人教版高中《英语》Book 3 Unit 5 Canada—“The True North”Vocabulary Learning教学设计

河南省郑州市第十八中学 段亚萍

人教版高中《英语》Book 3 Unit 5 Canada—“The True North”Vocabulary Learning教学设计

河南省郑州市第十八中学 段亚萍

段亚萍，高级教师，第三届全国中小学外语教师名师，郑州市“优秀教师”，郑州市“五一劳动奖章”获得者，郑州市“巾帼建功”标兵；河南省教育厅学术技术带头人，连续多年任河南省中小学高级教师任职资格几个地市的评审委员会委员，曾荣获“第八届全国中小学外语教师园丁奖”。

1.课例背景

随着新一轮课程改革的深入推进，教学评价的方式也在悄然变化。2014年高考新课标卷取消了单选题，取而代之的是语法填空新题型。语法填空题淡化了语法，但注重对语篇和词汇的考查。因此，如何扩大学生的词汇量、培养其语言能力变成了英语教师目前的一个重要课题。

众所周知，词汇是语言知识的三个重要组成部分之一，是学生语言能力发展的基础。因此，如何在课堂上教会学生快乐地学习单词是英语教师面临的重大挑战之一。只有设计各种生动有趣的教学活动，为学生提供能反复使用所学单词的教学情境，才能让学生在感知和体验中理解单词，逐步掌握单词的用法，最终实现语言知识的内化，发展综合语言能力。

2.教材分析

本单元的中心话题是加拿大，通过记述李黛予和刘倩两人去加拿大看望表妹的旅途见闻，为学生介绍了加拿大的一些基本情况，包括地理环境、主要城市的特点以及人文活动等。

本节课的教学任务是通过组织学生听读游记、看图说单词、学习构词法、读句子猜测短语的意思、根据单词释义说出某个单词、单句填词和写作等教学活动，使学生掌握人教版高一《英语》Book 3 Unit 5第一篇阅读A Trip On “The True North”中出现的单词和短语的用法，为下一节阅读课扫除生词障碍。

3.学生分析

在学习人教版的初中教材后，学生大约掌握了1600个单词。在学习完高中Book 1和Book 2教材后，学生的词汇量在2000以上，具备了使用英语进行简单交流的能力和用英语释义的能力，为教师使用全英授课和学生使用英语做游戏打下良好的基础。

4.教学设计

Learning aims:

1. Knowledge aims

At the end of the class, the students will be able to:

(1) understand the meanings of the key words and phrases; (2) know how to use the key words and phrases in the context; (3) know how to write a short trip diary using the words and phrases learned today

2. Ability aims

At the end of the class, the students will be able to:

(1) use paraphrasing or definitions to describe new words; (2) improve vocabulary learning through wordguessing games; (3) describe a recent trip by using new words

3. Emotional aims

At the end of the class, the students will be able to:

(1) be fond of traveling and find pleasure in learning words; (2) know how to cooperate with others and work in a team while learning

Important and difficult points:

(1) understanding teacher’s English explanations

(2) using English definitions to explain new words

(3) write a travel journal with new words as many as possible.

Teaching procedures:

Step 1 Warming up

Talk about a train journey across Canada.

①Where did I travel last fall? (Canada.)

②What can you see in the picture? (Maple leaves and an eagle.)

③How did I travel? (By train rather than by plane.)

④Which way did the train go? (Eastward.)

【设计意图】通过展示四幅图画，把学生的注意力吸引到本节课的话题——加拿大上来，启发学生说出本节课一些单词和短语：Canada、maple、eagle、eastward、rather than等。采用教师本人旅行的照片，能够激发学生的学习积极性，为下一步阅读一篇旅行日记做好铺垫。

Step 2 Present the new words by reading a travel journal

I made a trip to Canada last fall. I didn’t take much baggage because I stayed with my cousin who lives there. Crossing the whole continent was really exciting because Canada is surrounded by the Pacific Ocean and the Atlantic Ocean on both sides. The country measures as much as 9.8 million square kilometers in total, which slightly smaller than Europe.

After traveling for two days, I came to realize that Canada is quite empty because most Canadians live in the urban cities which lie within several kilometers of the USA border. It was amazing to see such a large country with so few people while I was traveling eastward.

