高三英语下册教学总结(精选8篇)
一.分词
1.表语
1.The window is broken.
2.I’m surprised to hear that.
3.This book is interesting.
4.He is swimming
总结:现在分词表示主语的性质或正在进行的动作
过去分词表示主语所处于的状态
2.定语
falling leaves------fallen leaves
boiling water------boiled water
区别:现在分词表示正在进行的动作,
过去分词表示已经完成的动作。
总结: 动名词表示所修饰名词的用途=n+for+doing
现在分词表示所修饰名词的性质和正在进行
的动作
不定式放于所修饰名词后表示将进行的动作。=定语从句
过去分词表示已经完成的被动的动作或状态
1.a walking stick=a stick for walking
2.a falling leave=a leave which is falling
3.an interesting story=a story which is interesting
4.Is there anyone to go with me?=Is there anyone who will go with me?
5.a lost boy=a boy who has been lost
6.a respected teacher=a teacher who is respected
3、宾语补足语:其前的谓语动词多是感官动词和使让动词
1.He had his arm broken.
2.He heard the door locked.
3.He kept water running.
4,I see him playing the fire now.
总结: 1)感官动词后面
现在分词表示正在进行的动作
过去分词表示被动状态。
不定式表示已经完成的动作
1.I hear him singing in the next room.
2.I found him lost in the thought.
3.I see him cross the road and run.
2)使让动词后面
现在分词表示该动作持续一段时间
过去分词表示让别人做或被动动作
不定式表示将去做的动作。
1.Sorry to have kept you waiting a long time.
2.Please have your hair cut tomorrow.
3.Yesterday I had my bike stolen.
4.状语
1)时间状语
1.Walking along the street, he met his old friend.
=When he was walking along the street,he met his old friend.
2.Seen from the hill,the city looks beautiful.
=When it is seen from hill,the city looks beautiful.
总结:1。分词等于when,while,after引起的时间状语从句
2。在分词前可以加when,while,after.
2) 原因状语
1.Living in the country,we had few amusements.
=As we lived in the country,we had few amusements.
2. Born into a poor family,he had only two years of schooling
=As he was born into a poor family,he had only two years of schooling.
总结:分词等于as,since,because引起的原因状语从句
3)条件状语
1.Knowing anything about it, I will tell you all.
=If I know anything about it,I will tell you all.
2.Given more time,we are sure to finish it.
=If we are given more time,we are sure to finish it.
总结:1、分词等于if引起的条件状语从句
2、有时可以在分词前加 if
4)让步状语
1.Buying a lot of books for the exam,he failed in it because of
the learning method.
=Although he had bought a lot of books for the exam,he
failed in it because of the learning method.
2.Laughed at by everybody,he had my sympathy
=Though he was laughed at by everybody,he had my
sympathy .
总结:分词等于although,though,even if,even though引起的状语从句,常用于句首。
6)方式状语
They eat using their fingers.
The lichens came borne by storms.
这些地衣是暴风雨带来的。
7)伴随状语
He sits there listening to the teacher .
Train in this country spend too much time stopped, waiting for other trains.
在这个国家,火车停留等待其它火车的时间太长了。
8)结果状语
It rained for two days, delaying our trip.
4.He always have his mother wash his clothes.
二、状语的逻辑主语
一)、逻辑主语通常就是句子中的主语。
二)、结果状语的逻辑主语可以是前边的整个句子
三)、逻辑主语与句子里的主语不一致
1.独立主格结构:分词或不定式可以有自己的逻辑主语,这种主语常常是名词和代词,置于分词之前。
二者构成一种独立结构,在句中做状语,放于句首,句末,偶尔也置于句中。
1.This done,we went home.
2.Table set,they began to have lunch.
3.Time permiting,we will go for a walk.
4. A lot work to do ,I have to stay at home.
2、With结构:分词独立结构之前可用介词withwithout,介词在此没有什么意义,这种结构比较口语化。
1.He was brought in with hands tied behind.
2.The old man stood there with a finger pointing to the front.
3.He was lying in bed without anything to do.
三、总结
一)主语、宾语、表语
动名词表示泛指或习惯性的动作
不定式表示一次具体的动作
二)定语(见上文)
三)宾语补足语(见上文)
四)时态及语态
五)状语
六)词性及句子成分
我认为, 在实践中学生要正确理解一些做题技巧, 在方法上要正确。第一, 答题时间一般最多15分钟, 基础较差的学生可以适当延长几分钟, 但不能无限延长。学生在日常做题时要学会自己控制做题时间, 这样考试时才能做到心中有数, 不会盲目慌张。第二, 学生在做题时要先用2至3分钟的时间通读全文, 理清文章的脉络。这样才能在缺词情况下对文章的理解正确, 不会曲解作者的意思, 从而在接下来的填空中才不会加入自己的主观臆断。第三, 重视首句。一般此种题型的首句是完整句子, 也是文章的点睛之句, 学生应细读, 以便于理解文章的中心。第四, 做题时, 要注意文章的上下文衔接, 不要只盯着一个句子乃至半个句子或选项看。学生一定要立足于全文来考虑, 做到词不离句, 句不离文。
学生虽明白了做题技巧, 但要好好运用这些技巧并内化为自己的方法还需要完善的训练方案。在高三下学期, 我校的英语组总是仔细地制定复习方案。在完形填空方面, 我们的方案是3月底4月初进行完形填空的集训, 大概时间是15到20天。具体做法是这样的。
