Learning about Language教学活动设计方案

Unit 2 English around the world Learning about Language

1．教学内容分析

人教社《普通高中课程标准英语教科书

? 英语（1）》高一第二单元

Unit 2 English around the world 中的

Learning about Language。

本单元的中心话题是

“English language and its development, different kinds of English”，通过对世界上的英语这一话题的探讨，加强学生对英语语言的了解，

对当代语言特别是英语发展趋势的了解。世界在发展，时代在前进，语言作为交

流的工具，也随着时代的发展而变化。由于英语在世界上的广泛使用，它不断地

吸收、交融、容纳、创新，这就形成了各种各样带有国家、民族、地区特色的英

语。

本课时主要通过各种练习帮助学生重温本单元前几个部分所学的新单词和短

语，同时也通过新的例子展现出美国英语、英国英语的差异。

2．教学目标

知识目标: words and expressions of Unit2 能力目标:1. 学生能够运用学过的话题词汇感悟英国英语和美国英语的不

同。

2. 学生能使用一些词汇学习策略比如语境法和联想法等完成一

些词汇的练习。

3. 学生能够利用学到的核心词汇进行造句并能进行拓展使用。

情感目标:1. 学生对记忆单词感兴趣。

2. 学生具有合作意识与竞争意识。

3．教学思路及教学过程流程图

教学思路及教学过程流程图

思路及教学

本节课注重改善当前中学生英语词汇学习状况，旨在帮助学生掌握有效的词

汇学习策略。注重构建策略引导型的词汇教学模式，即从词汇的形式到词汇的意

义，再到词汇的应用。

Lead-in Tongue twister

Focus on the form

Presentation

Match the new words with the pictures Focus on the meaning

Match the new words and expressions with their meanings.

A competition Guess the words or expressions.

Practice

Find the correct meanings of the phrase “come up” from the right column. Focus on the usage

Compare the following sentences and explain the differences.

Practice

Make sentences.

Brainstorm . 词语

接龙

Finish a passage with the given words

Finish a passage without words given

A competition. Make up a story as funny as possible.

Sum up

Catch the words.

Evaluation

Fill in the forms.

Self-assessment

Peer-assessment

Homework

Use baidu for information

Make word cards

Classify the words

4．教学过程设计

Step 1 Lead-in (3′) 3 Tongue twisters

The students are divided into groups of six. Each group chooses one sentence. The students guess the meaning, find out the right sense groups and practice reading. B Have a competition to see which group reads the most fluently. 1 Can you can a can as a canner can can a can? 2 Don’t rock that baby on the rock while playing that rock music. 【设计意图】

1 激活学生已有的知识和经验，调动学生的主观能动性，使其学习构建新的知识。

2 揭示词汇一词多义的特点、学会划分意群和在语境中掌握词义。

3 提高课堂的趣味性与说英语的流利性。

A

Step 2 Focus on the form (10′) ′

A 1 5 Match the new words with the pictures. elevator 2 petrol/gas 3 Danish 6 vocabulary 7 voyage Singapore 4 8 apartment Malaysia

A

B

C

D

E

F

G

H

I

Answer: 1C 2A 3B 4E 5D 6G 7F 8H B Match the new words and expressions with their meanings. (Ex.1 P11) 1 petrol A who or what somebody or something is 2 voyage B a word for gas in British English 3 gradually C not sudden 4 frequently D in fact 5 identity E the second of two things or people already mentioned 6 the latter F often 7 actually G long trip by sea or in space 8 fluent H able to speak or write a language well Answer: 1B 2G 3C 4F 5A 6E 7D 8H C A competition Guess the meanings. There are four meanings of words or expressions for each group. The students have to guess what it is. The group which could finish the task in the least time will be the winner. The winner will get 5 points. The second one will get 3 points. The third one will get one point. Group 1 1 for example 2 a set of rooms for living in 3 the way that words are used in a language 4 a machine used for moving people or things up and down Group 2 1 visit a place 2 all the words and phrases you learn 3 agreed, said or done by the government 4 the way in which a word is spelled Group 3 1 person who has spoken English since birth 2 as the result of a particular thing or someone’s action 3 used to give an example of something 4 long trip by sea or in space Group 4 1 at this time; now 2 who or what sb./sth. is 3 slowly, over a long period of time 4 happening often 【设计意图】

