高中词汇课教学设计

篇一：人教版必修三unit1词汇课教学设计
teaching design of vocabulary lesson
unit 1 of the obligatory book three in pep edition
“festivals around the world”
gushi high school, shanglin yang
ⅰ.course analysis
the content of this class is the vocabulary in this unit; there are about eighty
words in all. so i divided them into three parts--- difficult words, key words and
ordinary words. for difficult words, students should be able to read, write and use
them in sentences; for key words, they should be capable of pronouncing them, writing
them, understanding their meaning, and using them correctly; for ordinary words, they
just need to be able to read them and know what their meaning is.
ⅱ.student analysis
ⅲ. learning method analysis
ⅳ.learning aims
after this class, the students should be able to
1. knowledge aims
2. ability aims
plete sentences using the difficult words and key words correctly by themselves.
3. emotion and value aims
grasp all the words related to festivals around the world, and know about what the
important festivals in the world are, trying to think of more and work out how do
they go on.
ⅴ. teaching process:
1、 lead-in
t: what’s the topic of this unit?
ss: festivals around the world.
t: what can you think of about “festivals”?
ss: celebration, custom, gather, ancestor, religious, feast, in memory of, look
forward to?
t: well done. this class we’ll learn a pile of words related to festivals around
the world. let’s begin.
4. key phrases. (guess the meaning and make familiar sentences)
t: look at the following sentences and try to guess the meaning of the underlined
phrases.
b: look at lubing he (a student in our class), it looks he were enjoying himself.
5. key words (try translating)
day;
you can’’s too clever for that;
’ve lost.
adj: religious belief;
independent nation;
energetic children;
a worldwide festival.

5. anomalistic verbs:
a: weep-wept-wept;
b: forgive-forgave-forgiven.
6. n to adj+ous
eg: religion-religious
v to n +tion
eg: relate-relation
you can refer to the exercise one on page 4.
7. remember the above words in limited time and have word games.
a: racing to be the first one to answer questions.
t gives chinese; ss race to tell what the word is. then t gives a star to the group
he belongs to.
b: name one student of every group to write all the words he can think of related
to festivals onto the blackboard. the more right words, the more stars.
8. homework
exercise 2 and exercise 3 on page 4.
ⅵ. post-course reflections
in this class, the students learned the vocabulary actively. however, in the next
class, i found that they have forgotten most of the words that they got in the last
class. why? it is because that they didn’t strengthen the knowledge after class.
so next time, i would leave them some proper homework to finish and do a dictation
before a new lesson.
篇二：一堂词汇课的教学设计
译林版牛津高中英语模块一unit 1 school life
word power
一、课程类型：词汇课
二、教材分析：本次课是阅读课部分词汇的拓展与延伸，主要内容是：与学校设
施相关的词汇以及问 路方式的表达。通过这节课的展示与学习，增加学生英语词汇学习的趣
味性，在一定的情境中学习并且灵 活运用这些单词。
三、学生的学情分析：高一学生此时的知识能力仍然停留在初中阶段，教学中应
在教授新知识的同时，让学生回顾旧知识，做到“温故而知新”。并且通过小组竞赛的方式，，
让学生融入到新的学习中，以积极调动学生英语学习的积极性。
四、教学目标：
1、知识目标
（1）、重点词汇：
(2)、重点句型：
??among other things, and unless you recognize when an idiom is being used，you
can easily misunderstand??
2、能力目标：拓展学生的词汇，培养学生的知识运用能力。
3、情感目标：通过本次课的学习，帮助学生掌握日常情景交流技巧。
五、教学重难点：
1、拓展学生的词汇，培养学生的阅读能力；
2、提升学生综合运用语言的能力，如交际能力、口语表达能力、写作能力等。
六、教学过程：

