Learning about Language教案设计

高考完型填空之夹叙夹议文

设计思路

完形填空在高考中占30分，学生能否在此题中获得高分意义重大。夹叙夹议文是常考的文体之一，因此是平时训练的重点。若学生能熟悉此类文章，并掌握一定的做题技巧会使学生信心大增和节约做题时间。《英语课程标准》明确指出

“教师在日常教学中要增强学生的策略意识,突出策略训练的过程性,保证策略运用的实际效果。”因此，在高三总复习的教学中，对学生在此模块进行学习策略指导非常有必要，本设计重在策略指导和实战演练，可帮助学生有效运用几种在此题型中的常见学习策略，提高分析语言和文本结构并逐步形成适合自己的学习方式和方法的能力。

教材分析

本次所选文章为一篇夹叙夹议文，讲述了因事故残疾的Philip克服困难，用自己仅存的手指写信给那些需要鼓励的囚犯，作者想传递一种观念就是不管生活给予了我们什么，都不应该放弃。从文章中体现的哲理会使高三学生受益，在内心受到鼓舞，学习到一种永不言弃的精神，非常适合为高三学生加油打气。

学生情况分析

在高三冲刺阶段，学生已有了一定的词汇和学习策略积累，对此题型也不再陌生。但是大部分同学还是在此题上失分太多，原因之一是学生对于词汇在具体篇章中的辨析和运用还不能在规定的时间内进行分析选择，往往会出现一错错一串的情况。原因之二在于学生对于做题技巧的运用能力还不够好，不能联系上下文分析句子结构或前后逻辑关系等。原因之三在于学生有畏难情绪，在心理上缺乏自信心，导致做题时分析不够详细。

教学目标

语言知识：学生将积累20个高频单词和短语还有5个长难句句型。

能力目标：在本节课结束之后，学生将掌握基本的完型填空做题技巧并运用于以后的练习题之中。

情感目标：培养学生的做题信心，消除学生对此题型的畏难情绪。培养学生通过小组合作分析问题并解决问题的探究能力。

教学重难点

1.

重点是引导学生学会使用完型三步骤的方法去做题。

2.

难点是学生能否运用基本技巧分析语境选出最佳答案并精确知道所选每题的原因. - 1 -

教学方法

1. Task-based teaching method

2. Cooperative learning

3. Discussion

教学过程

Step 1 Introduction （3 minutes）

教师简要讲解文章特点和考点，一名学生读出常用方法，全体学生读出常用技巧。

一．文章特点：

1.所选文章语言地道、往往可以从一件看似平淡的小事中悟出深刻的人生哲理、耐人

寻味、可读性强。

2.文章采取“先叙后议”

“边叙边议”的写作模式，说明作者的态度、观点、思想

和目的。

3.文章内容积极向上，情节曲折动人、富有知识性和趣味性，议论部分是记叙部分的

升华，有教育性和启发性

。

二.考点

1.对语言的整体

理解能力

2.把握主题的能力

3.微语境的识别能力

4.逻辑推理判断能力

5.语言的感悟能力

三．常用方法: 第一步：细读首句，预测主题；

通览全篇，把握大意

第二步：瞻前顾后，初选答案；

先易后难，各个击破

第三步：上下联系，逐个验证；

复核全篇，敲定答案

常用技巧： 1.利用词语复现 2.利用逻辑关系解题 3.利用上下文暗示解题 4.利用背景常识来解题 5.利用文章脉络来解题 6.注意习惯用语，熟记常见搭配

7.牢记词汇意义，辨析确切意义。 - 2 -

设计说明：此处由教师归纳总结夹叙夹议文特点和考点目的在于使学生大脑中快

速形成此类文章的结构和模式，降低学生的理解难度。因为高三学生此时已有了

一定的积累，教师可仅作呈现导入，不必过多讲解。常用方法的介绍可使学生将

所学和已学结合起来，先了解基本的具有高度概括性方法之后，能够有效的填补

学生之前空白的学习策略。

Step 2 Practice

一．

个人练习（

individual exercise）（15 minutes）+ （5 minutes）简要引导

教师利用PPT展示“完形虐我千百遍，我待完形如初恋”。The cloze tests abuse me thousands times but I still treat it as my first love.

还有三句简单的句子：Believe in yourself. Try your best. You can do it. 为学生加油打气后学生开始做练习。

Philip unfortunately got involved in an accident. Though he

1

survived, he lost his legs and left arm, with only a finger and a thumb on his right hand.

