Unit1-詞匯課-名師教學(xué)設(shè)計(jì)（一）

4/5Unit1詞匯課名師教學(xué)設(shè)計(jì)（一）Teaching

Design主要信息授課人：李楚珍課課型：詞匯課授課對象：高一4班授課時(shí)長：40分鐘教材分析1本單元的主題是Womenofachievement卓有成就的女性），話題與學(xué)生的現(xiàn)代社會(huì)生活的焦點(diǎn)有關(guān)，有利于幫助學(xué)生認(rèn)識(shí)和理解女性的社會(huì)地位。因此，文章中出現(xiàn)了較多關(guān)于成就方面的重點(diǎn)詞匯，詞匯具有較強(qiáng)的實(shí)用性。

2.在高中階段的詞匯學(xué)習(xí)中，詞匯的形式(form)，意義(meaning)及在具體語境中的使用(use)是重中之重。本課是基于思維導(dǎo)圖開展的詞匯課堂。課堂注重語篇意識(shí)的貫徹和邏輯思維的培養(yǎng)。因此，教師在重點(diǎn)詞匯的講解中引導(dǎo)學(xué)生對語篇的感知認(rèn)識(shí)，利用思維導(dǎo)圖引導(dǎo)學(xué)生學(xué)習(xí)詞匯。學(xué)生分析1.本教學(xué)對象英語水平在中上程度，學(xué)生英語的表達(dá)能力較強(qiáng)。

2.學(xué)生屬于教師的校本課題“基于思維導(dǎo)圖的高中詞匯課堂的行動(dòng)研究”下的實(shí)驗(yàn)對象。他們接受過系統(tǒng)的思維導(dǎo)圖制作和使用的培訓(xùn)，對思維大圖有基本了解。

3.班級(jí)學(xué)生在小組合作的形式下開展了必修3的5個(gè)單元的詞匯學(xué)習(xí)，對基于思維導(dǎo)圖的詞匯學(xué)習(xí)有了認(rèn)識(shí)，并取得了較好的效果。理論依據(jù)1.皮亞杰(1965)的認(rèn)知發(fā)展理論：認(rèn)知結(jié)構(gòu)指的是思維或行為動(dòng)作的一中組織化的模式，個(gè)體通過建構(gòu)這樣的模式去解釋與自己相關(guān)的經(jīng)驗(yàn)。因此，以詞匯意義建構(gòu)的思維導(dǎo)圖是基于學(xué)生對詞匯的理解和自己的學(xué)習(xí)經(jīng)驗(yàn)而建立起來的2.認(rèn)知語言學(xué)的意象圖式(imageschema)：當(dāng)學(xué)習(xí)者接受新信息或認(rèn)識(shí)新事物時(shí)，總是將新事物與已知的概念通過大腦的能動(dòng)反應(yīng)聯(lián)系起來，激活先前的已知知識(shí)。教學(xué)目標(biāo)1.語言知識(shí)目標(biāo)

（1）學(xué)生能學(xué)習(xí)該單元重點(diǎn)詞匯的形式，意義和在具體語境的用法。

（2）學(xué)生能在思維導(dǎo)圖的基礎(chǔ)上，通過詞匯的“搭配”、“聯(lián)想記憶”、“一詞多義”和“構(gòu)詞詞綴”擴(kuò)展和深化詞匯的學(xué)習(xí)。2.語言技能目標(biāo)：

（1）學(xué)生能通過語篇故事的邏輯使用和記憶詞匯。（2）學(xué)生能使用思維導(dǎo)圖的方法深化和拓展重點(diǎn)詞匯的搭配使用等。3.學(xué)習(xí)策略目標(biāo)：學(xué)生能接受有效的詞匯策略培訓(xùn):

