Word power: Words used in performing教学目标设计

牛津高中英语（译林版）Module 6 Unit 1

Laughter is good for you

Vocabulary教学设计

江苏省南菁高级中学

顾梅燕

E-mail: 625639338@qq.com 本节课是牛津译林版高中英语模块六第一单元Laughter is good for you 的词汇课。授课对象为高中二年级学生。

一、

整体设计思路

英国语言学家威尔金斯（Wilkins）说过：“没有语法人们表达的事物寥寥无几，而没有词汇人们则无法表达任何事物。”( Without grammar, little can be conveyed; Without vocabulary, nothing can be conveyed. ) 在中学英语教学中，词汇学习是提高学生听、说、读、写技能的前提和基础。扩大学生的词汇量，是中学英语教学的重要任务之一。而在笔者观察到的常态词汇教学中，教师讲，或附以板书或课件呈现词汇用法，学生记笔记，然后课后被动背诵以应对教师反复默写的现象比比皆是。这样的教学方式枯燥乏味，教师教得累，学生学得苦，这样不仅无助于学生达成英语新课标中掌握一定词汇量的要求，更为严重的是，容易使学生失去对英语学习的兴趣，并逐渐产生对英语的厌学情绪，进而影响中学英语教学质量和效率的提高。因此，在新课程背景下，尤其需要注重对词汇教学方法的研究。本节课笔者以单元主题“Laughter is good for you”为切入口，创设与

“laughter”有关的话题自然导出所教授的重点词汇和短语，兼顾学生的认知规律和心理需求，利用语言、图片、音像等多媒体手段创设语言情境和生活情境，让学生体会各个词汇在情栩栩如生的真实情景中的运用。在教学过程中，笔者启发学生自主归纳某些词汇的运用规则，引导学生通过小组讨论和合作学习等方式，自主发现问题，思考问题，解决问题，并针对学生不同的知识掌握水平，设置由浅入深的词汇练习，以鼓励所有学生积极参与课堂活动，最终高效实现课堂生成。

二、

教学目标分析

词汇学习一直是贯穿整个高中阶段英语学习的重要教学任务，但是基于目前学生学习词汇的方法并不科学和高效，本节课笔者设立了三个基本教学目标：

1.

to know the basic usage of the new words and expressions in this unit; 2.

to grasp some methods to memorize and enlarge their vocabulary; 3.

to use the newly-learned words and expressions actively and creatively in various situations . 三、

教学重难点分析

对于词汇学***部分学生还未形成良好的学习习惯和高效的学习方法，只会孤立地、机械地背诵英语单词和它们所对应的汉语词义，即所谓的背“单”词，这样的词汇学习经常让学生厌倦，且学习效果也比较差，鉴于此笔者给本堂课设置了两个教学重难点：

1.

to learn to study the new words and expressions in the context; 2.

to use the newly-learned words and expressions to make sentences in varieties of vivid situations. 四、教学过程

Step I: Brainstorming

传统的词汇教学往往是从研读词汇表开始，让学生直白机械地接触所学单词，失去了对词汇学习的好奇和探究的愿望，而本节课开始时笔者采用“问题引领”的方式，设置了三个与

“ Laughter” 相关的话题，通过师生对话、生生对话的形式，自然导出该课教授的重点词汇和短语，既激活了学生已有的词汇知识，又激发了学生学习新鲜词汇的兴趣和热情。

Introduce the important words and expressions in this unit by organizing some mini-discussions. Mini-discussion (1): Guess what gift I will give you today. Mini-discussion (2): What causes you to burst into laughter? Mini-discussion (3): What are the benefits of laughter? 【Purpose】To get the students involved, lead them to the topic of this period,

introduce the teaching focus and activate students’ knowledge about it in a natural and communicative way. Step II: A brief glance of the words and expressions offering students some advice on words learning.

【Purpose】To help students have a general picture of the learning focus and guide them to learn the words and expressions more efficiently.

Step III: Word study

在提供学生总的词汇学习建议之后，笔者从词汇学习的基本要素入手，指导学生朗读部分发音困难的单词，掌握相关合成词的拼写规则，并通过小组合作单词竞赛的形式，引导学生利用词汇前缀、后缀学习规律，拓展所学词汇的不同形式、词性、词义等，使得学生既掌握了基础词汇的用法，又在无形之中拓展了词汇量；然后，笔者遵循“情境教学法”原则，结合教师和学生的生活实际，利用图片、音像等多媒体手段，创设了丰富多彩的链式情境，层层递进，环环相扣，课堂内容形散神不散，让学生在生动、活泼、愉悦的氛围中轻松掌握了重要词汇的用法，并真实体验了语言，灵活运用了语言，切实感悟了英语语言的美丽和魅力。

Task (1) : Pronunciation Help students to read some words in the word list which are difficult to pronounce accurately. 【Purpose】To ensure that students can read the words difficult to pronounce more precisely, thus helping them spell the words more easily, and correctly at the same time.

Task (2): Word formation Ask students to learn to grasp some compounds and some words with affixes by an interesting competition.

【Purpose】To enable the students to strengthen their awareness of learning words via derivation and help them expand their vocabulary as much as possible without

rote.

Task (3): Usage of the words and expressions Explain the usage of some important words and expressions in detail by creating vivid contexts and situations. ( Words and expressions to explain in detail: variety; amuse; come up with; burst; tear; take on) 【Purpose】To guide the students to learn the usage of the important words and expressions more actively and easily by creating various vivid language learning situations mostly centering about the teacher’s daughter so as to arouse the students’

curiosity and enthusiasm of learning. In this way, the students will be better at acquiring the usage of these words and expressions in a more relaxing way.

