vocabulary.doc

9A Unit 3 Vocabulary

教学思想：
以人为本，实施新课程标准理念，充分体现学生在学习中的主体地位，通过多种形式的师生互动和生生互动来引导和鼓励学生大胆思维，积极参与，培养学生自主学习，探究学习，和合作学习的意识，着力培养学生综合语言运用能力，为学生的可持续性发展夯实基础。
教学目标：
1、 知识目标：了解并掌握“get”的不同含义。
2、技能目标：掌握“get”作为连系动词和行为动词在不同情境中的使用。
2、 情感目标：学会与人沟通、交流思想，乐意帮助别人分析并解决问题。
本课课型：词汇教学
教学方法：合理采用“任务型”教学等教学方法。
教学准备：阅读研究教材，教参和课程标准，充分利用互联网络，搜索、获取相关教学资源，设计教学流程，制作教学课件。
教学重点和难点：
辨别“get”作为实意动词和系动词在意义和用法上的区别，围绕话题得体地表达自己的观点。
教学过程、时间分配:
9A Unit 3 Teenage problems
Vocabulary
Teaching procedures:
Step I: Revision
T: Boys and girls, yesterday we learned Millie and Simon’s letters. As we all know, teenage period is a time of many problems. Can you list some of Millie’s problems?
S1: Sure. Millie, a Grade 9 student, has a lot of homework every day. She often stays up late to complete the exercises and feel tired the next day. Besides, she even can hardly find time for her hobbies, which makes her sad.
T: Great. Millie really suffers a lot from it. Would you please help her out? Give her your advice.
S2: In my opinion, it’s necessary to give up our hobbies in order to finish our homework. I suggest that she do some of the important and leave something less important behind.
T: Well, it sounds reasonable, but not practical. What’s your opinion?
S3: I think if we can plan our day carefully, we’ll find time to do what we want to do.
T: Can explain it more exactly?
S3: I mean we can make a list of all the homework we have to do. Then work out how much time we need to complete it all. This will give us an idea of how much free time we have.
T: Good idea. Careful planning does help us a lot. Thanks. Sit down please!
[设计说明] 语言学习过程中，学习者始终要同遗忘作斗争。通过老师的提问，让学习者回忆上堂课所学内容——两封书信。通过让语言学习者尝试回忆Millie或Simon的问题，并引导学生尝试分析问题并协助解决问题，激发了学习者的兴趣，巩固复习了所学内容，为新授课做准备。
Step II: Lead in
T: Just now, we revised what we learned yesterday. Do you know the word “revise” here? You please. [板书：revise]
S4 Sorry, I don’t know.
T: That’s all right. Sit down, please. Now I’d like to explain it to you. For example, you have an exam tomorrow, so you have to find time to revise your lessons to achieve a high mark. Do you know its meaning now?
Ss: Yes.
T: S5, would you please tell me?
S5: OK. “Revise” here means “to go over”.
T: Very good. You got it. Sit down, please. Now please read after me.
[设计说明] 教师通过问题的方式巧妙地引出本课唯一的生词“revise”。通过板书进一步“突显”该词。当学习者不能理解该词词义时，教师不是直接给出中文词义，而是通过创设语言情境，让学习者在语境中领悟词汇的意义。另外，因为“语言是有声的”，所以教师有必要领读生词，让学习者建构“音义”和“形义”的联系，在头脑中形成概念。
Step III: Presentation
A task: Please help me out.
T: Tomorrow is my daughter’s birthday. However, I haven’t got any idea what I should get for her as a gift. Can you help me out?
S6: I think you should get a doll for her.
T: She already has got a lot of them. If I get another doll for her, she will get unhappy.
S7: In my opinion, you should get a toy piano for her, for most of the girls like music.
T: Since she has got a toy violin, she may feel bored to have similar one.
S8: I suggest that you get toy computer for her.
T: That’s a good idea. If she gets one, she can get a lot of information from it. I am sure she will like it. Thank you for your good idea.
S8: Your are welcome.
An activity : Listening
T: Boys and girls, in this period, we are going to learn the section: Vocabulary. First, I would like you to listen to a conversation between A and B, and then answer the following questions:
1. What is the weather like today?
2. What are the possible results of B’s not finishing his homework?
Listening material:
A: What’s the weather like today? What about the following months?
B: It’s a little cool today. It will get colder and colder in the following months.
A: Yes, it’s getting colder, so if you get up early in the morning, you will feel very cold. I advise you to put on more clothes than before. Well, what about your lessons these days? Do you still get a lot of homework?
B: Yes.
A: Oh, what a pity! But if you don’t practice writing, you will get low marks. Maybe at that time your parents will get angry with you, and you will get sad, too.
