施瑋的教學(xué)設(shè)計(jì)

1、參賽內(nèi)容：高中必修1第5單元第2課時(shí)荊州市荊州中學(xué)施瑋工作簡(jiǎn)歷：2003年7月至今工作于荊州中學(xué)現(xiàn)教班級(jí)：高二（14）班、高二（21）班教學(xué)質(zhì)量自評(píng)：合格校辦聯(lián)系電話：07168495766個(gè)人聯(lián)系電話esson Plan of Unit 5 Nelson Mandelaa modern hero（第2課時(shí)）一、教材內(nèi)容分析覆蓋內(nèi)容：Discovering useful words and expressions教材分析：本課時(shí)教學(xué)內(nèi)容是閱讀與詞匯教學(xué)相結(jié)合，在閱讀材料的背景下學(xué)習(xí)本單元的重點(diǎn)詞匯和短語(yǔ)。前面進(jìn)行的課文閱讀教學(xué)、單詞和短語(yǔ)的中英文解釋是本課時(shí)可利用的基

2、礎(chǔ)。如何通過(guò)下定義、同義詞對(duì)比、分析語(yǔ)境、重點(diǎn)單詞的運(yùn)用、常見(jiàn)前后綴歸納來(lái)學(xué)習(xí)掌握新的詞匯項(xiàng)目是本課時(shí)的重點(diǎn)。二、教學(xué)目標(biāo)By the end of this class, the students will be able tolGrasp the meanings of the new words and phrases especially their English explanations;lLearn to discover the slight differences of two or more synonyms from their English explanations

3、instead of just from Chinese translations;lComplete the passage with proper words from the context.lUse some certain prefix and suffix to form new words.三、教學(xué)過(guò)程Step 1 Exercise 1. （18 minutes）1. Ask the students to go through the English explanations in Exercise 1, and then see if they can think of an

4、y words to fill in the blanks without scanning the passage in the first place. (single work)During this step, the teacher should make sure the students are not going to scan the vocabulary list to find the Chinese explanations. 2. Ask the students to scan the passage to find the words that mean the

5、same as the explanations. If they find different words from the ones they fill in, ask them to compare the words to see what the difference between them is. (single work)3. Ask the students to check their answers in groups and collect other students different answers. (group work)4. Ask the students

6、 to look the words up in the dictionaries which contain English explanations and find the correct answer by themselves. Meanwhile, ask the students to find some differences between the words they collected. (group work)5. Teacher may help the students to distinguish some synonyms according to their

7、English explanations if they have difficulty doing so, especially the key words and phrases, such as out of work, devoted, etc. If they cannot accomplish the task in the limited time, ask them to continue after class by themselves as their homework.During this step, the teacher should approach each

8、group, pick out several groups who did well in collecting some key words in their work, and then ask some students to explain the differences between those words in English to the whole class.【設(shè)計(jì)說(shuō)明：本環(huán)節(jié)主要是首先通過(guò)學(xué)生自主地分析單詞或詞組的英文解釋，課文查閱及小組同學(xué)間的對(duì)比，找出意思相近或易混淆的詞匯。接下來(lái)通過(guò)查閱詞典，找出這些近義詞或?qū)W生易錯(cuò)單詞詞組的英文解釋進(jìn)行對(duì)比，從而更好地理解和能根

9、據(jù)語(yǔ)境正確使用。但教師在此環(huán)節(jié)應(yīng)把握好重點(diǎn)詞匯與一般性詞匯的區(qū)分，提高課堂效率。非重點(diǎn)詞匯可鼓勵(lì)學(xué)生在課外進(jìn)行查閱。本設(shè)計(jì)的目的在于鼓勵(lì)學(xué)生多查閱字典，并著重于詞匯的英文解釋而非簡(jiǎn)單的漢語(yǔ)翻譯。從英文的解釋中看待近義詞或易混淆詞匯的區(qū)別。最后可以通過(guò)整個(gè)過(guò)程中的聯(lián)想、對(duì)比等方式掌握一個(gè)重點(diǎn)詞匯群?！縎tep 2 Exercise 3. (12 minutes)1. Ask the students to go through the passage in the Exercise 3 for the first time. Give them the two tasks: (single wo

10、rk)1) Get the main idea of the whole passage.2) Try their best to fill in some of the blanks from the context without scanning the words offered in the chart above.After the step, the teacher may ask some students to tell the others what the main idea is in class to see if they get a general idea of

