一堂词汇课的教学设计

译林版牛津高中英语模块一Unit 1 School LifeWord power一、 课程类型：词汇课二、 教材分析：本次课是阅读课部分词汇的拓展与延伸，主要内容是：与学校设施相关的词汇以及问路方式的表达。通过这节课的展示与学习，增加学生英语词汇学习的趣味性，在一定的情境中学习并且灵活运用这些单词。三、 学生的学情分析：高一学生此时的知识能力仍然停留在初中阶段，教学中应在教授新知识的同时，让学生回顾旧知识，做到“温故而知新”。并且通过小组竞赛的方式，让学生融入到新的学习中，以积极调动学生英语学习的积极性。四、 教学目标： 1、知识目标 （1）、重点词汇：in other words ,among other things ,by and by ,have a vague or loose connection to/with ,kill the fatted calf, develop a high level of competence in communication skills (2)、重点句型：It comes from a story in the Bible, where a son returned to his family after among other things, and unless you recognize when an idiom is being used，you can easily misunderstand 2、能力目标：拓展学生的词汇，培养学生的知识运用能力。 3、情感目标：通过本次课的学习，帮助学生掌握日常情景交流技巧。五、教学重难点： 1、拓展学生的词汇，培养学生的阅读能力； 2、提升学生综合运用语言的能力，如交际能力、口语表达能力、写作能力等。六、教学过程： Step1: Lead in (1)The Mid-Autumn Day is coming. Are you excited about this traditional Chinese festival? What can you do during this festival? (2)Ask the students to find more words about The Mid-Autumn Day:(引导学生说出moon, mooncake, fullmoon等一系列单词)moon(月亮)+cake(蛋糕)=月饼 (通过熟悉的单词，让学生初步了解英语词汇的记忆法之一：联想法，并引起学生对今天所学内容的兴趣与注意力)(3)Ask students to answer this question:How many kinds of school facilities do you know in our school?(开放性的问题可以很好地活跃课堂气氛并且引入本次课的主题：new words about the school facilities)Step 2 individual presentation(1) share some pictures about school facilities and ask students to say them in English one by oneTeaching buildingDormitoryCanteenSchool hallSchool fieldCar parkLibraryStore(2) get the students to know more about school facilities:classroom lecture hall art room/ dancing room science laboratoryswimming poolmedical centregym gardenofficegolf course(告诉学生这些单词的英文意思的同时，带学生读一遍，以加深学生的印象，并纠正某些错音;然后让学生站起来一个一个地读) Step 3 group discussionAsk students the following two questions first and then conclude ways of asking the ways:(1) Do you have any difficulty of finding your way on the first day you came to this school?(2) If you dont know your way, how can you ask the way?（给学生几分钟的时间回顾一下初中已经学过的几种问路方式，并且通过小组竞赛的方式，调动学生学习和主动思考的积极性。最后教师负责在黑板上归纳总结）（3）Ways of asking the way:Excuse me,Can you tell me the way to?Which is the nearest way to?How can I get to/arrive at/reach?Where is the nearest.?Is there a near here?Step 4 how to read Wei Huas thoughts(1)Give the students about three minutes to read the short passage (Wei Huas thoughts) and then ask them to answer the question:Which route will she take? The red one or blue one?(2)Ask students to read the sentences one by one and then translate them and then conclude some expressions of describing directions and positions on the blackboard:Here Im atWalk towards/pastGo/walk betweenTurn left/rightGo/walk pastGo straightTake the first/second/third turning on the right.Turn left/right at the second turning.(在黑板上板书，一边问，一边答，为学生的整理好上课思路，明确本次课的重难点)Step 5 Consolidation and practice Draw some pictures about the layout plan of the school, and give students several minutes to think about how to describe the route from one place to the other. Then ask them to write down on their paper and ask several students to present their answers in groups.(锻炼学生的写作能力和口语表达能力，要求学生灵活运用以上词汇和句型描述位置，以期达到学习与运用相结合的目的)Step 6 Homework(1) Finish a composition on page 87.(2) Ask students to conclude more words about “school life”七、教学设计反思: 1. 课堂导入从日常生活中截取，贴近生活，使课堂富有亲和力。从中秋节的词汇联想过渡到本次课所学习的词汇记忆方法，与课文的衔接比较自然、合理，较好地激发了学生的兴趣。2. 课堂教学实行多样化的教学组织形式，既有小组展示，又有个体展示，调动了课堂气氛。 3. 本节课的讲授以学生为主体，教学生学会学习，并且在学习中学会思考，以充分调动其学习余思考的积极性。在听、说、读、写四个方面都对学生进行了训练，重点对学生进行了写作与口头交际能力的指导。 个人小结：