Vocabulary learning教案
英语词汇课教学设计方案
I. IntroductionVocabulary is a fundamental component of language learning. A rich vocabulary allows learners to express themselves more effectively, understand complex texts, and communicate with greater ease. This teaching plan aims to design an engaging and effective vocabulary lesson for intermediate English learners, focusing on the acquisition of new words and phrases through various interactive activities.II. Objectives1. Knowledge Objectives:- Students will learn and recognize 20 new words and phrases related to a specific theme.- Students will understand the meanings and usage of the new vocabulary in different contexts.2. Skill Objectives:- Students will practice using the new vocabulary in sentences and conversations.- Students will develop strategies for memorizing and retaining new vocabulary.3. Attitude Objectives:- Students will develop a positive attitude towards learning new vocabulary.- Students will appreciate the importance of vocabulary in language proficiency.III. Lesson Duration1 hourIV. Materials- Whiteboard and markers- Vocabulary list with definitions and usage examples- Flashcards with the new vocabulary- Interactive whiteboard software (optional)- Handouts with exercises and activities- Writing materials (pens, pencils, paper)V. Lesson Procedure1. Warm-up (5 minutes)- Start the class with a brief review of the previous lesson's vocabulary.- Engage students in a quick discussion about the theme of the new vocabulary.2. Introduction to New Vocabulary (10 minutes)- Introduce the theme of the lesson and its relevance to thestudents' lives.- Present the new vocabulary words one by one, using the whiteboard and flashcards.- Provide definitions, usage examples, and context clues to help students understand the words.3. Interactive Activities (20 minutes)- Word Hunt: Divide the class into groups and give each group a handout with the new vocabulary. Students need to find the words in a text or picture related to the theme.- Vocabulary Bingo: Create bingo cards with the new vocabulary words. Students need to find the words in sentences provided by the teacher or their peers.- Word Sorting: Students sort the new vocabulary words into categories based on their meanings or usage.4. Practice and Application (15 minutes)- Sentence Building: Give students a list of sentences with blanks and ask them to fill in the blanks with the correct new vocabulary words.- Role-Playing: Students work in pairs or small groups to create a short dialogue or scene using the new vocabulary.5. Consolidation and Review (10 minutes)- Flashcard Review: Go through the new vocabulary words one by one, asking students to provide definitions and examples.- Vocabulary Game: Play a vocabulary game, such as "Concentration" or "Memory," to reinforce the new words.6. Homework Assignment (5 minutes)- Assign a homework task that requires students to use the new vocabulary in a creative way, such as writing a short story, journal entry, or creating a poster.VI. Assessment- Formative Assessment:- Observe students' participation and engagement during the lesson.- Monitor their ability to use the new vocabulary in context.- Collect and review homework assignments to assess understanding and application.- Summative Assessment:- Conduct a vocabulary quiz or test at the end of the unit to evaluate the students' overall retention of the new vocabulary.VII. ReflectionAs the teacher, reflect on the effectiveness of the lesson and identify areas for improvement. Consider the following questions:- How well did the students engage with the new vocabulary?- Did the activities and exercises promote active learning?- Were the learning objectives met?By continuously reflecting on and adapting teaching strategies, you can create a more effective and engaging vocabulary lesson for your students.。
新世纪版高中高二英语上册《Vocabulary》教案及教学反思
