Welcome unit-Building up your vocabulary 教案-2024-2025学年人教版英语高中必修第一册

Welcome unit-Building up your vocabulary教学设计 教学目标 Language Ability: Students will be able to master and correctly use vocabulary related to daily life, like "family", "hobby", etc., and apply them in speaking and writing. Cultural Awareness: Through vocabulary learning, students can understand cultural connotations behind words, for example, the different ways to address family members in English - speaking countries. Thinking Quality: Develop classification and association thinking. For instance, categorize words by topics to improve memory efficiency. Learning Ability: Students learn effective vocabulary - memorizing strategies, such as using flashcards or context - guessing, to enhance autonomous learning ability. 重难点 Key Points: Grasp basic vocabulary and their collocations, like "make friends" and "be interested in". Practice using these words in simple sentences. Difficult Points: Distinguish between words with similar meanings, such as "job" and "work". Apply new vocabulary accurately in real - life communication scenarios. 教学环节 学习活动 新课教学 Teacher: Good morning, everyone! Today, we're going to dive into a very important part of learning English – building up your vocabulary. As you start your senior high school journey, you'll find that having a rich vocabulary can make a huge difference in your ability to read, write, listen, and speak English fluently. So, let's begin by thinking: how do you usually learn new words? Do you write them down in a notebook? Do you use flashcards? Or do you try to use them in sentences? Take a minute to share with your partner. (Students talk to their partners for about 1 minute) Teacher: Okay, let's hear some ideas. Maria, what do you do when you learn a new word? Maria: I write the word and its meaning in a notebook. Sometimes I draw a small picture next to it if it's a noun, like "apple" or "book". Teacher: That's a great visual way to remember words, Maria. Pictures can really stick in your mind. How about you, Jason? Jason: I like to look up example sentences online. It helps me understand how to use the word correctly. Teacher: Excellent strategy, Jason. Understanding context is key. Now, let's look at our textbook. In the Welcome Unit, there are many useful words related to school life, personalities, and daily activities. Let's start with some basic words. Look at the list on page 8: "classmate", "teacher", "friend", "school", "book", "pen", "study", "learn", "help", "ask". Let's read them together. (Teacher and students read the words aloud) Teacher: Good. Now, let's think about how these words are connected. For example, "classmate" and "friend" are both people we know at school. "Book" and "pen" are things we use for studying. Can anyone find another group of related words? Kevin: "Study" and "learn" are related because they both have to do with gaining knowledge. Teacher: Perfect, Kevin. Grouping words by their meanings is a great way to build your vocabulary. It helps you remember them better. Now, let's move on to some adjectives that describe personalities. Turn to page 9, please. The words here are: "friendly", "kind", "hard-working", "active", "shy", "curious". Who can tell me what "curious" means? Lisa: It means wanting to know about things, right? Like, if you're curious about space, you ask a lot of questions about stars and planets. Teacher: Exactly, Lisa! That's a wonderful explanation. Now, let's use these adjectives to describe people we know. For example, "My best friend is very friendly – she always says hello to everyone." Now, you try. Think of a classmate or a family member and use one of these adjectives. Raise your hand. Tom: My brother is hard-working. He studies every night until late. Teacher: Great, Tom. How about you, Anna? Anna: Our neighbor is shy. She doesn't talk much when we meet. Teacher: Perfect. Using words in real sentences helps you remember them. Now, let's talk about word families. Many words in English come from the same root. For example, "act" is a verb, but we can have "actor", "actress", "action", "active". Let's look at the word "help". What other words can we make from it? (Students think for a moment) John: "Helper" – someone who helps. Teacher: Yes! And "helpful" – like, "My teacher is very helpful." Sara: "Helpless" – when you can't help yourself, like if you're lost and don't know what to do. Teacher: Excellent, Sara! That's a good one. Word families are a fantastic way to expand your vocabulary quickly. Instead of learning one word, you learn several related ones at once. Let's try another one: "use". Mike: "Useful" – something that is good to use, like a dictionary. Teacher: Correct. "Useless" – the opposite, like a broken pencil. Emma: "User" – someone who uses something, like a computer user. Teacher: Perfect! You're getting the hang of this. Now, let's look at our textbook. On page 10, there's a list of words related to school subjects: "math", "physics", "chemistry", "biology", "history", "geography", "English", "Chinese", "PE". Let's read them together first. (Teacher and students read the words aloud) Teacher: Now, let's match these subjects with what you learn in them. For example, in "biology", you learn about living things – plants, animals, humans. Who can tell me what