高中英语词汇教学案例2
高中英语词性教学设计案例
高中英语词性教学设计案例引言：词性是英语语法中的基本概念之一，掌握词性对于学生正确理解和使用英语词汇具有重要意义。
为了有效地教授英语词性，本文将提供一个高中英语词性教学设计案例，以帮助教师们在课堂上更好地开展相关教学活动。
一、教学目标：1. 理解英语中常见的词性及其定义；2. 学会辨别不同词性的词汇；3. 掌握识别和运用不同词性的能力。
二、教学内容：1. 名词（Noun）；2. 动词（Verb）；3. 形容词（Adjective）；4. 副词（Adverb）；5. 介词（Preposition）；6. 代词（Pronoun）。
三、教学过程：1. 导入（5分钟）介绍词性的概念，并说明其在英语语法中的重要性。
与学生分享一些与词性相关的例子，以引发学生的学习兴趣。
2. 概念讲解（10分钟）分别对不同的词性进行讲解和定义，通过实例让学生对每种词性有更深入的理解。
教师可以用黑板或投影仪展示相应的词汇，并解释其词性及意义。
3. 识别练习（20分钟）给学生分发一份包含不同词性的文章，要求学生在规定的时间内找出文章中的名词、动词、形容词、副词、介词和代词，并在纸上进行标记。
老师可以逐个词性进行讲解，让学生进行核对和订正。
4. 语法规则解释（15分钟）针对不同词性，教师可以解释相关的语法规则，如名词的单复数变化规则、形容词和副词的比较级和最高级形式等。
通过对语法规则的解释，帮助学生更好地理解和应用不同的词性。
5. 句子构建练习（20分钟）让学生运用所学的词性知识，进行句子构建练习。
教师可以给出一些主题，要求学生根据主题构建意义完整的句子，注意使用正确的词性。
通过这种方式，学生可以更加灵活地运用不同的词性，提高他们的语言表达能力。
6. 小组活动（15分钟）组织学生分小组进行小组活动，要求学生用不同词性的单词进行造句比赛。
通过小组竞争的形式，激发学生的学习兴趣，并提高他们在词性运用方面的能力。
7. 总结和问答（10分钟）对本节课的内容进行归纳总结，并与学生进行互动问答。
外研版高中英语必修二教案
外研版高中英语必修二教案外研版高中英语必修二教案篇一：外研社高一英语必修二Module 2 教案Lesson PlanPractice teacher’s Name: Ren BaiyunTeaching Date: Nov. 28, 2012外研版高中英语必修二教案篇二：外研社必修2英语优秀教案1. Lesson Plan1.1 Background InformationJunior or Senior SectionTeacherSize Class , GradeTime Type of lessonTeaching1.2 Contents Vocabulary:Words that need to be recognize: court, director, genius, harpsichord, impressed,lose, musical, peasant, piece of music, singer,successful, symphony, talent, teenager.Reading: Three Great Composers of the Eighteenth Century1.3 ObjectivesBy the end of the class, students should be able to:1.3.1 Instructional Objectives1) recognize and know the pronunciations and meanings of thefollowing vocabularies by showing pictures, situations, word-formation rules, chunks, collocation, teacher’s explaining and guessing though the context:court, director, genius, harpsichord, impressed, lose, musical, peasant, piece of music, singer, successful, symphony, talent, teenager.2) grasp the key words, understand the main idea of the reading materials ;3.3.2 Educational Objectives1) strengthen their motivation and interest in learning English through the interesting class activities;2) build up the cooperative spirit by pair working and group working;3) talk about some famous composers;4) use the cognitive strategies to learn new words.3.3.3 Personal ObjectivesTeacher tries to be more passionate and involved all students in my class.3.4 Focal Points1) Students are able to use the reading skills to grasp the key words, Organize information by tables.2) Students are able to write a short passage to introduce their favorite musicians.3.5 Difficult PointsStudents are able to use the reading skills to gain information and compare the information.3.6 Procedures and Time Allotment3.6.1 Getting Students Ready for Learning (3 minutes)Step 1 GreetingsTeacher greets students with simple communication.T: Good morning, boys and girls. How are you today?Ss: …T: Shall we begin our class?Ss: Yes.3.6.2 Revision (2minutes)Review what we have learned yesterday.3.6.3 Pre-reading (6 minutes)Step 1 Enjoy a piece of music by Beethoven on PPT.Step 2 Vocabulary presentationTeacher shows some pictures about the three great composers of the eighteenth century; at the same time, students learn some new words:court, director, genius, harpsichord, impressed, lose, musical, peasant, piece of music, singer, successful, symphony, talent, teenager.Teacher