Philip was brilliant, creative and educated. He had gained a lot of experience while travelling around the world.

2

, after the accident he became very

3

. He was afraid that he would spend the rest of his life suffering and would no longer be able to lead a(an)

4

life. Then、he realized that he still had partial

5

of his right hand and could still write

6

it was very difficult. An idea

7

his mind. “Why not write to other people who need encouragement?”

He wrote to the prison ministry about sending letters to the

8

. The prison minister replied, “Writing to the prisoners is acceptable, but your letters will not be

9

.

Knowing he could write his letters, he went wild with

10

. Soon he got down to sending

11

messages of

love, hope, strength and encouragement. He wrote twice a week,

12

his strength and ability to the limit. He

13

out his heart and soul into his words and shared his experience, sense of humor, optimism and faith.

It was

14

to write those letters, especially without hope of a reply. But one day he received a letter from the prison ministry. It was a short note from the officer who

15

the prison mail.

The letter

16

“please write on

17

paper you can afford. Your letters are passed from cell to cell until they fall to pieces!”

No matter what circumstances life may

18

, we all have unique experience and - 3 -

abilities. By sending messages of encouragement and

19

, we can

20

those who are feeling low. 1. A. nearby

B. narrowly

C. merely

D. hardly

（

）

C. however

D. meanwhile

（

）

C. lonely

D. embarrassed （

）

2. A. therefore

B. besides

3. A. desperate

B. crazy

4. A. effective

B. meaningful

C. unique

D. priceless

（

）

5. A. function

B. performance

C. work

D. move

（

）

6. A. as though

B. even though

C. if

D. because

（

）

7. A. struck

B. slipped

C. changed

D. crossed

（

）

8. A. prisoners

B. ministers

C. officers

D. staff

（

）

9. A. written

B. answered

C. read

D. replied

（

）

B. astonishment

C. excitement D.disappointment（

）

10. A. amusement 11. A. two—way

B. single

C. return

D. one-way

（

）

12. A. putting

B. regaining

C. pushing

D. expanding

（

）

13. A. gave

B. poured

C. brought

D. turned

（

）

14. A. challenging

B. uncomfortable

C. regretful

D. skillful

（

）

15. A. tested

B. collected

C. passed

D. checked

（

）

D. wrote

（

）

16. A. told

B. claimed

C. said

17. A. the best

B. the dearest

C. the cleanest

D. the softest

（

）

18. A. appear

B. present

C. award

D. expect

（

）

19. A. energy

B. bravery

C. delight

D. strength （

）

20. A. clear up

B. lift up

C.take up

D. pick up

（

）

1.第一步：细读首句，预测主题；

通览全篇，把握大意

Philip unfortunately got involved in an accident.

The general idea:

2. 第二步：瞻前顾后，初选答案；

先易后难，各个击破

Easy：

Difficult：

- 4 -

3. 第三步：上下联系，逐个验证；

复核全篇，敲定答案

1-5： BCABA 6-10：BDABC 11-15： DCBAD 16-20：CABDB 设计说明：1.在学生进入个人练习之前，教师利用幻灯片写上几句为学生鼓励的话，使

学生心理上有一个过渡期，打消他们的畏难情绪。

2. 个人练习要求学生在15分钟内完成一篇完型填空，目的在与训练学生对常用方法的运用掌握。在学生做完之后，教师将引导学生思考第一个步骤的两个问题，此时会有两名学生分享其细读首句后预测的主题和通览全篇后把握的大意是什么。

3. 教师在第二步引导时要提示本篇文章叙和议的部分，并利用最后议的部分对学生

进行自然的情感教育，那就是要学习Philip面对生活挫折乐于助人永不言弃的精神。

二．小组讨论

( group discussion )

10 minutes 1. 学生分小组讨论每题原因后将前面所提到的七种技巧填入每题选项后的括号里。

2. 请小组长将本组难题序号写到黑板上

设计说明：课前布置学生以6人为一小组，选出小组长负责。通过学生的讨论和交流，他们可解决20个题中的大部分问题，这样教师就可以直接解释难题真正做到精讲精练。体现了以学生为主体的教学理念，培养学生自主学习和合作学习的能力。请学生将每题原因写到每题选项后的括号里，可使学生灵活运用这些技巧。

Step 3 Explanation and words study

（8 minutes）

教师讲解各小组统计后写在黑板上的难题，期间订正检查学生填写的对每个小题的常用技巧是否正确。与此同时对某些词汇辨析和长难句进行梳理。

Words study

10 words: 1.narrowly: only by a small amount; closely; carefully; 1.narrowly / narrow

strictly The car narrowly missed a cyclist. She narrowly escaped injury. She looked at him narrowly 2.strike/occur/cross:

come into one’s mind suddenly

An idea has just struck me. An idea crossed my mind. An idea occurred to me.

