下载文档原格式
Word power部分说课稿Book 1 Unit1Good morning, ladies and gentlemen. Today I’m very pleased to have an opportunity to talk about some of my teaching idea s. My topic is word power part of Unit 1, taken from the Advance with English, Student’s Book 1. My representation is made up of six parts：analysis of the teaching material, analysis of the students, teaching methods, teaching procedures, blackboard design.Part 1 Analysis of the teaching material:This is the second part of this unit, and it plays a very important role. The unit introduces and develops the theme of school life in the UK. All the materials are related to school life. It can improve students’interest to grasp the words. It also provides a chance for students to enlarge their vocabulary about school facilities. At the same time, we should get the students to understand some difficult words and phrases to comprehend the text better.Teaching aims:1)Knowledge aim: To review the word formation and master the useful words andphrases2)Ability aim: To expand the students’ vocabulary. Let the student learn new wordsabout school facilities. To help them learn how to apply them in English learning.3)Moral aim: Enable the students to talk about school facilities and love their schoolfacilities.Teaching difficult point:1)How to make use of word formation to enlarge their vocabulary and improve theirreading ability.2)The usage of some key words.3)To recognize and understand vocabulary about school facilities.Part 2 Analysis of the students:1. The Ss have known something about school facilities through the Internet and other ways.2. They are lack of vocabulary.3. They don’t often use English to express themselves and communicate with others.4. Some Ss are not active in the class because they are afraid of making mistakes. Part 3 My teaching theories, methods and aidsBefore dealing with this lesson, I’ll do my best to carry out the following theories: Ma ke the Ss the real masters in class while the teacher himself acts as director； Combin e the language structures with the language functions; Let the students receive some moral education while they are learning the English language.Teaching method:In order to realize the teaching process properly and efficiently, I’ll let the Ss to get a better understanding of the lesson. I have designed the following methods to train their ability of reading. According to the modern social communication teaching theories, I adopt the Situational Language Teaching method and Task-Based Language Teaching method in my teaching.Teaching aids:1. a projector2. a tape recorder3. multimedia4. the blackboardPart 4 Teaching proceduresIn order to achieve the teaching aims mentioned above, I decide to choose guided reading and Task-Based teaching as the main teaching approach. With the teaching methods, I can guide students to use effective reading strategies comprehend the text, solve problems and complete different tasks. The teaching procedures include five steps. They’re lead-in, vocabulary learning, practice, homeworkStep1 Leading-inAsk the students to have a discussion with their partners about the topic in.Ask some students to act their dialogue.Step2Vocabulary learning(in order to help Ss to guess the meaning of certain unknown words and understand the passage exactly. This step can enable students to understand the given material better, to make the students grasp the useful phrases, grammar and sentences pattern for making suggestions and replying on the base of reading the dialogue fluently. )1)Encourage them to finish Part B individually and then check the answers withthe whole class.2)Encourage students to guess the meanings of the words by studying thedifferent parts of the word. If they can’t, let them refer to the dictionary and check for mispronunciation.Step3 Practice(This step gives the students 5-8 minutes to make a similar dialogue using the phrase and sentences learned in this passage and everyday life experience according to the given situation (show it on the screen using a multi-media computer. The purpose is to get the students to grasp the words and the sentence patterns and tries to use them freely. In this way, the students will be very active in practicing their spoken English)1) Ask students to make sentences with phrases that we have learned._________________________________________________________2) Encourage students to say something about themselves with the new words.3) Practice to get the students to master what they’ve learnt.Step4 Homework (Purpose of my design: I think homework is so important that the students should use English as much as they can in class and after class. It is necessary for the students to master the knowledge they learned.)1．