外研版 (新标准)八年级上册Unit 2 This year we practise more carefully.教案设计

这是一份外研版 (新标准)八年级上册Unit 2 This year we practise more carefully.教案设计，共5页。
课程名
This year we are training mre carefully. [Mdule 3 Unit 2 Grade 8]
课型
初中词汇学习策略指导课
Guidance n vcabulary learning strategies fr Junir students
教师
单位
年级
八年级
指导思想与理论基础
词汇教学是语言教学的有机组成部分,词汇是语言的建筑材料,掌握尽可能多的词汇是学好语言的基础。英语词汇数量庞大，机械记忆只能维持短期，依靠查字典获得新词也限制了词汇学习的空间。词汇学习如果不讲究策略，结果往往事倍功半。
只有充分理解的东西才能深刻的记忆，词汇学习首先应遵循语言习得的基本规律：语言产生和存在于一定的语境中，词汇在语境中才有相应意义，因此必须坚持“词不离句、句不离篇”的原则，把孤立的单词放在更大的语言单位如词块、句子和语篇当中，放在一定的情景和语境中，去学习和理解。围绕这一原则可引入两种典型词汇学习策略：一是构建词汇图谱（wrd map），让学生通过情景话题来联想词群，放在词谱中集中记忆，有助于词汇的巩固和长期记忆的形成；二是通过上下文语境进行猜词训练，引导学生用已知推导未知，可提高学生学习的主观能动性，并培养用英文思考的习惯。同时根据英语语言特点，可以适当引入构词法的相关知识，通过典型词缀含义的学习，帮助学生构建词库（wrd bank）,掌握快速记忆和拓展词汇的方法。
因此，在本节课的设计上，每个环节都以情境交际为主线，以词汇学习策略指导为目标，贯穿了词汇在语境中的认知、理解、吸收、消化和运用，一切教学活动都围绕“词不离境”这一指导思想展开。在词汇的内化过程中，特别抓住语言表达思维和情感的工具性作用，为学生创造使用英语表达和倾诉的欲望和兴趣，让学生在真实的交际、表达和互动中，学以致用。
同时，发挥多媒体在语言学习中的优势作用，利用各种线上资源，采用多种方式对词汇进行演示、讲解和操练。创设情景呈现单词,集词汇与声音、图像于一体, 生动直观, 能让学生尽快理解词义, 提高记忆效率。学习者通过建构视觉图像、听觉音响和书面文字信息之间相互关联的提示线索，帮助对记忆中储存的信息进行恢复和提取。
教材分析
本节课词汇教学所依托的文本是八年级上册第三模块(Sprts)第二课时Unit 2 阅读课文。本课以大明参加学校足球队训练为主题，文体上属于日记，作者在介绍所在校队积极备战今年联赛的过程中，使用到与足球运动相关的名词和动词（短语），和一些表达情感态度的形容词。本课生词数量丰富、涉及的话题集中，很多以词块（短语）形式出现，多数为有代表性的高频词汇，难易程度由浅入深。这些生词为词汇学习策略指导提供了良好的语料资源，能够在课堂呈现中使用不同媒介和方式，让学生体会词汇学习的规律和特点，从而对于词汇学习策略形成初步的认知。
同时，本课以广泛开展的足球运动为主题，便于激发学习兴趣，因为大部分学生都有喜爱的运动，并有组织、观看、参加班校各类体育比赛的经历，学生在词汇学习中可与实际生活经历相结合，并在知识目标达成的基础上，感悟竞技体育团队合作的精神和永不言败的态度，从而树立发挥所长、挑战自我的决心。
学情分析
本课的教学对象是天津实验中学八年级6班的学生，该班学生在英语学习上普遍有着浓厚的兴趣，能够积极按照老师要求跟进课堂，在英语的听、说、读、写方面已经奠定了比较坚实稳固的基础。一年半的初中英语学习使学生在词汇方面达到了一定数量的积累，也养成了在语境中认知、理解、记忆生词的科学方法和良好习惯。
根据学段特点，八年级学生在词汇学习策略方面，还处于模糊探求的阶段，尚未形成充分的认知。因此本节课的目标，就是通过大量词汇输入，帮助学生总结归纳不同类型词汇的学习方法，让他们通过实例，直观的感受词汇学习策略带来的效果，从而为以后的词汇学习和积累提供科学有效的方法，引导他们关注学习策略对学习效果的指导作用，逐渐培养策略意识。
同时，为了调动学生参与课堂，教学中需设计多种学习活动，融入听说读写译不同任务类型，采取个人独立完成、两人合作、小组合作等不同形式，按照从易到难的顺序推进，保证大部分学生能够顺利跟进，并针对学生在课堂上的表现，及时进行评价和激励。
教学目标
Knwledge:
T learn wrds and expressins related t ftball：fan, cach, play against, warm up, pass the ball, cheer n…ludly, beat, train, practice, pleased, careless, have a better chance f, feel mre cnfident t d.
