Learning about Language名师教学视频（文字实录）

课题

作者及工作单位

☆教学基本信息

“Meeting your ancestors”

Book 8 uint 5 learning about language

李俊玉 赣州市南康区第二中学

☆教材分析

英语选修8 Unit5 learning about language 高考语法填空题型重在让学生掌握英语单词的词性及其相互间的词性转换。本节课为选修8第五单元的词汇教学课，意在让学生掌握英语不同词性的词缀，如名词-ance,-tion, -ness,-er等等，动词词缀如-ify, -ize,en-等，并且能把本单元的重点词汇，如：starvation，interrupt，sharpen等，进行不同词性间的转换。

☆学情分析

这节课所授的班级为音乐专业艺体生，学生英语水平相对较弱，且对英语兴趣不够，英语学习较被动，学生水平也参差不齐，基础知识掌握不牢，课堂形式需要新鲜有趣才能有效的吸引他们的注意力。

这节课的目的是提高学生本单元重点单词的掌握以及一些构词法。整个课堂以小组竞赛游戏的活动进行，比较切合学生的学习实际，利用希沃白板，主要运用了砸金蛋的游戏，趣味分类及知识配对的课堂活动，让学生在趣味中学习。

☆教学目标

Based on the analysis of the teaching material and the pfychological characteristics of the students, I set up the teaching objectives from the from 3 dimensions: 1、Knowledge Aims: 1. To learn the usage of the important words and phrases, such as interrupt, at most, starvation,etc. 2. To train the abilities of word formation 2、Ability Aims: 1.the students will know the general rules of word formation. 2.the students will know how to transform a noun into a verb, or vise verses, and how to transform a noun into an Adj, and vise verses. 3、Emotional Aims:

1

1. students will increase their interest in English words learning through some interesting activities during the class, such as competition, guessing.

2. students will learn to cooperate with others through group discussion

☆教学重点和难点

Key and difficult points:improve the students’ abilities of word formation and know the usage of some key words，such as interrupt, starvation,etc.

☆教学过程

Step1. Revision & Lead—in

1.

Before today’s class, i have ask the students to classify some affix they know about

verbs, adjectives and adverbials. So at the beginning of the class, i ask 2 students from

different groups to classify some affix into different types. 2.

Give an example of each affix. For example, -tion: condition, tradition,etc.

Step2:Read and Play 1. Ask students to read the words from identify to skateboard in 3 mins, and try to remember their meaning and part of speech.

2. Ask 2 students from different groups to tick out all the nouns from 13 words(botany, receptionist, accuracy, acute, delete, significance, starvation, interrupt,alternative.mat, messy,quilt) in which there are nouns or verbs. The winner can get 10 points for their gruop. 3. Ask another 2 students from another 2 different groups to tick out all the verbs among all the 10 words(delete, interrupt, seashell, ripen, alternative, quilt, assume, mat, sharpen, accuracy). the winner can get 10 points for their group. 4. tick out all the adj. from 11 words(category, spit, messy, ample, systematic, altenative, tentative, delete, primitive, acute, assume,)the winner can get 10 points for their group.

Step 3. Discussion

1. The students discuss with their group members for 10 mins and try to find out all the

part of speech of some key words. They can make full use of their dictionaries.

2. check answers. Ask students to answer. If correct, he can get 2 points for his group.

step 4. Competition and explain

1.

There are 7 boxes on the PPT. Each box contains one English meaning of one word. The student need to answer which word it is. Meanwhile, there is one lucky box. The student

who chooses it needn't answer question ,but can also get 10 points. 2.

The teacher will explain the usage of some key words. 1）Starvation---starve

starve for sth.渴求某物

Starve to do sth 想要做某事

Translate：他渴望去大城市工作_________________________________

他真的很渴望关爱__________________________________ 2)

Interrupt vs disturb

Interrupt:突然中断，打断他人的言语或行为，使不能继续

Disturb:正式；常用被动；指使人不能平静或妨碍工作、思维，程度较深

A.

Excuse me. I wonder if

I could _________you for a moment?B

2

B.

The manager will be angry if you__________him when he's in conference 3)

假设，假定：assuming that.....=if 假设今天下午下雨，我们该做什么？________________________________________ 4)

have the alternative of doing sth.

Eg.You have the alternative_______riding or walking. have no alternative but to do eg. There is no alternative for him but____________(work) hard. 5)

他不顾危险，爬上了高塔。____________________,he climbed the high tower. 6)

Cut out:删除

through:超近路

down:砍倒

off:切断

in:打断

.His mother has to_______ all his food for him.

Our water supply has been________

I wish Mary would stop________ on our conversation. I usually ___________the park on my way home.

