期末复习课之词义猜测

教学设计How to Guess the Meaning of New Words一、学情分析生词是阻碍学生英语阅读的主要绊脚石。一般情况下，学生遇到生词心生畏惧，影响阅读的正常开展，更不用说阅读英语原著。平时的阅读教学中，学生对词义的猜测技能有所了解，但缺乏整体、较为系统的认识，需要集中的练习。二、设计理念这是一节适用于即将跨入九年级的八年级学生的词汇复习课词义猜测。本课的设计努力秉持一个原则：学生是课堂的主体，学生参与每一个课堂环节。鉴于学生对生词产生的恐惧心理和培养猜词技能的必要性，考虑到八年级学生的已学词汇，本课结合初中阶段阅读材料中的生词所具有的特点，设计了本节“生词词义猜测”的专项复习课，聚焦于单词的词义猜测，挑选了运用频率较高的四种构词法，基于例子阐述构词法如何帮助猜测生词的词义，设计了从易到难的词、句子、篇章为语境的练习，构建直接猜词意、选词义，连线、选择、策略解释、总结本课所学知识等开放、半开放活动，让学生参与并感受词义的猜测、演绎推理、归纳推理语境及构词法的运用情境以及四种常见构词规则的含义，以帮助学生了解词的常见构成，利用构词法来了解生词的构成、猜测生词的可能词义，重新审视已学词汇，激活已学的词缀，重视语境的意义、作用，培养学生运用构词法、利用语境的猜词能力，将平时阅读理解中遇到的碎片式词汇猜测技能进行归纳，细化对常用猜词技能的认识，增进对陌生的阅读材料（从词到句子到篇章）的理解，敢于应对陌生材料。三、教学目标1. 学生通过感受实例、参与课堂活动、回顾过往、激活已有的知识等，将碎片式的词义猜测知识系统化，感受语境、构词法对生词词义猜测的作用。2. 学生能够根据实例推理出四种构词法则的含义，运用对应的构词法则来猜测生词的词义；总结出利用构词法来猜测词义的基本条件。3. 学生通过感受实例来总结出语境可以包括“目标生词所在的句子”、“不含目标生词的句子”及“目标生词所在的整个篇章”三个层次的语境，学习从这三个层面猜测目标生词的词义。4. 帮助学生了解词的四种可能构成，合理处理从词到句子到篇章阅读材料中的生词，将truant美国原著篇章中的生词分三步解决（一、课堂例子； 二、课堂自我检测；三、课后强化），增进对陌生阅读材料的理解，克服对阅读材料中陌生材料的恐惧。5. 通过归纳语境的分类，利用构词法和语境猜词的条件，推理出四条构词规则的含义等，培养学生归纳、演绎、推理等思维能力。四、教学重难点1. 学生能够运用四种运用频率较高的构词法则，参与陌生单词的词义的猜测，总结出利用构词原则来猜测词义的基本条件。 2. 学生总结出语境可以包括“目标生词所在的句子”、“不含目标生词的句子”及“目标生词所在的整个篇章”三个层次的语境，学习从这三个层面猜测目标生词的词义。3. 帮助学生将碎片式的词义猜测知识适当系统化，感受语境、构词法对于生词词义猜测的作用，灵活运用语境和构词法，帮助猜测生词的词义。4. 培养学生归纳、演绎、推理等思维能力；克服对陌生英语阅读材料的恐惧。五、教学过程StepsTeachers activityStudents activityWhyStep 1Greetings1.To greet the students 1.To greet the teacher 1.To start the classStep 2Lead-in1.To carry out the T-Ss talk by asking the following questionsQ: How was yesterdays English paper?Q: Did you meet any new words?Q: Do you always meet new words?Q: What do you do with those new words?Q: How do you guess the meaning of new words?1. To interact with the teacher and answer the following questionsQ: How was yesterdays English paper?Q: Did you meet any new words?Q: Do you always meet new words?Q: What do you do with those new words?Q: How do you guess the meaning of new words?1. To warm up the Ss.2. To introduce the period topic of two ways to guess the meaning of new words. Step 3Word formation1. To present what word formation is2. To help Ss understand how one word comes from another word by giving examples. unhappy happyquick quicklyintroduction introduceThis is my answer.Please answer my questionbedroom3. To help students understand what each rule of word formation is by utilizing the words mentioned above. 4. To help student use each rule to guess the meaning of the underlined words in the examples. (1) Unlike my father, I love apples(2) Example 2: I like intercity travel.A: Owned by city. B: Travelling between cities.(3) I like to laze by the pool all day.(4) Lucy knifed her sister by accident.(5) Match the words on the left with those on the rightDrinking waterHandshakeTelephone call5. To comment on Ss performances. 1. To tell how those example words are formed. 2. To understand what each rule of word formation means with the help of the example words.3. To deduce the definition of each rule of word formation.4. To try to guess the meaning of the new words in the examples and tell why. 5. To deduce we can think of word formation to help guess the meaning of a new word when it looks like the word or words we have already learned.6. To deduce that compounds can be written in three different ways. 1. To develop Ss ability to deduce.2. To ensure Ss learn from examples 3. To activate Ss morphological knowledge4. To help Ss get how to use word formation to guess the meaning of new words on sentential and word levels. Step 4 Context 1. To lead Ss to the subtopic of context and to deduce from examples. 