11、 the passage. If not, the teacher should give them some help on difficult sentence patterns or some other difficulties which prevent the students from getting a better understanding of the passage.2. Ask the students to scan the words in the chart and then read the passage again. This time the stude

12、nts should be required to complete all the blanks in the passage. And then read the completed passage again by themselves to check if there is any problem. (single work) During this step, the teacher may write some tips for doing this kind of exercise on the blackboard. For example:1) Pay attention

13、to the context.2) Pay attention to the words syntactical functions and morphological features that help to determine a part of speech.3) Pay attention to the verbs tense and voice.3. Check the answers in groups. If they have different answers, give their reasons to each other. If they used some syno

14、nyms instead of the words given above during the first step, they may need to look them up to find the differences. (group work)4. The teacher may check the answers in class this time. Explain some difficult expressions and sentences to the students if necessary. For example:1) Like Nelson Mandela I

15、 was a lawyer who believed that all mankind is created equal. (Attributive Clause)2) Nobody was allowed to talk to me3) got worse4) , many people remember me as one of the first 5. Encourage the students to look some key words up in groups, and ask them to read and understand their English explanati

16、ons. The key words should be like: equal, attack, quality, vote, active, etc. (group work and the teacher may help if necessary)【設(shè)計(jì)說(shuō)明：本環(huán)節(jié)主要是要求學(xué)生通過(guò)語(yǔ)境在特定的語(yǔ)言環(huán)境中選擇和應(yīng)用最佳的詞匯。然后通過(guò)學(xué)生間的對(duì)比找出易錯(cuò)詞匯，進(jìn)一步通過(guò)查閱詞典英文解釋鞏固和理解單詞含義。教師適當(dāng)?shù)膹恼Z(yǔ)法角度如詞性，時(shí)態(tài)語(yǔ)態(tài)，難句結(jié)構(gòu)的分析等幫助學(xué)生提高答題技巧。】Step 3. Practice and summary. (6 minutes)The teacher

17、can give the students more descriptive sentences to help the students get a better understanding of some key words. For example:1) Guidance is help and advice.2) Legal is used to describe things that relate to the law.3) To attack a person or place means to try to hurt or damage them using physical

18、violence.4) Someone who is out of work does not have a job, or is unemployed.5) If someone is in trouble, it probably means that he or she is in a difficult or dangerous situation.6) If you say that people are equal, you mean that they have or should have the same rights and opportunities.7) If you

19、are hopeful, it means that you believe what you hope for will happen.8) Quality is something that people may have as part of their character, such as courage, intelligence, or loyalty.9) When you are answering someone and telling them what you really think or what the real situation is, you often us

20、e the phrase as a matter of fact.10) If you try to get help, advice, or sympathy from someone or by doing something, you may need to turn to somebody or something.11) People often show which person they want to elect or whether they support a particular plan by voting.12) Devote yourself to somethin

21、g is to do everything you can to achieve something or help someone.During this step, the teacher may first show these exercises on the blackboard or screen and ask students to finish them in pairs. Then check the answers in class. At last the students should be given 2 minutes to read them aloud.【設(shè)計(jì)

22、說(shuō)明：本環(huán)節(jié)主要是鍛煉學(xué)生用英文來(lái)解釋和理解重點(diǎn)單詞或詞組的能力，幫助學(xué)生做到用英語(yǔ)思考，讓語(yǔ)境說(shuō)話?！縎tep 4. Exercise 2 (8 minutes)1. Ask the students to observe the examples given in the chart and find the certain suffix. (single work)2. Ask the students to use the correct endings to form new words according to the examples. (single work)3. Check

23、 the answers in groups. Pay attention to some special form changes, such as: lonely loneliness, beauty beautiful, etc. (group work)4. Go over some prefix and suffix the students have learned before, such as: -er, -y, -ish, -less, -ed, -ble, -ty, un-, etc. The teacher may give some examples using the

24、 words in this unit. For example:un-: unfair, unkind; (a prefix often used in adjectives, adverbs and verbs, to show a negative, a lack, or an opposite.)-ish: selfish; (a suffix often used in adjectives of a particular place or person, or to show disapproval.)-less: selfless, endless; (a suffix ofte

25、n used in adjectives meaning without something, never doing something, or unable to be treated in a particular way.)-ed: devoted, interested, educated; (a suffix often used in adjectives to show something or someone having a particular quality.)-er: writer, fighter; (a suffix often used in a noun to show someone who does something or who is doing something.)-ble: terrible, horrible; (a s