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1、高三英语第二阶段复习的目标、内容和教学方法研究,南开大学附中 张少华,第一部分 第二阶段复习的指导思想、内容和目标,一.第二阶段复习的内容和目标 1. 内容： 1）巩固并扩大第一阶段词汇复习的成果，继续扩充词汇量，落实相关词汇知识。 2）巩固第一阶段语法复习的成果，并不断提高在语篇中的应用能力。 3）题型训练：完形填空 阅读理解 书面表达,2. 目标： 1）词汇目标 对一般同学的要求： 常用词在语篇中能熟练地做出反应 新课标中的其他词，在语篇中结合上下文，能准确地理解。 常见的构词法知识以及其他词汇知识在语篇中能熟练地运用。 对英语成绩优秀的同学的要求： 除熟练掌握新课标中的全部单词外，要求见
2、一个，记一个。 2）把已经复习过的语法知识转化成在语篇中灵活运用的能力。,二. 第二阶段复习的指导思想 高考命题的基本思路是在语篇中考查学生运用英语的能力。影响学生在语篇中运用英语能力的因素主要有： 词汇 1.语言因素 语法 2.逻辑思维能力,根据近几年高考命题的趋势，逻辑思维能力的考查力度似乎有减少的迹象。 在教学实践中，影响大部分学生完形填空和阅读理解得分率的主要问题是“看不懂”或“看不准”这仍然是语言因素造成的。,三. 高考试题中词汇问题所涉及的具体内容 1.词汇量的积累； 2.“一词多义”的问题； 3.构词法的问题； 4.介词的问题。,1.词汇量的积累： 新课标在词汇量方面带来的影响：
3、 （1）量的增加给学生记忆带来的困难。 （2）词汇量的增加使得命题的约束减少，尤其是完形填空和阅读理解篇目的选择，更是在很大程度上解除了枷锁。,关于词汇问题： 1.充分认识词汇积累在学生题型能力形成过程中的关键作用，下大工夫、调动一切教学手段，抓好词汇的积累。 2.在语言的运用中巩固词汇复习的成果。 3. 无论什么复习内容，每节课都要有明确否认词汇复习目标。,教学实例：（2010年天津卷 完形填空） Robert Moody, 52, is an experienced police officer. Much of his work involves dealing with 16 an g
4、ang (团伙)problems in the schools of his community. Knowing that many kids often 17 trouble, he decided to do something about it. So in 1991 he began to invite small groups of kids to go fishing with him on his day 18 . Those fun trips had a(n) 19 impact. A chance encounter in 2000 proved that. One da
5、y, 20 working security at a school basketball game, Moody noticed two young guys 21 .He sensed trouble between them. 22 one of them headed toward Moody and gave him a hug. “I 23 you. You took me 24 when I was in fifth grade. That was one of the 25 days of my life .” Deeply touched by the boys word,
6、Moody decided to create a foundation（基金会）that 26 teenagers to the basics of fishing in camping programs. “As a policeman, I saw 27 there was violence, drugs were always behind it. They have a damaging 28 on the kids,” says Moody.,By turning kids on to fishing, he 29 to present an alternative way of
7、life, “When youre sitting there waiting for a 30 ,”he says, “you cant help but talk to each other, and such 31 can be pretty deep.” “Talking about drugs helped prepare me for the peer（同龄人）pressures in high school,” says Michelle, 17 who 32 the first program. “And I was able to help my little brother
8、 33 drugs.” Moody faces 34 in three years, when he hopes to run the foundation full-time. “Im living a happy life and I have a responsibility to my 35 to give back,” Moody says.” If I teach a kid to fish today, he can teach his brother to fish tomorrow.”,16. A. drinking Bdrug Csecurity Dsmoking 17.
9、A. ran into Bgot over Cleft behind Dlooked into 18. Aahead Baway Coff Dout 19. Aimmediate Bdamaging Climited Dlasting 20. Aonce Bwhile Csince Duntil 21. Aquarreling Bcomplaining Ctalking Dcheering 22. ASlowly BSuddenly CFinally DSecretly 23. Aunderstand Bhear C. see Dremember 24. Afishing Bsailing C
10、boating D. swimming 25. Aquietest Blongest Cbest Dbusiest 26. Aconnects Bintroduces Creduces Dcommits 27. Awhere Bunless Cas Dwhether 28. Aimpression Bburden Cdecision Dimpact 29. Aasked Bintended Cpretended Dagreed 30. Asolution Bchange Cbite Dsurprise 31. Aconcerns Binterests Cconversations Demoti
11、ons 32. A. participated in B. worked out C. approved of D. made up 33. A. misuse B. avoid C. tolerate D. test 34. A. unemployment B. challenge C. competition D. retirement 35. A. team B. school C. family D. community,教学实例(2009年天津卷阅读理解 D篇）： Next time a customer comes to your office, offer him a cup o
12、f coffee. And when youre doing your holiday shopping online, make sure youre holding a large glass of iced tea. The physical sensation(感觉) of warmth encourages emotional warmth, while a cold drink in hand prevents you from making unwise decisionsthose are the practical lessons being drawn from recen
13、t research by psychologist John A. Bargh. Psychologists have known that one persons perception(感知) of anothers “warmth” is a powerful determiner in social relationships. Judging someone to be either “warm” or “cold” is a primary consideration, even trumping evidence that a “cold” person may be more
14、capable. Much of this is rooted in very early childhood experiences, Bargh argues, when babies conceptual sense of the world around them is shaped by physical sensations, particularly warmth and coldness. Classic studies by Harry Harlow, published in 1958, showed monkeys preferred to stay close to a
15、 cloth “mother” rather than one made of wire, even when the wire “mother” carried a food bottle. Harlows work and later studies have led psychologists to stress the need for warm physical contact from caregivers to help young children grow into healthy adults with normal social skills.,Feelings of “
16、warmth” and “coldness” in social judgments appear to be universal. Although no worldwide study has been done, Bargh says that describing people as “warm” or “cold” is common to many cultures, and studies have found those perceptions influence judgment in dozens of countries. To test the relationship between physical and psychological warmth, Bargh conduct
