南昌三中尚丽湘

1、 南昌三中南昌三中 尚丽湘尚丽湘一、更新观念，明确考试方向1.高三教师要着力研究高考命题的发展方向。2.我省近几年高考回顾 3.学生应该明白的是 重视英语基础知识重视英语基础知识 加强语言运用能力加强语言运用能力重视英语基础知识重视英语基础知识 知其外貌：prefer preferred preference熟其脾性：prefer coffee to teaprefer driving to walkingprefer to drive rather than walki prefer you to help me.i prefer that li ping should help me. i

2、 prefer that li ping should help mand requestsuggestinsistrequiredesireorderadviseaskprefer preferredrefer referredinfer inferredoccur occurred 例. 当学生们听到这个消息，他们非常地开心。when they heard the news, the students were very happy.加强语言运用能力加强语言运用能力when they heard the news,-as soon as -instantly-the minute -the

3、 instant-the moment -immediately-hearing the news,-when hearing the news,-on hearing the news,-at the news,the students were very happy.-were very very happy.-were extremely happy.-were happy and gay.-were wild with joy.-jumped with joy.-shouted with joy.4.老师应该明白的是 增加课堂训练机会课堂高效复习实例课堂高效复习实例（以下是一些高频易混

4、知识点）the first time for the first time it is time forit is high / about time thatthis is the first time that there / it / this was a time when 1、第一次见到你们，我便知道我们能所为好朋友。2、头一次我发现英语不难学。3、这是我第一次用英语向你倾诉心声。4、曾经有一度我对英语学习失去信心。5、该是我们尽力学习的时候了。1. the first time i met you, i knew we could be good friends.2. for th

5、e first time i found that english was not difficult.3. this is the first time that i have expressed my thoughts and feelings to you.4. there was a time when i lost interest in english.5. its about time that we should try our best to study.通过这些翻译练习，我们不难看出师生在共同训练时，不仅区别了这些高频易混知识点的异同，还运用了以旧引新的教学方法，降低了知识

6、的难度，考生在愉悦中增强了学好英语的信心，提高了语言运用能力。如果我们在高三复习中能更多地考虑学法，注重学情，我们的高三复习课堂中也是可以有欢声笑语的。优化高中英语课堂教学方法探讨优化高中英语课堂教学方法探讨 挖掘课堂蕴含，艺术处理学情(尚丽湘,2011.9, crazy english teachers)进入高中后，许多学生反映高中英语学起来枯燥无味，英语课堂上多半是枯燥的听录音和做笔记，死气沉沉，很是乏味。如何在日复一日的平常教学中挖掘课堂蕴含的无限生机和活力，把课堂营造成生动活泼的学习乐园呢？笔者从趣学生词这一环节开始，艺术地处理教学内容，实践证明教学效果令师生满意。t: whats t

7、he chinese of the phrase “an ear of the rice”?sa: 一颗稻穗t: the word “ear” is a very important word. many words include it. lets have a competition to see which group can write the most words including “ear”?sb: bear, dear, fear, hear, learn.sc: near, pear, pearl, rear (抚养), sear. (烙，烘烤)sd: search, tea

8、r, wear, year.用小组比赛的形式拼写含有这只用地“耳朵(ear)”的单词，将竞争意识引入课堂，学生的自我能动性得到发挥，各组同学都踊跃参与其中。而当优胜组评出后，获胜组组员兴奋异常。教师乘势入了一个含有“ear”的生动形象的惯用法“from ear to ear”，拓展了学生的视野，有效地运用了已学内容，极大地激发了潜能，学生的学习积极性空前高涨。学生是在自主地运用已有的输入下自觉地练习、输出，而不是被动地接受。t: lets give the winners a big hand! look! each member of the winning team is smiling

9、happily. they are smiling “from ear to ear.”（教师让擅长表演的学生展示咧嘴笑的直观动作） 当学生明白”smile from ear to ear”的中文是咧嘴笑时，全班同学”burst into laughter; burst out laughing”。老师顺势让学生归纳目前已学的表示笑得英文单词及词组: “smile（微笑）”；“laugh（大笑）”；”burst into laughter；burst out laughing（突然大笑）”；“smile from ear to ear(咧嘴笑)”。教育研究结果证明：“兴趣是最好的老师，它胜过责

10、任感”，“兴趣的源泉在于运用。”如果在教学过程中能让学生把所学知识运用于实际中，教学便会富有成就感，同时增强学生学习的自信心。正如一句英文名言所说的：“a word used is a word learned.”。为了检测学生学习效果，老师有意设计了一道融单词和目前学习的语法于一体的翻译题来让学生体验运用： “老师带着微笑走进了”(1)the teacher came into the classroom with a smile (on her face).(2)the teach came into the classroom, smiling.(3)the teacher came i