新世纪版高中高二英语上册《Vocabulary》教案及教学反思一、教学目标通过本课的学习，学生能够掌握以下词汇：1.身体部位：forehead, cheek, chin, eyebrow,eyelash, eyelid, nostril2.行为动词：twist, wink, frown, sneeze, shake,sneeze3.形容词和副词：stuck, upset, calm, smooth,nervous, grateful4.短语和惯用语：take after, put on, in trouble,make sense, what’s wrong二、教学过程1. 导入环节1.轻松生动的班级问候：Good morning, class!2.介绍今天要学的词汇，引出本课的主题：Words todescribe people and their actions2. 新知识教授1.身体部位•Forehead: the part of your face above your eyes and below your hr•Cheek: the slightly curved part of your face below your eyes•Chin: the part at the bottom of your face below your mouth•Eyebrow: the line of hr above your eyes•Eyelash: the hr that grows from the edge of your eyelids•Eyelid: the thin piece of skin that covers your eye when you close it•Nostril: one of the two holes in your nose2.行为动词•Twist: to turn something, usually repeatedly, until it breaks or becomes completely different •Wink: to close one eye for a short time as a signal to someone•Frown: to bring your eyebrows together sothat there are lines on your forehead, usually to show that you are angry or worried•Sneeze: to suddenly force r through your nose and throat with a noise, usually because you have a cold•Shake: to move with quick, short movements from side to side or up and down•Sneeze: to suddenly force r through your nose and throat with a noise, usually because you have a cold3.形容词和副词•Stuck: unable to move•Upset: unhappy or worried because something unpleasant or disappointing has happened•Calm: relaxed and not worried or frightened•Smooth: having an even surface or texturethat is pleasant to touch•Nervous: feeling worried and afrd•Grateful: feeling or showing thanks because someone has done something kind for you4.短语和惯用语•Take after: to look or act like a close relative•Put on: to wear•In trouble: in a difficult or dangerous situation•Make sense: to be easy to understand•What’s wrong: used to ask someone why they are upset or unhappy3. 拓展训练1.学生自由组合以上所学词汇，写一篇100字左右的作文，描述一个人物特征和行为习惯，互相交流校对。
【简明】英语单词学习：VocabularyLearning教案
Vocabulary is one of the building blocks of learning any language. It is important for English learners to have a good foundation of vocabulary in order to communicate effectively in different settings, whether it be casual conversation or a professional environment. Vocabulary learning can sometimes be tedious and overwhelming, but there are various techniques and strategies that can help make it a more enjoyable and efficient process.In this lesson, we will explore some techniques and strategies for effective vocabulary learning.1. Contextual LearningContextual learning involves learning vocabulary in the context of a sentence or paragraph. This technique is effective because it helps learners to understand the meaning of a word through its usage in a particular situation, rather than simply memorizing a definition.One way to practice contextual learning is to read articles, books, or other materials that are slightly above your current level of comprehension. As you read, underline unfamiliar words or phrases and try to guess their meaningbased on the surrounding text. Look up the words in a dictionary and re-read the sentences containing the new vocabulary to reinforce its meaning.2. FlashcardsFlashcards are a classic vocabulary learning tool that can help learners memorize words and their meanings. Flashcards work by regularly exposing learners to new vocabulary and testing their knowledge of previously learned vocabulary.To create flashcards, write the word on one side and the definition or a sample sentence on the other side. Then, shuffle the cards and test yourself on the words and their meanings.3. MnemonicsMnemonics are memory aids that can help learners remember new vocabulary by associating it with familiar words or images. For example, to remember the word "incognito," which means to go unnoticed or unidentified, you might use themnemonic "in coke you go," imagining yourself sneaking past security guards with a Coke in hand.4. Visual AidsVisual aids, like diagrams or pictures, can also be helpful in vocabulary learning. This technique works by associating a visual image with a specific word or concept. For example, to remember the word "deluge," which means a flood, you might imagine a cartoon of a giant wave of water engulfing a city.5. Using TechnologyFinally, technology can also be a useful tool in vocabulary learning. There are numerous apps and websitesthat offer vocabulary-building exercises and games. For example, the app Duolingo offers interactive exercises that help learners practice vocabulary through activities like matching words to pictures or filling in the blank with the correct word.In conclusion, vocabulary learning is a crucial part of language acquisition, and there are many effective techniquesand strategies that can be used to make it a more enjoyable and efficient process. By using contextual learning, flashcards, mnemonics, visual aids, and technology, English learners can expand their vocabulary and improve their ability to communicate effectively in different settings.。
