河南省鄭州市第十八中學 段亞萍

人教版高中《英語》Book 3 Unit 5 Canada—“The True North”Vocabulary Learning教學設計

河南省鄭州市第十八中學 段亞萍

段亞萍，高級教師，第三屆全國中小學外語教師名師，鄭州市“優(yōu)秀教師”，鄭州市“五一勞動獎章”獲得者，鄭州市“巾幗建功”標兵；河南省教育廳學術技術帶頭人，連續(xù)多年任河南省中小學高級教師任職資格幾個地市的評審委員會委員，曾榮獲“第八屆全國中小學外語教師園丁獎”。

1.課例背景

隨著新一輪課程改革的深入推進，教學評價的方式也在悄然變化。2014年高考新課標卷取消了單選題，取而代之的是語法填空新題型。語法填空題淡化了語法，但注重對語篇和詞匯的考查。因此，如何擴大學生的詞匯量、培養(yǎng)其語言能力變成了英語教師目前的一個重要課題。

眾所周知，詞匯是語言知識的三個重要組成部分之一，是學生語言能力發(fā)展的基礎。因此，如何在課堂上教會學生快樂地學習單詞是英語教師面臨的重大挑戰(zhàn)之一。只有設計各種生動有趣的教學活動，為學生提供能反復使用所學單詞的教學情境，才能讓學生在感知和體驗中理解單詞，逐步掌握單詞的用法，最終實現(xiàn)語言知識的內化，發(fā)展綜合語言能力。

2.教材分析

本單元的中心話題是加拿大，通過記述李黛予和劉倩兩人去加拿大看望表妹的旅途見聞，為學生介紹了加拿大的一些基本情況，包括地理環(huán)境、主要城市的特點以及人文活動等。

本節(jié)課的教學任務是通過組織學生聽讀游記、看圖說單詞、學習構詞法、讀句子猜測短語的意思、根據(jù)單詞釋義說出某個單詞、單句填詞和寫作等教學活動，使學生掌握人教版高一《英語》Book 3 Unit 5第一篇閱讀A Trip On “The True North”中出現(xiàn)的單詞和短語的用法，為下一節(jié)閱讀課掃除生詞障礙。

3.學生分析

在學習人教版的初中教材后，學生大約掌握了1600個單詞。在學習完高中Book 1和Book 2教材后，學生的詞匯量在2000以上，具備了使用英語進行簡單交流的能力和用英語釋義的能力，為教師使用全英授課和學生使用英語做游戲打下良好的基礎。

4.教學設計

Learning aims:

1. Knowledge aims

At the end of the class, the students will be able to:

(1) understand the meanings of the key words and phrases; (2) know how to use the key words and phrases in the context; (3) know how to write a short trip diary using the words and phrases learned today

2. Ability aims

At the end of the class, the students will be able to:

(1) use paraphrasing or definitions to describe new words; (2) improve vocabulary learning through wordguessing games; (3) describe a recent trip by using new words

3. Emotional aims

At the end of the class, the students will be able to:

(1) be fond of traveling and find pleasure in learning words; (2) know how to cooperate with others and work in a team while learning

Important and difficult points:

(1) understanding teacher’s English explanations

(2) using English definitions to explain new words

(3) write a travel journal with new words as many as possible.

Teaching procedures:

Step 1 Warming up

Talk about a train journey across Canada.

①Where did I travel last fall? (Canada.)

②What can you see in the picture? (Maple leaves and an eagle.)

③How did I travel? (By train rather than by plane.)

④Which way did the train go? (Eastward.)

【設計意圖】通過展示四幅圖畫，把學生的注意力吸引到本節(jié)課的話題——加拿大上來，啟發(fā)學生說出本節(jié)課一些單詞和短語：Canada、maple、eagle、eastward、rather than等。采用教師本人旅行的照片，能夠激發(fā)學生的學習積極性，為下一步閱讀一篇旅行日記做好鋪墊。

Step 2 Present the new words by reading a travel journal

I made a trip to Canada last fall. I didn’t take much baggage because I stayed with my cousin who lives there. Crossing the whole continent was really exciting because Canada is surrounded by the Pacific Ocean and the Atlantic Ocean on both sides. The country measures as much as 9.8 million square kilometers in total, which slightly smaller than Europe.

After traveling for two days, I came to realize that Canada is quite empty because most Canadians live in the urban cities which lie within several kilometers of the USA border. It was amazing to see such a large country with so few people while I was traveling eastward.

