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沪教版（2020）高中英语选择性必修三 Unit 4 Words A Reading and interaction 教学评一体化设计（全套教案+学案+测评案｜全程学法渗透｜分层教学｜对标高考）
（阅读互动课｜英语词汇的演变与构词法｜语篇理解与策略建构｜核心素养培育）
第一部分 教案
一、基本信息
1.课题：Unit 4 Words（A: Reading and interaction——Words, Words, Words）
2.课时：1课时（45分钟）
3.授课年级：高二
4.学科：高中英语
5.教材内容：本课为沪教版（2020）高中英语选择性必修三 Unit 4 Words 的阅读互动板块（A: Reading and interaction），隶属于新课标“人与自我”核心主题语境下的“语言学习与语言运用”主题群。本板块是单元的起始板块，承担着主题导入、词汇积累、语篇理解和深度思维激活的核心功能。阅读语篇为一篇题为“Words, Words, Words”的说明性文章，探讨英语词汇的起源与演变——每年约有4000个新词被创造，现代英语约80%的词汇来自其他语言（主要来自法语和拉丁语，以及多达350种其他语言）。语篇介绍了新词产生的原因（新事物出现、语言接触、构词法运用等），以及英语词汇的构词方式（合成词、词缀法、词性转换、外来词等）。本语篇属于“语言知识”类说明文，兼具信息性与趣味性，通过对日常词汇“背后故事”的追溯，引导学生关注语言的动态性和文化交融性，培养语言意识和词汇学习策略。
6.学情分析：高二学生经过前序单元的学习，已具备一定的选择性必修教材阅读能力，掌握了略读、扫读和结构梳理等阅读策略。在词汇方面，学生已积累了一定数量的英语词汇，但对词汇的“来源”和“构词规律”缺乏系统认知，对英语词汇演变的历史文化背景了解有限。本课通过探讨英语词汇的“前世今生”，帮助学生建立“规律性识记词汇”的意识，将词汇学习从“机械记忆”提升到“理解性掌握”的层面，为后续板块的构词法学习和词汇拓展奠定基础-1-4。
7.学科核心素养目标：
（1）语言能力：掌握与英语词汇演变、构词法相关的核心词汇与表达（如coin, evolve, loanword, compound words, affixation, prefix, suffix, conversion, source, vocabulary, estimate, fascinating, existing, cover the meaning, take from等）；能够理解并分析说明文的语篇结构和语言特征；能够运用所学词汇和构词法知识分析和记忆新词。
（2）文化意识：了解英语词汇的多源性及其背后的历史文化因素；理解语言作为文化载体的动态性和开放性；通过词汇起源的探究，培养跨文化意识和对语言多样性的尊重。
（3）思维品质：通过梳理文章的信息结构，培养逻辑思维与信息整合能力；通过分析新词产生的原因和构词方式，培养分类归纳与系统思维能力；通过反思个人词汇学习策略，培养元认知与策略优化能力。
（4）学习能力：掌握“预测—略读—扫读—研读—迁移”的深度阅读策略；培养从语篇中提取词汇知识和学习策略的自主学习能力；培养合作探究和将知识迁移到实际词汇学习中的能力。
8.教学重难点：
（1）教学重点：理解文章的主旨大意和结构脉络；提取英语新词产生的原因和主要构词方式；掌握与词汇演变相关的核心词汇与表达。
（2）教学难点：理解构词法规则（合成、词缀、转换、外来词等）并能将其迁移到实际词汇学习中；将语篇信息与个人词汇学习策略建立联结，形成“理解性记忆”的意识。
9.教学准备：教材Unit 4 A Reading and interaction板块阅读语篇“Words, Words, Words”、核心词汇积累表、语篇结构分析框架、构词法分类示例表、阅读任务单、课堂表现评价量表、多媒体课件。
10.教学方法：任务型阅读教学法、语篇分析法、归纳教学法、分层教学法、合作学习法、教学评一体化闭环教学法。
11.学法指导：课前预习课文，标注不理解的词汇和句子，思考“What new English words have you learned recently Where do you think they came from ”；课中按照“预测激活→整体感知→细节研读→结构梳理→策略建构→迁移内化”六步落实深度阅读；重点训练“信息提取—分类归纳—策略迁移”的阅读策略；课后完成分层任务，巩固课堂所学。
二、教学过程（45分钟适配闭环流程）
（一）读前激活·建立主题图式（5分钟）
1.问题导入·激活词汇意识（3分钟）
教师呈现一组近年出现的新词（如selfie, binge-watch, emoji, COVID-19, metaverse等），引导学生观察并思考：T: “Do you know these words When did they appear Did they exist 20 years ago ” 学生自由回答，教师引导思考新词出现的原因。T: “Today we are going to read an article about words——where they come from, how they change, and why new words are created every year.”
