Unit 3 Travel Digging in 合成词 教学设计-2024-2025学年高中英语沪外版(2020)必修第一册

Unit3Travel 初高词汇衔接活动案例-Compound Word 课题：Compound Word 课型：词汇 建议时间：40 分钟 一、活动设计与说明 1. 内容分析 本活动是为 1AU3 的 Vocabulary Strategy 而设计的。高中阶段，随着学生词汇量的增加， 他们将接触到更多合成词，所以在初高衔接阶段，很有必要让学生较为系统地、全面地了解 合成词，为今后的词汇积累和运用打下扎实的基础。 1AU3 的两篇课文中涉及到了 7 个合成词，其中名词：masterpiece, setback, background； 形容词：breathtaking, outdoor, outstanding； 动词：overcome。在 Vocabulary Strategy 板块的 练习中也较为全面地涉及了名词性和形容词性的合成词，这让学生对合成词的结构和意义有 了更为全面和系统化的认识，为词汇的拓展迁移能力提高做好了准备。 2. 学情分析 初中、小学阶段所学的合成词大多是名词词性的合成词，如 football, classroom, blackboard, countryside, grown-up, ten-year-old 等。然而形容词词性的合成词不多见，如： adj.+n.-ed,n.+v.-ing,n.+v.-ed, adv.+v-ed 等形式的组合出现得较少，学生在初中阶段比较熟悉 的是 outdoor, warm-hearted, well-known, hard-working, daughter-in-law，动词词性的合成词也 几乎没学过。 根据《初中英语教学基本要求 词汇解析》上海教育出版社 2016.9 初中已学合成词 单词 词性 词义 1 airline n. 航空公司；航线 2 airport n. 机场 3 background n. 背景 4 baseball n. 棒球 5 broadcast n.; v. 广播节目 n.；广播 v. 6 desktop n. 台式计算机 7 fisherman n. 渔夫 8 fireman/firefighter n. 消防员 9 fireworks n. 烟火 10 gentleman n. 绅士；先生 11 get-together n. 家庭聚会 12 headline n. （报刊的）大字标题 13 laptop n. 便携式电脑 14 outdoor a. 室外的 15 passport n. 护照 16 platform n. 讲台；站台 17 underground n.; adj. 地铁 n.;地下的 adj. 18 takeaway n.; adj. 外卖；外卖的 19 dishwasher n. 洗碗机 20 chopstick n. 筷子 21 hairdryer n. 吹风机 22 bathtub n. 浴缸 23 toothbrush n. 牙刷 24 bottle-opener n. 开瓶器 25 motorbike n. 摩托车 26 airbag n. 安全气囊 27 headlight n. 前灯 28 taillight n. 尾灯 29 underground n. 地铁 30 spaceship n. 宇宙飞船 31 spacesuit n. 宇航服 32 sunroof n. 天窗 33 one-way street n. 单行道 34 highway n. (城市间的)公路 35 expressway n. (美)高速公路 36 freeway n. (美)高速公路 37 motorway n. (英)高速公路 38 milestone n. 里程碑 39 crossroads n. 十字路口 40 footbridge n. 步行桥 41 flyover n. 立交桥；天桥 42 turnout n. 避车道 43 runway n. 飞机跑道 44 take-off n. 起飞 45 day-care centre n. 日间托儿所 46 single-sex school n. 男校或女校 47 playground n. 操场 48 mid-term exam n. 期中考试 49 policeman n. 警察 50 postman n. 邮递员 51 salesman n. 推销员 52 job-hunting n. 找工作 53 workplace n. 工作场所，车间 54 birdwatching n. 观鸟；野鸟观察 55 kite-flying n. 放风筝 56 skydiving n. 跳伞运动 57 cheerleader n. 拉拉队队员 58 timeout n. 暂停；暂时休息 59 backstage n. 后台 60 textbook n. 教科书；课本 61 guidebook n. 旅行指南 62 bookshop n. 书店 63 wavelength n. 波长 64 postcard n. 明信片 65 notebook n. 笔记本（电脑） 66 username n. 用户名 67 wallpaper n. 墙纸 68 waterfall n. 瀑布 69 greenhouse n. 温室，暖房 70 rainforest n. 热带雨林 71 shoplifting n. 入店行窃 72 English-speaking adj. 讲英语的 73 hardworking adj. 勤奋的，努力的 74 ordinary-looking adj. 长相普通的 75 middle-aged adj. 中年的 76 shoulder-length adj. 齐肩的 77 well-built adj. 体格健美的 78 bad-tempered adj. 易怒的 79 heartbroken adj. 极为悲伤的；心碎的 80 warm-hearted adj. 热心的 81 colour-blind adj. 色盲的 82 white-collar adj. 白领的 83 full-page adj. 全页的；（报纸等的）满版的 84 user-friendly adj. 人性化设计的 85 high-speed adj. 高速的 86 outdoor adj. 室外的 87 downstairs adv. 在楼下；往楼下 88 upstairs adv. 向楼上；向楼上 89 outside adv.; prep. 在...外面 prep.; 在外面 adv. 二、词汇衔接活动 1. Warm-up Step 1: Ask students to figure out the compound words by referring to the information in the sentences. (1) A is the part of the computer that you type on. (2) What’s the difference between computer hardware and computer ? (3) My mom was too tired to cook after work last night, so we had a for dinner last night. (4) Singapore is one of countries. (countries where people speak English) (5) people are more likely to succeed. (people who are working hard) (6) The old, the and the young studied side by side and encouraged each other. (people who are neither young nor old) Possible answers: (1) keyboard (2) software (3) takeaway (4) English-speaking (5) hard-working (6) middle-aged Step 2: Ask students to classify the answers above into two groups according to their part of speech. Possible answers: (1)-(3) are compound nouns; (4)-(6) are compound adjectives. 