第一步, 教师要准备“高考味道”的完形填空题, 练习题的难易要与高考题相似。为此, 我们教师通过各种媒介来搜集近5年来各地的高考完形题, 把这些题装订成册发给学生。
第二步, 学生应用以上教师教给的方法, 每天完成3篇完形填空题, 在实践中把这些方法内化为自己的东西。当然, 教师要以先易后难的原则让学生参与训练。
第三步, 在学生每天完成3篇完形填空题的基础上, 教师要尽量当天对这3篇文章进行讲解指导, 并反复进行方法的指导。第二天学生要在实践中再一次应用这些方法, 理论与实践相结合。经过一星期左右的练习时间, 学生做题就不再那么无所适从了。
此外, 教师在课堂讲解中要注意完形填空题的五大考点。
第一, 上下文联系。这类考点所占的比重非常大, 但是相对来说难度较小。对于这类题, 学生要做的是通读全文, 重视上下文的衔接, 整体把握文章的脉络。当然, 有一些题也没必要联系全文, 通过阅读上一句或下一句就能确定正确答案。学生在做此类题时要在通读全文的基础上, 注意找出正确的信息, 遇到一些认为是关键词或句的地方要做出标记, 以免为了寻找这些信息再重读, 否则不但耽误时间, 而且准确率也会降低。当然, 教师要提醒学生做标记时一定要有选择性, 要有所侧重, 切记需通读全文, 适当做标记。
第二, 上下文逻辑关系。要解答此类题先要弄明白什么是逻辑关系。比较常见的逻辑关系有因果关系、比较关系、列举关系、对照关系等。在做这类题时, 学生需要先掌握一些常见的逻辑关系词, 这样通过阅读文章判断两句话甚至多句话之间的关系, 逻辑关系理顺后填入恰当的逻辑关系词。学生的应对之策是在做题时, 尝试将一些表示逻辑关系的词语勾画下来, 在遇到此类空时可以立即应对, 在最短的时间内答对题。表示因果关系的词汇常见的有:because, as, since (既然) , now that, so, thus, therefore, as a result等。表示列举的常用搭配词汇:firstly, secondly, thirdly;first, second, third;for one thing, for another等等。表示对照常考词汇:on the contrary, in comparison, in contrast。还有些常用的固定搭配式的逻辑关系短语:not only…but also…, not…but…, neither…nor…, either…or…, what’s more, in addition, in order that, for fear that, as long as (只要) , in case, as far as等。教师每次训练中遇到的词汇都要让学生整理出来, 熟记这些词汇的意思和用法。学生把这些词进行归纳整理并反复复习, 此类题便可迎刃而解了。
第三, 常识推理。常识推理, 顾名思义就是考查学生的常识性的知识, 这些知识可能有别于汉语文化, 属于西方文化的范畴。一般情况下, 学生应对之策是完形题与阅读题相结合, 加大阅读量, 多了解英语国家的常识。
第四, 词汇辨析。词汇辨析是学生的弱项, 学生除了要正确理解文章, 把握文章的脉络, 领会作者的意图, 最重要的就是要对词汇的意义和用法的把握, 可能还会碰到一词多义的困扰。所以, 正确辨析词汇是学生最头疼的问题。学生所能做的只能是在日常练习时将完形填空题和其他题型中涉及的词汇和必须要掌握的词汇进行整理, 详细辨析, 并且经常复习。
第五, 固定搭配。固定搭配是一种比较常见的题型, 学生只要熟悉这类短语的用法和意义就能准确快速应对。这一类型的题, 语法知识无用武之地, 因此日常的积累就至关重要了。完形填空题考查的短语有它自身的特点, 往往是考查实用性强、结构简单, 使用灵活, 表达生动的短语, 如look forward to, make one’s way, take advantage of等, 还有就是使用广泛的介词短语, 如for the purpose of, at the age of等。要做好这类题, 学生不能只拘泥于完形填空题, 还要在平时的英语学习中注重收集整理一些词组、短语并加以整体记忆, 反复复习。唯有如此, 学生才能掌握词汇的固定搭配规律。
【关键词】学案教学 高三英语 复习总结
高三英语复习是对整个高中阶段的英语学习进行概括、梳理的重要环节,对巩固和强化学生英语知识,提高学生高考英语成绩具有重要作用。但高三英语复习的知识量较大,多数教师都是依靠“题海战术”取胜,给学生造成了巨大的学习负担。而引入学案教学法则可以有效降低复习难度,提高复习效率,给高三英语最后的复习冲刺提供了有力保障。
一、学案教学在高三英语复习总结中的作用
1.与新课标理念相符合。新课标强调素质教育、创新教育,注重从知识与能力、过程与方法、态度与价值观三个维度来促进学生的全面成长与发展,而学案教学法恰恰体现了这种素质教育的理念和精神。在高三英语复习中应用学案教学法,可以引导学生系统地梳理所学英语知识,逐渐理清和完善其知识脉络,在促进学生英语知识水平提升的同时,使学生掌握正确的复习态度和方法,最终提高学生的英语综合能力。
2.能够整合各个知识点。在高三英语复习总结的过程中,许多英语词汇语法知识糅杂在一起,给复习带来了很大的难度。而学案教学法以学案为载体,将一些需要重点复习的句型及知识点等整合到一起做成学案,让学生有条理地对所学知识进行回顾,有效地加深了学生对英语知识的理解和记忆。
3.可培养学生自学能力。学案教学法在设计学案的过程中注重以学法为指导,其所有的教学活动都落在一个“学”上,这使得教学的重心也自然而然地转移到了对问题的自主探究上。在应用学案教学法进行复习时,学生能够快速地提高对基础问题的探究、解决能力,而教师也能够及时发现学生的一些共性问题,然后针对性地进行精讲、精练,有效地促进学生自主学习能力的提高。
二、学案教学在高三英语复习总结中的应用
1.预习引导。每节复习课之前,教师需要预先编写学案,并提前两三天将学案分发给学生,引导学生做好预习工作。学案的编写应涵盖以下内容:一是本节课的复习要点,即以单元为基本单位,汇总所要回顾的词汇、短语、句型、语法等。二是内容展示,即讲解重点的词汇和短语,分析重点的句型和语法,并对核心知识点作进一步延伸。三是习题检测,通过布置一些典型的习题,对学生的知识水平进行检测。此外,教师应该为学生设置明确的预习目标,以指导学生有序完成预习工作,保证预习起到应有的效果。
2.自学探究。教师可以结合课前设置的预习目标,组织学生进行分组讨论,鼓励学生在组内交流彼此的学习经验和预习成果,然后以小组为单位进行归纳总结。该过程中教师要轮流地参与到各小组的讨论之中,适时地给予暗示和指导,同时引导学生对一些重难点问题进行重点探究,充分调动学生的自主探究思维。此外,教师要注意搜集、整理那些意见分歧比较大的问题,以备后面进行集中的分析和讲解。
3.归纳整理。讨论结束后,教师应让各小组梳理一下本节课的讨论成果,然后以笔记的形式记录下来。教师通过对各小组笔记的评阅,能够比较详细地掌握学生当前的复习状况,然后明确讲解重心,制定讲解策略,确保复习讲解真正起到精讲释疑的效果,切实加深学生对知识点的记忆和理解,提高复习的质量和成效。
4.结果检测。检测是掌握学生课堂复习效果最直观的手段。教师在设置检测内容的时候,要紧紧围绕本节课或本单元的复习目标,结合学生实际的认知水平,并充分考虑有限的课堂时间,科学设计一套由易到难的检测问题,并且要确保检测内容与本节课复习内容紧密相关。检测完成后,教师可当堂进行评价、讲解,然后展示学生的检测成果。但应注意的是,在展示学生的检测成果时,不能伤害到学生的自尊心或影响到学生的自信心,以免起到适得其反的效果。
5.交流总结。在上述几个环节的教学中,教师要注意总结学案中的重点和难点内容,如一些重要单词、经典句型、复杂语法等,多拿出一些时间进行讲解和点评,同时让各小组分别派出一名代表,展示其所在小组的交流结论和成果。教师应当对各小组的的交流成果进行科学点评,然后对相关结论进行总结、归纳,以进一步巩固学生的复习效果,深化学生对英语知识的本质认识,不断增强学生的英语综合能力。
综上所述,学案教学法是一种先进的教学手段和方法,其在高三英语复习总结中的应用,不但能够有效提高学生的复习效果,实现学生在高中最后阶段的完美冲刺,而且有助于培养学生自主探究的学习精神,全面提高学生的英语综合能力。因此,教师要加强对学案教学法的研究与应用,积极组织好预习引导、自学探究、归纳整理、结果检测、交流总结等各个教学环节,科学利用学案教学法来指导学生的英语复习工作,帮助学生取得理想的高考英语成绩。
参考文献:
[1]钱美琴.基于导学案的英语复习课教学模式实践与思考——以牛津初中英语9A Unit6的复习教学为例[J].中学教学参考,2013(31).
