Using LanguageⅠ教案设计（一等奖）

高三词汇复习课（人物描写）

1）

授课者及课题

本课的授课者为广东番禺中学高三英语教师吴焕钗老师，教龄14年，中学一级教师。本节课是一系列词汇复习中的一节，是基于话题复习进行的关于人物描写词汇的复习应用课。

2）

教学内容与目标分析

本节课的教学内容是对基于话题人物描写（personal information）的词汇进行复习与应用。本节课的教学目标是帮助学生掌握人物描写的相关词汇，学会在描写人物之前运用思维图（mind map）并运用学到的人物描写的词汇进行人物描写。人物描写的词汇在高考中是比较常考查的词汇（应用文中的申请信，介绍信，推荐信等都有可能运用到），所以帮助学生掌握人物描写的相关词汇是相当有必要的。

3）

教学重点与难点分析

本节课的重点是通过5个不同的活动，帮助学生巩固并运用人物描写的相关词汇。5个活动从不同的角度，难度层层深入地激发学生运用人物描写的词汇进行写作。

本节课的难点是找不同（Odd one out）这一活动，因为这个活动要求学生从词汇的形式、用法、搭配等不同角度去区分词汇间的差别，对学生词汇的掌握和熟悉程度有一定的要求。另外，写单词（Stop the bus）这个游戏对学生的词汇量要求也是比较高的，因为学生既要考虑词汇的意思也要考虑词汇的形式（规定首字母）。

4）

教学对象及学情分析

本节课的教学对象是高三（14）班，是一个理科普通班。该班一共50名同学。该班学生英语水平中等偏上，上课比较活跃，喜欢合作学习，能积极地参与课堂活动，但基础不太扎实，课后落实不太到位，对于课后落实词汇记忆不太积极并且遗忘率高。

5）

教学设计的理论支撑

1）词汇是语言知识的重要组成部分，是学生语言能力发展的基础。《普通高中英语课程标准（实验）》（教育部，2003）

2）Without grammar, we can communicate. Without vocabulary we can’t

(How To Teach English

Pearson) 3) Fully knowing a word involves understanding its form and meaning, how it is pronounced and spelt, all the meanings it can have. Learners need to meet the same words again and again as they advance in their language learning.(TKT

Cambridge) 根据以上的理论，我们可以知道词汇在英语学习中是至关重要的，是能否学好英语的关键，可是我们在英语教学的过程中，老师往往把词汇学习与掌握的任务主要交给学生，一般老师就是布置听写或默写等任务，让学生课后自行背诵，而大多数学生背单词都是为了应付老师课堂上的听写，枯燥无味，遗忘率特别高。针对这一不良象限，本课老师思考着应该把词汇的学习、巩固也掌握搬回课堂，并且创设情境，增加趣味性，让学生更加积极主动地运用相关词汇，从而提高英语学习的积极性以及有效性。

6）

教学设计与实施的详细流程

教学步骤：

Step 1: Introduction: Introduce the teaching aims of the lesson.

Step 2:Pre-teach vocabulary: 1)Explain the following words in English 1. transitive verb 2. intransitive verb 3. a positive word 4. a negative word 2) Ask some questions about the above words as concept checking. Eg. I study English. Study is a __________ verb.

He is a humorous boy. Humorous is a ____________ word. Step 3. Warming up: 1. Introduce the rules of the game “Stop the bus”

(Work in group of four and come up with the four words according to the first given letter and if the group finish, stand up and say stop the bus.) 2. Provide a letter and elicit the words from the whole class as modeling.

3. Provide some context as tips to help the students if in need. B W A T C 设计目的

目的：

让学生了解本节课的学习目标。

目的：

让学生熟悉生词，为学生学习扫清学习障碍。

目的：

让学生通过小组合作，熟悉巩固目标词汇，让学生关注词性并且激发学生学习的兴趣。

An adjective. beautiful

for a person

A job bus

driver

A quality in bravery

people

A part of our back

body

Step 4:Complete sentences with proper adjectives: 目的：

1. Use the adjective listed below to complete the character

让学生熟悉descriptions. 一些描写人物性

persuasive

trustworthy

hardworking

generous

mean

格的形容词，并patient 且通过练习了解eg. My grandmother is very patient; she takes time and care 在我们使用了形with everything she does. etc.

容词去描写一个人时，如果后面再加一个句子为例子，会让我们的描述更生动，更令人信服。

目的：

模仿游戏“找茬”让学生从形式，意思，搭配，词的褒贬意义等比较单词，不但激发学生的学习兴趣，而且学生对词汇本身的区别有了更深入的了解。

5. be fond of

show interest in

be crazy about

be strict with

_____________________________________________________

6. look forward to

be able to

pay attention to

stick to _____________________________________________________

4). Arrange the students to work in pairs and check the

answers. 5). Encourage the students to read out their answers and

reasons.

1. Tina is a very _______ person. She is capable of convincing you to do almost anything she wants. 2. Mark is extremely _________ when it comes to keeping secrets, he will never tell a soul. 3. My brother is very __________; he is always willing to give up his time or money to help other people. 4. Julie is such a ________ girl; her homework is always in on time. 5. He tends to be ________; he counts every last penny and hates spending money on anything.

2. Students check the answers in pairs and then voluntarily to tell their answers to the whole class. 3. The teacher asks the students to look at the sentences again and pay attention to the usage of justification when describing a person.

Step 5:

Odd one out:

1). Give instruction ( The students are required to choose the word different from the other three in the group and give reasons.) 2). Provide an example as modeling Which word is different? Why? Example: teacher

conductor

weakness

farmer Weakness is different because it isn’t a job.

3). Ask the students to finish the odd one out and give reasons. 1. forehead

lip

eyebrow

leg _____________________________________________________ 2. cruel

patient

considerate

energetic _____________________________________________________ 3. editor

farmer

sailor

operator

_____________________________________________________ 4. disappear

promote

achieve

fulfill _____________________________________________________

目的：

Step 6: Mind map: 通过老师的示1) Introduce the mind map 2) Arrange the students to work in pairs to complete the mind 范，让学生明白mind map的用途map. 3)To conclude the usage of mind map(It can help us to have a （帮助我们理清思路），并且在完clear structure before we try to describe someone.) 成mind map的

时候，学生再一

次对描写人物的

词汇进行运用和

巩固。

目的：

Step 7: Application: describing a person

本环节主要是1) Introduce the term the Prince/ Princess Charming 让学生运用人物2) Elicit the quality of the Prince/ Princess Charming 3) Show pictures for the Prince/ Princess Charming

around 描写的词汇描写自己心目中的男us 神女神，既激发4) Review the aspects in which we describe a person 5) Provide an example as modeling ( The teacher describes 学生的学习兴趣，也让学生巩her son using the given structure as an example) Sentences for reference: 固运用人物描写的相关词汇及短1….is a person one cannot fail to admire/adore.

语句型，是本节2. Over the past …years … has become …

3. Looking at …, it is not difficult to see why … is 课的重点。

so …(appearance)

4. The reason why I adore …is that … is well-known

for …..(good quality)

5. All in all,

… is so perfect that … becomes the … in my life.

5) Arrange the students to work in group

of four and

describe their own Prince/ Princess Charming 6)Encourage the students to read out their description of their

目的：

Prince/ Princess Charming 总结巩固本节

课的学习内容。

Step 8: Sum up

Sum up what the students have learnt in this lesson. 目的：

进一步巩固本Step 9: 节课学习的内Homework: 容，进一步应用

Try to polish the writing of describing the Prince or Princess CC人物描写的词Charming and try to add more justification to make your

汇。

description more vivid and convincing.