【实战】英语教案：VocabularyLearning应试指南
Vocabulary learning is an essential part of English language teaching and learning. It forms the prerequisite for reading, writing, speaking and listening. Vocabulary development plays a key role in helping students to comprehend the English language and to express themselves effectively in spoken and written communication. However, students often find it challenging to memorize and use large amounts of vocabulary in their daily communication. This article provides practical guidance for English language teachers to help their students to effectively learn and retain vocabulary in an exam-oriented context.1. Understanding Students' Vocabulary NeedsThe first step in teaching vocabulary effectively is to understand students' vocabulary needs. Teachers should assess their students' vocabulary knowledge and identify their areas of weakness and strength. They should also take into account their students' backgrounds, interests, and learning preferences.For instance, students who are preparing for an English language test such as TOEFL or IELTS require a different vocabulary skill set than those who are studying for everydaycommunication. Test preparation often requires an emphasis on academic vocabulary (e.g. specialist terms, technical language, academic discourse), and a focus on strategies for multiple choice, matching, gap-filling and other test formats.2. Exposure to Vocabulary in ContextResearch shows that students learn vocabulary better when they are exposed to words in meaningful contexts. Teachers should provide their students with authentic input such as texts, videos, audio recordings, and real-life situations where they can encounter the target vocabulary in use. Vocabulary exposure should be aligned with students' level of proficiency and learners should have access to a wide rangeof materials that match their interests and needs.In addition to classroom activities, teachers can encourage students to read widely both in and outside class,to watch English-language films and TV programmes, to listento English-language news and podcasts, to interact withnative speakers, and to engage in online activities such as gaming or social media. Teachers can use technology tofacilitate such activities and to provide personalized feedback and support.3. Repetition and RevisionThe process of vocabulary learning involves repetition and revision. Students need to encounter and use words multiple times in order to internalize them and use them accurately and fluently. Teachers should provide ample opportunities for students to practice using vocabulary resources in context.Repetition can be facilitated through various classroom activities such as games, quizzes, role-plays, pair and group work, and even traditional drills. Revision can be done through regular review sessions, flashcards, concept maps, word webs, and other visual and interactive tools. Teachers can also provide students with opportunities to produce their own texts, for example, essays, reports, summaries, debates, speeches, and oral presentations which integrate new vocabulary.4. Systematic Vocabulary InstructionIn some cases, students may benefit from direct instruction of vocabulary. This involves systematic teachingof target words, meanings, and usage, with explicit instructional strategies such as defining, exemplifying, categorizing, and inferring. Teachers may also employ various Mnemonics and memory aids to enhance retention.Systematic vocabulary instruction can be integrated into a broader unit of work, for example, in a