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视频标签：Need Diction
所属栏目：高中英语优质课视频
视频课题：高中英语外研版选修9 Book 9 Module6 Why Do We Need Dictionaries宁夏 - 吴忠
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1教材分析
外研版 选修Book 9 Module6 Why Do We Need Dictionaries? 本套教材着重培养学生的创新精神和独立的思维、实践能力、努力使学生获得适应学习化社会所需的英语基础知识和基本技能，了解文化差异，发展健全人格，培养合作精神和社会公德意识。教材遵循“题材-功能-结构-任务”的编写原则，以题材为纲，以运用性任务为目标，避免孤立的语言形式操练，把不同技能的训练结为一体，以综合的方式体现实际生活中有意义的语言应用。教材强调学习策略的培养，鼓励学生通过体验、实践、讨论、合作、探究等方式逐步形成自主学习的能力。教材编写以学生为主题，尊重学生个体差异和学生身心发展规律与兴趣特点设计大量语言活动，以激发学生的兴趣和求知欲。教材贯彻跨文化教育的思想，介绍西方文化，更重要的是使学生在理解和尊重外国文化的同时更加热爱祖国文化。 2教学内容分析
Book 9 Module6 Why Do We Need Dictionaries?
本模块通过阅读文章“塞缪尔·约翰逊词典 ”与 “《牛津英语大词典》”等的学习，探讨词典这一中心话题，并就话题展开听，说，读，写的综合技能训练。同时深入了解词典，科学评价词典，合理利用词典。
本节课是 Listening and Vocabulary，在这节课之前学生已学习过Reading and Vocabulary，Speaking。这节课主要学习一些英语常用词典术语以及听力能力训练。要求学生掌握运用一些相关词汇。在听的过程中能够比较准确地理解对话和语段中新出现的词汇，并能够用关键词记下主要信息；能够听懂课本提供的对话听力材料，并完成相关的练习。 3教学目标分析
根据《新课程标准》(实验稿)关于总目标的具体描述,结合学生实际和教材内容,本节课将从知识与能力,过程与方法,情感态度与价值观,这三个方面制定相应教学目标: 一、知识与能力
1、学习听力材料以及相关词典词汇与短语。
2、能在听得过程中比较准确的理解对话内容，抓住主要信息，并能够用关键词记下主要 信息。
3、能够在教师的指导下充分利用字典进行词汇积累，自主学习。 二、过程与方法
1、通过阅读文本理解猜测生词含义，讨论与同学合作解决问题， 2、通过认真阅读问题，预测听力材料内容
3、通过课堂上实践，学习充分利用词典，锻炼学生自学能力 三、情感态度与价值观
1、通过阅读句子进行词汇学习激发兴趣,体验成功,增强自信心。
2、学生能够通过使用字典，听力训练培养发散思维和创新精神。
3、在学习过程中了解学习词典文化，增强保护和发扬人类词典文明的意识 4教学目标
Teaching aims and demands: Knowledge:
headword definition part of speech collocation idiom example sense capture style label Ability:
1. To develop and practice the ability of guessing the meaning of strange words from text. 2. To help the students develop basic listening skills 5.学情分析
Most students in this class are weak in English learning and their vocabulary is very limited. Some of them seldom have the habit of using dictionaries. Though they have difficultiesin English, they show great interest in this subject and they are trying to do better jobs in English learning. That's encouraging.
6. 重点难点
Teaching key points and difficulties: Key points:
Vocabulary learning, Listening practice & Speaking practice. Difficulties:
1. Improving students' listening skills.
2. Encouraging students to be brave enough to show their opinions in front of the class. 7. Teaching Aids：
Multimedia(互动课堂), Students books, dictionaries ，vocabulary cards, vocabulary box 8. 教学方法（Teaching Methods）：
Task-based learning Listening and Speaking. 9．教学过程（Teaching Procedures) Step 1【导入】Revision And Lead-in Do you still remember your homework?
T: I asked you to interview your group members about the use of dictionary. Let’s check.
通过视频作业（采访）的检查，一方面可以练习学生的口语和听力，另一方面可以导入到今天的内容，激发学生学习兴趣。 Step2【活动】Vocabulary
To learn some dictionary language.
Ask the students to go through the sentences on the wall and match the following words with it’s meanings. The students with pink paper need to read the pink slips on the left side and the students with blue paper please read the sentences on the blue slips.
(b) this tells you the meaning of the word
(a) this tells you if the word is formal,informal,etc (c) this is the word you are looking up
(d) this tells you if the word is a noun, verb,etc (e)this is an expression that contains this word
(f) this is a sentence that shows you how the word is used
(g) this is one particular meaning of a word with several meanings (h) this describes words which go together with high frequency
The following are the sentences on the wall, which contain the dictionary language that they are going to learn.