Skill:
T be able t practice vcabulary learning strategies:
a) building wrd map related t a tpic with pictures and charts;
b) guessing the meaning f the wrds by the cntext;
c) learning wrds by understanding suffixes f “-ful” and “-less”.
Emtin and attitude:
T appreciate teamwrk and develp a better understanding f cmpetitin.
教学内容
本节课在我校英语组特色教学模式，即“基于情景交际的文化渗透式互动教学”方法的指导下，介绍了词汇学习的三种策略，帮助学生完成词汇学习目标：
策略一：设置情景构建话题语境，帮助联想词群。通过2014年世界杯决赛的情景导入，引出跟足球比赛相关的词汇，借助图片帮助学生迅速理解词义，然后构建词谱（wrd map），之后练习引入本班足球比赛的真实情景，让学生看图填空完成句子，检验学生对话题词汇的记忆效果。本部分词汇目标为：fan, cach, play against, warm up, pass the ball, cheer n…ludly, beat, train, practice.
策略二：依托语境猜测词义，理解词汇内涵。挑出课文中具有抽象含义的生词和短语，让学生通过上下文语境和段落大意来猜测词义，并通过英文解释、同义词反义词、图片、展示例句，英汉互译，小组对话讨论等形式，帮助学生深入理解词汇内涵，内化为自己的知识。本部分词汇目标为：pleased, careless, have a better chance f, feel mre cnfident t d.
策略三：通过构词法构建词库，拓展词汇积累。以本课生词careless为切入点，引出形容词尾椎-ful和-less的相关词例，通过发放词汇卡片和小组合作方式，让学生共同完成该构词法的理解和学习。本部分的词汇目标为：-ful的典型词例（有学生列举，如beautiful, clrful, wnderful, useful等），-less词例（发放词汇卡片小组学习：hpeless, helpless, painless, hmeless, useless, harmless）
最后，总结本课介绍的三种词汇学习策略，让学生使用所学词汇进行小组短剧扮演，内容不限，但必须使用本小组抽到的词汇，同时组内六人的角色在活动要求中有所规定，每组各个成员都要承担固定角色来完成表演。
教学重难点
1.核心词汇的理解：play against, beat, train, practice, careless, have a better chance f, feel cnfident t d
2.词汇学习策略的理解和掌握。
3.使用所学词汇表达相关经历。
教学方法
情景交际法，小组合作学习
辅助工具
多媒体设备, 板书，词汇卡片
教学过程 Teaching Prcedures
Prcedures
Teacher’s activity
Students’ activity
Purpse
Step1.
Lead in
Free talk: Invite students t talk abut their favrite sprt. Then intrduce the tpic f ftball and the learning gal f this lessn.
Shw a shrt vide abut the final match f Wrld Cup 2014. Then ask questins.
Brainstrm their favrite sprt and watch the vide.
Intrduce the tpic and the aim f this lessn. Help students think abut the pssible expressins they need t learn in this tpic.
Step2. Wrds related t the tpic
Activity 1 :
Intrduce wrds and phrases related t the tpic f ftball match with questins and pictures.
