《外研版八年級英語上冊Module 3 unit2 This year we are training more carefully.教案》由會員分享，可在線閱讀，更多相關(guān)《外研版八年級英語上冊Module 3 unit2 This year we are training more carefully.教案（5頁珍藏版）》請在裝配圖網(wǎng)上搜索。

1、教學(xué)設(shè)計 課程名 This year we are training more carefully. [Module 3 Unit 2 Grade 8] 課型 初中詞匯學(xué)習(xí)策略指導(dǎo)課 Guidance on vocabulary learning strategies for Junior students 教師 單位 年級 八年級 指導(dǎo)思想與理論基礎(chǔ) 詞匯教學(xué)是語言教學(xué)的有機組成部分,詞匯是語言的建筑材料,掌握盡可能多的詞匯是學(xué)好語言的基礎(chǔ)。英語詞匯數(shù)量龐大，機械記憶只能維持短期，依靠查字典獲得新詞也限制了詞匯學(xué)習(xí)的空間。詞匯學(xué)習(xí)如果不講究策略，結(jié)果往往

2、事倍功半。 只有充分理解的東西才能深刻的記憶，詞匯學(xué)習(xí)首先應(yīng)遵循語言習(xí)得的基本規(guī)律：語言產(chǎn)生和存在于一定的語境中，詞匯在語境中才有相應(yīng)意義，因此必須堅持“詞不離句、句不離篇”的原則，把孤立的單詞放在更大的語言單位如詞塊、句子和語篇當(dāng)中，放在一定的情景和語境中，去學(xué)習(xí)和理解。圍繞這一原則可引入兩種典型詞匯學(xué)習(xí)策略：一是構(gòu)建詞匯圖譜（word map），讓學(xué)生通過情景話題來聯(lián)想詞群，放在詞譜中集中記憶，有助于詞匯的鞏固和長期記憶的形成；二是通過上下文語境進行猜詞訓(xùn)練，引導(dǎo)學(xué)生用已知推導(dǎo)未知，可提高學(xué)生學(xué)習(xí)的主觀能動性，并培養(yǎng)用英文思考的習(xí)慣。同時根據(jù)英語語言特點，可以適當(dāng)引入構(gòu)詞法的相關(guān)知識，通

3、過典型詞綴含義的學(xué)習(xí)，幫助學(xué)生構(gòu)建詞庫（word bank）,掌握快速記憶和拓展詞匯的方法。 因此，在本節(jié)課的設(shè)計上，每個環(huán)節(jié)都以情境交際為主線，以詞匯學(xué)習(xí)策略指導(dǎo)為目標，貫穿了詞匯在語境中的認知、理解、吸收、消化和運用，一切教學(xué)活動都圍繞“詞不離境”這一指導(dǎo)思想展開。在詞匯的內(nèi)化過程中，特別抓住語言表達思維和情感的工具性作用，為學(xué)生創(chuàng)造使用英語表達和傾訴的欲望和興趣，讓學(xué)生在真實的交際、表達和互動中，學(xué)以致用。? 同時，發(fā)揮多媒體在語言學(xué)習(xí)中的優(yōu)勢作用，利用各種線上資源，采用多種方式對詞匯進行演示、講解和操練。創(chuàng)設(shè)情景呈現(xiàn)單詞,集詞匯與聲音、圖像于一體, 生動直觀, 能讓學(xué)生盡快理解詞義

4、, 提高記憶效率。學(xué)習(xí)者通過建構(gòu)視覺圖像、聽覺音響和書面文字信息之間相互關(guān)聯(lián)的提示線索，幫助對記憶中儲存的信息進行恢復(fù)和提取。 教材分析 本節(jié)課詞匯教學(xué)所依托的文本是八年級上冊第三模塊(Sports)第二課時Unit 2 閱讀課文。本課以大明參加學(xué)校足球隊訓(xùn)練為主題，文體上屬于日記，作者在介紹所在校隊積極備戰(zhàn)今年聯(lián)賽的過程中，使用到與足球運動相關(guān)的名詞和動詞（短語），和一些表達情感態(tài)度的形容詞。本課生詞數(shù)量豐富、涉及的話題集中，很多以詞塊（短語）形式出現(xiàn)，多數(shù)為有代表性的高頻詞匯，難易程度由淺入深。這些生詞為詞匯學(xué)習(xí)策略指導(dǎo)提供了良好的語料資源，能夠在課堂呈現(xiàn)中使用不同媒介和方式，讓學(xué)生體

