Module 3 Unit 2 This year we are training more carefully 教案

教学设计
课程名 This year we are training more carefully. [Module 3 Unit 2 Grade 8] 课型 初中词汇学习策略指导课Guidance on vocabulary learning strategies for Junior students
指导思想与理论基础 词汇教学是语言教学的有机组成部分,词汇是语言的建筑材料,掌握尽可能多的词汇是学好语言的基础。英语词汇数量庞大，机械记忆只能维持短期，依靠查字典获得新词也限制了词汇学习的空间。词汇学习如果不讲究策略，结果往往事倍功半。只有充分理解的东西才能深刻的记忆，词汇学习首先应遵循语言习得的基本规律：语言产生和存在于一定的语境中，词汇在语境中才有相应意义，因此必须坚持“词不离句、句不离篇”的原则，把孤立的单词放在更大的语言单位如词块、句子和语篇当中，放在一定的情景和语境中，去学习和理解。围绕这一原则可引入两种典型词汇学习策略：一是构建词汇图谱（word map），让学生通过情景话题来联想词群，放在词谱中集中记忆，有助于词汇的巩固和长期记忆的形成；二是通过上下文语境进行猜词训练，引导学生用已知推导未知，可提高学生学习的主观能动性，并培养用英文思考的习惯。同时根据英语语言特点，可以适当引入构词法的相关知识，通过典型词缀含义的学习，帮助学生构建词库（word bank）,掌握快速记忆和拓展词汇的方法。因此，在本节课的设计上，每个环节都以情境交际为主线，以词汇学习策略指导为目标，贯穿了词汇在语境中的认知、理解、吸收、消化和运用，一切教学活动都围绕“词不离境”这一指导思想展开。在词汇的内化过程中，特别抓住语言表达思维和情感的工具性作用，为学生创造使用英语表达和倾诉的欲望和兴趣，让学生在真实的交际、表达和互动中，学以致用。 同时，发挥多媒体在语言学习中的优势作用，利用各种线上资源，采用多种方式对词汇进行演示、讲解和操练。创设情景呈现单词,集词汇与声音、图像于一体, 生动直观, 能让学生尽快理解词义, 提高记忆效率。学习者通过建构视觉图像、听觉音响和书面文字信息之间相互关联的提示线索，帮助对记忆中储存的信息进行恢复和提取。
教材分析 本节课词汇教学所依托的文本是八年级上册第三模块(Sports)第二课时Unit 2 阅读课文。本课以大明参加学校足球队训练为主题，文体上属于日记，作者在介绍所在校队积极备战今年联赛的过程中，使用到与足球运动相关的名词和动词（短语），和一些表达情感态度的形容词。本课生词数量丰富、涉及的话题集中，很多以词块（短语）形式出现，多数为有代表性的高频词汇，难易程度由浅入深。这些生词为词汇学习策略指导提供了良好的语料资源，能够在课堂呈现中使用不同媒介和方式，让学生体会词汇学习的规律和特点，从而对于词汇学习策略形成初步的认知。同时，本课以广泛开展的足球运动为主题，便于激发学习兴趣，因为大部分学生都有喜爱的运动，并有组织、观看、参加班校各类体育比赛的经历，学生在词汇学习中可与实际生活经历相结合，并在知识目标达成的基础上，感悟竞技体育团队合作的精神和永不言败的态度，从而树立发挥所长、挑战自我的决心。
学情分析 本课的教学对象是天津实验中学八年级6班的学生，该班学生在英语学习上普遍有着浓厚的兴趣，能够积极按照老师要求跟进课堂，在英语的听、说、读、写方面已经奠定了比较坚实稳固的基础。一年半的初中英语学习使学生在词汇方面达到了一定数量的积累，也养成了在语境中认知、理解、记忆生词的科学方法和良好习惯。根据学段特点，八年级学生在词汇学习策略方面，还处于模糊探求的阶段，尚未形成充分的认知。因此本节课的目标，就是通过大量词汇输入，帮助学生总结归纳不同类型词汇的学习方法，让他们通过实例，直观的感受词汇学习策略带来的效果，从而为以后的词汇学习和积累提供科学有效的方法，引导他们关注学习策略对学习效果的指导作用，逐渐培养策略意识。同时，为了调动学生参与课堂，教学中需设计多种学习活动，融入听说读写译不同任务类型，采取个人独立完成、两人合作、小组合作等不同形式，按照从易到难的顺序推进，保证大部分学生能够顺利跟进，并针对学生在课堂上的表现，及时进行评价和激励。
教学目标 Knowledge: To learn words and expressions related to football：fan, coach, play against, warm up, pass the ball, cheer on…loudly, beat, train, practice, pleased, careless, have a better chance of, feel more confident to do.Skill: To be able to practice vocabulary learning strategies: a) building word map related to a topic with pictures and charts;b) guessing the meaning of the words by the context;c) learning words by understanding suffixes of “-ful” and “-less”.Emotion and attitude: To appreciate teamwork and develop a better understanding of competition.