11、nto the classroom wearing a smile.二、紧扣课标和考试说明 题干由陈述观点、事实等一个或两个句子组成，而且描述生活中的某个情景或场面，有时是一个简单短的对话，具有交际性。 考查内容在考纲范围内，难易度适中。考察内容偏重动词，并注重语用，体现真实的交际功能。21、冠词 22、情态动词 23、不定代词 2424、动词词组、动词词组 25、主语从句 2626、动词时态、动词时态 27、交际用语 28、定语从句 29、名词 3030、动、动词词 31、状从 32、倒装 3333、动词不定式、动词不定式 34、介词词组 3535、动词、动词- -inging结构结构试题注

12、重基础，无偏、难、怪题，无超钢题；试题覆盖面广，侧重动词的考察，注重交际及语法在语境中的运用。1、现在的高考英语的确是一方面给我们减负了，可以少去钻研讲解那些偏难怪的语法难题。因为高考试题中不会再出现那种连老师也要讨论或查阅字典的试题了，并且凡考纲中未出现的词，命题时会加注解。但另一方面如何培养学生将知识转化成运用能力这块给教师提出了更高要求。2、现在的高考英语虽谈化了语法，但在速度方面的要求提高，因而基础语法要按考试说明考点逐个过关，不留死角。熟练地掌握基础语言知识是考场上快捷准确输出的保障。3、建议平时训练应多做限时训练以培养提高速度、准确度。这是许多高考英语成功者的经验之谈。 现在的高考

13、已稳定在注重考察基础知识和注重运用能力的考察。单选题对于中等生来说有利。在复习时应避免两个极端，高考谈化语法不是不要语法,备考要扣紧考试说明。要在基础语法过关的前提下提高运用能力，提高速度和准确度。应克服那种大量时间花在钻研语法和做单选题上的弊端。 1、课文作为听说理解的材料(以高一book u1 friendship为例) fast reading for the main idea some more question for detailed information（课本p3 ex2） more detailed information about the text（图表） 2、一篇课文

14、内容是积累知识点、归纳重点、考点的上好材料。关于friends和friendship方面的知识点积累 a good/close/true/friend a true friend will tell me the truth be good/grateful/kind to she made her diary her best friend some proverbs about friends and friendship make friends with have trouble in making friends with true friends do not add up wha

15、t they do for each other end the friendship a friend in need is a friend indeed3、学好课文中出现的高频常用句型，并与之相关的知识点区别异同，将知识点和高考考点系统化、网络化，克服遗忘。 i still find it hard to make good friends with them. (书中原句，许多学生不明白it后面到底有没有is) it is hard to make good friends with them. (以旧引新) it is difficult /easy / important / (i

16、m)possible /to it is difficult for me to make friends with them. it is kind of you to say so. it is kind/nice/wise/silly/cunny /brave/cruel of i find/think/believe/consider/guess/suppose it is hard i think/believe/consider/guess/ suppose it hard4、一篇课文内容是培养学生将知识转化成运用能力的练习材料。 how would you describe an

17、nes feelings when she was looking out at the night sky? (make a list of at least five adjectives.) lonely, sad, anxious, nostalgic eager, excited, calm, enthusiastic p7 ex2 (use what youve learned to finish the letter)这种扣紧教材的练习是培养学生逐步将语法知识点转化成运用能力的高效训练，远胜过那些所谓的精选题。因而，平日复习时，师生应学好用好教材，挖掘利用课本素材服务教学，而不是

18、过早地去做高考题或将教辅书取代教材。扣紧教材、考教结合是江西省高考命题的显著特征之一，真正有利于为师生减负。克服常见坏毛病即低级错误： 写作不分段，从头到毛一大段，首先给人视觉上的不爽。字迹潦草，涂涂改改。格式不对，大小写不注意。简单单词拼写错误。时态、数、语态、搭配等方面出问题。写作内容表达不完整，漏掉要点。用中文式的英文写作。其次要加强英语知识的输入、积累和综合练习，从而做到厚积薄发。把词汇复习作为夯实基础的重点，尤其是对高频考点词汇。精讲多练，让学生们在练中不断提高句子的正确度，在练习中提高写作的技巧 。 以book1 unit1 p45speaking task 中的练习2为例介绍课堂

19、上如何培养学生的口头和笔头表达能力。 - this is the situation. your best friend tells you that he has stolen something small from a shop. he thinks it funny that he has got away with it. what will you say to him?oral practice group work and then acting out in the front.written practice 第一步让学生自己写句子。（下面是某学生的写作原文） you mu

20、st stop your action. go and return the goods to the host and make a apology to him or our friendship must end. 第二步全班同学一道来发现并纠正错误。在纠正的过程中练习词的变析、词的运用及句子的运用是否得当。 第三步我们的训练首先鼓励每位同学能开口说，从最简单的着手，让大家敢说、能说、辨别谁说得更好，还可以有哪几种说法。鼓励学生用英语思维，激活学生脑中已有的知识储备。 - you are wrong/not right/silly. - it is a bad habit/harmful/dangerous/breaks the law. - you must stop the behavior/go and return it to/make an apology/be punished. 第四步让学生