【正文】 Have the students revise the usage of the useful phrases expressions Integrated usage of vocabulary四、Key points The usage of the useful phrases and expressions五、Teaching difficulties Make sentences with the main words and phrases Integrated usage of vocabulary六、Teaching methodsGroup learningDiscussionMultimediaand七、Teaching aids ComputerProjectorblackboardpaper八、Teaching procedures Step1 To show the words and phrases below Let the students speak up the useful words and expressions Have the students read and recite them quickly success support interestnowadays set callerovere admire violinanyonehero pride managewise equal miss includingon televisionat the age ofbe strict withprotect…from…Step2 To train the students selfstudy ability and confidenceTo do some exerciseThe first letter of filling in the blankStep3To do some exercise about TranslationTranslate 10 sentences with the words and phrases and then have the students check their answers in some students to show their answers on the platformTo check and give them adviceStep4 It is time to have a gameThe students work in groups to use the words and phrases toStep5Step7papermake sentences as manyas they write them down on the winner will get a small to the last part of the lesson To write a position with the words and phases in 20 To show some excellent works to the students Summary what the students have learnt in this lesson Homework assignment To recite the words and phrases and do more exercise on the永新 羅秀麗第三篇：初中英語(yǔ)詞匯教學(xué)設(shè)計(jì)初中英語(yǔ)詞匯課的教學(xué)設(shè)計(jì)一、教學(xué)內(nèi)容分析：詞匯是語(yǔ)言的三大要素之一，是語(yǔ)言的建筑材料，如何教會(huì)學(xué)生掌握一定數(shù)量的詞匯，是中學(xué)英語(yǔ)教學(xué)的重要任務(wù)之一。掌握詞匯的記憶方法,以及各種變化方式。七、課時(shí):一節(jié)八、學(xué)情分析:有利條件:大部分學(xué)生在小學(xué)時(shí)已經(jīng)學(xué)習(xí)了英語(yǔ),有了詞匯學(xué)習(xí)的基礎(chǔ),具備了不少簡(jiǎn)單的詞匯積累,在教師指導(dǎo)下能夠完成學(xué)習(xí)任務(wù)。，掌握單詞的拼寫(xiě)形式。教師指著實(shí)物問(wèn)what’s this/that?幫助學(xué)生回答It’s a/an……、聲、形具全,既省時(shí)又少力,且直觀有趣。如It mustto 、布置作業(yè):(復(fù)習(xí)、鞏固、強(qiáng)化所學(xué)內(nèi)容,培養(yǎng)能力)。本文擬遵循英語(yǔ)詞匯教學(xué)原則，就此課題作一探討?！睆闹锌煽闯觯~匯教學(xué)包括教授詞匯的讀音規(guī)則、構(gòu)詞法，要掌握它們的詞義及詞類(lèi)，更要掌握習(xí)慣用語(yǔ)和固定搭配，這就要求教師應(yīng)科學(xué)地、系統(tǒng)地把單詞教給學(xué)生，而且詞匯要放在一定的語(yǔ)境里教，才能使學(xué)生能更好地掌握單詞的詞義、詞類(lèi)和習(xí)慣用語(yǔ)及固定搭配?！眲e利雅也夫認(rèn)為，“從心理學(xué)的觀點(diǎn)看，詞就是一個(gè)復(fù)合刺激（在感知和理解說(shuō)和寫(xiě)的過(guò)程中），又是人的同等結(jié)構(gòu)復(fù)雜的反應(yīng)（在口關(guān)頭或書(shū)面表達(dá)自己思想時(shí)）。如學(xué)習(xí)apple這個(gè)單詞時(shí)，教師可一手舉起蘋(píng)果，口中問(wèn)到：“What’s this? It’s an apple.”再延伸舉起兩個(gè)蘋(píng)果問(wèn)：“What are these? They are apples.”自問(wèn)自答，再展開(kāi)教師問(wèn)學(xué)生答，學(xué)生問(wèn)學(xué)生答，這樣反復(fù)操練，學(xué)生不但掌握apple這個(gè)單詞的詞性，單復(fù)數(shù)，而且在運(yùn)用時(shí)也瑯瑯上口，教師如能在學(xué)生回答得好之后，把蘋(píng)果獎(jiǎng)給他，那課堂氣氛就更好，從而激勵(lì)了學(xué)生積極參與學(xué)習(xí)。由此可見(jiàn)語(yǔ)境非常重要的，也就是說(shuō)學(xué)習(xí)詞匯一定要放在某個(gè)語(yǔ)境里學(xué)習(xí)。．通過(guò)歌曲、諺語(yǔ)、成語(yǔ)、格言、繞口令、習(xí)語(yǔ)、說(shuō)唱、詩(shī)歌、笑話、謎語(yǔ)等輔助詞匯教學(xué)。）還可出一 些腦筋急轉(zhuǎn)彎的問(wèn)題來(lái)引出單詞。先練習(xí)已學(xué)過(guò)的知識(shí)， on your off your your the your 。參考文獻(xiàn)〔1〕程世祿、〔2〕 〔3〕〔4〕 〔5〕〔6〕（實(shí)驗(yàn)稿）.〔7〕第五篇：初中英語(yǔ)詞匯教學(xué)反思初中英語(yǔ)詞匯教學(xué)反思英語(yǔ)學(xué)習(xí)的基礎(chǔ)是詞匯，如果詞匯欠缺，或掌握量不足，那么在聽(tīng)、說(shuō)、讀、寫(xiě)等各個(gè)方面都會(huì)受到限制。執(zhí)教教師要走出一個(gè)誤區(qū)：詞匯量的大小并不一定決定英語(yǔ)水平的能力，并不一定和語(yǔ)言運(yùn)用能力成正比。對(duì)于每個(gè)單元單詞較為具體的一些單詞，可借助實(shí)物、掛圖、以及身勢(shì)語(yǔ)等進(jìn)行直觀情景教學(xué)，使學(xué)生眼看實(shí)物、聽(tīng)到聲音、口頭拼讀出來(lái)，做到音、形、義三者相結(jié)合，這樣不僅使單詞教學(xué)具體、生動(dòng)、形象、而且能激發(fā)學(xué)生學(xué)單詞的