1 使学生学会图片联想法、拼读策略和英语释义法，并且注意词汇的形式。

2 使学生了解拆分法。如

usage, 可以拆成一个

us, 一个

age；base 拆成

as 加在

be 里；

Malaysia 拆成

M 过去位于(lay)亚洲（Asia）之间。

Step 3 Focus on the meaning (5′) ′

A Read the following sentences and work out their meanings in pairs. Find the correct meanings of the phrase “come up” from the right column. Sentences 1. The sky was dark blue and clear when the moon came up. 2. Your question came up at the meeting. 3. I came up for interview but didn’t get the job. 4. A child came up to me and showed me the way to the station. 5. Don’t you have a birthday coming up soon? 6.The seeds are just beginning to come up. Meaning A to move near someone or something by walking B to appear above the soil C to be mentioned D to be

about to happen soon E to come to a place regarded as higher

Answer: 1E 2C 3A 4A 5D 6B B Compare the following sentences and explain the differences in pairs. 1 A Actually, he knows four languages, such as Chinese, English and Danish. B Actually, he knows four languages, namely, Chinese, English, Danish and Japanese. C The differences in pronunciation between AE and BE are greater. For example, Americans say dance [daens], and in Southern England they say [da:ns]. 2 A A large number of students in Singapore are reading the book. B The number of students reading the book is large in Singapore. 3 A Because you are concerned about me, I find that life is full of hope. B Because of your concern, I find that life is full of hope. 4 A Actually, he is a native of Malaysia. B Actually, bananas are native to Taiwan. 5 A The Danish native language is Danish. But at present a large number of people are learning English. B How many of the group coming from Malaysia are present today? 【设计意图】

1 使学生学会语境学习法、了解词块以及一词多义。

2 学生通过观察对比总结出的结论，记忆深刻。并且能注意词汇的意义。

Step 4 Focus on the usage (20′) ′

A Make sentences using “ make use of, be based on”. You can use the following words or pictures if you like. film student Danish native visitor usage B 1 2 1) 2) 3

Play the game “词语接龙”. 词语接龙”

词语接龙

Brainstorm the words with the form “adj.+ly→adv.”. Observe the following sentences . We hold conferences frequently. Research is also advanced by frequent conference to exchange experience. Play the game “词语接龙”，the first one makes a sentence using the adjective, the next one the adverb of the same adjective using the following words..

official, actually, gradual, gradually, fluent, fluently, frequent, frequently C Add these phrases to the rhyme so that it makes sense. Then read the rhyme aloud and mark the sense groups. (Ex.3 P11) such as make use of because of come up at present

“Will you _________ to my flat?” asked the spider to the fly. “___________ it’s so pleasant to look down from so high. ____________ the clear sky it’s possible to see Buildings _____________ theatres and hotels by the sea. So won’t you please ___________ this chance to look?” The fly agreed immediately without a second thought. But as soon as she went up with a step so light that day, The spider caught and ate her and she was never seen again! Answer: come up At present Because of such as make use of D Complete this passage with the words from the Warming up and Reading. (Ex.2 P11) It is not easy for a Chinese person to speak English as ________ as a _________ English speaker. One reason is that English has a large __________. It also has different usage in different English speaking countries. If you use “flat” instead of “_________”, people in American will know you have learned British English. If you use the word “_________” instead of “lift” in Britain, people will know you have studied American English. Answer: fluently native vocabulary apartment elevator E A competition Make up a story as funny as possible using the following words or phrases learnt today.

because of, come up, at present, make use of, such as, be based on, actually, fluent, fluently, gradually 1 The students are divided into groups of six. Each one makes up a sentence. Then they join the sentences together and make some necessary changes. Add up more if they can. 2 Each group chooses one to present their work. The group which uses five words or phrases will get 5 points. The more, the better. The group which uses the most words or phrases wins. 【设计意图】

1 强调词汇学习的关键是运用，使学生学会构词法、语境学习法和词块联想法。

2 再一次复习意群的划分，学会根据意群科学地记忆，并且欣赏语言的韵律之美。

3 培养学生的合作意识与竞争意识。

Step 5 Sum up(3′) 3 Catch the words. The word will turn up very very quickly! You have to open your eyes and catch the words. Every time there are three words. The words are what we have learnt in this period. Write down the words . 【设计意图】