2.标题预判·激活阅读期待（2分钟）
呈现文章标题“Words, Words, Words”，引导学生预判：（1）“What do you think this article might be about ”（2）“What questions do you expect the article to answer ”教师将学生的预判问题板书（如“How many new words are created each year ”“Where do new words come from ”等），带着问题进入阅读。
设计意图：通过新词实例导入激活学生对词汇演变的感性认知；通过标题预判培养预测性思维能力，激发阅读期待。
（二）整体感知·把握文体与结构（8分钟）
1.快速阅读·判断文体与主旨（3分钟）
学生快速阅读全文（限时4分钟），完成以下任务：
（1）判断文本类型（A. expository text B. narrative essay C. argumentative essay），说明判断依据（信息性语言、事实数据、分类说明）。
（2）用一句话概括文章的主旨大意（The article explores how new words are created and why English vocabulary is constantly evolving, introducing sources of new words and major word formation rules.）
2.结构梳理·把握文章脉络（5分钟）
教师引导学生梳理文章的结构：
第一部分——引入：提出问题——新词从哪里来？为什么会有新词？（现象与问题）
第二部分——新词的来源（一）：外来词——英语从其他语言借入词汇（法语、拉丁语及其他350多种语言）。
第三部分——新词的来源（二）：构词法——合成词、词缀法、词性转换等。
第四部分——总结：词汇的演变反映了语言的生命力和文化的交融。
设计意图：通过快速阅读和结构梳理，帮助学生建立说明文的整体阅读图式。
（三）精读·细节理解与策略建构（18分钟）
活动一 引入·词汇变化的事实与数据（3分钟）
学生精读引入部分，完成以下任务：（1）“How many new English words are coined every year ”（参考答案：At least 4,000 new English words are coined every year.）（2）“What percentage of Modern English vocabulary comes from other languages ”（参考答案：About 80%.）语言点：estimate（估计）；coin（创造新词）；evolve（演变）；fascinate（吸引）
活动二 新词的来源（一）——外来词（5分钟）
学生精读外来词部分，完成以下任务：（1）“Which languages have contributed most to English vocabulary ”（参考答案：French and Latin, as well as 350 other languages.）（2）“Why does English borrow words from other languages ”（参考答案：When there is no existing English word to cover a new meaning, English borrows words from other languages, e.g., Chinese dim sum and Greek kleftiko.）语言点：loanword（外来词）；source（来源）；existing（现存的）；cover the meaning（表达含义）
活动三 新词的来源（二）——构词法（6分钟）
学生精读构词法部分，完成以下任务：（1）“What are the main ways to form new words in English ”（引导学生提取合成词、词缀法、词性转换、外来词等主要方式。）（2）“Can you find examples of each word formation rule from the text ”（参考答案：compound words: textbook, bedroom; affixation: unhappy, rewrite; conversion: email as verb.）（3）“How does knowing word formation rules help vocabulary learning ”（引导学生思考构词法知识对词汇学习的实用价值。）语言点：compound words（合成词）；affixation（词缀法）；prefix（前缀）；suffix（后缀）；conversion（词性转换）
活动四 语言赏析·核心表达与句式（4分钟）
教师引导学生从文中提取核心表达并分析句式：
核心表达：coin new words（创造新词）；evolve from（从……演变而来）；take from（从……借用）；cover the meaning（表达含义）；word formation rules（构词规则）；compound words（合成词）；affixation（词缀法）；part-of-speech conversion（词性转换）
句式分析：“Experts estimate that at least 4,000 new English words are coined every year.”——that引导宾语从句；“Modern English, which has evolved from Old English, has taken about 80% of its vocabulary from other sources.”——which引导非限制性定语从句。
设计意图：通过分段精读和问题链，帮助学生深入理解文章的内容、结构和语言特征；通过构词法知识的提取，引导学生将阅读内容与个人词汇学习策略建立联结。
（四）深度互动·策略建构与迁移运用（10分钟）
活动一 小组讨论·构词法探究（5分钟）
