外研版八年级英语上册Module 3 Sports. unit2 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
教师
单位
年级
八年级
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.
Homework:
Write
a
short
story
about
a
game
or
competition
you
experienced
in
the
past.
Use
the
key
words
and
phrases
we
learned
in
this
lesson.
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NUMPAGES