Using LanguageⅡ教学目标

Teaching design of word guessing in reading comprehension

By Jia Ning

Hong Qi Senior School Ⅰ.Teaching Contents word guessing in reading comprehension II.Analysis of teaching material

The materials of this topic is about word guessing in reading comprehension. And all the examples and exercises are selected from NMET.

From this period the students can comprehend the importance of mastering the skills of word guessing and make themselves more skillful in this type of reading. Ⅲ.Analysis of students

1．The students have already acquire certain reading skills and they also have improved the speed of reading; Those are all helpful for them to accomplish all the tasks in reading.

2．Strategies of preview, collecting and analyzing information and organizing can be used during the whole class. Ⅳ.Design of Teaching Objectives

1.Knowledge objectives

The students can master the meanings of the new words, phrases and sentences by guessing them skillfully. 2.Ability objectives

(1) Strengthen the reading skills of skimming and scanning, etc. Train the students to guessing the new items quickly and accurately by finding the related sentences and sort out the frame and context of them.

(2) Enhance the students’ ability of reading comprehension. 3.Affective objectives

Strengthen the students’ spirit of cooperation and sense of sharing during the interaction of group work. Ⅴ.Teaching Important and Difficult Points

Train the students’ abilities of obtaining information, dealing with data and analyzing and solving the problems. Ⅵ.. Teaching Methods

1. Task-based method to make students interested in what they will learn. 2. Fast reading to get the general idea of the passage. 3. Careful reading to get some detailed information. Ⅶ. Teaching Aids

Multiple-media and blackboard Ⅷ. Teaching procedures

and ways Step 1. Greetings and review

Introduce the students key contents of this period and lead in the topic by giving them some interesting examples. Step 2. Detailed introductions and practice

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1.

Introduce the reading strategy of word guessing to the students. 2.

Introduce the test directions of word guessing. 3.

Make the students know the common forms of this type of reading comprehension. (1)

what is the meaning of the underlined word in the......paragraph? (2)

What does the underlined word mean? (3)

The phrase “...” in the......paragraph refers to________. (4)

By saying “...” in the......paragraph, the author means that_________. .........

4.

Then show the students some skills of word guessing by present typical examples,such as: (1)

Be called, be known as, refer to...... (2)

In other words, to put it another way...... (3)

Like, for example, for instance...... (4)

However, while, on the other hand...... (5)

Since, as, because, therefore, due to, result in, so that...... (6)

Word formation:pathway everyday riverside maturity antiwar place value comb...... (7)

Common sense Step 3. Consolidation Task 1 summary

Solutions of word guessing: context, word formation, common sense

Task 2 practice

Ask Ss to read the skills again and finish the exercises in the paper. Then check the answers.

Step 6.Homework. Finish the last part exercises in the paper.

Teaching introspection:

I know

that a perfect teaching design of word guessing in reading requires plenty of time and energy before the class, and I must consider and study the type, the topic and the form of the period carefully. Basically I made the students the master of this class. They can experience the main content themselves by cooperating and studying. Completing the teaching tasks and improving the education are the most successfully things to me. Adding quality education in this class is also a reflection of innovative teaching concept.

Adding multimedia teaching into English reading acquires amounts of benefits: first, lead-in in the class is very important! It can stimulate the students’ interests. Intuitive and vivid images can make the students enter the learning state rapidly. Liberating the students from the boring learning atmosphere is good to the interaction between teachers and students and is easily to realize the teacher’s teaching intention. Different task arrangement stimulate the students’ learning interests and the desire of English expressing.

The teaching design should accord with the actual situation of the students and pay much attention to the moderate difficulty. We should try best to meet the demands of different students and give full consideration to the students to see if they can complete the tasks set . Giving students more opportunities to show off can stimulate their desire of seeking knowledge actively!

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