pays some attention to students’pronunciation. Thenteacher leads students to the text by asking questions.3.6.4 While-reading (20 minutes)Step1 Skimming the passage for the main ideaRead the passage quickly and choose the best title in Ex2 on P22 ---Three Great Austrian Composers---Three Great Composers of the Eighteenth Century---Three Great Child ComposersStep 2 Scanning the passage for specific information Read the passage again and answer the questions. Which of the composers....1. Were born in Austria?2. Was born in Germany?3. Had a good singing voice?4. Died before his fortieth birthday?5. Became deaf?6. Met each other?7. Had fathers who were musicians?8. Had a father who wasn’t a musician?Step3 Read the passage carefully and fill in the form.About Haydn外研版高中英语必修二教案篇三：高一英语Module 2 No Drugs 教案外研版必修2Module 2 No Drugs 教学案例设计教学年级：高一课题名称：Module2 No Drugs ---Listening and Vocabulary & Speaking 教材版本：外研版授课时间：45分钟一、学生分析班上的学生刚从初三升入高一的学习时，由于进行全英教学，有些学生还不是很适应，特别是从镇、农村考上来的学生，在听说方面有比较大的困难。
高中英语教师教学案例分析范文6篇
高中英语教师教学案例分析范文6篇High school English teachers play a crucial role in shaping the language proficiency and academic success of their students. Their teaching approaches, lesson planning, and classroom management strategies can significantly impact student engagement, learning outcomes, and overall educational experiences. In this essay, we will explore six sample teaching cases that illustrate the diverse challenges and effective practices employed by high school English teachers.Case 1: Fostering Critical Thinking through Literature AnalysisMrs. Emily Sinclair, a seasoned high school English teacher, recognized the importance of developing her students' critical thinking skills. In her 11th-grade literature class, she assigned a classic novel and tasked her students with analyzing the themes, character development, and symbolic representations within the text. Rather than simply lecturing on the content, Mrs. Sinclair encouraged her students to engage in Socratic discussions, posing thought-provoking questions that challenged their assumptions and prompted them to delve deeper into the nuances of the literary work.By guiding her students through close textual analysis and collaborative discussions, Mrs. Sinclair empowered them to form their own interpretations and defend their perspectives with evidence from the text. This approach not only enhanced the students' critical thinking abilities but also fostered a greater appreciation for literature and its ability to explore complex human experiences.Case 2: Integrating Technology to Enhance Vocabulary Instruction Mr. Liam Fitzgerald, a tech-savvy high school English teacher, understood the importance of adapting his teaching methods to the digital age. In his 10th-grade English class, he incorporated various technological tools to enhance vocabulary instruction. Instead of relying solely on traditional flashcards or memorization exercises, Mr. Fitzgerald utilized interactive vocabulary-building software that allowed students to engage with new words through visual aids, word games, and contextual learning activities. Additionally, he encouraged his students to create digital vocabulary portfolios, where they could curate their own word collections, analyze word roots and etymologies, and demonstrate their understanding