- 5 - 2.function / functional 3.acceptable/acceptance /accept

4. optimism /pessimism 5. cell /jail /prison 6.strength/strong / strengthen 7. present

8. ministry/ minister

3.reply/answer: to say or write sth (to)sb

He never replied to any of my letters. He never answered any of my letters. 4.two-way/one-way/single=only

one Two –way traffic. He sent her a single red rose. A single room/ticket. One way ticket

5. Give out/pour out/bring out/turn out Their food supplies gave out. The teacher gave out the exam papers. The sun gives out a lot of heat. My best friend poured out his worries to me. The famous writer brought out three novels last year. It turned out that he was a liar. 6.present

adj. (1) existing or happening now

现在的；现存的; (2) being in a particular place出席的；到场的;-----absent

presence-------absence

n. gift

now 礼物；礼品；现在；

verb.

Show/give/offer/introduce 赠予；颁予；提出；呈递;

presentation

n. 表演；演出；赠送；授予仪式；外表；表现形式

at present

现在；目前；

for the present 眼前

暂时

We need to present ourselves better. 7. Lift up: become or make sb more cheerful.

Clear up

打扫；清理；（天气）放晴；澄清

Take up

拿起

开始

占据

从事

Pick up

捡起

拾起

偶然学会

开车接某人

- 6 - 9. expand / expansion 10.priceless/treasure/ invaluable 10 phrases: 1.go wild with excitement 2.get down to doing sth

3.push to the limit

4.cross one’s mind

5.feel low 6.heart and soul 7.get involved in 8.the rest of his life 9.gain a lot of experience 10. fall to pieces

5 difficult sentences: 1. Why not write to other people who need encouragement? 2. It was a short note from the officer who checked the mail. 3. We can lift up those who are feeling low. 4. Writing to the prisoners is acceptable, but your letters will not be answered. 5. Knowing he could write his letters, he went wild with excitement 设计说明：教师重点讲解学生讨论后仍不理解的难题，引导学生积累高频单词和词汇辨析，分析5个长难句，可提高学生的语言运用能力。

Step 4 Read aloud the text (2 minutes)

设计说明：学生最后集体朗读全文，可再次把握全文，通晓大意，巩固词汇和句法。

Step 5 A short letter（2 minutes）

教师将这封短信手写几封装入几个信封里，当场打开并饱含感情地读给全班同学听，然后送给各组小组长，学生可保留。

Dear students,

You will graduate in the near future. I want to share something with you today. I hope you can make great progress in your study.

Sometimes we feel low

Sometimes we feel good

Sometimes we lose our faith

Sometimes we gain our strength

Sometimes life is challenging

Sometimes life is encouraging

Sometimes life is suffering

Sometimes life is amazing

So no matter what circumstances life may present, we all have to be the best. 设计说明：教师以一封信结束本节课的教学，和本节课所选文章内容完美结合，所用词汇也是文章中出现的，又再一次增强了学生的词汇积累。信的内容积极向上，蕴含哲理，自然而然地向学生渗透了永不言弃的情感教育。

- 7 -

Step 5 Homework Recite the vocabulary after class 板书设计

完型填空之夹叙夹议文

Words study

一．Introduction

特点

考点

方法

技1.narrowly 巧

二．Practice

2.strike/occur/cross 3.reply/answer

1.predictiton. accident body

feeling

4.two-way/one-way/single

2. general idea

三．Group discussion Difficult:

G1 G2 G3 G4 G5 G6 G7 G8

5. give out/pour out/bring out/turn out 6.present 7. lift up

教学反思：

优点：教学思路清晰，教学目标明确，重难点突出，技巧性和指导性较强，讲与练结合较好，教学内容和步骤易于学生的接受能力。学生活动体现了以学生为主体，培养其合作探究分析问题并解决问题的能力。教师始终将情感教育自然地渗透与教学过程中，师生互动较好，达成了高效课堂。

缺点：在方法策略的指导上仅用一篇完形填空作为练习量不够，学生还不能充分掌握并运用常用技巧，

因此在讲解的过程中略显粗糙和仓促。教师还应加强对学生运用能力的训练。若学生基础较好，可尝试让学生自行归纳总结完形填空的常用方法和技巧，而不是由老师将其呈现展示给学生。

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