2016年高考英语备考高分策略

1、,2016高考英语备考策略交流,2011年备考回顾,1、Uncertainties 2、Lack of resources 3、Topic-based Vs module-based 4、Embarrassement after COT,（一）听说考试的备考,要听更要（朗）读，重点句子、段落要带读 每周最好能有一堂听说课 听说课的教学内容可以是： 全真题的模拟训练 听说考试分题型训练 （听）说教学不一定独立开来,COT考试结构,总分60分,Part A 模仿朗读 （满分20分）,Part B 角色扮演 （满分16分）,Part C 故事复述 (满分24分),4,模仿朗读评分标准 （满分20分）

2、,5,模仿朗读,加强语音、语调的模仿训练，建议学生反复模仿跟读New Concept (Book 2), BBC, VOA Special English等纯正英、美语音材料。关注模仿过程中学生的自我评价与老师针对性的指导，要求学生记录难点、疑点词汇，全班堂上汇集并集中讲评和训练； 对不同情况的学生，或从自信和语速方面提高，或从语音基础方面促进，或进行“有感情地朗读”的训练； “短板”突破：有针对性地进行长难词，甚至是生僻词的模仿练习或拼读训练；指导学生划分意群，进行节奏和停顿的训练，训练学生纠正-ed s /ei/等典型易错发音，训练学生如何充分准备好第一句的录音。正确拼读、熟读考纲单词、词

3、组，元音发音要饱满。提示：有意识强调重读音节，学会适当延长重读音节的时间。让学生熟悉各部分的评分标准，有的放矢； 加强发声指导，让声音悦耳动听；,角色扮演,加强试题分析指导，了解命题规律、难度要求及范围； 选择重点的、熟悉的话题进行补全对话练习及获取信息训练（如大学选课、课外活动）； 进行预测考点训练；加强提问部分语言结构的基础训练（特殊疑问句的操练，如问“毕业后你想做什么？”）； 加强以话题为纲的主题单词及句型记忆； 示范并训练学生如何做笔记。,故事复述,在日常教学中应引导学生听取故事时，要注意宏观把握，注意开头句和结尾句；记录关键信息。有意识地培养速记的能力，积累丰富有效的速记符号；在故事

4、复述中，要注意记叙文的7大要素：When; Where; Who; What; How; Why, The result等，并有效记录。 使用难度合适、长度恰当的初中课文或小故事进行故事复述训练，明确复述不同于概括，故事情节尽可能详细，保证要点齐全。 突破“短板”：在日常教学中注意归纳口语表达中易错的语法内容，并进行针对性训练，如直接引语、间接引语，词性的正确使用，人称代词的一致性、时态语态，同根词的使用等。,应试技巧篇,1、在录音时要对准麦克风，保持适当距离，整个作答过程要保持合适的音量及节奏，给评卷者精神饱满，轻松自信的感觉； 2、作答时要尽量感情投入，以提高语言感染力； 3、朗读或复述时

5、要把握好节奏，发音饱满、语调自然、停顿得当； 4、朗读或复述部分的第一句要读好、说好，先声夺人； 5、速记要按原文顺序，合理设计草稿纸； 6、作答时不要受周围人的影响，要自始至终自信、投入地按自己最好的水平作答。 7、只要肯开口，说出有关内容就会有一定的分数，要努力开口。,影响篇章的 key chunks,gifted Ss ，top Ss， intelligent Ss gifted Ss special class average Ss regular class,（二）完形：以全谋丝,文章的结构,论题：Gifted students should be grouped in specia

6、l classes. Otherwise, they would be held back in _ classes. 作者反驳 1、_ classes 固然有优点：help Ss graduate earlier 但也有缺点，举例说明： 从special class回去regular class的学生 Vs rely on teacher no worry to keep up little ability to judge reflect on problems 2、父母、老师(而不是学生)担忧gifted students lose interest in learning (in re

7、gular classes）; 于是下结论说special classes be set up for gifted Ss. 但其实：top Ss get bored because of anxiety.,It has been argued by some that gifted children should be grouped in special classes.The 1 is based on the belief that in regular classes these children are held back in their intellectual (智力的) g