教师组织小组讨论（4人一组），围绕以下问题进行探究：
A层问题（基础·全员参与）：（1）“What are the main sources of new English words mentioned in the article ”（2）“What are the major word formation rules discussed ”
B层问题（发展·鼓励大部分学生挑战）：（3）“Can you think of more examples for each word formation rule ”（4）“How can understanding word formation rules help you learn vocabulary more efficiently ”
C层问题（拓展·学有余力者选做）：（5）“Can you find examples of Chinese loanwords in English or English loanwords in Chinese ”（6）“What does the evolution of vocabulary tell us about language and culture ”
教师巡视各小组，引导学生深入讨论并记录关键观点。
活动二 策略分享·词汇学习方法交流（3分钟）
随机抽取2个小组分享讨论结果，教师引导学生聚焦构词法对词汇学习的实用价值。T: “What strategies do you use to remember new words How might understanding word formation rules improve your vocabulary learning ” 教师总结并补充，帮助学生建立“理解性记忆”的词汇学习意识。
活动三 当堂检测·评价反馈（2分钟）
发放课堂学习评价表，学生根据以下维度进行自我评价：
评价维度一：结构把握——能梳理文章的问题提出—来源分析—构词法—总结的结构；
评价维度二：信息提取——能理解新词来源和主要构词方式；
评价维度三：语言掌握——能掌握核心词汇与表达；
评价维度四：策略建构——能将构词法知识迁移到个人词汇学习中。
自评等级：A/B/C。
设计意图：通过分层讨论、策略分享和自我评价，引导学生在理解文本的基础上将知识转化为学习策略，培养自主学习能力。
（五）课堂小结·素养升华（2分钟）
（1）知识小结：理解英语词汇的动态演变和多元来源；掌握新词产生的主要原因和构词方式（外来词、合成词、词缀法、词性转换）。
（2）能力小结：巩固“预测—略读—扫读—研读—迁移”的深度阅读策略；培养从语篇中提取学习策略并迁移运用的能力。
（3）素养升华：每一个英语单词都有自己的“故事”——它可能来自法语、拉丁语，也可能来自中文的“dim sum”；它可能是两个词合成的，也可能是通过加前缀后缀构成的。Language is alive. Words are not fixed——they grow, change, travel, and adapt. Understanding where words come from not only helps us remember them better but also opens a window into the history and culture of the people who speak the language.
三、板书设计
Unit 4 Words
A: Reading and interaction——Words, Words, Words
Topic: The evolution of English vocabulary
Structure:
第一部分——引入：question + facts (4,000 new words/year, 80% borrowed)
第二部分——外来词：French, Latin, 350+ languages
第三部分——构词法：compound words, affixation, conversion
第四部分——总结：language is alive, words evolve
Key Expressions:
coin new words / evolve from / take from / cover the meaning / compound words / affixation / conversion / loanword
Core Question: “Where do new words come from ”
四、教学反思
本课为Unit 4 Words（A: Reading and interaction）的阅读互动课，严格遵循教学评一体化闭环模式，以英语词汇演变的说明文为载体、语篇信息提取与构词法知识建构为主线、词汇学习策略培养为核心目标。
教学亮点：通过新词实例导入有效激活了学生对词汇演变的认知兴趣；说明文结构的系统梳理帮助学生建立了信息类文本的阅读图式；四步精读从事实数据到原因分析到方法归纳到策略建构，层层推进；分层讨论将文本理解与个人词汇学习策略有机融合。
现存短板：部分学生对构词法规则的理解仍停留在概念层面，缺乏具体词例支撑；少数学生在将构词法知识迁移到实际词汇记忆时存在困难。
后续优化策略：提供更多构词法实例供学生分析和操练；在后续教学中持续渗透构词法知识；设计词汇记忆策略分享活动，促进同伴学习。
五、教学达成目标（分层对应）
A层达标（全员达标）：能理解文章的主旨大意和基本结构；能说出新词产生的主要来源；能掌握基础核心词汇和表达。B层达标（大
部分达标）：能梳理文章的结构脉络；能理解主要构词方式（合成、词缀、转换、外来词）；能运用构词法知识分析简单新词。
C层达标（能力进阶）：能分析不同构词方式的特点并能举例说明；能将构词法知识迁移到实际词汇学习策略中；具备从语言现象中发现规律的系统思维能力。
素养满分：学生理解英语词汇的动态性和多源性；形成“理解性记忆”的词汇学习意识；具备运用语言学知识优化学习策略的自主学习能力。
第二部分 导学案
一、课前预习导学
（一）核心词汇预习（分层要求）
A层基础词汇（全员完成）：
（1）vocabulary ______ 造句：______
