Unit4 Customs and Traditions 初高衔接词汇—词汇衔接 学案 学生版
Worksheet One I Target words:fool, official, cool,joke, end, cheat
a. Please write down the parts of speech and meanings of the following words.
Words parts of speech you know meanings you know phrases you know
fool
official
cool
joke
end n. 末端 at the end of
cheat
b. Please classify the words above according to their type of conversion.
n. → v.
v. → n.
a. → v.
a. → n.
c. Please try your best to learn the following paragraph by heart.
April Fool’s Day falls on 1st April. Although it is not recognized as an official holiday in any country, most people think it cool. Onthis day, people try every means to fool each other by
playing tricks and at the end of a joke, they announce the fool as the target. However, not
everything can be joked about. Some may end up making people unable to cool down because
they go too far. Since everyone looks like a cheat onthis day, to be serious, some government
officials have to add after their speeches “Please believe what we say today, we are not cheating.” d. Please self-check the answers in part a and part b.
II Target words: dye, date,plant, local, list, close
a. Study the following words and try to memorize them through contextual memory methods.
No. Target words Parts of speech Meanings Phrases
1. dye v. n. 把……染上颜色 染料
2. date n. v. 日期 始于（某一历史时期） date back to 追溯到
3. plant n. v. 植物 种植
4. local a. n. 当地的，地方性的 当地人 local people 当地人
5. list n. v. 列表，清单，目录 把……列入 on…list 在……名单上 list sth. among sth. 将……列于…… 中
6. close a. v. 亲密的 使接近，使变窄 close to sth. 接近于 close the gap 缩小差距
Notes:
_______________________________________________________________________________
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b. Please rewrite the following passage by means of conversion to make it a one-minute speech introducing tie-dye (扎染).
Tie-dye is an ancient dyeing technique in China. According to historical records, this technique has a long history of more than 1000 years.(1) The Bai people in Dali, Yunnan province, still maintain this traditional skill today. The material used for dyeing(2) comes mainly from a plant called isatis root, or Ban LanGen, which the local people(3) used to plant in the mountains near their homes.
Now tie-dye has been on the list of(4) National Intangible Cultural Heritage. To preserve the
technique, many cultural activities are organized to make the young get closer to this ancient folk
art. (5)
(1)
(2)
(3)
(4)
(5)
Worksheet Two
Tick (√) according to how you complete the task.
Self-assessment Well-done Not bad Need improving
1. I searched online for more useful information.
2. I made a speech draft.
3. I prepared a PPT.
4. I shot a video clip of my mini-lecture.Unit4 Customs and Traditions 初高衔接词汇—词汇衔接 学案 教师版
Worksheet One I Target words:fool, official, cool,joke, end, cheat
a. Please write down the parts of speech and meanings of the following words.
Words parts of speech you know meanings you know phrases you know
fool n. v. 傻子 欺骗，愚弄
official a. n. 官方的，正式的 官员
cool a. v. 酷的 （使）变凉；冷却 cool down
joke n. v. 笑话；玩笑 开玩笑 play a joke on sb. joke about sth.
end n. v. 末端 结束 at the end of end up doing sth.
cheat v. n. 欺骗；作弊 骗子 cheat sb. into doing sth.
b. Please classify the words above according to their type of conversion.
n. → v. fool, joke, end
v. → n. cheat
a. → v. cool
a. → n. official
c. Please try your best to learn the following paragraph by heart.
April Fool’s Day falls on 1st April. Although it is not recognized as an official holiday in any country, most people think it cool. Onthis day, people try every means to fool each other by
playing tricks and at the end of a joke, they announce the fool as the target. However, not
everything can be joked about. Some may end up making people unable to cool down because
they go too far. Since everyone looks like a cheat onthisday, to be serious, some government
officials have to add after their speeches “Please believe what we say today, we are not cheating.”
d. Please self-check the answers in part a and part b.
II Target words: dye, date,plant, local, list, close
a. Study the following words and try to memorize them through contextual memory methods.