Ask students to revise the words and phrases2．Ask students to write brief article about _______after class.Part 5 Blackboard design(Blackboard design should be think for a thing that attract the student’s attention and let them to write down the important teaching points.) I will divide the blackboard into two parts.1) The left part will be used to write the important vocabulary and grammar and their usage. It will be reserved for the whole class.2) The right part will be precious explanation, I will write some sentence of the words, phrases and structures to explain their meaning.Here is the formTitle Here are some new words for Ss_____________________ __________________________________。
Word power部分说课稿Book 1 Unit1Good morning, ladies and gentlemen. Today I’m very pleased to have an opportunity to talk about some of my teaching idea s. My topic is word power part of Unit 1, taken from the Advance with English, Student’s Book 1. My representation is made up of six parts：analysis of the teaching material, analysis of the students, teaching methods, teaching procedures, blackboard design.Part 1 Analysis of the teaching material:This is the second part of this unit, and it plays a very important role. The unit introduces and develops the theme of school life in the UK. All the materials are related to school life. It can improve students’interest to grasp the words. It also provides a chance for students to enlarge their vocabulary about school facilities. At the same time, we should get the students to understand some difficult words and phrases to comprehend the text better.Teaching aims:1)Knowledge aim: To review the word formation and master the useful words andphrases2)Ability aim: To expand the students’ vocabulary. Let the student learn new wordsabout school facilities. To help them learn how to apply them in English learning.3)Moral aim: Enable the students to talk about school facilities and love their schoolfacilities.Teaching difficult point:1)How to make use of word formation to enlarge their vocabulary and improve theirreading ability.2)The usage of some key words.3)To recognize and understand vocabulary about school facilities.Part 2 Analysis of the students:1. The Ss have known something about school facilities through the Internet and other ways.2. They are lack of vocabulary.3. They don’t often use English to express themselves and communicate with others.4. Some Ss are not active in the class because they are afraid of making mistakes. Part 3 My teaching theories, methods and aidsBefore dealing with this lesson, I’ll do my best to carry out the following theories: Ma ke the Ss the real masters in class while the teacher himself acts as director； Combin e the language structures with the language functions; Let the students receive some moral education while they are learning the English language.Teaching method:In order to realize the teaching process properly and efficiently, I’ll let the Ss to get a better understanding of the lesson. I have designed the following methods to train their ability of reading. According to the modern social communication teaching theories, I adopt the Situational Language Teaching method and Task-Based Language Teaching method in my teaching.Teaching aids:1. a projector2. a tape recorder3. multimedia4. the blackboardPart 4 Teaching proceduresIn order to achieve the teaching aims mentioned above, I decide to choose guided reading and Task-Based teaching as the main teaching approach. With the teaching methods, I can guide students to use effective reading strategies comprehend the text, solve problems and complete different tasks. The teaching procedures include five steps. They’re lead-in, vocabulary learning, practice, homeworkStep1 Leading-inAsk the students to have a discussion with their partners about the topic in.Ask some students to act their dialogue.Step2Vocabulary learning(in order to help Ss to guess the meaning of certain unknown words and understand the