| 英语高考复习中存在的问题与对策
添加日期：2007-12-3 |
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一、存在的问题： 1、重死记硬背，轻灵活运用。 A. have type |
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C .have typing
却很少有人做出来。其实对于这道题同学们只需将它还原成陈述句You would like to have sb (who) type
2、重语言知识点讲解，轻篇章的整体理解。
3、对完型填空、阅读理解讲解时，重翻译，轻方法指导。
4、重练习，轻总结。
1.
A. left, lying
2. He stood by the window, ____ out of it.
A. looking
例1的答案为B，因为ran , caught 均为瞬间动词，而leave ,lie 为状态动词。当点动词发生时，状态动词一定在进行，所以答案为B。例2的答案为A，因为有多少个动词有减一个连词，主动的用V-ing
二、对策：
1、对单选和语法题型要重视对知识方法的总结，言简意赅。
如做单选题时，大多数学生不是对该知识点不会，而是看不清出题者的意图即“题眼”或粗心大意看不完就答题，其实“单选无闲句，怎么问怎么答，联系上下文是答题的窍门之一”。
2、做有心人，重视积累对试卷的分析。
学生们从高一到高三已做了大量的练习，有了相当多的感性认识，但对于自身存在的问题根本不知，或者是知之甚微，老出同一错误。针对这一情况，1、我们应鼓励学生建立错题集并做好札记（出错的原因及画龙点睛之笔的解释）。2、在做过的完型填空、阅读理解题上标出答对题的个数。3、及时分析，一般4个星期为宜，看看哪一类的文章不会读、不会做，或者出错太多，然后有针对性地练习，加以克服。
3、重视方法指导。
尤其在完型填空（30分）、阅读理解（40分）上多下功夫。“得阅读者得天下”这一说法在英语考试中一点也不为过，因为它们的分值占了半壁江山，如很多学生在做完型填空时，他们只是一空空的填，一句句的翻译。不会翻译的就死想，浪费时间，经常出现连错。如从以下方法去做可能会事半功倍。1、通读全文，抓住四个“W”即“what、who、when、where”2、快读顺填，这一步一定要快，要把全文看完，能填则填（不看选项）,不会不要停留。不然，看前面时，不知后文讲什么，看了后文时又忘了前面的内容，在这一步上一定要留心文中出现的相同的句式、短语、词及每一段的大意。3、细读慢填，通篇考虑。以三句话，十二字为依据“上下求索，左顾右盼，不离主题”。例如2006年高考模拟中的完型填空：
It was a cold winter Sunday. The parking lot of the church 36 was filling up quickly. I noticed, as I got out of my car, fellow church members were 37 among themselves as they walked in the church..
As I got 38 I saw a man leaning against the wall outside the church. He was almost lying down 39 he were asleep. His hat was 40 down so could not see his face. He wore shoes that looked 30 years old, too old for his feet, with holes all over them, his toes 42 out.
I guessed this man was 43 and asleep, so I walked on 44 through the doors of the church.
We all talked for a few minutes, and someone 45 the man lying outside. People whispered but no one took the 46 to ask him to come in, 47 me.
A few moments later church began. We all waited for the preacher to take his 48 and to give us the Word, 49 the doors to church opened.
In 50 the men walking down the church with his head down.
People whispered and made 51.
He made his way down the church and up onto the pulpit where he took off his hat and coat. My heart 52.
There stood our preacher…he was the “homeless man”.
The preacher took his Bible and 53 it on his stand.
“54, I don’t think I have to tell you what I am preaching about today. If
36 A school
37 A arguing
38 A closer
39 A even though
40 A dragged
41 A big
42 A reached
43 A homeless
44 A out
45 A invited
46 A pleasure
47 A except
48 A turn
49 A when
50 A rushed
51 A decisions
52 A sank
53 A threw
54 A Soldiers
55 A judge
4、鼓励学生多朗读课文。
5、完型填空、阅读理解、写作要分类分等级练习。
我们现在所订的资料，没有几本是分级分类的，都是东拼西凑，难度没有等级之分，因而学生们在答题时老找不到感觉，成绩忽高忽低，觉得学与不学没有多大区别，成就感少，挫折感多。但是如果我们的资料是分级分类的话，从易到难的练习，他们会慢慢找到感觉、方法、积累经验，就不会出现时好时坏，也不会出现重复性的大量练习。也会更容易发现自己对哪类的文章不会做或易出错，然后找出对策。如学生们在做阅读理解推断题时，老是做不好，他们不是文章不懂而是答题要旨找不准，事实和推断不分。例如：We can learn /know /conclude from the passage that _____.