[2]郭轶.新课标下高中英语高效课堂教学探究——学案导学在高三一轮复习中的运用[J].高考,2014(6).
◆典型陷阱题分析◆
1. “May I go and play with Dick this afternoon, Mum?” “No, you can’t go out _______ your work is being done.”
A. before B. until
C. as D. the moment
【陷阱】容易误选B,误认为这是考查 not…until…结构。
【分析】最佳答案选 C。句中的 your work is being done 表明“你正在做作业”,选 as 表原因。
2. “I’m going to the post office.” “_______ you’re there, can you get me some stamps?”
A. As B. While
C. Because D. If
【陷阱】容易误选A。
【分析】最佳答案选 B。尽管 as 和 while 均可用作从属连词引导时间状语从句,表示“当……的时候”,但两者有一个重要区别,就是这样用的 as 从句的谓语不能是状态动词。当然,如果 as 不是表示“当……的时候”,其谓语是完全可以用状态动词的。如:
I went to bed early, as I was exhausted. 我很累了,所以很早就上床睡了。(此句中的 as 表示原因,意为“因为”、“由于”)
请做以下两题,答案均选 while,不选as:
(1) _______ you are at home alone, please don’t leave the door open.
A. While B. As
C. Before D. How
(2) _______ you are alone with her, tell her that you like her.
A. While B. As
C. After D. How
3. After the war, a new school building was put up ______ there had once been a theatre.
A. that B. when
C. which D. where
【陷阱】几个干扰项均有可能误选。
【分析】最佳答案选 D。where 在此引导地点状语从句,其意为“(在)……的地方”。请做以下类似试题(答案均选 where):
(1) The famous scientist grew up _______ he was born and in 1930 he came to Shanghai.
A. when B. whenever
C. where D. wherever
(2) She found her calculator _______ she lost it.
A. where B. while
C. in which D. that
(3) You should make it a rule to leave things _______ you can find them again.
A. when B. where
C. then D. which
(4) When you read the book, you’d better make a mark _____ you have any questions.
A. at which B. at where
C. the place where D. where
(5) You should let your children play ______ you can see them.
A. where B. when
C. in which D. that
(6) Now he works in the factory ______ his father used to work.
A. where B. when
C. in which D. that
4. The visitor asked to have his picture taken _______ stood the famous tower.
A. that B. at which
C. when D. where
【陷阱】几个干扰项均有可能误选。
【分析】最佳答案选 D。此题与上面一题有些相似,但又有所不同:相似的是,where 均表示“在……的地方”,均用以引导地点状语从句;不同的是,此题还涉及倒装,即此句的主语是 the famous tower,谓语是 stood,正常词序为 where the famous tower stood,使用倒装是为了保持句子平衡,避免头重脚轻。
4. They kept trying _____ they must have known it was hopeless.
A. if B. because
C. when D. where
【陷阱】几个干扰项均有可能误选。
【分析】最佳答案选 C。when 在此的意思不是“当……的时候”,而是“尽管”、“虽然”的意思。又如:
He walks when he might take a taxi. 尽管他可以坐出租车,但他却走路。
He stopped trying when he might have succeeded next time. 尽管他本来下次就可以成功的了,但他却停止努力了。
The boy was restless when he should have listened to the teacher carefully. 这男孩子本来应该专心听老师讲的,但他却坐立不安。
有许多同学只知道 when 表示“当……的时候”,而不知道它还有其他许多意思,除上面提到的表示“尽管”、“虽然”外,when 还可表示“既然”、“考虑到”。请做下面的试题(答案选D):
Why do you want a new job ______ you’ve got such a good one already?
A. that B. where
C. which D. when
5. He was about to tell me the secret ______ someone patted him on the shoulder.
A. as B. until
C. when D. while
【陷阱】几个干扰项均有可能误选。
【分析】最佳答案选 C。when 意为“这时(突然)”,主要用于某一动作突然发生于另一动作正在进行或刚要发生之时。此时的 when 可以连用副词 suddenly,也可以不连用它,但值得注意的是,同学们不能单独用 suddenly 来代替 when,如下面各题的答案选A,不选B:
(1) I was about to go out ______ the telephone rang.
A. when B. suddenly
C. as soon as D. directly
(2) We were swimming in the lake _______ the storm started.
A. when B. suddenly
C. until D. before
(3) She was walking down the road _______ she heard someone shouting for help.
A. when B. suddenly
C. until D. before
6. The fire went on for quite some time _______ it was brought under control.
A. when B. since
C. after D. before
【陷阱】几个干扰项均有可能误选。
【分析】最佳答案选 D。before 意为“在……之前”,句意是“大火在得到控制之前燃烧了相当一段时间”。类似地,以下两题也选 before:
(1) He made a mistake, but then he corrected the situation _______ it got worse.
A. until B. when
C. before D. as
(2) Someone called me up in the middle of the night, but they hung up ________ I could answer the phone.
A. as B. since
C. until D. before
(3) She is getting better by degrees, but it will be some time _____ she is completely well.
A. that B. since
C. when D. before
(4) They sat down opposite each other, but it was some moments ______ they spoke.
A. after B. before
C. since D. when
7. Mother asked me to take more money _______ something unexpected should happen.
A. in case B. so that
C. in order that D. when
【陷阱】几个干扰项均有可能误选。
【分析】最佳答案选 A。in case 起连词作用,用以引导状语从句,主要有两种意思:一是表示条件,意为“如果”、“万一”;二是表示“目的”,意为“以防”、“免得”。如以下各题也都选 in case:
(1) ________ I forget, please remind me about it.
A. In case B. So that
C. In order that D. When
(2) Take your umbrella just ________ it rains.
A. in case B. so that
C. in order that D. when
(3) Be quiet _______ you should wake the baby.
A. in case B. so that
C. in order that D. when
(4) Take a hat with you in case the sun is very hot.
A. in case B. so that
C. in order that D. when
(5). I’ll keep his address _____ I need it.
A. so that B. in order that
C. in case D. when
8. _______ your composition carefully, some spelling mistakes can be avoided.
A. Having checked B. Check
C. If you check D. To check
【陷阱】几个干扰项均有可能误选,尤其可能误选A。
【分析】最佳答案选 C。前面一个分句为条件状语从句,后面一个分句为主语。现分析几个干扰项:选项 A 和 D 均为非谓语动词,根据英语语法习惯,非谓语动词作状语时,其逻辑主语应与句子主语一致,而此句的 some spelling mistakes 显然不能用作 having checked 或 to check 的逻辑主语,故不能选为答案;若选 B,则两个句子之间缺少必要的连词,也不对。请做类似试题(答案均选 C):
(1) ________ more careful, the work might have been done better.
A. Being B. Having been
C. If you had been D. To have been
(2) _______ your diet, it is easy to reduce.
A. Watching B. To be watching
C. If you watch D. To have watched
(3) _______ a pair of compasses, it is easy to describe a circle.
A. Having B. To have had
C. If you have D. if having
(4) _______ for something, a receipt is given to you.
