如何搞好对口升学考试英语备考复习(英语)

如何搞好对口升学考试英语备考复习

中职学校对口升学备考的英语复习是高中英语教学中的一个重要阶段。中职学校当中，由于学生文化课能力薄弱，学生学习能力良莠不齐，英语的学习一直是一个有待攻克的课题。所以如何提高中职学生的英语成绩，搞好英语复习备考，成为各个中职学校英语教师的难题。我结合对口升学英语复习存在的问题总结出一套升学备考的英语复习备考办法,希望能够帮助中职生有效的提高英语成绩。

一、制定详实的备考计划

◆、明晰思路，确定轮次复习安排

1、新授课阶段：（高二结束上完基础模块、拓展模块）

通过学习原汁原味的文章，提升学生的文化素养，扩大学生的视野。

2、一轮复习：9月---次年2月

任务：复习模块以及所有语法项目。指导思想：夯实基础，梳理知识，系统归纳与提高。具体实施：以教材话题为载体，注重拓展话题阅读和写作；同时注重语言知识的夯实和运用；以阅读为主脉，全面提高学生的语言运用能力

目标：（基本习惯、基本知识、基本技能、基本方法、基本能力、基本素养）（1）、模块复习目标：

①能够将课标词汇音、形（含各种变形）、意烂熟于心，掌握其重要词义及用法，并能在语境中灵活运用；

②能够掌握教材中的重点句型，并能正确、灵活运用；

③能够辨析易混词、短语、句型并且正确使用。

④充分利用每个单元的功能意向和话题，提高听说能力和写作。

（2）、语法复习目标：

①理解各项语法的基本概念及用法；

②能够在不同语境中灵活运用各项语法功能（语法填空、阅读理解）；

③将语法复习与得体写作相结合。

（3）、能力素养目标：

文化意识、交际意识增强，听力、阅读、写作能力逐渐提高，学科素养增强。

3、二轮复习：2月15—4月30（专题复习：包括词汇专题、语法专题、阅读专题、翻译专题及作文专题）

4、三轮复习：5月1---6月5日（综合练习）

◆、制定复习策略（三三三策略）

二、认真分析高三学生存在的问题

进入高三后，学生在英语学习方面主要存在以下问题：

1.学生对英语学习普遍缺乏兴趣、自信心和学习动力，学生在课堂上的参与意识不强。

2.学生对英语课堂知识的掌握不踏实，大部分学生对书本知识不够重视，不能有效地利用课本，适时地回归课本。英语复习缺乏根本,?甚至本末倒置；绝大部分学生在复习与学习过程中不能对基础知识进行梳理，课后没有及时复习，英语学习缺乏主动性。

3.部分学生缺少教师明确的指导，在复习时缺乏系统地安排和科学地计划，导致学习效果不明显。

4.目前这届高三学生的基础知识差、学生发展参差不齐，学生的词汇量十分有限、语法知识薄弱、句子结构意识模糊和学习方法不科学，学习懒惰性太强，缺乏良好的学习习惯。

三、针对问题采取有效措施

针对以上比较突出的问题，我主要采取了以下切实的复习安排：

首先，爱学生，不放弃每一个学生。学生的基础差，对自己信心不足。面对这个事实，我的策略就是不放弃每一个学生。尤其是差生，平时多关注他们，给他们布置一些力所能及的任务，针对他们的错误及时给予讲解，并对学生的进步及时给予肯定和鼓励。?

其次，在复习过程中，我深深地体会到：复习要有计划性，周密的计划才能使复习工作从容不迫，游刃有余。复习工作必须要突出重点、考点、热点，有效实施任务型教学，让学生每堂课有收获。针对学生实际，在复习时，我重点放在阅读训练、写作训练、试卷分析及多做真题和模拟题，分类整理错题上。

四、努力抓好学生高分及增分点的突破

1.重视阅读训练

阅读理解在高考试卷中分值很大，而学生阅读能力较差，主要原因是：?

(1)词汇量有限，构词法知识匮乏。对词汇理解和掌握是影响阅读的重要因素，词汇量严重不足，又会导致学生阅读障碍重重，丧失阅读兴趣。

(2)缺乏有效的阅读策略与技巧。有的学生不懂得阅读技巧，不能根据不同的文体采取不同方式获得主要信息，不善于通过整体阅读去把握文章中心和作者的写作意图。?

