人教版（2019）选择性必修 第一册Unit 3 Fascinating Parks Learning About Language(1) 名师教学设计
文档属性
| 名称 | 人教版（2019）选择性必修 第一册Unit 3 Fascinating Parks Learning About Language(1) 名师教学设计 |  | |
| 格式 | docx | ||
| 文件大小 | 22.5KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2023-03-11 19:46:03 | ||
图片预览
文档简介
Unit3 Learning About Language(1) 名师教学设计
课时内容
Build up your vocabulary
主题语境：人与自然
主题群：自然生态
子主题：自然环境、自然遗产保护
语篇类型：文本、词汇练习
文本分析：
[What]本课时共三部分：第一部分通过词义搭配，以英英互译的形式，理解同一单词作为不同词性的含义，从而学习词类的转换法，并通过造句来训练此类词汇的用法。第二部分给出五个句子，要求学生判断画线单词是合成词还是派生词。第三部分为一段介绍中国东北虎豹国家公园的文章，要求学生用所给词汇的正确形式填空，以巩固单元重点词汇。
[Why]了解三种构词法：转化、派生以及合成。通过对语篇的解读，进一步帮助学生了解国家公园的创设、发展及变化情况、前景预测。
[How]通过单词与意思连线搭配，帮助学生学会同单词作为不同词性的具体含义；在具体语境中，学生识别合成词与派生词的基本特点；通过具体的语境，巩固词汇，加深对单元主题意义的理解，有利于提升学生对自然、人文的信息输入，培养学生们的核心素养。
课时目标
1.了解词汇的构词变化规律，了解自然和社会和谐发展的国家主题公园的相关信息。
2.巩固本单元所学词汇，深化对单元主题意义的理解。
重点难点
重点：
使用所学词汇，理解运用本单元主题语境的相关信息。
难点：
判断同一单词的不同词性的含义及用法。
教学准备
教师准备：
提前准备一些有关词汇构词法的相关知识。
学生准备：
1.预习本课词汇和课文内容。
2.利用网络、语法书等学习资源初步了解构词法。
教学过程
Step I 学习理解
活动一：词类转化（Word conversion）
1.Provide some words for students to guess their meanings and parts of speech.
①He handed me a book with his shaking hand.
②His face faced east.
③The flood flooded the whole village.
④The warm bedroom warmed me.
⑤He smelled the smell of the flowers.
2.Lead students to summarize how to tell the parts of speech and how to guess their meanings.
3.Ask students to try to write down some similar words that they can think of with the same usage.
Examples:
cool/dry/free/dirty/clean/empty/heat/waste/taste/interest/copy/paint
4.Ask students to match each word with its proper meaning and make a sentence with it.（Part 1，P28）
① buffet v. A the outer limit of an object ② buffet n. B an official or legal prohibition ③ edge v. C a meal with several dishes from whic people serve themselves ④ edge n. D move carefully towards something ⑤ ban v. E far from, not close ⑥ ban n. F officially or legally prohibit ⑦ remote adj. G (especially of wind or wave) strike repeatedly with a lot of force ⑧ remote n. H (in formal)a device for controlling something else from a distance
Suggested answers:
①—G ②—C ③—D ④—A ⑤—F ⑥—B ⑦—E ⑧—H
【设计意图】此部分采用循序渐进的方法，从学段认知规律和心理特点出发，帮助学生发现英语中词汇词性的转换及培养学生的语义分析能力，帮助学生形成英语语感和语言意识，培养学生英语思维的能力。
活动二：学习合成词与派生词（Get to know compounds and derivatives）
1.Introduce compounds words to students.