運(yùn)用猜測，由下而上歸納的學(xué)習(xí)策略，來理解和掌握所學(xué)單詞。4.情感態(tài)度目標(biāo)：（1）學(xué)生能在真實(shí)的情境和多模態(tài)的教學(xué)中感受詞匯的運(yùn)用。（2）學(xué)生通過有效的故事情節(jié)和思維導(dǎo)圖，幫助學(xué)生降低詞匯學(xué)習(xí)恐懼和負(fù)擔(dān)。（3）學(xué)生可以進(jìn)行小組合作，提高合作創(chuàng)新精神。（4）學(xué)生能在民主的教學(xué)活動(dòng)中通過自己創(chuàng)建故事情節(jié)進(jìn)行其他詞匯的遷移學(xué)習(xí)，提升創(chuàng)新的能力和思維品格。方法及教具1.多模態(tài)教學(xué)；小組合作學(xué)習(xí)法；情景法

2.多媒體設(shè)備、黑板、思維導(dǎo)圖Steps

ActivitiesPurposeStep1

Warming-up(1min)T.

introduces

the

group

who

won

the

“most

beautiful

mind

map”

and

the

topic

of

this

lesson.Prepare

Ss.

for

the

new

lesson.

Step2

Presenting

words(4mins)Students

play

a

fairy

tale

with

mind

map,

which

includes

the

key

words

of

unit1.

(argue,

intend,

carry

on,

look

down

on,

support,

refer

to,

observation,

achievement)1.

Get

Ss.

to

know

the

key

words

in

a

story

and

a

mind

map.2.

Prepare

Ss.

to

know

the

mind

map

made

in

the

meaning

of

words.

Step3

Words’

learning

and

practice

(30mins)Learn

&

Make

the

Mind

Map(form)

according

to

words’

patterns(8mins)1.

Ss.

learn

“argue”

in

through

a

video.

2.

T.

guides

Ss.

to

play

a

game

and

learn

to

summarize

the

patterns

of

“argue”

in

a

mind

map.

3.

Ss.

learn

to

make

a

mind

map

about

“intend”

according

to

the

patterns

summarized

through

the

sentences

in

group.

1.

Enable

Ss.

to

learn

words

in

the

real

situation.

2.

Get

Ss.

to

summarize

the

patterns

of

words

in

a

mind

map.

Learn

&

Make

the

Mind

Map(form)

according

to

words’

association（聯(lián)想）(8mins)1.

Ss.

learn

carry

in

through

a

video.2.

T.

guides

Ss.

to

play

a

game

and

learn

to

summarize

the

phrases

about

“carry”.

3.

Ss.

learn

to

make

a

mind

map

about

“l(fā)ook”

according

to

the

associative

memory

in

group.

1.

Enable

Ss.

to

learn

words

in

the

real

situation.

2.

Get

Ss.

to

summarize

the

phrases

related

to

words

in

a

mind

map.Learn

&

Make

the

Mind

Map(form)

according

to

polysemy

(一詞多義)

(7mins)1.

Ss.

learn

“support”

in

through

a

video.

2.

T.

guides

Ss.

to

summarizemeanings

of

“support”

in

a

mind

map.

3.

Ss.

learn

to

make

a

mind

map

of

“refer

to”

according

to

the

polysemy

in

group.

1.

Enable

Ss.

to

learn

words

in

the

real

situation.

2.

Get

Ss.

to

summarize

the

polysemy

in

a

mind

map.Learn

&

Make

the

Mind

Map(form)

according

to

word-forming

suffixes（構(gòu)詞詞綴）(mins)1.

Ss.

learn

“observe”

in

through

a

video.

2.

T.

guides

Ss.

to

summarize

nouns

with

“-tion”.

3.

Ss.

learn

to

make

a

mind

map

of

different

suffixes

of

nouns

in

group.

1.

Enable

Ss.

to

learn

words

in

the

real

situation.

2.

Get

Ss.

to

summarize

the

nouns

of

different

suffixes

in

a

mind

map.Step4

Summary

(5mins)1.

T.

helps

Ss.

summarize

4

ways

of

making

mind

maps

in

words’

form.

2.

T.

help

Ss.

recall

the

story

of

words

in

a

mind

ma