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视频标签：Working,the land
所属栏目：高中英语优质课视频
视频课题：人教版高中英语必修四Book4 Unit2 Working the land M4U2 Learning about Language浙江
教学设计、课堂实录及教案：人教版高中英语必修四Book4 Unit2 Working the landM4U2 Learning about Language浙江省 - 金华
人教版高中英语M4U2 Learning about Language教学设计
一、教材分析
本单元的中心话题是“农业”，内容涉及我国著名的杂交水稻专家袁隆平的贡献、化肥对土地耕种的影响以及开展有机生态耕种等。学生对于农业的话题较为陌生，因此本单元词汇学习重设语境，从三国演义中学生耳熟能详的故事着手，结合社交媒体和多媒体应用帮助学生熟悉并掌握以下词汇：occupy; disturb; struggle; regret; satisfy; comment; focus; lead to; thanks to; freedom。
二、学生分析
授课对象为高一学生，学生喜欢轻松的话题，具备一定的词汇基础和中国古典名著的知识基础。因此，本次设计从热门微博中三国演义片段着手，能较好地吸引学生，激发学生的语言学习兴趣从而进一步掌握该单元词汇。但是学生对于词汇的用法缺乏系统的认知和理解，运用能力弱。因此本次课题结合教授与运用，着重提升词汇运用能力。
三、教学目标
1. 语言能力
学生能熟悉并运用以下词及词组的用法: occupy; disturb; struggle; regret; satisfy; comment; focus; lead to; thanks to; freedom。 2. 学习能力
学生能通过个人、同伴互助和小组讨论等方式，在观察、思考、游戏等过程中，正确归纳、比较和运用重点词和词组的涵义和用法。 3. 文化品质
学生能加深对中国经典著作的理解，致力于传统文化的学习与传播，让传统文化焕发生机，赋予时代意义持续传承下去。
四、教学重点
通过语境呈现、填空、实操等方法，帮助学生学习掌握以下重点词及词组的意义和用法: occupy; disturb; struggle; regret; satisfy; comment; focus; lead to; thanks to; freedom。
五、教学难点
通过翻译三国演义中著名故事“草船借箭”正确运用以下词及词组：occupy; disturb; struggle; regret; satisfy; comment; focus; lead to; thanks to; freedom。
六、教学流程
Step1: Greetings
Step2: Leading-in: Guess (2 mins)
T presents dialogues in QQ and the picture of Liu Bei and then gives three hints to ask Ss to guess who he is.
【设计意图】通过学生常用的QQ对话形式，让学生在轻松的氛围中开始学习。利用图片激发学生兴趣，引出主题，自然过渡到课堂教学。根据所给线索，自然引出occupy，让学生在语境中体验词汇的运用。
Step 3: Learn and use the words and expressions (20 mins) 1. occupy
T invites a student to guess the meaning of the new word in the text and instructs the usage of it. T asks a question: What are you occupied with at school?
【设计意图】根据情境理解词义，结合学生实际提问，进一步落实词汇的运用。 2. disturb
T gives the synonym of the new word to help Ss understand the meaning and asks a question: When you are occupied with study, what disturbs you most? 【设计意图】根据学生已有的词汇知识进行迁移转化，丰富学生词汇储备。采用复现的方法，不断强化新知识的运用。 3. thanks to
T guides Ss to understand the phrase’s meaning and Ss fill in the blanks.
【设计意图】采用填空的方式强化联系前后所学知识已达到融会贯通的效果。 4. comment
T presents the picture and a short video of Three Kingdoms to help Ss figure out the meaning of the new word. T asks a student to make a sentence.
【设计意图】采用图片和视频的方式激发学生兴趣，取材于现代社交媒体热点，帮助学生迅速理解新词意思。采用造句的方式深化学生对此新词的理解和运用。并且引出下文语境。 5. struggle & satisfy
T asks Ss to find a new word in this unit to replace the word they’ve already learnt. 【设计意图】教师呈现视频中的台词的英文语境，让学生在朗读和思考中，用新词代替旧词，学会转化。 6. focus
Ss fill in the blanks and tell the different usage of its noun form and verb form.
【设计意图】通过句子的填空方式，引导学生认识到新词的名词与动词的用法不同。 7. lead to
T presents examples and Ss summarize the meaning of “lead to” through comparison. T presents the different phrases related to the new word. 【设计意图】教师呈现例子，让学生通过对比理解一词多义和一词多用，加深对词汇的理解。 8. regret
T presents the context and examples of the new word to help Ss learn the usage.
【设计意图】教师通过语境的呈现帮助学生理解该新词的动词和名词的不同用法。 Step 4: Consolidation (3 mins)
Ss come to the blackboard and draw a line on the screen to find the new words and expressions. And T guides Ss to read all the key words and phrases.
【设计意图】通过相关字词的游戏设计，让学生在课堂上身心都动起来，提升课堂氛围，激发学生学习兴趣。教师带读新词，巩固新知。
Step5. Group Work (13 mins)
T presents pictures and context of a famous story -- To Borrow Arrows with Thatched Boats. Ss use the newly learnt words and expressions to describe the classical story and share their stories.
【设计意图】草船借箭的故事学生耳熟能详，小组讨论的形式更能集思广益，从而达到巩固新知识的目的。
Step 6: Summary & Assignment (2 mins)
T presents her version of this classical work. T asks Ss to make up a story by using the new words and expressions as many as possible. Write it down and share the story with classmates. 【设计意图】经过一堂课的铺垫，教师让学生自由选择语境的故事载体且尽可能多的用上新学的词汇，让学生自由创作，激发学生运用热情。
七、 板书设计
Unit2 Learning about language Key words and expressions： 1.occupy: be occupied with 2.disturb: disturbed; disturbing 3.struggle: struggle for/against 4.regret: regret to do/ regret doing 5.satisfy: be satisfied with
6.comment: make comments on 7.focus: focus on sth 8.lead to 9.thanks to
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