楊影

課型 新授課（單詞部分）

課時1課時

一、學情分析

認知基礎(chǔ)：在初中學習的基礎(chǔ)上，高一學生已經(jīng)掌握了一些基本的詞匯學習方法并具備一定的詞匯量，而且能簡單用英語地表達個人觀點，但是就高中階段對閱讀的要求，他們的詞匯量非常有限。此外，他們對新詞的理解和運用上存在一定的問題。

二、教學內(nèi)容分析

詞匯在高中英語乃至整個英語學習中都起著舉足輕重的作用，橋梁和紐帶。但是在實際的日常學習中，學生對單詞的記憶和運用都存在很大的問題，導致英語學習的低效性。本節(jié)課是這單元的第一課時，學生要學習25個新單詞及7個重點短語的讀音，拼寫，意義和運用并探索有效的詞匯學習方法，任務(wù)比較重。

三、教學目標

依據(jù)新課程標準的要求和學生已有的知識結(jié)構(gòu)與認知水平，確定本節(jié)課的教學目標如下：

1、知識與技能：學習與野生動物保護有關(guān)的詞匯；能根據(jù)圖片以及上下文語境猜測生詞詞義并能用英語釋義解釋基本單詞；能靈活使用所學詞匯進行表達；探索有效的詞匯學習方法。

2、過程與方法。通過生動的圖片和典型的例句創(chuàng)設(shè)恰當?shù)恼Z言情境，來呈現(xiàn)新的詞匯，使之簡單明了，便于理解和掌握。并采用誘導式的教學方法，引導學生主動探究，總結(jié)概括，辨析相似的詞匯。合作、討論、競賽、寫作等活動培養(yǎng)學生自學、探究、想象、合作的意識與能力。

3、情感態(tài)度與價值觀。培養(yǎng)學生對保護野生動植物的意識，激發(fā)學生保護稀有動植物的熱情，最終目的是使學生理解：保護動植物，就是保護我們?nèi)祟愖约骸?/p>

四、教學重點與教學難點

重點：掌握一些基本詞匯的發(fā)音和拼寫，能靈活應(yīng)用重點詞匯，提高對自然保護的意識。

難點：探索有效的詞匯學習方式和簡單的構(gòu)詞法 ，提高學生的自學能力。

教學過程設(shè)計

Step1.Leading in

Predict the content of the unit

預設(shè)師生活動：

T： 1.Present the title of this unit and some pictures of rare animals.

2.Question ： Can you predict the content of the unit？

Ss： Express themselves freely

設(shè)計意圖：I can stimulate students to learn some new words of the unit.

Step2.Pronunciation competition

預設(shè)師生活動：

T： 1. Encourage students to practice reading by themselves.

2. Give students four minutes to prepare and divide them into four groups.

Ss： The competition begins. If ones pronunciation is right he can get one mark for his group otherwise the students in another group can get one mark.

設(shè)計意圖： Arouse students` interest and enthusiasm to involve in it and cultivate their cooperative and competitive abilities.

Step3：Important vocabulary study

1、T：Present some pictures and then use a sentence to describe them.

If pandas` habitat is threatened， their numbers may decrease.

Ss： Try to guess the meanings of the new words.

設(shè)計意圖： Improve their abilities of guessing and self-learning.

2、T： As to the key word——threaten， I give more explanation in detail. Through two interesting pictures， I show students two sentences.

（1） The orange threaten the apple to bite it.

（2）The boy threatened to kill the thief with his knife.

Ss： Try to draw a conclusion of how to use the word ---threaten.

設(shè)計意圖：Encourage them to learn how to draw a conclusion

3、T： Present one more picture in which a lot of tigers` fur are collected by people and then comes one sentence.

People kill tigers for fur， as a result the species are dying out.endprint

Ss： They can guess the three new words` meaning.

設(shè)計意圖：Cultivate their abilities of imagining， understanding and guessing.

4、T： Present two pictures. One represents a lovely bird and the other shows a strong man is shooting at it. Then follow three sentences ：

The bird is in danger. The man is dangerous.

Ss： Try to distinguish the similar words：danger and dangerous and learn how to use the phrases of protect from.

設(shè)計意圖：Encourage students to think on their own and learn to compare.

Step4.Practice

1、Who is my root？

T： Ask students to look at the table and ask： can you match the words with their roots as quickly as you can？

Ss： Try to match the words with their roots and think how to build up a new word.

protection endanger rubber loss laughter powerful importance

rubber protect danger power lose laugh important

設(shè)計意圖Help students remember the new words.

2、Who is my friend？

T： Ask students to match the proper words to make up phrases.

Ss： Match the words

（練習詞語搭配）endangered a nature a flying wildlife a new a millipede drug insect carpet protection reserve animals

設(shè)計意圖：Help students to use words properly.

3.Who am l？

T： Presenting some English explanations and the pictures concerned， I ask students to try to guess what the words are.

Ss：They think carefully and quickly and then volunteer to answer actively.

1.to go after animals to catch them or kill them （hunt）

2.able to control events （powerful）

3.do something to have a change（affect）

設(shè)計意圖：Some experts said foreign language learners should try to think in the foreign language. So the exercise indicates a good method of learning words.

Step5.Games

T： Give students some words in limited time and organize them to have a game of expressing and guessing just like the program hosted by Li Yong. And encourage a few pairs to do it.

Ss： One student tries to explain them in English or by body language but he cant refer to the words. Another student cant see the words and try to guess.

設(shè)計意圖：Students can improve their ability of expressing， analyzing and judging and grasp what they have learned better.

Step6.Summary and evaluation

T： Evaluate the whole class， especially the special groups or individuals.

Ss： The students evaluate themselves and evaluate each other.

設(shè)計意圖：Through evaluation， students can find out the problems in learning and consolidate what they have learnt.

Step7. Homework

Write a composition. They must use the new words as many as they can.

設(shè)計意圖：By doing it students can practice using the new vocabulary correctly and improve their writing skill.

Step8.Blackboard design

1. Find the root. 2. Find the proper word to match.

3. Guess words. 4. Have a game.endprint