2. To lead Ss to guess the meaning of words in a passage 3. To comment on Ss performances1. To deduce from examples what context can be 2. To deduce when we should use context to guess the meaning of new words.3. To guess the meaning of the three words in the example and tell why1. To enable Ss to use context to guess the meaning of example words. 2. To develop Ss ability to deduce.3. To help Ss understand that there are different kinds of contexts. Step 5 Summary 1. To instruct Ss to summarize what we have learned.1. To summarize what we have learned1. To develop Ss ability to summarize what we have learned Step 6 Drill1. To instruct Ss to guess the meaning of the underlined words from the passage2. To comment on Ss performances1. To guess the meaning of new words from the passage2. To tell how the meaning is guessed. 3. To find out the relationship between context and word formation1. To enable Ss to consolidate what Ss learned in this period 2. To enable Ss to further develop their ability of deduction.3. To make Ss less afraid to meet new words while reading a long passage. Step 7 Homework1. Present the homework (three tasks)1. Be clear of the homework1. To allow Ss to further consolidate what we learned today.2. To digest what we learned today. 六、板书设计 How to guess the meaning of new words Affixes 七、教学反思 这是一节适用于即将跨入九年级的八年级学生的词汇复习课词义猜测。本课是以班级的实际情况为基础而设计，帮助学生系统化所学词汇是本课的出发点，帮助学生猜测从词、句、篇章的不同阅读材料中的生词词义是本课的目的。呈现的PPT是第五次修正稿。为了让学生拥有充分的思考时间，彰显学生思维的培养，我努力优化课堂例子，给予学生充分的思考、推理，彰显学生的能动性，帮助学生感受从词、句和篇章的阅读材料中猜测生词含义，精心挑选了阅读材料，设计了猜词活动，注重技能的讲解-示范-操练，秉持课后作业是课堂的延伸这一理念，努力做到课堂和课后作业的整体性、相关性。下面，请容我对材料的选择、活动的设计、作业的设计进行较为详细的阐述。一、 阅读材料的选取。本节课的阅读材料包括the truant这一篇章材料，I like to laze by the pool all day 等句子以及handshake等单词。让学生能够从不同的阅读材料中猜测词义。值得一提的是，本课的设计目的是帮助学生处理各种阅读材料中的生词，促进阅读理解，最终不畏惧阅读材料的处理，而并非局限于考试中的篇章阅读。所以，阅读材料的选取设计单词、句子、篇章。句子中生词的选取具有代表性，与学生已学词汇均有联系，具有一定的挑战性，但也不脱离学生的词汇学情，并且句子的单词。选取的篇章材料较长，生词较多，但生词具有代表性。篇章中的一部分生词在课内例子讲解中解决，一部分在课堂操练中解决，剩余部分作为家庭作业。课内讲解部分的单词和操练的单词也将本课的目的仅仅联系在一起，帮助学生得出语境的不同情况，帮助学生巩固运用语境和构词法猜词的技能，感受语境和构词法猜词技能的交换使用和灵活性。课后操练则帮助学生进一步巩固课内知识。此外，该篇章的选取和这般利用也给学生传递一个情感信息：长文章里面的生词可以逐步解决，无需惧怕。二、 活动的设计。本复习课不以考试为绝对中心。故而，课堂活动包括直接猜词意，选词义，连线、选择并讲解使用的策略、总结本课所学知识等开放、半开放活动形式。这既丰富了课堂活动，给枯燥的词汇课增加情调，也能促进学生思维的发散、发展，帮助学生推理。学生猜测falsely的意思时，给出了两种途径，语境和构词法。例如，falsely一词的猜测，学生的猜词策略因人而已。认识falsely的同学，倾向于使用构词法；而不认识falsely的同学，只能运用语境。由此，学生可以推理出语境和构词法应用的灵活性。由于课堂容量较多，小组讨论较为费时，本节课没有考虑小组活动，以全班活动、个人活动为主。三、 课后作业。课后作业是课堂的延伸。课后作业分为三个部分。第一部分，是让学生进一步巩固技能。第二部分，是督促学生课内知识的消化，促进同学之间的交流，更正不当的理解。第三部分，是进一步激活已学词汇知识，运用本课的构词法知识审视已学词汇。课后作业是课堂活动的延伸，协助课堂活动完成教学目标。但因能力、资质有限，本课不足之处自不必言。本次复习课让我彻底的意识到平时收集资料的重要性，平时多思考的必要性等等。所以，从今天起，养成收集资料的好习惯，养成多思考的习惯，多学、多练，戒骄戒躁，努力练就处事不惊的好心态。八、课后练习TASK 1A: Choose the right meaning for each word. 1. Truant means _. A. A person who is able to finish schoolwork every day. B. A person who like to go to school every school day.C. A person who stays away from school without permission(允许).D. A person who is allowed to stay away from school every day.2. Hire means _. A. 租 B. 买 C. 偷 D. 运 B: Match each word with i