step1: lead in
(2)ask the students to find more words about the mid-autumn day:
(引导学生说出moon, mooncake, fullmoon等一系列单词)
moon(月亮)+cake(蛋糕)=月饼
(通过熟悉的单词，让学生初步了解英语词 汇的记忆法之一：联想法，并引起学生对今天所
学内容的兴趣与注意力)
(3)ask students to answer this question:
how many kinds of school facilities do you know in our school?
(开放性的问题可以很好地活跃课堂气氛并且引入本次课的主题：new words about the
school facilities)
step 2 individual presentation
(1) share some pictures about school facilities and ask students to say them in
english one by one
teaching building school field
dormitory car park
canteen library
school hall store
(2) get the students to know more about school facilities:
classroom medicalcentre
lecture hall gym
art room dancing room garden
science laboratory office
swimming pool golf course
(告诉学生这些单词的英文意思的同时，带 学生读一遍，以加深学生的印象，并纠正某些错
音;然后让学生站起来一个一个地读)
step 3 group discussion
ask students the following two questions first and then conclude ways of asking the
ways:
(1) do you have any difficulty of finding your way on the first day you came to this
school?
(2) if you don’t know your way, how can you ask the way?
（给学生几分钟的时间回顾一下初中已经学过的几种问路方式，并且通过小组竞赛的方式，
调动学生学习 和主动思考的积极性。最后教师负责在黑板上归纳总结）
（3）ways of asking the way:
excuse me,
can you tell me the way to??
which is the nearest way to??
how can i get toarrive atreach??
where is the nearest..?
is there a? near here?
step 4 how to read wei hua’s thoughts
(1)give the students about three minutes to read the short passage (wei hua’s
thoughts) and then ask them to answer the question:
which route will she take? the red one or blue one?

(2)ask students to read the sentences one by one and then translate them and then
conclude some expressions of describing directions and positions on the blackboard:
here i’m at?
walk towardspast?
gowalk between
turn leftright?
gowalk past?
go straight?
take the firstsecondthird? turning on the right.
turn leftright at the second turning.
(在黑板上板书，一边问，一边答，为学生的整理好上课思路，明确本次课的重难点)
step 5 consolidation and practice
draw some pictures about the layout plan of the school, and give students several
minutes to think about how to describe the route from one place to the other. then
ask them to write down on their paper and ask several students to present their answers
in groups.(锻炼学生的写作能力和口语表达能力，要求学生灵活运用以上 词汇和句型描述位
置，以期达到学习与运用相结合的目的)
step 6 homework
(2) ask students to conclude more words about “school life”
七、教学设计反思:
1. 课堂导入从日常生活中截取，贴近生活，使课堂富有亲和力。从中秋节的词汇联想过渡
到本次课所学习的 词汇记忆方法，与课文的衔接比较自然、合理，较好地激发了学生的兴趣。
2. 课堂教学实行多样化的教学组织形式，既有小组展示，又有个体展示，调动了课堂气氛。
3. 本 节课的讲授以学生为主体，教学生学会学习，并且在学习中学会思考，以充分调动其
学习余思考的积极性 。在听、说、读、写四个方面都对学生进行了训练，重点对学生进行了
写作与口头交际能力的指导。
个人小结：本人认为，调动学生学习的积极性和课堂气氛的关键点在于，找好学生新旧知
识 的契合点，给与学生学习的信心，并提升学生独立完成听说写的能力。第一步导入很重要，
英语词汇教学 不是为了教单词而教单词，而应该提升学生的具体操作能力，在适当的语境中
运用所学的词汇与表达进行 练习。正所谓熟能生巧，所以在课堂上，要尽可能多地给学生练
习的机会。经全体教师考察，本次授课基 本达到了预期目标。
篇三：高中英语阅读课中词汇教学活动设计
高中英语阅读课中的词汇教学活动设计
摘要：本文分析了目前阅读课中词汇处理存在的问题，并用教 学实例说明了如何在阅读课的
读前、读中和读后进行词汇教学设计。 关键词：阅读课；词汇教学问题；词汇活动设计
中图分类号：g632.0 文献标识码：a 文章编号：1992-7711（2013）19-0027
一、阅读课词汇教学的问题
英语新课标的总体目标是培养学生的综合语言应用能力。而词汇量的大小直接影响学生的综
合语言应用能 力。在新人教版高中英语教材中，每单元的40-70个生词主要出现在阅读材料
中。因此，词汇教学与 阅读教学理应相辅相成。然而，目前在阅读课的词汇教学上却存在以
下几个问题：
1. 读前预教生词
在新单元上阅读之前，为了不破坏阅读教学的整体性，一些教师往往利用早自习或其他 时间
对阅读中出现的生词进行集中教学。其主要方式是领读生词表，然后进行讲解，并要求学生

记忆并默写新教授的词汇。这种集中教授词汇的方法缺乏语境，学生学得快，忘得也快。既
不利于激发学生学习词汇的兴趣也不利于发展学生的语言运用能力（张献臣，2007）。此外，
预教 词汇也不利于在阅读中培养学生预测、略读、猜测词义、推理等阅读技巧。