1 形式新颖，学生情绪高涨，兴奋度高；快速闪现，学生注意力高度集中；学生回忆记下，

再定格，复现率高；记忆效果好。

2 再一次复习本课的内容。

Step 6 Evaluation (4′) 4 Fill in the forms: A Self-assessment 策略：

1. 拆分法

2. 大脑风暴法

3. 拼读策略

4. 图片联想法

5. 英语释义法

6. 词块学习法

7. 构词法

8. 语境学习法

语言知识：

1. 形容词、副词：____________________________________ 2. 名词：____________________________________________ 3. 名词、形容词：____________________________________ 4. 国名：____________________________________________ 5. 名词、动词：______________________________________ 6. 重点短语：________________________________________ 7. 重点词汇：________________________________________

_______ _______ _______ _______ _______ _______ _______

语言能力

1 Can you apply the word formation rules to vocabulary expansion? 2 Can you make sentences with the words or phrases learnt today? 3 Can you guess the meaning of most of the new vocabulary in the reading passages without consulting the dictionary or the vovabulary list? 4 Do you know reading is one of the most effective and efficient ways of increasing vocabulary? Reflection(反思) 1. I did well in 2. I would try to do better in 3. I need to put more effort in B Peer-assessment Group 1 They worked together well. They speak clearly and loudly. They are creative and active. I understood what they said. Others …

Group 2

Group 3

Group4

Step 7 Homework Optional homework. The students can choose one to finish. 1. Make word cards as funny as possible using baidu to search pictures. 2. Classify the words and expressions in U2 according to the following topics: the location of English and its people, the development of English, British English and American English and the dialects of English. Choose one to develop into an article using baidu to search some useful information. 【设计意图】

巩固所学词汇，培养学生利用百度搜索获取信息的能力。

5、教学反思

本课时为词汇教学，Wilkins 指出：

“没有语法不能很好地表达，而没有词汇则什么也

不能表达。

”因此，词汇教学在英语知识体系中非常重要。

此教学设计环节为：呈现→发现→归纳→实践→活用，教学流程是:呈现语言材料--学

生观察分析归纳规则--练习中尝试运用规则。

即发现和探究的方法，

启发学生通过所给的启

示，如词汇的英语释义或例句，自己找出书中的重点语言项目，即课程标准所要求掌握的语

言知识及有关的规则。我从词汇的形式、意义和应用三个方面精心设计了不同层次、多种形

式的练习，以加深学生对所学单词和结构的理解，培养他们初步运用这些词汇的技能，以引

导学生逐步具有在综合语言实践活动中灵活运用词汇的能力。这样让学生自主探究,掌握语

言知识,形成学习能力，符合新课程的教学理念。

此教学教学反馈贯穿于教学的每个环节之中，

强调以形成性评价为主的原则。

通过自我

反馈、同伴反馈启发学生对自己在这节课参与各种教学活动中表现出的学习兴趣、态度、语

用和交流能力进行评价，让学生了解自己所处的发展状态，体验进步与成功，从而产生进步

的动力。体现了以学生为本、以学生为主体的教育评价理念。

P.S.单词卡的一个例子：

P.S.单词卡的一个例子：

单词卡的一个例子

The pet told the African,“他(pet)滚动(roll)铁圈时把铁钩(l)掉进汽油(petrol)里了，l 在汽油

(petrol)里挣扎，

发出该死该死(gas)的声音。

petrol 本来就是

gas 嘛。

唉，

并且看到丹麦人(Danish) 在斗牛，D 被牛角劈成了

Sp，变成了西班牙人(Spanish)。更奇怪的是，他最近(recent)口音

（accent）变了，re 变成了

ac。也许是方言（dialect）的一种新用法（usage）吧。这种用法

（usage）只有我们(us)这种年龄(age)的人才懂吧。

”听了这些话，非洲人（African）大笑，f 变成了我(me)，又变成了奥巴马。哈哈，奥巴马本来就是非裔美国人(African-American)嘛。

生词为：

1. African 2. petrol 3. gas 4. Danish 5. Spanish 6. accent 7. dialect 8. usage