandpreparethemforlearningnewwordsrelatedtochallenges,solutions,andfeelings.

Understanding&Analyzing

(25minutes)

1.ReadMary'schallengesandchoosetheEnglishmeaningoftheunderlinedwords

2.Classifythefollowingwordsaccordingtotheirwordformationtype:wordsformedbyaddingprefixestoroots,wordsformedbyaddingsuffixestoroots,andpoundwords.

3.ReadMary’sadaptationtolifeandstudyinChinaandchoosetherightexpressions.

4.ReadMary'sstoryandsorttheunderlinedwords

1.Toarousestudents’interest

2.Tofamiliarizestudentswiththekeywordsandtheiruse

3.Tohelpstudentsdeeplyprehendthekeywordsusingstrategiessuchascontextclues,wordformation,lexicalchunks,andmindmaps.

Application&Internalization

(10minutes)

Groupwork:ConductaninterviewwithMary

StudentA(interviewer):FocusonotherchallengesMarymayface,howshehandlesthem,andhowshefeelsaboutherexperience.

Mary(interviewee):Shareyourpersonalexperiences,feelings,andsuggestionsforotherexchangestudents.

2.Bychallenges...ninterviewwiththeUKexchangestudentMary,studentsuselanguagetoexplorereallifechallenges...

Thisgroupactivityaimstohelpstudentsinternalizeandapplythetargetvocabul