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阅读理解-推理判断

阅读理解-推理判断

阅读理解--推理判断题

推理判断题型的特点:

①根据文中明确说明的内容,有引申推理;

②大多含义深刻,不是常识选项。

忌(干扰项):

掺杂自己的主观想法或经验;

选项中的内容只是阅读材料的简单重复;

选项所表达的内容与经验相吻合,文中却没有涉及;

选项表达的内容虽在文章中提到,但很片面或不完整,以偏概全;

推理判断题的分类:

(1)推断隐含意义

查读细节理论依据(关键词句)--分析选项--推理判断

(2)推断作者观点和态度

注意作者表达感情色彩的形容词、副词、动词及所举的例子,推断出作者的弦外之音。

(3)推断写作目的

整篇文章的写作目的或者某处细节的写作意图

给学生适当的提示,引导学生自己分析、体会推理判断题的特点和关键点,鼓励他们熟悉题型特点。

让学生自己去体会和判断,用经历学习代替单一的接受性学习。老师要注意不能代替学生感受,一定要给足学生时间感受。

根据学生实际情况,尊重学生现有的知识水平和认识差异,设置尽量真实

贴近学生生活的情境,激发学生的积极性和学习兴趣,同时设置一些符合学生现有水平和感兴趣的任务,在完成任务中体验成功;并注意指导和培养学生的学习策略。

本节课是一节阅读课,内容非常接近学生实际,借助课件设置任务,呈现所学内容,充分利用多媒体,和学生之间开展的活动和讨论,让学生在活动中体会语言含义,易于理解,易于实践,能提高学生学习英语的积极性。教师在课堂教学时要充分考虑到学生的个性差异,针对不同的学生采取不同的教学方式,做到因材施教,量体裁衣。尤其那些学习困难生,一般多问他们一些简单的问题,让他们产生成就感,对他们在课堂上的良好表现与进步要多给予鼓励和表扬。对优秀生应让他们对一些创造性的问题发表自己的见解。每一位学生都得到了不同的发展,这也是新课标的要求。教学中还需注意教学策略的多样性,英语教学从知识型教学转向能力型教学。可采用研究性学习,开放式学习,情景教学以及多媒体教学。

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