初中英语词汇教学案例

1、初中英语词汇教学案例一、案例背景词汇是构成语言的三大要素之一，是语言的基本材料，离开了词汇人们就无法正确表达思想。词汇教学在语言教学中占有重要地位，是英语教学中一项繁重而艰巨的任务。近年来，不少英语教师在词汇教学方面做了许多有益的尝试，并取得了令人可喜的成果，但同时还存在着许多的问题和不足，还不能达到词汇教学的最佳效果。二、教材分析本课时以How was your school trip?为中心话题，围绕着描述“过去发生的事情”展开，学习和运用一般过去时态的一般疑问句Did you go/see/buy？Was/Were there？询问过去的事件，让学生学会谈论和分享过去发生的事件。本课时的

2、教学内容由1a，1b，1c，2a，2b，2c六部分构成。三、学情分析初中学生的抽象思维能力较低，形象思维能力强，但注意力容易分散，而且曹老师与学生是初次见面，所以在本堂课教学过程中，老师注重启发引导，培养学生分析和概括能力的同时，更注重教学方法的灵活性，激发学生的学习兴趣，让学生易于接受，乐于接受。四、案例描述Step1:Warming upT: Hello, boys and girls, Look! Whats this? Whats in it? Oh! Four riddles.(打开其中的一个riddle)This is a place, you can see many anima

3、ls there, what place is it?S1: Zoo.T: Thats right. So you can win a prize.（老师在上课初用一小礼盒引出四个riddles，通过学生猜测前面3个riddles自然引出后面环节中需要用到的gift， zoo, supermarket, win, won, prize等单词.这样自然、流畅，水到渠成。）Step2: presentationT: You did well. What about the fourth riddle, who can read it?S1: This is a place. You can see

4、 lots of animals in the water. What place is it?S2: Aquarium.T: (多媒体上呈现一幅水族馆图)What do you think of the aquarium?S3: Its beautiful/interestingT: What kinds of sea animals can you see in the aquarium?S4: We can see a shark/seal/T: Lets have a look. What can we see?(多媒体呈现几幅shark seal等图片)。Oh, its a big/

5、small shark. They are sharks. Its one seal. They are two/three/many seals. Its an octopus. They are two/some octopuses.(老师借助于学生已知的形容词big、数词two、代词, , many等和本课新单词shark, seal, octopus结合起来操练，特别指出单复数，使词汇教学达到了活学活用“的目的。)T: Mr H likes octopuses. Because theyre delicious.(面向一个同学) Do you like octopuses? What

6、about her/him?(随意指向一男/女生)(octopus是本课时的难点单词，老师借助于不同人称，不同语气,不同句式在和学生闲聊的过程中对其加以落实，真正做到突破和落实了难点单词。)（接着老师向学生出示一纪念品）T: Look, Whats this? Its a starfish. Is it a real starfish? Oh, its a souvenir. This one is also a souvenir. So these are souvenirs. (souvenir也是本课的难点，老师借助图片中的starfish和手中的starfish进行对比，自然引出sou

7、venir)T: Well, I bought these souvenirs in Hangzhou Underwater World,.I went there last vocation. Did you go there?(学生分别用Yes, I did./No, I didnt回答.这同时也是本课时的目标句型。)(接着多媒体上呈现另一张水族馆图）There was also an aquarium. I saw many sea animals. Were there any dolphins/octopuses/starfishes? (老师在此复现了本课的新词，同时巧妙地引出了本

8、课的目标句型：was/ were there?)Step3: PracticeT: That was my last vocation. What about my daughter Lets have a look.(多媒体上呈现老师在横店影视城前所拍的照片) Where did she go?S1 She went to Hengdian Movie City.Its famous for making movies. Can you guess who she met there?S1: Did she meet Jack chen/Jet Li?T: Lets have a look.

9、 Who did she meet?(多媒体呈现姚明照片)S1: She met YaoMing there.T: What did she do there?S1: She got YaoMings autograph.T: So she was very happy, but I dont like YaoMings autograph. I like Jack Chens autograph. what about you ?（老师反复操练本课的难点单词autograph)What else did you do in Hengdian Movie City?(多媒体上呈现一系列生活照片

10、)Ss: She ate ice-cream/bought some souvenirs(生活中的照片直观、形象，学生很容易根据照片提示说出相应单词的动词过去式。（当其中一个学生谈到本课时的一个新单词hang out时)T: Oh, my daughter hang out with her teacher. (多媒体上呈现一个带有hang out的句子，以及关于hangout释义的3个选项，A、B、C) Oh, which one is right? Can you hangout with me?(同旁边的一个同学现场手挽手装出闲逛的样子)（老师在授hang out时，没有用简单的汉语说白