through multimedia presentations. By seamlessly integrating technology into his vocabulary lessons, Mr. Fitzgerald was able to capture the attention of his tech-savvy students, promote active engagement, and ultimately improve their retention and application of new vocabulary.Case 3: Differentiated Instruction for Diverse LearnersMs. Olivia Hernandez, a dedicated high school English teacher, recognized the importance of addressing the diverse learning needs of her students. In her 9th-grade English class, she implemented a differentiated instructional approach, tailoring her lessons and activities to cater to students with varying abilities, learning styles, and language proficiency levels. For instance, she provided audio recordings of texts for students who preferred to learn through listening, while offering graphic organizers and visual aids for those who thrived on visual learning. Additionally, she offered tiered assignments that allowed students to demonstrate their understanding at different levels of complexity, ensuring that all learners could experience success and progress at their own pace. By adopting a differentiated approach, Ms. Hernandez was able to create a more inclusive and supportive learning environment, where each student felt empowered to engage with the material and develop their English language skills.Case 4: Cultivating Creativity through Narrative WritingMr. Ethan Nguyen, a passionate high school English teacher, believed in the transformative power of creative writing. In his 12th-grade English class, he dedicated a significant portion of the curriculum to narrative writing, encouraging his students to explore their personal experiences, imagination, and unique perspectives. Rather thanprescribing rigid writing prompts, Mr. Nguyen allowed his students to choose their own topics and experiment with different narrative techniques, such as character development, dialogue, and descriptive language. He provided constructive feedback and facilitated peer-review sessions, where students could learn from each other's strengths and offer suggestions for improvement. By fostering a supportive and collaborative environment, Mr. Nguyen inspired his students to embrace their creativity, develop their voice as writers, and discover the joy of storytelling.Case 5: Integrating Cross-Curricular Connections in English InstructionMs. Sophia Patel, a versatile high school English teacher, recognized the value of integrating cross-curricular connections into her lessons. In her 11th-grade English class, she collaborated with the history and science departments to design interdisciplinary units that explored the intersections between literature, historical events, and scientific concepts. For instance, when studying a novel set during the Civil War era, Ms. Patel incorporated primary source documents, historical analyses, and discussions of the sociopolitical context to provide a more comprehensive understanding of the literary work. Similarly, when examining a work of science fiction, she engaged her students in discussions about the scientific principles and technological advancements that inspired the narrative. By fostering these cross-curricular connections, Ms. Patel helped her students appreciate therelevance and application of English skills