A. Paying B. Having paid
C. When you have paid D. To be paying
(5) _______ the sun rising slowly in the east, the scene is a perfect dream.
A. Seeing B. To be seeing
C. When you see D. Having seen
9. “Shall Mary come and play computer games?” “No, _______ she has finished her homework.”
A. when B. since
C. unless D. as soon as
【陷阱】几个干扰项均有可能误选。
【分析】最佳答案选 C。此句为省略句,答句句首的 No 表明其后省略的是一个否定句,全句补充完整为:She can’t play computer games unless she has finished her homework. 请做类似试题(答案均选B):
(1) “Would you mind my sitting here with you?” “No, ______ you aren’t too noisy.”
A. when B. if
C. unless D. as soon as
(2) “Will he agree to come to join us in the work?” “No, _______ we promise him more money.”
A. when B. unless
C. unless D. as soon as
(3) “Can you finish the work in time?” “No, _______ we don’t sleep throughout the night.”
10. “When did he leave the classroom?” “He left _______ you turned back to write on the blackboard.”
A. the time B. the moment
C. until D. since
【陷阱】几个干扰项均有可能误选。
【分析】最佳答案选 B。the moment 用作连词,意为“一……就……”,相当于 as soon as。类似地,the minute, the instant 也可用作连词,表示“一……就……”的意思。如以下试题也选 B:
(1)“Did you remember to give Mary the money you owed her?” “Yes, I gave it to her ________ I saw her.”
A. while B. the moment
C. suddenly D. until
(2) The doorkeeper gave the alarm _______ he saw the smoke.
A. while B. the instant
C. suddenly D. before
(3) I raised the alarm _______ I saw the smoke.
A. while B. the minute
C. suddenly D. since
◆ 精编陷阱题训练◆
1. Don’t be afraid of asking for help _______ it is needed.
A. unless B. since
C. although D. when
2. A good storyteller must be able to hold his listeners’ curiosity ________ he reaches the end of the story.
A. when B. unless
C. after D. until
3. _______ I know the money is safe, I shall not worry about it.
A. Even though B. Unless
C. As long as D. while
4 You will succeed in the end ____ you give up halfway.
A. even if B. as though
C. as long as D. unless
5. “Was his father very strict with him when he was at school?” “Yes. He had never praised him _______ he became one of the top students in his grade.”
A. afterB. unless
C. untilD. when
6. _____ I suggest, he always disagrees.
A. HoweverB. Whatever
C. WhicheverD. Whoever
7. You should put on the notices ______ all the people may see them.
A. whereB. in which
C. atD. for them
8. _____ she goes, there are crowds of people waiting to see her.
A. Wherever B. However
C. Whichever D. Whoever
9. Mary clapped her hand over her mouth _______ she realized what she had said.
A. while B. as soon as
C. suddenly D. then
10. ________ her faults, she’s Arnold’s mother. Don’t be so rude to her.
A. Whatever B. What
C. Whichever D. Whenever
11. ____ you’re got a chance, you might as well make full use of it.
A. Now that B. After
C. Although D. As soon as
12. I thought she was the very girl that I should marry _______ I met her.
A. first time B. for the first time
C. the first time D. by the first time
13. Don’t play by the river _______ you fall in and drown!
A. in case B. so that
C. in order that D. when
14. Why do you want a new job ____ you’ve got such a good one already?
A. that B. where
C. which D. when
15. He is better than _______ I last visited him.
A. when B. that
C. how D. which
16. _______ the punishment was unjust, he accepted it without complaint.
A. So long as B. Even though
C. Since D. While
17. ________ the grandparents love the children, they are strict with them.
A. While B. As
C. Since D. Because
18. _______ I can see, there is only one possible way to keep away from the danger.
A. As long as B. As far as
C. Just as D. Even if
19. _______ rich one may be there is always something one wants.
A. Whatever B. Whenever
C. However D. Wherever
20. John shut everybody out of the kitchen _______ he could prepare his grand surprise for the party.
A. which B. when
C. so that D. as if
21. Mr Zhang is mild in character. He never shouts ____ he is very angry.
A. if B. even
C. though D. even when
22. “How long do you suppose it is _______ he left for Japan?” “No more than half a month.”
A. when B. before
C. after D. since
23. In some countries, _______ are called “public schools” are not owned by the state.
A. that B. which
C. as D. what
◆答案与解析◆
1. 选 D。when 意为“在(当)……时候”。其余三项填入空格处,句意不通。
2. 选 D。until 意为“直到”,句意为“一位优秀的故事讲述者必须能够让听众在故事结束前一直保持好奇心”。
3. 选 C。as long as 意为“只要”,全句意为“只要我知道这钱是安全的,我就不会担心了”。类似地,下面一题也选 as long as:
“What are you going to do this afternoon?’ “I’ll probably go for a walk later on ____ it stays fine.”
A. as far asB. as long as
C. even ifD. as if
4. 选 D。unless 意为“如果不”、“除非”,用以引导一个条件状语从句。
5. 选 C。考查 not…until… 句式,其意为“直到……才……”。
6. 选B。whatever 引导的是让步状语从句,相当于 no matter what。注意不能选A,因为 suggest 是及物动词,它应带自己的宾语,而 however 不能用作宾语。
7. 选A。where 指“在……的地方”,用以引导地点状语从句。
8. 选A,wherever 意为“无论什么地方”。
9. 选 B。根据语境可推知。如下面一题也选as soon as:
_______ he became rich he cast aside all his old friends who gave him some help.
A. WhileB. As soon as
C. SuddenlyD. Then
10. 选A。whatever her faults 为让步状语从句,句末省略了谓语动词 are。
11. 选 A。now that 为连词,用以引导原因状语从句,其意为“既然”,与since 同义。其中的 might as well意为“不妨”。全句意为“既然你得到一个机会,你不妨充分利用它”。
12. 选C。the first time 在此用作连词,用以引导状语从句。句意为“我第一次见到她就认为她很诚实”。
13. 选C。in case 意为“以防”。
14. 选 D。when 不表示“当……的时候”,而表示“既然”,相当于 since,用以引导原因状语从句。全句意为:你既然已经有了这么好的工作,干吗还要找新的工作呢? 请再两例:
I can’t tell you when you won’t listen. 既然你不想听,我就不告诉你了。
Why use wood when you can use plastic? 既然能用塑料,为什么还要用木料?
15. 选A。than 后省略了 he was,假若补充完整,全句即为 He is better than he was when I last visited him。
16. 选 B。比较四个选项:so long as(只要),even though(即使),since(自从,既然),while(当……时候),其中只有B的意思最合适,全句意为“即使处罚不公平,他毫无怨言地接受”。
17. 选A。while 在此不表示“当……的时候”,而表示“尽管”。
18. 选B。as far as 意为“尽,就,至于”,常用于 as far as I know(据我所知),as far as one can see(在某人看来),as far as one can(某人尽力),as far as sth / sb is concerned(就某事 / 某人来说)等结构。
19. 选C。however 在此引导让步状语从句,意义上相当于 now matter how。
20. 选 C。so that 引导目的状语从句,其意为“为了”。
21. 选 D。根据句子语境,选 B 或 D 较适合,但 even 是副词,不是连词,不能引导状语从句,故选 D。
22. 选 D。问句的基本结构是“It is +时间段+since 从句”,其原句型是 I suppose it is no more than half a month since he left for Japan. 假若对此句中的 no more than half a month 提问,则可得到提问句。
23. 选 D。what 引导的是主语从句,其中的 what 相当于 the schools that。
周至四中 张荣利
众所周知,高三这一学年里,英语教师既要完成高中英语第三册的教学,又要带领学生进行会考、高考的复习备考,再加上我们农村地区的学生英语基础差,要让学生在一年内成绩有较大的提高,可谓任务紧、压力大。那麽,如何更加有效的进行教学呢?
