Word power: Emotions教学设计方案

高二英语课堂教学设计案例

（高二选修六Unit2 Word Power

Emotions第二课时

）

南京市高淳区湖滨高级中学

杨道勇

一、整体设计思路、指导依据说明

牛津教材中的Word Power是对词汇进行拓展、关联、归类，进一步教授学生掌握、记忆、理解和使用词汇，其本质特征是要使词汇有意义的刺激概括反映客观现实并且与客观现实建立联系，进而表达概念传递信息并进行言语交际活动。笔者所在的乡村中学在缺乏一定语言环境的背景下逐渐探索词汇教学的新路子，结合本学期本人申请的个人课题“情境创设在农村高中英语词汇教学中的应用研究”的实施和本班学生的实际，对Word Power部分进行了操作性较强的实践。

二、教学背景分析

（一）

教学内容分析：

本单元以what is happiness to you为话题, 只要探讨对于幸福的定义和如何寻找心目中的幸福。通过桑兰的励志人生告诉学生们学会珍惜已有的幸福并以积极的心态去应对学习生活中的遇到的问题，从而提升身心健康的幸福指数。这一单元的Word power部分围绕Emotions展开，旨在让学生学会用合适的词汇和习语表达个人感受和情绪。同时，根据考纲和这几年的高考题来看，从听力到阅读，关于材料或文本中人物的feelings或emotions的推断考查越来越频繁。鉴于此，笔者将本单元的Word power分两课时进行有效教学，第一课时对牛津必修的五个模块中的情感词做总的梳理，从词性和情感分类两个维度讲练结合.第二课时在复习巩固的基础上学习习语表达,并通过情境展示结合语篇情境的视角使学生学以致用。

（二）

学生情况分析：

本节课的教学对象是本校高二理科B班学生，大部分学生的基础知识比较薄弱，英语交际能力和思维能力不是很好，但他们具有理科生丰富的想象力和活跃的思维，具有一定的分析和解决问题的能力。因此，笔者摸索设计符合他们认知范围和能激发他们兴趣的导学案，因材施教，分组活动，让全班42名学生都能投入到教学中来。

三、教学目标分析

（一）知识目标

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理解并能熟练运用本文中的重点词汇和习语。

1、重点词汇：

fearful; disappointed; joyful; satisfied; delighted; depressed; confused; optimistic; scared; pleased; relieved; determined; surprised; relaxed; frightened; tired; delighted 2、重点习语：

hot under the collar ; fly off the handle; on cloud nine; over the moon; down in the dumps; feel blue (二) 能力目标

1、在特定的情境下运用所学的词汇和习语表达个人感受和情绪，培养学生实际运用英语交流的能力。

2、能在语篇文本的阅读中揣摩体会人物或作者的情感表达，从而找出文章的主题, 学以致用。

（三）情感目标

1、激发学生学习英语的兴趣，培养他们英语学习的积极态度，使他们在课堂中能轻松的学习，从而建立学习英语的自信。

2、通过情感词的学习能更多地学会沟通，合理表达自己的情绪，也尊重他人的情绪表达。. 四、教学重难点分析、教法学法分析

（一）教学重点：

Master the important words, idioms and express them correctly. （二）教学难点：

How to read the author’s feelings and attitudes in the situations. （三）教学方法：活动教学法、

任务型教学法

（四）学法渗透：合作学习、探究式学习

五、教学过程设计

Step1 Leading in

Review: Use one sentence to express your feelings today and why T: Last period, we have learnt some useful words related to emotions. Today, we’ll go on with it. First, you can invent one situation to express your feelings today using one

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sentence. For example, I am in good spirits today because I know all of you did a good job in the yesterday’s homework... 设计意图：通过导入部分进一步巩固第一课时学习的词汇，一句话言简意赅,重在关键情感词表达,并将情感词书写在黑板上,学生有话可说,活跃课堂气氛同时创设了良好的学习气氛，激发了学生的学习兴趣，承上启下。

Step2：Strengthening what they learnt Task 1 Fill in the blanks 1. 读完……我真的很感动, 在这里……

I was really

when I finished reading …, in which…

2. 读了……后，

我相当兴奋/高兴/遗憾/惭愧/失望

I felt very

after I read …

3.阅读这篇演讲稿后, 我为那个学生感到非常惋惜。

After reading this speech, I feel really

for the student…

4.知道了关于……的故事后，我深深震惊了。

Having known about the story of …, I was

. 设计意图：在句子给定的环境中进一步拓展词汇，要求正确写出对应情感词汇的同时能联想串词，写出同义词，越多越好。也可以小组讨论，头脑风暴，词汇小竞赛，在检查验收第一课时教学效果的同时进一步营造课堂学习氛围。

Task2

Key words in the letter :

sorry

thankful

appreciate

touched

worried I

what you say and am

to have caused you so much worry. I’m also

that you understand my reasons for being attracted to such activities. I am

to you for what you have said in your email. I understand what you are

about. I am very sorry to have kept you being worried about me. 设计意图：从句子到段落，进一步要求学生能观察语境，注重词形变化和情感表达，揣摩把握段落中作者的态度。

Step3：Idioms related to emotions Apart from the useful words above，there are many English idioms about emotions.

hot under the collar

over the moon

down in the dumps

on cloud nine

feel blue

fly off the handle Task 3 Read the following sentences and judge the emotions of the idioms, and then fill in the spidergram with the idioms.