you learn in "physics"? David: Physics is about matter and energy, like how things move or how electricity works. Teacher: That's right, David. How about "geography"? Lily: Geography is about the Earth's surface, countries, rivers, mountains, and climates. Teacher: Well said, Lily. Now, let's play a game. I'll say a sentence, and you tell me which subject it relates to. Ready? "We learn about the French Revolution and ancient civilizations." (Students raise their hands) Teacher: Jacob? Jacob: History! Teacher: Correct. Another one: "We study cells, photosynthesis, and the human digestive system." Mia: Biology! Teacher: Great job. One more: "We calculate angles, solve equations, and learn about geometry." Tom: Math! Teacher: Perfect. Now, let's think about verbs related to studying. What do you do when you study? "Read", "write", "listen", "speak", "memorize", "review", "research", "discuss", "explain", "question". Let's use these verbs in sentences. For example, "I review my notes before a test." Your turn. Sara: I research information for my history project on the internet. Teacher: Good. "Research" is a useful verb. John: My friends and I discuss difficult math problems after class. Teacher: Excellent. "Discuss" helps you learn from each other. Now, let's talk about prefixes and suffixes. Prefixes are added to the beginning of a word, and suffixes to the end, to change their meaning. For example, the prefix "un-" means "not", so "happy" becomes "unhappy". What's another word with "un-"? Lisa: "Unfair" – not fair. Teacher: Yes. How about the suffix "-ful"? It means "full of", like "careful" – full of care. Kevin: "Beautiful" – full of beauty. Teacher: Correct. The suffix "-ment" often turns a verb into a noun, like "develop" becomes "development". Jason: "Enjoy" becomes "enjoyment". Teacher: Perfect. Prefixes and suffixes can help you guess the meaning of new words when you're reading. If you see a word you don't know, look at the root word and any prefixes or suffixes – it might give you a clue. Teacher: Now, let's practice with some vocabulary in context. I'll read a short paragraph, and then we'll discuss the underlined words. "On the first day of school, Lily felt nervous but excited. She walked into her new classroom and saw many unfamiliar faces. The teacher, Ms. Lee, was very kind and introduced herself warmly. She explained the rules of the class and asked everyone to introduce their hobbies. Lily mentioned that she liked painting and playing the piano. Several classmates smiled and said they shared her interests. By the end of the morning, Lily felt much more relaxed and looked forward to the rest of the school year." Teacher: Let's go through the underlined words. First, "nervous". How did Lily feel when she was nervous? Maria: She probably felt a little scared or worried, like when you have a test. Teacher: Exactly. "Unfamiliar" – what does that mean? John: Not known, like people she hadn't met before. Teacher: Correct. "Kind" – we talked about this earlier, but in this context, it means Ms. Lee was nice and friendly. "Explained" – to make something clear, like the class rules. "Hobbies" – things you like to do in your free time, like painting or playing the piano. "Shared" – to have something in common with others. "Relaxed" – the opposite of nervous, feeling calm. Teacher: Now, let's try to use these words in our own sentences. Choose one word and make a sentence with it. Sara: My hobby is reading novels. Teacher: Good. "Hobby" is a useful word. Mike: When I don't know a word, my teacher explains it to me. Teacher: Nice one, Mike. Emma: I felt relaxed after finishing my homework. Teacher: Great. Now, let's look at some idioms related to learning. Idioms are phrases that don't mean exactly what the words say, but they're commonly used. For example, "learn by heart" – it means to memorize something completely, like a poem or a list of words. Teacher: Another one: "pick up" – to learn something without studying it formally, like "I picked up some Spanish words when I was on vacation in Spain." Teacher: "A piece of cake" – something very easy, like "The math test was a piece of cake." (Students laugh) Teacher: Let's practice using these. "I need to learn by heart all the new words for the quiz tomorrow." Who can make a sentence with "pick up"? Tom: My little sister picked up English words from watching cartoons. Teacher: Perfect, Tom. How about "a piece of cake"? Lisa: Finishing this vocabulary exercise is a piece of cake! Teacher: (Laughs) I'm glad to hear that, Lisa. Now, let's do a vocabulary building activity. I'll divide you into groups of three. Each group will get a set of picture cards. On each card, there's a picture of something – an object, an action, or a feeling. Your job is to find the English word for it, and if you can, think of a synonym (a word with a similar meaning) or an antonym (a word with the opposite meaning). For example, if the picture is of a "big" house, a synonym is "large" and an antonym is "small". You have 5 minutes. (Teacher hands out picture cards to each group, and students start working) (After 5 minutes) Teacher: Time's up. Let's hear from Group 1. What picture did you have, and what word did you come up with? Group 1 Representative: We had a picture of someone running. The word is "run". A synonym