分析历年考题后,我们会发现,高考、会考在重视英语基础知识的同时,都突出以测试语言运用能力为主的原则,形成了以篇章阅读为主的试题布局。说到底,高三复习最终目的是提高英语语言运用的能力。因此我的做法是这样的:
一、新课教学与单元复习同步进行.--------以新带旧,复习总结
边进行高三的课文教学,边对高中的内容如语音、词汇、语法和惯用法等语言知识进行查缺补漏和系统化训练。每单元除精选课本上的词汇、语法、填空或阅读理解习题进行即时训练外,还结合高考第一轮复习资料《创新设计》上高三部分套题对学生进行反馈训练。这些套题为每2单元一套,包括短语翻译15个,单词拼写10个,句形转换5个,单项选择15题(基本包括本单元主要语言点)、完型填空1篇。同时适当穿插语法专项、句型翻译、阅读理解和完型填空强化习题,印发一些范文让学生背。并告诉学生:词汇、短语的学习不能脱离语篇。要求同学通过诵读课文、范文,试着造句加深对词语与重点句型的印象。
二、加强词汇教学,积累语言信息.---------稳固根基,加强交际应用
在平时教学中对所学英语知识进行归纳总结,将零散的、孤单的知识有机地结合起来,使已学知识网络化,形成一个完整的知识体系,从而摸索出、总结出带规律性的东西,提高复习效率。比如:
(1)“点”: 归纳常用、常考重点词汇的基本用法、语法特点、适用条件以及相关知识点,特别是一些使用频率教高的动词,如 need, consider, suggest, expect, prefer 等。例如 suggest, 可表示“建议”,也表示“暗示”“表明” 等意义;还有suggest doing的结构, 以及做宾语从句时要用虚拟句型suggest that sb.(should)do 的结构,而作“暗示”、“表明”时则要用陈述语气;据此还可以联想到所带宾语从句中用虚拟语气的相关动词insist, demand, order, advice等。
(2) “线”:对有共同用法特点的词汇进行归纳、串联,形成知识链。如,既可作实义动词又可作系动词的词有:sound,smell,taste,get,become,turn,grow,come,fall,go,remain,look,appear,seem等。又如常用动名词(不能用不定式)作宾语的动词有:mind, enjoy, finish, imagine, suggest, avoid, practise, delay, appreciate, risk,等。
(3) “面”:由点及线,由线及面,培养发散思维和知识迁移的能力。对搭配能力强的词汇在复习时让学生先进行归纳复习。如复习Put用法时,马上想到Put away,put aside,put sth.in order,put on,put up with,put through等 。再区别记忆。
(4) “分”: 英语近义、同义词的学习和归纳可以扩大知识面,增强语言的使用能力。如在复besides 用法时,可以联系except, but, except for, except that, but for, apart from, other than 等词汇的词义区别和用法。再如: dress, be in ..., put on, have on, wear等词汇都可以表示“穿戴”,但他们的意义和用法的区别在哪?
(5)“合”:正确处理语法教学和阅读教学的关系:
要摆脱语法束缚,就得学好语法,逐步养成用英语思维的习惯。现行教材强调交际和运用,可是交际并不排斥语法,我们不能孤立地谈交际、阅读,更不能片面地教语法。这是两个极端。语言的基本功能就是交际,就是用来交流思想和看法的,很难想象一个满口病句错句的人能把他自己的思想准确无误地表达出来。形式是为内容服务的,适当的语言形式(即语法)应在运用中、在篇章阅读中让学生不断体会,进行自我总结,再由老师简要归纳,最后为学生所掌握。
三、检测:
实施单元训练和月考制度。单元训练每单元学完进行一次,重点是对阅读理解、完形填空和写作的考查,测试时量不超过45分钟,题量为一张8开试卷纸(双面)。
四、专项突破
单项选择
1、这种题型知识面考查范围较宽,要通过上下文中的暗示,附加信息掌握语境,正确推测对话双方的关系,选择符合西方文化习俗的正确答语;
2、在题中加入插入语成分、或故意打破句子的结构和平衡、或故意前置增加迷惑性;
3、句子结构题:考查强调句型、倒装句型、省略句型;
4、习语搭配型:提高区别相近习语混淆的能力;
5、逻辑题型:考查上下文的逻辑关系,选择恰当的连词;
6、将基础的语法、时态融入特设的愈境中,这时附加信息对答案有直接的影响;
完型填空
完形填空实际上是从词汇、语法、篇章、语境和用英语思维等方面对学生进行综合考查。所以,应从以下三个方面入手训练学生做完形填空的思维能力和解题技巧:
1.充分利用首句信息,掌握文章大意;
2.利用同位结构、破折号、上下文对词汇、词组进行推测;
3.掌握全文基本时态;
4、利用语篇标志解题;
语篇标志即:表明语篇内在联系的词语。如表示结构层次的firstly ,secondly ,finally等;表示逻辑关系的thus, therefore, so ;表示改变话题的by the way ,on the contrary,;表示递进的besides, what’s more ,further等;表示时间的before, after, so far, meanwhile ,later等;
5.利用语法知识分析句子结构;
6.利用词性和词语辨析法来解题;
7.利用文化背景和生活常识解题。
高考完形填空所选文章都堪称精品,其逻辑必是上下贯通,其脉络也必是井然有序,令人信服。因此,做完完形填空以后,应从文章的内在逻辑入手,看所选答案是否经得起推敲,是否能自然融入整个语篇,如果有游离于文章主旨之外或与整篇文章的逻辑相矛盾的答案,就需要重新理解、修正。
阅读理解
阅读能力一直是高考英语测试的主题,完型填空题也是以阅读能力为基础的。因此,在平时的教学中,我们尽量采用整体教学法,注意培养学生的下列能力:
1.理解文章主旨大义的能力;
2.获取课文中重点细节的能力;
3.根据上下文、词缀推测生词词义的能力;
4.根据文章的内容和提供的线索做出简单判断和推理的能力;
5.理解文章基本结构和逻辑关系的能力;
6.理解作者基本意图和基本态度的能力;
7.分清文章中的事实和观点的能力;
8.理解指代关系的能力;
9.理解图表信息的能力;
10.预测下文的能力。
在进行专项复习中,让学生限时阅读,培养他们快速阅读的技巧。对于学生无法读懂的文章,采用泛读和精读相结合的办法,通过对语义的解析,使同学理解语篇。阅读训练的重点是主旨大意和推理能力的培养。同时,课外给学生一定的阅读量,使他们熟悉各种体裁的文章,提高阅读能力。同时注意文章的时效性,题材的多样化。特别关注人与人、人与自然的和谐,健康与饮食,环保与节能内容的文章。
短文改错
1、检查是否“三一致,”即:主谓一致,指代一致,时态一致;
2、平行结构的一致:由and,but 连接或是比较状语结构是否前后一致;是否该省略“to”;是否是并列谓语;
3、用词的准确性,是否夹杂了文化差异;
4、并列与转折:根据上下文,选择恰当的连词;
5、逻辑推理与语意呼应:上下文的语意是否一致;
6、介词、动词是否搭配一致;
7、冠词是否恰当,是不是零冠词;
8、形容词是否正确,是原级、比较级还是最高级;
9、名词的数与格;
10、注意隔行句(每行只有一个错);
书面表达
写作的过程与达标是一个渐进的过程。在高中的整个课文教学中,要求学生背诵每篇课文中的典型句式和表达好的句式。在高三的作文讲解中,也要重视对学生组句成文、文法知识、各种文体的行文方法的指导和对学生进行范文引导和习文点评。同时通过汉译英、词语造句的练习来强化学生对句法和文章结构的理解与认识。这样,学生在训练过程中逐步积累题型训练经验、获得答题技巧,提高语言交际运用能力。以下是注意事项:
1. 加强遣词造句的训练。把握五种基本句型结构,避免中式英语,力使句子语言生动、精练;
2. 练习篇章写作。循序渐进,仿写、改写、缩写、扩写,正确使用过渡词语;
3. 规范使用大小写和标点符号,避免非文字信息的丢分;
4. 注意人称、时态的一致和文章格式;
5. 学会审题,思路清晰,拟好提纲,避免要点错漏;
6. 字数适中,书写规范,卷面整洁。
五、考前训练
专项训练结束后,再进行NMET的适应性训练。训练学生审查试卷和填涂答题卡的习惯,养成良好的适应考试的能力,使学生在考试中能够发挥正常水平。时间分配上,建议单项选择用12分钟,完型填空用18分钟,阅读理解用40到45分钟,单词拼写和改错题用10分钟,写作(包括阅读填空)用25到30分钟,填涂答题卡用5分钟(建议每做完一个大题填涂一次,避免出错和没时间填涂)。
总之,高三的教学重点就在于通过第一轮对基础知识的系统复习、归纳、整理、深化,第二轮的专项训练和第三轮的模拟训练,完成由知识向应用能力的成功转化,使学生具备参加高考的能力和取胜的信心。
一: 先行词: 被定语从句所修饰的词
二: 关系代词:用来连接定语从句,并在从句中代表先行词的代词。
先行词是物: which that
先行词是人: who that
在从句中的作用: 主语、宾语、表语
e.g. They had a radio. / It could send out messages.
They had a radio which/ that could send out message. (主语)
The girl is my best friend. / She spoke just now.
