结合教学案例反思高中英语词汇教学
作者:孙红霞
来源:《学周刊·上旬刊》2014年第10期
有人说:没有语法,只有词汇,人们还是可以讲英语;但是如果没有词汇,只有语法,人们则无法开口。可见,词汇在英语学习中的地位是极其重要的。随着新课改的进行,高中阶段的词汇比原来旧课改教材中的词汇多出了很多,学生的负担也重了不少,但学习的时间却是有限的。如何提高掌握词汇的效率呢?为了让学生更好地理解和运用所学词汇,笔者不断探索,努力创新。下面是笔者对选修八Unit 4的词汇教学案例以及教学反思。
教案:
Teaching Plan for the Language points in the first reading passage in Module 8 Unit 4 Pygmalion 教学目标:1.让学生掌握与rain, help, trouble, betray, condemn等相关的短语。2.让学生能正确使用省略和what if。
教学重难点:怎样把以上的这些词和语法有效地串起来,让学生能正确地使用这些词和语法。
教学方法:情景教学法
教具:多媒体,黑板
教学步骤:
Step1: Lead-in
Lead the lesson in by a puzzle: It looks like thousands of thousands of threads (线), but when it falls into the river, it disappears.(Key: Rain)
设计意图:通过猜谜语导入新课,这极大地调动了学生的积极性和好奇心。学生很想知道这节课的内容是什么。而谜底“雨”是Pygmalion这篇文章的一个重要情景,“rain”这个单词有关的短语也是学生需要掌握的。
Step2: Language points
T: Can you find different ways to describe the raining weather in the text?
Ss: It is pouring with rain.
It is raining heavily now, isn’t it?
T: Can you tell me more expressions including the word “rain”?
Ss: It rains cats and dogs.
It never rains but pours.
Summary:
雨 下着大雨It is pouring with rain. (Line2) It never rains but pours.It is raining heavily. (Line21)It rains cats and dogs. 躲雨 Hide from the rainShelter from the rain.
T: While watching, he makes notes. (Line 9)
Now once taught by me, she’d become an upper class lady. (Line 45)
Once educated to speak properly, that girl could pass herself off in three months as a duchess at an ambassador’s garden party. (Line 50)
教师让学生观察以上句子并总结省略句的两种情况:
1.当从句的主语和主句的主语一致,并且从句中有be动词时,可以省掉从句的主语和be动词. 2.当从句的主语是it并且含有be动词,可以省掉从句中的it和be动词)
T: When some students did something wrong and their headteachers told them to ask their parents to come to the teachers’ office, they just passed the strangers off as their parents. Do you think it is good for them to pass the strangers off as their parents?
Ss: No. It is not good.
T: You are students. It is natural to make mistakes. Just be brave to admit mistakes and try to avoid similar mistakes.
T: Do you have any questions about what we’ve learnt? If any, don’t hesitate to ask me. I will help you without hesitation. Never hesitate to ask questions.
设计意图:通过一个个生活中的情景和食品问题等事例把一个个的词和短语串起来,让整堂课在一个轻松愉快的连贯的语境中上完,让学生觉得这堂课好像是在将故事一样。 Step 3: Consolidation
1. Checking your memory.
教学方法:
(1)根据以上学习的英语短语说出它们的汉语意思,根据汉语意思说出对应的英语短语。
(2)故事接龙。(在小组内完成故事接龙,要求尽可能地用以上词组编写一个有趣的故事,并在小组内把故事完善,最后在全班展示)
2. Complete the following exercises.
(1)He is not very confident and always _____ before making a decision. (B)
A. considers B. hesitates
C. reflects D. waits
(2)The local government has been ____ for failing to deal with the problem of the homeless.
(A)
A. condemned B. cancelled
C. contracted D. condensed
(3)In order to cheat others, some unkind men often ____ themselves off as PLA men.
(A)
A. pass B. take
C. make D. dress
(4)_________________________ if you need such help again.(hesitate)
要是你需要这种帮助,务必联系我。(Key: Don’t hesitate to contact me)
(5)-We are going to hold a sports meeting tomorrow.
-___________________?(if)
——我们打算明天开运动会.
——要是下雨该怎么办?
(Key: What if it rains)
(6)It is surprising that the headmaster of the school should be found guilty and
________________________. (condemn)
令人吃惊的是,这个学校的校长被发现有罪并被判十年监禁。
(Key: condemned to 10 years in prison)
(7)He is a person_________________ for money.(betray)
他是个为钱而出卖国家的人。
(Key: betraying his country)
教学反思:
《英语课程标准》要求,在英语教学中,教师要开发学生智力,培养学生观察、记忆、思维、想象等能力。在课堂教学中,应该由学生自己去观察、发现、记忆、理解、思考、归纳和总结词汇的规律。
本堂词汇教学根据新课程标准的要求和本着“词汇教学情景化”“词汇教学生活化”“词汇教学时事话”的教学原则,整堂课形成了一个有机结合的整体,娓娓道来,极大地调动了学生的学习热情,学生参与面很大。学生通过不同的情景来体会相同词汇的不同意义和归纳不同词汇的用法,通过练习来强化学生的理解,通过把整个课编成一个整体来帮助学生回忆和记忆,通过让学生运用所学词汇编写故事来感受词汇魅力和巩固词汇。英语故事接龙事实上也是一种合作学习,通过合作学习来培养学生的合作精神和成就感。
(责编 张亚欣)