高中英語詞匯教學設計

高中英語詞匯教學設計

　　在19至20世紀的，英國和美國在文化、經濟、軍事、政治和科學在世界上的領先地位使得英語成為一種國際語言。如今，許多國際場合都使用英語做為溝通媒介。下面是小編為你帶來的高中英語詞匯教學設計 ，歡迎閱讀。

　　教學內容:

　　Unit 5 Canada—“The True North”, Book3

　　課文 A Trip On “The True North ” 的詞匯和短語（rather than, continent, baggage, chat, scenery, eastward, westward, upward, surround,  the Rocky Mountains, harbour, measure, aboard, settle down, manage to do, catch sight of, eagle,   Stampede, cowboy, have a gift for, within, border, slight, slightly, acre, urban,  Thunder Bay,  Lake Superior）

　　教學目標：

　　1.    使學生能夠正確地朗讀并掌握所學詞匯的中文意思;

　　2.    通過創設語境與習題練習相結合的方法掌握重點單詞的音、形、義、用；

　　3.    對學生進行從語境中猜測詞意這一詞匯學習方法的初探；

　　4.    教授構詞法的基本知識，培養學生詞匯生成能力，拓寬詞匯量；

　　5.    結合詞匯教學和文章理解，使學生了解加拿大的基本情況。

　　教學重點：

　　使學生掌握本課詞匯。

　　教學難點：

　　使學生掌握詞匯學習的方法并培養詞匯學習的興趣。

　　教學方法：

　　任務型教學

　　課前準備：

1. 前一節課已通過略讀、跳讀、細讀等方式對課文A Trip On “The True North ” 有了整體感知，并能基本完成P35的Comprehending部分。

　　2. 教師事先根據高考詞匯要求及詞匯的使用頻率對所學28個詞匯進行分類分組，分為只讀詞匯，認知詞匯和運用詞匯。計劃針對不同級別或頻度的詞匯采用不同的策略。分組如下：

　　Group A: baggage, continent, harbour, eagle,   border, acre

　　Group B: eastward, westward, upward

　　Group C: chat, scenery

　　Group D:  surround, measure

　　Group E: rather than, settle down, manage to do, catch sight of, have a gift for

　　Group F: aboard, within, slight, slightly, urban

　　Group G:  the Rocky Mountains, Stampede, cowboy,  Thunder Bay,           Lake Superior

　　教學過程：

　　Step Ⅰ: Lead-in: Brainstorm.

　　Q1: Do you like travelling?

　　Q2: What words will you think about when I refer to the word “travel”?

　　Ss brainstorm the words and write them down. ( ID card, passport, camera, IPAD, notebook, map, jet lag, sports shoes,…)

　　設計思路： 用頭腦風暴游戲導入新課，開拓學生思路并為接下來的詞匯學習做準備。

　　StepⅡ: Learning about Group A: baggage, continent, harbour, eagle,   border, acre

　　First, listen to tape about these new words. Make Ss recognize the pronunciation.

　　Then, learn these words by guessing and paraphrasing.

　　1. Baggage Teacher gives clues like this:

　　They’re a general word for a group of bags.

　　We put clothes, camera and other things we need in these.

　　We carry them when we travel.

　　Ss: Baggage.

　　2. Eagle         Teacher gives clues like this:

　　It is a large strong bird.

　　It has very good eyesight.

　　Its mouth is very sharp.

　　Ss: Eagle.

　　3. Continent, harbour, border, acre

　　Teacher goes to the map hanging on the wall.

　�、� continent:

　　T: Look at the map. Can you find China? Where is it?

　　Ss: Yes, it’s in Asia.

　　T: Can you find the UK and France?

　　Ss: Yes, they’re European countries.

　　T: Great. Asia is one of the continents in the world. And Europe is another. There are five continents altogether on the earth. Do you know the meaning of “continent”?

　　Ss: Yes.

　�、� harbor:

　　T:  ( points to Dalian ) Look at  Dalian on the map. If you travel from this city, what kind of transportation will you take?

　　Ss: bus, plane, ship, train….

　　T: Yes, you can choose ship because Dalian is next to the sea. So the place of shelter for ships is harbor. Got it?

　　Ss: Yes.

　�、� border: (point to the border of China) Teacher gives clues like this :

　　It is lines between two provinces or countries which are next to each other.

　　Ss: border.

　�、� acre:

　　T: Do you know how large our country is?

　　Ss: 9,600,000 square metres. (Answer the question with teacher’s help)

　　T: And ‘acre’ is another word to describe how large the land is, especially used in English- speaking countries. In Chinese,  英畝.