（2）coin (v.) ______ 造句：______
（3）evolve ______ 造句：______
（4）source ______ 造句：______
（5）estimate ______ 造句：______
（6）fascinate ______ 造句：______
（7）existing ______ 造句：______
（8）cover ______ 造句：______
B层拓展词汇（鼓励大部分学生完成）：
（9）loanword ______ 造句：______
（10）compound word ______ 造句：______
（11）affixation ______ 造句：______
（12）prefix ______ 造句：______
（13）suffix ______ 造句：______
（14）conversion ______ 造句：______
（15）word formation ______ 造句：______
（16）originate from ______ 造句：______
（二）话题思考
（1）What new English words have you learned recently Where do you think they came from
（2）Do you think English vocabulary is still growing Why or why not
（3）What do you expect to learn from this article about words
二、课中合作探究
（一）整体感知·文体与主旨
1.快速阅读·判断文体与主旨
（1）The text is a .（expository text / narrative essay / argumentative essay）
（2）The main idea of the text is：
2.结构梳理·完成框架
第一部分——引入：______
第二部分——外来词：______
第三部分——构词法：______
第四部分——总结：______
（二）精读·细节理解与策略建构
1.引入
（1）How many new English words are coined every year
（2）What percentage of Modern English vocabulary comes from other languages
2.新词的来源（一）——外来词
（1）Which languages have contributed most to English vocabulary
（2）Why does English borrow words from other languages
3.新词的来源（二）——构词法
（1）What are the main ways to form new words in English
（2）Can you find examples of each word formation rule from the text
（3）How does knowing word formation rules help vocabulary learning
（三）语言赏析
写出下列英文表达的中文释义并造句：
coin new words ______ ______
evolve from ______ ______
take from ______ ______
cover the meaning ______ ______
word formation rules ______ ______
compound words ______ ______
affixation ______ ______
conversion ______ ______
loanword ______ ______
（四）深度互动·策略建构
A层（基础）：
（1）What are the main sources of new English words mentioned in the article
（2）What are the major word formation rules discussed
B层（发展）：
（3）Can you think of more examples for each word formation rule
（4）How can understanding word formation rules help you learn vocabulary
C层（拓展）：
Can you find examples of Chinese loanwords in English
（6）What does the evolution of vocabulary tell us about language and culture
三、课后分层作业
A层作业（全员完成）：用英语写一段话（50词左右），总结文章的主要内容——新词的来源和构词方式。
B层作业（鼓励大部分学生完成）：围绕“How to learn new words more efficiently”写一篇短文（70词左右），结合课文中的构词法知识和你的个人经验，谈谈你的词汇学习策略。
C层作业（学有余力者选做）：选择3-5个英语单词，查阅它们的词源信息，用英语写一篇短文（90词左右）介绍它们的“故事”——它们从哪里来，如何演变成今天的意思。
导学案参考答案
一、课前预习导学
（一）核心词汇预习
A层基础词汇：
（1）vocabulary 词汇。造句：English vocabulary is constantly growing.
（2）coin (v.) 创造（新词）。造句：New words are coined every year.
（3）evolve 演变。造句：Language evolves over time.
（4）source 来源。造句：English borrows words from many sources.
（5）estimate 估计。造句：Experts estimate that 4,000 new words appear each year.