设计说明： Step 1 通过由所缺单词的定义，反义词，和提示词进行推理的方式，激活学生初中时学过的 合成词，Step 2 将上一步中的六个答案进行词性分类，从而引出合成词中常见的两类词性。 这两个步骤既让学生复习了初中学过的合成词，也让他们意识到合成词可以组合成不同词性 的词。 2. Reviewing and making compound words Step 1: Ask students to find one word which joins with all the other three to make three compound words. 1 set ground stage back setback background backstage 2 door going standing ______ ______ ______ ______ 3 space business spokes ______ 4 head piece school ______ ______ ______ ______ 5 breath note risk ______ ______ ______ ______ 6 writing shake made ______ ______ ______ Possible answers: 1. back setback; background; backstage 2. out outdoor; outgoing; outstanding 3. man spaceman; businessman; spokesman 4. master headmaster; masterpiece; schoolmaster 5. taking breath-taking; note-taking; risk-taking 6. hand Step 2: handwriting; handshake; handmade Encourage students to find more combinations by using the word joined with by the other three. Possible answers: 1. backbone; backpack; backache 2. outdated；outside; 3. craftsman; fisherman; fireman; salesman 4. ... 5. ... 6. handbag; handout; handsome 设计说明： Step 1 本活动通过一词与多词的组合形成合成词，活动中，学生们要不断地回忆与尝试，找 到最合适的那个“共用词”，组合出每一组的三个合成词。本活动中产生的合成词，名词居多， 也有形容词，更多的形容词性合成词的呈现和练习将在下一活动中出现。 Step 2 在第一步的基础上还可继续拓展，以“共用词”为基础，鼓励学生说出更多的合成词。 该活动充分激活初中学过的合成词，并且合成了本课课文中的 3 个重点合成词，及它们的“共 用词”所构成的其它合成词。 3. Describing a person with compound words Step 1: Cut one set of cards for each group of 2-3 students and ask them to match the cards to make compound adjectives. Step 2: Show students the picture of the young man and ask them to use the adjectives to describe him. Step 3: Write the following questions and framework on the board: 1) What does Tom look like? 2) What is he wearing? 3) What is he like? Tom was a , , young man, wearing shirt, jeans, hat and boots. He was , , and . ____________ Step 4: Apart from the words combined from the cards, you can find more compound words to further describe Tom. Possible answer: Tom was a curly-haired, sun-tanned, blue-eyed, rosy-cheeked, thin-lipped, broad-shouldered, left-handed, long-legged young man, wearing an open-necked shirt, brand-new, tight-fitting jeans, abroad-brimmed hat and ankle-deep boots. He was absent-minded, fun-loving, easy-going, good-tempered, warm-hearted and quick-witted. More-compound-words-are-used version: Tom was a curly-haired, sun-tanned, blue-eyed, rosy-cheeked, thin-lipped, broad-shouldered, left-handed, long-legged young man, wearing an open-necked shirt, brand-new, tight-fitting jeans, abroad-brimmed hat and ankle-deep boots. He was absent-minded, well-built, fun-loving, easy-going, good-tempered, warm-hearted, quick-witted, hard-working, open-minded, laid-back, self-conscious, cool-headed and maybe two-faced. curly haired broad shouldered blue eyed thin lipped sun tanned rosy cheeked fun loving left handed long legged broad brimmed brand new open necked tight fitting absent minded ankle deep easy going quick witted warm hearted 设计说明： Step 1: 本活动以游戏互动的方式让学生组成合成词，分好小组后，学生拿到打乱的卡片进 行组合。 Step 2-3：学生可以边配对合成词，边思考黑板上的问题。如果学生的表达能力较好，他们 可以自己组织句子，教师可以不用在黑板上提供答案的句型框架。 本活动基本都是形容词性的合成词，既是对上一活动环节的补充，也是加深学生对合成词的 认识和加强运用的环节。本活动以很多初中的单词，合成后形成新单词，从而让学生对高中 这一词汇学习策略有了更深刻的认识，这将有助于他们在今后的学习中积累和运用词汇。 学科网（北京）股份有限公司 $$