Learning about Language教学设计案例

《Learning about Language》教学设计

教学目标

1.知识目标

1)Review useful words and expressions appearing in the reading text，such as equipment, come to life, experiment, get close to and so on. 2)Learn some knowledge of word fornmation, such as derivation, including prefix and suffix and compounding . 2.能力目标

1)Train students’ ability to use the useful words and expressions correctly.

2)Train the students’ ability to use the knowledge of word formation to enlarge vocabulary and their ability to explain words’ meaning through the context.

3.情感目标: Through the study of this period, students are able to grasp an effective way of memorizing new words---word formation and the ability to guess words’meaning with the help of context. The most important is that students gain confidence in dealing with words they may nor be familiar with. 二．教学重点

1. Consolidate the words and expressions appearing in the reading text. 2. Get the students to use the useful words and expressions by writing. 3. Get the students to grasp and apply the knowledge of word formation. 三．教学难点

How to grasp and apply the knowledge of word formation to enlarge vocabulary. 四．教学方法

1. Communicating method to learn the difference between similar phrases. 2. Practice to develop the habit of explaining words and expressions in English. 3. Co-operative work to apply the knowledge of word formation. 五．教具blackboard, multi-media computer，

六．教学过程

步骤一：导入

活动1：教师创设一定的情景，让学生体会be close to与get close to的区别。

第一步：屏幕显示亚洲地图.

1．老师说: This is a map of Asia.On the map, we can see our motherland—China, the North Korea which is so close to China and a country that is famous for cherry tree flowers--Japan(教师启发学生将注意力集中到这三个国家来)From the map, we know that Japan is far from China but the North Korea is close to China. Right ? 2．接着老师问：Can we say the North Korea gets close to China?（教师可借助肢体语言让学生初步明白get close to的意思—）……Yes, we can’t say the North Korea gets close to China because the North Korea is not moving.You see? 活动２：两个学生对话，一个扮演阿拉伯人，另一个扮演英国人，在对话过程中，“阿拉伯人”一直gets close to “英国人”，而“英国人”则一直steps back. 1．教师介绍两个将进行对话的同学所扮演的角色的情况，Mr A is an Arab.He is a Muslim so you can see the white hat on his head. Mr B is an traditonal Englishman. Doesn’t he look like a real gentleman?（学生模仿电视上的英国绅士鞠躬），教师的介绍使同学们置身于真实的语言环境中。

2. 学生欣赏对话表演。这个对话是为教学服务的，因此事先安排学生准备。扮演阿拉伯人的学生头戴白帽子以体现穆斯林的特征，而扮演英国人的学生则显得彬彬有礼，增加语言交际的真实性与趣味性。

３．教师小结：From the performance, we know when an Arab commucicates with an Englishman, the Arab gets close to(教师故做停顿，让学生说出这个词组)the Englishman again and again but the Englishman steps back and back because they have different cultures. Now, you know the difference between be close to and get close to. Therefore, we shouldn’t say Taiwan gets close to(引导学生说出该词组) Fujian but Taiwan is close to(教师停顿，让学生说出该词组) Fujian? ……So, the difference between “be close to” and “get close to” is……? 可让全班回答，也可叫个别同学进行归纳。

第二步：巩固练习be/get close to 的区别与运用

活动3：学生完成课本36页练习4 complete these sentences uning be/get close to in a suitable way 中的1、2、4句，其中第四句运用be closer to 完成一个句子，难度较大，教师应提供中文：中国比英国更靠近日本China is closer to Japan than England is.（3、5句作为作业继续完成。）

1．学生完成教师要求的练习。

2．教师小结：Now,We are clear about the difference between“be close to”and get close to. So, you know, learning words through using is one of the good ways to improve our English. If you can use English more and more in your daily life, you will get closer to learning it better and better.教师引导学生得出be close to doing sth 的结论，因为在词to是个介词。

3．教师接着说：In a word, words are important. We can get the meanings of some words with the help of the context. Now, l et’s look at the sentences on the screen, read and explain the underlined words in English, using the context.(上下文) 将教学自然过渡到下个环节. 导入部分的设计意图：通过创设较为真实的语言交际情景，让学生领会be close to 与

get close to 的区别。除了让学生明白，根据上下文学习词汇及运用词汇的重要性，在教学过程中，运用地图、启发式问答吸引学生的注意力；同时，真实而有趣的对话表演，能活跃课堂气氛，增加词汇教学的趣味性，调动学生的积极性。

步骤二：Discovering useful words and expressions 1、2 活动1：学生通过上下文，找出划线单词的英语解释，再次巩固阅读课文中所出现的重要的单词和词组。（教师将Discovering useful words and expressions 练习1中需要填的八个词设计于八个句子中，并在该词划线，学生根据句子意思，选择正确的解释。）1．教师呈现八个句子。

2．学生根据要求将划线的词和英语解释配对。

1）In order to discover radium(镭)，Madam Curie did a lot of experiments. 2) In our motherland, there are 56 minority peoples living in China, like Dai, Miao, Yi and so on. 3) The school has spent a lot of money on the equipment of the laboratory. 4) They decided to settle in the far-away village and they became the first settlers. 5) Grass burnt by fire will soon come to life when spring comes again. 6) Sneakers of good quality are very important to excellent runners like Liu Xiang. 7) The little boy wrote an article whose theme is Mother’s love.

