一、词汇课教学过程及各环节活动设计
步骤一(Step 1)：导入(Lead-in)
通过相关内容的猜谜、图片、复习等活动，创设英语氛围，激发学习兴趣，温故知新，为新课学习做铺垫。
步骤二(Step 2)：新授(Presentation)
1. 单词导呈：创设简单明了的情境，在情境中教学，同时注意示范单词的发音。也可以利用情境引入生词或者利用构词法。英语中有大量的单词都是加上前缀或后缀演变成的派生词。根据构词法学习、记忆单词不仅重要，而且很有效果。掌握基本构词法知识以及常用词根、前缀、后缀的基本意义，就会大大提高辨别词义、记忆单词的效率。在阅读教学中，教师要不失时机地向学生渗透构词法知识。
2. 合作学习可采用小组合作的方式去认读和检查单词、词组。活动前教师要提出具体要求，如活动内容、达成目标等。通过生生互助的形式，互相促进、共同发展。
步骤三(Step 3)：操练(Practice)
操练应由机械操练过渡到意义操练，鼓励学生在充分理解词汇音、义、形的基础上达到熟练运用。主要活动有：词汇分类、替换练习、用词汇合适形式填空、造句、改错练习等。
步骤四(Step 4)：巩固(Consolidation)
拓展运用的形式可以是创设情境，也可以是联系学生实际生活，最终达到学以致用。目的是通过一定的语言情景，让学生在完成任务的过程中把语言知识转化为语言技能。运用所学语言沟通交流表达实际的意义，而不仅仅是重复学说孤立的词句。主要活动有调查活动、辩论赛、采访等。
步骤五(Step 5)：总结与作业(Summary and Homework)
由学生总结，以巩固当堂课所学内容。并让学生完成检测性练习，检测本堂课的学习效果。练习的内容由浅入深、由简单到复杂。
英语词汇教学的方法有很多，通过实物、情景教学的方式讲解词义，帮助学生摆脱在记忆单词时，对汉语意义的过分依赖，使他们把单词和其他事物联系起来，加深记忆，从而达到掌握词汇的目的。
二、词汇课教学设计参考(20分钟)
教学内容：
A Trip on “The True North”
Li Daiyu and her cousin Liu Qian were on a trip to Canada to visit their cousins in Montreal on the Atlantic coast. Rather than take the airplane all the way, they decided to fly to Vancouver and then take the train from west to east across Canada. The thought that they could cross the whole continent was exciting.
Their friend, Danny Lin, was waiting at the airport. He was going to take them and their baggage to catch “The True North”, the cross-Canada train. On the way to the station, he chatted about their trip. “You’re going to see some great scenery. Going eastward, you’ll pass mountains and thousands of lakes and forests, as well as wide rivers and large cities. Some people have the idea that you can cross Canada in less than five days, but they forget the fact that Canada is 5,500 kilometers from coast to coast. Here in Vancouver, you’re in Canada’s warmest part. People say it is Canada’s most beautiful city, surrounded by mountains and the Pacific Ocean. Skiing in the Rocky Mountains and sailing in the harbor make Vancouver one of Canada’s most popular cities to live in. Its population is increasing rapidly. The coast north of Vancouver has some of the oldest and most beautiful forests in the world. It is so wet there that the trees are extremely tall, some measuring over 90 meters.”
That afternoon aboard the train, the cousins settled down in their seats. Earlier that day, when they crossed the Rocky Mountains, they managed to catch sight of some mountain goats and even a grizzly bear and an eagle. Their next stop was Calgary, which is famous for the Calgary Stampede. Cowboys from all over the world come to compete in the Stampede. Many of them have a gift for riding wild horses and can win thousands of dollars in prizes.