(3)课外知识面狭窄，英美文化背景知识单薄。拥有较广的课外知识面和一定的英美文化背景知识有助于学生尽快地进入阅读理解的状态，迅速地把握文章的整体含义和思路。?

(4)语言基本功欠佳，对长难句把握不好。阅读文章中,有些句子结构复杂从句较多，学生对语法知识缺乏系统的理解，就会造成一种望而生畏的心理障碍。? (5)阅读动力与兴趣不足。我们的学生由于上述种种因素的影响，对阅读产生畏惧心理，使阅读成为消极的应付和被动阅读。因此制约了学生的阅读速度和阅读能力。

以上列举的种种障碍都在不同程度上影响着学生快速阅读能力的发展和形成。面对学生的现状，应该把排除影响学生阅读效率的障碍因素作为当务之急。课堂教学重视学生的阅读能力和效率，指导学生使用正确恰当的阅读策略，帮助学生在学习过程中掌握阅读理解技能，从而提高学生的阅读能力。

第一，课堂教学从根本入手，激发学生阅读兴趣。“兴趣是最好的老师”，对英语阅读教学也不例外，尤其是在培养学生阅读兴趣的起步阶段，更要注重激发学生对英语广泛阅读的兴趣。课堂阅读课教学应改传统的以讲练语法为主的阅读教学模式为以学生自主合作探究式学习为模式的阅读。每堂课给学生五到六分钟的时间限时阅读，再简短地评讲，同时，培养学生课外阅读的兴趣，选择难度适中、贴近生活、题材多样、知识趣味结合较好的文章。阅读面的拓展对学生阅读能力的培养和阅读经验技能的掌握起着举足轻重的作用，阅读面过于狭窄是大多数阅读无法展开的主要原因。?

第二，扎实的语法基本功是高效阅读的基本储备。在阅读中会遇到大量的长难句，涉及到虚拟、倒装、主从复合句、省略、非谓语动词等语法功能分析，许多学生因缺乏语法的系统知识而失分，不能不说语法教学依然是英语教学的重点。第三，阅读策略与技巧的培养应是课堂教学的重中之重。如何更新教学观念，有效培养学生的阅读能力与技巧，是每个英语教师必须面对的问题。在阅读中，教会学生正确使用工具书和猜词、掠读、略读等阅读理解技能，鼓励学生利用上下文和构词法进行猜词，培养良好的阅读习惯。每次训练前，先向学生说明掠读和略读的特点，并要求学生在规定的时间内有意识地使用掠读和略读技能进行阅

读。同时，教会学生要立足整体，把握中心句、主题句，对文章观点进行点评，对作者意图进行揣摩，对文章结构进行剖析。

第四，培养良好的阅读习惯，是落实英语素质教育的长远大计。要让学生乐读，就要动脑筋在习惯上下工夫，一旦学生养成了终生阅读的习惯，一切障碍将迎刃而解。在平时阅读时，培养学生积累词汇和写阅读笔记的习惯。坚持天天练，每日二至三篇，潜移默化，自然习得英美文化背景知识，增长阅读经验和见识，也增强学生的文化理解能力，同时要求学生平时要养成良好的阅读习惯，克服逐字逐句阅读的坏习惯，要求阅读时有紧迫感，集中注意力，着重整体理解。

提高学生的英语阅读理解能力是一个长期的过程，需要将课堂内外的训练结合起来，对学生加强阅读习惯、技巧、词汇、语法等方面的指导，规范要求和持之以恒的训练才能得以实现。经过大量、长期的阅读训练，学生的词汇量拓展了，语言知识丰富了，阅读速度提高了，阅读能力也有了质的飞跃。

2.提升写作能力训练

写作在高考试卷中占15分，是考生的薄弱环节，也是区分度较大的题目。学生的书面表达主要存在以下问题：语法基本功不牢，对简单句的五种基本句型没把握好，句子结构五花八门；汉语式英语严重，主谓一致错误等；基本词汇量不够，对短语用法不熟练，错误严重；行文不流畅，不会用关联词或关联词运用不准确；表述不准确；大小写不规范，书写潦草，无法辨认；要点不全，缺乏半开放性作文的写作能力。

首先，针对学生的现状，对中等水平或以下学生，要先过“简单句的五种基本句型”关，让学生找文章要点，用简单句表述出来，同时加强汉译英练习(每天三至四个句子汉译英)，然后将句连成段，培养学生的英语思维。

