教案MicrosoftOfficeWord97-2003文档.doc

 教学内容：Ｕｎｉｔ２　I used to be afraid of the dark.
课型：词汇教学
Learning goal :
　 （1）To understand: airplane, terrify, on, insect, candy, chew, gum, chat, daily, comic, death, cause, himself, patient, head teacher , exactly.
（2）To use ： used to, be terrified of, go to sleep, in the end, make a decision, to one’s surprise, even though, no longer, take pride in, pay attention to, give up, death, chew.
（设计意图:这样的分类对于初中学生的作用很明显，因为可以大大减轻词形记忆的负担，而且明确提升词汇运用的能力。）
Teaching steps:
Step1. Have the students find the words they can read out or they have learnt before the class (like: go to sleep, in the end, give up, on, make a decision …) . Let the students read them loudly several times and translate them into Chinese, then make sentences with them .Have some students write down their sentences on the blackboard.
（设计意图:因为每单元单词量很大，提前让学生找出已会认读的单词,并且使用这些单词造句，让学生复习已经学过的知识，剩下需要掌握的就不太多了。让学生在课前找出已经学的短语，这样可以降低学生学习单词的畏惧心理。）（温故而知新）
Step2. Getting more practice about the new words’ pronunciations.
①When students get the meaning of the words, lead them to read the new words in different ways: boys, girls, together or one by one.
②Ask them to check each other’s pronunciations in pairs.
③Show the pictures above and ask some students to describe them.
④Have the students play a words game.
（设计意图：通过不同方式的领读,学生间的相互检查和游戏来确保学生们能对每一个单词进行正确发音，而且能激发学生的学习兴趣。）（激发兴趣）
Step3. Getting more practice about the usages of the new words.
Ask students to complete the sentences according to the new words.
（Fill in the blanks with the correct new words  . Change the form of the word if it necessary .）
1. Mary u____ to be afraid of snakes .
2. This morning I left my home in a hurry with the light o____.
3. C___ your food well before you swallow it.
4. Andy likes ____ (chat) with his friends on the Internet.
5. Tom’s d_____ made all of us sad .
6. Lillian is a good nurse .She is very p____ with sick people.
7. Never g____ up ,you will succeed in the end.
8. He fell off his bike, but he didn’t hurt h_____.
拓展：
1． Used to 　　 be used to doing
　　be used to do=be used for doing
2 ．be afraid to do be terrified to do
be afraid of doing be terrified of doing
3 ．on open
4．die death dying dead
（设计意图：通过让学生在句意的帮助下完成句子，巩固了学生对单词意义的理解，进一步掌握所规定词汇的用法。在原有生词的基础上适当拓展。）
Step4. Helping students to use the words in a passage.
 Ask students to complete the passage with the right forms of the words given. （创设情景，让学生用所学单词填空，来学以致用。）
Martin ___(use) to be ____(terrify) of ____(take) the airplane. When he took it, he _____(go) to sleep with his radio ____(开着的).Sometimes , he tried to read _____(连环漫画杂志) ,China ___(day) or____(chat) with others _____(waste) time.
Last Sunday , Martin went to the USA .When the airplane landed __ __ ___(最后), he ____(cause)some trouble for ____(he).He felt very sick and didn’t move at all. Luckily,__ ___(尽管)his __ ___(校长) taught him__ ___(不再),he was ____(patience) with Martin and ___(pay) more attention to him. He ___ ___ ____(做决定) to drive him to his home. In Martin’s car, they ____(闲聊) warmly. he head teacher learned about Martin-------He likes ___(chew)____(口香糖)and eating____(candy) in his free time. ＿　＿　＿（另他吃惊的是）Martin likes studying ___(昆虫)．Ｈｅ＿　＿　＿（感到自豪）himself．And　he　told　him not to 　____(放弃) learning in his life. It’s never too old to learn.
（设计意图：通过创设语境语篇，让学生在用所给词的正确形式完成短文的过程中，拓展运用了所学词汇，为下一步的课文学习打下基础。）
Step5：Homework
Level A：Write the words and read the passage fluently.
Level B：Make sentences with the words.
（设计意图：分层作业，照顾不同层次的学生，让所有学生都能收获成功的喜悦。）
总之，通过对词汇的导入、练习、巩固、运用，在创设的语境中，力求做到词不离句，句不离篇，让学生在层层递进的活动练习中，掌握了单词的语音、词形、词义和运用功能等多个方面的内容，为下一步的课文学习做好了铺垫。
 反思与启示：
反思本堂词汇学习课的设计思路和教学手段，本人认为以下几个方面是比较成功的：
1、    温故知新，以图导入，激发兴趣。
2、    环环相扣，形式多样，落实到位。
3、    注重运用，鼓励输出，加强反馈。
4、    重组话题，拓宽视野，重视自主。