2024届高三英语二轮复习：阅读理解之词义猜词题 教学设计（表格式）
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| 名称 | 2024届高三英语二轮复习：阅读理解之词义猜词题 教学设计（表格式） |  | |
| 格式 | docx | ||
| 文件大小 | 23.1KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2024-03-23 08:01:32 | ||
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电子备课教案
课 题 Methods to infer word meanings in specific contexts 教学课时 第 1 课时
教学目标 1. By employing some examples, make it clear to Ss what is a context and the necessity of talking word meanings and parts of speech in real contexts. 2. By showing some sentences, encourage Ss to guess the meaning of the italicized word to witness that contexts can really help us to guess word meanings. 3. Together with Ss, learn to guess word meanings in real contexts. 4. Encourage Ss to try to finish the word-guessing exercises and try to give each way a name in their own words, taking in these ways.
教学 重难点 Teaching key points: 1. Through the teacher-led learning, most of the Ss can guess the general meaning of the target word with the help of the specific context. 2. Through learning together with the teacher, most of the Ss can obtain some commonly-used ways to guess word meanings. Teaching difficulties: 1. Lead the Ss to get the hang of the ways to guess the word meanings in some specific contexts with (out) the help of the signal words or punctuations. 2. Arouse the Ss’ awareness of guessing word meaning when necessary and encourage them to practice using these ways in the long run to enhance their ability.
教学方法 Cooperative learning, automatic learning, task-based language teaching & Practicing, summarizing and applying in real practice.
学情分析 This lesson is designed for senior three students. To most students, they may have used some ways to guess word meanings consciously or unconsciously, but they are just beginners of English learning without enough word accumulation, so the accuracy of guessing may not be much high. However, it really doesn’t matter, because what we want to achieve through this period’s learning is to arouse their awareness of doing so in their daily reading.
教学过程 二次备课 （方法手段、改进建议）
教学环节学习任务设计与师、生活动设计 Step 1 PreparationT: what is the meaning of “approach” And what is the part of speech of it S: Answers may vary. T: Present the following content: 1.She decided to take a different approach to solving the problem. 2.The plane began its approach for landing. 3.As darkness approached, they hurried to finish setting up camp. By discussing the meaning and part of speech of “approach” above, convince the Ss that it is meaningless to do so without contexts. (Purpose:Get students know what context is and realize that talking about parts of speech and word meanings only makes sense in a specific context. ) (Objective 1) Step 2 PreparationT: Show some sentences with some italicized words and encourage the Ss to speak out the meanings of them. 1. The modern age of medicine began with the stethoscope, an instrument for listening to a patient’s heartbeat and breathing. 2. Today young couples who are just starting their household often spend lots of their money on appliances, for example, washing-machine, fridge and color TV sets. (Purpose:Engage students in authentic contexts to experience the joy of successfully guessing words, thus stimulating learning interest and motivation. ) (Objective 2) Step 3 Presentation T/S: Present some sentences and together with the Ss guess the target word in each sentence and meanwhile encourage them to speak out what makes them have such a reasonable and good guess. (题目见PPT) (Purpose:Through guided instruction by the teacher, students are able to understand that there are indeed many methods to make reasonable guesses about vocabulary in specific contexts. ) (Objective 3) Step 4 Practice & summaryT/S: Offer the Ss Learning Plan and let them finish the exercises. Then allow them some time to check their answers with their partners and try to give each way a name. wayssignal words or punctuations下定义/解释法be, mean, be known as, 破折号、冒号、同位语经验、常识法举例法for example, for instance, such as, like…同、反义词法and, or, but, rather than, instead of, yet…上下义关系法冒号相关信息法构词法前缀、后缀
(Purpose:Develop students' memory and understanding through practicing guessing words, naming, and identifying signal words, and internalize them as their own knowledge. ) (Objective 4) Step 5 FeedbackT：Present an exercise to check how well Ss can use these ways to solve word-guessing tasks. S: Finish it individually. (题目在学案及PPT均予以呈现) (Purpose:Assessing students' learning outcomes and further reinforcing what has been learned. )Step 5 Conclusion1. Do keep in mind the ways to guess word meanings. 2. Do try to put these ways in use whenever necessary. (Purpose:Internalize learning methods to truly transform them into skills.. )
板书设计 Methods to infer word meanings in specific contexts Methods: 1.definition 2.experience & common sense 3.examples 4.synonym & antonym 5.hyponymy 6.relevant information 7.word formation
作业设计 Homework: make a reflection of what you have learned in the plete the relevant vocabulary guessing exercises and submit them on time.