The girl who/ that spoke just now is my best friend. (主语)
He always buys some books. / He never read them.
He always buys some books (which/ that) he never read. (宾语)
注意点:
1.) 定语从句一般直接跟在先行词的后面:
e.g. The man who lives next door sells vegetables.
The man sells vegetables who lives next door. ( × )
The car which my uncle just bought was destroyed in the earthquake.
The car was destroyed in the earthquake which my uncle just bought. ( × )
2.)关系代词在从句中作宾语时可以省略:
e.g. The young man ( who ) you saw was our manager.
There is something ( that ) we must keep in mind.
3.) 关系代词在从句中作介词的宾语时,介词常可以提前,但介词提前时, 关系代词只能用which 或 whom
e.g. The man is a famous runner. / You talked to him just now.
The man to whom you talk just now is a famous runner.
The chair is made of wood. / He is sitting on it now.
The chair on which he is sitting now is made of wood.
He is a library assistant. / I borrowed some books from him.
He is a library assistant from whom I borrowed some books.
It is a famous school. / He graduated from it 3 years ago.
It is a famous school from which he graduated 3 years ago.
The service should be improved. / The students complain a lot about it.
The service about which the students complain a lot should be improved.
有一些动词短语中的介词是固定搭配,不可以拆开,一般还是放在动语之后,不提前:
e.g. He is the student. / The teachers are looking for him.
He is the student who the teachers are looking for.
The number of the children is 30. / She takes care of the children.
The number of the children who she takes care of is 30.
三: whose 的用法:
关系代词与其后的名词构成所有格,即“的”时,它既可以修饰指人的先行词,也可以修饰指物的先行词。
e.g. The girl is my daughter. / Her work got the first prize.
The girl whose work got the first prize is my daughter.
Do you know anyone? / His family is in Xi’an.
The book is not mine. / The cover of it is red.
I live in the room. / The windows of it face south.
The chair has been repaired. / The leg of it was broken.
四:限制性定语从句和非限制性定语从句:
限制性定语从句:主句和从句不隔开,从句不能省略,否则就会失掉意义不能成立。
He is reading a book which is too difficult for him.
Here is the boy who damaged the glass.
非限制性定语从句:主句和从句用逗号隔开,从句对修饰的部分起到进一步说明的作用,拿掉后其它部分的语意仍保持完整。
e.g. The book is written by Guo Jinming, who is only 19 years old.
Bob’s father, who was an engineer, spent 4 years in Egypt.
Shanghai, which is developing fast, has become one of world’s trade center.
注意点:
非限制性定语从句不能用that引导.
e.g. She is very fond of French, which indeed she speaks quite well.
which还可以用来指代上文中的一件事情.
e.g. Their house is washed away by the floods, which made them very sad.
He lost his job finally, which was exactly what we wanted.
介词+which:
The picture ______ he paid $100 was once owned by a king.
Can you think of a situation ________ this word can be used?
I’m grateful to him for that advice, ______ I owed all my success.
关系副词: when where why
当先行词是表示时间的名词,用when,在定语从句中充当时间状语,这时一般可以用介词+which来代替:
e.g. I will never forget the day./ I went to university on that day.
I will never forget the day when/ on which I went to university.
He still remember the morning. / The earthquake happened on that morning.
He still remember the morning when/ on which the earthquake happened.
当先行词是表示地点的名词,用where,在定语从句中充当地点状语,这时一般可以用介词+which来代替:
e.g. This is the house. / He used to live in the house.
This is the house where/ in which he used to live.
I know of a place. / We can swim in that place.
I know of a place where/ in which we can swim.
Is there any shop around? / I can buy a pen in the shop.
Is there any shop around where/ in which I can buy a pen.
先行词是表示原因的名词,即reason,用why,在定语从句中充当原因状语,这时一般可以用for +which来代替:
e.g. I don’t know the reason. / He did it for this reason.
I don’t know the reason why/ for which he did it.
The reason was not clear. / He was fired for it.
The reason why/ for which he was fired was not clear.
注意点:
当表示时间、地点和原因的名词在从句中不是作状语,而是在从句中作主语或宾语时,还是应用which/ that
e.g. This is the date _______ we’re proud of.
This is the date _______ he was born.
I will never forget the time ______ we spent together.
This is the factory _______ my mother works.
This is the factory _______ we visited last week.
Is this factory you visit last week?