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1.The whole team were over the moon at winning the match. 2. He is extremely irritable(易怒的)—he flies off the handle at the slightest thing. 3. She’s a bit down in the dumps because she’s got to take her exams again. 4. A: Was Helen pleased about getting the job?

B: Pleased? More than that. She was on cloud nine. 5. Finding his son cheating him, he was hot under the collar. 6. Feeling blue? Don’t you know who to talk to? Phone Depression Hotline, 24 hours a day.

angry

happy

emotions

sad

设计意图：

运用任务型教学法与合作学习方法让学生以小组的形式完成这一任务。反复在情境中体会情绪的表达。小组活动同时，教师与小组成员多互动，掌握学情并答疑。

Task 4：Fill in the blanks with the idioms according to the clues. 1.Don’t argue with someone who

(be angry) 2. Our class has won the first place in the competition, so all of us feel

(extremely happy) 3.He got very

when I asked him where he had been all day.(angry) 4.He has been

lately. How I hope he will be soon cheerful again! （depressed) 设计意图：小组活动在熟悉这些习语之后,学生个体通过练习加以巩固并熟记于心。

Step 4：How to read the author’s feelings and attitudes

多情自古伤离别，更那堪，冷落清秋节！今宵酒醒何处？杨柳岸，晓风残月。

此去经年，应是良辰好景虚设。便纵有千种风情，更与何人说？

---柳永

自古逢秋悲寂寥，我言秋日胜春朝。晴空一鹤排云上，便引诗情到碧霄。--- 刘禹锡

Task 5：Text reading

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Autumn means different things to different people. It all depends on your personality, said British naturalist Richard Mabey. "Personality shapes your view of the season, " he said." You may see it as a fading away, a packing up (结束), or as a time of packing in another sense-the excited gathering of resources before a long journey." If this is true, perhaps it tells us a little about, for instance, Thomas Hood, the 19th century English poet. About November, he wrote: No warmth, no cheerfulness, no healthful ease

No shade, no shine, no butterflies, no bees November! On the other hand, another English poet John Keats, already sensing he was seriously ill, was inspired by a late September day to pen one of the most famous poems in the English language, To Autumn. He wrote to a friend afterwards that there was something comforting and healing about it. According to Richard Mabey, Keats has the biological evidence on his side. Autumn is not a time of slowing down, but a time of new beginnings and great movements of creatures. For example, just at the moment that Keats’s "gathering swallows" (in To Autumn) are departing for Africa, millions of creatures are fleeing from the frozen north like Iceland, Greenland and Russia to winter along the east and south coasts of Britain. According to scientists, before falling, the leaves transfer their chlorophyll (叶绿素) and carbohydrates into the woody parts of the tree for safekeeping over winter. What remains are the natural antioxidants (防老剂) in the leaves: the yellow and orange carotenoids (类胡萝卜素), and another protective chemical specially produced for autumn, the brightred anthocyanin (花青素). High color is not a signal of deterioration (退化) and decline, but of detox (排毒的) ability and good health. A century after Keats, the American poet Loren Eiseley wrote in his journal: "Suppose we saw ourselves burning like maples in a golden autumn, and that we could disintegrate (分解) like autumn leaves...dropping their substance like chlorophyll. Would not our attitude towards death be different? " 1. From Thomas Hood’s poem, we may infer that________.

A. he suffered a lot from cold November

B. he missed the shining summer days very much C. he had a negative attitude towards autumn

D. he enjoyed butterflies and bees very much

2. Which word can best describe John Keats’s attitude towards autumn?

A. Optimistic.

B. Fearful.

C. Doubtful.

D. Realistic.

3. What does the underlined sentence mean?

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A. Man can never live long, just as leaves must leave the tree annually. B. Man is different from autumn leaves, which will come again the next spring. C. Man should treat death calmly, just like autumn leaves fall to the ground. D. Man should have a positive attitude towards death, quite different from autumn leaves. 设计意图：

