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【摘要】本文针对2010届高三英语复习迎考中出现的新问题,从理论和实践的角度就如何在有限的时间里提高复习课的教学效果、如何培养高三学生英语自学能力的途径和方法进行了探索。
【关键词】高三复习;整合;语法;词汇;写作
1. 新高考复习中存在的问题
2010届高三从09年暑期开始,江苏省教育厅就下达了“五严”禁令,严格禁止高三年级周六和寒暑假补课,此规定一宣布,立即在全体高三老师的心中引起了震动。当时的情况是:到09年暑假前,大部分学校牛津高中英语第八模块还未上完,暑期又不能补课,而接下来的高三一年的复习迎考,需先结束'八、九、十'三个模块的教学任务,好一点的学校还要上完十一模块,然后才能进行一轮复习、二轮复习,最后还要进行综合模拟训练及考前限时训练等。时间就这么多,要完成如此多的任务,确实是一件艰巨而复杂的过程,尤其是对像我们这样生源中等偏下的学校,过去一贯的做法都是依靠周六和寒暑假补课、靠加班加点来提高成绩。现在,一切都改变了,老师们心里没有底。面临这样的局面,我在教学计划、课程安排等方面进行了大胆的创新和尝试。首先,在2009年暑假,我就将南京市教育局要求做的?高三一轮复习资料?这本书发给学生,要求他们开学前做到模块八,其次,要求学生将“3+2”第一部分单项选择中十四个语法专题全部做完,这两项作业学生都备有答案,通过自学,既培养了学生自主学习的良好习惯,又帮助他们为构建完整清晰的知识网络打下良好的基础;通过自学,学生了解到自己的知识缺陷,从而将复习目标转化成自我需求目标。这样,在今后的复习中,老师才有可能加强复习的针对性和时效性。
2. 探索新高考复习的有效途径
本届高三课时紧、任务重,如何在有限的时间里提高产出?答案是:改变教学策略,合理用好教材,向课堂要效益。
(1) 活用教材,夯实基础
对高三上学期使用的第8、9、10三个模块我进行了必要的加工,适当取舍,合理整合。如:删去了部分不适合学生语言输入、与高考关联度不大的Task和Word Power的教学,阅读教法上将精读和泛读相结合,努力提高高三英语阅读教学的效率。在高三下进入一轮复习工作时,按要求认真梳理由南京市教研室编写的“高三一轮复习资料”中的语言点和词汇语法。因为之前学生已经在09年暑期将牛津高中英语前八个模块自学了一遍,所以我将复习工作的重点由先讲后练转变成先练后讲、以练代讲,真正体现以学生为本的“做中学”和“悟、导、练”的理念。?英语课程标准?要求:“高中学生应该形成适合自己学习特点的学习策略,并能根据自己的学习需要不断地调整学习策略。“教师”要为学生独立学习留有空间和时间,使学生有机会通过联想、推理和归纳等思维活动用英语分析问题和解决问题,获得经验,增强自信,提高能力。“因此,每个单元我都根据新高考动向和学生的实际情况自编检测题,进行有针对性的训练。如:
M1 Unit 1 School life
I 对比下面三句,归纳regret的用法。6%
1. He regrets that he never went to college. ____________________________________________
2. I regret to tell you that we haven't got any news of your lost son. ________________________
3. I regret telling you I crashed your car. ______________________________________________
II. 写出prepare的5种用法。10%
(1) ______________________;
(2) ______________________;
(3) ______________________;
(4) ______________________;
(5) ______________________;
III. 写出prepared的两种用法。4%
(1) ______________________;
(2) _______________________;
IV. 写出preparation的两种用法。4%
(1) ____________________________;
(2) ____________________________;
V. 用prepare sth. “准备某事”, prepare for sth. “为某事做准备”这两个词组填空。4%
1. They are ________________ a book fair. (书展)
2. We must ______________________ the trip.
VI. 用attend, join, join in, take part in完成下列句子。 8%
1. He decided to ________________ her birthday party.
2. He _________ the League at the age of 13.
3. Would you like to ________ us in the game?
4. The lectures were well ___________ as the lecturer was very famous. VII. 用used to do, be used to doing, be used to do三个词组完成下列句子。6%
