词汇课英语教案【篇一：初中英语词汇课的教学设计】my new neighbor[内容摘要]词汇量是英语学习的基础,学生只有记存了丰富的英语词汇,才会自主学习,为英语学习打下良好的基础。
而学会学习和发展是素质教育的要求,也是《英语》(新课准)的指导思想。
一、教学内容: my new neighbor 中的单词二、教学目标:1：（1）情感目标：培养学生的交往能力、友好感情和交友技巧。
（2）知识目标：一般过去时、动词的过去式、以及一些新单词。
（3）能力目标：培养学生的观察能力、交际能力三、教学重点:词汇的记忆和拓展。
教学难点：动词的过去式形式：规则动词和不规则动词的过去式。
三、教学方法:启发式、讨论式、表演式、多媒体等。
四、教学用具:课件、实物、图片。
五、课时:一节六、学情分析:1、有利条件:大部分学生在小学时已经学习了英语,有了词汇学习的基础,具备了不少简单的词汇积累,在教师指导下能够完成学习任务。
2、不利条件:由于初中阶段词汇量的增多,让学生增加了许多记忆上的困难。
同时初中生受年龄特征的局限,很难在词汇的学习中有更多的付出,更不可能加以全面拓展。
七、教学过程:1、复习导入①老师让学生跟录音大声朗读上一节课教授的单词,以便复习巩固。
②全班同学关上课本,由老师朗读要听写的单词(10个),学生听写(写出单词与意思)。
③最后老师抽查一个小组,其它组用3分钟检查并改正。
2、教授词汇的方法词汇是组成英语河流的源头,对学生来讲,掌握好学习英语词汇方法就像盖大楼打好地基一样重要,若不掌握好一定的词汇量,想学好、用好英语便是空想。
在多年的教学实践当中,在词汇教学方面,我用下面方法有意识地培养学生记忆能力和教学设计。
1学好音标,并借助音标规律来识记单词。
2拓展记忆学习法。
英语词汇学习中,有很多词有同音、近义、反义词和有与之相关联的词性,教学中可以拓展学习,以扩大学生词汇,并增强记忆。
3: words标出文中所有的动词，认真观察分类。
规则：moved looked folded picked... 不规则：had left rang ran ...step 6：talking把课文改成对话让学生进行谈论、交流，并进行简要复述。
③运用归类教学。
④实物展示词汇教学。
利用实物展示,教学直观生动形象,学生乐于接受。
⑤利用多媒体教学。
这种方法图、声、形具全,既省时又少力,且直观有趣。
⑥在语境中领悟词汇。
教学中应注意做到词不离句,句不离文,通过演示或讲解,操练和反复使用,使学生不但明确词义,而且掌握用法。
总之词汇教学方法多种多样,以上方法只要能结合实际加以运用,将会令你的教学事半功倍。
十、课堂练习设计(类型):1、看音标写单词2、补全单词:3、根据句意和首字母,写出所缺单词。
十一、布置作业:(复习、巩固、强化所学内容,培养能力)。
老师可事先设计一些词汇题,并以a4纸印发给学生,并于下一节课时检查作业完成情况或收回批改【篇二：英语学科教学常用专业词汇】英语教学法1语法翻译法 grammer translation method2直接法 direct method3听说法 audio-lingual method4情景法又称视听法 the situational approach5认知法 cognitive approach6交际法 communicative approach 功能法functional approach 意念法 notional approach 功能-意念法 functional-notional approach7 任务型教学法 task-based language approach任务前pre-task任务环task-cycle :task, planning, reporting语言聚焦 languaga focus: analysis, practice(types of tasks:brainstorming tasks；jigsaw tasks;information-gap tasks;problem-solving tasks;decision-making tasks;opinion exchange tasks)英语语言知识教学一、语音教学teaching pronunciation语流层次的语音教学stress of sentences; rhythms ;sense-group and pause ;liaison and loss of plosion ;intonation three ways to show the stress patterns of words, phrases and sentences:use gestures; use the voice; use the blackboard口语中: elision and assimilation二、词汇教学teaching vocabulary词汇教学模式：ppt模式：presentation, practice, testinglblt模式：task based language teachingways of presenting vocabularyf1. try to provide a visual or physical demonstration to show meaning.2. provide a verbal context to demonstrate meaning.3. use synonyms, antonyms, to explain meaning4. use lexical sets or hyponyms to show relations of words and their meanings.5. translate and exemplify.6. use word foemation rules and common affixes to build new lexical knowledge on what is already known.7. teach vocabulary in chunks.8. think about the context in real life where the word might be used.9. think about providing different context for introducing new words.10. prepare for possible misunderstanding or confusion that students may have.ways of consolidating vocabulary1. labelling2. spot the differences3. describe and draw4. play a game5. use word series6. word bingo7. word association8. find synonyms and antonyms9. categories10. using word net-work11. using the internet resources for more ideasdeveloping vocabulary learning strategies1. review regualry2. guess meaning from context3. organize vocabulary effectively4. use a dictionary5. manage strategy use三、语法教学： teaching grammer演绎法 the deductive method归纳法 the inductive method指导发现法 the guided discovery method语法教学模式：行为主义语法教学 presentation, explanation, practice, assessment任务型语法教学任务准备，设置语境呈现任务，任务执行，汇报，聚焦练习交际型语法教学：presentation, practice, practice in contextpresentation, rehearsal, reportintroduce, practice, produce/communicate语法练习方法mechanical practice: substitutional drills; transformation drills meaningful practice;communicative practice四、语篇教学teaching discourse语篇教学方法整体教学法 title, main idea, topic sentence1 introduction (present situation)---background information—topic sentence—body(supporting detail)—short summary—opinion (prediction)—conclusion (suggestion/solution)—recommendation (calling for action)2 topic sentence—introduction (supporting detail)—thesis statement—topic sentence( major point one)—supportingdetail—topic sentence(major point two)—supporting detail—conclusion(short summary)3 general introductory(remarks)—introduction—(narrowing controlling idea)—topic sentence—supporting detail(examples, reasons, arguments)—concluding remarks—conclusion(restatement of controlling idea)线索教学法 5w+1h (who, when, where, why, what, how) 时间顺序 chronological order 背景知识教学法段落提问教学法1 关于主旨题的提问形式the article is mainly about…the main idea of this text may be…the author’s purpose in writing this text..which of the following is the best title for the passage?which statement best express the main idea of the paragraph? we can summarize the main idea that…2 