A. the one B. where C. which D. that
This factory is the one (that/ which) you visit last week.
I don’t believe the reason _____ he gave for his decision.
Another reason _______ he made this decision is that he had to consider the feelings of others.
关系词的选择
A.只用that
a.当先行词是不定代词,如all, everything, anything, nothing, much, few, little, none, the one等
All that can be done has been done.
I didn’t mean this one; I mean the one that was bought yesterday.
b.先行词(指物的)前面有only, few, one of, little, no, all, every, very等词修饰时
There’s no difficulty that we can’t overcome.
I’ve read all the books that can be borrowed here.
c.先行词被序数词first, last, next等或形容词的最高级修饰时
This is the first letter that I’ve written in Japanese.
She is the most careful girl that I’ve ever known.
d.当先行词既有人又有物时
They talked about the teachers and schools that they had visited.
The speaker talked of some writers and books that were unknown to us.
e.当先行词是系动词be后面的表语或关系词本身是从句的表语时
China isn’t the country that she used to be 50 years ago.
He is no longer the man that he used to be.
It’s a book that will help you a great deal.
f.当主句是以who, which或what开头的特殊疑问句时
Who is the man that is waiting at the bus stop?
Which is the car that overtook us yesterday?
g. 当主句以There be…结构开头时,或关系代词在there be…结构中作实义主语,先行项为物
There is a seat in the corner that is still free.
There are two tickets of the film that are for you.
The 9.15 is the fastest train that there has ever been.
h. 当先行词是what时
What did you hear that made you so angry?
i.当先行词是基数词时
Yesterday I caught two fish and put them in a basin of water. Now you can see the two that are still alive.
B. 只用which
a. 在非限制性定语从句,充当主语或定语
They have three houses, which are built of stone.
b. 当关系代词前有介词时
This is the factory in which we once worked.
We study in the classroom of which the doors face south.
c.当先行词本身that是时
What’s that which flashed in the sky just now?
d. 当关系代词后面带有插入语时
Here is the English grammar book which, as I have told you, will help improve your English.
I’ve bought you some books which I think may interest you.
C.只用who不用that
a.先行词是one, ones或anyone时
One who does not work hard will never succeed.
Anyone who breaks the law should be punished.
She is the only one of the students who has been to the USA.
b.先行词为those 或被those修饰,指人时
Those who learn not only from books but also through practice will succeed.
c.在以there be…的句子中,先行词为人时
There is a comrade outside who wants to see you.
d. 当定语从句中又有定语从句,且先行项都为人时
The student that won the first prize is the monitor who works hard.
e.当指人的先行项被一些指物的名词修饰时
There ‘s only one student in the school who I want to see.
Do you know the woman in blue with a baby on her back who is working in the fields?
f. 在非限制性定语从句中指人
I met a friend of mine in the street, who had just come from America.
g.定语从句中有插入语时, 并不影响关系代词和副词的选择。
Jackson is a man who I believe is honest.
He won another award, which I think is the result of his hard work.
D.在定语从句中,whose作定语, 其先行项既可以是人,又可以是物
Lei Feng was a great communist fighter whose death was weightier than Mount Tai.
Where’s the window whose glass is broken?
E. 在定语从句,关系副词when, where, why与关系代词which, that的关系
July 1st, 1921 is the day that/which we Chinese should always remember.
This is the place that/which they visited last year.
Please give me a reason that/which could account for your absence.
I still remember the day when(=on which) I joined the army.
This is the room where(=in which) Luxun once lived.
Another reason why(=for which) he works hard is that he has pass the exam.
F. as, which的比较
a.在非限制性定语从句中,均可替代整个主句或句中某个部分,在从句中作主语,宾语,表语.如从句在主句之后,两者皆可用
They failed in the exam, as/which is natural.
She seems a scientist, as/which in fact she is.
Grammar is not a set of dead rules, which/as I have said before.
b.如从句在主句之前,用as
As we all know, his parents were killed in this war.
As is known to all, the earth travels around the sun.
c.如关系代词代表主句全句意思,有"正如...""就象..."之意时,用as
We won the match, as we had expected.
He agreed to the plan, as was to be expected.
d. 当先行项被the same, such, so修饰时,用as
This is the same book as you bought yesterday.同类书 (比较:This is the same book that you bought yesterday.同一本书)
Don’t believe in such men as praise you to your face.
I never give my students so difficult a question as no one can work out.
e. 当从句内容对主句内容起消极作用,则用which
The young man cheated his friend out of much money, which was disgra 定语从句小结
. as 也可以用来引导非限制性定语从句, 用来指待一件事,这时它的位置可以放在句首、句中和句尾。
e.g. He is an American, as/which we know from his accent.
As we know from his accent, he is an American.
He, as we know from his accent, is an American.
As has been said above, grammar is not a set of dead rules.
Grammar, as has been said above, is not a set of rules.
Grammar is not a set of dead rules, as/which has been said above.
正如: As everyone knows, as you may still remember, as you said, as I can see, as has been mentioned above, as you may have heard, and etc.
定语从句的练习:
I passed him a glass of whiskey, ______ he drank at once.
He spoke to me in a way _______ I don’t at all like.
It is a famous university ________ he graduated 3 years ago.
Are you the lady ______ asked for help?
The service __________ students complain a lot should be improved.
He works in a college ______ students are all women.
The picture ______ he paid $100 was once owned by a king.
Can you think of a situation ________ this word can be used?
We can see very clearly the method ______ the computers work.
_______ he introduced just now, Dr. Baker is an expert in Biology.
I’m grateful to him for that advice, ______ I owed all my success.
This is the famous star ______ photos are on this magazine.
The science of medicine, ________ progress has been very rapid lately, is perhaps the most important of all the science.