1. I ____________ smoke, but I gave up two years ago.
2. I ____________________ getting up at six o 'clock in the morning.
3. The power of flowing water can __________________ produce electricity.
VIII. 写出sound的三种用法。6%
1. ____________________________;
2._____________________________;
3._____________________________;
X. 写出以下短语的含义。7%
1. more than + n. _______________________;
2. more than + adj________________________;
3. more…than… _________________________;
4. no more than __________________________;
5. not more than… ________________________;
6. not more…than ________________________;
7. no more…than…_______________________;
XI. 写出以下短语。10%
1. 偶然碰见 ____________________
2. 逃跑 ________________________
3. 撞上 ________________________
4. 追赶 ________________________
5. 用完 ________________________
XII. 改写下列各句。15%
1. The professor told me that there was a change in the schedule yesterday. (inform)
The professor __________ _____ _______ there was a change in the schedule yesterday.
The professor __________ _____ ______ a change in the schedule yesterday.
2. Upon finishing his studies, he started traveling in China.
____ _______ ____ ____ finished his study, he started traveling in China.
_____ ___________ _____ finished his study, he studied traveling in China.
________________ ____ finished his study, he started traveling in China.
XIII. 单项选择: 20%
1. The ______ age of the boy dancers in the performance is 10.
A. ordinary B. popular C. normal D. average
2. After the discussion, Jack ______ an idea that they should bring down the price of the computers.
A. came about B. came up C. came out D. came up with
3. The village ______ we visited is very beautiful and it is the one ______ my father lived for twenty years
A. that; that B. where; that C. where; where D. that; where
4. Your clothes are so dirty. They _______ cleaning.
A. ask B. suggest C. require D. consider
5. There isn't enough attention we have paid to _______ our environment.
A. improve B. to be improving C. improving D. improved
6. We do not allow ______ in the lecture hall, so you are not allowed ______ here. A. smoking; to smoke B. to smoke; smoking C. smoking; smoking D. to smoke; to smoke
7. There were _____ many kinds of computers ______ that I didn't know which one to buy.
A. such; to choose B. so; to choose from C. so; to choose D. such; to choose from
8. This is the very plan for the summer holiday _____ will be suggested by his cousin.
A. which B. that C. / D. it
9. —— Robert is indeed a wise man.
——Oh, yes. How often I have regretted ______ his advice.
A. to take B. taking C. not to take D. not taking
10. As a result of the serious flood, two-thirds of the buildings in the area ______.
A. need repairing B. needs to repair C. needs repairing D. need to repair
讲评试卷时,学生会的不讲,学生能自己解决的不讲,只讲重点、难点和疑点。如此操练,既加快了复习的进度,又提高了对学生的要求,起到了事半功倍的效果。学生必须事先将做过的题目复习、消化,方能取得好成绩。
2. 加强性输入,吸引学生注意语法结构
