江蘇省徐州市銅山縣高三英語二輪復(fù)習(xí) 任務(wù)型閱讀專項 概括詞匯類教學(xué)案

1、裝訂線概括詞匯類課題 ：任務(wù)型閱讀：概括詞匯類教學(xué)目標：掌握任務(wù)型閱讀：概括詞匯類解題技巧.教學(xué)重難點：掌握任務(wù)型閱讀：概括詞匯類解題技巧.教學(xué)過程集體備課部分（學(xué)生活動部分）個性備課部分/學(xué)生記錄Task 1【自主學(xué)習(xí)】 檢查晨讀內(nèi)容Task 2【考題研析】2015·江蘇高考(見書)Task 3【考場思維模式】第一步讀表格, 填出較簡單的概括性詞匯題文章標題是“你讀什么樣的新聞故事”, 然后分三部分進行了分析。其中第72題是概括性詞匯, 根據(jù)其右表信息可知是“兩類新聞故事的解釋(說明)”, 故填_。注意首字母要大寫。第二步定位、定詞、定性、定形任務(wù)型閱讀表格高度概括了原文信息, 為

2、了節(jié)約時間并且提高解題的針對性, 先讀表格內(nèi)容, 然后在原文中進行定位。定位后進行定詞。定詞后要定性(如名詞、動詞、形容詞、副詞), 最后定形(如單復(fù)數(shù)、非謂語形式、大小寫等)。 (1)原文詞匯類71. 【解析】原文reward出現(xiàn)了多次。第一段有a reward, 第三段有rewards, 因此可以知道reward是可數(shù)名詞。此空只能填一個詞, 因此填_。另外reward也可用作動詞, 還可填_, 表示被動, 意思是“獲得獎賞”。 75. 【解析】根據(jù)原文第四段中的“It has a kind of threat value. ”可知應(yīng)填_。77. 【解析】根據(jù)原文第四段中的“When he

3、 selects news of the other kind, he usually withdraws from the world of threatening reality toward the dream world. ”可得到暗示, 應(yīng)填_。 (2)轉(zhuǎn)換詞匯類73. 【解析】根據(jù)表格內(nèi)容可以將信息定位在原文第三段中的“A reader can enjoy an indirect experience without any of the dangers or stresses involved”。其中關(guān)鍵信息是without any of the dangers or stres

4、ses involved, 關(guān)鍵詞是involved。原文involved作后置定語,而此空前面是without actual。故填_。 74. 【解析】此題是將原文第三段中“He can tremble wildly at an axe-murder, shake his head sympathetically and safely at a hurricane, identify himself with the winning team, laugh understandingly at a warm little story of children or dogs. ”信息轉(zhuǎn)換成題目

5、中的 “_ similar feelings with those involved”。 76. 【解析】根據(jù)原文第四段中的“It is read so that the reader may be informed and prepared”可得到暗示。故填_。79. 【解析】此句是對最后一段倒數(shù)第二句的轉(zhuǎn)換。這可從第四段“he pulls himself into the world of surrounding reality to which he can adapt himself only by hard work”得到暗示, 故填_。80. 【解析】最后一段主要講了這兩種分類不是

6、一成不變的, 也就是說這要區(qū)別于不同的讀者, 故填_。(3)概括性詞匯78. 【解析】文章最后一段提到的sociologist, coach, politician都是不同的職業(yè), 或者說不同的劃分取決于不同的目的, 故填 _。第三步復(fù)查并將答案填在答題卡上集體備課部分（學(xué)生活動部分）個性備課部分/學(xué)生記錄裝訂線Task 4【微技能突破】典型的任務(wù)型閱讀題目通常設(shè)置分為兩欄, 左邊是文章提綱(passage outline), 右邊是支持性細節(jié)或者論據(jù)(supporting details), 概括詞匯類要求能夠最大程度地覆蓋右欄信息, 同時具有簡潔性。考生對全文或段落進行總體語篇把握, 通過

7、觀察表格的設(shè)置特點, 從而歸納和概括出所考查的單詞。 【典例】Chronic disorganization often begins with situational disorganization, something most people experience at some point. Someone who has lost someone significant to him may start to be troubled by disorganization after a divorce. Someone whoexperienced changes in life an

8、d in his career is likely to let things like organization and order fall by the wayside. However, one doesnt instantly have chronic disorganization. Warning People losing someone significant, going through a divorce or changes in ones life and career have a tendency to ignore organization and o

9、rder. 【解題思路】由表格右欄的內(nèi)容可概括出是“警告標志”, 故填_。 【題組過關(guān)】1 2 3 4 5 .附: 常見概括類詞匯1. 因果: reasons (for), causes (of), analysis (about), effect, influence, impact, result, consequence, outcome2. 異同: difference, similarity3. 優(yōu)劣: benefit, advantage, disadvantage, drawback, strengths, weaknesses4. 目的: purpose, aim, goal,

10、 intention 5. 建議: advice, suggestion, tip, proposal6. 方式、方法: means (of), way, method (of), solution (to doing), approach (to doing), how (to do)7. 總結(jié)、結(jié)論: summary, conclusion8. 態(tài)度、觀點: attitude (to/towards), idea (on), opinion, view, viewpoint (of)9. 特點/征: feature, characteristic10. 措施、行動: measure, action11. 評論、評價: comment, remark, assessment12. 問題: problem, trouble13. 要求、需求: demand, need, requirement, qualification14. 種類: kind, type, category, style, form15. 步驟: step, procedure, process 16. 來源、用途、功能: history, source, origin; use, usage, function17. 重要、意義: significance (s), importa