（1）一般情况下在词与词之间要加连字符号，例如：good-looking 好看的、sea-sick 晕船的、world-famous 世界有名的、life-long 一生的、seven-year-old 七岁的、skin-deep 肤浅的、world-wide 世界范围的、three-hour 三小时的等等。
（2）有些词已完全融为一体了，不用加连字符号了，例如：textbook 教科书、schoolmate 校友、spokesman 发言人、salesgirl 售货员、notebook 笔记本、praiseworthy 值得表扬的、greenhouse 温室、onlooker 旁观者、bookmark 书签、breakthrough 突破、download 下载、overweight 超重、policewoman 女警察等等。
（3）还有一些情况直接是词组的形式，例如：air conditioner 空调机、clothes shop服装店、alarm clock 闹钟、arms race 军备竞赛、girl student 女学生等等。
2.Introduce some of the common suffixes to study derivatives to students.
（1）-ion、-sion、-tion、-ation、-ition表示“行为的过程，结果，状况”，例如：action、conclusion、destruction、expression、correction、adaptation、repetition等等。
（2）-ment表示“物品和物质名称”，例如：instrument、equipment、attachment等等。
（3）-able、-ible带有“属性，倾向，相关”的含义，例如：movable、comfortable、applicable、visible、responsible等等。
（4）-ize、-ise表示“做成，变成，……化”，例如：modernise、mechanise、democratise、organise等等。
【设计意图】学生对合成词及派生词还缺乏一定的理解，此活动系统地呈现了合成词及派生词的构成，为合成词与派生词的学习提前做好铺垫与热身准备。
Step Ⅱ 应用实践
活动三：内化与运用（Application）
1.Guess and tell.（Part 2，P28）
Organise students to work out the meanings of the underlined words in the sentences below and state whether they are compounds or derivatives.
①I believe that a journalist should be completely objective. ②Whenever I sneeze, my English teacher says, “Bless you!” ③We are impressed by the vastness and breathtaking beauty of the oceans. ④He bought a traditional tea set at the airport: a nice teapot and four teacups. ⑤He ordered the dish labelled “Pumpkin Pie and Ice Cream”.
Suggested answers:
①Journalist, objective (derivative)
②whenever (compound)
③vastness (derivative); breathtaking (compound)
④traditional (derivative); airport, teapot, teacups (compound)
⑤ice crea (compound)
2.Read and fill. (Part 3, P28)
Ask students to complete the passage below with the correct forms of the words in the box.
boundary visible remote vast on the move ban set up
The Northeast Tiger and Leopard National Park was ________ in Jilin and Heilongjiang, with ________ stretching all the way to the border and joining with Russia’s wildlife reserves. This ________ new park is nearly four times larger than the old wildlife park protecting Siberian tigers in Northeast China. Over the years, increased development in the area affected the tigers' habitat, and it was thought that by 1998 there were only six to nine wild Siberian tigers living in the ________ region. However, a ________ on development put in place in 2015 resulted in a ________ population increase of the species, and now the area is thought to have about 35 tigers and 70 leopards. The problem, however was that the old park was too small to support further population increases. Always ________, Siberian tigers and leopards need large areas to hunt for food This larger park, with a connection to Russia’s wildlife reserves across the border, should give these species the natural space they need to live in.
Suggested answers:
set up; boundaries; vast; remote; ban; visible; on the move
【设计意图】通过设置此活动，能够更好地帮助学生运用本单元的重点词汇，激活学生在具体语境中运用词汇的能力，提高语言能力。同时通过文本阅读，帮助学生了解人与自然环境的关系，提升学生自然保护意识，加强对自然保护的重视与关注度。
Step Ⅲ 迁移创新
活动四：推理与论证（Discussion）
1.Ask students to work in pairs and discuss how people can protect our nature and natural relics using words and expressions they have learnt in this unit.
2.Organise students to create their own compounds.
3.Ask students to work in groups to create derivatives and show them to other groups in turn.
