Unit1-Learning-about-Language-名師教學(xué)設(shè)計(jì)

2/2Unit1learningaboutLanguage名師教學(xué)設(shè)計(jì)英語(yǔ)閱讀猜詞技巧課的教學(xué)設(shè)計(jì)安徽省亳州市渦陽(yáng)縣第一中學(xué)高效娟課型：技能訓(xùn)練課課時(shí)：一節(jié)課（40分鐘）授課對(duì)象：高二文二班學(xué)生授課時(shí)間：2017年5月2日授課地點(diǎn)：錄播室一、教學(xué)設(shè)計(jì)的背景和意義:

1.

新課標(biāo)和考綱的要求：猜測(cè)詞義的能力是語(yǔ)言運(yùn)用能力中非常重要的一部分，高中英語(yǔ)新課程標(biāo)準(zhǔn)要求高中學(xué)生能利用上下文和句子結(jié)構(gòu)猜測(cè)詞義（教育部，2017）。新課程標(biāo)準(zhǔn)對(duì)合格高中畢業(yè)生閱讀外語(yǔ)速度的要求是每分鐘70—80個(gè)詞，在閱讀的過(guò)程中同時(shí)培養(yǎng)從上下文所給的信息中猜詞的能力。高考的閱讀材料中可以含有3%的生詞，高考試題的閱讀理解部分沒(méi)漢語(yǔ)注釋的生詞，往往是出題人有意識(shí)留下的題眼。每年的高考閱讀理解中有1-2個(gè)詞義猜測(cè)題，近幾年的高考閱讀試題中詞義猜測(cè)的考查力度逐步加大，要求考生閱讀時(shí)能夠通過(guò)上下文，結(jié)合中學(xué)生應(yīng)有的常識(shí)來(lái)推測(cè)尚不熟悉的詞和詞組的意思。2.

學(xué)情分析：高二學(xué)生已掌握了一定的英語(yǔ)閱讀技巧并有一定的語(yǔ)篇分析能力，積累了一定的詞匯量和構(gòu)詞法知識(shí)，有較豐富的學(xué)習(xí)經(jīng)驗(yàn)和生活常識(shí)，但生詞依然是學(xué)生英語(yǔ)閱讀過(guò)程中遇到的最大絆腳石，它直接關(guān)系到學(xué)生的閱讀興趣能否持續(xù)。閱讀中遇到生詞時(shí)，許多學(xué)生或翻閱詞典或求助老師，缺乏利用語(yǔ)境中已知信息進(jìn)行推測(cè)、判斷某些生詞意義的習(xí)慣和意識(shí)。因此，通過(guò)這樣的一節(jié)課來(lái)指導(dǎo)和訓(xùn)練學(xué)生掌握一定的猜詞技巧和策略，對(duì)突破高考閱讀理解中生詞的障礙，順利理解文章的思想內(nèi)容，提高閱讀速度，提高學(xué)生的捕捉文本信息能力和語(yǔ)篇分析能力都有非常重要的指導(dǎo)意義。二、教學(xué)目標(biāo)：通過(guò)“自主探究，合作討論”的學(xué)習(xí)方式，指導(dǎo)學(xué)生回顧和總結(jié)猜詞的技巧與策略，學(xué)會(huì)“利用經(jīng)驗(yàn)常識(shí)猜詞”、“利用構(gòu)詞法知識(shí)猜詞”、“利用語(yǔ)境上下文提供的線索和標(biāo)志詞找尋信息猜詞”，提高學(xué)生利用語(yǔ)境猜詞的意識(shí)和能力。三、教案設(shè)計(jì)I

教學(xué)目標(biāo)Knowledge

and

skills知識(shí)與技能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

情感態(tài)度價(jià)值觀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教學(xué)重點(diǎn)與難點(diǎn)Teaching

focus:

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教學(xué)方法Communicative

Approach，cooperative-learning，Inquiry-based

learning，Autonomous

learning，Individual

work，Group

discussion

IV教學(xué)過(guò)程設(shè)計(jì)Teaching

Procedures:

Step1.

A

guessing

game

1.Prepare

some

papers

and

write

one

word

on

each

paper

before

class.

2.Divide

students

into

two

groups

and

choose

three

students

from

each

group.

One

to

act

out

the

word

using

body

language

or

English

descriptions.

One

to

write

down

the

word

on

the

blackboard.

One

to

hold

up

the

paper.

The

others

in

the

group

to

guess

the

word.The

more

the

better

in

2

minutes.

3.Ask

the

students

a

question:

“When

you

meet

a

new

word

while

reading,

what

would

you

do,

ignore

it,

look

it

up

in

the

dictionary

or

guess?”4.

Lead

in

the

topic

of

the

class:

How

to

Guess

the

Meaning

in

Reading.

Step2.Reading

and

discussing

1.Students

work

in

groups

to

do

some

exercises.

2.Cooperate

in

groups

and

inquire

some

ways

to

guess

the

meaning

of

each

unknown

word

according

to

the

given

contexts.

3.Students

sum

up

the

ways

with

the

help

of

the

teacher

and

through

inquiring-learningStep3.

Analyzing

and

discovering

Students

activity【課堂活動(dòng)】1.Work

in

groups

and

observe

the

following

sentences,

predict

the

meaning

of

each

unknown

word

depending

on

contexts,

and

try

to

discover

the

key

words

(clues

and

hints

hidden)

in

the

context.

2.Present

what

the

group

discover

and

recommend

the

next

group

to

continue

the

presentation.

3.Teacher

adds

and

extends

more

information

Step4.

Summarizing

the

rules

1.

Teacher

and

students

to

summarize

the

six

ways

of

guessing

the

words.

To

guess

the

words

correctly

we

can

use

the

context

clues：①Use

synonym(同義詞)

Context

Clues

②Use

Antonym(反義詞)

Context

Clues

③Use

definition/

example/description

clues(文中的定義或解釋說(shuō)明)

④

Use

common

sense/related

information

clues(常識(shí)和經(jīng)驗(yàn))

⑤Use

grammar

and

punctuation

clues(標(biāo)點(diǎn)符號(hào)或提示詞)

⑥Use

causes

and

effects

relations(因果關(guān)系)

⑦Use

transition

and

contrast

clues(轉(zhuǎn)折和對(duì)比關(guān)系)

⑧Use

word-building(構(gòu)詞法)

Step

5.

Practice

and

consolidation

1.

Ask

the

students

to

do

some

exercises

in

class.

2.

Let

the

students

check

the

answers

with

their

partners

and

discuss

how

they

finish

them.

3.

Check

the

answers

with

the

whole

class

one

by

one

and

point

the

ways

of

doing

theexercises

out

for

the

students.

Step

6.

Emotion

motivation.

1.Words,like

people,are

frequently

known

by

the

company

they

keep.A

word’s

context

or

surroundings

can

provide

clues

to

meanings.

2.Unfamiliar

words

is

to

English

reading

is

like

what

setbacks

is

to

our

life.

No

matter

what

difficulties

you

come

across

in

your

life,

remember

that

as

long

as

youdon’t

lose

heart,

you

are

sure

to

find

a

way

out.

3.Where

there

is

a

will,

there

is

a

way.

Step

7.

Homework

1.Review

what

we

learned

today.

2.Finish

the

related

exercises..教學(xué)反思：本節(jié)課的設(shè)計(jì)符合高二學(xué)生的學(xué)情，以學(xué)生為本