教学设计
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教学设计方案
课题名称
Vocabulary and useful expressions
姓名
王某某
工作单位
青龙一中
年级学科
高一英语
教材版本
人教版
一、教学内容分析（简要说明课题来源、学习内容、知识结构图以及学习内容的重要性）
新教材词汇量大，而且分布在模块的各个部分，又加上新教材内容多，教学时间紧，科学合理的进行模块中词汇部分的教学将会直接提高教学效率和模块的整体教学质量，根据已被证明的经验，词汇教学适宜采取集中学习法。
二、教学目标（从学段课程标准中找到要求，并细化为本节课的具体要求，目标要明晰、具体、可操作，并说明本课题的重难点）
Master the new words and expressions related to the topic of the unit
三、学习者特征分析（学生对预备知识的掌握了解情况，学生在新课的学习方法的掌握情况，如何设计预习）
学生词汇量小，背单词缺乏方法和技巧，为此我进行了如下设计：
一部分浅显易懂的词汇以学案形式印发下去由学生自主合作学习完成。另一部分重点需系统学习的词汇由老师帮助习得，以课件的形式呈现给学生。
四、教学过程（设计本课的学习环节，明确各环节的子目标）
Step One Leading-in （quote a saying of Mark Twain）
The holy passion of Friendship is of so sweet and steady and loyal and enduring a nature that it will last through a whole lifetime, if not asked to lend money.
友谊是如此圣洁的一种激情,是如此甜蜜、牢固和忠诚,这样的特质可使友谊维系终身—只要不向对方借钱。
—Mark Twain
Step Two Word-formation (make use of word-formation to widen students’ vocabulary)
Activity One ：learn by themselves （学案形式，课前印发，课上检查 5’）
Compounding:
1) birth + day － __________
birth + place － _________
2) water+ fall － waterfall
night + fall － ___________
sun + rise － ___________
sun + set － ___________
3) pine +apple － pineapple
pine + tree － __________
pine + nut － ___________
pine + needle － __________
4) business + man － ___________
business + woman － ___________
business + card － ____________
business + hours － ____________
business + address － ____________
Derivation
1) -hood means time boyhood girlhood childhood
means relation brotherhood neighborhood
2) -less means without
penny + less － penniless
price + less － ____________
value + less － ____________
end + less － ____________
limit + less － ____________
care + less － ____________
hope + less － ____________
Students: draw a conclusion _________ + less － adj.
3) un－ means not (try to guess the meaning of the words)
unpaid ______________ unbelievable _________________
unfriendly ______________ uncomfortable _________________
unnatural ______________ unhappy _________________
unknown ______________ unable _________________
Step Two Word-study
(Try to enable students to grasp the usages of the key words in different ways)
Activity Two: Ss-ss (group work) （学案形式）（15’）
I Using Classified Memory （归类记忆法）
1. stare at
(Let students make a list of phrases related to “看“and try to explain them in English)
stare at to look at sb. or sth. for a long time
glare at to look at sb. or sth. angrily
glance at to look at sb. or sth. quickly and briefly
Practice:
1).She ______________________herself in the mirror.
2). They stopped arguing and ______________________ each other.
3). _____________________the newspaper headlines
II. Applying the collocation principle （搭配原则）
2. by accident
1) I found it by accident.
_______________________________(Chinese)
2) Columbus discovered America by accident.
________________________________(Chinese)
3) 我是完全偶然发现这些东西的。
_________________________________(English)
Answer : I found the things quite by accident.
Students draw a conclusion : by accident= by chance 偶然地，无意中。
思维拓展：by accident= by chance 偶然地，无意中
by design = on purpose 故意地，有目地的
in rags
1) the woman in white (black, red, yellow)
_______________________________(Chinese)
2) The poor were dressed in rags in old society.
_______________________________(Chinese) 。
3) 他因穿着破烂而受人歧视。
He was looked down upon because he ____________________
Students draw a conclusion : in + colour / clothes 穿着-----衣服
on the contrary
It wasn’t a good thing; on the contrary, it was a bad one.
________________________________________ (Chinese)
Her dad didn’t blame her; on the contrary, he encouraged her.
________________________________________ (Chinese)
他不穷，相反的， 他是一位百万富翁。
_________________________________________ (English )
Students draw a conclusion : on the contrary 与此相反
5. take a chance.
We will take a chance to have the party outdoor.
____________________________________________(Chinese)
I know it’s dangerous, but I’ll take a chance.
____________________________________________(Chinese)
Students sum up ：
take a/ the/ chance/ chances + to do sth.