在高三英语课堂复习中,语法复习既是重点也是难点。比较常见的做法是教师在短时间内将所有与某项语法规则相关的内容灌输给学生,并让学生把规则抄在笔记本上,然后死记硬背。这样做看似很全面、系统,实际上学生在做练习、考试时仍然错误百出,这是因为有的教师想当然地把“灌输给学生语法规则”等同于“学生能够运用语法规则”,这是违背语言学习规律,忽视语言学习需要经历的“输入——内化——输出”的过程。语法基础较为薄弱的学生没有时间和机会对语法规则进行理解和加工,更无法把语法规则内化成自己的知识,因而复习后仍不能掌握语法知识。在语言教学中,教师需要为学生提供足够的可理解性输入,让学生接触大量的目的语,引导学生注意语法结构,通过练习内化语法知识。因此,在整个高三复习、迎考阶段,我帮助学生有效地总结、归纳和梳理重点英语语法点三遍。第一遍,09年暑期我就安排学生完成了“3+2”上所有语法专题的自学任务,这有助于学生感知语法规则的语境,激发学生探求语法规则的欲望。第二遍,高三新课期间我又穿插了重点语法项目的复习,如:三大从句、非谓语动词、特殊句式、动词的时态和语态,情态动词和虚拟语气等。心理语言学研究表明,注意形式是学习语言的必然过程,只有在有意注意之后,学习者才可能将意义与形式联系在一起;在语言信息的处理过程中,如果学习者对语言形式的注意程度提高,则有助于发展其对语言知识的归纳能力,更有利于目的语的系统构建。因此,我在一轮复习结束前,根据学生一模考试所反馈的情况,又帮助他们进行第三遍语法复习,完成了'江苏2010高考二轮配套检测与评估'中十三个语法专题的练习。事实证明,有了扎实的语法功底,学生的听、说、读、写四会能力均有不同程度的提高。如:有了语法基础,可以解决阅读材料中长句和难句的理解问题;有了语法基础,写英语作文时可以写出高级和复杂的句子等。
3. 扎实地抓好学生的写作训练
写作是英语能力的综合体现,有很强的区分度,是第二卷能否得高分的核心砝码。通过学习“英语书面表达模板训练”,指导学生写作技巧,培养学生用英语思维的能力,并充分利用高考口语测试手册,特别是第三部分-话题简介部分,让学生记忆背诵不同话题的规范表达方式。自高三上开始,我就有目的地收集各种新颖的、较热门的写作体裁和题材,督促学生多背多记一些常用句型和经典句型。临考前两个月每周写一篇作文,体裁广泛,话题内容涉及各个方面,批改中,我鼓励学生运用高级词汇和复杂句子结构,并适当使用过渡词。评讲时,把学生犯的典型错误列出来,让他们自己去比较。批改后,将优秀作文中的优美句型和段落整理出来,印发给每个学生,便于他们互相学习,取长补短。如写议论文“谈当前酒驾的危害”时,有同学这样写道:“We should treasure our lives.”“They also think that it is our duty to refuse the car driven by a drunken driver.”“Some people consider it reasonable to punish the drivers. They believe that it can reduce the traffic jam and increase the safety of traffic. On the other hand, it is responsible for ourselves not to take the car which has been driven by drunken drivers. Personally, I think our traffic police should be strict in their checking and improve the punishment of drunken drivers.”“Only in this way, can we live in a safe and harmonious world.”etc. 每次写作文,对“临界生”进行面批效果更好。最后一个月,英语默写和写作交叉进行。本人所教班级高考前默写了十多篇经典范文,大部分学生的英语写作水平都有了可喜的提高。
事实上,高考复习的方法很多,无论采用何种方法,只要能调动学生的积极性,使他们积极参与到复习中来,不断积累考试经验,此种方式就是有效的。
参考文献
[1] 戴炜炜,任庆梅. 2006. 语法教学的新视角:外显意识增强式任务模式[J]. 外语界, (1): 7-15.
[1] 教育部. 2001. 全日制义务教育普通高级中学英语课程标准(实验稿)[M]. 北京:北京师范大学出版社
【关键词】高三复习;整合;语法;词汇;写作
1. 新高考复习中存在的问题
2010届高三从09年暑期开始,江苏省教育厅就下达了“五严”禁令,严格禁止高三年级周六和寒暑假补课,此规定一宣布,立即在全体高三老师的心中引起了震动。当时的情况是:到09年暑假前,大部分学校牛津高中英语第八模块还未上完,暑期又不能补课,而接下来的高三一年的复习迎考,需先结束'八、九、十'三个模块的教学任务,好一点的学校还要上完十一模块,然后才能进行一轮复习、二轮复习,最后还要进行综合模拟训练及考前限时训练等。时间就这么多,要完成如此多的任务,确实是一件艰巨而复杂的过程,尤其是对像我们这样生源中等偏下的学校,过去一贯的做法都是依靠周六和寒暑假补课、靠加班加点来提高成绩。现在,一切都改变了,老师们心里没有底。面临这样的局面,我在教学计划、课程安排等方面进行了大胆的创新和尝试。首先,在2009年暑假,我就将南京市教育局要求做的?高三一轮复习资料?这本书发给学生,要求他们开学前做到模块八,其次,要求学生将“3+2”第一部分单项选择中十四个语法专题全部做完,这两项作业学生都备有答案,通过自学,既培养了学生自主学习的良好习惯,又帮助他们为构建完整清晰的知识网络打下良好的基础;通过自学,学生了解到自己的知识缺陷,从而将复习目标转化成自我需求目标。这样,在今后的复习中,老师才有可能加强复习的针对性和时效性。
2. 探索新高考复习的有效途径
本届高三课时紧、任务重,如何在有限的时间里提高产出?答案是:改变教学策略,合理用好教材,向课堂要效益。
(1) 活用教材,夯实基础
对高三上学期使用的第8、9、10三个模块我进行了必要的加工,适当取舍,合理整合。如:删去了部分不适合学生语言输入、与高考关联度不大的Task和Word Power的教学,阅读教法上将精读和泛读相结合,努力提高高三英语阅读教学的效率。在高三下进入一轮复习工作时,按要求认真梳理由南京市教研室编写的“高三一轮复习资料”中的语言点和词汇语法。因为之前学生已经在09年暑期将牛津高中英语前八个模块自学了一遍,所以我将复习工作的重点由先讲后练转变成先练后讲、以练代讲,真正体现以学生为本的“做中学”和“悟、导、练”的理念。?英语课程标准?要求:“高中学生应该形成适合自己学习特点的学习策略,并能根据自己的学习需要不断地调整学习策略。“教师”要为学生独立学习留有空间和时间,使学生有机会通过联想、推理和归纳等思维活动用英语分析问题和解决问题,获得经验,增强自信,提高能力。“因此,每个单元我都根据新高考动向和学生的实际情况自编检测题,进行有针对性的训练。如:
M1 Unit 1 School life
I 对比下面三句,归纳regret的用法。6%
1. He regrets that he never went to college. ____________________________________________
2. I regret to tell you that we haven't got any news of your lost son. ________________________
3. I regret telling you I crashed your car. ______________________________________________
II. 写出prepare的5种用法。10%
(1) ______________________;
(2) ______________________;
(3) ______________________;
(4) ______________________;
(5) ______________________;
