中考英语 如何抓好初三英语考前总复习

如何抓好初三英语考前总复习

九年级是初中学习生活的关键年级，学习内容多，要求高，强度大。三个多月后同学们就要参加中考，进入状态越早，就会越主动，效果就会越好。初三的状态是指：树立明确的人生目标，拥有足够的学习动力，具有强烈的自信心；变“要我学”为“我要学”，时间安排合理，学习效率高；学习得法，不搞题海战术，既会学习，又会考试。多年的工作实践使我认识到，得当有序地抓好中考前的综合复习对于学生在这一学科考试中取得好成绩是多么重要。在此，总结老教师的教学经验和自身体会，就如何抓好中考前的英语总复习谈三点体会：

一、制定复习计划，注重科学性

制定一个科学的复习计划，对于搞好英语总复习是非常关键的。那么，什么样的计划才算是科学的呢？我认为，至少要做到以下两个方面：

一方面，要紧扣新课标。众所周知，《英语课程标准》是教材的纲要，也是教学的依据。同样，中考命题理所当然地要体现、落实《英语课程标准》规定的要求。因此，在考前组织英语总复习时就要扣“纲”依“本”，有的放矢。所谓扣“纲”依“本”，有的放矢就是指以英语《英语课程标准》为纲，以现有英语教材为本，有计划、有针对性地组织复习。首先,应反复多次地学习分析《英语课程标准》，明确学生在初中各阶段应达到的综合语言应用能力目标，并根据其中的听、说、读、写的级别要求，将知识点(大到语法体系，小到重点单词)编排成一个“知识结构表”，老师依据所编知识网络来制定总复习计划，学生也可以按图索骥；其次，应讨论研究近几年的中考英语试题，对照《英语课程标准》的要求和自己所编“知识结构表”，列出所考查的高频率的知识点和未考查到的知识点,从中领会到中考命题的思路和意图，据此揣摩当年的中考命题走向，进而确定总复习的策略和着重点；再次，测试命题也要做到“纲举目张”。每次在自己的测试命题中，运用“双向细目表”确定测试内容要点(体现“双基”要求)和题型要求及其分数分布。这样坚持下来，测试命题就自然地形成了一个知识体系，根据该体系，不仅明确地知道复习中落实了什么和未落实什么，牢牢驾驶复习方向，而且还准确地掌握了学生在复习过程中的遗漏和欠缺，以便有效地进行补救。

另一方面，要做到因材施教。教师在制定整个班级的英语复习计划的同时，还要指导、帮助每一个学生根据总复习计划制定适合各自特点、需要的复习计划。大家知道，一份标准的试题都是由三大块组成的：即基础题、中档题和难题。鉴于此，在组织复习过程中，应采用分层指导的方法：即根据学生的成绩将学生分成上、中、下三个不同层次，制定不同要求来指导学生复习。首先，狠抓基础知识，要求各层学生一定要把基础知识学得扎实，达到人人过关；其次，规定下层学生以保基础知识为首要任务，然后是掌握教材里的中档题的解题规则，而且还要善于运用这些规则来解教材以外的中档题，同时要求他们掌握教材里难解题的规则；对成绩好的学生，要求他们在顺利通过基础、中档题的前提下，不仅要掌握教材里的难题的解题规则，而且还要善于运用这些解题规则来解决教材以外的难题，以争取得高分。对此，应该编一些有代表性、具有相当难度的训练题供他们练习。我就是这样通过保基础、抓中档、争高分以确保少失分来提高成绩的。

二、改进复习方法，注重有效性

1、要尽量化繁为简。复习实际上在很大程度上是在考验教师的归纳能力。在归纳三年来所教学知识的过程中，我特别注意做到化繁为简，让学生便于记忆，取得实效。

一是采取归纳、汇集法复习单词、短语。单词是学习英语最基础知识，学生必需掌握好每一个词，同义、反义、形容词、副词比较级、最高级、前缀、后缀等构词法及不规则动词、过去式、过去分词、名词复数等系统归纳。考查学生，学生感到最大困难就是单词记不住，词汇学多了，会形成干扰、造成遗忘。针对这种情况，我做了词汇分类复习，以便学生记忆。（1）将单词按所属类别归类：表示人物性格特征的描述性词：outgoing, serious, smart, quiet；表示人物外貌特征的描述性词：tall, short, thin, heavy；身体部位：hand , foot, ear, face；表示食物：hamburger, tomato, banana, salad ；表示职业：worker, teacher, police。（2）反义词归类：quiet-outgoing, cold-hot，heavy-thin。（3）同义词归类：

problem-question，job-work。（4）同音异形词：know-no，new-knew。（5）专有名词:China, America,German。不可数名词： water，bread。（7）构词法：加im-/in-/dis-前缀构成否定：expensive-inexpensive, like-dislike；名词加后缀- y变成形容词:rain-rainy, wind-windy；形容词加-ly变副

