Unit1-詞匯課-名師教學設(shè)計（一）

4/5Unit1詞匯課名師教學設(shè)計（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），話題與學生的現(xiàn)代社會生活的焦點有關(guān)，有利于幫助學生認識和理解女性的社會地位。因此，文章中出現(xiàn)了較多關(guān)于成就方面的重點詞匯，詞匯具有較強的實用性。

2.在高中階段的詞匯學習中，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。本課是基于思維導圖開展的詞匯課堂。課堂注重語篇意識的貫徹和邏輯思維的培養(yǎng)。因此，教師在重點詞匯的講解中引導學生對語篇的感知認識，利用思維導圖引導學生學習詞匯。學生分析1.本教學對象英語水平在中上程度，學生英語的表達能力較強。

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

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

（1）學生能學習該單元重點詞匯的形式，意義和在具體語境的用法。

（2）學生能在思維導圖的基礎(chǔ)上，通過詞匯的“搭配”、“聯(lián)想記憶”、“一詞多義”和“構(gòu)詞詞綴”擴展和深化詞匯的學習。2.語言技能目標：

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

運用猜測，由下而上歸納的學習策略，來理解和掌握所學單詞。4.情感態(tài)度目標：（1）學生能在真實的情境和多模態(tài)的教學中感受詞匯的運用。（2）學生通過有效的故事情節(jié)和思維導圖，幫助學生降低詞匯學習恐懼和負擔。（3）學生可以進行小組合作，提高合作創(chuàng)新精神。（4）學生能在民主的教學活動中通過自己創(chuàng)建故事情節(jié)進行其他詞匯的遷移學習，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；小組合作學習法；情景法

2.多媒體設(shè)備、黑板、思維導圖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