2013年高考英语试题分析及2014年英语教学建议2(11)

       The position was offered at the last minute, and I was given two weeks to prepare, a period I spent searching for briefcase and standing before my full-length mirror, repeating the words, “Hello, class. I’m Mr. Davis.” Sometimes I would give myself an aggressive voice. Sometimes I would sound experienced. But when the day eventually came, my nerves kicked in and the true Mr. Davis was there. I sounded not like a thoughtful professor, but rather a 12-year-old boy.

       I arrived in the classroom with paper cards designed in the shape of maple leaves. I had cut them myself out of orange construction paper. I saw nine students along a long table. I handed out the cards, and the students wrote down their names and fastened them to their breast pockets as I required.

       “All right then,” I said. “OK, here we go.” Then I opened my briefcase and realized that I had never thought beyond this moment. I had been thinking that the students would be the first to talk, offering their thoughts and opinions on the events of the day. I had imagined that I would sit at the edge of the desk, overlooking a forest of hands. Every student would yell. “Calm down, you’ll get your turn. One at a time, one at a time!”

       A terrible silence ruled the room, and seeing no other opinions, I inspected the students to pull out their notebooks and write a brief essay related to the theme of deep disappointment.

2、在学生回答不出时，提醒学生该语法项目是“非谓语动词中的v-ing分词”；

3、让学生划出涉及非谓语动词的v-ing分词的句子并按其不同的用法进行分类，然后与同桌对比；

4、教师与学生一道检查v-ing分词的句子分类情况；

A year after graduation, I was offered a position teaching a writing class①. Teaching was a profession I had never seriously considered, though several of my stories had been published. I accepted the job without hesitation, as it would allow me to wear a tie and go by the name of Mr. Davis. My father went by the same name, and I liked to imagine people getting the two of us confused②. “Wait a minute,” someone might say, “are you talking about Mr. Davis the retired man, or Mr. Davis the respectable scholar?”

       The position was offered at the last minute, and I was given two weeks to prepare, a period I spent searching for briefcase② and standing before my full-length mirror②, repeating the words①, “Hello, class. I’m Mr. Davis.” Sometimes I would give myself an aggressive voice. Sometimes I would sound experienced. But when the day eventually came, my nerves kicked in and the true Mr. Davis was there. I sounded not like a thoughtful professor, but rather a 12-year-old boy.

       I arrived in the classroom with paper cards designed in the shape of maple leaves. I had cut them myself out of orange construction paper. I saw nine students along a long table. I handed out the cards, and the students wrote down their names and fastened them to their breast pockets as I required.

       “All right then,” I said. “OK, here we go.” Then I opened my briefcase and realized that I had never thought beyond this moment. I had been thinking that the students would be the first to talk, offering their thoughts and opinions① on the events of the day. I had imagined that I would sit at the edge of the desk, overlooking a forest of hands①. Every student would yell. “Calm down, you’ll get your turn. One at a time, one at a time!”

       A terrible silence ruled the room, and seeing no other opinions①, I inspected the students to pull out their notebooks and write a brief essay related to the theme of deep disappointment.

5、让学生讲解为什么要将文章中的v-ing分词的句子分成①和②两类，各自的考点是什么。当学生的解答不完整时，教师再进行补充解释。

       这种利用语境来进行语法专题知识的复习，能使学生更容易理解这些语法知识，这比单纯地进行语法专项训练更加生动，学生更容易掌握所学语法知识。

 

（三）小组合作探究法在高中英语阅读讲评课中的运用

1、高中英语阅读讲评课的现状

目前很多英语教师普遍采用的阅读训练方法如下：将阅读材料发给学生进行限时训练，在核对答案之后，然后通过学生举手或口头了解的方法，对学生存在问题较多的试题进行讲评。这种方法的弊端也是非常明显的。首先，由于教师讲评的试题主要是学生存疑较多的试题，那些个体性的疑问就被忽略了；其次，由于问题是被教师“讲懂”的，没有经过学生自己的思考，学生的印象并不深刻，于是就会出现这样学生会在同一个地方反复出错的现象。第三，教师错误地认为英语阅读能力的提高是通过“由量变到质变”的方式达到的，于是一味进行快速阅读，而忽略了对文章的充分利用，没有通过一篇文章对学生进行难、长句和文中重点词语用法的解析，仅仅是围绕文后的试题来讲评，而未结合六种能力的要求进行篇章结构等能力的训练，造成了极大的浪费，没有充分利用好这些材料。

结果：个体性问题长期得不到解决，这部分学生的始终得不到提高；而普遍性的问题由教师通过讲解的方式进行了包办，学生的主动性没有得到调动，导致课堂气氛沉闷。

2、培养学生阅读能力的有效方法

那么应该采用哪种方法进行阅读训练，才能既能达到提高讲评效率，又能全面提高各个层次学生的阅读理解能力呢？

我市某中学一位高中英语老师将“小组合作探究法”运用到阅读训练中，取得了较好的效果。2011年5月，在四川省攀枝花市对口支援凉山州木里藏族自治县中学的支教活动中，这位老师的这种方法的效果得到了木里中学的英语教师和听课高三学生的广泛认同。下面我就把其教学环节介绍如下。

（1）准备工作

在授课的前一天，老师做了两个准备工作。第一是分组，将原来的班级按照英语成绩按照好、中、差分成六人左右的小组，每组安排一位英语成绩较好的学生担任小组长，这样，这六位学生就组成了一个临时学习小组。第二，要求学生利用一节晚自习时间限时完成老师准备的五篇阅读理解文章。整个阅读理解试题总字数为2424词，设有考查学生六种阅读理解能力的试题共20个小题。