1、夯实基础知识, 构建知识网络。
严格以课本主, 抓基础, 抓落实。课文是教材的中心, 是语音、词汇、语法知识, 听说读写活动和培养听说读写能力的综合材料, 是复习的主要依据。高中英语的复习要从初中第三册起进行全面复习。在这基础上复习高中课文就能顺利进展。要采用多种复习课文的方法, 这样可以提高学生学习的兴趣。首先要词汇教学从不马虎, 要求学生能够熟记所有的初高中单词短语, 并每天进行检查, 定期给予复习。学完高中教材后, 学生对课本上的基础词汇、语法知识已有了比较全面的了解, 但由于课本的局限性, 学生的基础知识仍不系统, 还有漏洞。正确认识语法教学, 加强基础语法知识的复习指导。使学生会在语境中活用这些语法知识。做题时及时发现知识漏洞, 让学生建立自己的错题记录, 不断总结做单选题的经验教训, 学会分析试题所考的语言点。
2、专项训练, 提升思维品质。
多年的教学实践证明, 高考前的三个月是学生英语水平提高最快的阶段。经过前段的复习和积累, 学生已比较扎实地掌握了学科基础知识。在最后冲刺阶段能否抓住机会, 成功实现从语言知识到应用能力的转化、提高应试能力, 将直接决定高考英语的成败。根据高考题型结构, 有计划地进行选择、阅读、完型填空及写作和改错的专项训练, 实现由语言知识到语言运用能力的转化。近几年高考英语阅读的难度一直居高不下, 因此阅读训练的力度和量要加大。在读的方面, 要注意选材, 应选择不同体裁, 如记叙文、描述文、说明文、议论文、应用文以及不同题材, 如科普知识、人物传记、历史文化、新闻报道等时效性较强而且学生感兴趣、难易度与高考相近的文章, 从高考实战出发, 集中的阶段性的课堂限时阅读训练, 提高学生阅读能力和速度。这学期每周安排两节的限时阅读课, 集中5篇短文的阅读量, 阅读材料的体裁、题材、长度、生词量及难度等于或略大于高考。完型填空不是单纯测试学生某一方面的知识或能力, 而是综合考查学生的词汇知识、阅读能力以及运用逻辑推理、常识、情理、上下文等进行灵活推断的能力, 也一直被认为是高考英语中难度最大、综合性最强、语言素质要求最高的题型。至于书面表达, 平时强化词汇、语法知识的运用, 要求学生背诵一定篇目的经典范文, 部分来自学生所写的文章中出现的好句子, 这样, 既调动了学生写作的积极性和主动性, 又能够运用所学知识, 让学生在写作中有话可说, 学有所用, 并在此基础上要求学生多读、多写, 养成良好的写作习惯。在集中训练阶段, 练习各种文体的审题、提炼要点、语篇表达。进行相关内容的背诵和实战演练。结合近几年高考英语书面表达评卷要求的提高, 分层次教学, 鼓励基础较好的同学写作时应该大胆使用复合句、非谓语动词等较复杂的结构, 以求得分上档次。要求基础较差的学生为了求稳写好简单句。另外, 在写作中严格要求英文书法练习, 考试中要求学生做到考卷中不涂不改, 卷面整洁。
3、加强实战, 强化应试技能, 应用能力提高。
以综合运用训练为主, 积累临场经验, 最终提高应试能力。综合运用训练并不是简单的做几套综合题, 精选高质量的模拟试题, 有选择地进行强化模拟, 实战演练, 认真评讲, 不断总结, 使学生的综合应试能力产生质的飞跃。另外, 把近几年完整的高考题、各地市及名校的模拟题再做一遍。学生可以课外自测, 做后立刻核对答案;也可以定期搞课堂测试, 还可以安排学生课后做、课堂评。评卷时, 对共性的错误要重点分析。学生通过评卷要及时找到失误的原因, 对训练中发现的知识漏洞及时采取措施弥补, 思路性错误应及时总结纠正。到了五月下旬, 应适当调低练习题的难度, 放慢做题的节奏, 在回归课本的时间里, 让学生回归课本和考纲中的基础知识, 查漏补缺。当再次走进课堂给学生理论性的指导。经过综合运用训练, 学生的综合运用能力和做题熟练程度会明显提高, 特别是经过多次的考试锻炼, 学生的临场经验越来越丰富, 自信心越来越强, 应试能力也必然会有较大提高, 在高考中取得理想成绩。
4、要避免低效的重复复习。
在一定意义上讲, 能否实践是检查复习效果好坏的标志, 因此在复习过程中要用各种形式给学生以实践的机会。对课文, 除了必要的讲解外, 还要让学生复述。让学生扮演各种角色, 通过学生生动的对话, 使他们记牢日常生活中的习惯用语。使“听、说、读、写”结合起来。
一、 制定计划,有效复习
在高三英语教学中,教师需要依据学生的实情,制定科学合理的复习计划。
第一,夯实基础,提高能力。目前,高考英语考试的特点是:依托教材、重视基础、拓展能力以及稳中求变。所以,在高三英语复习时,教师应引导学生夯实基础知识,并利用语言练习,帮助学生把握解题技巧,然后在这一基础上,进行系统训练,以拓展学生能力。
第二,缩减难度,加强专题训练。在英语教学中,常常出现这一现象:对一些试题,学生好像一看就会,但一做则错。这是因为他们没有牢固地把握基础知识。因此,在高三复习时,教师应注意对学生进行查漏补缺,展开专题训练,引导学生辨析类似知识,加深理解与记忆。如语法专题训练有非谓语动词、定语从句、情态动词等专题训练,以帮助学生巩固语法知识,学会辨析,避免知识混淆误用。
第三,知识归纳整理,适当做一些高考题。在高中英语教学中,教师应培养学生及时归纳整理、构建知识网络的良好学习习惯,以达到有效复习。如用图表、表格等形式列出各知识点,一目了然。如复习定语从句。
同时,适当做一些高考题,找出解每一题的入手点,总结出命题方法。另外,当学生做完各种测试与练习后,教师应引导学生准备一本专门的错题集,将平时做错的题目,亦或需要注意之处记录在本子上,并注意书写工整,以各种颜色的笔做记号,以便今后复习、查阅之用。
二、 强化阅读与完形训练,丰富英语词汇量
在高考英语中,完形填空与阅读理解占着十分重要的地位,是提高学生英语成绩的突破点。在平时教学过程中,教师不仅要充分挖掘教材所提供的材料,还需集体备课选出贴近学生认知水平的阅读素材与完形填空习题,以弥补课本的不足。同时,教师应注意精泛结合、精泛有序的选题原则,并发挥精读材料的积极作用,启发学生积极思维,提高学生分析与阅读理解能力,巩固知识,拓展语言。如每天进行一篇完形填空的讲练,以锻炼学生整体掌握文章含义、阅读理解、综合运用知识的能力,提高学生解答完形填空题目的效率。另外,在词汇教学时,以旧促新,温故知新,利用反义、同义、义近、形近等教学手段将英语词汇串联起来,帮助学生由纵横等方向来丰富英语词汇量。如表示“认为”的词汇有: think, believe, maintain, insist, conclude, assert, hold, argue, be convinced, be fully convinced, be firmly convinced等,教师需要引导学生分清它们的不同用法,避免混淆、用错。同时,摘录下精泛读材料中的一些生词,以扩大词汇量。必要时,教师还可利用听写、认读等方式加以检测,以拓宽学生的英语词汇量。
三、 强化听力与写作训练,把握听写技巧
在高考英语试题中,听力是最先环节,其地位可见一斑。但这也是学生的一个薄弱环节。因此,在高三英语教学中,教师应全面解读课标与考试说明,科学分析听力试卷,有针对性地强化听力训练。在听力训练过程中,影响学生听力效果的主要因素有:首先,是知识性障碍,譬如对语法、语音等把握不准,不熟悉词汇,不了解背景文化等;其次,则是非知识性障碍,譬如教学设备等客观与人为因素。同时,听力水平的提升是一个逐渐过程,教师应加强平时训练,逐步提高学生的听力能力。如要求学生每天课外听一套听力综合测试题,其语速等同于或快于高考听力。然后在课堂上,教师可进行检查,如让学生复述听力主要内容,提出有关问题等。当然,在听力训练过程中,教师需要指导学生听力技巧。如当前高考听力题中,多数的短文理解主要是讲话稿或者记叙文,因此,在听的过程中侧重听明白每句话的意思及其内涵,善于抓住文章中涉及的事件、人物、地点、时间、原因、方式、数字等;留意重复性词语,把握事物、人名等名称;合理利用时间。
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