高中英语 Unit3 Understanding each other Word power教学设计 牛津译林版选修6-牛津版高二选修6英语教案VIP免费

Unit3UnderstandingeachotherWordpower教材：牛津高中英语(模块六)高二上学期文档内容：教学设计—教案单元：Unit3Understandingeachother板块：WordpowerThoughtsonthedesign:本节课是读、练为主的词汇教学课。wordpower是帮助学生进行词汇学习的有效途径，对它的教学，一方面要引导学生掌握某些英语单词；另一方面，指导学生掌握英语词汇学习方法，从而达到拓展词汇的目的。本节课的设计主要让学生了解随着国际间的交流，文化的相互渗透日益明显，在英语单词中有许许多多的外来词的加入，使得英语词汇越来越丰富。作为英语学习者，很有必要弄清楚这些词的来源，以便掌握这些单词来扩大词汇量。Teachingaims:Afterlearningthispart,thestudentswillbeableto:1.knowhowtoremembernewvocabulary;2.knowhowtheEnglishwordsareborrowedfromotherlanguage;3.knowhowtouseidiomsandknowthedevelopmentofvocabularyisconnectedwithhistory.Teachingprocedures:Step1:leadin(PPT4-5)1.What’syourwaytolearnandrememberEnglishvocabulary?Rememberthespellingofawordbyitspronunciation;Rememberthespellingofawordbyanalysingtheformationoftheword;Rememberthemeaningofawordbymakingasentencewithit;…2.Itprovesthatknowingtheoriginofnewwordshelpsrememberthem.Englishisoneofthemostwidely-spokenlanguagesintheworldanditisusedasinternationalworkinglanguageinmanyplacesthroughouttheworld.SoitispossiblethatEnglishborrowedwordsfromotherlanguages.Rememberthemeaningofawordbystudyingtheoriginoftheword.[Explanation]通过如何记忆新单词导入新课，让学生讨论他们是如何记忆单词的，然后再引导他们要科学记忆单词，会有事半功倍的效果；最后再引到本课的主题通过了解一些单词的来源来记忆单词。Step2:Presentation(PPT6-9)1.PartA:FastreadingReadtheonlinearticleaboutEnglishwordsborrowedfromotherlanguagesandanswerthefollowingquestionsthenfinishthetable.WhyaretheresomanyFrenchwordsinEnglish?WhatwasItalyfamousforinthe18thcentury?WhatdoesthewriterthinkoftheGermans?WhatweretheArabsgreatfor?LanguageCategoriesofwordsCulturalhistoryFrenchFood,entertainment,jobsoncerulerofEngland;Cookingisoneoftheirculture/wayoflifeGermanTools,machines,snacks,geologicaltermscleverItalianMusic,thearts,themilitaryhugecollectionsofartwork;originofoperaArabicSpices,chemicals,animals,food,mathematicsatradecountry;Arabicnumerals2.PartB:Learnmoreexamplesaccordingtothespidergram.3.PartC,FillintheblankswiththeborrowedwordsinPartAandPartB.Completetheexerciseindividuallyfirstandthenchecktheanswerswiththeclass.4.Consolidation:Checkstudents’comprehensionofthepassagebyusingthefollowingactivitytofurther.WhichwordsareborrowedfromFrench?WhichwordsareborrowedfromItalian?WhichwordsareborrowedfromGerman?WhichwordsareborrowedfromArabic?[Explanation]这一环节包含了4部分，1-2部分通过快速阅读让学生得到英语单词中由于各种原因增添了很多法语，德语，意大利语和阿拉伯语词汇；为了巩固这些单词，然后设计了3-4部分练习。Step3:Vocabularyextension(PPT10-13)1.FocusonPartD：Theseidiomsallhaveacharacteristicconnectionwithananimalorathing.Askstudentstoreadtheidiomandguessthemeaningofeachofthemfirst.Thenhavestudentsreadexplanationsandlearntheirmeanings.2.Learnmoreidiomslikethis:Hisfaceisasblackascoal.Withoutglassessheisasblindasabat.Thechildisasbrightasabutton.Becarefulofhim.He’sascunningasafox.Thetwinsareaslikeastwopeas.Thebeautifulgirlisasproudasapeacock.It’simpossibletopersuadehim.He’sasstubbornasamule.Youcan’texpecthertodothat.She’sastimidasarabbit.[Explanation]这一环节有两部分：第一部分按照教材要求让学生理解掌握一些与动物有关的俗语；第二部分是补充了一些与生活相近的俗语以便扩大课堂容量和增加学生的语言储备。Step4:HomeworkFinishthetwoexercisesonpage122inWorkbook.