8) The little girl is full of fantasy and she always imagines becoming a beautiful fairy. A. a main subject or idea B. a small number or part; less than half C. become real; become alive D. a careful test to try out an idea E. shoes used for sports and outdoor activity F. unlimited imagination G. people going to live in a new area with a small population H. set of things needed for an activity 3．学生回答，教师核对。

4．采用师生问答的方式巩固以上单词和词组，或者教师给单词，同学们用英语解释，或者教师给英语解释，同学们说出相应的单词。

5．单词活用。

活动2：学生完成课本35页练习2 Complete the passage with some of the words and expressions above,即将e xperiment, minority, equipment, settlers, come to life sneakers theme fantasy填入短文适当的地方，使文章意思完整。

1．学生完成短文填空。

2. 练习朗读。两人一组，其中一人朗读，另一人听并核对所填的词，若有不同意见可以进一步探讨并达成共识。

3．师生共同核对答案。

设计意图：改变书本所提供的学习词汇的方式，将Discovering useful words and expressions 练习1中需要填的八个词设计于八个句子中，并在该词划线，学生根据句子意思，选择相应的英语解释。这样设计的目的：一是降低完成第一大题的难度，第一大题与第二大题是息息相关，第一大题做得不好，第二大题就会有更大的难度；二是为了让学生领会根据句子上下文猜测单词意思的重要性和有效性，逐渐培养学生用英语解释英语单词和词组的习惯。事实上，学生经过了阅读课文的学习，对不少单词的意思、运用都还很模糊，根据以往的经验，不少学生完成该部分时困难较多，而且总要不断翻看后面的词汇表。这样改变，可以让学生在语言运用中巩固所学的知识。

步骤三：Discovering useful structures 活动1：大脑风暴前缀与后缀，复习派生词。

1．教师说：Just now,we went over some words and expressions, and practise using them. As for settler and equipment, both of them come from changing the form of the original word, for example, settler is from settle（教师停顿，让学生说出该词）and equipment from equip. 教师停顿让学生说出该词。And impossible is from possible. 2．教师引导学生小结：So, how can we make new words? By adding a prefix or a suffix to a word we know. 3．大脑风暴前缀、后缀（（Unit1和Unit4已经对词缀进行过深入地学习）

前缀：1）dis—disable 2) in—incorrect 3) im—impossible 4) un—unable 5) non—non-smoker 等

后缀：1）tion, ation—creation, consideration 2) ly—friendly 3) ness—happiness 4) er, or—inventor, 5) ment—equipment, achievement 等

3．接着教师说：Adding a prefix or a suffix to a word is a good way to make a new word and it’s an effective way in memorizing new words. 此时，教师话锋一转，用启发式教学方法，将学生注意力吸引到word formation 的另一种形式compound words. 4．教师说：But, again and again, you told me that you’re tired because you ought to learn 9 subjects in all. Therefore, you look forward to having a good rest during the weekend. (引导学生说出该词，如果学生想不出来，教师可进一步引导) In Unit 1, we learned so many great women like Lin Qiaozhi, Jane Goodall, Judy Williams and so on. All of them devoted themselves to their chosen career, in other words, we can say they are hard-working (教师故作停顿，让学生说出working) And on a hot day,

it’s wonderful to enjoy an ice-cream and watermelon. (这两个词只要教师稍做提示，学生一下就会脱口而出) 5．教师小结：So, weekend, hard-working, ice-cream and watermelon, all of them are made up of two small words at least, for example, watermelon is made up of water and melon. We call them compound words.(教师可给学生合成词的中文)活动2：小组活动(事先已布置，为任务型教学的延伸) 1．教师将全班同学分成10组，每组分配一个不同的任务。

2．教师屏幕显示每个小组不同的任务

Task for group 1---合成名词:名词+名词，形容词+名词，动词ing+另一个词，其它

Task for group 2---合成形容词, 名词+形容词，形容词+过去分词或带ed结尾的词Task for group 3---合成动词，合成副词，合成代词

Task for group 4---前缀dis-否定, in-不，非, im-不，非, un-不, non-不，非

Task for group 5---前缀mis-误, re-重，写, en-使成为, multi-多, tele-远, kilo-千

Task for group 6---后缀-an, -tion, -ation, -dom., -er, -ese, -ess, -ful Task for group 7---后缀ian, ing, ism, ist, ment, ness, ship, th Task for group 8---形容词后缀able, al, an, en, ern, ese Task for group 9---形容词后缀f ul, ish, ive, less, y, ward Task for group 10---动词后缀fy/ ify, en, ize,/ise, 副词后缀teen, ty 3．学生以小组为单位，合作完成老师交给的任务，选小组中字迹最工整的同学记录4．每个小组选派一代表，到讲台前呈现合作成果

设计意图：让学生通过全班分工、小组合作，实现资源共享，也使学生在合作学习的过程中，最大限度、比较全面地复习词语构成的方式。

步骤四：Creative writing 教师可依据教学进展的实际情况，如果时间允许的话，可以进行限定时间（5-7分钟）的创造性写作，将词的构成法与写作结合起来，让学生选择其中的四个派生词和两个合成词编个小故事，教师抽取其中一两个故事，全班分享。这种写作，如果引导得好会收到意想不到的效果。

步骤五: Summary and homework 教师总结本节课教学内容并布置作业