vocabularyWord格式文档下载.docx
《vocabularyWord格式文档下载.docx》由会员分享，可在线阅读，更多相关《vocabularyWord格式文档下载.docx（10页珍藏版）》请在冰豆网上搜索。
Teachingprocedures:
StepI:
Revision
T:
Boysandgirls,yesterdaywelearnedMillieandSimon’sletters.Asweallknow,teenageperiodisatimeofmanyproblems.CanyoulistsomeofMillie’sproblems?
S1:
Sure.Millie,aGrade9student,hasalotofhomeworkeveryday.Sheoftenstaysuplatetocompletetheexercisesandfeeltiredthenextday.Besides,sheevencanhardlyfindtimeforherhobbies,whichmakeshersad.
Great.Milliereallysuffersalotfromit.Wouldyoupleasehelpherout?
Giveheryouradvice.
S2:
Inmyopinion,it’snecessarytogiveupourhobbiesinordertofinishourhomework.Isuggestthatshedosomeoftheimportantandleavesomethinglessimportantbehind.
Well,itsoundsreasonable,butnotpractical.What’syouropinion?
S3:
Ithinkifwecanplanourdaycarefully,we’llfindtimetodowhatwewanttodo.
Canexplainitmoreexactly?
Imeanwecanmakealistofallthehomeworkwehavetodo.Thenworkouthowmuchtimeweneedtocompleteitall.Thiswillgiveusanideaofhowmuchfreetimewehave.
Goodidea.Carefulplanningdoeshelpusalot.Thanks.Sitdownplease!
[设计说明]语言学习过程中，学习者始终要同遗忘作斗争。
通过老师的提问，让学习者回忆上堂课所学内容——两封书信。
通过让语言学习者尝试回忆Millie或Simon的问题，并引导学生尝试分析问题并协助解决问题，激发了学习者的兴趣，巩固复习了所学内容，为新授课做准备。
StepII:
Leadin
Justnow,werevisedwhatwelearnedyesterday.Doyouknowtheword“revise”here?
Youplease.[板书：
revise]
S4Sorry,Idon’tknow.
That’sallright.Sitdown,please.NowI’dliketoexplainittoyou.Forexample,youhaveanexamtomorrow,soyouhavetofindtimetoreviseyourlessonstoachieveahighmark.Doyouknowitsmeaningnow?
Ss:
Yes.
S5,wouldyoupleasetellme?
S5:
OK.“Revise”heremeans“togoover”.
Verygood.Yougotit.Sitdown,please.Nowpleasereadafterme.
[设计说明]教师通过问题的方式巧妙地引出本课唯一的生词“revise”。
通过板书进一步“突显”该词。
当学习者不能理解该词词义时，教师不是直接给出中文词义，而是通过创设语言情境，让学习者在语境中领悟词汇的意义。
另外，因为“语言是有声的”，所以教师有必要领读生词，让学习者建构“音义”和“形义”的联系，在头脑中形成概念。
StepIII:
Presentation
Atask:
Pleasehelpmeout.
Tomorrowismydaughter’sbirthday.However,Ihaven’tgotanyideawhatIshouldgetforherasagift.Canyouhelpmeout?
S6:
Ithinkyoushouldgetadollforher.
Shealreadyhasgotalotofthem.IfIgetanotherdollforher,shewillgetunhappy.
S7:
Inmyopinion,youshouldgetatoypianoforher,formostofthegirlslikemusic.
Sinceshehasgotatoyviolin,shemayfeelboredtohavesimilarone.
S8:
Isuggestthatyougettoycomputerforher.
That’sagoodidea.Ifshegetsone,shecangetalotofinformationfromit.Iamsureshewilllikeit.Thankyouforyourgoodidea.
Yourarewelcome.
Anactivity:
Listening
Boysandgirls,inthisperiod,wearegoingtolearnthesection:
Vocabulary.First,IwouldlikeyoutolistentoaconversationbetweenAandB,andthenanswerthefollowingquestions:
1.Whatistheweatherliketoday?
2.WhatarethepossibleresultsofB’snotfinishinghishomework?
