Using LanguageⅠ第二课时教学设计

2017-2018高三第一学期英语总复习

英语阅读理解解题策略之

—猜测词义教学设计

2017年12月12日

罗秀珍

高三（7）班

I 教学目标 Knowledge and skills： 1.

Acquire the techniques and strategies of word-guessing 2.

Use the techniques and strategies of word-guessing learnt to solve the problems. Emotion, attitude and values ： 1.

Build up confidence in guessing new words while reading 2.

Increase the awareness of guessing new words in reading discourses depending on the context and enhance the skills in use. II教学重点与难点 1.

Search for the clues and hints in the context that reveal the techniques of word-guessing. 2.

Sum up the ways and the techniques to guess new words. III教学方法 Communicative Approach，cooperative-learning，Inquiry-based learning，

Autonomous learning，Individual work，Group discussion IV教学过程设计

Step 1 课前预习检测

发“自主预习案”，学生自主完成10个猜词小题，思考并尝试归纳猜测

词义的方法。

例1：A calendar is a list of the days, weeks, months of a particular year. 例2： It will be very hard but very brittle --- that is , it will break easily. 例3：Although people in many countries consider raw meat a delicacy (美味), we Chinese people seldom eat any meat that is uncooked. 例4：Unlike his brother, who is truly a handsome man, John is quite homely. 例5：She wanted the hairdresser to trim her hair because it was too long. 例6：In fact, only about 80 ocelots, an endangered wild cat, exist in the U.S. today.

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例7：Here is The Pines, whose cook has developed a special way of mixing foreign food, such as caribou, wild boar, and reindeer with surprising sauces. 例8：Andrew is one of the most supercilious men I know. His brother, in contrast, is quite humble and modest. 例9：Green loves to talk, and his brothers are similarly loquacious. 例10：We live in a technological society where most goods are mass-produced by unskilled labor. Because of this, most traditional crafts no longer exist. 归纳总结猜词方法和技巧

例1,2,6,7 for Group1 __________________________________________________ 例 3,4,8,9 for Group 2 _______________________________________________ 例5for Group 3 _______________________________________________________ 例10 for Group 4 ___________________________________________________ Step 2. 课中探究： 1. 话题引入

Get students to guess the meanings of the two new words and draw a conclusion that it is important to get the meaning of the strange word according to the context. 2.检查预习 ①小组讨论核对并确定“自主预习案”答案，合作探究归纳词义猜测的三种方法。

②小组代表呈现答案并讲解猜测依据： A利用构词法知识（由预习题1、2小题归纳） B利用常识和已有的知识和经验（由预习题3、4、5小题归纳） C利用上下文语境（由预习题6、7、8、9、10小题归纳） ③老师屏幕呈现正确答案，对代表展示作出评价并根据学生回答进行补充、点拨、提炼。

3. 语境探究

①小组讨论, 完成“课堂探究案”任务：观察6组句子，借助上下文猜词并找出揭示对应关系的标志词和信息提示。 ②小组代表展讲，组员补充，组间补充，推荐下一小组展讲 展讲内容：在语境中找出并归纳总结“揭示生词和语境逻辑关系的六组线索和信息提示和标志词”

。

③老师强化重点，并进行补充，拓展、延伸。

Step3 小结

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1.

Using context(上下文） clues（线索）：_______ _________ _________. 2.

Using word formation 师生互动，回顾总结本课所学猜词方法和技巧

Step4 练习巩固

真题再练 P10 2014新课标I.25 ， 2015 新课标II .22 考点练透 P11 4,6,7,9 Step5 作业布置

完成文本阅读任务，猜出语篇中有关服饰习语的含义，并在文中

划出猜测的依据。

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