across different academic disciplines, ultimately enhancing their overall learning experience.Case 6: Fostering Effective Communication through Oral PresentationsMr. Liam Fitzgerald, a skilled high school English teacher, understood the importance of developing his students' oral communication skills. In his 12th-grade English class, he regularly incorporated oral presentation assignments, where students were required to research, organize, and deliver informative or persuasive speeches on a variety of topics. To support his students' development, Mr. Fitzgerald provided detailed rubrics, offered feedback on their presentation skills, and encouraged peer evaluation. He also incorporated opportunities for students to practice their public speaking skills through structured class discussions, Socratic seminars, and debate-style activities. By emphasizing the importance of effective communication, Mr. Fitzgerald not only helped his students improve their English language proficiency but also equipped them with valuable life skills that would serve them well in their future academic and professional endeavors.These six sample teaching cases illustrate the diverse approaches and strategies employed by high school English teachers to enhance student learning, foster critical thinking, and develop essential language skills. From leveraging technology to promote vocabularyacquisition to cultivating creativity through narrative writing, these teachers have demonstrated their commitment to adapting their instructional practices to the needs and interests of their students. By sharing these exemplary teaching cases, we can inspire other educators to explore innovative methods, embrace cross-curricular connections, and prioritize the holistic development of their students in the high school English classroom.。
高中英语教学案例分析
高中英语教学案例分析教学案例一，利用多媒体进行听力教学。
在高中英语教学中，听力是学生们比较薄弱的一个环节。
为了提高学生的听力水平，教师可以利用多媒体设备进行听力教学。
比如，可以播放地道的英语录音，让学生们通过多媒体设备进行听力训练。
同时，教师还可以利用多媒体设备播放一些英语电影、英语歌曲等，让学生们在愉悦的氛围中提高自己的听力水平。
通过多媒体设备进行听力教学，不仅可以激发学生的学习兴趣，还可以提高他们的听力理解能力。
教学案例二，利用小组合作进行口语交流。
在高中英语教学中，口语交流是非常重要的一环。
为了提高学生的口语表达能力，教师可以组织学生进行小组合作，让他们进行口语交流。
通过小组合作，学生们可以互相交流，相互学习，提高自己的口语表达能力。
同时，教师还可以设计一些口语交流的游戏，让学生们在愉快的氛围中进行口语练习。
通过小组合作进行口语交流，不仅可以提高学生的口语表达能力，还可以培养学生的团队合作意识。
教学案例三，利用阅读材料进行写作训练。
在高中英语教学中，写作是学生们比较薄弱的一个环节。
为了提高学生的写作水平，教师可以利用一些优质的阅读材料进行写作训练。
比如，可以选择一些地道的英语文章，让学生们进行阅读，并进行写作训练。
同时，教师还可以设计一些写作任务，让学生们在阅读材料的基础上进行写作练习。
通过阅读材料进行写作训练，不仅可以提高学生的写作水平，还可以拓展学生的知识面。
总结，高中英语教学案例分析。
通过以上三个教学案例的分析，我们可以看到，在高中英语教学中，利用多媒体进行听力教学、利用小组合作进行口语交流、利用阅读材料进行写作训练，都可以有效地提高学生的英语学习水平。
因此，教师们在教学中可以根据学生的实际情况，灵活运用这些教学案例，从而更好地促进学生的英语学习。
希望以上案例可以为广大英语教师提供一些借鉴和启发，让我们共同努力，为学生的英语学习创造更好的教学环境。
英语教学案例范文10篇
英语教学案例范文10篇英语教学案例是英语教师在进行教学活动中的重要参考资料。
以下是我精选的10篇英语教学案例范文，涵盖了不同年级、不同教学目标和不同教学方法的内容。
希望这些案例能为您提供一些灵感和启示。
案例一：《小学英语词汇教学——以"水果"为例》教学目标：帮助学生掌握水果类单词，并能运用目标词汇进行简单对话。
教学过程：1.引入话题，展示水果图片。
2.教学水果类单词。
3.设计小组活动，让学生用目标词汇进行交流。
案例二：《初中英语语法教学——以"一般现在时"为例》教学目标：使学生掌握一般现在时的用法，并能运用该时态描述日常生活。
教学过程：1.讲解一般现在时的概念。
2.设计练习题，巩固语法知识。
3.创设情境，让学生用一般现在时进行口语练习。
案例三：《高中英语阅读教学——以"环保"为主题》教学目标：提高学生的阅读理解能力，培养环保意识。
教学过程：1.预习课文，了解环保知识。
2.分析文章结构，讲解阅读技巧。
3.组织讨论，让学生分享自己的环保观点。
案例四：《英语听力教学——以"问路"为例》教学目标：提高学生的英语听力水平，掌握问路的表达方式。
教学过程：1.播放听力材料，让学生听懂并复述对话内容。
2.教授问路的常用表达。
3.设计角色扮演活动，巩固所学知识。
教学目标：培养学生的英语写作能力，学会用英语记录生活。
教学过程：1.讲解日记的格式和写作技巧。
2.提供写作素材，指导学生进行创作。
3.互相批改，提高写作质量。
