高中词汇课教学设计.docVIP

Step I lead—in Skill one: the diversion of words’ part of speech Greet with a typical tongue-twister,一则英语绕口令和绕口令竞赛活跃课堂气氛 Lead-in tongue twister: 1. Greet with a tongue twister to the students and then let the students practice some tongue twisters. 2. Arrange a competition among the students. 1、 I wish to wish the wish you wish to wish, but if you wish the wish the witch wishes, I wont wish the wish you wish to wish. 2、How many cookies could a good cook cook? If a good cook could cook cookies? A good cook could cook as much cookies as a good cook who could cook cookies. Step II While—teaching Skill two: meaning--guessing Provide some examples to give more skill instruction in the skill of meaning—guessing and then practice it. 在学生课堂练习里设计融入各种词义猜测技巧：同义词，反义 词，定义猜测，标点符号，具体例子，利用上下文提示猜词义等。 Skill 3: Trunks词块学习法 1. List some trunks for the students to discuss, complete and find out the meaning. 2. Put the trunks in use in a short passage related to the central event talked ahead. 3. Work together with the students to list more trunks (uncompleted ones) related to this event. 4. Pair work: find the meaning of the trunks. Skill 4: affix 1. Give an example to show the way word—forming. 2. Help to make the students familiar with the skill. 高中阶段使用频率很高的词汇学习和积累法--词缀法，包括通过前后缀的变化，改变词性和词义。 Skill 5: Essay appreciation 1. Present an essay to the students audiovisual for appreciation. 2. Emphases new words and phrases contained. 1. 一篇优美的散文，学生在欣赏过程中体会到语言的优美。 2. 解释出现的生词和词组，归纳最后一种方法--阅读法。引导学 生优化手头的阅读材料，运用精读或泛读积累词汇。 Step III. Summary 1. Students recall all the skills displayed in the process and make a summary. 2. Write down the skills on the blackboard. Step V. Assignment Teacher has some exercise delivered to the students to discuss and finish after class. 词汇教学方法 1、趣味联想法。 2、故事讲解法 3、直观形象讲解法。 4、图示讲解法 词汇记忆策略 １、拼读记忆。 ２、联想记忆。 ３、分类记忆。 ４、卡片记忆。 ５、间隔重复记忆。 ６、回忆记忆。