5、會詞匯學(xué)習(xí)的規(guī)律和特點，從而對于詞匯學(xué)習(xí)策略形成初步的認知。 同時，本課以廣泛開展的足球運動為主題，便于激發(fā)學(xué)習(xí)興趣，因為大部分學(xué)生都有喜愛的運動，并有組織、觀看、參加班校各類體育比賽的經(jīng)歷，學(xué)生在詞匯學(xué)習(xí)中可與實際生活經(jīng)歷相結(jié)合，并在知識目標達成的基礎(chǔ)上，感悟競技體育團隊合作的精神和永不言敗的態(tài)度，從而樹立發(fā)揮所長、挑戰(zhàn)自我的決心。 學(xué)情分析 本課的教學(xué)對象是天津?qū)嶒炛袑W(xué)八年級6班的學(xué)生，該班學(xué)生在英語學(xué)習(xí)上普遍有著濃厚的興趣，能夠積極按照老師要求跟進課堂，在英語的聽、說、讀、寫方面已經(jīng)奠定了比較堅實穩(wěn)固的基礎(chǔ)。一年半的初中英語學(xué)習(xí)使學(xué)生在詞匯方面達到了一定數(shù)量的積累，也養(yǎng)成了在語境中

6、認知、理解、記憶生詞的科學(xué)方法和良好習(xí)慣。 根據(jù)學(xué)段特點，八年級學(xué)生在詞匯學(xué)習(xí)策略方面，還處于模糊探求的階段，尚未形成充分的認知。因此本節(jié)課的目標，就是通過大量詞匯輸入，幫助學(xué)生總結(jié)歸納不同類型詞匯的學(xué)習(xí)方法，讓他們通過實例，直觀的感受詞匯學(xué)習(xí)策略帶來的效果，從而為以后的詞匯學(xué)習(xí)和積累提供科學(xué)有效的方法，引導(dǎo)他們關(guān)注學(xué)習(xí)策略對學(xué)習(xí)效果的指導(dǎo)作用，逐漸培養(yǎng)策略意識。 同時，為了調(diào)動學(xué)生參與課堂，教學(xué)中需設(shè)計多種學(xué)習(xí)活動，融入聽說讀寫譯不同任務(wù)類型，采取個人獨立完成、兩人合作、小組合作等不同形式，按照從易到難的順序推進，保證大部分學(xué)生能夠順利跟進，并針對學(xué)生在課堂上的表現(xiàn)，及時進行評價和激勵。

7、 教學(xué)目標 Knowledge: To learn words and expressions related to football：fan, coach, play against, warm up, pass the ball, cheer on…loudly, beat, train, practice, pleased, careless, have a better chance of, feel more confident to do. Skill:? To be able to practice vocabulary learning strategies:

8、a) building word map related to a topic with pictures and charts; b) guessing the meaning of the words by the context; c) learning words by understanding suffixes of “-ful” and “-less”. Emotion and attitude:? To appreciate teamwork and develop a better understanding of competition. 教學(xué)內(nèi)容 本節(jié)課在我校

9、英語組特色教學(xué)模式，即“基于情景交際的文化滲透式互動教學(xué)”方法的指導(dǎo)下，介紹了詞匯學(xué)習(xí)的三種策略，幫助學(xué)生完成詞匯學(xué)習(xí)目標： 策略一：設(shè)置情景構(gòu)建話題語境，幫助聯(lián)想詞群。通過2014年世界杯決賽的情景導(dǎo)入，引出跟足球比賽相關(guān)的詞匯，借助圖片幫助學(xué)生迅速理解詞義，然后構(gòu)建詞譜（word map），之后練習(xí)引入本班足球比賽的真實情景，讓學(xué)生看圖填空完成句子，檢驗學(xué)生對話題詞匯的記憶效果。本部分詞匯目標為：fan, coach, play against, warm up, pass the ball, cheer on…loudly, beat, train, practice. 策略二：依托

10、語境猜測詞義，理解詞匯內(nèi)涵。挑出課文中具有抽象含義的生詞和短語，讓學(xué)生通過上下文語境和段落大意來猜測詞義，并通過英文解釋、同義詞反義詞、圖片、展示例句，英漢互譯，小組對話討論等形式，幫助學(xué)生深入理解詞匯內(nèi)涵，內(nèi)化為自己的知識。本部分詞匯目標為：pleased, careless, have a better chance of, feel more confident to do. 策略三：通過構(gòu)詞法構(gòu)建詞庫，拓展詞匯積累。以本課生詞careless為切入點，引出形容詞尾椎-ful和-less的相關(guān)詞例，通過發(fā)放詞匯卡片和小組合作方式，讓學(xué)生共同完成該構(gòu)詞法的理解和學(xué)習(xí)。本部分的詞匯目標為：

11、-ful的典型詞例（有學(xué)生列舉，如beautiful, colorful, wonderful, useful等），-less詞例（發(fā)放詞匯卡片小組學(xué)習(xí)：hopeless, helpless, painless, homeless, useless, harmless） 最后，總結(jié)本課介紹的三種詞匯學(xué)習(xí)策略，讓學(xué)生使用所學(xué)詞匯進行小組短劇扮演，內(nèi)容不限，但必須使用本小組抽到的詞匯，同時組內(nèi)六人的角色在活動要求中有所規(guī)定，每組各個成員都要承擔(dān)固定角色來完成表演。 教學(xué)重難點 1.核心詞匯的理解：play?against,?beat,?train,?practice,?careless, h