关于文章细节who, when, where, what, why, howwhich of the following is not true?according to the passage which of the following is not a statement?3 推断型the author implies that..the author suggests that..the tone of this article is…it can be infferred from the text that…4 作者观点类型的提问方式the autho r believes that…the author thinks that..according to the author…the author agrees with…the author gives his opinion that…the author’s point of view…讨论教学法英语语言技能教学一、听力教学three teaching stages1 pre-listeningpre-listening activities should aim to motivate students, to active their prior knowledge, and to teach key words or key structures to the students before listening begins so that students are effectively, thematically and linguistically prepared for the listening task.(1) predicting : teacher can help students by asking leading questions or letting them read thecomprehension questions(2) setting the scene(3) listening for the gist: in real life they will not be able to listen to something several times.(4) listening for specific information: there are situations in real life where we listen only forsome specific information and ignore the rest of the entire messages.2 while-listening(1) no specific response. this can work well with stories or with any kind of materials that isintersting, humorous, or dramatic.(2) listen and tick. if all the students need to do is tick items, the task will be much easier.(3) listen and squence. find out the order of things.(4) listen and act. listenning and responding physically to commands or directions.(5) listen and draw. this type of activity works very well as an information gap activity betweenpairs of students.(6) listen and fill. all you need to do is to decide which words to take out and replace withblanks.(7) listen and notes. listeners take notes while listening.3 post-reading(1) multiple-choice questions.(2) answering questions. open-ended questions and inference questions can be asked.(3) note-taking and gap-filling.(4) dictogloss.听力技能训练活动1 辨音identify the different phonemes;mark stress, rhythm, meaning group, etc;imitate; repeat2 听主旨大意select the appropriate topic;creat a synopsis for the listening material 构思内容梗概;match the topic3. 听细节信息fill in the diagram; choose true or false; answer questions; put sentences in order according to the listening material; ask questions about the main points;put pictures in order after listening to stories;matching task; dictation; draw pictures; act out4推理判断choose true or false; answer questions; discuss questions 5 猜测词义ask questions about words and phrases in the listening material to check students’ understanding check students’ comprehension of word meanings by substituation;ask questions on context and help students understand the target vocabulary;analyze the structure of vocabulary;analyze the flow of the listening material6 记笔记spot dictation, compound dictation;fill in the diagram; fill in the table7 识别交际信息listen and circle the information;listen and choose the appropriate information;listen and match the explanations with the information;listen and discuss二、口语教学口语教学方法3p模式 presentation, practice, productiontblt模式 task-based language teaching: pre-task, while-task, post-task三、阅读教学three stages of teaching reading1 pre-reading activities(1) predicting: making reading more intriguing and purposeful. predicting based on the title, vocabulary, the t/f questions(2) setting the scene: discussing cultured-bound aspects of the text, relating what students alreadyknow to what they want to know, and use visual aids (real objects, pictures, photos, maps, video, multi-media materials)(3) skimmning: getting the main idea of the text.(4) scanning: locating specific information.2 while-reading activitiestraditional exploiting ways: multiple choice questions, t/f questions, open questions, paraphrasing, and translation.3 post-reading activitiespost-reading tasks enable students to produce language based on what they learned.pwp阅读教学模式basic skills:skimming 略读 scanning 寻读extensive reading 泛读 intensive reading 精读四、写作教学a process approach to writing1 creating a motivation to writing2 brainstorming3 mapping ; mapping help ss organize ideas4 freewriting5 outlining; write a more detailed outline.6 drafting7 editing8 revising9 proofreading10 conferencing教学过程的安排warmming-up 预热环节leading-in 课堂导入presentation 新知呈现practice 课堂操练consolidation 巩固拓展summary and homework 总结与作业布置principles for good lesson planningaim: the things that students are able to do by the end of the classvariety means planning a number of different types ofactivities and where possible, introducing【篇三：英语优秀说课单词教学】今天我说课的内容是人民教育出版社出版的pep primary english book iv unit 6 at a farm.的第一课时,主要学习sheep, lamb, goat, cow, horse, hen六个新词..二、说教材本节课是单词教学。