初中英语词汇教学案例
一、案例背景
词汇是构成语言的三大要素之一，是语言的基本材料，离开了词汇人们就无法正确表达思想。词汇教学在语言教学中占有重要地位，是英语教学中一项繁重而艰巨的任务。近年来，不少英语教师在词汇教学方面做了许多有益的尝试，并取得了令人可喜的成果，但同时还存在着许多的问题和不足，还不能达到词汇教学的最佳效果。
二、教材分析
本课时以How was your school trip?为中心话题，围绕着描述“过去发生的事情”展开，学习和运用一般过去时态的一般疑问句Did you go/see/buy…？Was/Were there…？询问过去的事件，让学生学会谈论和分享过去发生的事件。本课时的教学内容由1a，1b，1c，2a，2b，2c六部分构成。
三、学情分析
初中学生的抽象思维能力较低，形象思维能力强，但注意力容易分散，而且曹老师与学生是初次见面，所以在本堂课教学过程中，老师注重启发引导，培养学生分析和概括能力的同时，更注重教学方法的灵活性，激发学生的学习兴趣，让学生易于接受，乐于接受。
四、案例描述
Step1:Warming up
T: Hello, boys and girls, Look! What’s this? What’s in it? Oh! Four riddles.
(打开其中的一个riddle)This is a place, you can see many animals there, what place is it?
S1: Zoo.
T: That’s right. So you can win a prize.（老师在上课初用一小礼盒引出四个riddles，通过学生猜测前面3个riddles自然引出后面环节中需要用到的gift，zoo, supermarket, win, won, prize等单词.这样自然、流畅，水到渠成。）
Step2: presentation
T: You did well. What about the fourth riddle, who can read it?
S1: This is a place. You can see lots of animals in the water. What place is it?
S2: Aquarium.
T: (多媒体上呈现一幅水族馆图)What do you think of the aquarium?
S3: It’s beautiful/interesting…
T: What kinds of sea animals can you see in the aquarium?
S4: We can see a shark/seal/…
T: Let’s have a look. What can we see?(多媒体呈现几幅shark seal等图片)。
Oh, it’s a big/small shark. They are sharks. It’s one seal. They are two/three/many seals. It’s an octopus. They are two/some octopuses.
(老师借助于学生已知的形容词big、数词two、代词, , many等和本课新单词shark, seal, octopus结合起来操练，特别指出单复数，使词汇教学达到了‘活学活用“的目的。) T: Mr H likes octopuses. Because they’re delicious.(面向一个同学) Do you like octopuses? What about her/him?(随意指向一男/女生)
(octopus是本课时的难点单词，老师借助于不同人称，不同语气,不同句式在和学生闲聊的过程中对其加以落实，真正做到突破和落实了难点单词。)
（接着老师向学生出示一纪念品）
T: Look, What’s this? It’s a starfish. Is it a real starfish? Oh, it’s a souvenir. This one is also a souvenir. So these are souvenirs. (souvenir也是本课的难点，老师借助图片中的starfish 和手中的starfish进行对比，自然引出souvenir)
T: Well, I bought these souvenirs in Hangzhou Underwater World,.I went there last vocation. Did you go there?(学生分别用Yes, I did./No, I didn’t回答.这同时也是本课时的目标句型。)
(接着多媒体上呈现另一张水族馆图）
There was also an aquarium. I saw many sea animals. Were there any dolphins/octopuses/starfishes? (老师在此复现了本课的新词，同时巧妙地引出了本课的目标句型：was/ were there…?)
Step3: Practice
T: That was my last vocation. What about my daughter Let’s have a look.(多媒体上呈现老师在横店影视城前所拍的照片) Where did she go?
S1 She went to Hengdian Movie City.
It’s famous for making movies. Can you guess who she met there?
S1: Did she meet Jack chen/Jet Li…?
T: Let’s have a look. Who did she meet?(多媒体呈现姚明照片)
S1: She met YaoMing there.
T: What did she do there?
S1: She got YaoMing’s autograph.
T: So she was very happy, but I don’t like YaoMing’s autograph. I like Jack Chen’s autograph. what about you ?（老师反复操练本课的难点单词autograph)What else did you do in Hengdian Movie City?(多媒体上呈现一系列生活照片)
Ss: She ate ice-cream/bought some souvenirs…(生活中的照片直观、形象，学生很容易根据照片提示说出相应单词的动词过去式。
（当其中一个学生谈到本课时的一个新单词hang out时)
T: Oh, my daughter hang out with her teacher. (多媒体上呈现一个带有hang out的句子，以及关于hangout释义的3个选项，A、B、C) Oh, which one is right? Can you hangout with me?(同旁边的一个同学现场手挽手装出闲逛的样子)
（老师在授hang out时，没有用简单的汉语说白，而是让学生在一定的语境中自己去判断，并用相应的肢体语言来表达，真正达到词汇教学的最佳效果）
Step4 Drill
T: (指向多媒体呈现的系列照片)What did she do?
Ss: She met YaoMing/got his autograph/bought souvenirs and hangout with her teacher….（在前面练习的基础上，让学生再次齐声说出一系列的单词或词组，既达到了落实重点单词的目的，又为后面语篇的输出奠定了词汇的基础。）
T: That was my daughter’s school trip. What about her friend Tina’s school trip. Maybe she met YaoMing/had ice cream…(老师做一个让学生一起说的手势,借此机会让学生将本课时的重点单词再次巩固，同时也为后面的听力环节扫清障碍.。)
Step5 Listening
T: I think Tina took photos. What do you think?
Ss: I think she went to the zoo/ate ice –cream…. (在听之前让学生再次将本课时重点单词借助于I think…表达出来，既尊重了学生的个人选择，体现以人为本的理念，又活用了本课时的重难点)