T: Now, let’s check the answers. S6, please tell me your answers.
S9: It’s a little cold today. And if B does not finish his homework, his parents may get angry with him and he will get sad.
T: Excellent.
[注意：呈现语言材料，让学习有困难的学习者发现问题所在。同时，在与“get”有关的词快下加下划线，突显这些短语。]
T: Read the phrases together and understand their means.
get colder and colder 系动词 = become
get a lot of homework 实意动词 = have
get low marks 实意动词 = achieve
get angry with 系动词 = become
get sad 系动词 = become
[设计说明] 通过设置听力活动，改变语言输入的方式。同时，在输入中大量出现与本课核心词汇“get”相关的短语，让学习者在高频率的输入中进一步接触新的语言现象，不断感知，加深印象。呈现和朗读短语有助于学习者进一步理解“get”作为实意动词和系动词的用法。
Step IV. Practice
A: Different meanings of ‘get’
Pair work: Make up a dialogue with your partner according to the given pictures.
Model:
S10: How does Amy go to school?
S11: She goes to school by getting a bus.
S10: When does Amy get home?
S11: She get home late.
S10: Why does Amy get angry?
S11: Because she gets a lot of homework.
S10: Why does Amy work so hard?
S11: Because she wants to get a high mark.
T: Now, please do Part A on page 48. Then check the answers.
T: What does the word ‘get’in each sentence?
S12: get a bus = take a bus;
S13: get angry = become angry
S14: get a high mark = achieve a high mark
S15: get a lot of homework = have a lot of homework
S16 get home late = arrive home late;
S17: get a letter = receive a letter
[设计说明] 通过让学习者根据所给图片编对话的形式，“重组”或“改变”教材问题的呈现方式，避免机械训练，让语言学习者在有意义情境中，创造性地运用所学知识，在交际中操练语言。
B: Sharing problems
Amy is writing a letter a her pen-friend Tommy. She is telling him about some of her problems. Help her complete her letter. Use the phrases in Part A.
Dear Tommy
How are you? I’m very busy at the moment. I usually get a lot of homework to do every day. I know homework is important, but I ___________when there’s too much to do because I won’t have time for my hobbies.
I usually join in some activities after school, and then I ________ home. There is always a lot of traffic on the road and I usually __________.
I don’t have much time to revise for tests. Sometimes I don’t _____________, and I feel sad then.
Do you have any problems with your schoolwork? Tell me about them! I hope I will ____________ soon.
Yours
Amy
1. Fill in the blanks and check the answers.
T: Now, let’s check the answers.
S: get angry; get a bus; get home late; get a high mark; get a letter.
2. Listen to the letter and pay attention to the pronunciation of some words.
3. Read aloud. (Read the letter together.)
4. Give some suggestions to Amy. (Group work)
Divide the students into several groups of four. Give them 3 minutes to have a discussion and then ask the leader of each group to present their suggestions.
[设计说明] 对练习的处理不能只是简单地完成和校对答案。我通过设计“听”、“读”和“说”的活动，多渠道输入语言，高频率刺激感官，促进语言习得的发生。
Step V. Production
Task: An interview
T: You are a reporter of our school newspaper. Now you are interviewing your classmates about their problems. You may start your conversation like this:
R: Hello. I am the reporter of our school newspaper. These days, I am writing an article about students problems. Would you please share some your problems with me?
S: ……
(In the end, the teacher makes some comments on the interview.)
[设计说明] 通过设置真实的任务情境，让学生运用语言完成任务，巩固和复习所学，培养综合语言运用能力。
Step VI: Summary
T: Boys and girls, in this period we paid special attention to the different meanings and uses of the word ‘get’. Some examples are as follows: get a bus = take a bus; get angry = become angry; get a high mark = achieve a high mark; get a lot of homework = have a lot of homework; get home late = arrive home late; get a letter = receive a letter. Besides, we practiced using ‘get’ in all sorts of situations. Last but not least, we shared our problems and gave our suggestions to Amy. All of you took active part in the class-activities. I am really proud of you. After class, please finish your homework. If you meet with any kind of difficulty, please let me know, I’ll try my best to help you out. That’s all for today. Thanks.