Ask the students t fill in a chart abut the wrds and expressins they just learned. Then check answers arund grups.
Activity 2
Shw the pictures f last year’s schl ftball match. Ask students t fill in the blanks with the wrds and phrases in the wrd map.
Try t understand and remember vcabularies with the help f the pictures.
Fill in the chart with the wrds and phrases related t the tpic. Then each grup take turns t give a different answer.
Recall last year’s schl ftball match with the help f the pictures and cmplete the descriptin f the match.
1. Guide students t learn the new wrds and phrases thrugh situatinal cmmunicatin with the help f pictures.
2. Help students build a wrd map f ftball with a chart.
3. Help students t cnslidate what they have learned and practice using the wrds and phrases in a similar situatin.
Step3. Wrds frm cntext.
Ask students t grasp the main idea f the text thrugh finding answers t 2 questins.
Ask students t fcus n the 3rd and 4th paragraphs t guess the meaning f 4 new wrds and phrases marked in red.
Activity 3
Speaking ut the English explanatins f the 4 wrds and phrases and ask students t d a quick match.
Give further explanatins f the 4 wrds and phrases by shwing pictures, asking questins, making sentences and cnducting dialgue in pairs.
Read the passage quickly and find the answers t the 2 questins.
Listen t the audi f the 3rd paragraph and the reading f the 4th paragraph by a fellw student. Try t guess the meaning f the 4 wrds and phrases.
Match each f the 4 wrds and phrases with the crrect English meaning given by the teacher.
Develp further understanding f the 4 wrds and phrases by cmmunicating with the teacher and wrking with the partner.
Recmmend an nline vide abut hw t build ne cnfidence and ask students t watch after class.
1. Help students frm a general idea f the passage and cnslidate the wrds and expressins leaned in Activity 1.
2. Help students grasp the crrect meaning f new wrds with the help f cntext clues.
3. Check students’ understanding f wrds in the cntext.
4. Help students extending their understanding f the wrds by eliciting mre ideas and thinking.
Step4. Wrd building rule f “-ful” and “-less”
Help students discver the meaning f the suffixes “-less” and “-ful” by asking questins.
Start a brainstrm abut mre examples f adj. with “-ful”.
Activity 4
Send each grup a flash card with an example adjective f “-less”. Ask them t discuss the meaning and make a sentence with it.
Invite each grup t shw their wrd and example sentence with the whle class.
Ask students t fill in the chart f a wrd bank.
Guess the meaning f “careless” by the cntext. Summarize the meaning f the 2 suffixes.
Brainstrm mre examples f adjectives with “-ful”.
Discuss in grups abut the meaning f the adjective given t them and try t make a crrect sentence with it.
Shw their wrd t the whle class and speak ut their example sentence.
Fill in the chart f wrd bank with suffixes f “-ful” and “-less”.
1. Help students summarize the meaning f the 2 suffixes and build a wrd bank f certain adjectives with “-ful”.
2. Help students cnduct active discussin abut the meaning f extended adjectives with “-less”. Prmte teamwrk in learning the new wrds tgether.
Step 5. Summary and rle play
Summarize the 3 strategies learned in this lessn. Recmmend sme useful websites fr mre tips n vcabulary learning.
Ask students t make a shrt rle play in grups f 6 with the wrds and phrases chsen by their grup. Give each grup member a different rle: intrductr f the wrds, the cach, player A and player B, fan A and fan B.
Invite students t shw their play. Cmment n the perfrmance f each grup.
Chse the ways they have learned t learn wrds quickly and effectively.
Wrk with their grup mates t cnduct the rle play.
Cme t the frnt and shw their perfrmance t the rest f the class.
1.Help students t cnslidate the strategies used in this lessn.
2.Create an imaginative situatin where they can practice the vcabularies and enjy the pleasure f teamwrk at the same time.
Hmewrk: Write a shrt stry abut a game r cmpetitin yu experienced in the past. Use the key wrds and phrases we learned in this lessn.