thematic or skills-based unit, or used as a standalone module. It can be conducted in whole class, small group, or individualized format, depending on students' needs and interests.5. Assessment of Vocabulary LearningFinally, teachers should assess their students' vocabulary learning progress and use this information to adjust their instruction and support. Assessment can be both formative (ongoing feedback during the learning process) and summative (assessment at the end of a unit or term). Teachers can use various assessment tools such as quizzes, tests,self-assessment, peer-assessment, and rubrics to evaluate students' vocabulary development. They can provide students with feedback and guidance on how to improve their vocabulary learning, strengths, and areas of work.ConclusionIn conclusion, effective vocabulary learning is a complex and multi-faceted area of English language teaching. By understanding students' vocabulary needs, exposing them to vocabulary in context, providing repetition and revision opportunities, delivering systematic vocabulary instruction, and assessing their learning, teachers can support their students' vocabulary development in an exam-oriented context. Ultimately, through a combination of teacher guidance, independent study, and real-life communication, students can become confident users of the English language.。
新课标英语阅读教案
新课标英语阅读教案教学目标：1. 培养学生的英语阅读兴趣，提高学生的阅读能力。
2. 通过阅读，帮助学生了解不同文化背景，拓宽视野。
3. 训练学生获取信息、分析信息和综合信息的能力。
4. 引导学生学会使用阅读策略，提高阅读理解效率。
教学内容：1. 阅读材料：选择适合学生年级和英语水平的英语文章或故事。
2. 词汇学习：教授文章中出现的重点词汇和短语。
3. 语法点：根据文章内容，提炼出相关的语法点进行讲解。
4. 阅读理解：设计问题，引导学生深入理解文章内容。
5. 思维训练：通过讨论和写作活动，培养学生的批判性思维和创造性思维。
教学过程：1. 导入（Lead-in）：通过提问、图片或视频激发学生对阅读主题的兴趣。
2. 词汇学习（Vocabulary Learning）：教授文章中的生词和短语，确保学生能够理解文章大意。
3. 阅读（Reading）：学生自主阅读文章，教师监控，确保学生能够跟上阅读进度。
4. 阅读理解（Comprehension）：通过问答、小组讨论等形式，检查学生对文章的理解程度。
5. 语法点讲解（Grammar Point Explanation）：根据文章内容，讲解相关的语法点，帮助学生更好地理解句子结构。
6. 思维训练（Thinking Training）：设计相关的问题或活动，引导学生进行深入思考和讨论。
7. 总结（Summary）：总结本节课的学习要点，强调阅读策略的重要性。
8. 作业布置（Homework Assignment）：布置相关的阅读材料和练习，巩固课堂学习成果。
教学方法：1. 任务型教学法：通过设计具体的任务，让学生在完成任务的过程中学习英语。
2. 合作学习：鼓励学生进行小组合作，共同探讨问题，提高学习效率。
3. 探究式学习：引导学生自主探究，发现问题并寻找解决方案。
4. 多媒体教学：利用多媒体资源，如PPT、视频等，丰富教学内容，提高学生的学习兴趣。
评价方式：1. 课堂表现：观察学生在课堂上的参与度和互动情况。
高一英语《Vocabulary learning》教案
高一英语《Vocabulary learning》教案高一英语《Vabular learning》教案Teahing Ais:nledge ai:B the end f this lessn, students ill understand the rds and phrases “eduated, bl up, e t per, relative, terrr, ruelt, reard”Abilit ai: students an develp the abilit f guessing the rd and reading abilit Etinal ais: students an develp a gd habit f rd learning and use the ditinar Teahing e Pints:T nslidate the ne rds and phrases and use the t ae sentenesTeahing Diffiult Pints:H t use these rds in bth ral and ritten fr?Teahing ethds:Tas-based teahing ethd, uniative apprahTeahing Aids:Teahing Predures:Step 1 aring-up1 As students d the dail reprt in frnt f lass2 I ill give students dail nes in English ith several sentenes Then begin the ne lassStep 2 Presentatin1 Find the diffiult rd in the passageRead the passage fr the first tie and irle the diffiult rds and phrases Students a find suh rds diffiult “eduated, bl up, e t per, relative, terrr, ruelt, reard ”Then as the t l up fr the ditinar and disuss the eaning and usage ith their partners2 Ne rds learningAfter self-learning and disussin, students an reprt their learning results in frnt f lassStudent ight give suh anser:eduated[ ‘edu:eitid ]adeaning: pssessing an eduatin (espeiall having re than average nledge) ; having r based n relevant experieneSnn: ultivated/trainedSentene: He’s nt ver highl eduated, but he’s gt a lt f hrse senseRelative [ ‘relətiv ]neaning: a persn related b bld r arriageadeaning: nt abslute r pleteThis rd students a have a diffiult in eaning hie in the ntext, I ill as the t read the sentene in the passage and pa attentin t the prepsitin “r” and the rd friends Students a easil find the rret eaningPhrases learningI ill ae sentenes t explain the phrases , fr exaple:e t perRevlutinaries h e t per b fre f ars usuall have great ries in their bagrund The’ll ant t ensure a sth transitin next ear, hen a ne president and preier ill e t perThen translate the sentene