免费最给力2009年英语高考给予的教学突破性思考

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2009年英语高考给予的教学突破性思考

诸暨市湄池中学金秀敏[内容摘要] 2006年开始的新课程改革理念在09高考卷中体现的淋漓尽致，毋庸质疑，对今后的教学具有一定的风向标作用。所以，作为一线教师解读试题，帮助学生明确方向，调整教学策略显得尤为重要。笔者在此试着通过对题型的粗浅分析，借助一些问题的反映，以提高高考复习备考效率。

[关键词] 英语综合能力策略

总的来说，2009年新高考是以考试说明为导向，以传统命题为基点，没有出现怪僻题目，题型也是试测后的微调，实现了平稳中过渡。它主要测试英语学习者在获取信息、理解信息、处理传达信息的综合能力。显著的是突出考查考生逻辑推理和发散思维的能力，强化了基础知识、语言应用理念和语言技能的和谐结合。在强调语言真实性和实用性的同时，侧重于生活性以激发学生热爱生活、关注世界，使学生体验阶段性学习的成就感。

因此，可以用“一个原则、两个变化、三个着眼点”来概括。具体如下：一个原则是强调语言的交际运用功能，以实践“大众教育”和“全面性”理念。让大多学生在具体语境中运用已掌握的基础知识和基本技能。降低因学科性质（非本土语言）而带来的客观性失分。两个明显变化：一是题型变化。去掉了word spelling ，改变了proof reading 呈现方式，因此提高了词汇量和阅读量的要求。二是测试层次。增加了一类报考研究性院校的学生参加自选模块（IB）测试。三个着眼点：重基础，重语境，重思辩。强调语言的基础性和综合性考查。

针对新高考新动向，研究试题，走进试题，掌握检测目的和要求，领略出题主旨，师生共同走出题海，作好教学减法，为2010年高考调整好教学策略显得尤为重要。

思考一词汇教学为读写打好基础关

09高考反映出来在题目的各部分渗透了常用词汇以及基本搭配，突出基础，强调在一定语境下进行语法知识和词汇的考查，强调实际运用，强调语感和语用在英语学习中的体现，反映了英语学习在提高人文素养和实施学习策略的总体要求。也即，英语测试给学生一种亲近感，消除考试时因紧张造成的思维暂时性“阻堵”，真正体现新课程的“在真实语境中运用”的理念。

就单选来讲，重点突出，考查知识点广。强调在微型语境中的非纯知识性考查，在注重实用基础上，把词汇、语法、习惯用语以及特定句式融合在不同题型设置的情景中，突显了语言的实用和交际的意念功能。

如No17 ---Do you want another drink? --______. A I don’t think so. B. No way C. Not at all D. I wouldn’t say no . No20. –What do you think of the movie? ---- It’s fantastic. The only pity is that I _____ the beginning of it. A. missed B. had missed C. miss D. would miss 充分体现了单项选择也是在完整的情景中设计考点这个原则。利用语境确定交际实质，明确情景来分辨时态正确性。

讲到词汇，我们的传统项目word spelling被删了, 从一定程度上降低了失分概率。而该

部分转移到了IB选修模块No.5。这样一来也许会让一大部分学生误认为词汇不用识记或者根本不用花时间了。我们不得不思考：那我们的日常词汇教学应该引导做到何种程度？做到有效了吗？还是纯粹是为了应试而设置一些题目让学生机械性“掌握”？那我们又该如何教学呢？

对策：笔者深信“1+2”模式依然奏效。“1”就是基础词汇，“2”就是语法和语段（语篇）。主旨在于强调教师在日常教学中要注意语法和词汇的复习为阅读写作服务，引导学生在具体的语言环境下的正确辨别和应用，进而提高教学的有效性和地道性。抓好基础性授予，并渗透到语法主干知识中进行语境的巩固和强化。如make 这个单词词义丰富、词组较多，我们是单纯让学生“你去背吧”般发号施令，还是摆脱僵硬空虚的状况，积极努力为学生创造语境，让他们在接受基本信息的同时能结合上下文推测词义。教师可以先大致浏览单元知识点，提取重点词汇，结合本单元语法，在完成整个单元阅读理解后，让学生感知基础意义后，运用虚拟语气、定语从句、非谓语动词形式等展开语段情景的设置和理解。（一般是采用小组竞赛方式完成效果比较理想。）强调语段目的在于用整体感知克服支离破碎的摘取，因为信息的不完整性容易误导学生只走word—phrase—sentence 路线，这样一来对语篇整体性理解、改错和写作行文思路和结构把握就显得比较被动，或者对语言的使用度很难掌控。So I think vocabulary is the foundation of application, and how to lead the students to proper application is a challenge to us.

