《Appendix I Strategies》优质课教案设计

《Appendix I Strategies》教案优质课下载

2). be familiar with some methods of inferring the meaning of words

3). adopt different methods while inferring the meaning of words

II. affection objectives

Students are encouraged to develop their interest in inferring the meaning of words in reading and think and infer in a scientific way and make continuous efforts to achieve success.

Teaching focus:

How to help students apply what they have learnt about the methods of inferring the meaning of words to practice.

Teaching difficulties:

How to arouse students’ awareness to use more than one method to infer the meaning of words.

Teaching aid:

Multimedia, blackboard, worksheet

Teaching procedures:

StepsTeacher’s activityStudents’ activityPurposesPre-task preparation Reminding students of the common items of inferring the meaning of words in the reading comprehension test.Recalling the common items of inferring the meaning of words in the reading comprehension test. To arouse students’ interest and lead in.

While-task procedure Introducing different methods of inferring the meaning of words, asking students to do some consolidation exercises and asking students to summarize some principles.

Studying different methods of inferring the meaning of words, doing some consolidation exercises and summarizing some principles.To get students to be familiar with the methods and principles of inferring the meaning of words.Asking students to do some practices by using the methods above and helping them to analyze the answers.Doing some exercises and analyzing the answers. To make the students apply what they have learnt about the reading skill to practice. Post-task activityReminding students that “They should apply the skills properly according to different exercises.” and “Practice makes perfect!”Listening and bearing the teacher’s words in mindTo draw a conclusion of the whole class.Assignment1. Review the methods and exercises.

2. Learn to apply the methods skillfully to the related exercises.To consolidate what the students have learnt after class.

教学反思：

教学设计说明

本节课聚焦于教授学生“推断词义”的阅读技巧。教学目标是希望通过“推断词义”这种阅读技巧的教授，能够使学生学会运用各种所学到的方法推测出阅读中遇到的生词的含义，提高学生对阅读理解中推断词义的题目的解题能力，从而提高学生的整体阅读能力。

课程以学生在阅读理解题目中遇到的推断词义的常见题型开始，让学生对整堂课的教学目的有个直观的认识。

紧接着，给学生展示第一个阅读技巧：构词法,主要分为合成法(compounding)和派生法(derivation)。从高一开始，我就逐步在课堂上渗透有关构词法的相关知识，因此，学生对这两种构词法不是很陌生。本节课上，我们直接进入了习题操练部分。构词法的练习我设置了两道题目，在讲解的过程中顺带复习相关的构词法。接下来传授上下文线索法。对于上下文线索法，我又从中细分了三个方法：补充解释法，同义词或反义词法和上下文语境法。为了让学生更好地掌握，体现课堂学习的“高效性”，我教授好三个方法之后就立刻让学生做一些巩固练习。我和学生一起从教授和巩固练习中归纳出采用各个方法时需要注意的细节，以便更好地为接下去的综合练习服务。两种主要的方法教授完毕后，我将带着学生一起做一个简单的知识点的总结和回顾。

第三个环节是学生们真正的实战环节。我把这个环节分成三个步骤。第一步，让学生运用之前教授的各种猜测词义的方法完成五篇我精心挑选的综合练习题目。要求学生圈出信号词，划出关键词组及句子。其中有的练习可以运用不止一种方法来解题，这种练习如果学生能顺利完成，则更能增强他们学习的成就感和自信心。第二步，学生完成练习后，我要求学生思考并表达出自己分别用了本节课所教授的哪种方法来解答的；第三步是五篇练习题目的分析讲解。

第四个环节是总结，我的总结分两点：第一点是解题技巧方面的，即通过本节课的学习，提醒学生牢记“有些方法不是孤立的，有时候，我们可以用不同的方法和角度或结合多种方法和角度来猜测词义”；第二点是情感教育，提醒学生“只有通过运用正确的方法和付出不懈的努力，我们才能获得成功”，让他们知道孰能生巧的道理。

最后一个环节是家庭作业的布置。要求学生认真复习本节课上学习到的阅读方法以及相关的练习题目，另外，我还查找了相关的猜词练习题目，并布置为家庭作业以进一步巩固学生上课所学的知识。