ith the phrase “e t per” In th is a, the ne rds and phrase ill be learntStep 3 Pratie1 ae sentenes ith eah ne rd and tell their des ates And then I ill as several students t share their sentenes and give se evaluatin2 rd puzzleplete rd puzzles n PPT students ill be divide int five grups hih grup plete the puzzle ith the least tie ill be innerStep 4 PrdutinRead the passage again and anser questinhen is the authr begin t r?H did the live hen he hasn’t b?hat is his b ?Step Suar and herGive the a suar f these rds and let students read these rds in line Her is t d the exerise 1 n the b and retell the passage ith e rds next lass。
【详细】英语单词教学：VocabularyLearning教案全解析
IntroductionAs a language learner, building a strong vocabulary is vital to achieving fluency and accuracy in communication. In this article, we will explore some detailed strategies and techniques for effective vocabulary learning in English.Step 1: Identifying Vocabulary NeedsBefore embarking on vocabulary learning, it is important to identify your specific needs and goals. This could be as simple as recognizing the areas in which you struggle with vocabulary, or as complex as defining the specific types of English vocabulary you need for your goals. Once you have defined your vocabulary needs, it is much easier to create an effective learning plan.Step 2: Learning StrategiesThere are a variety of strategies for learning English vocabulary, and it is important to experiment with different methods to find the ones that work best for you. Here are a few proven techniques:1. Contextual Learning: This involves learning vocabulary in context, through reading, watching and listening. When encountering a new word, try to infer its meaning through the surrounding text or dialogue. This approach helps toreinforce the context in which the vocabulary is used and improve recall.2. Flashcards: This is a classic vocabulary learning tool. Create flashcards with the word on one side, and thedefinition/examples on the other. Review your flashcardsdaily until the vocabulary is well-learned.3. Mnemonics: This is a memory technique that involves associating the new vocabulary with a visual image or story. For example, to remember the word "pulchritudinous" (meaning beautiful), you could create a story about a princess with pulchritudinous eyes.4. Vocabulary Software/Apps: There are a multitude of vocabulary apps out there, some with built-in games to make learning more fun and engaging. Some popular apps include Quizlet, Duolingo, and Memrise.Step 3: Vocabulary AssessmentRegular assessment of your vocabulary knowledge is important to track progress and identify areas of improvement. There are various vocabulary assessments available, such as standardized tests like the TOEFL or IELTS, or self-assessment tools like vocabulary quizzes or exercises.Step 4: Vocabulary ExpansionBuilding a strong English vocabulary is an ongoing process, and there are many resources available for expanding your vocabulary beyond the basics. Here are a few suggestions:1. Reading: The more you read, the more you willencounter new and varied English vocabulary. Try reading books, news articles, and even social media posts (from reputable sources).2. Root Words: Many English vocabulary words have Latinor Greek roots, which can help you make educated guessesabout their meanings. For example, the Latin root "spect" means "to see", so words like "spectacle" and "spectator" are related to the act of seeing.3. Word of the Day: There are many websites and apps that offer a "word of the day" feature to help you discover new English vocabulary on a daily basis.ConclusionLearning English vocabulary is a challenging but rewarding pursuit. By identifying your specific vocabulary needs, experimenting with different learning strategies, regularly assessing your progress, and continually expanding your knowledge, you can build a solid foundation of English vocabulary for communication, study, and work.。
新世纪版初中英语初二英语上册《Vocabulary》教案及教学反思
新世纪版初中英语初二英语上册《Vocabulary》教案及教学反思一、《Vocabulary》教案1.1 教学目标本课程的教学目标如下：•学习和掌握20个新单词和短语；•提高听力和口语技能；•学习日常交际用语和表达方式。
1.2 教学准备在进行本节课的教学之前，需要准备以下内容：•课程PPT或黑板书，可以帮助学生更好地理解单词的意思和用法；•20个新单词和短语的图片或句子提示，以便让学生记忆更加深刻；•参考书《牛津初中英语》上册或其他相关教材。