12、ave a better?chance?of, feel confident to do 2.詞匯學(xué)習(xí)策略的理解和掌握。 3.使用所學(xué)詞匯表達相關(guān)經(jīng)歷。 教學(xué)方法 情景交際法，小組合作學(xué)習(xí) 輔助工具 多媒體設(shè)備, 板書，詞匯卡片 教學(xué)過程 Teaching Procedures Procedures Teacher’s activity Students’ activity Purpose Step1. Lead in 1. Free talk: Invite students to talk about their favorite sport. Then i

13、ntroduce the topic of football and the learning goal of this lesson. 2. Show a short video about the final match of World Cup 2014. Then ask questions. Brainstorm their favorite sport and watch the video. Introduce the topic and the aim of this lesson. Help students think about the possible expre

14、ssions they need to learn in this topic. Step2. Words related to the topic Activity 1 : 1. Introduce words and phrases related to the topic of football match with questions and pictures. 2. Ask the students to fill in a chart about the words and expressions they just learned. Then check answer

15、s around groups. Activity 2 3. Show the pictures of last year’s school football match. Ask students to fill in the blanks with the words and phrases in the word map. 1. Try to understand and remember vocabularies with the help of the pictures. 2. Fill in the chart with the words and phrases r

16、elated to the topic. Then each group take turns to give a different answer. 3. Recall last year’s school football match with the help of the pictures and complete the description of the match. 1. Guide students to learn the new words and phrases through situational communication with the help

17、of pictures. 2. Help students build a word map of football with a chart. 3. Help students to consolidate what they have learned and practice using the words and phrases in a similar situation. Step3. Words from context. 1. Ask students to grasp the main idea of the text through finding answ

18、ers to 2 questions. 2. Ask students to focus on the 3rd and 4th paragraphs to guess the meaning of 4 new words and phrases marked in red. Activity 3 1. Speaking out the English explanations of the 4 words and phrases and ask students to do a quick match. 2. Give further explanations of the 4 w

19、ords and phrases by showing pictures, asking questions, making sentences and conducting dialogue in pairs. 1. Read the passage quickly and find the answers to the 2 questions. 2. Listen to the audio of the 3rd paragraph and the reading of the 4th paragraph by a fellow student. Try to guess the

20、 meaning of the 4 words and phrases. 3. Match each of the 4 words and phrases with the correct English meaning given by the teacher. 4. Develop further understanding of the 4 words and phrases by communicating with the teacher and working with the partner. 5. Recommend an online video about how t

21、o build one confidence and ask students to watch after class. 1. Help students form a general idea of the passage and consolidate the words and expressions leaned in Activity 1. 2. Help students grasp the correct meaning of new words with the help of context clues. 3. Check students’ understan

22、ding of words in the context. 4. Help students extending their understanding of the words by eliciting more ideas and thinking. Step4. Word building rule of “-ful” and “-less” 1. Help students discover the meaning of the suffixes “-less” and “-ful” by asking questions. 2. Start a brainstor

23、m about more examples of adj. with “-ful”. Activity 4 3. Send each group a flash card with an example adjective of “-less”. Ask them to discuss the meaning and make a sentence with it. 4. Invite each group to show their word and example sentence with the whole class. 5. Ask students to fill in

24、 the chart of a word bank. 1. Guess the meaning of “careless” by the context. Summarize the meaning of the 2 suffixes. 2. Brainstorm more examples of adjectives with “-ful”. 3. Discuss in groups about the meaning of the adjective given to them and try to make a correct sentence with it. 4. Show

25、their word to the whole class and speak out their example sentence. 5. Fill in the chart of word bank with suffixes of “-ful” and “-less”. 1. Help students summarize the meaning of the 2 suffixes and build a word bank of certain adjectives with “-ful”. 2. Help students conduct active discussion

26、 about the meaning of extended adjectives with “-less”. Promote teamwork in learning the new words together. Step 5. Summary and role play 1. Summarize the 3 strategies learned in this lesson. Recommend some useful websites for more tips on vocabulary learning. 2. Ask students to make a short rol

27、e play in groups of 6 with the words and phrases chosen by their group. Give each group member a different role: introductor of the words, the coach, player A and player B, fan A and fan B. 3. Invite students to show their play. Comment on the performance of each group. 1. Choose the ways they h

28、ave learned to learn words quickly and effectively. 2. Work with their group mates to conduct the role play. 3. Come to the front and show their performance to the rest of the class. 1.Help students to consolidate the strategies used in this lesson. 2.Create an imaginative situation where they can practice the vocabularies and enjoy the pleasure of teamwork at the same time. Homework: Write a short story about a game or competition you experienced in the past. Use the key words and phrases we learned in this lesson. 5 / 5