教学反思
课 题 Methods to infer word meanings in specific contexts 教学课时 第 1 课时
教学目标 1. By employing some examples, make it clear to Ss what is a context and the necessity of talking word meanings and parts of speech in real contexts. 2. By showing some sentences, encourage Ss to guess the meaning of the italicized word to witness that contexts can really help us to guess word meanings. 3. Together with Ss, learn to guess word meanings in real contexts. 4. Encourage Ss to try to finish the word-guessing exercises and try to give each way a name in their own words, taking in these ways.
教学 重难点 Teaching key points: 1. Through the teacher-led learning, most of the Ss can guess the general meaning of the target word with the help of the specific context. 2. Through learning together with the teacher, most of the Ss can obtain some commonly-used ways to guess word meanings. Teaching difficulties: 1. Lead the Ss to get the hang of the ways to guess the word meanings in some specific contexts with (out) the help of the signal words or punctuations. 2. Arouse the Ss’ awareness of guessing word meaning when necessary and encourage them to practice using these ways in the long run to enhance their ability.
教学方法 Cooperative learning, automatic learning, task-based language teaching & Practicing, summarizing and applying in real practice.
学情分析 This lesson is designed for senior three students. To most students, they may have used some ways to guess word meanings consciously or unconsciously, but they are just beginners of English learning without enough word accumulation, so the accuracy of guessing may not be much high. However, it really doesn’t matter, because what we want to achieve through this period’s learning is to arouse their awareness of doing so in their daily reading.
教学过程 二次备课 （方法手段、改进建议）
教学环节学习任务设计与师、生活动设计 Step 1 PreparationT: what is the meaning of “approach” And what is the part of speech of it S: Answers may vary. T: Present the following content: 1.She decided to take a different approach to solving the problem. 2.The plane began its approach for landing. 3.As darkness approached, they hurried to finish setting up camp. By discussing the meaning and part of speech of “approach” above, convince the Ss that it is meaningless to do so without contexts. (Purpose:Get students know what context is and realize that talking about parts of speech and word meanings only makes sense in a specific context. ) (Objective 1) Step 2 PreparationT: Show some sentences with some italicized words and encourage the Ss to speak out the meanings of them. 1. The modern age of medicine began with the stethoscope, an instrument for listening to a patient’s heartbeat and breathing. 2. Today young couples who are just starting their household often spend lots of their money on appliances, for example, washing-machine, fridge and color TV sets. (Purpose:Engage students in authentic contexts to experience the joy of successfully guessing words, thus stimulating learning interest and motivation. ) (Objective 2) Step 3 Presentation T/S: Present some sentences and together with the Ss guess the target word in each sentence and meanwhile encourage them to speak out what makes them have such a reasonable and good guess. (题目见PPT) (Purpose:Through guided instruction by the teacher, students are able to understand that there are indeed many methods to make reasonable guesses about vocabulary in specific contexts. ) (Objective 3) Step 4 Practice & summaryT/S: Offer the Ss Learning Plan and let them finish the exercises. Then allow them some time to check their answers with their partners and try to give each way a name. wayssignal words or punctuations下定义/解释法be, mean, be known as, 破折号、冒号、同位语经验、常识法举例法for example, for instance, such as, like…同、反义词法and, or, but, rather than, instead of, yet…上下义关系法冒号相关信息法构词法前缀、后缀
(Purpose:Develop students' memory and understanding through practicing guessing words, naming, and identifying signal words, and internalize them as their own knowledge. ) (Objective 4) Step 5 FeedbackT：Present an exercise to check how well Ss can use these ways to solve word-guessing tasks. S: Finish it individually. (题目在学案及PPT均予以呈现) (Purpose:Assessing students' learning outcomes and further reinforcing what has been learned. )Step 5 Conclusion1. Do keep in mind the ways to guess word meanings. 2. Do try to put these ways in use whenever necessary. (Purpose:Internalize learning methods to truly transform them into skills.. )
板书设计 Methods to infer word meanings in specific contexts Methods: 1.definition 2.experience & common sense 3.examples 4.synonym & antonym 5.hyponymy 6.relevant information 7.word formation
作业设计 Homework: make a reflection of what you have learned in the plete the relevant vocabulary guessing exercises and submit them on time.
教学反思