1.3 教学过程步骤一：背诵新单词和短语1.让学生看图片或听句子，并复述出单词或短语；2.提供中文意思和例句帮助学生理解，同时引导学生自己想象新的例句或情景；3.让学生在课堂上背几个单词或短语，可以进行单词对拍。
步骤二：听力练习1.阅读对话或听短文，让学生尝试在上下文中理解新单词和短语的含义；2.播放录音让学生听，模仿发音、语调和语音节奏；3.练习听力的同时，营造轻松愉悦的氛围，让学生放松心情，增强信心。
步骤三：口语练习1.按照课堂教学内容，设计一些情境和语音练习，让学生用新单词和短语表达；2.引导学生反复练习口语，纠正发音和语法错误，让学生更加自信地表达。
步骤四：互动游戏1.老师可以设计一些课堂互动游戏，让学生在游戏中巩固新的知识点；2.游戏的形式可以采取PPT抢答、贴单词或句子、分组竞赛等形式，调动学生学习兴趣。
1.4 教学总结本节课的教学内容涵盖了学生听说读写四个方面，同时也融入了互动游戏和团队合作的元素，使得学生既学到新的知识点，又体验到学习的乐趣。
二、教学反思作为一名初中英语教师，我深刻认识到单纯地讲课和背单词、做习题的学习方式已经无法满足学生的需求。
因此，在教学中注重启发学生思维、培养创新精神和批判性思维，以及提升学生的口头和写作表达能力，也是教学的基本要求。
在指导学生学习英语的时候，我尽可能采用一些互动、趣味性和实用性的教学手段，使得学生可以在保证课堂纪律和效率的同时，更好地掌握英语知识，增强自信和兴趣。
高中英语词汇讲解教案
高中英语词汇讲解教案【篇一：高中英语教学案例分析词汇】高中英语教学案例分析vocabulary –learning in smartways二.课型：学习方法探究课二. 教材分析：1. 教学内容：sefc book 6必修阶段性词汇学习方法探究（见文末）2. 教材处理：这是一堂笔者根据新的课程标准,结合本人对词汇教学方法的实践积累和思考进行设计的一堂探究课。
该课创造性地选择了授课内容，对使用性较强的词汇方法进行了整理与补充，改变注重传授知识的倾向，采用“任务型”教学模式，进行了一次实验和探究。
该课的中心话题是“三鹿毒奶事件”，内容引发学生对食品安全的关注和思考。
该课旨在启发学生去思考自我梳理知识和自主学习的模式，让学习过程有一个延续的趋势。
同时，提供一次实际运用英语表达交流思想的机会，增强使用英语的信心。
三、学情分析：笔者首先考虑为什么和怎么上这节课，使教学目标的设计实在可行。
笔者的授课对象是属于三流水平的一个互助结对县中学，这个班为普通平行班，英语基础较差，但是大部分学生的思维活动、学习热情、表现欲望和合作精神是可以在平时的教学中不断提高和培养的。
怎样使得一节课对学生今后的学习有所思考和帮助，也是笔者要考虑的问题。
综上因素，根据学情，笔者采用活动式的教学方法上一堂关于词汇学习的课，期待对今后的学习中新旧知识的连接有所帮助；同时注意运用鲜活真实的语言材料吸引学生，提高学生答题的兴趣，同时便于设题。
兼顾设计内容简单化，便于调动全班学生的积极性，在互动中实现教学任务和目标。
四、教学目标1、学习并改善词汇学习的效果；2、能根据词汇的构成特点，归纳整理学习和记忆的方法；3、增强社会责任感，关注和谐社会的发展。
五、设计理念：高中英语新课程标准加强了对词汇的要求，高中阶段从原来的1800~2000个增加到3300个单词和400~500个习惯用语或固定搭配，词汇量掌握的多少在一定程度上制约着学生运用语言能力的高低。
vocabulary词汇教案模板
vocabulary词汇教案模板第1篇：vocabulary leon plan 英语词汇教案(感情)Ask students what do they feel ? And why ?Tired first time speech scaredConfused won the lotterygot drunk第2篇：Module1 EuropeReading and vocabulary教案Module1 Europe-Reading andvocabulary教案module1Europe-Readingandvocabulary教案GreatEuropeancities.Step1Presentation.wetalkaboutthelocationo fsomefamouscountries’location,suchasGreece,Italy,France,Portugal,Spain.Todayw ewillknowsomefamouslandmarksofthesecountries.Thenlearnso menewwords:Readthesewordsaftertheteacher.Atthesametime,th eteachershowsomepictureaboutthesewords.1)galleryn.美术馆；画廊2)situatedadj坐落（某处的）,位于（某处）的。
3)symboln.象征；符号4)locatedadj.位于5)architectn.建筑师6)projectn.计划,项目,工程7)sculpturen.雕刻;泥塑8)birthplacen.发源地9)civilizationn.文明10)ancientadj.古代的Step2FastreadingReadthetextquicklyandsilently.AndthenfinishActi vity1.1.alandmarkinParis2.anartgalleryinFlorence3.achurchinBarc elona4..abuildinginAthens.A.theEiffelT owerB.theParthenonc,theUffiziPalace.D.theSagradaFamilia.Atthesametimetheteachershowthefourpictures.Thekey:1A2c3D4BStep3Afteractivity1andthengoontodoactivity2.matc hthewordsintheboxwiththeirdefinitions.ancientarchitectlandmarklocatesculpturewriter1.someonewhodesignsbuilding____________.2.tobeinacertainplace_____________.3.somethingthatiseasytorecognize,suchasabuil ding_____________4.someonewhoproducesnovelorpoems._________ _____5.alargebuildingwherepeoplecanseefamouspiecesofart.____ ___________6.theartofmakingthingsoutofstoneandwood,etc.______ _________7.ofatimelongago._____________Thekey:1.architect2.locat ndmark4.writer5.gallery6.sculpture7.ancientStep4readthepa ageandanswerthesequestions.1.whichofthecitiesarecapitalcities?2.whichoneiituatedonthecoast?3.whichisfamousforitsplacestoeat4.whichonesareorwereimportantcitiesforwritersandartists5.wh ichwastheworld’sgreatestcityalongtimeago?Thekey:1.AthensandParis2.Bar celona3.Paris4.ParisandAthens5.AthensStep5Decideifthesesente ncesaretrueorfalse1.TheEiffelTowerisatallbuildinginFrance.2.Ther earealotofrestaurantsandcafésinParis.3.BarcelonaisthecapitalofS pain.4.ThechurchoftheSagradaFamiliawasbuiltin1926.5.Theartisti cmovementcalledtheRenaiancebeganinFlorence.6.TheUffiziPalac eisafamoushotelinFlorence7.Therewerealotofgoodwritersinancie ntAthens.8.Alongtimeago,Athenswastheworld’smostpowerfulcity.Thekey:1.T2.T3.F4.F5.T6.F7.T8.TStep6m atchthedescriptionofeachcities.PairstheUffiziPalaceFamousbecauseoftheRenaianceTheParthenonGreece’sbestwritersandphilosophers.BarcelonaLeonardodaVinciandmichelangeloThesecondlargestcityofSp ainTheEiffelT owerFlorencetheRiverSeinethecapitalandlargestcityofFrancethechurchofSagradaFamiliaAthensaboutfivehundredkilometerseastofmadrid.Athens-------------theAcropolisStep7DiscuionIntroduceyourcityandtellyourcityland markandfamousbuilding.Step8Listentothetape.