　　設計思路：此組均為名詞，掌握其音、形、義即可。通過使用根據英語釋義的方法猜單詞，使單詞學習不再枯燥乏味，反而很有趣，很刺激，對學生的學習積極性是一種調動。

　　Step Ⅲ: Learn the new words in Group B: eastward, westward, upward

　　1.    Teacher writes the three words on the blackboard. Lead the Ss to find out the word-forming rules.

　　T: -ward(s) 是表示方向的后綴， means “in a certain direction”, 常與方向詞如： east, west, up, down, in, out等詞派生出eastward(s), westward(s), upward(s), downward(s), inward(s) 和outward(s).

　　So, eastward means “to the east”. How about ‘upward’?

　　Ss: To the upper place.

　　設計思路: 利用構詞法學單詞，尋找并總結構詞規律，既有利于提高學習效率，又能拓展詞匯量。

　　Step Ⅳ Learn the new words in  Group C: chat, scenery &Group D:  surround, measure

　　1. Group C: Summarize the differences between chat and talk;

　　Summarize the differences among scenery, view, sight, scene.

　�、與hat vs. talk

　　Notes: chat vi. & n.  非正式場合的閑聊（常為交流個人情況）

　　talk vi. & n. (含義較多) 談話，聊天等。

　　但用法較相似： chat / talk with/ to sb.

　　chat / talk about sth.

　　have a  chat/ talk with sb. about sth.

　　Exercise:

　�、� The two sides in the war have agreed to hold a peace talk.

　�、� I haven’t seen him for years and we had a long chat about old times.

　�、� My boss talked to me for almost an hour.

　�、� Look at those girls. They were chatting happily on the beach.

　　⑵ scenery, view, sight, scene

　　Notes: scenery: 指一個地區全部的自然景色，如高山、森林、溪谷等，是不可數名詞。

　　view: 多指從遠處或高出等某個角度所看見的“景物，景致”。

　　scene: 除表示“景物、景致”外，還有“場面”之意，大多包括人及人的活動在內。

　　sight: 指人們游覽觀光的風景，特別值得一看的景物，也可指“情景；景象；視力”。

　　Exercise:

　�、� You’ll get a fine view of the town from the mountaintop.

　�、� We visited the historical sights of China last summer.

　　③ The scenery of this country is unparalleled(無雙的).

　�、� The boats in the harbor make a beautiful scene.

　　設計思路：因不能區分同義詞之間的語義差異，也是造成學生使用單詞出錯的原因。通過同義或近義詞的詞義辨析，使學生弄清楚易混詞，從而提高學生活學活用的能力。

　　2. Group D:  surround, measure

　　Notes: ⑴ surround vt. & vi. 包圍，圍繞

　　常用于被動語態be surrounded by

　　eg. The church is surrounded by a white fence.

　　[語境串記] Once upon a time, a king who was polite to surrounding (adj. 周圍的) countries lived in a castle surrounded（v-ed 被……環繞） by a large forest and having wonderful surroundings（n.環境）.

　　從前，在一個綠樹環繞，環境優美的城堡里住著一位國王，他對領邦十分友好。

　�、� measure: vi. & vt. 測量，衡量，判定

　　n. 計量制， 尺寸，措施

　�、� measure sth. by sth. 用……來衡量

　　eg. Education should not be measured purely by examination results.

　�、� take measures/ steps/ action to do sth.

　　eg.  The government has taken measures to stop the spread of AIDS.

　　設計思路：該組詞匯同Group C 一樣，屬高頻運用詞匯。結合微型語境學習搭配是最直接有效的方式，有利于培養學生用英語思維的能力以及感知語言的能力。

　　Step Ⅴ Learn about the phrases: rather than, settle down, manage to do, catch sight of, have a gift for     in  Group E

　　Task: This is a short story. Fill in the blanks using the phrases above.

　　Rather than go shopping with his parents, little Tom decided to study for the math exam at home. However, he wasn’t really good at math and found it hard to settle down to (doing) his work. Suddenly, he caught sight of   the gold medal hanging on the wall, which reminded him of piano competition, little Tom has a gift for piano but not math. What a pity! Little Tom said to himself： I keep practicing and then I‘ll manage to get good results.

　　設計思路：用小故事的方式將短語串在一起，內容有趣，可讀性強，結合語境教學法，培養學生活學活用的能力。

　　StepⅥ: Learn the new words in Group F: aboard, within, slight, slightly, urban

　　結合課文語境學習該組詞匯。

　　設計思路：本組詞匯為prep, adj. 和adv. , 重點掌握音、形、義， 結合課文內容教學，即可掌握。

　　Step Ⅶ Learn the new words in Group G:  the Rocky Mountains, Stampede, cowboy,  Thunder Bay,    Lake Superior

　　Read these words after the teacher.

　　設計思路：本組詞匯均為詞， 不要求掌握，但為了不影響課文的理解和朗讀，只需掌握其音、義即可，簡單處理。

　　Step Ⅷ: Deal with Exercises 2&3 on P36.

　　Ask the Ss to finish the exercises all by themselves. And then check the answers.

　　設計思路：通過兩個練習的處理，總結本課所學詞匯。

　　StepⅨ：  Conclusion and Homework.

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