词:careful-carefully；加－er，－or，－ist构成人物：work-worker, visit-visitor, art-artist。上述发小题签，利用短时间背考。

二是在复习中用归纳、比较、测试法复习短语。（1）归纳法：同一个词构成的不同短语，如：have a cold, have sports, have a meeting ;play basketball, play the piano, look at, look after, look like。（2）比较法：相同或相近的短语：be strict with/in, talk to/with/about。（3）测试法：为使学生更好地撑握短语，教师即发大量的短语材料进行测试，使学生在反复测试训练中，提高运用短语的能力，强化记忆。通过归纳、比较、测试等方法对学生进行灵活多样的记忆与练习方式，使学生不感到乏味，从而，提高学生学习英语的兴趣。在老师的组织和引导下，会大大地增加词汇、短语动词的复习效果。

三、总结规律，化繁为简复习语法知识

英语语法知识比较复杂，不便于学生记忆，给学生造成障碍，而现在新课标的要求是不考纯语法知识，而是通常在句中，短语中，检查语法掌握情况，因此复习时：

1、要采取化繁为简、化深奥为浅显的复习方法，把语法知识融会到文章、句子、短语中。初中英语中的时态和语法最为重要，复习时重点把各种时态区分开来。把各种时态结构掌握住，与哪些时间状语连用，复习时多采用列表方式。（1）一般现在时，重点抓住主语为数第三人称变化的句子，将一般现在时单数第三人称各种时态句子变成否定句，一般疑问句，分别对主语、谓语、定语、频率、时间、地点状语提问。（2）复习完成时重点与过去时区别，要注意“延续性”、“瞬间性”动词，瞬间性动词不能与表示延续性时间状语连用。（3）复习状语从句应注意：主从句时态，在条件状语从句中，主句是将来时，从句必须是一般现在时。（4）复习宾语从句应注意：A、主句是一在时，从句是特殊疑问句变宾语从句时，把原疑问句中的助动词did,do,does去掉。从句语序变陈述语序，然后助动词放在语后，时态不变。B、主句是现在时，从句是一般疑问句，去掉助动词did,do,does，加if/whether引导，其余放在主语后时态不变。

C、如主句是一般过去时，从句时态相应退一步。

D、特殊情况，如不定式后的宾语从句，or not前的引导词只用whether不用if等都要予以强调。

2、要加强师生沟通。就是建立信息反馈渠道，确保有效导控。进入总复习阶段，教师就是“导演”，大到复习阶段安排，小到每节授课内容，还有学生的学习状态，都需要教师导控。教师要做到导控自如，就必须及时掌握准确、可靠的信息，因为教师可以根据反馈来的信息了解到学生复习是否到位，效果怎样，以及状态如何。为确保导控自如，应建立如下反馈渠道，以获取各种信息：一是科代表渠道。将科代表训练成教师的替身，与学生保持密切联系，随时了解学生；二是“三结合”渠道。即定时与上层、中层和下层学生代表进行接触；三是课堂渠道。借助课堂提问和课堂练习来了解学生；四是作业、测试渠道。作业用来检查课堂效果，测试则用来检查阶段效果；五是生活渠道。与学生打成一片，和学生交朋友，关心、感化学生；六是家长渠道。利用电话与家长沟通，进而了解学生；七是家访渠道。利用去学生家进行家访，了解学生在家学习状况，和家长学生进行面对面的交流，让学生、家长和教师三方面都能更好的沟通，互相交换意见。最后把从各种渠道获取来的反馈信息进行加工、处理，并及时反馈给学生，以帮助学生调整自我，以确保对复习的有效导控。