On the way I caught sight of many animals, such as beavers, grizzly bears and eagles. The scenery was so beautiful that it took my breath away, especially the Rocky Mountains. I also learned that Canada is a multicultural country, where many different races managed to live in peace. Canadians have a gift for receiving new cultures. That is why it has attracted people from different parts of the world to come.

Canada is such a beautiful country that I hope to settle down there one day.

【设计意图】教师自己撰写了一篇旅行日记，为学生提供一个比较真实的交际语境，把课文中的生词和短语呈现在日记中。通过听读日记，学生与本节课要学习和掌握的词汇有“一面之缘”，初步体会新单词和短语的含义。

Step 3 Learn words with the help of pictures

Let students guess the meaning of the new words with the help of the pictures:

Keys: ①border ②baggage ③continent ④scenery⑤urban ⑥chat ⑦measure ⑧surround ⑨harbour

① border n. A man is standing on the official line that separates Canada from USA.

② baggage n. The soldiers want to help the doctors with their baggage.

③ continent n. We can see seven continents and five oceans in the world.

④ scenery n. The scenery of the hilly area is very beautiful.

⑤ urban adj. I am fond of living in the urban area, not the countryside.

⑥ chat vi. Father doesn’t like Jim chatting with his online friends.

⑦ measure vt. A nurse is measuring a woman to find out how tall she is.

⑧ surround vt. Jackie Chan was being surrounded by the reporters.

⑨ harbour n. There are some ships in the habour.

【设计意图】本环节的活动是让学生根据图片说出一个新单词。借助图片提供的语境，使学生联想本节课要学的新单词，并说出来。培养学生从图片中获取有效信息的能力，绚丽多彩的图片能激发学生的学习兴趣。

Step 4 Learn new words using affixation（词缀法）

Affixation includes prefix and suffix.

multi + cultural = multi-cultural多文化的

multi- “多，多种，多个”prefix(前缀)　+ noun & adjective　 →adjective multi-　media媒体 　multimedia多媒体的multi-　national民族的　multinational多国的multi-　purpose目的　multipurpose多用途的multi-　storey楼层　multi-storey多层的

（2）后缀-ward放在名词或副词之后，表示“向……”

-ward“向……的”prep & noun　 + suffix（后缀）　　→adj. /adv. up　-ward　upward向上back　-ward　backward向后east　-ward　eastward向东west　-ward　westward向西

【设计意图】本环节引导学生根据构词法来记忆单词，不仅除去了死记硬背单词带来的烦恼，减少了学生的焦虑情绪，而且提高了学习的趣味性，提升了学生的自信心。只要掌握了前缀和后缀的意义，学生就可以根据已知的词根的意义猜出新单词的词意，达到事半功倍的效果。

Step 5 Learn the usages of some phrases

Ask the students to guess the meaning of the phrases according to the sentences.

(1) chat about _________

Susan chatted about her social life while studying in China. It was unforgettable.

(2) manage to do sth. ___________

The soldiers succeeded in getting the boy out of the ruins. =The soldiers managed to get the boy out of the ruins.

(3) catch sight of _____________

As soon as the mouse caught sight of the cat, it ran back to its hole quickly. =When the mouse saw the cat, it ran…

(4) have a gift for ______________

Mary has a gift for learning languages. =Mary is good at learning languages.

(5) settle down ______________

John settled down in London after he married Betty.

The speaker waited for the audience to settle down before he spoke.

【设计意图】根据语境猜测生词或短语的意思是中学生必须掌握的一项重要的学习技能，也是高考阅读理解一种常见的题型。教师在学案中为学生提供了五个动词短语的例句，让学生根据句意猜测这些短语的意思并写出来。只有经常引导学生掌握正确的学习方法，才能提高英语学习的效率。

Step 6 Play games

(1) Game 1: Ask the students to say a word according to the teacher’s explanation.

For example:

①on or onto a plane, a train or a ship: aboard

②a unit for measuring an area of land; about 4 050 square metres: acre

③a little: slightly

(2) Pair work: You describe it, I guess!

For example:

A: When you travel to a place, what do you want to see? B: Beautiful scenery.

