（1）猜词在阅读教学中的作用： ①猜词能够帮助学生在阅读过程中很快通过上下文提供的线索或生词本身的结构特点推断出词义来，从而提高阅读速度和阅读能力。 ②有效的猜词技巧能够提高学生的阅读学习兴趣。阅读文本中所涉及的词汇及句式较为复杂，内容较多，致使阅读理解较困难，若使用有效的猜词技巧，则会清除很大一部分阅读障碍，从而提升学生的阅读兴趣，促进阅读教学效果。 （2）使用猜词的具体方法： ①构词法猜词 阅读中常常会遇到一些由熟悉的单词派生或合成的新词。掌握构词法对猜测词义很有帮助。如：unforeseeable这个词，可以根据构词法把它拆成un, fore, see, able; 其中see是词根，fore是“先，前，预”的含义，un是否定，able是“能...的，可...的”，因此unforeseeable是“未能预见到的”意思。 ②利用同义、近义词猜词 在生词所出现的上下文中，有时会出现与之同义或近义的词语或结构，这时可从熟悉的词语中推知生词的含义。统称在词或短语之间有并列连词and或or，这些词语或短语在句中作相同的成分，并且and或or连接的两项内容在含义上是接近的或递进的，由此确定同等关系中的某个生词所属的义域，甚至推出它的大致词义。 ③利用反义词猜词 对比是描述，说明事物的常用方式。在对比中，对比的事物是互为相反的，因此根据反义或对比关系可从已知推出未知。利用反义词来说明生词的意义，如反义词hot and cold; perfect and imperfect，甚至前、后句为肯定与否定或是与不是等，在句内词与词之间，在段内句与句之间的关系上起着互为线索的作用。 （3）两个教学指令： ①Guys, look at this word. Who can tell me the meaning of it through analyzing the context? ②Now, guys, look at this sentence. Can you replace this word with another word or phrase similar in meaning?

I. Teaching objectives ①Students can learn how to make a debate speech and write it out. ②Students can have good qualities of self-confidence and self-improvement. ③Students can use English to think independently and creatively. ④Students will be willing to take part in the classroom activities and cooperate with other group members. II. Teaching contents This is a writing lesson, which talks about how to write a debate speech. III. Key and difficult points: ①Key point Let students write a passage with a certain topic. ②Difficult point To improve the confidence of learning English. IV. Major steps Step 1: Pre-writing（8 mins） ①Do a brainstorming Let students do a brainstorming. The topic is Whether good deeds should be known. Students will be given several minutes to work in groups to talk about it and write down some ideas, including their propositions, reasons (at least three main points) and other detailed information like examples or stories to support each point. After that, representatives from each group will share their results, including some useful phrases, sentences and so on. Each answer will get a positive feedback. ②Structure learning The teacher will stress the key points when students are going to make a debate speech and students should also pay attention to the topic sentences, transitional words, logical relations and so on. ③Outlining The teacher will guide students to write an outline. Students will put the ideas they have just written down in order. (Justification: Through the above activities, students will be prepared to write their own compositions. They will know what to write and how to write it.) Step 2: While-writing (7 mins) Drafting Students will write their own compositions, and the teacher will walk around to offer help and remind students to pay attention to the spelling, grammar, punctuation and so on. Justification: Through the activity, students will finish their writing and their writing ability will be improved. Step 3: Post-writing (5 mins) (1) Editing ①Self-editing The teacher will give students a short time to go through their compositions to correct the mistakes in spelling and grammar. ②Peer-editing Students will exchange their compositions with each other and correct the mistakes in spelling and grammar. They can also make suggestions about polishing their writings. (2) Displaying and evaluating The teacher will invite some students to share their compositions with the whole class and guide other students to evaluate these compositions, and then the teacher will make a conclusion. Justification: Through these activities, students will regulate their language and work out better ideas or expressions, and they will improve their writing skills.