其次，要坚持规范化训练，对各类型的写作体裁都要进行强化而且坚持不懈。要注意运用词、句子和语法结构的准确性，上下文语言的连贯性、得体性。注意拼写和标点符号的使用，特别要对书写进行强化，书写要大方、整洁、美观。另外，要求学生背诵优美的句子、语段和范文，熟练掌握有关话题的词汇、常用句型、常用关联词、谚语等。同时，让学生去仿写或套写。切实做到“每天读一点，每天写一点”。同时，要想让学生作文得高分，必须做到以下几点：(1)要按话题分类重点练好表达个人观点的文章，让学生学会找要点，要点要齐，并用英语准确地表述；(2)要教给学生谋篇布局的技巧，让学生学会找切入点，可从阅读材料、英语作文范文中汲取营养；(3)要让学生学会规范表达(熟练掌握有关话题的词汇、常用句型、常用关联词，适当应用一个谚语、一两个复合句、倒装句等，充分展示文章的亮点，书写要干净整洁)；(4)要搞好批改(学生自批—学生互批—教师批阅，尤其要抓好踩线生的面批)；(5)要重视评讲(表扬优秀

作文、进步作文，再讲谋篇、讲优点、改误点)；(6)要重视范文模写。

在平时的英语教学中，不可忽视背诵和听写的作用。我始终坚持检查背诵，重视简单句五种基本句型的训练，不少学生能将背过的好词、好句运用到自己的文章中去。听写也是训练学生语言运用能力的好方法。相信经过长时间的训练，学生的书面表达能力会有很大提高，在高考中也不会丢分严重。

3、认真做好试卷分析。

试卷分析课是复习时采用最多的课型之一。在高三最后一个学期，上好试卷分析课、听好试卷分析课有着特别重要的意义。在试卷分析课上最常见的是教师流水帐似的讲解，学生被动地听，实际效果并不理想。如何上好试卷分析课呢

①请学生上讲台试讲，教师坐在学生位置上听课、提问。因有事先准备，学生往往能讲解分析大多数共同性的错误。台下的教师和学生可以补充或纠正，通过讲解和提问，试讲者往往受益匪浅。

②有重点地讲，有选择地讲，千万别面面俱到。教师在试卷分析课之前发一张错误登记表，让学生一一登记。备课时根据学生犯错情况有的放矢地备课，上课时有侧重地讲解共同性问题，非共性的问题可采取个别辅导的形式加以解决。③讲练结合。教师在分析好试卷上的问题后，并不意味着学生都理解了，更不等于学生就不会再犯类似的错误了。要使学生具备解题能力，还需反复练习。因此在试卷分析后，教师需要根据学情安排学生做巩固性练习和矫正性练习。

④一题多解，一题多用。要求学生用不同的句型重做书面表达题，改变单选题的题干使其有不同的答案，将书面表达的习作作为短文改错的材料等等。充分发挥试卷的作用，从而使一卷多用。

4.多做真题和模拟题，分类整理错题

在掌握基础知识的基础上需要多做练习题，巩固所学的知识，那么离不开试题。学生可以将历年的对口升学的真题找出来，仔细分析其中的题型和考点，从中归纳出命题规律。在做习题的过程中，对于出错率较高的知识点意味着是自己的薄弱环节，要在复习中着重记忆，集中突破。同学们认为考过的题目不会再考的想法是错误的，即使不会原题重现，同样的考点仍会换个方式继续考查。因此，同学们在备考中要端正态度，重视真题的作用，对每个题型仔细研读，争取同样的考点不会再出错。

总之,要想提高高考成绩,只靠上述做法是不够的,学生首先要打好坚实的词汇词组基础。其次,学生素质要提高,也迫切需要教师素质的提高,教师要发挥其主导作用,就要在听、说、读、写各方面具备过硬的功底,不断学习汲取新的知识,不断提高自身的业务水平和教学水平。变过去的以教师中心为学生中心,变多讲

少练为精讲多练。高职学生要在考试中取得好成绩,一定要从词汇、阅读和作文着手,夯实基础,提高理解力,考试才能取得好成绩,从而成为适应现代社会需要

的素质较高的合格人才。

Happiness isn't about what happens to us—it’s about how we see what happens to ’s the skillful way of finding a positive for every negative. It’s not wishing for what we don’t have, but enjoying what we do possess.

小升初英语总复习资料

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