The passage suggests/implies/ intends to tell us/refer to ______
却很少有人做出来。其实对于这道题同学们只需将它还原成陈述句You would like to have sb (who) type
2、重语言知识点讲解，轻篇章的整体理解。
3、对完型填空、阅读理解讲解时，重翻译，轻方法指导。
4、重练习，轻总结。
1.
A. left, lying
2. He stood by the window, ____ out of it.
A. looking
例1的答案为B，因为ran , caught 均为瞬间动词，而leave ,lie 为状态动词。当点动词发生时，状态动词一定在进行，所以答案为B。例2的答案为A，因为有多少个动词有减一个连词，主动的用V-ing
二、对策：
1、对单选和语法题型要重视对知识方法的总结，言简意赅。
如做单选题时，大多数学生不是对该知识点不会，而是看不清出题者的意图即“题眼”或粗心大意看不完就答题，其实“单选无闲句，怎么问怎么答，联系上下文是答题的窍门之一”。
2、做有心人，重视积累对试卷的分析。
学生们从高一到高三已做了大量的练习，有了相当多的感性认识，但对于自身存在的问题根本不知，或者是知之甚微，老出同一错误。针对这一情况，1、我们应鼓励学生建立错题集并做好札记（出错的原因及画龙点睛之笔的解释）。2、在做过的完型填空、阅读理解题上标出答对题的个数。3、及时分析，一般4个星期为宜，看看哪一类的文章不会读、不会做，或者出错太多，然后有针对性地练习，加以克服。
3、重视方法指导。
尤其在完型填空（30分）、阅读理解（40分）上多下功夫。“得阅读者得天下”这一说法在英语考试中一点也不为过，因为它们的分值占了半壁江山，如很多学生在做完型填空时，他们只是一空空的填，一句句的翻译。不会翻译的就死想，浪费时间，经常出现连错。如从以下方法去做可能会事半功倍。1、通读全文，抓住四个“W”即“what、who、when、where”2、快读顺填，这一步一定要快，要把全文看完，能填则填（不看选项）,不会不要停留。不然，看前面时，不知后文讲什么，看了后文时又忘了前面的内容，在这一步上一定要留心文中出现的相同的句式、短语、词及每一段的大意。3、细读慢填，通篇考虑。以三句话，十二字为依据“上下求索，左顾右盼，不离主题”。例如2006年高考模拟中的完型填空：
It was a cold winter Sunday. The parking lot of the church 36 was filling up quickly. I noticed, as I got out of my car, fellow church members were 37 among themselves as they walked in the church..
As I got 38 I saw a man leaning against the wall outside the church. He was almost lying down 39 he were asleep. His hat was 40 down so could not see his face. He wore shoes that looked 30 years old, too old for his feet, with holes all over them, his toes 42 out.
I guessed this man was 43 and asleep, so I walked on 44 through the doors of the church.
We all talked for a few minutes, and someone 45 the man lying outside. People whispered but no one took the 46 to ask him to come in, 47 me.
A few moments later church began. We all waited for the preacher to take his 48 and to give us the Word, 49 the doors to church opened.
In 50 the men walking down the church with his head down.
People whispered and made 51.
He made his way down the church and up onto the pulpit where he took off his hat and coat. My heart 52.
There stood our preacher…he was the “homeless man”.
The preacher took his Bible and 53 it on his stand.
“54, I don’t think I have to tell you what I am preaching about today. If
36 A school
37 A arguing
38 A closer
39 A even though
40 A dragged
41 A big
42 A reached
43 A homeless
44 A out
45 A invited
46 A pleasure
47 A except
48 A turn
49 A when
50 A rushed
51 A decisions
52 A sank
53 A threw
54 A Soldiers
55 A judge
4、鼓励学生多朗读课文。
5、完型填空、阅读理解、写作要分类分等级练习。
我们现在所订的资料，没有几本是分级分类的，都是东拼西凑，难度没有等级之分，因而学生们在答题时老找不到感觉，成绩忽高忽低，觉得学与不学没有多大区别，成就感少，挫折感多。但是如果我们的资料是分级分类的话，从易到难的练习，他们会慢慢找到感觉、方法、积累经验，就不会出现时好时坏，也不会出现重复性的大量练习。也会更容易发现自己对哪类的文章不会做或易出错，然后找出对策。如学生们在做阅读理解推断题时，老是做不好，他们不是文章不懂而是答题要旨找不准，事实和推断不分。例如：We can learn /know /conclude from the passage that _____.
The passage suggests/implies/ intends to tell us/refer to ______