Listening and vocabulary课堂实录【2】

[教学设计、高中英语] 希沃助力词汇，创设情境学词

——A Social Survey——My Neighborhood单元词汇教学设计

【内容提要】2017版《普通高中英语课程标准》明确提出，词汇学习不是单纯的词语记忆，也不是独立的词语操练，而是结合独立主题，在特定语境下开展的综合性语言实践活动。如何改变传统的词汇教学模式，让学生在主题语境下学习词汇，成了教师重点思考的问题。现借助希沃白板，以外研版必修一第四单元A Social Survey——My Neighborhood整个单元的词汇为教学内容，展示如何在主题语境下学习词汇。

【关键词】词汇教学 主题语境 希沃白板

【教材内容】外研版必修一第四单元A Social Survey——My Neighborhood 一、教学目标: 1. 知识目标: 通过在语境中感知和使用以下核心目标词汇，进一步掌握目标词汇，并达到用语言做事情的目的：pretty, bother, approach, exchange, afford, attractive, fortunate, starve, survive, a great many…

2. 能力目标: 1）在具体语境中正确使用核心目标词汇；

2）让学生使用核心目标词汇描述一个地方。

3. 情感目标: 让学生了解东南亚国家的交通、建筑和风情，进而培养学生热爱自然、热爱社会的良好情操。

二、教学重难点：

1.教学重点：

借助语境推测词的路径。

2.教学难点：

帮助学生形成推测单词的意识，并引导学生在语境中正确使用单词。

三、教法与学法：

1.教学方法：

1）情景语境教学法：充分挖掘生活素材，设置教师自身游记的场景，激发学生学习的兴趣和信心；

2）探究式教学法：通过Role Play活动，让当地人给国外人介绍自己的城市，激发学生学习英语的积极性，鼓励学生主动探究解决实际问题，培养其创新精神和英语实践能力；

3）小组合作学习法：用希沃白板中分组竞争的游戏环节，让学生通过触觉、

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听觉，身临其境地感知词汇,寓教于乐，在游戏中习得词汇。

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学习方法：

1）自主学习：在语境中感知并习得词汇；

2）合作学习：通过小组讨论，开展调查并完成Role Play环节，让学生在用中学，学中用；

3）探究学习：Role Play环节，给学生提供了一种开放的、生活化的场景，变被动学习为积极主动探究，用习得语言解决生活问题，进一步培养了学生的核心素养。

四、教学准备：

1.教师准备：

可触屏的多媒体、希沃白板5、希沃授课助手、无线网卡、手机、单词卡片、磁扣等。

2.学生准备

单词卡片、调查表、自制麦克风、自己梦想社区的图片等

五、教学过程：

Step1: Warming up: Part1 Show the students the teaching aims by the computer.

1. Use the key target words by feeling them in contexts and doing things with them.

2. Use the key target words and phrases correctly in the context;

Let the students describe a place by using new words and phrases.

3. Let the students be familiar with the foreign neighborhood and arouse their interest in their own neighborhood. 【设计意图】出示教学目标，使学生能充分了解本课时的词汇和教学重难点。

Part 2: Warming up 1. Enjoy a song: _________ Road, Take Me Home; Enjoy a song which is a well-known country music in America: Country Road, Take Me Home.

Ask the students to fill in the blank and ask them where the singer’s hometown is. 2.Guess where I come from. Let the students enjoy a video about Xi’an, guess where I come from and let the students guess the meaning of architecture, scenery, and neighborhood. 3.A social survey—My dream neighborhood. My dream Great Fascinating Modern science Culture neighborhood architecture scenery &technology Singapore

Malaysia

Thailand

Vietnam

Ask the students to work in groups and choose one country from the chart which they’d like to visit and give reasons. The students can say just like this: I’d like to

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visit…because of its …

【设计意图】通过歌曲导入，能吸引学生的注意力，并将学生快速引入讨论的话题。通过视频展示笔者故乡，进而引出architecture，scenery，neighborhood单词，通过调查问卷，让学生合作探究，选出本组人梦想的社区并给出原因，让学生在解决问题过程中运用词汇。

Step2:Enjoy the words in the contexts：

Part1: learn new words in the contexts. Let the students guess the new words by some hints and pictures in the following pictures. A survey in southeastern countries

During last summer vocation, I had a survey in some southeastern countries, such as Thailand, Singapore, Malaysia and Vietnam. Now let’s have a look at what the foreign neighborhoods look like.

A survey in Thailand

We first went to Thailand, a country with beautiful and fascinating scenery as

well as special architectures, like the Grand Palace.

What impressed me most is that the traffic or the movement of cars at that place is in good order because local car and bus drivers follow the traffic rules. When the tour

guide led us to take the tour bus and got close to the suburb, we found that a great many banana trees in the countryside were pretty attractive or beautiful. When we got close to or approached the bananas, the tour guide told us that some local people starved for lack of food, and later they lived on the bananas and survived.

A survey in Singapore After ten days’ stay in Thailand, we took the plane to Singapore. In Singapore, many Chinese tourists felt that many household things were expensive, and they couldn’t afford or buy them because of the exchange rate. That is to say, when we changed money, we would only get one Singapore dollar with five yuan.

A survey in Malaysia In Malaysia, there are many motorcycle gangs stealing passers-by’s handbags, which is a nuisance

or trouble to our tourists. Once stolen, the tourists would lose their passports and they had to ask the local committee for help. Therefore, the tour guide organized us to walk together in order not to be bothered or annoyed by the motorcycle gangs. Fortunately or luckily, the tourists in our bus were not stolen.