（6）fascinate 使着迷。造句：The history of words fascinates me.
（7）existing 现存的。造句：Sometimes there is no existing word to express a new idea.
（8）cover 涵盖，表达。造句：This word covers a new meaning.
B层拓展词汇：
（9）loanword 外来词。造句：Dim sum is a loanword from Chinese.
（10）compound word 合成词。造句：Textbook is a compound word.
（11）affixation 词缀法。造句：Affixation is a common way to form new words.
（12）prefix 前缀。造句：The prefix “un-” means “not”.
（13）suffix 后缀。造句：The suffix “-ful” means “full of”.
（14）conversion 词性转换。造句：“Email” can be used as both a noun and a verb through conversion.
（15）word formation 构词法。造句：Word formation rules help us understand new words.
（16）originate from 起源于。造句：Many English words originate from Latin.
（二）话题思考
（学生自由回答，以下为参考答案）
（1）I recently learned the word “selfie”. It came from the word “self” and refers to a photo you take of yourself. I also know “coronavirus” which is a new word from the COVID-19 pandemic.
（2）Yes, English vocabulary is definitely still growing. As new technologies, ideas, and social trends emerge, new words are needed to describe them.
（3）I expect to learn where new English words come from and how to use word formation rules to understand and remember new words better.
二、课中合作探究
（一）整体感知·文体与主旨
1.（1）expository text
（2）The article explores how new words are created and why English vocabulary is constantly evolving, introducing sources of new words and major word formation rules.
2.结构梳理：
第一部分——引入：提出问题——新词从哪里来？为什么会有新词？
第二部分——外来词：英语从其他语言借入词汇（法语、拉丁语及其他350多种语言）。
第三部分——构词法：合成词、词缀法、词性转换等方式创造新词。
第四部分——总结：词汇的演变反映了语言的生命力和文化的交融。
（二）精读·细节理解与策略建构
1.引入
（1）At least 4,000 new English words are coined every year.
（2）About 80%.
2.新词的来源（一）——外来词
（1）French and Latin, as well as 350 other languages.
（2）When there is no existing English word to cover a new meaning, English borrows words from other languages.
3.新词的来源（二）——构词法
（1）compound words, affixation (prefixes/suffixes), conversion, and loanwords.
（2）Compound words: textbook, bedroom; affixation: unhappy, rewrite; conversion: email as a verb.
（3）Knowing word formation rules helps us understand and remember new words more efficiently because we can break them down into familiar parts and recognize patterns.
（三）语言赏析
coin new words——创造新词。造句：Experts estimate that 4,000 new English words are coined every year.
evolve from——从……演变而来。造句：Modern English evolved from Old English.
take from——从……借用。造句：English has taken about 80% of its vocabulary from other sources.
cover the meaning——表达含义。造句：Some loanwords are used because there is no existing English word to cover the meaning.
word formation rules——构词规则。造句：Learning word formation rules helps us understand new words.
compound words——合成词。造句：Textbook is a compound word made of “text” and “book”.
affixation——词缀法。造句：Affixation involves adding prefixes or suffixes to base words.
conversion——词性转换。造句：Conversion changes a word from one part of speech to another without changing its form.
loanword——外来词。造句：Dim sum is a loanword from Chinese.
三、课后分层作业
A层作业参考范文：
The article “Words, Words, Words” explores how English vocabulary evolves. About 4,000 new words are coined every year. English borrows many words from other languages, especially French and Latin. New words are also formed through compounding, affixation, and conversion. Understanding word formation rules helps us learn vocabulary more efficiently.
B层作业参考范文：
I believe that understanding word formation rules is the key to learning new words efficiently. When we know how compound words are formed, we can guess the meaning of new combinations. When we understand prefixes and suffixes, we can recognize familiar parts in unfamiliar words. For example, knowing that “un-” means “not” helps us understand “unhappy”, “unusual”, and many more words. I also try to learn words in context rather than memorizing lists. This method, combined with word formation knowledge, has greatly improved my vocabulary learning.