这是本节词汇学习课的一个升华，学生运用前面所学知识，从句子到段落再到语篇的不同情境创设多角度训练学生的说，写和读的能力。从中文诗的诗言志作为切入点，让学生有代入感，理解语言是相同的，将语文的阅读技巧借鉴到英语文本的阅读中来，从语篇的高度将本节课的知识综合应用起来。从语篇中判断推敲人物的emotions有利于学生的自主探究能力的培养，信息量和容量得以提升，同时进一步提高英语实际解题技能。

Step5: Homework 1、Read the story The Adventures of Tom Sawyer and complete the sentences with the emotions: a, b or c. 2、write something expressing your opinions after reading the essay Today I will be master of my emotions

设计意图：有针对性地将读与写同所学知识结合能够激发学生的阅读兴趣和创作激情，在选素材时注重学生实际，引入名著小说的节选并从情感角度赏读品读有利于学生阅读能力的提升，也能在在潜移默化中强化人文精神、提高学生人文素养。同时读写结合也是学生只是输出和生成的一种有效手段，也能很好地渗透德育教育的理念。

六、教学反思

成功之处：

1. 本节课遵循“任务型”的教学原则。教学内容设计较符合本班理科B班学生的实际情况，夯实基础表，难度适中，任务的设置以学生是否能够完成为衡量标准。设置的大部分任务让学生在自主、合作、探究的气氛中愉快度过，既顺利完成教学任务，又有利于学生的情感教育。整节课学生兴趣浓厚，PPT的展示和不同的任务设置激发了学生的学习兴趣和用英语表达的欲望。增强了理科生学好英语的自信心，使学生获得成就感，也能帮助学生有效调控自己的学习过程，学生在表达情绪方面有较好的成果展示。

2. 第二课时教学较好地创设了有效情境，这些情境与学生生活环境、知识背景相关,学生容易感兴趣,从而激发学习积极性，引发学生在学习中的认知冲突和学习动机，让学生在观察、操作、猜测、交流、反思等活动中逐渐体会知识的产生、形成与发展的过程，从而提升课堂教学的效益；同时培养和锻炼学生的创新精神，形成良好正确的态度，让

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学生学得轻松，学得愉快，学得精彩。有利于本班学困生基础知识的掌握和英语语言运用能力的提高，较有成效地发展学生的词汇学习能力，丰富英语词汇教学方法。从实际效果看，这些情境创设能促进学生的积极思维或深化对所学内容的理解，不在流于形式，紧扣教学目标。

不足之处：

1.由于学生的词汇量小，对词汇意义的认识狭窄，在小组活动任务执行过程中过多使用汉语，也有学生不能大胆说出自己的看法，在小组中处于被动地位，小组展示基本被基础较好的几位学生“承包”，小组活动没有更有效的展开，说明对学生的学情分析还不够到位，所以要根据学生的学习能力、基础以及兴趣爱好的不同对不同的学生提出不同的教学目标以及相应的学习要求，在学生学习的过程中对学生进行分层教学。另外在学生进行小组活动时，教师还要进行有效的指导和训练，尤其是对后进生学困生的关注，为学生扫除部分障碍和困难，掌握这些学生的心理特点与认知过程，由易到难，由浅入深，以期在生成阶段他们能有更大收获，发挥他们的主体性，慢慢爱上英语，就从词汇教学开始。所以在接下来的的教学实践中笔者还要在情境创设上不断创新优化。

附教案: Unit 2 What is happiness to you Word power-Emotions

Teaching Aim:

The part here introduces the topic of the unit----emotions. Students are asked to accumulate some words and phrases about emotions.

Teaching difficult points：

Master the uses of words and phrases related to emotions correctly Teaching methods: Practising to make the students master the words and work in class through individual, pair or group work Teaching aids: The multimedia and the blackboard

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Teaching procedures: Step 1

Warming up Teacher here can present some pictures from the book and ask students to brainstorm as many adjectives as possible to describe the person’s mood.

Step 2

Word –building

Learn the words about emotions in exercise 1 by grouping them together and transforming noun forms into adjective forms. Then consolidate what they have learnt through vocabulary extention exercise.

Step 3

Word-strengthening

Give students several situations and ask them to put themselves in the shoes of the speaker and describe their feelings about each situation. Here teachers can have a competition as groups. Any group who has used the most adjectives from exercise 1 can get some prizes. Of course, show some useful sentence patterns for them:

It wouldn’t bother me much…

I would be looking forward to it. It would make me feel as if…

I would feel a sense of …(satisfaction, /dread) Feeling completely …，he /she …

To his /her surprise /relief …

In desperation，he /she …

Step 4

Idioms for emotions

There are many English idioms about emotions. Please group them in the right way after grasping their meanings according to the context in the sentences. Then, do more exercise.

Step 5

Homework 1. Exercises A and B on page 22 and 23 2. How would you feel? 3. Reading comprehension：The Adventures of Tom Sawyer(alternative work) 4. Reading and writing: Today I will be master of my emotions(alternative work)

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