A: Today it is a little hotter than yesterday? B: Slightly.

A: If I want to get a new dress made at a tailor’s shop, what will the tailor do first? B: Measure you.

【设计意图】通过提供英语释义让学生说出某个单词和两人一起做游戏，鼓励学生在游戏中使用所学语言，以便牢固掌握和记忆所学单词。同时，在课堂活动中，学生们体验到学习的快乐，提升了信心。此外，学生必须用英语来解释某个单词或为对方出题，培养了学生的英语思维能力和语言表达能力，达到一石三鸟之效。

Step 7 Fill in the blanks

Complete the following sentences using the suitable forms of the given words

border scenery baggage continent chat slightly measure

(1) If you want to travel abroad, you have to cross the __________.

(2) The passengers got their __________ checked before getting on the train.

(3) As is known to all, there are seven __________ on the earth.

(4) Some trees __________ over 90 meters in Canada.

(5) Mike enjoys __________ with his friends on the Internet.

(6) The ________ of the Great Lake is so beautiful that it attracts tourists from all over the world.

【设计意图】上一环节是让学生使用口头英语进行交际活动，本环节加大了练习的难度。教师设计了选词填空，为学生再次提供了使用单词的语境。学生首先需要考虑应填哪个单词，其次还需要考虑空格上应填该单词的哪种形式。要求学生具备在语境中正确使用单词的能力。

Step 8 Write a travel journal describing your trip

Example: Last month I traveled to Luanchuan with my friend. Rather than take the train, we took the bus to get there. I brought a lot of baggage because we stayed there for two weeks. On the bus, we chatted happily about what we saw on the way. As soon as we arrived, we began to explore the great mountains that surrounded the hotel. We caught sight of some flowers and small animals in the bush. The scenery was so beautiful that time passed quickly before we realized it.

【设计意图】在学生进行单句填空的基础上，逐步提高训练的难度。课堂上进行短文写作旨在引导学生运用本节课所学短语进行语言交际活动。从猜单词到单句填空，再到语篇训练，环环相扣、步步深入。引导学生运用所学词汇进行模仿练习，写一篇旅行日志，达到学以致用的目的。

Step 9 Homework

(1) Review the words which we have learned in this class. (2) Write a short traveling diary within 100 words.

【本节课的亮点】

（1）教学理念新，各种活动贯穿课堂

根据建构主义学习理论，知识不是通过教师传授得到的，而是学习者在一定的情境下，借助教师和同伴的帮助，利用必要的学习资料，通过意义建构的方式而获得。学习是在一定的情境，借助其他人的帮助，即通过人际间的协作活动而实现的意义建构过程。

本节词汇课通过听读旅行日记、看图说单词、猜单词、男女生PK、猜词游戏、完成句子等听、说、读、写活动使所学的词汇反复重现，使学生在感知、体验和应用中，逐步熟悉单词的意义和用法，做到灵活运用。在课堂上，学生的眼、嘴、手、脑等各种器官参与学习活动，全身心畅游在学习词汇活动中，把“苦学单词”变成“乐学单词”。

（2）选取精美的图片，提升教学的趣味性

在导入环节，教师把学生的旅行照片做成视频集锦，并把教师本人的照片嵌入到加拿大风景图片中，迅速把学生的注意力引到旅行这个话题上，再巧妙地过渡到词汇学习上。在学习生词环节，选取9幅图片让学生说出新单词。课堂上采用精美的图片，可以充分调动学生的学习热情，提高学习效果。

（3）自编教学素材，重视情境教学

教师自编一篇旅行日记，呈现本节课将要学习的单词和短语，并且，请外教朗读这篇日记，为学生提供了听读的教学资源，让学生在具体的情境中感知和体会单词和短语的含义，有利于提高学生的学习效率和学习兴趣。

（4）训练形式多样，时效性强

本节课的训练形式多样，有口头练习、单句填词练习和短文写作练习。最后的活动是读教师写的一篇栾川游记，然后进行仿写练习，引导学生运用所学词汇仿写一篇旅行日志，再达到学以致用的目的。同时，通过撰写旅行日记可以激发学生热爱生活的情怀，培养学生正确的人生态度和价值观。