C层作业参考范文（以“sandwich”为例）：
The word “sandwich” has an interesting origin. It comes from the name of John Montagu, the 4th Earl of Sandwich, an 18th-century English nobleman. According to popular legend, he was a gambler who did not want to leave the gaming table for meals. He ordered his servants to bring him meat between two slices of bread so he could eat without getting his cards greasy. Other people began to order “the same as Sandwich”, and eventually the name “sandwich” became the word for this type of food. This word is a perfect example of how words can originate from people’s names and everyday situations. Today, “sandwich” is used in many languages around the world, showing how words travel across cultures.
第三部分 测评案
一、阅读理解与信息提取（25分）
1.根据文章内容选择正确答案。（每题2分，共10分）
（1）The text is a ______.
A. narrative essay B. expository text
C. argumentative essay D. dialogue
（2）How many new English words are estimated to be coined every year
A. About 400 B. About 4,000
C. About 40,000 D. About 400,000
（3）What percentage of Modern English vocabulary comes from other languages
A. About 20% B. About 50% C. About 80% D. About 100%
（4）Which of the following is mentioned as a source of English vocabulary
A. Chinese B. Russian C. Japanese D. Arabic
（5）What is the main purpose of the article
A. To encourage readers to learn more languages
B. To explain how English vocabulary grows and changes
C. To argue that English is the best language
D. To teach readers how to write dictionaries
2.根据文章内容填空。（每题1.5分，共15分）
（6）Experts ______ that at least 4,000 new English words are coined every year.
（7）Modern English has ______ from Old English.
（8）About 80% of English vocabulary has been ______ from other sources.
（9）The languages that have contributed most to English vocabulary are ______ and .
（10）English has also borrowed from an incredible ______ other languages.
（11）Some loanwords are used because there is no ______ English word to cover the meaning.
（12） is a loanword from Chinese mentioned in the article.
（13）Compound words are formed by combining two or more
______.
（14）Adding a prefix or suffix to a word is called .
（15） is the process of changing a word from one part of speech to another.
二、词汇与表达运用（25分）
A层基础题（必做，15分）
1.根据中文提示写出正确的英文单词或短语。（每题1.5分，共9分）
（1）创造（新词）______ （2）演变 ______
（3）来源 ______ （4）估计 ______
（5）外来词 ______ （6）合成词 ______2.用所给词汇的正确形式填空。（每题2分，共6分）
（1）English ______ (evolve) from Old English.
（2）Many new words ______ (coin) every year.
（3）Understanding word formation ______ (help) vocabulary learning.
B层选做题（能力进阶，10分）
3.根据中文提示完成句子，使用本单元所学的表达。（每题2分，共10分）
（1）每年大约有4000个英语新词被创造。
About 4,000 new English words ______ every year.
（2）英语大约80%的词汇来自其他语言。
English has taken about 80% of its vocabulary from ______.
（3）有些外来词被使用是因为没有现存的英语词汇能表达该含义。
Some loanwords are used because there is no ______ English word to ______ the meaning.
（4）合成词由两个或更多单词组合而成。______ are formed by combining two or more words.
（5）词性转换使一个词在不改变形式的情况下改变词性。
______ changes a word from one part of speech to another without changing its form.
三、深度理解与策略建构（25分）
1.简答（每题5分，共10分）
（1）What are the main ways that new words enter the English language Give one example for each.
（2）Why is it helpful to understand word formation rules when learning vocabulary
2.策略表达（15分）
How do you usually learn new vocabulary What strategies from this article could you use to improve your vocabulary learning Write a short paragraph (60-80 words) sharing your method and what you plan to change.