Task (4): A brief summary of the words and expressions 【Purpose】To recall what the students have learnt in this period and impress the learning focus upon them more deeply. Step IV: Practice 在词汇学习基本完成之后，词汇巩固和练习形式也是笔者教学设计思考的重点，针对不同学生英语水平的个体差异，在词汇规则的运用和巩固阶段，教师利用答题猜谜、层层剥开的形式，由易到难，设计了单词与英文解释匹配、词汇转换、看图猜词、选词造句四种操练形式，选择学生感兴趣的话题，创设真实情景，突出交际目的，让学生在情境中体验词汇的实际运用，发展自己的语言能力，实现了课堂的高效生成；同时，让不同层次的学生都能有不同程度的收获和提高。可谓有教无类，因材施教。

Divide all the exercises into four levels and ask students to finish them one by one by playing a guessing-game.

Level 1: Choose the correct words according to their explanations in English. Level 2: Replace the underlined parts in some sentences with the words given. Level 3: Offer students some pictures bit by bit and ask them to think of the words

or expressions related to the picture. Level 4: Make up some sentences to describe the picture given by using some expressions learned in this period.

【Purpose】To practice what the students have learned in this period via various tasks level by level and assess their learning effect, thus ensuring that almost all the students can have a sense of achievement and take a more active part in the practice.

Step V: Highlight 在词汇教授与学习的过程中，对学生的情感教育和德育渗透也同样重要，从本节课开始教师给学生准备的第一份礼物“Laughter”，课堂中间词汇竞赛单元给学生的第二份礼物“A vocabulary tree &Happiness lies in a sense of achievement”，再到课堂结尾部分给学生最有价值的一份礼物

“ A positive attitude towards life” ，笔者旨在告诉学生, “ Laughter ”是人与人之间的情感纽带，更是我们面对困境时所需具备的积极、乐观的品质，这样的情感渗透正好也与本单元的主题

“ Laughter is good for you” 相吻合，实则为本堂课的另外一条“情感线

”。

LAUGH: L --- Laugh, love and live every day

A --- Add happiness to your life. U --- Unload sadness from your heart.

G --- Give the world a smile and the world will smile to you. H --- Have fun and let’s haha…

【Purpose】To inspire students to take a positive attitude towards everything in their life and be ready and confident to overcome all the barriers they may encounter in their future life and study.

StepVI : Assignment (1)

Finish off the self-study materials. (2)

Preview the passage in Reading.

【Purpose】To help students to pick up more knowledge about the words in this unit and consolidate what they have learned in this period by finishing off the self-study

materials, thus enabling them to have a better understanding and command of the words and expressions in M6U1.

五、感悟与思考

传统的以教师主讲、学生主记为形式的词汇教学课，教师往往主宰整个课堂，教学内容也只是按照教师预设刻板地呈现，学生忙于记载各种笔记，疏于思考和课堂参与，学生的语言能力和情感态度的发展都受到很大的制约。本堂课所呈现的“设置问题引领课堂，创设情境生动课堂，建构语言综合运用能力，实现课堂动态生成”的教学模式，为高中英语词汇教学提供了新的视角；笔者认为这是一堂成功的词汇课，坚持以教师为主导、学生为主体的新课程理念，师生合作融洽，既有教师的示范作用，又有学生的自主、合作、探究、学习；遵循情境教学法的教学原则，尊重学生的情感态度和情感体验，教师个性化地开发和利用各种多媒体资源，多方面捕捉学生生活中的素材，创设多样化的真实情境，并将其融入到词汇教学中去，从而使学生乐于学习、敢于表达，激发了学生的学习兴奋点；此外，教学内容整合紧凑，设计环环相扣，既找准了学生学习词汇的切入点，理清了词汇学习的知识点，抓住了词汇的中心点，又突破了以往词汇学习的疑难点，培养了学生学习词汇的思维发散点，完成了词汇教学课堂的生成点，课堂的生成度较高。

但同时又是一节有待再完善的课，由于对学生学情缺乏准确把握，个别环节的设计难度偏大，略微超出了学生的学习理解能力范围，应该适当调整；课堂中对学生的回答评价方式稍单一，灵活驾驭课堂的应变能力有待加强，在未来的教学过程中，要努力创造更加高效、灵动的课堂，让学生真正做到会学、善学、乐学！

六、专家点评

本节词汇课教学目标明确，教学过程设计合理，条理清晰，过渡自然，层层递进。教师利用多媒体手段，结合学生的学情和实际生活，设计相关话题引导学生展开讨论，自然导出本节课所学内容，导入部分新颖、有趣；在词汇讲解过程中，教师创设“链式情境”，在情境中讲解重要词汇及其用法，使得整个教学过程形成

一个有机的整体，同时教师设计多重操练方式，引导学生积极思考，从词、短语、句子等层面有效操练所学词汇，实效性强；课件制作精美，课堂活动丰富，词汇竞赛、看图造句等环节有效激发学生的学习兴趣，学生主动参与课堂，积极性很高。个人建议：操练词汇环节能否上升到语篇角度，尝试设计篇章填空等形式，让学生在语篇中运用词汇，帮助学生更加灵活地掌握所学词汇的基本用法。