passage exactly. This step can enable students to understand the given material better, to make the students grasp the useful phrases, grammar and sentences pattern for making suggestions and replying on the base of reading the dialogue fluently. )1)Encourage them to finish Part B individually and then check the answers withthe whole class.2)Encourage students to guess the meanings of the words by studying thedifferent parts of the word. If they can’t, let them refer to the dictionary and check for mispronunciation.Step3 Practice(This step gives the students 5-8 minutes to make a similar dialogue using the phrase and sentences learned in this passage and everyday life experience according to the given situation (show it on the screen using a multi-media computer. The purpose is to get the students to grasp the words and the sentence patterns and tries to use them freely. In this way, the students will be very active in practicing their spoken English)1) Ask students to make sentences with phrases that we have learned._________________________________________________________2) Encourage students to say something about themselves with the new words.3) Practice to get the students to master what they’ve learnt.Step4 Homework (Purpose of my design: I think homework is so important that the students should use English as much as they can in class and after class. It is necessary for the students to master the knowledge they learned.)1．Ask students to revise the words and phrases2．Ask students to write brief article about _______after class.Part 5 Blackboard design(Blackboard design should be think for a thing that attract the student’s attention and let them to write down the important teaching points.) I will divide the blackboard into two parts.1) The left part will be used to write the important vocabulary and grammar and their usage. It will be reserved for the whole class.2) The right part will be precious explanation, I will write some sentence of the words, phrases and structures to explain their meaning.Here is the formTitle Here are some new words for Ss_____________________ __________________________________。
Unit 1 Tales of unexplainedPeriod 4Word powerTeaching Aims：1.Enlarge the students’ vocabulary2.Get the students to know about space sxplorationTeaching important points：Learn the words by heart and try to use themTeaching different points：1.How to develop the students’ imagination2.How to use the new words to solve problemsTeaching Methods：1.Practice to get the students to master what they’ve learnt2.Discussion to make every student work in classTeaching procedures and ways：Step 1. GreetingsStep 2. BrainstormingAsk students to think about the questions.Questions：1. Do you know him?2. When did space exploration begin in the world?3. When did the first man land on the moon? And how?4. When was the first manned spaceship launched in China?5. Are you interested in making discoveries in space?A scientist is making a speech to a group of students of high school students.Ask students to read the speech. Tell them to try to guess the meanings of some new words. Step 3. Vocabulary learningAsk students to guess the meanings of the unknown words from the context.Space exploration began with the launch of the first artificial satellite.What does “launch” mean? What word can be used to replace “artificial”?What about the word “man-made”?Step 4. Present some pictures and explain them to students.Step 5. Practice. Ask students to fill in the blanks of Part C on Page 7.Suggested answers:1. astronaut2. space3. space exploration4. space shuttle5. rockets6. launched7. space station8. space walk9. spacesuitStep 6. Ask students to go over “The Sun’s Family” they learned in junior middle schools. The scientist is showing the students a picture of solar system.Ask students to write the number of each planet in the correct box.Suggested answers:5. Jupiter 1. Mercury 4. Mars 8. Neptune 9. Pluto 2. Venus6. Saturn7. Uranus Step 7. Pair work.Ask students to make up a new dialogue about the space exploration in China.And then act it out in pairs.Step nguage points.1. launch vt.“发射”, “下水”Another man-made satellite was launched last week.The ship called “Titanic” was launched in 1912.2. unmanned“无人的”, “无人操纵的”, “自动的”。
牛津高中英语Word Power板块教学的课例研究一、研究背景在英语学习中，词汇是非常重要的部分。
从某种程度上来说，一个英语学习者的词汇量决定着他使用英语的能力。