III. 写出prepared的两种用法。4%
(1) ______________________;
(2) _______________________;
IV. 写出preparation的两种用法。4%
(1) ____________________________;
(2) ____________________________;
V. 用prepare sth. “准备某事”, prepare for sth. “为某事做准备”这两个词组填空。4%
1. They are ________________ a book fair. (书展)
2. We must ______________________ the trip.
VI. 用attend, join, join in, take part in完成下列句子。 8%
1. He decided to ________________ her birthday party.
2. He _________ the League at the age of 13.
3. Would you like to ________ us in the game?
4. The lectures were well ___________ as the lecturer was very famous. VII. 用used to do, be used to doing, be used to do三个词组完成下列句子。6%
1. I ____________ smoke, but I gave up two years ago.
2. I ____________________ getting up at six o 'clock in the morning.
3. The power of flowing water can __________________ produce electricity.
VIII. 写出sound的三种用法。6%
1. ____________________________;
2._____________________________;
3._____________________________;
X. 写出以下短语的含义。7%
1. more than + n. _______________________;
2. more than + adj________________________;
3. more…than… _________________________;
4. no more than __________________________;
5. not more than… ________________________;
6. not more…than ________________________;
7. no more…than…_______________________;
XI. 写出以下短语。10%
1. 偶然碰见 ____________________
2. 逃跑 ________________________
3. 撞上 ________________________
4. 追赶 ________________________
5. 用完 ________________________
XII. 改写下列各句。15%
1. The professor told me that there was a change in the schedule yesterday. (inform)
The professor __________ _____ _______ there was a change in the schedule yesterday.
The professor __________ _____ ______ a change in the schedule yesterday.
2. Upon finishing his studies, he started traveling in China.
____ _______ ____ ____ finished his study, he started traveling in China.
_____ ___________ _____ finished his study, he studied traveling in China.
________________ ____ finished his study, he started traveling in China.
XIII. 单项选择: 20%
1. The ______ age of the boy dancers in the performance is 10.
A. ordinary B. popular C. normal D. average
2. After the discussion, Jack ______ an idea that they should bring down the price of the computers.
A. came about B. came up C. came out D. came up with
3. The village ______ we visited is very beautiful and it is the one ______ my father lived for twenty years
A. that; that B. where; that C. where; where D. that; where
4. Your clothes are so dirty. They _______ cleaning.
A. ask B. suggest C. require D. consider
5. There isn't enough attention we have paid to _______ our environment.
A. improve B. to be improving C. improving D. improved
6. We do not allow ______ in the lecture hall, so you are not allowed ______ here. A. smoking; to smoke B. to smoke; smoking C. smoking; smoking D. to smoke; to smoke
7. There were _____ many kinds of computers ______ that I didn't know which one to buy.
A. such; to choose B. so; to choose from C. so; to choose D. such; to choose from
8. This is the very plan for the summer holiday _____ will be suggested by his cousin.
A. which B. that C. / D. it
9. —— Robert is indeed a wise man.
——Oh, yes. How often I have regretted ______ his advice.