1.This dictionary shows all words related to the headword you are looking up 2.“Add fuel to the flames” is a idiom related to fuel.
3.This dictionary has many examples of how words are used. 4.Can you give a more precise definition of the word “tutor”. 5.The part of speech of “book” in this sentence is “noun”.
6.The word “love” is used in different senses by different people.
part of speech headword collocation idiom definition example sense style label
7. “Happy birthday” is a collocation, but “Merry Birthday” is not. 8.The style label of “ guy” is informal.
Then ask some students to write their answers on the board to check together.
通过阅读含有要学词汇的句子去理解猜测该词的含义，然后完成词汇和其释义的连线练习。这样可以让学生自己动起来，主动思考同时可以合作学习，以学生为中心。分蓝色和粉色练习的目的是将学生分开，避免拥簇。 Step3【活动】Practice T：Since we have learnt some dictionary words, now let’s put them into use. I’ve got an item from a dictionary. Let’s check your understanding
headword
part of speech
definition
style labelexample
collocation
idiom
sense
Check together and then read aloud together. When there is a mistake, use the dictionary to correct their pronunciation.
通过对字典当中一个词条的观察和学习，让学生对这些字典语言有了进一步的理解和掌握。 同时运用了互动课堂中的英语学科工具——词典，可以纠正发音，生成单词卡片，进行词汇的积累。
Step4【活动】Listening Activity 1:
Listen to the passage and answer the questions. 1. What was the speaker writing an essay about? 2. What did the teacher say about the essay?
3.How many meanings did the dictionary have for the word capture?
4.Did the speaker have a positive or negative experience of using the dictionary? Ask the students to go through the questions first and make a prediction. T: What will the listening material be about? Listen for the first time to check their guess.
Then listen again to answer the four questions one by one. After students’ answer, play the sentences which contain the answer again. 听力是我们学生的弱项，听一遍根本就回答不了问题，所以首先让学生认真浏览问题进行预测，这样可以激发学生的好奇心, 认真听听力. 听完第二边再回答问题. 核实答案时, 先让学生说出自己所听到的然后把包含有答案的听力材料再听一边. 这样做的目的就是能让所有
同学学习听力技能,学会抓重点. Activity 2:
Listen to the passage and complete the dictionary definitions capture(v.,n.)
1. to______someone so that they become your ______ 2. to get control of a place from your______
3. to ______ what someone or something is really like essence(n.)
1. the most ________part of something usually the part that gives it its general________ 2. a _______ that contains the strong ______ or_______ of the plant it was taken from Ask some students to read the sentences.
由于听力材料较长，如果从头到尾再听一边的话，学生反倒会麻痹大意，无法抓住关键词，而这道练习题的答案又比较集中，因此对听力材料进行了裁剪，播放一段，检查一段，答案清晰明了，学生也听得兴致盎然。 Step5【活动】Word cards
Work in groups to make word cards
Front
Back
T: We’ve learnt some dictionary language and the author also used dictionary in the listening part. Now let’s use our dictionary to make word cards (5ms)
T：Time is up. Each group chooses a group leader to show us the cards and choose one card to teach us.
这一单元的话题是Why Do We Need Dictionaries? 通过前面的学习，最后回归到对字典的使用，让学生动起手来，变被动为主动。制作单词卡片，查字典，让学生体会如何很好的利用字典去学习. 查字典不只是查中文意思，例句，固定搭配，习语，词性等更重要。而且单词卡片放在词汇盒子里方便大家共享，从而共同进步。 Step 6 总结（Conclusion）
T: What have we learned in this class? What do you think of the dictionaries? T: From today’s learning we can say dictionaries are our best teachers。 通过和学生一起回顾总结这节课的内容，又一次强调在英语学习中字典就是我们最好的老师， 而且比“我”更方便，随时可以使用。 Step 7课后作业布置（Homework） 1. Preview Language in use (2)
2. Each student makes five word cards
听力课结束后语法，让学生预习。继续查字典并制作单词卡片，培养习惯，进行词汇积累。 10. 板书设计（Blackboard Design）:
Unit 6
Why Do We Need 学生书写
Dictionaries ppt.播放 pleased
11. 课后反思（Feedback）： 本节课是听力和词汇，学生课本上是先听听力然后学习词汇。但基于学生的实际水平和学习习惯，我进行了调整。先进行活动4，连线。而练习3对我们的学生来说太难，所以省略。因此我将collocation这一词的学习并入活动4。对词汇学习我采取了让学生通过阅读所给的单句来自己理解猜测并完成练习，虽然比直接教需要的时间长一些，但是这种方法学生经过了思考和相互交流，效果更好。对听力我除了整体听还才取了分节听，这样更有针对性，更清晰。最后制作单词卡片让学生自己动手动脑。但在整节课的进行中还是出现了一些口误，课堂用语也有些累赘。总之，还需要多钻研多学习,争取更上一层楼。
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