No. Target words Parts of speech Meanings Phrases
1. dye v. n. 把……染上颜色 染料
2. date n. v. 日期 始于（某一历史时期） date back to 追溯到
3. plant n. v. 植物 种植
4. local a. n. 当地的，地方性的 当地人 local people 当地人
5. list n. v. 列表，清单，目录 把……列入 on…list 在……名单上 list sth. among sth. 将……列于…… 中
6. close a. v. 亲密的 使接近，使变窄 close to sth. 接近于 close the gap 缩小差距
Notes:
(Answers may vary.)
b. Please rewrite the following passage by means of conversion to make it a one-minute speech introducing tie-dye (扎染).
Tie-dye is an ancient dyeing technique in China. According to historical records, this
technique has along history of over 1000 years.(1) The Bai people in Dali, Yunnan province, still maintain this traditional skill today. The material used for dyeing(2) comes mainly from a plant
called isatis root, or Ban Lan Gen, which the local people(3) used to plant in the mountains near
their homes. Now tie-dye has been on the list of(4) National Intangible Cultural Heritage. To
preserve the technique, many cultural activities are organized to make the young get closer to this ancient folk art. (5)
(1) This technique can date back to over 1000 years ago.
(2) dye
(3) locals
(4) has been listed as
(5) close the gap between the young and this ancient folk art
Worksheet Two
Tick (√) according to how you complete the task.
Self-assessment Well-done Not bad Need improving
1. I searched online for more useful information.
2. I made a speech draft.
3. I prepared a PPT.
4. I shot a video clip of my mini-lecture.
(Answers may vary.)(共10张PPT)
preparatory
re soul rce s
《 高 中 英 语 》 ( 沪 外 版 )
必 修 第 一 册 第 四 单 元 词 汇 衔 接
能 够 在 介 绍 中 国 传 统 技 艺 中 灵 活
运 用 词 性 转 换 。
能 通 过 语 境 记 忆 法 理 解 和 识 记 词
性 转 换 的 单 词 。
能 通 过 猜 测 和 可 视 教 具 体 会 英 语
构 词 中 的 词 性 转 换 。
课 时 目 标
能 运 用 词 性 转 换 改 写 句 子 。
03
04
01
02
M a t e r i a l s
W o r k s h e e t s
Te x t b o o k
Conversion is a word formation process
whereby a word of one class is shifted into a word
of another class without adding an affix.
Mum made a lot of jam for friends and relatives on Thanksgiving Day.
Dad said he could help can the can.
He could help can the can.
G u e s s
April Fool’s Day falls on 1st April. Although it is not recognized as an official holiday in any country, most people think it cool. On this day, people try every means to fool each other by playing tricks and at the end of ajoke, they announce the fool as the target. However, not everything can be joked about. Some may end up making people unable to cool down because they go too far. Since everyone looks like a cheat on this day, to be serious, some government officials have to add after their speeches “Please believe what we say today, we are not cheating.”
Words parts of speech you know meanings you know
phrases you know
fool
official
cool
joke
end n. 末端
at the end of
cheat
v. → n.
a. → v.
a. → n.
C o n t e x t u a l M e m o r y M e t h o d
01
02
n. → v.
Target words Parts of speech Meanings
Phrases
dye v. n. 把……染上颜色 染料
date n. v. 日期 始于（某一历史时期）
date back to 追溯到
plant n. v. 植物 种植
local a. n. 当地的，地方性的 当地人
local people 当地人
list n. v. 列表，清单，目录 把……列入
on…list 在……名单上 list sth. among sth. 将 ……列于……中
close a. v. 亲密的 使接近，使变窄
close to sth. 接近于
close the gap 缩小差距
Discuss the table of target words with your group members. Create a logic context to help you memorize the words.
G r o u p d i s c u s s i o n
Tie-dye is an ancient dyeing technique in China. According to historical records, this technique has a long history of over 1000 years.(1) The Bai people in Dali, Yunnan province, still maintain this traditional skill today. The material used for dyeing(2) comes mainly from a plant called isatis root, or Ban Lan Gen, which the local people(3) used to plant in the mountains near their homes. Now tie-dye has been on the list of(4) National Intangible Cultural Heritage. To preserve the technique, many cultural activities are organized to make the young get closer to this ancient folk art. (5)
1.