【设计意图】通过设置讨论活动，提高学生运用词汇的能力。通过对自然环境话题的讨论，提升学生的文化意识。学生小组合作创设合成词和派生词，促进了学生的创新意识，培养了学生的思维品质，以及学生的合作学习能力与习惯。
板书设计
Unit 3 Fascinating Parks Period Ⅱ Learning About Language (1) I. 学习理解 活动一：词类转化（Word conversion） 活动二：学习合成词与派生词（Get to know compounds and derivatives） Ⅱ. 应用实践 活动三：内化与运用（Application） 1.Guess and tell 2.Read and fill Ⅲ. 迁移创新 活动四：推理与论证（Discussion）
2 / 2
课时内容
Build up your vocabulary
主题语境：人与自然
主题群：自然生态
子主题：自然环境、自然遗产保护
语篇类型：文本、词汇练习
文本分析：
[What]本课时共三部分：第一部分通过词义搭配，以英英互译的形式，理解同一单词作为不同词性的含义，从而学习词类的转换法，并通过造句来训练此类词汇的用法。第二部分给出五个句子，要求学生判断画线单词是合成词还是派生词。第三部分为一段介绍中国东北虎豹国家公园的文章，要求学生用所给词汇的正确形式填空，以巩固单元重点词汇。
[Why]了解三种构词法：转化、派生以及合成。通过对语篇的解读，进一步帮助学生了解国家公园的创设、发展及变化情况、前景预测。
[How]通过单词与意思连线搭配，帮助学生学会同单词作为不同词性的具体含义；在具体语境中，学生识别合成词与派生词的基本特点；通过具体的语境，巩固词汇，加深对单元主题意义的理解，有利于提升学生对自然、人文的信息输入，培养学生们的核心素养。
课时目标
1.了解词汇的构词变化规律，了解自然和社会和谐发展的国家主题公园的相关信息。
2.巩固本单元所学词汇，深化对单元主题意义的理解。
重点难点
重点：
使用所学词汇，理解运用本单元主题语境的相关信息。
难点：
判断同一单词的不同词性的含义及用法。
教学准备
教师准备：
提前准备一些有关词汇构词法的相关知识。
学生准备：
1.预习本课词汇和课文内容。
2.利用网络、语法书等学习资源初步了解构词法。
教学过程
Step I 学习理解
活动一：词类转化（Word conversion）
1.Provide some words for students to guess their meanings and parts of speech.
①He handed me a book with his shaking hand.
②His face faced east.
③The flood flooded the whole village.
④The warm bedroom warmed me.
⑤He smelled the smell of the flowers.
2.Lead students to summarize how to tell the parts of speech and how to guess their meanings.
3.Ask students to try to write down some similar words that they can think of with the same usage.
Examples:
cool/dry/free/dirty/clean/empty/heat/waste/taste/interest/copy/paint
4.Ask students to match each word with its proper meaning and make a sentence with it.（Part 1，P28）
① buffet v. A the outer limit of an object ② buffet n. B an official or legal prohibition ③ edge v. C a meal with several dishes from whic people serve themselves ④ edge n. D move carefully towards something ⑤ ban v. E far from, not close ⑥ ban n. F officially or legally prohibit ⑦ remote adj. G (especially of wind or wave) strike repeatedly with a lot of force ⑧ remote n. H (in formal)a device for controlling something else from a distance
Suggested answers:
①—G ②—C ③—D ④—A ⑤—F ⑥—B ⑦—E ⑧—H
【设计意图】此部分采用循序渐进的方法，从学段认知规律和心理特点出发，帮助学生发现英语中词汇词性的转换及培养学生的语义分析能力，帮助学生形成英语语感和语言意识，培养学生英语思维的能力。
活动二：学习合成词与派生词（Get to know compounds and derivatives）
1.Introduce compounds words to students.
（1）一般情况下在词与词之间要加连字符号，例如：good-looking 好看的、sea-sick 晕船的、world-famous 世界有名的、life-long 一生的、seven-year-old 七岁的、skin-deep 肤浅的、world-wide 世界范围的、three-hour 三小时的等等。
（2）有些词已完全融为一体了，不用加连字符号了，例如：textbook 教科书、schoolmate 校友、spokesman 发言人、salesgirl 售货员、notebook 笔记本、praiseworthy 值得表扬的、greenhouse 温室、onlooker 旁观者、bookmark 书签、breakthrough 突破、download 下载、overweight 超重、policewoman 女警察等等。
（3）还有一些情况直接是词组的形式，例如：air conditioner 空调机、clothes shop服装店、alarm clock 闹钟、arms race 军备竞赛、girl student 女学生等等。
2.Introduce some of the common suffixes to study derivatives to students.