11、，而是让学生在一定的语境中自己去判断，并用相应的肢体语言来表达，真正达到词汇教学的最佳效果）Step4 DrillT: (指向多媒体呈现的系列照片)What did she do?Ss: She met YaoMing/got his autograph/bought souvenirs and hangout with her teacher.（在前面练习的基础上，让学生再次齐声说出一系列的单词或词组，既达到了落实重点单词的目的，又为后面语篇的输出奠定了词汇的基础。）T: That was my daughters school trip. What about her friend Tin

12、as school trip. Maybe she met YaoMing/had ice cream(老师做一个让学生一起说的手势,借此机会让学生将本课时的重点单词再次巩固，同时也为后面的听力环节扫清障碍.。)Step5 ListeningT: I think Tina took photos. What do you think?Ss: I think she went to the zoo/ate ice cream. (在听之前让学生再次将本课时重点单词借助于I think表达出来，既尊重了学生的个人选择，体现以人为本的理念，又活用了本课时的重难点)Step6: Have an int

13、erviewT: It was Tinas school trip, you have learned my daughters school trip and my last vacation, what about yours? Lets have an interview. If you want to interview your classmates, what questions can you ask?S1: Where did you go on last vacation?S2: What did you do last week?(多媒体上呈现本课时重点句型，然后老师和学生

14、一起将问题再次重复，为学生后面的采访活动扫清障碍。现场气氛非常热烈，通过小组合作的手段，老师让困难生在互帮互助的过程中共同进步。)T: Ok, Lets stop and give a report. These are the prizes for you if you can give us a good report.(prize也是本课重点单词，老师在前面多次提及。每一次汇报结束后，老师让汇报的学生自己选择奖品，学生对prize 的印象越来越深刻。)Step7 ConsolidationT: Ok, so you all had a good time on your school v

15、acation. What about my students? Before I came here, I also interviewed my studnets. I wrote a short article, but some words are missing. Can you help to finish the words?(老师在最后环节通过语篇的形式从口笔头上对本课时的重难点单词进行了有效的落实与巩固。)HomeworkInterview your parents about their last vacation , write a short passage about

16、 your interview and E-mail it to teacher.(老师让学生采访自己的父母作为家庭作业布置下来，从课内到课外，从口头到笔头同时落实了本课时的重点单词和句型，起到了一箭双雕的效果。)五、案例反思从上课伊始，到下课结束，老师的课就像一个精彩的故事，娓娓道来，韵味无穷；也像一部经典的电影，真情流露，耐人寻味。在课堂上，我们看到的是温馨的笑脸，和谐的气氛，自主的阳光，丰收的喜悦。下课了，观摩老师的掌声经久不息，上课的学生久久不愿离去。老师对本课时的词汇教学处理更是恰到好处，给我留下了深刻的印象，具体表现如下：（一）教师利用多种手段引出单词中学英语词汇教学的传统模式是：

17、教师先将生词写在黑板上，或让学生看课本上的词汇表，之后领读生词，最后让学生拼写并记忆生词。这种教学模式不仅方法单一，而且缺乏语境，学生学得快，忘得也快，这既不利于激发学生学习词汇的兴趣，也不利于发展学生的语言运用能力。本节课老师首先利用实物呈现了gift, prize, souvenir等单词，老师借助于选择题的形式和肢体语言的表演让学生对hang out含义的理解通俗易懂，同时，老师利用多媒体呈现照片或图画，创设了真实的语言情景，引出了本课时一系列的动词短语。多媒体的直观教学吸引学生的注意力，激发了学生的兴趣，有利于学生对词汇的理解和记忆。（二）教师分不同时段教学单词长期以来，许多教师在处理

18、词汇时没有合理力量，结果造成重点不突出，学生记忆负担过重，词汇教学效率低下。而老师在本节课上根据活动和任务的需要分步进行教学，在上课初的热身活动中，老师借助于实物和riddles引出了gift, prize等单词，在呈现知识的环节中，老师借助于多媒体引出了aquarium，shark, seal, octopus等单词，在操练的过程 ，老师又借假日情况引出augograph和hang out等单词。这样的词汇教学有助于分散难点，突出重点，有助于培养学生良好的词汇学习策略。（三）教师让学生在完成任务的过程中学会使用单词学习语言的目的在于运用。因此，在英语教学中，教师应该根据英语学习的特点，坚持“词不离句，句不离文”的原则，把所教授的新单词放在活生生的情境中去，在听说读写的训练