4.
5.
2.
3.
P r a c t i c e
You are a volunteer tour guide in a folk
museum. Prepare a mini-lecture about the
process of tie-dye.
M i n i - l e c t u r e
Correct grammatic mistakes and paraphrase the sentences, making concise and easily understood.
Search online for more information
Write a mini-lecture
need.
you
A s s i g n m e n t s
#
谢 谢 ！Unit4 Customs and Traditions 初高衔接词汇—词汇衔接 教学设计
课题：Conversion 课型：词汇 建议时间：40 分钟
一、活动设计与说明
1. 内容分析
本课时的教学内容来自于必修第一册第四单元 Vocabulary Focus 板块的第二部分 Word Formation: Conversion。主要是介绍英语中词性转换的构词方法。
该板块与本单元其它板块的连接点在于，作为引出教学内容的例句摘自本单元
Reading A 的阅读语篇，主要将词性转换分为四大类型：名词转换为动词、动词转换为名 词、形容词转换为动词和形容词转换为名词。教学内容以句子的形式出现，为学生学习和 理解词性转换提供了一定的语境。
2. 学情分析
在确定了本课时的课型和课题之后，设计者对于目标词汇进行了前期梳理。基于《上 海市初中英语学科教学基本要求》和《上海市高中英语学科教学基本要求》，设计者罗列 出了以下目标词汇。这些词从词性转换的类型来看分成了四大类，即名词转换为动词、动 词转换为名词、形容词转换为动词和形容词转换为名词。从初高中的学习要求来看可以分 为两类：一类是学生在初中学习阶段被要求掌握的单词，另一类是在初中学习阶段被要求 掌握的基础上，高中学习阶段对这类单词又有了进一步的词义及词性的拓展。表格体现了 初高中词汇学习的衔接性。
序号 Conversion 单词 初中要求 高中要求
1. n. → v. aim n. 目的； 目标 v. 瞄准；对准
2. award n. 奖，奖品 v. 授予
3. board n. 栏；板 v. 登，上（船、火车、 飞机等）
4. broadcast n. 广播节目 v.（收音机或电视）广播
5. cause n. 原因 v. 使发生；引起； 导致
6. dream n. 梦；梦想 v. 做梦；梦 想
7. end n. 末尾；终点；末端 v. 结束
8. fire n. 火灾；火炉 v. 开火； 射击
9. fool n. 傻子 v. 欺骗；愚弄
10. form n. 表格；形态；形式 v. 形成
11. guide n. 向导；指南 v. 引导
12. heat n. 热 v. 加热
13. joke n. 笑话；玩笑 v. 开玩笑
14. judge n. 裁判；审判员；法官 v. 判断；审判
15. land n. 陆地 v. 落；降落
16. line n. 排，行；线路 v. 排队
17. list n. 目录；清单 v. 列清单；列目录
18. litter n. 垃圾 v. 扔垃圾
19. mail n. 邮件；信件 v. 邮寄
20. matter n. 事情；物质 v. 有关系，要紧
21. notice n. 布告；通知 v. 注意到
22. process n. 过程 v. 处理；加工
23. record n. 记录；唱片 v. 记录； 录制
24. score n. 比分 v. 得分
25. shape n. 外形；形状 v. 做成某物的形状
26. smell n. 味道 v. 闻起来
27. smoke n. 烟 v. 抽烟
28. sound n. 声音 v. 听起来好像
29. speed n. 速度 v. 快速前行
30. spring n. 泉水；弹簧 v. 弹起
31. step n. 台阶；步；步骤 v. 迈步；踏上
32. taste n. 味道；品味 v. 尝起来
33. trouble n. 问题；困难 v. 使烦恼
34. volunteer n. 志愿者 v. 自愿做某事
35. wave n. 波浪 v. 挥手；招手
36. age n. 年龄 v. 变老；变旧
37. address n. 地址 v. 在（信封等）上写姓 名地址
38. balance n. 平衡 v. 称；掂量；权衡；使 平衡
39. base n. 基地；总部 v. 把……放置在基座 （或底座）上；把…… 建立在基础上；设立； 驻扎
40. block n. 一幢楼房；街区；大 块 v. 堵塞
41. can n.（罐等）一听 v. 把（食物等）装罐 （或听、瓶等）