Listeningmaterial:
A:
What’stheweatherliketoday?
Whataboutthefollowingmonths?
B:
It’salittlecooltoday.Itwillgetcolderandcolderinthefollowingmonths.
Yes,it’sgettingcolder,soifyougetupearlyinthemorning,youwillfeelverycold.Iadviseyoutoputonmoreclothesthanbefore.Well,whataboutyourlessonsthesedays?
Doyoustillgetalotofhomework?
Oh,whatapity!
Butifyoudon’tpracticewriting,youwillgetlowmarks.Maybeatthattimeyourparentswillgetangrywithyou,andyouwillgetsad,too.
Now,let’schecktheanswers.S6,pleasetellmeyouranswers.
S9:
It’salittlecoldtoday.AndifBdoesnotfinishhishomework,hisparentsmaygetangrywithhimandhewillgetsad.
Excellent.
[注意：
呈现语言材料，让学习有困难的学习者发现问题所在。
同时，在与“get”有关的词快下加下划线，突显这些短语。
]
Readthephrasestogetherandunderstandtheirmeans.
getcolderandcolder系动词=become
getalotofhomework实意动词=have
getlowmarks实意动词=achieve
getangrywith系动词=become
getsad系动词=become
[设计说明]通过设置听力活动，改变语言输入的方式。
同时，在输入中大量出现与本课核心词汇“get”相关的短语，让学习者在高频率的输入中进一步接触新的语言现象，不断感知，加深印象。
呈现和朗读短语有助于学习者进一步理解“get”作为实意动词和系动词的用法。
StepIV.Practice
Differentmeaningsof‘get’
Pairwork:
Makeupadialoguewithyourpartneraccordingtothegivenpictures.
Model:
S10:
HowdoesAmygotoschool?
S11:
Shegoestoschoolbygettingabus.
WhendoesAmygethome?
Shegethomelate.
WhydoesAmygetangry?
Becauseshegetsalotofhomework.
WhydoesAmyworksohard?
Becauseshewantstogetahighmark.
Now,pleasedoPartAonpage48.Thenchecktheanswers.
Whatdoestheword‘get’ineachsentence?
S12:
getabus=takeabus;
S13:
getangry=becomeangry
S14:
getahighmark=achieveahighmark
S15:
getalotofhomework=havealotofhomework
S16:
gethomelate=arrivehomelate;
S17:
getaletter=receivealetter
[设计说明]通过让学习者根据所给图片编对话的形式，“重组”或“改变”教材问题的呈现方式，避免机械训练，让语言学习者在有意义情境中，创造性地运用所学知识，在交际中操练语言。
Sharingproblems
Amyiswritingaletteraherpen-friendTommy.Sheistellinghimaboutsomeofherproblems.Helphercompleteherletter.UsethephrasesinPartA.
DearTommy
Howareyou?
I’mverybusyatthemoment.Iusuallygetalotofhomeworktodoeveryday.Iknowhomeworkisimportant,butI___________whenthere’stoomuchtodobecauseIwon’thavetimeformyhobbies.
Iusuallyjoininsomeactivitiesafterschool,andthenI________home.ThereisalwaysalotoftrafficontheroadandIusually__________.
Idon’thavemuchtimetorevisefortests.SometimesIdon’t_____________,andIfeelsadthen.
Doyouhaveanyproblemswithyourschoolwork?
Tellmeaboutthem!
IhopeIwill____________soon.
Yours
Amy
1.Fillintheblanksandchecktheanswers.
Now,let’schecktheanswers.
S:
getangry;
getabus;
gethomelate;
getahighmark;
getaletter.
2.Listentotheletterandpayattentiontothepronunciationofsomewords.
3.Readaloud.（Readthelettertogether.）
4.GivesomesuggestionstoAmy.（Groupwork）
Dividethestudentsintoseveralgroupsoffour.Givethem3minutestohaveadiscussionandthenasktheleaderofeachgrouptopresenttheirsuggestions.