近年来，江苏省高考说明中对学生需要掌握的英语词汇量有了更高的要求，学生需要掌握3500个英语单词、400～500个习惯用语或固定搭配。
因此，在平时的教学中，除了要帮助学生掌握基本词汇，还要引导他们掌握词汇构成的方法，培养他们的词汇学习策略，只有这样，才能帮助学生迅速扩大自己的词汇量，提高用英语交际的能力，为进一步学习和发展创造必要条件。
译林版《牛津高中英语》中的Word Power板块作为词汇学习的专门课，是本教材中的一个特色和亮点。
根据《牛津高中英语》的使用说明，该板块设计的目的是引导学生通过以下两种方法学习词汇：一是让学生学习与单元话题相关的分类词汇，二是通过构词法学习单词。
但在平时的教学中，Word Power板块的利用效果却并不是很理想：一方面是由于要在短短的一节课的时间里学习大量的新词汇，容易使学生觉得枯燥，另一方面这些词没有出现在书后的生词表里，学生往往会对这部分的学习缺乏重视，有时Word Power板块的教学就变成了“走过场”，对学生的词汇学习并没有起到应有的帮助。
因此，要运用怎样的教学方法和教学手段才能够最大程度发挥教材的亮点和特色、提高学生的词汇学习效率就成为本次课例研究的出发点。
二、研究内容牛津高中英语（模块二）第1单元WordPower部分：SpaceExploration教材分析：本单元的学习内容主要是关于“Tales of theunexplained”这一主题展开听、说、读、写的各项训练。
这一主题鼓励学生充分发挥他们的想象力，培养学生探索发现问题的能力和综合使用英语的能力。
本节课是词汇学习课，学生将根据课本中的主题“Space exploration”扩充词汇量并学会灵活运用这些词汇。
教学目标：通过阅读一篇科学家所作的关于太空探险的演讲稿以及关于太空探险的图解，使学生能够了解并学习与太空探险有关的英语词汇，并且能够运用这些词汇进行有关太空旅行的短文填空。
Unit 2, Module 11 Getting a jobWord power At work【教学目标】To enlarge students’ vocabulary.To get students to learn some words related to different departments in big companies.【教学重难点】Students are expected to familiarize themselves with the new words and expressions.【教学方法】Task-based approaches.Individual, pair or group work.【教学工具】The multimedia and the blackboard【教学过程】Step 1 Lead-in with pictures.Step 2 Part AJack graduated from a top university last year. In his diary, he wrote about his first week in his new job. Read his diary and answer the following questions.1. Which department did Jack have to report to on his first day at work?2. Who could they introduce me to?3. Where did my boss take me for lunch?4. Even whom did I meet?5. What was I when first came to the company?6. Where does the company’s money kept?7. Which department is responsible for making sure people know about the company’s products?8. Which department helps files in the right place?Step 3 Fill in the blanks with the name of a department according to Jack’s.The staff restaurantResponsible for managing the whole company.Where the company’s Products are madeResponsible for recruitment of employees, welfare, organizing training Courses.Works to improve the company’s Products as well as developing New products.Makes sure potential customers know about the company’s products.Provides services such as mailing, filing and photocopying.Visitors wait here until someone comes to get them.Step 4 Part C, Page 23Jack had been asked to show some new employees around the company and to make sure they know what each department does. Fill in the blanks in his speech using words from Parts A and B.1 __________________________2 __________________________3 __________________________4 __________________________5 __________________________6 __________________________7 __________________________8 __________________________9 __________________________Step 5 Part D on page 23Compete the flow chart below about job hunting with the words from the box.1 __________________________2 __________________________3 __________________________4 __________________________5 __________________________【教学后记】。
《牛津高中英语》Word power板块的教学思路一、引言词汇是语言的三大要素之一，词汇教学历来是中学英语教学的严重内容和难点之一。
“外语教学的成败归根到底要取决于词汇教学的成败、词汇量的多少、学生记忆词汇和学习词汇能力的凹凸（胡春洞、包天仁，2002）。
”《牛津高中英语》Word power板块“设计的目的是引导学生通过两种方法学习词汇：一是让学生学习与单元话题相关的分类词汇，二是通过构词法学习单词。
该板块设计了图表、对话或短文，用以拓展学生对与话题相关的词语的认识和运用。
学生根据构词法基本规则学习和掌握单词，可以有用地扩大词汇量。
”本文中，笔者分析了当前Wordpower板块教学现状，提出了充分利用教材该板块中的语言材料、利用直观的教学手段加强词汇意义联结、有用地运用词汇学习策略并通过精心设计巩固练习让学生在归纳总结中提高的词汇教学思路。
二、Word power板块教学现状当前，随着普通高中英语课程标准的深入实施，广漠英语教师对词汇教学的认识也在逐步加深。
但是，通过课堂观察，笔者发现不少老师对《牛津高中英语》Word power板块教学的处理仍存在误区。
首先，忽视教材设计意图、游离教材，纯正讲解该板块在词汇表中所列词汇，检测手段单一。
其次，无视词汇习得规律，词汇教学脱离语境、没趣无味。
第三，缺乏对词汇学习策略和词汇知识的指导，词汇学习中学生往往知难而退、兴趣减弱。
可见，语言教师在词汇教学认识上的误区，已经成为制约英语教学有用性的瓶颈，应引起我们足够的重视。
三、Word power板块教学思路针对教学实际中存在的上述误区，笔者试结合自身教学实践举例阐述如何利用《牛津高中英语》Word power板块，通过多种途径激活学生词汇学习、提高英语词汇学习的有用性。
1.充分利用Word power板块，活化词汇学习模式。
《牛津高中英语》Word power板块常常通过一段对话、短文或图表呈现与单元话题相关的词汇，然后为词汇运用提供一篇短文填空的练习，最后通常是通过构词法知识拓展词汇。
牛津高中英语Module 1 Unit 2 Word Power
牛津高中英语Module1Unit2WordPower教学设计
教学思路：
本课时主要包括谈论英式英语和美式英语的区别和介绍一些英语俗语和谚语（colloquialism）两部分内容。
虽然课文的安排主要是以知识传递为主，但从一堂高效和内容丰富的英语课的要求来看，仅仅介绍英式和美式英语的区别和笼统地介绍一些英语俗语和谚语是远远不够的。
所以在信息传递同时，在这节英语课上还可以在通过一些活动和讨论来锻炼的学生的英语口语，并且指导学生学会用英语来思考。
同时，通过学生分组之间的讨论可以培养学生团队合作精神(teamworkandefficientcooperation)，从而体现英语教学的情感价值观。
此外，从平常的英语教学的总结中来看，学生普遍反映听力中存在英式发音和美式发音不同，给听力理解带来一定困难；并且学生也多次抱怨阅读理解中生词太多影响理解。
针对这两个问题，正好能在本课时中借助课文强调一下英式英语和美式英语差别的问题以及在俗语谚语学习中教会学生如何应用上下文（contextclues）来猜生词含义这个阅读技巧。
教学目标：
1．了解一些常见的英式英语和美式英语的区别。