第3篇：Unit 1 Great Scientists vocabulary教案Unit 1 Great Scientistswords and expreionsby Li Yingying 【Teaching goals】:Learn the useful words& phrase: put forward;conclusion;attend;expose;challenge 【Ability aims】Let students have ability to use words and expreions in specific situation.【difficulties and Importance】Students can master skills to gue meaning of new words and expreions from context.【Teaching Procedures】StepⅠ.Greetings StepⅡ.Lead-in T: As all we know, vocabulary is the foundation of learning a language.And I think it’s also very important for us to learn English wellDo you agree with me? Ss:…T: Today I will share some words and a phrase with you.Let’s enjoy it.Step Ⅲ.Warming up Ask students to translate the following words and phrase.put forward conclusion attend expose challenge Step Ⅳ.teaching the usage of the expreions:1.put forward e.g.Stephen Hawking put forward a theory about black holes.λ(1)提出（+表示建议,计划等的名词）= come up with e.g.put forward a very good suggestion/plan λ(2)把…提前e.g.You are late, you should put your watch forward five minutes.λ(3)推荐e.g.We put Fu Wenli forward as our monitor.【归纳拓展】put awayput throughput output up put offput onput up with…put down(1).I had to ________the football match.(2).The fire has been __________.(3).Tom, please ________your shoes.λ2.conclusion n.结论;结束in conclusion 最后;总之draw/reach/come to/arrive at a/the conclusion 得出结论e.g.In conclusion, we draw a conclusionλ conclude vt.&vi.推断；决定，作结论；结束concl ude…from从……中推断出conclude…with…以……结束(某事）λ 3.attend vt. 出席，参加照顾 attend on sb.伺候某人，照顾某人attend to sth.处理；注意倾听，专心于；照料attend sth.参加（讲座、活动等）attend school/a lecture/church/a wedding 上学/听讲座/去教堂/参加婚礼λ attendance n．出勤率；出席人数 attendant adj.伴随的；伺候的【易混辨析】join加入（团体，组织，参军）join in 参加（某些小型活动）takepart in 参加（某些大型活动）attend参加(会议，课程，婚礼）(1).May I _______ your discuion?(2).He was ill so he didn't________ his claes.(3).His brother________ the army two years ago.(4).A lot of college students ____________sports meeting last year.λ 4.expose vt.暴露;揭露;使揭露λ(1)expose sb./sth.to sb./sth.暴露某人、某事物给某人、某事物λ(2)expose oneself to使自己面临危险；使自己暴露于λ(3)be exposed to遭受到expose...to使显露，使暴露λ expose crime/ scandal/ a plot/ a project/ a plan等揭露罪行﹑丑闻、阴谋﹑方案﹑计划等λ 5.challengeλ(1)n.挑战，难题face the challenge of 面对挑战accept the challenge 接受挑战e.g.He says he will ____ ____ ________ bravely.λ(2)vt.向…挑战质疑，怀疑（真实性）challenge sb.to sth.向某人挑战某事 challenge sb.to do sth.向某人挑战做某事e.g.She _________ ___ ___ ____ a tennis game.Step V.Consolidation Complete the sentences.1.哪个医生在护理你？Which doctor is ______ _______ you ? 2.别把皮肤暴露在阳光下，你会被晒伤的。
Unit 2 Vocabulary教学习型教学案
Unit 2 Vocabulary教学案Unit2Vocabulary教学案课前预习一．写出下列单词的反义词.necessary2.important3.populareful5.interesting6.easy二．单词填空。
.whichdoyoulikebetter,Historyor？.2.Englishisanimportant。
.3.Thisbookisvery（有用）Pleasereaditcarefully.4.ThismathproblemissothatIcan’tworkitout..5.Itisforustogothere..6.Edisonisoneofthegreatinhistory..7.Itis（无用的）onlyspeakingwithoutdoing..8.Thisbookisforyoungstudents..三．用所给词填空。
.ourG teachertellsustheearthislikeabigball.2.Incanadapeoplespeakdifferentl.3.Tomoftenmakesnoiseinclass,soheisanu student.4.Thesethingsonthedeskare。
youcanthrowthemaway.5.Thefilmisso thatnobodyinourclasslikesit.6.Areyoufeelingnow?7.Theladyis.Shehasnoonetotalkto.8.wemakeabouthisnewcap。
四．翻译。
.英语是世界上最重要的语言之一。
Englishisoneofintheworld..2.和她争论是没有用的。
Itisarguehim3.多么容易的一个问题啊。
questionitis.4.我的好朋友和我一样强壮。
mygoodfriendisme.Integratedskills一．写出写列单词的比较级和最高级.few2.many3.little4.much5.smallrge7.与…一样的颜色8.参与写作比赛二．单词填空。
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V ocabulary learning武进洛阳高中——施红艳Teaching aims:1.Help students learn ten important words.2.Help students apply what they have learnt to practical use.3.Help students retell the story using the words they have learned.Teaching important and difficult points:1. To learn some key words and apply them to practical use2. To reinforce students’ abilities of reading, writing, speaking.Teaching tools:multi-media, blackboardTeaching procedures:Step1 GreetingsStep2 Lead-inSpring is a good season for travelling, we can get much from the journey, a happy memory, a special experience, a