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Starter Unit 1 Hello! Section B (Project) 教学设计
This section commences with presenting students with sample dictionary pages. They are guided to observe the layout, which includes key elements such as entries (the words themselves), definitions (the explanations of what the words mean), and pronunciations (usually indicated by phonetic symbols). By examining these components, students start to demystify the structure of a dictionary.
Subsequently, students are engaged in activities related to understanding the alphabetical order in a dictionary. They are given a set of words, like "short", "animal", "tomato", "beautiful", "brown", "lake", "glass", "house", "picture", "shoe", and are required to identify the order in which these words appear in a dictionary. This hands - on experience helps them internalize the concept that dictionaries arrange words in alphabetical order, starting from the first letter of each word, then the second letter if the first letters are the same, and so on.
教学目标 Students should be able to clearly identify and understand the basic components of an English dictionary, including entries, definitions, and pronunciations. They should know where to find the pronunciation of a word, how to interpret the different parts of a definition, and how to distinguish between various types of entries (e.g., main entries and sub - entries). Master the principle of alphabetical order in a dictionary. Be proficient in using the alphabetical order to locate words. Given a random English word, students can quickly determine its approximate position in a dictionary based on the first few letters. Develop students' ability to use a dictionary independently. They can look up unfamiliar words when reading English texts, listening to English materials, or writing in English. Through continuous practice, they can improve their speed and accuracy in word - searching.
教学重难点 The structure of the dictionary. Teachers need to ensure that students have a clear understanding of each part of the dictionary, as this is the foundation for using the dictionary effectively. The alphabetical - order principle. Mastering the alphabetical order is crucial for students to quickly find words in the dictionary. Repeated practice with different sets of words is necessary to reinforce this concept. Basic dictionary - using skills. Students should be able to perform the basic operations of looking up a word, such as finding the correct volume if it is a multi - volume dictionary, and understanding the information provided in the entry. Quick and accurate word - searching. Some students may find it challenging to quickly locate a word, especially if the word has an unusual spelling or if they are not familiar with the alphabetical order. Teachers need to provide more targeted practice and tips to improve students' speed. Understanding complex dictionary entries. Some words may have multiple definitions, or the definitions may be presented in a complex way with cross - references to other words. Helping students make sense of such entries and choose the most appropriate definition according to the context is a difficult task.
Dictionary Structure
Entry: The word itself that is being defined. Entries are typically printed in bold or a distinct font to make them stand out. For example, in a dictionary entry for "apple", "apple" is the entry word.
Definition: The explanation of what the entry word means. Definitions can be simple, such as "Apple: a round fruit with red, green, or yellow skin and a white inside", or more complex, especially for words with multiple meanings or abstract concepts.
Pronunciation: Usually indicated by phonetic symbols. For example, the pronunciation of "apple" is / pl/. Students need to learn the basic rules of phonetic symbols to be able to pronounce words correctly based on the dictionary.
Part of Speech: Abbreviations like "n." for "noun", "v." for "verb", "adj." for "adjective", etc., are used to indicate the part of speech of the word. This helps students understand how the word can be used in a sentence.
Alphabetical Order
The 26 English letters are arranged in a specific order: A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R, S, T, U, V, W, X, Y, Z. When looking up a word in a dictionary, start with the first letter of the word. If two words have the same first letter, then consider the second letter, and so on. For example, "cat" comes before "dog" because "c" comes before "d" in the alphabet.
Common Dictionary - related Abbreviations
pl.: plural, which indicates that the word has a different form when referring to more than one. For example, the plural of "child" is "children", and in the dictionary, it may be noted as "child (pl. children)".
sing.: singular, referring to the form of the word used for one thing or person.
fig.: figurative, used when the definition is not the literal meaning of the word but a metaphorical or symbolic one.
syn.: synonym, which gives words that have a similar meaning to the entry word. For example, a synonym for "happy" might be "glad", and in the dictionary, it could be written as "happy (syn. glad)".