[设计说明] 通过课堂总结引起学习者“有意注意”。老师通过言简意赅的言语高度概括本课主要内容，帮助学习者理清思路、回忆和巩固。同时，让学生明确课后作业和如何在课外获得老师的智力支持。
Step VII: Homework
I. Write an reply to Amy (giving your suggestions). Pay attention to using the word ‘get’.
II. Consolidation exercises:
板书设计：
牛津初中英语9A Unit 3 Vocabulary
I. Revision
II. Lead-in
revise
III. Presentation
IV. Practice
V. Production
VI. Summary
VII. Homework
Different means of ‘get’
get a bus = take a bus;
get angry = become angry
get a high mark = achieve a high mark
get a lot of homework = have a lot of homework
get home late = arrive home late;
get a letter = receive a letter

附录：
9A Unit 3 Vocabulary课后巩固练习
一、用get的适当形式填空。
1. My mother __________ a bus to work every day.
2. Don’t _________ angry. Be quiet.
3. I have _________ many good friends.
4. China is _________ stronger and stronger.
5. Mr. Smith _________ married last year.
6. The e-mail _________ yesterday. I have read it.
二、根据中文提示完成句子。
1.在上次考试中，Jack的得分最高。
Jack _____ _____ ______ ______ in the last exam.
2.我们总是从老师那里得到很多作业。
We always _____ _______ _______ _______ _______ _____ teachers.
3.我没有足够的时间复习考试。
I don’t have _______ ______ _____ ______ _____ tests.
4.昨天老师叫我打扫卫生，所以我回家迟了。
I _____ ______ _____ _______ _______ ________ by the teacher, so I _____ ______ ______ yesterday.
5.在大城市车辆很多。过马路要小心。
There ____ ____ _____ ____ _______ in big cities. Be careful when you ______ ______ _____.
三、猜出画线短语在句中的意思。
1. He is a good student. He gets along well with his classmates.
2. Tom has got ahead of all the other boys in the class.
3. It is a secret. Don’t get it out.
4. Amy didn’t agree at first. But we got round her at last.
5. I spoke slowly, but my meaning didn’t get across.
[设计说明] 本课课后作业分为两部分，我在考虑学生语言习得规律的同时，也照顾到学习者是初三学生，所以作业的设计“既关注语言形式，又关注语言内容；既有意义训练，又有机械训练”，具有较强的可操作性和务实性。

附录：教学后记
关于牛津初中英语词汇教学的见点思考
江苏省平潮高级中学 杨玲娣

语言教学离不开词汇教学，词汇学习贯穿于语言学习的全过程；不掌握一定量的词汇，听、说、读、写、译都无法顺利进行，就直接影响学生英语能力的运用和发展。初中学生在运用外语进行实际交流时，有些学生只能说出一些单词，而无法将其连接成句子；另一些学生虽能想出句法框架，但找不到合适的词汇，词不达意。相比而言，前一种学生往往能更多地表达出自己的想法，使语言交流得以实现。因为词汇是语言的建筑材料，是意义的基本单位。正如语言学家威尔金斯在《语言学与语言教学》中所说的：“我们不能接受语法比词汇更重要的说法。事实是，没有语法就只能传递有限的信息，然而，如果没有词汇，则什么也传达不了。”因此词汇教学是牛津初中英语教学中的重要环节，掌握一定量的词汇是学好英语的基础。然而，在教学实践中，词汇教学还存在一些误区，严重影响了词汇教学效果。