+ of doing 碰运气；冒风险
类似的表达： take/run a risk (take/run risks) of doing sth / on sth
Students collect phrases related to “take”
take a walk take a photo ------
6. As for
1) As for me , I shall never come to this restaurant any more.
______________________________________________(Chinese)
2) As for your book, I promise ,I’ll give it back to you next week
________________________________________________(Chinese)
3) 至于火灾的原因，我一无所知。
_______________________________________________(English)
Answer: As for the cause of the fire, I know nothing.
7. indeed
1) I don’t mind. Indeed, I am willing to help you.
______________________________________(Chinese)
2) - Did he finish the work?
- Indeed, he did.
______________________________________(Chinese)
Students summarize：
indeed means in fact，truly, really, certainly 的确，实在的，确实
Students use the word：
A friend in need is a friend indeed.
______________________________________(Chinese)
金钱实际上并不是万能的。
_______________________________________(English)
8. seek (过去式_________过去分词___________) vi&vt
1)A man does not seek his luck, luck seeks its man.
________________________________________(Chinese)
2)他正在找工作
_______________________________________(English)
Answer ：He is seeking a new job.
3) They are seeking to solve the problem.
_______________________________________(Chinese)
4) He sought vainly for the answer.
______________________________(Chinese)
Students sum up : vt. seek sth. =look for 寻找…
seek to do =try to do 努力做某事
vi. seek after/for 寻找;探索
III Applying the systematic principle（系统性原则） （课件形式 25 ’）
(enable students to grasp all the usages of key words and use them exactly)
Activity Three: Ss-teacher
1. bring up ( brought brought )
1) She brought up three children on her own.
________________________________________(Chinese)
2) The poor girl was brought up by her aunt after her parents died.
_________________________________________(Chinese)
3) He will bring up this question at the next meeting.
__________________________________________(Chinese)
4) These are matters that you can bring up in committee.
__________________________________________(Chinese)
5) She suddenly brought up because of eating some dirt food.
__________________________________________ (Chinese)
Students draw a conclusion :
bring up v. ①教育, 培养, ②提出(问题,计划,方案, ③ 呕吐
sentence drills: bring up sb. 养育, 抚养
be brought up by sb. （常用于被动结构）
bring up a plan /a problem /an idea
bring up (sth.)
学生课下自主探究：compare bring up ,grow up,
2. permit v./ n. 过去式___________ 过去分词_____________现在分词_________ permission (n.)
1) Permit me to lead the way.
_________________________________________. (Chinese)
2) Will you permit us to use this room for a meeting this afternoon?
___________________________________________(Chinese)
3) 她的妈妈不允许她晚归的。
Her mother__________________ her _____________back late.
4) The rules of the club don’t permit smoking.
___________________________________________(Chinese)
5) We don’t allow /permit sleeping in class.
___________________________________________(Chinese)
Students sum up :
准许……做某事 permit someone to do
准许做某事 permit doing
permit + n./ pron.
Practice :
⑴ Dogs are not ___________in the building.
⑵ We don’t permit __________ (smoke) in the office.
⑶ I was permitted _____________(explain) it.
⑷ You can’t e 内容过长，仅展示头部和尾部部分文字预览，全文请查看图片预览。 生在课堂上做事为主，教师的作用是负责组织、引导、帮助和监控，引导学生学会认知、学会做事，让学生经历获取知识的过程，关注学生各种能力的发展，促进其知识与技能、过程与方法、态度与价值观的全面发展，建立学生自主探索、合作学习的课堂模式，创设和谐、宽松、民主的课堂环境。追求学习结果转向追求学习过程，真正把学生当成获取知识发展自我的主人。“一切为了学生，为了学生的一切，为了一切学生”，切实构建“以学生为中心”主体观。
建立“以能力为中心”的教育质量观。传统教学是由老师单向灌输知识，以考试分数作为衡量教育成果的唯一标准，教师注重学生在课堂教学中接受现成的知识和结论。这种“守成性”教育严重影响了对学生创新精神和创新能力的培养。为了适应知识经济时代的要求，更好地培养具有创新精神和创新能力高素质人才，要求课堂教学不仅仅是传授基础知识、基本技能的过程，同时也是一个不断培养学生创新精神和实践能力的过程，教师所讲授的知识应该成为培养学生英语能力的“火种”。也就是说，课堂教学是一个在老师引导下学生主动参与、独立思考、自主发现、不断创新和培养实践能力的过程，让学生由“学会”转变到“会学”。
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