42. desert n. 沙漠 v. 离弃，抛弃，遗弃
43. favour n. 帮助；好事；恩惠 v. 喜爱；支持
44. flash n. 闪；闪光；动画；转 瞬间 v. 闪（光）；一闪而过
45. flood n. 洪水；水灾 v. 淹没；泛滥
46. fuel n. 燃料 v. 加燃料；加剧
47. gain n. 获得 v. 收益；增加
48. group n. 组 v. 分组
49. guard n. 看守；卫兵；哨兵 v. 守卫；警卫；保卫； 看守
50. honour n. 荣誉；光荣 v. 尊敬；向 ……表示敬 意；给…… 以荣誉
51. interest n. 吸引力；兴趣 v. 使……感兴趣
52. iron n. 铁；熨斗 v. 熨，烫
53. mark n. 记号；分数 v. 作记号
54. market n. 市场 v. 销售；（在市场上） 进行交易
55. match n. 比赛 v. 敌得过
56. mistake n. 错误 v. 弄错；误解
57. monitor n. 班长；监视器 v. 监控
58. note n. 便条；笔记；纸币 v. 记录；注意
59. program n. 节目；程序；项目 v. 安排；编程
60. progress n. 进步；进展 v. 进步；行进
61. reason n. 原因；理由 v. 推理；理论
62. result n. 后果；结果 v. 导致；产生
63. root n. 根 v. 扎根
64. rule n. 规则；规定 v. 统治；管辖
65. sense n. 感觉，意识 v. 感觉到；意识到
66. shoulder n. 肩膀 v. 肩负
67. star n. 明星 v. 主演
68. text n. 课本；文本 v. 发短信
69. time n. 时期；时代；年代 v. 计时
70. touch n. 触摸 v. 感动；涉及
71. trick n. 小把戏 v. 欺骗；欺诈
72. view n. 风景；视野；看法 v. 观看；查看
73. voice n. 声音；嗓音 v. 发表意见
74. v. → n. cheat v. 欺骗；作弊 n. 骗子
75. debate v. & n. 争论，辩论；讨 论
76. desire v. 渴望；热切希望 n. 愿望；欲望
77. excuse v. 原谅 n. 理由，借口
78. gain v. 取得；赢得 n. 获得
79. graduate v. 毕业 n.（大学）毕业 生
80. leave v. 遗弃；丢弃；留下 n. 准假
81. lift v. 举起；抬起 n. 电梯
82. lock v.（用锁）锁上 n. 锁
83. match v. 与…… 匹配 n. 相配的人（或物）
84. mind v. 介意 n. 头脑；想法
85. paint v. & n. 油漆
86. park v. 停车 n. 停车场
87. pass v. 通过；传递 n. 许可证，通行证
88. pay v. 付钱，给……报酬 n. 工资
89. surprise v. 使惊奇 n. 令人吃惊的 事物
90. waste v. 浪费 n. 浪费；废品
91. act v. 表演；扮演 n.（戏）幕
92. lie v. 躺，平卧；说谎 n. 谎 言 v. 位于
93. drop v. 下跌；掉下；扔掉 n. 滴 v. 放弃
94. cover v. 覆盖；遮盖 n. 盖子； 封面 v. 涉及
95. cross v. 穿越 n. 十字；叉 adj. 交叉的；脾气坏 的，易怒的
96. beat v. 敲打 v.（心脏等）跳动 n.（音乐的）拍子，节拍
97. cycle v. 骑自行车 n. 循环
98. deal v. 对付 n. 数量；交易
99. express v. 表示；表达 n. 快车；快递
100. fall v. 落下；下降；倒下； 跌倒 n. 秋季
101. hit v. 击中；命中 n. 打击；得分；成功
102. match v. 与…… 匹配 n. 相配的人（或物）
103. move v. 搬动，移动；搬家 n. 移动；活动
104. rise v. 升起 n. 兴起
105. sail v. 航行 n. 帆
106. share v. 分享；分担 n. 份额
107. tie v. 系；打结 n. 纽带
108. turn v. 转变；变得；翻转 n. 轮流
109. a. → v. complete adj. 完整的；完全的 v. 完成，结束
110. cool adj. 酷的 v.（使）变 凉；冷却
111. correct adj. 正确的 v. 改正
112. empty adj. 空的 v. 倒空
113. equal adj. 平等的 v. 等于
114. fit adj. 健康的；合适的 v. 适合
115. own adj. 自己的；本人的 v. 拥有
116. welcome adj. 受欢迎的 v. 欢迎