案例六：《英语口语教学——以"旅游"为例》教学目标：提高学生的英语口语水平，学会用英语描述旅游景点。
教学过程：1.展示旅游景点图片，引导学生用英语进行描述。
2.教授相关表达，如：询问景点信息、推荐旅游景点等。
3.组织口语交流，让学生互相分享旅游经历。
案例七：《英语课堂教学游戏设计——以"猜词游戏"为例》教学目标：激发学生学习英语的兴趣，提高课堂参与度。
最新高中英语词汇教学教案案例
最新高中英语词汇教学教案案例小结既是课堂教学的结束语，又是强化教学重点的必不可少的手段。
好的总结可以起到画龙点睛的作用。
那么应该怎么写好教案呢？今天小编在这里给大家分享一些有关于最新高中英语词汇教学教案案例，希望可以帮助到大家。
最新高中英语词汇教学教案案例1Module 1 Small TalkTeaching aims:1. To introduce different social skills about talking in different culture and improve the students' social skills.2. To know how to talk about obligation or lack of obligation.3. To master AAA talking model and to develop the friendly environment whenhaving talk with others.Important and difficult points:1. Get students to understand how to have a chat with others in English culture.2. Make students know the importance of small talk between persons.3. Help students to improve the cultural understanding skills in different countries.Teaching procedures:Period One Introduction and FunctionStep 1. In this part, the teacher can talk with students in small talk, and the teacher can choose different topic with different students.For example:T: What do you think of yesterday's football match between your class and Class 3?S1: It's great.S2: We won.T: Do you know why you won?S3: We are strong.T: Good. When we were discussing the football match just now, we were discussing serious things or having light conversation?Ss: Light conversation.T: Oh, yes. Just small talk.Step 2. After the teacher tell the students small talk, the students begin to read the dictionary definitions of small talk then ask the students to discuss the four questions inActivity1.Step 3. Divide the students into groups of two ones to discuss the five questions in Activity2. Then the teacher can choose some groups of students to show their small talk to all the students. The Ss can have different opinions, but they must give the reason for their opinions.Step 4. Make a talk between the Ss and the teacher, then introduce the topic about must, have to, don't have to and mustn't.For example:T: You are now in Senior Two, and I think you are all good students, although some of you sometimes behave not very properly. So I'm going to ask you some questions. Do you think students have to be on time at school?Ss: ...T: Oh, yes. You are right. You have to. Then say something that you must do.S1: ...S2: ...T: And anything you mustn't do?S1: ...S2:...Ask the Ss to talk about the following topics:What is obligation?What is lack of obligation?According to the talking method, the teacher can introduce the definitions of obligation and lack of obligation.Step 5. Ask the students to finish Activity1 and then let the Ss to talk about the answers they have made.Ask the Ss to make similar sentences impressing obligation and lack of obligation using the words they just practiced.Step 6. Make a competition among the Ss to make sentences using must, have to, don't have to, mustn't, needn't do and don't need do. And the team which make sentences will win the competition.Period Two Vocabulary and ReadingStep 1. Ask Ss to discuss the sentences in Activity 1 and then check the answers of the Ss'. Then learn the words in this part with the Ss.Step 2. Ask the Ss to read the text quickly and then finish Activity2. Then ask all the Ss to discuss the questions of Activity 4. Then ask the Ss to tell us the usage of the words in Activity1 and Activity 4 and find the sentences in the text: impress, damage, encourage, prepare, avoid, lack, recognize, smile.Step 3. Ask the students to read the text again, then answer the questions in Activity3 and encourage the Ss to have different answers. If the time isn't enough, we can solve the problem in the following ways.