《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《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）》請在裝配圖網上搜索。

1、教學設計 課程名 This year we are training more carefully. [Module 3 Unit 2 Grade 8] 課型 初中詞匯學習策略指導課 Guidance on vocabulary learning strategies for Junior students 教師 單位 年級 八年級 指導思想與理論基礎 詞匯教學是語言教學的有機組成部分,詞匯是語言的建筑材料,掌握盡可能多的詞匯是學好語言的基礎。英語詞匯數量龐大，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習的空間。詞匯學習如果不講究策略，結果往往

2、事倍功半。 只有充分理解的東西才能深刻的記憶，詞匯學習首先應遵循語言習得的基本規(guī)律：語言產生和存在于一定的語境中，詞匯在語境中才有相應意義，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、句子和語篇當中，放在一定的情景和語境中，去學習和理解。圍繞這一原則可引入兩種典型詞匯學習策略：一是構建詞匯圖譜（word map），讓學生通過情景話題來聯想詞群，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練，引導學生用已知推導未知，可提高學生學習的主觀能動性，并培養(yǎng)用英文思考的習慣。同時根據英語語言特點，可以適當引入構詞法的相關知識，通

3、過典型詞綴含義的學習，幫助學生構建詞庫（word bank）,掌握快速記憶和拓展詞匯的方法。 因此，在本節(jié)課的設計上，每個環(huán)節(jié)都以情境交際為主線，以詞匯學習策略指導為目標，貫穿了詞匯在語境中的認知、理解、吸收、消化和運用，一切教學活動都圍繞“詞不離境”這一指導思想展開。在詞匯的內化過程中，特別抓住語言表達思維和情感的工具性作用，為學生創(chuàng)造使用英語表達和傾訴的欲望和興趣，讓學生在真實的交際、表達和互動中，學以致用。? 同時，發(fā)揮多媒體在語言學習中的優(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)設情景呈現單詞,集詞匯與聲音、圖像于一體, 生動直觀, 能讓學生盡快理解詞義

4、, 提高記憶效率。學習者通過建構視覺圖像、聽覺音響和書面文字信息之間相互關聯的提示線索，幫助對記憶中儲存的信息進行恢復和提取。 教材分析 本節(jié)課詞匯教學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。本課以大明參加學校足球隊訓練為主題，文體上屬于日記，作者在介紹所在校隊積極備戰(zhàn)今年聯賽的過程中，使用到與足球運動相關的名詞和動詞（短語），和一些表達情感態(tài)度的形容詞。本課生詞數量豐富、涉及的話題集中，很多以詞塊（短語）形式出現，多數為有代表性的高頻詞匯，難易程度由淺入深。這些生詞為詞匯學習策略指導提供了良好的語料資源，能夠在課堂呈現中使用不同媒介和方式，讓學生體

5、會詞匯學習的規(guī)律和特點，從而對于詞匯學習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)學習興趣，因為大部分學生都有喜愛的運動，并有組織、觀看、參加班校各類體育比賽的經歷，學生在詞匯學習中可與實際生活經歷相結合，并在知識目標達成的基礎上，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。 學情分析 本課的教學對象是天津實驗中學八年級6班的學生，該班學生在英語學習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、寫方面已經奠定了比較堅實穩(wěn)固的基礎。一年半的初中英語學習使學生在詞匯方面達到了一定數量的積累，也養(yǎng)成了在語境中

6、認知、理解、記憶生詞的科學方法和良好習慣。 根據學段特點，八年級學生在詞匯學習策略方面，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，幫助學生總結歸納不同類型詞匯的學習方法，讓他們通過實例，直觀的感受詞匯學習策略帶來的效果，從而為以后的詞匯學習和積累提供科學有效的方法，引導他們關注學習策略對學習效果的指導作用，逐漸培養(yǎng)策略意識。 同時，為了調動學生參與課堂，教學中需設計多種學習活動，融入聽說讀寫譯不同任務類型，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，保證大部分學生能夠順利跟進，并針對學生在課堂上的表現，及時進行評價和激勵。

7、 教學目標 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. 教學內容 本節(jié)課在我校

9、英語組特色教學模式，即“基于情景交際的文化滲透式互動教學”方法的指導下，介紹了詞匯學習的三種策略，幫助學生完成詞匯學習目標： 策略一：設置情景構建話題語境，幫助聯想詞群。通過2014年世界杯決賽的情景導入，引出跟足球比賽相關的詞匯，借助圖片幫助學生迅速理解詞義，然后構建詞譜（word map），之后練習引入本班足球比賽的真實情景，讓學生看圖填空完成句子，檢驗學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，理解詞匯內涵。挑出課文中具有抽象含義的生詞和短語，讓學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，幫助學生深入理解詞匯內涵，內化為自己的知識。本部分詞匯目標為：pleased, careless, have a better chance of, feel more confident to do. 策略三：通過構詞法構建詞庫，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的相關詞例，通過發(fā)放詞匯卡片和小組合作方式，讓學生共同完成該構詞法的理解和學習。本部分的詞匯目標為：

11、-ful的典型詞例（有學生列舉，如beautiful, colorful, wonderful, useful等），-less詞例（發(fā)放詞匯卡片小組學習：hopeless, helpless, painless, homeless, useless, harmless） 最后，總結本課介紹的三種詞匯學習策略，讓學生使用所學詞匯進行小組短劇扮演，內容不限，但必須使用本小組抽到的詞匯，同時組內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固定角色來完成表演。 教學重難點 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.詞匯學習策略的理解和掌握。 3.使用所學詞匯表達相關經歷。 教學方法 情景交際法，小組合作學習 輔助工具 多媒體設備, 板書，詞匯卡片 教學過程 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