一、教学内容

本课时的教学主要以 Rebecca L.Oxford在语言学习策略记忆策略中创立心理连接下的子策略“Placing new words into a context（语境法）”为内容。

二、教学目标

1. 语言知识目标

使学生知道什么是“Placing new words into a context（语境法）”。

2. 能力目标

使学生会把“Placing new words into a context（语境法）”运用到自己的英语学习中去。

3. 情感目标

使学生轻松愉快地学英语，从而喜欢学英语。

三、教学过程与方式

Step 1. Revision

Review the strategy "Associating".

Step 2. Students learn the words by themselves.

1. 请学生说一说自己记忆下列单词的方法。

Huron, Ontario, Michigan, Erie, Superior (the Great Lakes in the American Continent)

2．Evaluate students' strategies.

What are the advantages and disadvantages of each of the strategies you have used?

Is it effective?

3. Can you think of a better strategy to learn the twelve words by heart in a minute?

设计说明：

引出学生们所用过的策略，使学生学会如何评价一种学习策略，并激发他们探求更优的学习策略。

Step 3. Learn the strategy "Placing new words into a context"（语境法）.

1. 引导学生思考如何将5个单词放在一个语境中进行记忆。

2. 启发学生将5个单词的首字母提取出来组成一个语境，即 HOMES 代表 Huron, Ontario, Michigan, Erie, Superior，并组成一个句子“My HOME'S on the Great lakes.”。

3. 促使学生将“语境法”和此前自己采用的方法进行比较，指出其优越性和有效性。

设计说明：

使学生了解“语境法”，并认识到它的有效性和优越性。

Step 4. Practise the strategy "Placing new words into a context".

1. 组织学生讨论以o结尾的名词复数，哪些加s? 哪些加es，并说一说自己是如果记忆这两类单词的。

2. 教授新的学习策略。photo，piano，radio，tobacco，bamboo，zoo这些单词的复数是在单词后面加s，将这些单词组成一个句子进行记忆：钢琴、收音机，烟草和竹子的照片是一公里外的动物园里拍的。hero，tomato，potato 这些单词的复数是在单词后面加es，将这些单词组成一个句子进行记忆：黑人英雄在西红柿、土豆地里干活。

3. 要求学生运用上述策略记忆下面的单词：

clinic, donate, otherwise, remote, operate, financial, participate, skill, income, afford

4. 引导学生用上述单词组织一个故事进行记忆。

       一天我得了流感去诊所（clinic）看医生。在那儿我看到一个得了重病的农民，他需要马上动手术 (operate)。因为他家住遥远的 (remote) 穷山村，家庭收入 (income) 很少，动手术遇到经济 (financial) 困难。同时，他没有参加 (participate) 社会 (security) 保险，付 (afford) 不起手术的费用。我很同情他，马上捐 (donate) 了一些钱给他。之后，许多人给他捐款，使手术能顺利进行。医生的技术 (skill) 水平很高，他得救了, 否则 (otherwise)，他就危险了。

One day I went to a clinic to see a doctor because I had got a flu. There I saw a farmer who was seriously ill and he needed to be operated immediately. Because he was living in a remote poor mountain village and his family's income was very limited, he had financial problems. Moreover, he hadn't participated the social security fund. Therefore, he couldn't afford to pay for the operation. I had pity on him and donated some money. After that, many people donated him money so that he could have the operation. The doctor was very skilled and he was saved, otherwise he would have died.

设计说明：使学生学会使用“语境法”，以两个生动的例子激发学生的学习积极性。

Step 5. Employ (运用) the strategy "Placing new words into a context".

使学生思考并回答下面的问题：

1. Have you ever used this strategy before?

2. Please think of an example of your using the strategy.

设计说明：

通过学生举例，使他们能够迁移所学的知识，进一步巩固所学策略。

Step 6. Evaluate (评价) the strategy "Placing new words into a context".

使学生思考并回答下面的问题：

1. Compare your old strategyand the new strategy, how do you like the new strategy "Placing new words into a context"?

2. What are the advantages and disadvantages of "Placing new words into a context"?

3. How can I make my training better? Please give advices.

设计说明：

通过评价，使学生进一步认识到学习策略在英语学习中发挥的重要作用。

Step 7. Summarize and prepare for the next strategy.

使学生思考并回答下面的问题：

1. Today we have learned the strategy "Placing new words into a context", who can make a summary of it?

2. Do you have a strategy to learn "tax shelter" by heart easily?

设计说明：

进一步巩固所学策略，引出下次课要培训的策略。

Step 8. Homework.

Review the lesson and master the strategy by applying it to your own tasks.

四、教学反思

1. 课堂实施的实际效果。本节课由于老师引入策略及运用策略的例子很吸引人，整堂课学生全身心投入，非常成功。但最后的故事由于趣味性不高，学生听后印象不深，难以记住。

2. 老师的反思和收获。（1）教授应该让学生认识到编故事记单词是记忆单词和提高英语写作能力的一个有效方法，改变学生认为编故事记单词比单个记单词复杂的错误想法。（2）培训时选取的例子要适合培训对象的英语水平，如果超出了学生的现有水平，他们会产生畏难心理，不愿意参加培训。