四、分层反思写作（25分）
A层写作任务（基础·全员完成，50词左右）：用英语写一段话，总结文章中关于英语词汇来源和构词法的主要内容。
B层写作任务（发展·鼓励大部分学生完成，70词左右）：用英语写一篇短文，谈谈你对“语言是活的”这句话的理解——结合课文内容和你的个人语言学习经验，说明为什么词汇在不断变化。
C层写作任务（拓展·学有余力者选做，90词左右）：用英语写一篇短文，阐述构词法知识对英语词汇学习的帮助——结合课文内容和你的个人思考，谈谈如何利用构词法提高词汇学习效率。
要求：
（1）切合所选题目要求；
（2）至少使用4个本课所学的核心词汇与表达；
（3）结构清晰，内容连贯。
写作空间：
测评案答案与评分细则
一、阅读理解与信息提取（25分）
1.选择（10分，每题2分）
（1）B（2）B（3）C（4）A（5）B
2.填空（15分，每题1.5分）
（6）estimate（7）evolved（8）taken（9）French; Latin（10）350（11）existing（12）Dim sum（13）words（14）affixation（15）Conversion
二、词汇与表达运用（25分）
A层基础题（15分）
1.根据中文提示写英文单词或短语（每题1.5分，共9分）：
（1）coin（2）evolve（3）source（4）estimate（5）loanword（6）compound word
2.用所给词汇填空（每题2分，共6分）：
（1）evolved（2）are coined（3）helps
B层选做题（10分）
3.完成句子（每题2分，共10分）：
（1）are coined（2）other sources（3）existing; cover（4）Compound words（5）Conversion
三、深度理解与策略建构（25分）
1.简答（10分，每题5分）
（1）New words enter English through borrowing from other languages (loanwords like “dim sum” from Chinese), compounding (combining words like “textbook”), affixation (adding prefixes or suffixes like “unhappy”), and conversion (changing part of speech like “email” as a verb).
（2）Understanding word formation rules is helpful because it allows learners to break down unfamiliar words into familiar parts, recognize patterns, and guess meanings. This makes vocabulary learning more efficient than simple memorization.
2.策略表达（15分）
参考范文：
I usually learn new vocabulary by writing words down in a notebook and reviewing them regularly. However, I often forget words because I learn them in isolation. After reading this article, I realize that understanding word formation rules can help me remember words more effectively. When I encounter a new word, I can try to identify its prefix, suffix, or root to understand its meaning. I also plan to learn words in context rather than memorizing lists. These strategies will hopefully make my vocabulary learning more systematic and sustainable.
评分标准：
内容具体（5分）；
表达清晰（5分）；
语言准确（5分）
四、分层反思写作（25分）
A层参考范文（50词）：
The article explains how English vocabulary grows and changes. About 4,000 new words are coined every year. English borrows many words from other languages, especially French and Latin. New words are also formed through compounding, affixation, and conversion. Understanding these sources helps us learn vocabulary more efficiently.
B层参考范文（70词）：
The article shows that language is truly alive. English vocabulary is constantly growing——about 4,000 new words appear every year. Words come from other languages, such as “dim sum” from Chinese, or are formed through compounding and affixation. I can see this in my own experience. Words like “selfie” and “staycation” didn’t exist when my parents were young. Vocabulary changes because the world changes——new technologies, ideas, and social trends require new words. Understanding this makes vocabulary learning more meaningful and interesting.
C层参考范文（90词）：
Understanding word formation rules is one of the most practical skills for vocabulary learning. Before learning about this article, I used to memorize new words one by one without noticing patterns. Now I realize that many words share common roots, prefixes, and suffixes. For example, once I know that “un-” means “not” and “-ful” means “full of”, I can quickly understand “unhappy”, “unusual”, “beautiful”, and “wonderful”. This approach makes vocabulary learning more efficient and less overwhelming. I also pay attention to how words are formed——whether they are compounds like “textbook” or conversions like “to email”. This knowledge not only helps me remember words but also helps me guess the meaning of unfamiliar words in reading. In short, learning about word formation is not just learning about English——it is learning how to learn English better.
评分标准：
一类文（21-25分）：主题突出，内容具体，反思深刻，正确使用目标表达；
二类文（16-20分）：包含基本要素，内容较具体，少量错误；
三类文（11-15分）：部分要素缺失，内容较空泛，较多错误；
四类文（0-10分）：偏离主题，未按要求完成
设计总评：
本设计严格遵循教学评一体化原则，以英语词汇演变的说明文为载体，通过“预测激活→整体感知→细节研读→结构梳理→策略建构→迁移内化”六个环节，实现语篇理解能力培养、词汇知识建构和学习策略优化的有机融合。全程贯穿学法渗透（信息提取—分类归纳—策略迁移的阅读策略），对标高考对说明文阅读和书面表达的要求，有效达成单元阅读互动板块“Reading and interaction”的教学目标。
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