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初中英語 詞匯

一、考題回顧

二、考題解析

【教案】

My Home

Teaching aims

Students can understand the main idea of the passage and master phrases about location like “on the left”, “on the right”, “in the center of” and so on.

Students can learn to describe their homes using the expressions they’ve learned in the class.

Students can improve their confidence in speaking English after practice and group work.

Key and difficult points

Key point

To understand the main idea of the passage and master the following phrases: “on the left”, “on the right”, “in the center of” and so on.

Difficult point

To apply the expressions they’ve learned in the class into practice and improve their confidence in speaking English.

Teaching procedures

Step 1: Warming-up

1. Greetings.

2. Play a short video about the Forbidden City and ask students the following questions:

Q1: Where is it?

Q2: Whose home is it?

Q3: How do you describe it in English?

3. Then introduce the topic of this lesson naturally through sharing their answers of the above questions.

Step 2: Presentation

1. Read the passage for students and ask them to find out the main idea. Then invite a volunteer to share his/ her answer.

2. Ask students the following questions:

Q1: Where is the small garden?

Q2: Where is the kitchen?

Q3: Where is the bathroom?

Later, check the answers with students and write down the three phrases: “on the left”, “on the right”, “in the center of” on the blackboard.

3. Teach the pronunciation of the phrases and emphasize the liaison between center and of. Then, teach the meaning of these phrases by using the picture on the book.

4. Give students more expressions such as “turn left”, “tun right” and “center around” and emphasize the different part of speech of the words.

Step 3: Practice

1. Fill in blanks

Give students some sentences and ask them to fill in the blanks with the correct phrases. Then check the answers together.

2. Describe pictures

Give students several pictures and ask students to describe it using the expressions they’ve just learned. Then choose some students to describe these pictures in front of the class by playing a game named Hot Potato.

Step 4: Production

Ask students to work in groups of four and discuss the layout of their homes. 10 minutes will be given for discussion. During their discussion, walk around the classroom and give help if necessary. Then invite some groups to share and give some evaluations.

Step 5: Summary and Homework

Summary: ask students to recall what they have learned together and then invite one student to summarize today’s lesson.

Homework: ask students to make a new design for their homes and try to describe them in English using the expressions they have learned in this class.

Blackboard design

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Teaching reflection

【答辯題目解析】

1.詞匯教學中詞匯呈現(xiàn)的方法有哪些?

1. What are the methods of vocabulary presentation in vocabulary teaching?

【參考答案】

詞匯教學中詞匯呈現(xiàn)至關(guān)重要。呈現(xiàn)方式主要有以下幾種：圖片呈現(xiàn)、簡筆畫呈現(xiàn)、視頻呈現(xiàn)、動作呈現(xiàn)、表情呈現(xiàn)、英英釋義呈現(xiàn)。其中，對于表示動作的詞匯，教師可以利用TPR教學法進行教學，幫助學生有效地學習詞匯。對于描述心情類的詞可以通過做表情的方式呈現(xiàn)該詞。采用哪一種呈現(xiàn)方式還需結(jié)合詞匯本身和相應(yīng)的語境。

【Suggested version】

The presentation of vocabulary plays an important part in vocabulary teaching. We can mainly present vocabulary in class through picture, stick figure, video, action, facial expression and explanation. To present the words for action, we can use TPR Teaching Method to carry on the teaching in the class and help students to learn effectively. To present the words connected with emotion, we can make facial expressions accordingly. The specific method should be combined with the vocabulary itself, the context as well as the features of students.

2.如何開展一個好的導(dǎo)入?

2. How do you make a good warming-up?

【參考答案】

一堂課的導(dǎo)入對于整堂課來說是至關(guān)重要的。要做好導(dǎo)入我們需要保證導(dǎo)入形式的新穎以及導(dǎo)入內(nèi)容和新課的關(guān)聯(lián)度。我們可以采用歌曲、視頻、圖片、故事、自由討論等有趣的方式來導(dǎo)入，但是導(dǎo)入的內(nèi)容如果和新課毫不相關(guān)，那這個導(dǎo)入就稱不上是一個好的導(dǎo)入。具體采用何種導(dǎo)入方式還得依據(jù)素材內(nèi)容來定。在往后的教學中，我會向有經(jīng)驗的老師們學習，不斷提升自己的授課能力，豐富導(dǎo)入形式以提升學生的學習興趣。

【Suggested version】

The warming-up of a lesson is crucial to the whole lesson. To make a good warming-up, we need to ensure that the form of warming-up is novel and the content is related to the new lesson. We can use songs, videos, pictures, stories, free talk and other interesting ways to do it, but if the content is not related to the new lesson, then the warming-up is not a good one. The specific method of warming-up also depends on the content of the material. Therefore, in the future, I will learn from experienced teachers to improve my teaching ability, enrich the forms of warming-up to foster students’ learning interest.

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