Learning about Language教学设计(教案)

教学设计方案

课题名称：必修一第四单元 词汇课

姓名：

学科年级：

一、教学内容分析

本单元词汇涉及与地震灾难相关的词汇，其中黑体词为重点词汇

二、教学目标

本校学生的认知水平属于中等，

学生往往在学习新的内容后不能将其应用到实际中去，出现学习和实践脱节的现象。针对这一情况，特设计了在语境中学习并将其应用于实际的方式，便于学生理解性记忆和使用。

三、学习者特征分析

学生对于地震不是很了解，所以记起词汇来感到陌生，因此结合图片和视频对学生进行教学，有助于他们理解记忆。

本课教学目标主要旨在培养学生根据语境和图片猜测新词的能力；培养学生使用新词表达的能力；培养学生借助字典学习的能力。

张雪莲

高一年级

工作单位：

教材版本：

玉田县林南仓中学

人教版

1

四、教学过程

Lead-in 1’

Contextualize the new words 20’

Guessing the new words according

Sentences understanding , word memorizing

& pronunciation correction 3’

Consolidation & new phrases learning 8’

Supplementary materials 7’

Homework 1’

五、教学策略选择与信息技术融合的设计

教师活动

Step 1：

Lead-in (导入) 1’

预设学生活动

Present students a picture of the broken clock in Wenchuan Earthquake to in order to motivate 2

设计意图

这是一

students’

interest in learning the new 张在汶川大language.(以汶川地震中破损的钟的图片为导地震发生入。) 后，被认为极具纪念意义的一张图片。以这张图片作为导入，可以极大地激发学生的学习兴趣和表达欲望。

词汇教学将为这一1.

Show students some pictures about Wenchuan earthquake and expressions of some situations so that they can guess and learn the relevant words.(展示汶川地震中与新授词汇相关的图片)。

2.

Students will learn the new language depending on the given context. (学生根据所给语境结合图片猜测词义及词性)。

Tsunamihit EarthquakestruckTyphoon Morakot单元的其他教学做好铺垫。由于汶川大地震的发生，学生对于这一话题并不陌生，他们已Step 2：

New words & expressions learning (新词学习) 20’

IndonesiaWenchuanTaiwan经通过不同媒体对汶川地震有了多disaster 灾难，灾祸disaster area受灾地区

角度的了解。因此，在学习这一部分词汇的时候，采用3

了“看图识字”的方法，即通过图片来猜测某些救援者新词的含义，目的是创设一种语

言环境，利用图片的视觉效果来加深学生对这些词的理解，从而更快地记住这些生词。

They are rescuers, who do their best to search and rescuesurvivors ,though the rescue workis hard.救援，营救救援工作Just show the expressions and sentences without pictures and ask students to read and understand

上一环them (去掉图片，展示单句，朗读并理解词义、节，学生在句意)。

※

The road and the bridge are destroyed badly in 图片的辅助the earthquake Step 3：

下易于理解※

The boy was injured in the earthquake. Sentences ※

The boy was trapped

in ruins for many hours.

词义和句understanding,new words ※

The soldiers are searching for the people who memorizing &

意；本环节are

buried under rubble.

(单句理解、新词记忆和※

The rescuers

dig out

those who are buried in 的设计在于the debris（残骸，碎片）of a school. 发音纠正) 3’

※

They are rescuers, who do their best to search 帮助学生进and

rescue survivors ,though the rescue work is 一步加深对

hard. ※

The boy, a survivor, showed honor to the 新学词汇的soldiers who saved his life.

理解和记※

The survivors need shelters, such as tents, to protect themselves.

Step 4：consolidation & new phrases learning

忆。

1.

Show students a short passage about Zhouqu 培养学mudslide with blanks and ask students to fill 生学以致用in the blanks by using the new-learnt words 4

(巩固与新短语学习) 8’

and expressions according to the given Chinese in brackets. (给出一篇关于周曲泥石流的语段，要求学生根据汉语意思用新学的词汇填空)。

2.

Use new phrases to replace the underlined ones so that students can understand the new ones easily. (用新短语去替换学生已知短语，便于学生对新授内容的理解和掌握)。

On August 7, 2010, a massive mudslide triggered (caused) by heavy rain _______(袭击) Zhouqu in the northwest of China. It swept through the town, leaving hundreds of people _____ (受伤)，more than 1,200 killed and about 500 missing. The landslides swept mud and other debris into a river flowing through the county and people were _______(震惊). Many houses were ______(掩埋) in the landslides and roads and bridges were _________(破坏). Some streets were covered with sludge as deep as one meter. The whole town were almost ______(变为废墟) and a lot of (a great many) people were _______(困住). Soldiers and medical experts were sent to help at once (right away), who were searching for missing people and _______(救援) those who _______(幸存) the _______(灾难).

1.

Show students some relevant words and phrases so that students can enrich their vocabulary as well as have more choices to describe something. 2.

Ask students to look up the unknown words in the dictionary to find out the pronunciation and part of speech.. 3.

Ask some students to write what they have got from the dictionary on the blackboard and read aloud together.

relevant words and phrases resettlement 重新安置

5 的能力。词汇的理解和掌握应以语篇作为支撑。周曲泥石流也是学生应该熟悉的一场灾难，通过这一语境的创设，学生可以较容易地联想到新学的表达方式，并根据语境加以运用。这一设计目的在于利用语篇使知识得以语用。

体现分层教学。考虑到学生在进行灾难或灾后的描述时可能会遇到某些表达上的瓶颈，

Step 5：Supplementary materials(补充词汇) 7’

death toll 死亡人数

golden window 救援黄金时间

relief vehicles 救援车辆

epidemic prevention 传染病预防

psychological trauma 心理创伤

voluntary rescue work 志愿救援工作

mass evacuation 大规模疏散

这一设计主要是为了扩大学生的词汇量，同时培养高一学生查字典获取所需信息的能力及拼读单词的能力。需要说明的是，这些词汇短语属于灵活掌握的内容，即英语学习兴趣较高且有余力的的学生可要求掌握，其他学生可根据自身情况取舍。

Step 6: Homework 1

1.Complete the following passage using the words and phrases learnt today according to the context. 2.Collect the information about disasters 巩固新happening recently and describe one of them 学词汇，为with the new words and expressions we have learned today.

阅读课作准Typhoon Morakot hit Taiwan on Aug,8. Immediately, it ________hundreds of roads, bridges and dams, leaving thousands of 6 备

people_______ and more than 600 people killed. A great number of houses and buildings were_______. Typhoon was so strong that people were _______ and before they realized what had happened, they were ______ in the flood. The government sent out rescue workers _________ to _______those who ________ Typhoon. Unfortunately, when the rescuers ______ the bodies, most of them had died and they had to _____them. ________________ tents were set up for______. It is said that it is the worst _________in the past 100 years.

六、教学评价设计

通过情景设置，利用相关多媒体教学使学生能够有效地记住这些词汇。在新的相关语境中运用新词。

七、教学课件

见附件

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