3、要强化专项训练。经过全面、系统、综合性地复习了一轮以后，我们往往发现学生大都在下列知识点上产生障碍：听力、动词时态、词类、句型、拼写、词义、阅读理解、作文等。鉴于此种情况，分知识点编写专项训练题，对症下药逐点突破。比如“动词时态”，《英语课程标准》要求学生只需掌握运用五种时态：即一般现在时、现在进行时、一般将来时、一般过去时和现在完成时，而学生对于这五种时态所包含的时间的理解不很清楚，因而导致将表示时间的词、短语或有关副词混淆使用，错误百出。针对此种症结，应将其立为专项，找出五种时态各自的特点、结构特征以及不同点，然后搜集编写专项训练题对学生进行训练。诸如以上所列各知识点存在的障碍，都应采取这种专项训练的方法来解决。我认为在复习后期采用专项训练、重点突破的复习方法是行之有效的。

三、抓住复习重点，注重针对性

复习之前，教师要征求学生的意见，学生会提出各种各样的问题，针对提出的问题，严格按照新课标要求，以学生难理解、容易混淆的语言现象及技能方面的弱点全面地讲授给学生，使学生在复习时能找出重点和难点，通过复习，英语成绩会明显提高。在教学过程中我们发现对于许多学生而言，英语听力、口语运用、阅读理解、书面表达是相对薄弱的环节，而这四种题型又是必考的，因此，我们就把学生的难点、弱点作为我们复习的重点，增强了复习的针对性。

1、坚持听说能力的训练。如上所谈，为了提高素质，初三英语总复习阶段听说能力势在必行，不能忽视，笔者往往采取以下做法：一是坚持值日生报告制。充分利用5分钟，为学生提供听说机会，在这段时间，教师也经常口述或朗读一些短篇故事、对话，提供听说机会，同时补充一些有关英语口语中表达习惯的差异知识。如英语中只要是含有赞美之意的，通常要表示感谢。而汉语则用一些谦虚的表达法。故要求学生千万别把汉语的习惯表达用到英语中来，以免出错。二是复习每篇课文前，通过听课文录音，模仿了地道的英美人语音、语调，恢复了听力练习，也使学生再现课文的内容。三是适当补充难易适当的听力练习，每周固定两个早读时间进行听力训练，以强化听说能力

2、加强阅读理解训练。近年来，中考试题增加大量的阅读理解，完形填空题，通过分析各年试题，大都是题型新颖，趣味性强，课外篇多。一是强化阅读训练。英语阅读与其他学科不同，并非一朝一夕可以学好，也不是几个就能突击的。它需要平时点点滴滴、日日夜夜积累的。要培养学生英语阅读能力，首先教师必须要求每个学生每日做一篇阅读理解题，然后下堂课时在班上让学生讲这一篇短文的大意；尔后，就对学生错得最多的问题进行分析。由此而来，学生们的自觉性就慢慢提高了。为了让学生进一步提高阅读水平，老师必须精心设置一些恰当的阅读材料，让学生每日读两篇短文。一篇即要看又要做后面的题目，谓之精读；一篇只看不做，培养语感，谓之泛读。持久下去，学生们一拿到阅读题就进入阅读的状态。二是教会学生带着问题理解。理解对阅读能力有决定性的意义，教师应设计一些合理的阅读练习。教师要引导学生在阅读前、中、后都要向自己提出些问题；并鼓励学生都用自我提高的阅读方法。三是训练学生阅读速度。我们在复习中一段时间进行单项训练，如，利用课堂5到10分钟的时间进行阅读小测。在限时的阅读（每分钟60字左右）同时，注意帮助学生纠正"回视"的坏习惯，培养"跳跃式"阅读法，逐步扩大"识别间距"和逐步克服"心译"的依赖。这样做，使学生在做完形、阅读理解、是非几类题时就不会感到棘手了。四是增加学生的词汇量，词汇的掌握对提高阅读速度和理解程度有很大的影响。掌握词汇越多，阅读速度才能越快，理解程度才能越深。

3、加强书面表达能力。此题是测试考生初中阶段对语言知识和技能的综合运用能力，这是近年来中考新增加的内容，在初中三年级阶段，我们集中训练学生对所学重点课文缩成几句小短文反复练习，如写日记、便条、留言、打电话、问路、购物、班会、英语语言问题、人口问题、资源问题、植物、计算机、沙尘暴、看图写话等多方面练习，学生从不会写到会写，从写几句到写比较长的短文，而且内容精湛。

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