A. to take B. taking C. not to take D. not taking
10. As a result of the serious flood, two-thirds of the buildings in the area ______.
A. need repairing B. needs to repair C. needs repairing D. need to repair
讲评试卷时,学生会的不讲,学生能自己解决的不讲,只讲重点、难点和疑点。如此操练,既加快了复习的进度,又提高了对学生的要求,起到了事半功倍的效果。学生必须事先将做过的题目复习、消化,方能取得好成绩。
2. 加强性输入,吸引学生注意语法结构
在高三英语课堂复习中,语法复习既是重点也是难点。比较常见的做法是教师在短时间内将所有与某项语法规则相关的内容灌输给学生,并让学生把规则抄在笔记本上,然后死记硬背。这样做看似很全面、系统,实际上学生在做练习、考试时仍然错误百出,这是因为有的教师想当然地把“灌输给学生语法规则”等同于“学生能够运用语法规则”,这是违背语言学习规律,忽视语言学习需要经历的“输入——内化——输出”的过程。语法基础较为薄弱的学生没有时间和机会对语法规则进行理解和加工,更无法把语法规则内化成自己的知识,因而复习后仍不能掌握语法知识。在语言教学中,教师需要为学生提供足够的可理解性输入,让学生接触大量的目的语,引导学生注意语法结构,通过练习内化语法知识。因此,在整个高三复习、迎考阶段,我帮助学生有效地总结、归纳和梳理重点英语语法点三遍。第一遍,09年暑期我就安排学生完成了“3+2”上所有语法专题的自学任务,这有助于学生感知语法规则的语境,激发学生探求语法规则的欲望。第二遍,高三新课期间我又穿插了重点语法项目的复习,如:三大从句、非谓语动词、特殊句式、动词的时态和语态,情态动词和虚拟语气等。心理语言学研究表明,注意形式是学习语言的必然过程,只有在有意注意之后,学习者才可能将意义与形式联系在一起;在语言信息的处理过程中,如果学习者对语言形式的注意程度提高,则有助于发展其对语言知识的归纳能力,更有利于目的语的系统构建。因此,我在一轮复习结束前,根据学生一模考试所反馈的情况,又帮助他们进行第三遍语法复习,完成了'江苏2010高考二轮配套检测与评估'中十三个语法专题的练习。事实证明,有了扎实的语法功底,学生的听、说、读、写四会能力均有不同程度的提高。如:有了语法基础,可以解决阅读材料中长句和难句的理解问题;有了语法基础,写英语作文时可以写出高级和复杂的句子等。
3. 扎实地抓好学生的写作训练
写作是英语能力的综合体现,有很强的区分度,是第二卷能否得高分的核心砝码。通过学习“英语书面表达模板训练”,指导学生写作技巧,培养学生用英语思维的能力,并充分利用高考口语测试手册,特别是第三部分-话题简介部分,让学生记忆背诵不同话题的规范表达方式。自高三上开始,我就有目的地收集各种新颖的、较热门的写作体裁和题材,督促学生多背多记一些常用句型和经典句型。临考前两个月每周写一篇作文,体裁广泛,话题内容涉及各个方面,批改中,我鼓励学生运用高级词汇和复杂句子结构,并适当使用过渡词。评讲时,把学生犯的典型错误列出来,让他们自己去比较。批改后,将优秀作文中的优美句型和段落整理出来,印发给每个学生,便于他们互相学习,取长补短。如写议论文“谈当前酒驾的危害”时,有同学这样写道:“We should treasure our lives.”“They also think that it is our duty to refuse the car driven by a drunken driver.”“Some people consider it reasonable to punish the drivers. They believe that it can reduce the traffic jam and increase the safety of traffic. On the other hand, it is responsible for ourselves not to take the car which has been driven by drunken drivers. Personally, I think our traffic police should be strict in their checking and improve the punishment of drunken drivers.”“Only in this way, can we live in a safe and harmonious world.”etc. 每次写作文,对“临界生”进行面批效果更好。最后一个月,英语默写和写作交叉进行。本人所教班级高考前默写了十多篇经典范文,大部分学生的英语写作水平都有了可喜的提高。
事实上,高考复习的方法很多,无论采用何种方法,只要能调动学生的积极性,使他们积极参与到复习中来,不断积累考试经验,此种方式就是有效的。
参考文献
[1] 戴炜炜,任庆梅. 2006. 语法教学的新视角:外显意识增强式任务模式[J]. 外语界, (1): 7-15.
[1] 教育部. 2001. 全日制义务教育普通高级中学英语课程标准(实验稿)[M]. 北京:北京师范大学出版社