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牛津高二英语Book 5


Book 5_教案_U3_Word power_3-8

牛津高中英语教学设计
教 材:牛津高中英语(模块五)高二上学期 文档内容: 文档内容:教学设计—教案 单 元:Unit 3 Science and nature 板 块:Word power 作 者:贺惠芬

Thoughts on the design:
本课包含“前后缀”和“人体器官名称”两个部分的内容,从语言的价值上来说,前者 要更重要一点, 学生对于前后缀的掌握情况会直接影响到他们对于词汇句子的理解乃至篇章 的判断, 但是鉴于学生对于前后缀已经有了相当程度的学习和了解, 因此本节主要采取先温 故后知新, 先总述后拓展的策略进行展开。 本节设计了竞赛环节来刺激学生对于旧词汇的迅 速回忆,并在此基础上补充新的词汇。对于人体器官功能部分,由于词汇的“技术含量”相 对低,同样也是以旧带新,主要侧重于学生用英语展开思维来理解各器官的功能。本节设计 的两个活动, 旨在创造一种轻松的课堂气氛, 以趣味十足的方式让学生掌握并能够运用新学 的词汇,并锻炼学生用英语思维的能力。

Teaching aims:
After learning word power, the students will be able to: 1. have a better understanding of different meanings of prefixes and suffixes. 2. have a larger vocabulary with the help of prefixes and suffixes. 3. use specific words to describe human organs by means of comparison.

Teaching procedures:
Step 1 Lead in (PPT4-5) 1. Ask students to conclude some easy ways to double their vocabulary according to their years’ of English learning. 2. Introduce the intended answer by providing some examples so that students can be led to the answer “By using prefixes and suffixes” or by “cloning it” (just for fun). [Explanation] 鉴于学生已有比较长时间的学习英语的经历, 前后缀对于他们来说并不陌生。 以让他们总结 如何让自己词汇量加倍这一方法开始整堂课的教学, 从开放的问题到焦点的关注, 从悬念到 平实,让学生在瞬间产生好奇,并且在答案揭晓的刹那能很好得活跃课堂气氛,为后面的教 学做好铺垫。 Step 2 Prefixes and suffixes (PPT6-10) 1. Brainstorming. Ask students to list as many prefixes and suffixes as possible and write them down on the blackboard. Their answers can be more than what are listed on Page 46. If anything is left out, it’s teacher’s job to complement. Do brief explanation if necessary.

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Book 5_教案_U3_Word power_3-8

2. “I’m conquering.” It’s a game as well as a competition between boys and girls, which is intended to review some related vocabulary and help some students to enlarge their vocabulary. Rules are as the following: Students of either gender can take the initial to do the competition. For example, a girl student stands up first, picks any prefix or suffix and then says one word containing that suffix or prefix. Then boy students can’t not use that suffix or prefix any more because that field has been conquered. One student, one word a time. Boys and girls don’t need to take turns. It all depends on how fast their reaction is. But they have to make sure that following every suffix or prefix they have picked, there must be three different words. Then the side which conquers the largest field wins the competition. 3. After the competition, teacher can add some words which appear on page 46 but are missed out in their answers such as illegal and disrespect. Tip: 1) Some words take a hyphen (-) when a prefix is added. 2) We sometimes need to change the ending of a word before we can add a suffix. [Explanation] 本节所列的前后缀除了 pro-和 anti-之外,学生都很熟悉,让学生进行头脑风暴,在短时间内 迅速反馈以往学过的前后缀, 使学生产生一种成就感, 对于新知识的接受从情感和速度上都 有更好的效果。对于学生没有想到的前后缀,就相当于是新的知识,要由老师进行补充,进 行简单的解释即可。 “攻城略地”游戏改变了以往让学生写出同一个词缀尽量多的词汇这一 模式,评判标准更科学,参与性更强,对学生的团体合作精神也是很好的培养和激发。并且 让学生好像真的有在靠实力攻城略地的感觉, 随着他们的 “地盘” 越来越大, 竞争会更激烈, 课堂气氛也更好。教师在最后补充一些词汇,效果也更佳。 Step 3 Organs of the body (PPT11-17) 1. Lead students to turn their focus to organs of the body by concluding: Different suffixes and prefixes have their specific meanings and you will find it easier to recognize those seemingly new words coated with prefixes and suffixes. If we call these suffixes and prefixes “ORGANs” of the vocabulary, then the “ORGANs” of our body are also playing different roles and having different jobs to do. 2. Ask students to tell what human organs they have already been able to express in English. (Expected answers: liver, heart, etc.) 3. Introduce some of the major organs of the human body by presenting a picture with arrow illustrations. Ask them to tell what they are according to their positions. And introduce relative English words. Ask students to explain their functions in English. 4. Activity 1 Matching. Abstract five comparisons based on the passage on Page 47 and ask students to do matching and tell why. The reasons can be different from whatever presented in the passage. 5. Activity 2. Application. Ask students to read a short poem on organs and ask them to fill in the blanks according to different functions of the organs, which can also help students consolidate the vocabulary. 6. Time permitting, students can do their own writing as well. [Explanation] 本节出现的有关人体器官的几个词汇都不难,没有必要补充新的词汇。对 47 页上的那篇短 文进行了简化处理,提炼出 5 个比喻,让学生进行连线练习,为学生提供了想象和逻辑判断 的空间。 而后的另一个练习, 让学生运用已知以及新学的词汇结合他们对于几个器官作用的
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Book 5_教案_U3_Word power_3-8

理解进行诗歌的填空, 同样是对学生能力的一个提升。 课堂的气氛将在这时达到另一个小高 潮。若时间允许,可以让学生进行简单的诗歌仿写,甚至只要仿写一句话即可,激发学生运 用英语的兴趣。 Step 4 Summary (PPT18) Ask students to briefly report what they have learned today. [Explanation] 利用每节课的最后 2 分钟进行简单的内容总结可以加深学生识记印象, 也可以检测学生的掌 握程度, 同时也是教师自我检测的好时机, 以便于在后面碰上同样的课型时可以进行有效的 调整和改进。

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