(1) Discuss it after class.(2) Discuss the following questions as the important points.I. What do people think about those who talk too much?II. Why is it a good idea to nod and smile when the other person is talking?III. What does the quotation from Benjamin Disraeli tell you about people?Then ask the Ss to prepare for Activity5 and then ask the Ss to tell the meanings of the phrases.Step 4. Important word or phrases1. Which definitions make small talk sound like a positive thing?Sound is a link verb，its meaning in Chinese:听起来。
最新高中英语词汇教学案例 高中英语教学案例设计分析总结三篇
一、学生分析教学对象为高中一年级学生，他们的认知能力比初中阶段有了进一步的发展，渐渐形成用英语获取信息、处理信息、分析问题和解决问题的能力，因此需要特别注重提高学生用英语进行思维和表达的能力。
他们学习英语方法由死记硬背转型向理解型并应用到交际上，他们有自己的学习技能和策略，学会把语言学习与现实生活和兴趣联系起来。
通过任务型课堂活动和学习，学生的学习自主性得到加强，不再认为英语的课堂学习很枯燥，主动参与到活动中去，成为课堂的主体，同时也加强了与他人交流合作的能力。
二、教材分析这一课是本单元第一个课时。
由于这课出现的生词比较多，在课前教他们读了一下。
在备这一课时，发现它的有关宇宙的知识很专业，起初比较担心，但是得知高一的学生地理课上已经学习了相应的部分知识，有了一定的知识储备，这样在处理的时候就注意到详略的问题，我觉得在今后也必须对学生的知识结构有所把握，这样才会更好地抓住要点和难点。
三、教学目标本课为阅读课型，主要介绍有关太空知识和人类起源。
通过阅读使学生了解宇宙的形成，和人类的形成。
课文内容用不同的形式来让学生自己归纳，提高阅读技能。
由于这课讲述有点抽象，需要足够的图片，方便理解并形成感性认识。
本课目的要使学生了解宇宙形成和人类起源，培养环境保护意识。
教学内容大致分为以下几个方面:1.看图片引入宇宙形成这一话题。
2.从网上下载一些宇宙空间图并展示给学生看，弄清楚星际空间的划分，给学生以感官上的刺激，而且有利于帮助学生对文章的理解。
(一些生词用板书)3.学生阅读课文后完成精读练习。
4.两人围绕人类起源进行讨论。
5.语言学习--难句解释。
6.小结文章，一是找关键线索，二是写作手法。
7.小组讨论，包括复述课文，加深对文章的理解，以及学生总结自己通过本课学习学到了什么(达到教学目标--形成保护环境意识)。
四、教学策略环环相扣，设计紧凑。
先利用录音和图片引起兴趣，然后带着问题有目的地阅读文章，通过回答问题掌握细节，知道宇宙形成的过程，再从整体上把握它的结构、特色，学习用英语归纳以及复述，最后自己去小结上完这节课的收获，使他们的掌握阅读技巧的同时也增加了见识。
高中英语精选教学设计案例
高中英语精选教学设计案例一、单元主题：人与自然1. 教学目标：a. 提高学生的听、说、读、写能力；b. 培养学生的自主学习和合作学习能力；c. 增强学生对自然环境保护的意识。
2. 教学内容：a. 文化背景介绍：自然灾害与环境保护；b. 学科知识点：自然灾害的类型与原因、环境保护的重要性；c. 语言技能训练：听力、口语、阅读、写作。
3. 教学活动：活动一：听力训练a. 听取不同类型的自然灾害新闻报道，学生进行听力填空练习；b. 听取环境保护相关的演讲稿，学生进行听力理解和问题回答。
活动二：口语训练a. 小组讨论：学生分组就自己所在地区的自然灾害进行讨论，包括原因、对人们生活的影响以及如何应对；b. 角色扮演：学生分角色模拟对话，讨论环境保护的重要性。
活动三：阅读训练a. 阅读文章：学生阅读与自然灾害及环境保护相关的短文，并进行问题回答；b. 阅读广告：学生阅读关于环境保护的广告语，并进行理解和判断。
活动四：写作训练a. 写作任务：学生写一篇关于自己对环境保护的看法和建议的短文；b. 互评批改：学生交换作文进行互相批改，提供改进意见。
4. 教学评价：a. 听力训练：根据填空练习的正确率进行评价；b. 口语训练：根据小组讨论和角色扮演的表现进行评价；c. 阅读训练：根据问题回答和理解判断的准确度进行评价；d. 写作训练：根据语法和表达的准确性、连贯性进行评价。
5. 教学延伸：a. 建议学生在课下深入了解自己所在地区的自然灾害和环境保护情况，并将其整理为报告；b. 鼓励学生自主进行英语环保演讲比赛。
二、单元主题：文化交流1. 教学目标：a. 培养学生的跨文化交际能力；b. 提高学生的阅读和写作能力；c. 增强学生对不同文化的理解和尊重。
2. 教学内容：a. 文化背景介绍：不同国家的传统节日和习俗；b. 学科知识点：节日及习俗的由来和意义；c. 语言技能训练：阅读、写作和口语。
3. 教学活动：活动一：阅读训练a. 阅读：学生阅读不同国家的传统节日和习俗的相关文章，并进行问题回答和讨论；b. 阅读广告：学生阅读关于节日庆典活动的广告，并进行理解和判断。
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高中英语词汇教学案例
一．词汇教学现状
现行的英语词汇教育现状可以总结如下：
1．照本宣科型：一是跟读单词，二是讲解教材中出现的词义。
2．词典搬家型：“词典搬家，全面开花”至少有三个弊端：一是消耗时间，二是冲淡主题，三是扰乱认知。
3．过度集中型：3-4周内背记整本书的单词，弊端是单调苦燥，不符合认知规律。
4．敬而远之型：老师懂得处理词汇，但不知如何处理比较合适，即在何时、怎样处理课文中的词汇，一句话，不敢面对词汇。
二．词汇教学目的：
1．通过词汇教学，有意识地培养学生运用词汇学习策略来识记词汇并能在语境下恰当地运用语言的能力。
2．通过使用不同的呈现方法，加深学生对词汇的记忆，促进学生探索词汇学习的最佳方法。
3．培养自主学习能力
三．词汇教学过程
本课讲的是人教版高中英语第二册（下）Unit 18 Four Great Inventions 的语言点。
我提前布置了任务，要求学生预习并在字典中查找自己认为最重要的词汇包括短语或惯用语。
一上课开始例行的值日生词汇检查，之后开始上词汇课。
I begin to show some pictures made with Powerpoint in a computer .