117. blind adj. 瞎的 v. 使失明
118. calm adj. 镇静的；沉着的 v. 使镇定
119. clear adj. 清晰的；明亮的；清 楚的；晴朗的 v. 清除；清扫；（天 气）放晴
120. double adj. 两倍的；双的 v. 使加倍；加倍
121. further adj. 更远的，较远的；更 进一步的 v. 促进；推动
122. major adj. 主要的 v. 主修
123. narrow adj. 狭窄的 v. 变窄；缩小
124. a. → n. average adj. 平均的 n. 平均数
125. blank adj. 空白的；茫然的 n. 空白处
126. chemical adj. 化学的 n. 化学制品；化学品
127. chief adj. 最重要的；主要的 n. 长官；首领
128. daily adj. 每日的； 日常的 n. 日报
129. dark adj. 黑暗的；暗淡的；深 色的 n. 黑暗；暗处
130. detective adj. 侦探的 n. 侦探
131. human adj. 人的；人类的 n. 人
132. individual adj. 个人的；个别的 n. 个人
133. little adj. 小的；少的 n. 一点 点
134. local adj. 当地的 n. 当地人
135. major adj. 主要的 n.（大学中的）主修科目
136. middle adj. 中间的 n. 中间；中 央
137. native adj. 本国的；本地的 n. 本地人；本国人
138. official adj. 官方的；正式的 n. 官员
139. past adj. 过去的；不复存在的 n. 过去；往事
140. patient adj. 有耐心的 n. 病人
141. plastic adj. 塑料的 n. 塑料；塑料制品
142. public adj. 公共的 n. 公众
143. safe adj. 安全的 n. 保险箱
144. secret adj. 秘密的；保密的 n. 秘密
145. top adj. 最高的 n. 顶；顶部
146. total adj. 总计的；全部的 n. 总计；总数
147. underground adj. 地下的 n. 地铁
148. welcome adj. 受欢迎的 n. 欢迎
149. general adj. 大体的，笼统的；总 的 n. 将军
150. junior adj. 初等的，初级的；年 少的 n. 年少者，较年幼者； 年资较浅者 n.（大学）三年级学生
151. medium adj. 中等的；中号的 n. 媒介；传媒
152. senior adj. 较高的；年长的 n. 年长者；前辈；（大 学）四年级学生
3. 设计思路
本单元的主题围绕 Customs and Traditions 展开。该词汇教学活动是基于词汇知识版块 Conversion 而设计的。Conversion，即词性转换，是指在不添加词缀的情况下，将一种词性 的词转换为另一种词性的词的构词过程。
这堂课的设计理念是通过语境记忆法帮助学生识记具有多个词性的英语单词。设计者 将学习内容与单元主题相结合，在学习构词法的过程中，渗透了对于学生文化意识的培
养。
本课时的教学环节分为五个部分：
热身环节。设计者让学生猜测句意的方式引起学生对于教学内容的注意。通过卡通的 视觉辅助，而非直接给出答案，帮助学生自主确认他们对于句意的猜测。在要求学生思考 句中两个“can”的词性过程中，使学生感受词性转换的构词过程。
感受环节。设计者通过填表格的形式激活学生对于目标词汇fool, official, cool,joke, end, cheat 的词性、意义和相关短语的已有知识。然后，根据词性转换种类的不同将目标词汇分 类，进一步让学生感受英语词汇的词性转换知识。
思考环节。设计者结合单元主题，将目标词汇融于语篇之中，让学生体会在语境中理解 和记忆单词的词性、意义和用法，思考机械性记忆与语境记忆的不同。
实践环节。设计者让学生自己尝试用语境记忆法来识记目标词汇的词性、意义和用法。 然后，通过 paraphrase 的形式，对于学生的学习的效果进行自我检查。
巩固环节。设计者让学生自主拍摄介绍关于中国传统技艺——扎染的小视频。通过情境 创设，让学生在新的语境中巩固课堂所学的目标词汇和记忆方法。
二、教案
1. 学习目标
本课时的教学目标是:
1）学生能通过猜测和可视教具体会英语构词中的词性转换。
2）学生能通过语境记忆法理解和识记词性转换的单词。
3）学生能运用词性转换改写句子。
4）学生能够在段落表达中灵活运用词性转换。
2. 学习步骤
1. Warm-up
Step 1: Have students guess the meaning of the sentence: “He could help can the can.”