On the way I caught sight of many animals, such as beavers, grizzly bears and eagles. The scenery was so beautiful that it took my breath away, especially the Rocky Mountains. I also learned that Canada is a multicultural country, where many different races managed to live in peace. Canadians have a gift for receiving new cultures. That is why it has attracted people from different parts of the world to come.

Canada is such a beautiful country that I hope to settle down there one day.

【設計意圖】教師自己撰寫了一篇旅行日記，為學生提供一個比較真實的交際語境，把課文中的生詞和短語呈現(xiàn)在日記中。通過聽讀日記，學生與本節(jié)課要學習和掌握的詞匯有“一面之緣”，初步體會新單詞和短語的含義。

Step 3 Learn words with the help of pictures

Let students guess the meaning of the new words with the help of the pictures:

Keys: ①border ②baggage ③continent ④scenery⑤urban ⑥chat ⑦measure ⑧surround ⑨harbour

① border n. A man is standing on the official line that separates Canada from USA.

② baggage n. The soldiers want to help the doctors with their baggage.

③ continent n. We can see seven continents and five oceans in the world.

④ scenery n. The scenery of the hilly area is very beautiful.

⑤ urban adj. I am fond of living in the urban area, not the countryside.

⑥ chat vi. Father doesn’t like Jim chatting with his online friends.

⑦ measure vt. A nurse is measuring a woman to find out how tall she is.

⑧ surround vt. Jackie Chan was being surrounded by the reporters.

⑨ harbour n. There are some ships in the habour.

【設計意圖】本環(huán)節(jié)的活動是讓學生根據(jù)圖片說出一個新單詞。借助圖片提供的語境，使學生聯(lián)想本節(jié)課要學的新單詞，并說出來。培養(yǎng)學生從圖片中獲取有效信息的能力，絢麗多彩的圖片能激發(fā)學生的學習興趣。

Step 4 Learn new words using affixation（詞綴法）

Affixation includes prefix and suffix.

multi + cultural = multi-cultural多文化的

multi- “多，多種，多個”prefix(前綴)　+ noun & adjective　 →adjective multi-　media媒體 　multimedia多媒體的multi-　national民族的　multinational多國的multi-　purpose目的　multipurpose多用途的multi-　storey樓層　multi-storey多層的

（2）后綴-ward放在名詞或副詞之后，表示“向……”

-ward“向……的”prep & noun　 + suffix（后綴）　　→adj. /adv. up　-ward　upward向上back　-ward　backward向后east　-ward　eastward向東west　-ward　westward向西

【設計意圖】本環(huán)節(jié)引導學生根據(jù)構詞法來記憶單詞，不僅除去了死記硬背單詞帶來的煩惱，減少了學生的焦慮情緒，而且提高了學習的趣味性，提升了學生的自信心。只要掌握了前綴和后綴的意義，學生就可以根據(jù)已知的詞根的意義猜出新單詞的詞意，達到事半功倍的效果。

Step 5 Learn the usages of some phrases

Ask the students to guess the meaning of the phrases according to the sentences.

(1) chat about _________

Susan chatted about her social life while studying in China. It was unforgettable.

(2) manage to do sth. ___________

The soldiers succeeded in getting the boy out of the ruins. =The soldiers managed to get the boy out of the ruins.

(3) catch sight of _____________

As soon as the mouse caught sight of the cat, it ran back to its hole quickly. =When the mouse saw the cat, it ran…

(4) have a gift for ______________

Mary has a gift for learning languages. =Mary is good at learning languages.

(5) settle down ______________

John settled down in London after he married Betty.

The speaker waited for the audience to settle down before he spoke.

【設計意圖】根據(jù)語境猜測生詞或短語的意思是中學生必須掌握的一項重要的學習技能，也是高考閱讀理解一種常見的題型。教師在學案中為學生提供了五個動詞短語的例句，讓學生根據(jù)句意猜測這些短語的意思并寫出來。只有經常引導學生掌握正確的學習方法，才能提高英語學習的效率。

Step 6 Play games

(1) Game 1: Ask the students to say a word according to the teacher’s explanation.

For example:

①on or onto a plane, a train or a ship: aboard

②a unit for measuring an area of land; about 4 050 square metres: acre

③a little: slightly

(2) Pair work: You describe it, I guess!

For example:

A: When you travel to a place, what do you want to see? B: Beautiful scenery.

A: Today it is a little hotter than yesterday? B: Slightly.

A: If I want to get a new dress made at a tailor’s shop, what will the tailor do first? B: Measure you.