I asked the students one by one to say what they saw in the pictures. In picture1, the students only saw a sign means “stop‟‟ therefore some of them couldn‟t make connection of this one with a phrase “be aware of”. They would say some sentences like this:” when you walk across the street, you must pay attention to traffic lights or here is not allowed to smoke or others. At
this time I began to ask the students what the sign said and when we saw this sign , what should be aware of. Following that , all the students said that they would be aware of safety. Then I asked my students to make sentences with the phrase be aware of as much as possible. Picture 2,3,4,5,6,7 are very easy . When they saw them , they would quickly remember what words they were. Once for a while I interestingly asked them what made the size of a computer reduced from desktops to laptops to palmtops and If they pretended to be specialists of a computer whether they allow for their creativity. After that the students discussed for a while ,then one reported the result. Picture8 tends to make the students remind the word “experiment” or ” laboratory” instead of “trial but they knew trial and error could lead to success and the truth of success is trial and error. Picture9 is about a “pilot “and picture10 is “heel”while picture11 ，12 and 13 need hard guess. Because in these pictures they couldn‟t see “ petrol ““ connection” and “ background”, teacher must lead in. For example I asked my students the following questions : What does picture 11 describe? Is it a gas station? What does the driver do ? What do Americans say “汽油”？When you see picture 12, what do you feel ? what association do you make? ( we often connect this China knot with good luck ) and in picture13, can you see the black color? What function is it used as? In this way, the students had a quick overview of some important new words in Unit 18. Secondly, I quickly show these pictures to the students. Then let them repeat these new words. In class I found it interesting for students to learn new words and with this method students‟motivation can be aroused. What‟s more ,it‟s easy for them to remember new words. When I finished this task , I began to check the students‟ preparations.
In latter half class, the students play leading roles in class. They voluntarily come to the blackboard to teach the others the key words and phrases that they think are very important in Unit 18 . Although it is impossible for them to find the key points accurately , in practice they know how to learn new vocabulary. What …s more, the students are very active in involving in class.
四.课后反思
反思1：学生学习的主动积极性是学生学习的动力源泉而学习需要是学生长期坚持的内驱力。
学习需要是指个体在活动中感到有某种欠缺而力求获得满足的心理状态。
它的主观体验形式是学习者饿学习愿望和学习意想。
它包括学习的兴趣爱好和学习的信念等。
所以在教学中教师应想方设法创造环境调动学生的主动积极性，挖掘学生的内驱力。
反思2：建构主义者认为，学习是学习者主动建构内部心理表征的过程。
这里，“建构”是学习者通过新旧知识经验之间反复的，双向的相互作用，来形成和调整自己的经验结构的过程。
在这种构件过程中，一方面，学习者对当前信息的理解需要以原有的知识经验为基础；另一方面，对原有知识经验的运用又不是简单的提取和套用，个体同需要依据新经验对原有经验本身也做出某种调整和改造，即同化和顺应两方面的统一。
学习词汇就是学生建构词汇的过程，在词汇教学中教师的首要任务是应将新旧知识建立起某种联系，并通过图表将知识形象
化的联系起来，以便于学生长久地贮存。
参考文献：
《教育心理学》远方出版社，2003年2月作者简介：
姓名：何美俊
性别：女
出生年月：1969，12
学历：教育硕士
职称：中教一级
任教科目：英语学科。