Step 2: Show a cartoon to students to confirm their guess.
Step 3: Ask students to figure out the parts of speech of the word “can” in the sentence.
Mum made a lot of jam for friends and relatives on Thanksgiving Day.
Dad said he could help can the can.
T: What’s the meaning of the sentence (Answers may vary.)
Here’s a cartoon. Let’s see whether your guess is right or not. Do you know the parts of speech of “can” in this sentence
Possible answers: (first “can”) verb, meaning “to preserve food by putting it in a certain container;
(second “can”) noun, meaning “ametal container” .
设计说明： 该活动为学习理解类活动。通过猜测句意，引起学生对于 can一词的注意。利用可视教具 （漫画）让学生直观地确认自己的猜测是否正确。在确认句意的基础上，要求学生思考和 判断 can 一词在例句中的词性，从而引出活动主题——词性转换。
2. Presentation
Step 1: Show a group of words to students and ask them to classify the words according to their existing knowledge (Worksheet One).
Step 2: Have students read a short paragraph and encourage them to learn it by heart. Step 3: Get students to reflect on the group of words and self-check their answers.
T: Are you familiar with these words Please fill in the table with the information you know about them.
Actually, these words have more than one part of speech. Can you classify them according to their type of conversion
Here is a short paragraph about April Fool’s Day. Please try your best to learn it by heart. Next, check the answers by yourself.
设计说明： 该活动为学习理解类活动。设计者所选择的目标词汇均为学生在初中学习阶段被要求掌握 的单词，这些单词在构词上都具有词性转换的特点。设计者通过填写表格和分类的形式激 活学生已有的知识。通过关于愚人节语篇的阅读和背诵，让学生通过亲身感受去比较机械 性或孤立地记忆单词与语境记忆法识记单词之间的差异，使学生意识到语境对于理解、学 习和运用目标词汇的作用。活动以学生为主体，教师只是起到了引导和启发的作用，是有 意识地在培养学生的元认知学习策略。
3. Practice
Step 1: Have students study the target words in the table. Remind students to memorize them through contextual memory method.
Step 2: Have students rewrite the passage by means of conversion to check their study effects.
设计说明： 该活动为应用实践类活动。设计者让学生自学六个目标词汇，并利用语境记忆法来理解和 识记这些目标词汇。设计者再以改写句子的方式帮助学生检验自己的学习效果，同时，也 给学生提供了新的语境来巩固目标词汇。
4. Production—Mini-lecture
Step 1: Have students search online for more information and prepare a mini-lecture about tie-dye.
Step 2: Encourage students to make a video clip introducing tie-dye.
Step 3: Get students to evaluate their performance according to the self-assessment (Worksheet Two).
设计说明： 该活动为迁移创新类活动。设计者通过让学生拍摄介绍中国国家级非遗——扎染的小视 频，帮助学生通过语境记忆法巩固该课时所学习的词汇。前期的改写活动，为改部分的活 动奠定了语言表达的基础，帮助学生建立起运用英语进行表达的自信心。在制作视频的过 程中，通过要求学生自主网上搜集信息，有意识地拓展学生获取学习资源的渠道。整个活 动的设计还旨在加深学生对于中国文化的了解，坚定文化自信。
