英语人教版八年级下册期末复习课之词义猜测.docx

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