教学过程
Warming - up (5 minutes)
Dictionary Riddle Introduction
Begin the class with an interesting riddle related to a dictionary. For example, "I'm a book full of words, arranged in a special order. I can tell you what words mean and how to pronounce them. What am I " This riddle piques students' curiosity and leads them directly to the topic of the class - using an English dictionary.
Previous Knowledge Recall
Briefly review the 26 English letters with students. Teachers can quickly flash the letters on the interactive whiteboard and ask students to read them out loud in order. This review is essential as the alphabetical order is fundamental for using a dictionary.
Presentation (10 minutes)
Dictionary Structure Explanation
Use a real English dictionary or a digital dictionary projection on the whiteboard to show students the different parts of a dictionary. Point out the entries, which are the words themselves, usually printed in bold. Explain that these are the words we look for. Then, show the definitions, which are the explanations of what the words mean. Teachers can use simple words like "apple" as an example. "Look, here is the entry 'apple'. And this is its definition - a round fruit with red, green, or yellow skin and a white inside." Also, introduce the pronunciation part, usually indicated by phonetic symbols. Demonstrate how to read the phonetic symbols for "apple" - / pl/.
Alphabetical Order Basics
Write a set of words on the board, such as "cat", "dog", "apple", "banana", "elephant". Explain to students that dictionaries arrange words in alphabetical order, starting with the first letter of each word. If the first letters are the same, then we look at the second letter, and so on. Have a class discussion about which word should come first in the dictionary among the ones on the board and why.
Practice (12 minutes)
Word - Ordering Activity
Distribute a worksheet to each student with a list of words, like "short", "animal", "tomato", "beautiful", "brown", "lake", "glass", "house", "picture", "shoe". Instruct students to number the words in alphabetical order. Walk around the classroom to offer guidance and answer any questions. After they finish, go through the answers together as a class, explaining the reasoning behind each order.
Dictionary Search Practice
Divide students into pairs. Give each pair a dictionary (either a paper - based or digital one if available). Present a set of words on the whiteboard, such as "hello", "goodbye", "apple", "book", "cat". The pairs need to find these words in the dictionary as quickly as possible. Encourage them to use the alphabetical - order knowledge they just learned. The first pair to find all the words correctly gets a small reward, like a sticker. After the activity, ask the winning pair to share their strategies for quick word - searching.
Group Activity (10 minutes)
Mystery Word Game
Prepare a set of envelopes, each containing a word written on a piece of paper. Divide students into small groups of 4 - 5. Give each group an envelope. The task for the group is to find the word in the dictionary without opening the envelope. They can only ask yes - or - no questions to the teacher, like "Does the word start with a letter before 'M' " or "Is the word a noun " This activity not only reinforces dictionary - using skills but also promotes teamwork and critical thinking.
Dictionary Feature Exploration
In the same groups, ask students to explore other features of the dictionary. For example, they can look for abbreviations used in definitions, such as "adj." for "adjective" or "v." for "verb". They can also find out how the dictionary indicates the plural form of a noun. Each group then presents their findings to the class.
Summary and Homework Assignment (3 minutes)
Summary
Summarize the key points of the class with students. Emphasize the importance of understanding the dictionary structure, especially entries, definitions, and pronunciations. Also, restate the significance of mastering the alphabetical order for efficient dictionary use.
Homework Assignment
Oral homework: Students are asked to choose 5 words they learned in previous lessons or new words they come across in their English - reading materials. They need to look up these words in the dictionary, write down the definitions, pronunciations, and parts of speech, and then practice saying the words correctly.
Written homework: Teachers can give students a short passage with some unfamiliar words underlined. Students need to use the dictionary to look up these words, write down their meanings, and then rewrite the passage with simple explanations for the underlined words in brackets. This homework helps students integrate dictionary - using skills with reading comprehension.

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