笔者发现，许多地区，尤其是广大农村初中，英语教学始终将语法作为重点，教学过程围绕课本中的语法点进行反复操练，词汇仅成为语法训练的工具。近年来，随着课程、教材改革的不断深入，人们逐渐认识到词汇教学的重要性，开始对初中词汇教学进行探索和研究。但是这一研究较多还是停留在外语词汇记忆的技巧和方法上。学生往往可以通过一些诸如“英语单词速记法”之类的书籍，改进词汇记忆的方法，但仅仅死记硬背只能记住单词的音、形、义，无法学到单词的意义背景和用法。因此，为了使学生能真正掌握所学的词汇，进而学会用英语交际，有必要加强词汇教学，尤其要加强研究如何使用合理的方法，以便达到事半功倍的效果。学习单词需要记忆，但记忆单词需要一定的策略。在实践中我们经常可以发现一些初中学生的词汇学习策略明显不足。为此，笔者对本校牛津初中英语词汇的教与学进行了较长时间的深入调查，试图找到普遍存在的词汇教与学的策略上的问题。然后针对具体情况摸索出以下几点词汇教学方法与大家分享。
一、课标词汇采用语境教学法
语境指的是上下文，即词、短语、语句或篇章及其前后关系。在语言交际中，语境具有特别重要的意义。为什么有些人能够背出五六千个词典词条，却仍难以实际应用呢？这是因为单词如果离开语境而孤立地存在，就成了一些意义的符号，无法建立词与词，词与句，词与篇章之间的联系。只有通过语境，才能了解词在不同上下文中的不同意义、用法以及搭配，使我们看到词汇的实际运用情况。在采用词汇语境教学方法时，词汇教学不是从词汇表开始，而是结合语境来进行。在教学时，可按照下列步骤进行操作：
教师介绍有关背景信息，通过提问、引导、展示等方式让学生初步接触教材的有关词汇；让学生通过听、读教材，对其内容有个大概了解，并根据上下文和语言背景来猜测生词含义；教师可以通过直观形象、引导释义和英语释义等方式提供生词在教材中的正确词义；学生再阅读教材进一步理解生词意义，熟悉生词用法。最后，让学生结合一定的情境对所学的词汇作进一步的巩固练习。
通过这种由语境引出生词的方法，学生将能获得运用所学生词的能力，知道在什么情景下使用哪些词语来得体地表达他们的思想。正如吕叔湘先生在论述关于语境和词汇学习的关系时所说的那样：“词语要嵌在上下文里头才有生命，才容易记住，才知道用法。”
此外，这种词汇教学方法要求学生通过语境猜测词义，这对学生掌握词汇也具有重要的意义。因为信息处理水平对记忆具有很大的影响。对信息的加工水平越深，信息就越能更长时间地深存在记忆中。而猜测词义是一种深度的信息处理过程。在这一过程中，学生会对所猜测的词语留下深刻的印象，为运用词汇打下坚实的基础。在教学实践中，笔者将这种词汇教学方法运用于教学过程中，取得了较为显著的教学效果。
二、对课标外的实用词汇采用间接教学法
课标中要求的词汇是教学中的基础词汇，不仅要求认知，更要求熟练运用，因此可以采用语境教学法。但为了使学生用英语进行交际，还需要进一步扩大词汇量，尤其是课标要求以外的一些实用性的词汇。对于这些词汇，只要求认知和简单运用，不要求熟练掌握。因此我们采用了间接教学法，即通过大量的课本以外的材料的听说练习、阅读练习，增加学生接受的信息量，使英语词汇的覆盖面扩大到现代生活的各个领域。在这一教学过程中，教师事先不列出词汇表，也不对生词的掌握程度作出要求。通过教师的引导，让学生在接触材料的过程中不知不觉对生词留下一定印象。这种教学方法可以增强学生听、说、阅读的能力，在这些能力提高的同时增加了词汇量，也扩大了学生的知识面。教师在筛选供学生听、说、阅读的材料时，要注意以下几点：
1、以原文素材为主；
2、突破课文的题材范围；
3、注意材料的信息量、知识性和趣味性；
4、词汇出现有一定频率；
5、素材的类型应有多样性。
通过对课标以外的一些词的听说、阅读材料的输入（笔者选择材料的途径主要是英文报刊，如《时代英语报》、《英语周报》、《学生双语报》、《21st Century Teens》等），可以弥补课本词汇量的不足，在很大程度上提高了学生流畅、得体、正确地使用英语进行交际的能力。
三、主题词汇教学法
运用主题词汇教学方法，即在英语教学中使用相近的方法、手段和形式，围绕一个中心主题进行大规模、多渠道和多次反复的综合训练，从而达到教学目的。在对教材的教学中，每一篇课文都有其主题，而教学过程是围绕这一主题进行的，课文所要求的词汇自然也大致在这一主题范围之内。通过课文学习，学生可以掌握与主题有关的一定数量的词汇，但是这一词汇量是远远不够的。我们研究了学生对同一主题内不同词汇的学习过程，发现如果围绕一个中心引出超出课本要求的大量词汇，不仅更易于使学生接受，而且容易激发学生对学习新词汇的兴趣，更加主动地扩大自己的词汇量。这一词汇教学方法有以下特点：
运用联想策略。通过对中心主题的“顺藤摸瓜”，学生运用了丰富的联想，将平时学到的知识逐个分析加工，提取对自己有用的部分，然后加以利用。这一思维方式正是词汇学习所要求和应该发展的。
及时反馈训练。在这一教学方法实施的过程中，教师安排可大量反复又切合实际的训练内容，学生学习之后马上就能应用，这样就使学生的学习积极性大大提高，从而达到事半功倍的效果。
强化感官记忆。在学习过程中，通过大量的视、听、说训练，充分调动了学生眼、耳、脑、口各器官相互作用，从而进一步提高了词汇记忆训练的效率。
提高学习兴趣。由于采用了多种方法和途径（多媒体、讨论、采访等互动训练方式）来达到同一目的，学生可以兴趣盎然地投身于学习之中，有利于巩固和加强学习效果。
在设计本课词汇教学过程中，我在充分研究课标、教材、和学生的基础上，还认真研读了有关词汇习得的相关理论书籍和教学实践文章，有针对性地选择一些词汇教学策略，精心设计、组织教学活动，让学习者愉快地投入学习，学得巧，学得好，为他们英语学习的可持续发展奠定了基础。
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