（1）-ion、-sion、-tion、-ation、-ition表示“行为的过程，结果，状况”，例如：action、conclusion、destruction、expression、correction、adaptation、repetition等等。
（2）-ment表示“物品和物质名称”，例如：instrument、equipment、attachment等等。
（3）-able、-ible带有“属性，倾向，相关”的含义，例如：movable、comfortable、applicable、visible、responsible等等。
（4）-ize、-ise表示“做成，变成，……化”，例如：modernise、mechanise、democratise、organise等等。
【设计意图】学生对合成词及派生词还缺乏一定的理解，此活动系统地呈现了合成词及派生词的构成，为合成词与派生词的学习提前做好铺垫与热身准备。
Step Ⅱ 应用实践
活动三：内化与运用（Application）
1.Guess and tell.（Part 2，P28）
Organise students to work out the meanings of the underlined words in the sentences below and state whether they are compounds or derivatives.
①I believe that a journalist should be completely objective. ②Whenever I sneeze, my English teacher says, “Bless you!” ③We are impressed by the vastness and breathtaking beauty of the oceans. ④He bought a traditional tea set at the airport: a nice teapot and four teacups. ⑤He ordered the dish labelled “Pumpkin Pie and Ice Cream”.
Suggested answers:
①Journalist, objective (derivative)
②whenever (compound)
③vastness (derivative); breathtaking (compound)
④traditional (derivative); airport, teapot, teacups (compound)
⑤ice crea (compound)
2.Read and fill. (Part 3, P28)
Ask students to complete the passage below with the correct forms of the words in the box.
boundary visible remote vast on the move ban set up
The Northeast Tiger and Leopard National Park was ________ in Jilin and Heilongjiang, with ________ stretching all the way to the border and joining with Russia’s wildlife reserves. This ________ new park is nearly four times larger than the old wildlife park protecting Siberian tigers in Northeast China. Over the years, increased development in the area affected the tigers' habitat, and it was thought that by 1998 there were only six to nine wild Siberian tigers living in the ________ region. However, a ________ on development put in place in 2015 resulted in a ________ population increase of the species, and now the area is thought to have about 35 tigers and 70 leopards. The problem, however was that the old park was too small to support further population increases. Always ________, Siberian tigers and leopards need large areas to hunt for food This larger park, with a connection to Russia’s wildlife reserves across the border, should give these species the natural space they need to live in.
Suggested answers:
set up; boundaries; vast; remote; ban; visible; on the move
【设计意图】通过设置此活动，能够更好地帮助学生运用本单元的重点词汇，激活学生在具体语境中运用词汇的能力，提高语言能力。同时通过文本阅读，帮助学生了解人与自然环境的关系，提升学生自然保护意识，加强对自然保护的重视与关注度。
Step Ⅲ 迁移创新
活动四：推理与论证（Discussion）
1.Ask students to work in pairs and discuss how people can protect our nature and natural relics using words and expressions they have learnt in this unit.
2.Organise students to create their own compounds.
3.Ask students to work in groups to create derivatives and show them to other groups in turn.
【设计意图】通过设置讨论活动，提高学生运用词汇的能力。通过对自然环境话题的讨论，提升学生的文化意识。学生小组合作创设合成词和派生词，促进了学生的创新意识，培养了学生的思维品质，以及学生的合作学习能力与习惯。
板书设计
Unit 3 Fascinating Parks Period Ⅱ Learning About Language (1) I. 学习理解 活动一：词类转化（Word conversion） 活动二：学习合成词与派生词（Get to know compounds and derivatives） Ⅱ. 应用实践 活动三：内化与运用（Application） 1.Guess and tell 2.Read and fill Ⅲ. 迁移创新 活动四：推理与论证（Discussion）
2 / 2