new friend and so on. Today, in the class, we will also have a journey together. During the journey, we will meet ten new words. I hope we can master all the ten words at the end of the journey. OK, now, let’s start.Step3 V ocabulary learningThis is an unpractical dream for a young boy like you.practical →unpractical1. unpractical : (adj.) (an idea, a method or an action) not right or sensible, not likely to be successful)不切实际的e.g. It would be unpractical for us to go that far just for the weekend.You have no resources. You have nothing.2. resource: (n.) a supply of sth. that a country, an organization or a person has and can use, especially to increase their wealth资源，财力e.g. We don’t have the resources to update our computer software.That’s impossible you could ever make it.3. make it : to be successful成功e.g. He never really made it as an actor.You change your mind and rewrite this paper with a more realistic goal.4. realistic: (adj. ) sensible and appropriate; possible to achieve实际的e.g. As a student, we should set realistic goals.I know that you have decided to leave here, but please reconsider your decision. consider →reconsider5. reconsider : (vt.) to think about sth. again, especially because you want to change your previous decisions or opinion重新考虑v.e.g. Recent information may persuade the board to reconsider his suggestion.The boy went home and thought about it twice and struggled for a long time.6. struggle : (v./ n.) try very hard to do sth. , when it is difficult or when there is a lot problems努力, 奋斗；挣扎; 与…作斗争e.g. They had to struggle against all kinds of difficulties.Life became a struggle for survival.You have to make up your own mind on this.7. make up one’s mind : decide决定e.g. Take your time to learn more about him before you make up your mind.You can keep the F and I’ll stand on my dream.8. stand on: stick to坚持He stood on his decision regardless of his parents’ objection.I still treasure that school paper with great care.9. treasure: (n.) valuable objects(v.) to have or keep sth. because it gives you great pleasure and you think it is very specialn. 珍宝，财宝v. 珍惜I treasure our friendship.The house is large and full of art treasures.I was something of a dream stealer.steal →stealer10. stealer : (n.) a person who take sth. from others without permission and without intending to return it or pay for it偷窃者e.g. He felt ashamed of being a stealer when he was young.Step 4 Review the pronunciation and the meaning of the new words.Step 5. Fill in the blanks, using the learnt words1. He spoke at the meeting in opposition to the __________ plan.2. Do you still __________ your original idea?3. I followed the ________ for some distance.4. Water is becoming an increasing precious __________.5. He _______ the watch his father gave him.6. I believe I have the talent to _________.7. You are old enough to ______________ own _______.8. He does not have any ________ chance of winning the election.9. We want you to ___________ your decision to resign from the board.10. The black __________ for social and economic rights.Step 6 Translate the following sentences, using the learnt words1. 她的建议不切实际，所以你做好重新考虑。
________________________________________________________________. His suggestion is unpractical, so you’d better reconsider it.2. 定一个实际的目标，我想你最终会成功的。
________________________________________________________________. Make a realistic plan, and I think you can make it eventually.3. 他坚持他的观点—那个偷窃者应该被判死刑。
________________________________________________________________. He stood on his idea that the stealer should be sentenced todeath.4. 玛丽已经下定决心为她的梦想而努力。
________________________________________________________________. Mary has made up her mind to struggle for her dream.5. 尽管我们有丰富的资源，我们要珍惜它们而不是滥用它们。
________________________________________________________________. Though we have rich resources, we should treasure them rather than abuse them.Step 7 Retell the storyunpractical resourcemake it realisticstruggle reconsidermake up your mind stand onstealer treasure1. Retell the story of Monty according to the following format, using the ten words.2. Presentation3. EvaluationStep 8 Homework Make up sentences, using the words learnt.。