After two day’s travel, the girls began to realize that Canada is quite empty. At school, they had learned that most Canadians live within a few hundred kilometers of the USA border, and that Canada’s population is only slightly over thirty million, but now they were amazed to see such an empty country. They went through a wheat-growing province and saw farms that covered thousands of acres. After dinner, they were back in an urban area, the busy port city of Thunder Bay at the top of the Great Lakes. The girls were surprised at the fact that ocean ships can sail up the Great Lakes. Because of the Great Lakes, they learned, Canada has more fresh water than any other country in the world. In fact, it has one-third of the world’s total fresh water, and much of it is in the Great Lakes.
That night as they slept, the train rushed across the top of Lake Superior, through the great forests and southward towards Toronto.
【参考答案】
I. Teaching contents
What is taught in this class is the vocabulary and phrases in the text A Trip On ‘The True North’, which includes rather than, continent, baggage, chat, scenery, eastward, westward, upward, surround, the Rocky Mountains, harbor, measure, aboard, settle down, manage to do, catch sight of, eagle, Stampede, cowboy, have a gift for, within, border, slight, slightly, acre, urban, Thunder Bay and Lake Superior.
II. Teaching Objectives
(1) Knowledge Objective
Students are able to read the new words and master the meaning and usage of the new words.
(2) Ability Objectives
Students are able to guess the meaning of the words from the context;
Students are able to enlarge their vocabulary by learning the method of word-formation.
(3) Emotional Objective
Students are able to know more about Canada.
III. Teaching Key and Difficult Points
Students can grasp the usage of the new words.
Students can grasp the method of learning new words and develop students’ interest in English.
IV. Teaching procedure
Step 1: Lead-in(2 mins)
Brainstorm
Q1: Do you like travelling?
Q2: What words will you think about when I refer to the word “travel”?
Students brainstorm the words and write them down(ID card, passport, camera, IPAD, notebook, map, jet lag, sports shoes…)
【Justification】Using brainstorming games to introduce new lessons can develop students’ ideas and prepare for the next vocabulary study.
Step 2: Presentation &Practice(11 mins)
Learning about Group A: baggage, continent, harbour, eagle, border, acre.
1. Guide students to listen to the tape to find out these new words.
2. Remind students to recognize the pronunciation.
3. Learn these words by guessing and paraphrasing the words.
【Justification】This group are nouns and students need to master their pronunciations, forms and meanings. By using paraphrase to guess words, learning words is not boring but rather interesting and exciting. It is a kind of motivation for students to learn.
Learn the new words in Group B: eastward, westward, upward.
Lead students to find out the word-forming rules.
【Justification】Using word-formation to teach words can help students to find the inner structures of English words, which can not only be conducive to improving learning efficiency, but also can expand vocabulary.
Learn the new words in Group C & Group D: chat, scenery, surround, measure.
1. Summarize the differences between chat and talk.
2. Summarize the differences among scenery, view, sight, scene.
【Justification】The inability to distinguish the semantic differences between synonyms is also the reason why students make mistakes in using words. Through the semantic analysis of synonyms, students can make out mix words clearly, thus improving the ability to learn words flexibly and use them.
Learn the new words in Group E: the Rocky Mountains, Stampede, cowboy, Thunder Bay, Lake Superior
Read these words after the teacher.
【Justification】This group of words do not require to be grasped. However, in order not to affect the understanding and reading of the text, it is necessary to master its pronunciation and meaning.
Step 3: Consolidation(5 mins)
Ask students to work in groups to discuss their traveling plans if they get the chance to visit Canada. After the discussion, some students report their plans in front of the class.
【Justification】Students get a better understanding of the new words through this activity.
Step 4: Summary(1 min)
1. Guide students to summarize what they have learned in this class. If necessary, the teacher makes some supplements.
2. The teacher points out the emotional objectives in the end of this class.
【Justification】Students can have a review of the language points in this class.
Step 5: Homework(1 min)
1. Finish the exercises on the book.
2. Talk with their parents about their learning accomplishments.
【Justification】The arrangement of homework is an effective supplement to the content of the classroom.