【設計意圖】通過提供英語釋義讓學生說出某個單詞和兩人一起做游戲，鼓勵學生在游戲中使用所學語言，以便牢固掌握和記憶所學單詞。同時，在課堂活動中，學生們體驗到學習的快樂，提升了信心。此外，學生必須用英語來解釋某個單詞或為對方出題，培養(yǎng)了學生的英語思維能力和語言表達能力，達到一石三鳥之效。

Step 7 Fill in the blanks

Complete the following sentences using the suitable forms of the given words

border scenery baggage continent chat slightly measure

(1) If you want to travel abroad, you have to cross the __________.

(2) The passengers got their __________ checked before getting on the train.

(3) As is known to all, there are seven __________ on the earth.

(4) Some trees __________ over 90 meters in Canada.

(5) Mike enjoys __________ with his friends on the Internet.

(6) The ________ of the Great Lake is so beautiful that it attracts tourists from all over the world.

【設計意圖】上一環(huán)節(jié)是讓學生使用口頭英語進行交際活動，本環(huán)節(jié)加大了練習的難度。教師設計了選詞填空，為學生再次提供了使用單詞的語境。學生首先需要考慮應填哪個單詞，其次還需要考慮空格上應填該單詞的哪種形式。要求學生具備在語境中正確使用單詞的能力。

Step 8 Write a travel journal describing your trip

Example: Last month I traveled to Luanchuan with my friend. Rather than take the train, we took the bus to get there. I brought a lot of baggage because we stayed there for two weeks. On the bus, we chatted happily about what we saw on the way. As soon as we arrived, we began to explore the great mountains that surrounded the hotel. We caught sight of some flowers and small animals in the bush. The scenery was so beautiful that time passed quickly before we realized it.

【設計意圖】在學生進行單句填空的基礎上，逐步提高訓練的難度。課堂上進行短文寫作旨在引導學生運用本節(jié)課所學短語進行語言交際活動。從猜單詞到單句填空，再到語篇訓練，環(huán)環(huán)相扣、步步深入。引導學生運用所學詞匯進行模仿練習，寫一篇旅行日志，達到學以致用的目的。

Step 9 Homework

(1) Review the words which we have learned in this class. (2) Write a short traveling diary within 100 words.

【本節(jié)課的亮點】

（1）教學理念新，各種活動貫穿課堂

根據(jù)建構主義學習理論，知識不是通過教師傳授得到的，而是學習者在一定的情境下，借助教師和同伴的幫助，利用必要的學習資料，通過意義建構的方式而獲得。學習是在一定的情境，借助其他人的幫助，即通過人際間的協(xié)作活動而實現(xiàn)的意義建構過程。

本節(jié)詞匯課通過聽讀旅行日記、看圖說單詞、猜單詞、男女生PK、猜詞游戲、完成句子等聽、說、讀、寫活動使所學的詞匯反復重現(xiàn)，使學生在感知、體驗和應用中，逐步熟悉單詞的意義和用法，做到靈活運用。在課堂上，學生的眼、嘴、手、腦等各種器官參與學習活動，全身心暢游在學習詞匯活動中，把“苦學單詞”變成“樂學單詞”。

（2）選取精美的圖片，提升教學的趣味性

在導入環(huán)節(jié)，教師把學生的旅行照片做成視頻集錦，并把教師本人的照片嵌入到加拿大風景圖片中，迅速把學生的注意力引到旅行這個話題上，再巧妙地過渡到詞匯學習上。在學習生詞環(huán)節(jié)，選取9幅圖片讓學生說出新單詞。課堂上采用精美的圖片，可以充分調動學生的學習熱情，提高學習效果。

（3）自編教學素材，重視情境教學

教師自編一篇旅行日記，呈現(xiàn)本節(jié)課將要學習的單詞和短語，并且，請外教朗讀這篇日記，為學生提供了聽讀的教學資源，讓學生在具體的情境中感知和體會單詞和短語的含義，有利于提高學生的學習效率和學習興趣。

（4）訓練形式多樣，時效性強

本節(jié)課的訓練形式多樣，有口頭練習、單句填詞練習和短文寫作練習。最后的活動是讀教師寫的一篇欒川游記，然后進行仿寫練習，引導學生運用所學詞匯仿寫一篇旅行日志，再達到學以致用的目的。同時，通過撰寫旅行日記可以激發(fā)學生熱愛生活的情懷，培養(yǎng)學生正確的人生態(tài)度和價值觀。