Learning about Language教学活动设计方案

广州市培才高级中学

英语科

谭飞煌

M8U3 Learning about Word Formation and its Application教案

课题

M8U3 Learning about Word Formation and its Application 谭飞煌

课时

1个

课型

构词法教学课

高二3班

备课人

授课地点

This is a class talking about word formation and its application. Since the text in Unit 3 Module 8 contains a lot of different derived adjectives and adverbs with some common suffixes, it would be a 教内分学

nice start to let students sense the emotional trends of the adjectives and adverbs in the context. Later, 容

with the generated adjectives and adverbs from the context, it will be easy to help students analyze 析

and understand the relationship between the root words and the derived words so that they can guess more derived words through this method. Finally, I try to adapt the text into a cloze using the learned knowledge to consolidate students’ digestion of the language.

The class I am going to teach is from senior 2. It is a temporary shift due to the fact that I am currently teaching a class of senior 1 and that the given topic is Unit 3 Module 8. Under the 教对分学

circumstances, there might be some moments when the students and the teacher show a lack of 象

binding. In addition, although the students to teach are of the class of liberal arts and are quite familiar 析

with the position where an adjective or an adverb occur in a context, they are still far from being able to think of the transformation from the given word to the target word and even write it correctly. Therefore, word formation is expected to be of great use to help students master the language. 知识与技能

1. Have a notion about word formation and the meanings of different derived suffix; 2. Analyze a derived word for its meaning and apply such strategy into a cloze. Cultivate creative thinking and a sense of cooperating with others. 教目学

标

情感态度

与价值观

重难教方点

Understand the meanings of a derived word by analyzing its root word and the derived suffix. 点

Export a derived word in its proper form. 学

法

1. Task-based teaching 2. i+1 hypothesis 3. Group co-operation Teaching Procedure Step 1 Lead in (10 min) slide P2-6 1.1 Present a short video clip relevant to the content of the text. 1.2 Ask students to describe the feeling on the video as well as the text with adjectives by working in groups. After that, ask them the emotional trends of the adjectives and draw different arrows to present them. 1.3 Make a comparison between the two descriptions. （设计意图：Arouse students’ interests in the topic of the text by showing them the theme song of 葫芦兄弟. Link the emotional binding between the students and the teacher. Introduce the students today’s topic by 1

广州市培才高级中学

英语科

谭飞煌

comparing the two stories using descriptive adjectives.）

Step 2 Target words generation and analysis (12 min) slide P7-15 2.1 Checkup answers of the assignment.

2.2 Ask students to classify the answers in adjectives by working in groups. 2.3 Introduce several common suffixes and their meanings with some small word-forming exercises. （设计意图：Make sure the students have the correct input of the target language. Cultivate students teamwork spirit. Get students have the notion of different formations produced by different suffixes.）

Step 3 Practice and output (18 min) slide P16-20 3.1 Ask students match the derived words with proper meanings. 3.2 Ask students to finish some exercises of grammar cloze. 3.3 Ask students to retell the story by completing the cloze adapted from the text. Before that, ask them to draw a climbing arrow for the adjectives with positive meanings while a declining one for those with negative meanings. （设计意图：Consolidate students’ understanding of the word forms with different kinds of exercises, first matching the English with Chinese to let them comprehend the meaning, later finishing the grammar cloze to help them internalize the way of forming a derived word, and finally retelling the story to put the words in the context.）

教学反思：

在本次教学中，本人通过尝试改编课文积累一些经验；同时，也发现在教学过程中出现的不足。

首先，在教学开始时，大胆地运用《葫芦兄弟》主题曲作为引入，其接地气的效果马上让学生兴奋起来，并对本节课产生兴趣。其次，在构词法的教授过程中，落实i + 1 理论的运用，确保学生知识输入是平稳的，避免产生断层。最后的语篇输出是本节课的亮点，通过改编课文成完型填空，确保学生从语篇中习得的语言知识能重新运用到似曾相识但又不太一样的新语篇中，同时在对选项的辨析过程中可以巩固对构词法知识的理解和运用。

不过，一些问题需要及时注意并改正。一方面，由于并非自己常驻班级，所以师生之间的教学默契度稍欠，导致上课时学生未能及时对老师的讲授产生反应。另一方面，某些教学指令不清晰，导致了一些时候课堂节奏把握不到位，例如需要学生结束讨论时，就花了一些时间。

然而，学生在课中体现出值得称许的闪光点。在第一次用形容词描述故事及其角色的讨论中，学生利用集体智慧，想出了不少意料之外但符合要求的内容。

所以，如果重新开展本节课的教学，需要在课堂指令方面进行优化，确保学生了解并理解老师的话，并迅速做出恰当的反应。同时，可以放胆把课堂交还给学生，相信学生能做出不少精彩的课堂反馈。

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