教学内容 本节课在我校英语组特色教学模式，即“基于情景交际的文化渗透式互动教学”方法的指导下，介绍了词汇学习的三种策略，帮助学生完成词汇学习目标：策略一：设置情景构建话题语境，帮助联想词群。通过2014年世界杯决赛的情景导入，引出跟足球比赛相关的词汇，借助图片帮助学生迅速理解词义，然后构建词谱（word map），之后练习引入本班足球比赛的真实情景，让学生看图填空完成句子，检验学生对话题词汇的记忆效果。本部分词汇目标为：fan, coach, play against, warm up, pass the ball, cheer on…loudly, beat, train, practice.策略二：依托语境猜测词义，理解词汇内涵。挑出课文中具有抽象含义的生词和短语，让学生通过上下文语境和段落大意来猜测词义，并通过英文解释、同义词反义词、图片、展示例句，英汉互译，小组对话讨论等形式，帮助学生深入理解词汇内涵，内化为自己的知识。本部分词汇目标为：pleased, careless, have a better chance of, feel more confident to do.策略三：通过构词法构建词库，拓展词汇积累。以本课生词careless为切入点，引出形容词尾椎-ful和-less的相关词例，通过发放词汇卡片和小组合作方式，让学生共同完成该构词法的理解和学习。本部分的词汇目标为：-ful的典型词例（有学生列举，如beautiful, colorful, wonderful, useful等），-less词例（发放词汇卡片小组学习：hopeless, helpless, painless, homeless, useless, harmless）最后，总结本课介绍的三种词汇学习策略，让学生使用所学词汇进行小组短剧扮演，内容不限，但必须使用本小组抽到的词汇，同时组内六人的角色在活动要求中有所规定，每组各个成员都要承担固定角色来完成表演。
教学重难点 1.核心词汇的理解：play against, beat, train, practice, careless, have a better chance of, feel confident to do2.词汇学习策略的理解和掌握。3.使用所学词汇表达相关经历。
教学方法 情景交际法，小组合作学习
辅助工具 多媒体设备, 板书，词汇卡片
教学过程 Teaching Procedures
Procedures Teacher’s activity Students’ activity Purpose
Step1. Lead in Free talk: Invite students to talk about their favorite sport. Then introduce the topic of football and the learning goal of this lesson.Show a short video about the final match of World Cup 2014. Then ask questions. Brainstorm their favorite sport and watch the video. Introduce the topic and the aim of this lesson. Help students think about the possible expressions they need to learn in this topic.
Step2. Words related to the topic Activity 1 :Introduce words and phrases related to the topic of football match with questions and pictures.Ask the students to fill in a chart about the words and expressions they just learned. Then check answers around groups. Activity 2Show the pictures of last year’s school football match. Ask students to fill in the blanks with the words and phrases in the word map. Try to understand and remember vocabularies with the help of the pictures.Fill in the chart with the words and phrases related to the topic. Then each group take turns to give a different answer.Recall last year’s school football match with the help of the pictures and complete the description of the match. 1. Guide students to learn the new words and phrases through situational communication with the help of pictures. 2. Help students build a word map of football with a chart.3. Help students to consolidate what they have learned and practice using the words and phrases in a similar situation.
Step3. Words from context. Ask students to grasp the main idea of the text through finding answers to 2 questions.Ask students to focus on the 3rd and 4th paragraphs to guess the meaning of 4 new words and phrases marked in red.Activity 3Speaking out the English explanations of the 4 words and phrases and ask students to do a quick match.Give further explanations of the 4 words and phrases by showing pictures, asking questions, making sentences and conducting dialogue in pairs. Read the passage quickly and find the answers to the 2 questions. Listen to the audio of the 3rd paragraph and the reading of the 4th paragraph by a fellow student. Try to guess the meaning of the 4 words and phrases.Match each of the 4 words and phrases with the correct English meaning given by the teacher.Develop further understanding of the 4 words and phrases by communicating with the teacher and working with the partner.Recommend an online video about how to build one confidence and ask students to watch after class. 1. Help students form a general idea of the passage and consolidate the words and expressions leaned in Activity 1.2. Help students grasp the correct meaning of new words with the help of context clues. 3. Check students’ understanding of words in the context.4. Help students extending their understanding of the words by eliciting more ideas and thinking.
Step4. Word building rule of “-ful” and “-less” Help students discover the meaning of the suffixes “-less” and “-ful” by asking questions.Start a brainstorm about more examples of adj. with “-ful”.Activity 4Send each group a flash card with an example adjective of “-less”. Ask them to discuss the meaning and make a sentence with it. Invite each group to show their word and example sentence with the whole class. Ask students to fill in the chart of a word bank. Guess the meaning of “careless” by the context. Summarize the meaning of the 2 suffixes.Brainstorm more examples of adjectives with “-ful”.Discuss in groups about the meaning of the adjective given to them and try to make a correct sentence with it.Show their word to the whole class and speak out their example sentence.Fill in the chart of word bank with suffixes of “-ful” and “-less”. 1. Help students summarize the meaning of the 2 suffixes and build a word bank of certain adjectives with “-ful”.2. Help students conduct active discussion about the meaning of extended adjectives with “-less”. Promote teamwork in learning the new words together.
Step 5. Summary and role play Summarize the 3 strategies learned in this lesson. Recommend some useful websites for more tips on vocabulary learning.Ask students to make a short role play in groups of 6 with the words and phrases chosen by their group. Give each group member a different role: introductor of the words, the coach, player A and player B, fan A and fan B. Invite students to show their play. Comment on the performance of each group. Choose the ways they have learned to learn words quickly and effectively. Work with their group mates to conduct the role play.Come to the front and show their performance to the rest of the class. 1.Help students to consolidate the strategies used in this lesson. 2.Create an imaginative situation where they can practice the vocabularies and enjoy the pleasure of teamwork at the same time.