高中英语阅读猜词技巧的教学设计

1、英语阅读猜词技巧课的教学设计 巴彦淖尔市第一中学 温晓茹 课型：技能训练课课时：一节课（40分钟）授课对象：高二一班学生授课时间：2014年11月19日 授课地点： 2301录播室一、 教学设计的背景和意义:1. 新课标和考纲的要求：猜测词义的能力是语言运用能力中非常重要的一部分，高中英语新课程标准要求高中学生能利用上下文和句子结构猜测词义（教育部，2013）。新课程标准对合格高中毕业生阅读外语速度的要求是每分钟7080个词，在阅读的过程中同时培养从上下文所给的信息中猜词的能力。高考的阅读材料中可以含有3%的生词，高考试题的阅读理解部分没汉语注释的生词，往往是出题人有意识留下的题眼。每年的高考

2、阅读理解中有1-2个词义猜测题，近几年的高考阅读试题中词义猜测的考查力度逐步加大，要求考生阅读时能够通过上下文，结合中学生应有的常识来推测尚不熟悉的词和词组的意思。 2. 学情分析：高二学生已掌握了一定的英语阅读技巧并有一定的语篇分析能力，积累了一定的词汇量和构词法知识，有较丰富的学习经验和生活常识，但生词依然是学生英语阅读过程中遇到的最大绊脚石，它直接关系到学生的阅读兴趣能否持续。阅读中遇到生词时，许多学生或翻阅词典或求助老师，缺乏利用语境中已知信息进行推测、判断某些生词意义的习惯和意识。因此, 通过这样的一节课来指导和训练学生掌握一定的猜词技巧和策略，对突破高考阅读理解中生词的障碍，顺利理

3、解文章的思想内容，提高阅读速度，提高学生的捕捉文本信息能力和语篇分析能力都有非常重要的指导意义。二、 教学目标： 通过“自主探究, 合作讨论”的学习方式，指导学生回顾和总结猜词的技巧与策略，学会“利用经验常识猜词”、“利用构词法知识猜词”、“利用语境上下文提供的线索和标志词找寻信息猜词”，提高学生利用语境猜词的意识和能力。三、 教学过程与方法I. 课前预习：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。（所需时间10-15分钟）II. 课中探究：1. 话题引入（3分钟）2. 检查预习（5分钟）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。小

4、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）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。老师做小结：3. 语境探究（25分钟）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”老师强化重点，并进行补充，拓展、延伸。4. 巩固强化（7分钟）以

5、竞赛方式，小组为单位，完成猜词任务，答案正确且用时最短的组获胜师生互动，回顾总结本课所学猜词方法和技巧III课后巩固：布置课后作业：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。四、教案设计I 教学目标Knowledge and skills知识与技能1. Acquire the techniques and strategies of word-guessing2. Use the techniques and strategies of word-guessing learnt to solve the problems.Emotion, attitude and

6、 values 情感态度价值观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Teaching focus:1. Search for the clues and hints in the context that reveal the techniques

7、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Teaching Procedures: Before class (课前自主预习)1. Look at the examples and guess the meaning of

8、 the underlined words:2. Sum up the ways to guess new words depending on what youve done In class (课堂合作探究、归纳总结的猜词方法和技巧)Step1. Greeting and lead-in【导语设计】Hello, everyone. Welcome to my lecture. As you know, well meet with new words while reading. What will you do when you come across new words? (Ask s

9、tudents and collect answers.) Yes, remember the Golden Rule meeting new vocabulary: the first thing to do is to guess rather than refer to a dictionary immediately. Today our task is to learn to guess the meaning of a new word. There are some ways and techniques.Step2. Check prevision1. Students wor

10、k in groups and check their answers to previewing exercises. 2. Cooperate in groups and inquire three ways to guess the meaning of each unknown word according to the given contexts.3. Students sum up the three ways with the help of the teacher and through inquiring-learning：Word formation (构词法) by E

11、xercise1、 2Common sense (生活常识和经验) by Exercise3、4、5 Context (语境/上下文线索) by Exercise6、7、8、9、10 【教师小结】We have learned about word formation in Book4 and I think you can guess the meaning of a new word by using the knowledge of word formation. Today we focus on the ways and techniques to guess the meaning

12、 of a word according to the context. There are always some clues and hints in the context that reveal the access to meaning of an unfamiliar or unknown word. Step3. Learn and Inquire Students activity【课堂活动】1. Work in groups and observe the following sentences, predict the meaning of each unknown wor

13、d 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【设计说明】该环节的重点是让学生理清一个词所处的具体的语言环境,在语境中寻找和生词存在以下内在逻辑关系的线索和信息提示：1. 定

14、义解释和同位关系2. 同义、并列关系3. 对比，转折或反义关系 4.因果关系 5.描述和例证关系6. 用破折号、引号、冒号、分号、括号等标点符号来揭示语境逻辑关系的方法和技巧推断猜测词义。 Step4. Practice and competition1. Make a competition: students are required to finish off a test as soon as possible; the groups which guess out all the new words and do fastest will win. 2. Evaluate students performances and reward. After class（课后巩固提高）Read the passage and complete two tasks concerned to consolidate students skills and techniques of word-guessing acquired in class.教学反思：本节课的设计符合高二学生的学情，以学生为本，指导学生归纳总结猜测词义的技巧与策略，提高学生利用语境猜词的意识和能力。本课采用了课前自主预习准备，课堂小组合作探究、交流展示研讨提升，课后巩