Half of the forest was _______to make room for the road. Step 5. exercise：match the words with its meaning

教学环节

Step1. Revision & Lead—in

教师活动

Revision & Lead—in

1.Before today’s class, i have asked the students to classify some affix they know about verbs, adjectives and adverbials. So at the beginning of the class, i ask 2 students from different groups to classify some affix into different types. 2.Give an example of each affix. For example, -tion: condition, tradition,etc.

预设学生行为

学生做了预习，所以在让学生上台来分来，

学生很活跃的展示自己的预习成果。

由于学生词汇量不够，所以在此处举例子的部分，学生反映可能会有点迟缓，老师可以说出单词，让学生回答其含义。

3

设计意图

通过预习，学生了解了大概的词缀种类，扫除了今天词汇课词性转换的障碍。而且因为做了准备，学生信心满满，在一上课就抓住学生的注意力和兴趣。

鼓励学生多去识记词汇，多扩大词汇量。

Step2:Read and Play

1. Ask students to read

the words from

identify

to

skateboard

in 3 mins, and

try to remember their meaning and part of speech.

2. Ask 2 students from

different groups to tick out

all the nouns from 13 words(botany, receptionist, accuracy, acute, delete, significance, starvation, interrupt,alternative.mat, messy,quilt) in which there are nouns or verbs. The winner can get 10 points for their gruop. 3. Ask another 2 students from another 2 different

groups to tick out all the verbs among all the 10 words(delete, interrupt, seashell,

ripen, alternative, quilt, assume, mat, sharpen, accuracy). the winner can get 10 points for their group. 4. tick out all the adj. from 11 words(category, spit, messy, ample, systematic,

altenative, tentative, delete,

primitive, acute, assume,)the winner can get 10 points for their group.

为了赢得比赛，学生很努力认真的识记单词

通过此项趣味分类的游戏，学生找出动词，名词和形容词。由于刚才学生已经读了三分钟，并且此环节以游戏形式呈现，学生参与度高。

学生利用工具书，对于不懂的词性转换进行查阅。

1. The students discuss wStep 3. Disith their group members forcussion

10 mins and try to find o

ut all the part of speech of

some key words. They can

make full use of their dicti

onaries.

2. check answers. Ask stud

ents to answer. If correct, h

e can get 2 points for his g

roup.

通过游戏的形式，让学生感知词汇学习并不是想象的那么鼓噪无味，词汇学习充满乐趣。同时，通过游戏，学生也可以通过词缀对本单元的重点单词识记得更清楚。

培养学生小组合作的意识以及充分利用工具书自学的能力。

4

step 4. Co1.

There are 7 boxes on thmpetition ae PPT. Each box contains ond explain

ne English meaning of one

word. The student need to

answer which word it is. M

eanwhile, there is one lucky

box. The student who cho

oses it needn't answer questi

on ,but can also get 10 poi

nts.

2.

The teacher will explain

the usage of some key wor

ds.

1）Starvation---starve

st

arve for sth.渴求某物

Starve to do sth 想要做

某事

Translate：他渴望去大城

市工作__________________

_______________

他真的很渴

望关爱__________________

________________

7)

Interrupt vs disturb

Interrupt:突然中断，打断

他人的言语或行为，使不能

继续

Disturb:正式；常用被动；指

使人不能平静或妨碍工作、

思维，程度较深

此处通过砸金蛋的游戏，让学生任选一个字母，并且需要回答其中对应的是哪个单词，充满刺激和未知性，学生很积极。

在老师解释重点词汇用法期间，学生认真做笔记。

5 C.

Excuse me. I wonder if

I could _________you for a moment?B D.

The manager will be angry if you__________him when he's in conference 8)

假设，假定：assuming that.....=if 假设今天下午下雨，我们该做什么？

培养学生paraphrase的能力，增强小组合作的能力和集体意识。

Step5 exercise

________________________________________ 9)

have the alternative of doing sth.

Eg.You have the or alternative_______riding walking. have no alternative but to do

eg. There is no alternative for him but____________(work) hard. 10)

他不顾危险，爬上了高塔。____________________,he climbed the high tower. 11)

Cut out:删除

through:超近路

down:砍倒

off:切断

in:打断

.His mother has to_______ all his food for him.

Our water supply has been________

I wish Mary would stop________ on our conversation. I usually ___________the park on my way home.

Half of the forest was _______to make room for the road. match the words with its meaning

match the words with its meaning

进一步巩固重点词汇的记忆和通过希沃白板知识配词缀的复习。

对的课堂活动的形式

呈现，学生热情很高。

6

☆板书设计

Meeting your ancestors”

Book 8 uint 5 learning about language

Step1. Revision Step2: read and play Step3

discussion Step4. competition and explanation Step 5 exercise

☆

教学反思

1.

基于本班是一个特长班，学生基础较差，所以多样的课堂形式，能成功抓住学生的兴趣和注意力，课堂气氛好。

2.

学生可能过于迫切的想要赢得比赛，所以当老师在讲解知识点的时候，学生注意力会不集中。

7