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A survey in Vietnam The last tourist destination we visited is Da Nang, Vietnam. The Dragon Bridge and the French buildings in Ba Na Hills are great architectures in the local area. Besides, there was a pretty fascinating beach, called Meixi Beach, where we found several ships staying in the quiet harbor. Not far away from the beach, we visited the magic gallery, where we saw a great many 3D pictures.

What a fascinating trip we had! Look forward to the next trip. 【设计意图】结合教师自身的亲身经历，把枯燥无味的单词置于教师创设的同一主题语境下，通过线索词，借助句内、句间及段间语境猜测生词，引导学生形成语篇化探索词义的意识。同时，利用图片习得生词，让学生在视觉的刺激下更好地记忆单词，激发学生学习的兴趣和信心。

Part2: Find out the countries the teacher visited on the globe.

【设计意图】插入希沃白板5“学科工具”功能中地理学科的立体星球，让学生触屏转动地球仪，找出教师所参观过的四个国家，训练了学生的综合素质，进一步培养了学生的核心素养。

Part3: Retell the trip with the mind map

【设计意图】小组合作，用生词复述游记，让学生用新学词汇深层次理解短文内容，有效培养其阅读能力及生词复现能力。利用希沃授课助手的传屏功能，将小组讨论的成果即时传屏，给予学生即时指导。为了使学生复述的更加流畅，教师可提供有力的语言支撑，如There was a _____scenery and gorgeous ____ in Thailand.

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Part4: Discuss the way to describe a place.

【设计意图】通过思维导图，训练学生用习得词汇描述某地点的能力。

Step3: Apply new words in the contexts. Application1: Click the correct phrases.

【设计意图】在希沃白板5中，在规定时间内让学生点击搭配正确的词组。屏幕两侧会各掉下二十个短语搭配，十个正确十个错误。游戏结束会显示各组分值、胜负及正确答案。通过设计此类课堂活动，可以把传统意义上满堂灌的课堂转变为游戏化互动的课堂，用点击游戏的活动和奖励机制可以使学生更加积极主动地学习，激发学生的竞争意识，并增强学生的集体荣誉感。

Application2: Challenge to the Compere. Let the students use the key target words to fill in the blanks and discuss with their partners to take part in Challenge to the Compere, and do a “PK”

with other partners. 【设计意图】利用“挑战主持人”的活动，将游记形式的语篇转换为采访形式，让学生在不同的语篇下熟悉并掌握词汇，符合新课标让学生在多模态语篇下学习的要求。

Application3: Role Play &Writing

Let the students do “Role Play” in groups of four. Students A, B, C serve as a tour guide, a local student, a local teacher, and student D serves as a foreigner who will come to their city. Let student A, B, C introduce the city to student D using the new words and the ways to describe a place, and student D should write the commentary out. 【设计意图】利用小组合作的形式,让学习基础薄弱的学生能通过同伴互助的模式，在解决实际问题过程中掌握本单元的词汇。通过Role Play活动，让当地人给国外人介绍自己的城市，激发学生学习英语的积极性，鼓励学生主动探究解决实际问题，培养其创新精神和英语实践能力。

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六、板书设计

七、课堂作业: Challenge to the compere. Fill in the blanks and discuss with their partners to take part in Challenge to the Compere, and do a “PK” with other partners.

unemployed, suburbs, pretty, organizations, afford, a great many, survey, local, fortunate, committee A recent ______ shows that there were ______ people ____in this area. But so far, with the help of the_______ and some social_______, some unemployed workers have been_______ to find their jobs in the______. It sounds

encouraging. They believe they can _____ to buy their own houses as long as they work hard. They hope they can live a happy life like ____ people. 八、教学反思: 本节课让学生在具体语境中感知词汇，以主题为引领，以语篇为依托，在不同的语境和多模态的语篇中让学生习得词汇，我在本节课的设计中注意了以下几点：

1．情景感知：以本单元的词汇为线索创设情景，借助句内、句间、段间语境让学生进行猜测，重点强调推测词语的依据，引导学生形成语篇化探求词义的意识，颠覆了传统课堂的词汇教学。

2.寓教于乐：让学生在希沃白板的游戏中习得词汇，有利于调动其学习积极性，并使用希沃白板的竞争和评价机制，激发学生的求知欲，将被动学习转变为积极主动掌握的过程。

3.迁移创新：在Role Play环节，让学生运用目标词汇，在真实的语言环境中进行创新、实践，真正实现了用语言做事情的目的，同时也培养了学生的主动探究能力。

4.多模态语篇：从词汇输入部分的游记到“挑战主持人”节目中的报道，再到Role Play环节的导游解说词，把词汇在多模态的语篇中呈现出来，实现了新课标提倡的“理解多模态语篇”①的目的。

当然，在大容量的词汇学习中，如何培养学生推测单词的意识和能力，如何有重点地让学生掌握核心词汇，值得我们深究。通过课堂学生的反应可知，本节课词汇容量偏大，内容较多，对于基础薄弱的学生有些吃力。笔者认为可以在今后的词汇教学中，精挑细选一些核心词汇，以便让学生更好地吸收。

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中华人民共和国教育部制定. 普通高中英语课程标准(2017年版), 人民教育出版社2018年7月.

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