is "jog", and an antonym is "walk". Teacher: Excellent! "Jog" is a slower kind of running, and "walk" is the opposite. Group 2? Group 2 Representative: Our picture was of a happy child. The word is "happy". Synonyms are "glad" and "joyful", and an antonym is "sad". Teacher: Perfect. Group 3? Group 3 Representative: We had a picture of a cold day with snow. The word is "cold". A synonym is "chilly", and an antonym is "hot". Teacher: Great work, everyone. Synonyms and antonyms are another great way to expand your vocabulary. They help you express yourself more precisely. Teacher: Now, let's talk about collocations. Collocations are words that often go together, like "make a decision" or "do homework" – we don't say "do a decision" or "make homework". Let's look at some common collocations with "have", "make", "do", and "take". Teacher: "Have" – "have breakfast", "have a shower", "have a good time", "have a lesson". Teacher: "Make" – "make a cake", "make friends", "make a mistake", "make a plan". Teacher: "Do" – "do the dishes", "do exercise", "do a test", "do homework". Teacher: "Take" – "take a photo", "take a bus", "take a break", "take notes". Teacher: Let's practice. I'll say the first part, and you finish it. "Have..." Students: Breakfast! A shower! A good time! Teacher: Great. "Make..." Students: A cake! Friends! A mistake! Teacher: Perfect. "Do..." Students: The dishes! Exercise! Homework! Teacher: Excellent. "Take..." Students: A photo! A bus! Notes! Teacher: You're doing fantastic. Collocations can be tricky, but the more you use them, the more natural they'll feel. Now, let's make some sentences with these collocations. Anna: I have breakfast with my family every morning. Teacher: Nice. John: My sister likes to make cakes for our birthdays. Teacher: Yummy. Mia: I do my homework after school before watching TV. Teacher: Responsible! Jacob: We take notes in class to remember what the teacher says. Teacher: Smart idea, Jacob. Now, let's look at some vocabulary related to feelings. We already talked about "nervous", "excited", "relaxed". What are some others? "Happy", "sad", "angry", "surprised", "bored", "scared", "proud", "jealous". Let's match these feelings to situations. For example, "proud" – when you get a good grade, your parents might be proud of you. Teacher: "Surprised" – what situation would make you feel surprised? Emma: If your friend throws you a party on your birthday and you didn't know about it. Teacher: Perfect. "Angry" – when someone takes your things without asking. Tom: Or when you wait a long time for the bus and it doesn't come. Teacher: Yes, that would make me angry too. "Bored" – when you have nothing to do on a rainy day. Lisa: Or when a movie is not interesting. Teacher: Exactly. Now, let's play a guessing game. I'll describe a feeling, and you guess what it is. "You feel this when you see a spider and you don't like spiders." (Students raise their hands) Teacher: Kevin? Kevin: Scared! Teacher: Correct. "You feel this when your best friend gets a new toy and you wish you had it too." Sara: Jealous! Teacher: Yes. "You feel this when you finish a hard project and it turns out well." Mike: Proud! Teacher: Perfect. Now, let's move on to vocabulary notebooks. I know some of you already use them, but let's talk about how to make them more effective. A good vocabulary notebook isn't just a list of words and meanings. It should include: the word, part of speech (noun, verb, adjective), a sentence using the word, a synonym or antonym, and maybe a picture or a translation if that helps. Teacher: Let's make an example entry together. Take the word "delicious" – adjective, meaning tasting very good. Sentence: "My mom's cooking is delicious." Synonym: "tasty". Antonym: "yucky" (informal). Maybe draw a little pizza next to it. See how that's more helpful than just "delicious = tasting good"? Teacher: I want you to start or improve your vocabulary notebooks this week. Try to add 5 new words each day, following this format. It will make a big difference over time. Teacher: Now, let's look at some phrasal verbs. Phrasal verbs are verbs with one or more prepositions or adverbs, and their meaning is often different from the individual words. For example, "wake up" – to stop sleeping, not just "wake" plus "up". "Look up" – to search for information, like in a dictionary, not just "look" plus "up". Teacher: Let's learn some common ones: "get up" (to rise from bed), "put on" (to dress oneself), "take off" (to remove clothing), "turn on" (to start a machine), "turn off" (to stop a machine), "look after" (to care for someone), "give up" (to stop trying). Teacher: Let's use these in sentences. "I get up at 6:30 every morning." Teacher: Who can use "put on"? Maria: I put on my jacket before going outside because it's cold. Teacher: Good. "Take off"? John: When I come home, I take off my shoes. Teacher: Correct. "Turn on"? Emma: My dad turns on the TV to watch the news. Teacher: Nice. "Turn off"? Mike: Don't forget to turn off the lights when you leave the room. Teacher: Important! "Look after"? Sara: I look after my little brother when my parents are busy. Teacher: Responsible. "Give up"? Tom: I will never give up learning English, even when it's hard. Teacher: That's the spirit, Tom! 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$