8、rowth by 2 situations that are designed for the 3 children. 1. A. principle B. theory C. argument D. classification 2. A. designing B. grouping C. learning D. living 3. A. smart B. curious C. mature D. average,逐空击破,There can be little doubt that 4 classes can help the gifted children to graduate ear

9、lier and take their place in life sooner. However, to take these 5 out of the regular classes may create serious problems. 4. A. regular B. special C. small D. creative 5. A. children B. programs C. graduates D. designs,I observed a number of 6 children who were taken out of a special class and plac

10、ed in a 7 class. In the special class, they showed little ability to use their own judgment, relying 8 on their teachers directions. In the regular class, having no worry about keeping up, they began to reflect 9 on many problems, some of which were not on the school program. 6. A. intelligent B. co

11、mpetent C. ordinary D. independent 7. A. separate B. regular C. new D. boring 8. A. specially B. slightly C. wrongly D. heavily 9. A. directly B. cleverly C. voluntarily D. quickly,Many are concerned that gifted children become 10 and lose interest in learning. However, this 11 is more often from pa

12、rents and teachers than from students, and some of these 12 simply conclude that special classes should be set up for those who are 13 . Some top students do feel bored in class, but why they 14 so goes far beyond the work they have in school. Studies have shown that to be bored is to be anxious. Th

13、e gifted child who is bored is an 15 child. 10. A. doubted B. bored C. worried D. tired 11. A. concern B. conclusion C. reflection D. interest 12. A. students B. adults C. scholars D. teachers 13. A. talented B. worried C. learned D. interested 14. A. believe B. think C. say D. feel 15. A. outstandi

14、ng B. intelligent C. anxious D. ordinary,反思,1、布置学生做完形时我们提醒了什么？ 2、我们进行过程性指导了吗？ 3、讲解完形的方式对头吗？,（三）基础写作,以下是一本图书的基本信息及相关报道 基本信息： 书名：Battle Hymn of the Tiger Mother 作者：Amy Chua，美籍华人，耶鲁大学教授 出版时间：2010年 内容：作者用中国传统方式教育两个女儿的故事 效应：引发中美教育方式孰优孰劣的讨论 相关报道： 中文版：2011年初开始在中国销售 意外反应：多数中国妈妈不赞同作者的做法 最新消息：17岁的大女儿已被哈佛和耶鲁录取

15、 写作内容 根据以上信息写一篇图书介绍，内容包括： 1.图书的基本信息 2.图书的相关报道,1、分析,本题材料所给信息多，要求比较高（5句话包含所有信息）。因此，要审题，分清内容要点，对要点进行编排，并恰当运用一、二个主从复合句、并列结构等复杂句式。句子结构的完整性是非常关键的。,信息整合 句1：书名、出版时间、作者 句2：书的内容（传统中国式教育女儿） 句3：大女儿已被耶鲁、哈佛录取 句4：效应（中式Vs 美式） 句5：中文版进入中国市场的时间及中国妈妈的反应,2、翻译,逐句翻译，注意过渡（自然）。 注意使用合适的高级结构如分词、从句，但不可过分使用。 句式讲究长短、简杂结合。,3、连句成篇

16、,Published in 2010, Battle Hymn of the Tiger Mother, was a book written by Amy Chau, an American-Chinese and professor in Yale University. / In the book, professor Chau wrote about how she educated her two daughters in the traditional Chinese ways. / The elder one has been admitted by both the Yale

17、and Harvard universities. / Since its publication, the book has caused heated discussion on whether the Chinese or American ways of educating kids has advantages over the other. / Its Chinese version has been sold in China since the beginning of 2011, and surprisingly, most of the Chinese mothers ar

18、e not agreeing with Ms Chau. （A suggested version only）,（四）读写任务,两项原则： 1、以“片”“盖”全，从SUMMARY练起； 如：堂练时，重点教会如何写好SUMMARY。 一些阅读文章也可利用起来。 2、以旧带新，以话题为主线组织写作。 分话题进行复习， 把词汇和语法的复习与写作联系起来。,1. 关系描述 1) Sb. finds it impossible/difficult etc. to do sth. 2) He treats me so well that it seems as if 3) She is such a good mother that 4) With time passing by/As time passes by, we 2. 两者对比 1) Compared with last year, my relationship with my mother is