[设计说明]对练习的处理不能只是简单地完成和校对答案。
我通过设计“听”、“读”和“说”的活动，多渠道输入语言，高频率刺激感官，促进语言习得的发生。
StepV.Production
Task:
Aninterview
Youareareporterofourschoolnewspaper.Nowyouareinterviewingyourclassmatesabouttheirproblems.Youmaystartyourconversationlikethis:
R:
Hello.Iamthereporterofourschoolnewspaper.Thesedays,Iamwritinganarticleaboutstudentsproblems.Wouldyoupleasesharesomeyourproblemswithme?
……
（Intheend,theteachermakessomecommentsontheinterview.）
[设计说明]通过设置真实的任务情境，让学生运用语言完成任务，巩固和复习所学，培养综合语言运用能力。
StepVI:
Summary
Boysandgirls,inthisperiodwepaidspecialattentiontothedifferentmeaningsandusesoftheword‘get’.Someexamplesareasfollows:
getangry=becomeangry;
getahighmark=achieveahighmark;
getalotofhomework=havealotofhomework;
getaletter=receivealetter.Besides,wepracticedusing‘get’inallsortsofsituations.Lastbutnotleast,wesharedourproblemsandgaveoursuggestionstoAmy.Allofyoutookactivepartintheclass-activities.Iamreallyproudofyou.Afterclass,pleasefinishyourhomework.Ifyoumeetwithanykindofdifficulty,pleaseletmeknow,I’lltrymybesttohelpyouout.That’sallfortoday.Thanks.
[设计说明]通过课堂总结引起学习者“有意注意”。
老师通过言简意赅的言语高度概括本课主要内容，帮助学习者理清思路、回忆和巩固。
同时，让学生明确课后作业和如何在课外获得老师的智力支持。
StepVII:
Homework
I.WriteanreplytoAmy（givingyoursuggestions）.Payattentiontousingtheword‘get’.
II.Consolidationexercises:
板书设计：
牛津初中英语9AUnit3Vocabulary
I.Revision
II.Lead-in
revise
III.Presentation
IV.Practice
V.Production
VI.Summary
VII.Homework
Differentmeansof‘get’
getabus=takeabus;
getangry=becomeangry
getahighmark=achieveahighmark
getalotofhomework=havealotofhomework
gethomelate=arrivehomelate;
getaletter=receivealetter
附录：
9AUnit3Vocabulary课后巩固练习
一、用get的适当形式填空。
1.Mymother__________abustoworkeveryday.
2.Don’t_________angry.Bequiet.
3.Ihave_________manygoodfriends.
4.Chinais_________strongerandstronger.
5.Mr.Smith_________marriedlastyear.
6.Thee-mail_________yesterday.Ihavereadit.
二、根据中文提示完成句子。
1.在上次考试中，Jack的得分最高。
Jack______________________inthelastexam.
2.我们总是从老师那里得到很多作业。
Wealways______________________________________teachers.
3.我没有足够的时间复习考试。
Idon’thave_____________________________tests.
4.昨天老师叫我打扫卫生，所以我回家迟了。
I______________________________________bytheteacher,soI_________________yesterday.
5.在大城市车辆很多。
过马路要小心。
There________________________inbigcities.Becarefulwhenyou_________________.
三、猜出画线短语在句中的意思。
1.Heisagoodstudent.Hegetsalongwellwithhisclassmates.
2.Tomhasgotaheadofalltheotherboysintheclass.
3.Itisasecret.Don’tgetitout.
4.Amydidn’tagreeatfirst.Butwegotroundheratlast.
5.Ispokeslowly,butmymeaningdidn’tgetacross.
[设计说明]本课课后作业分为两部分，我在考虑学生语言习得规律的同时，也照顾到学习者是初三学生，所以作业的设计“既关注语言形式，又关注语言内容；
既有意义训练，又有机械训练”，具有较强的可操作性和务实性。
教学后记
关于牛津初中英语词汇教学的见点思考
江苏省平潮高级中学杨玲娣
语言教学离不开词汇教学，词汇学习贯穿于语言学习的全过程；
不掌握一定量的词汇，听、说、读、写、译都无法顺利进行，就直接影响学
升级会员 