思考二打好阅读攻坚关，重视学生的语篇感悟能力

从试卷分值分布来看，阅读、写作和完型依然是主角。而阅读理解能力的提升主要体现在Cloze、Reading. 这一块我们可以贯彻“瞻前顾后、逻辑推理、代定阅读”的解题原则。Cloze 体裁是记叙文，题材生活化，选项设计应该以情景意义为主。

例如：2009年第23题选项为puzzled, annoyed, embarrassed, shocked 。这些选项表明人在不同情况下的各种不同心态，绝非近义词，所以考生只要把握住文章中心线索，很容易就可以找到正确答案。因此，对于完型填空上下文语境的理解才是完型填空题的重难点。考生在做完型时，一定要用心体会文章主人公的所想所为，依据中心线索，做出合理推断。

而今年高考的Cloze主题鲜明，以“关怀弱势群体”为题材，讲述了年轻人造访了城市流浪人群的“住所”后引发的人生感悟“Instead of despair, a call to action”。文本要求学生在了解文章大意的基础上，通过上下文的句子、段落、情感变化的内在联系进行语意、语境和语篇的深入感悟。填空处对学生的理解、分析问题以及解决问题能力要求较高。整篇文章结构严谨，层次分明，干扰项覆盖面大，给学生利用上下文查找发现信息增加了难度，尤其是修辞考查设置的No27, No28, No 37难度更为明显。

第二大方面是阅读。题材贴近生活，所选话题为学生熟悉或感兴趣的。话题有故事类、广告类、文化类、科普类、社会类等，体现了浙江省新课改对情感、态度、人生价值观等的关注与重视，特别注重学习者对文本初层次理解后的深层推理和探究，在选择设置上也加大了难度。例如主旨大意类有三个（44，56，57），而推理理解题比重明显增加。而任务型阅读“成功感言”后的选择匹配也显得难度重重：既要理解设问，又要把握好语境中的关键信息的比较、归纳总结。它要考查的是篇章理解和逻辑推理能力。解题关键是“我需要什么、处理什么、比较什么、得出什么”。这就需要学生认真辨析、反复琢磨、吃透文章的表层和隐含或潜在的语意，自然就增加了学生在规定时间内的比较思辩难度。所以我们要强调的一点就是所有这一切都离不开语篇的基本信息，进而才有可能完成基础理解后的深入思考推敲。

这两部分有可能出错的原因是：审题(设问)不清，上下行文无法正确利用、对个别字词理解不准确、无法找到key words 、不知道如何推敲词句等等。鉴于以上情况，我们很有

必要在阅读关上做好文章。

对策：教师平时应该引导学生加强语篇的整合归纳和推测能力培养，强化思维的逻辑性和严谨性训练，授予学习者有效的解题技巧。建议：教师可以根据两条思路收集和整理阅读材料：1）按照类别。如故事类、新闻类、社会类等分时段集中训练。让学生在解题过程中慢慢感悟各类别文章的用语特色、文章编制框架以及如何抓“牛鼻子”，在过程中感悟，在结果中改进自己的不足，在改进中不断进步。2）改变题材呈现方式。一则好的阅读、完型、改错和写作范文都可以转换呈现的方式。当然这一操作对我们教师提出了更高的要求：正确用学科指导意见和高考要求对素材进行审读改写甚至是加工润色。如可以设计一些培养学生概括大意、提炼观点、试写标题等方面能力的阅读题目。在阅读任务完成后，给学生创造一个speak out their opinions( exchange and debate) 的平台，让学生在不同的思想火花撞击中发现自己的问题、学习他人的解题技巧，完成语言的二次输出。当然在语言的输入和输出过程中要注重上下语句、段落的内在联系和变化，在逻辑思维中大胆否定、碰到真的无法理解的题目或选项要鼓励学生把设计题中的关键词代回原来语境看看是否恰当。这一环节主要是鼓励学生自己来分析解决问题，真正实现自主学习，以学生为主体。这样一来，教师负担轻了，学生也乐学了，学有所得，何乐而不为呢？

总之，营造适合自己所教学生的学习氛围，提供合适的话题，创造自主学习语境，激活培养并发展学生英语思辩的能力是突破英语教学瓶颈的关键所在。We are ready to accept the challenge and jump over it with our efforts.

思考三提高写作有效性，走“持久战”路线

本次高考体裁为新闻报道，叙述学生志愿者去阳光敬老院的体验活动“Student V olunteers Brought Sunshine to the Elderly”。具有一定程度的开放性, 主要从以下几个方面进行说明：一是时间、地点、人物、活动；二是老人们的反映；三是简短评论。篇章结构非常清晰，价值性大，有一定的发挥余地，考生有话可说，有利于培养学生多角度思考问题的能力，当然最重要的是，它要求考生在有限时间内自如组织运用语言和有效协调处理信息。

从批改作文教师反馈看，主要存在以下问题：

1）审题出现偏差，导致文章结构出现正反观点类模式。根本不明白这是新闻报道。

2）语言库内缺少相应话题的储备。主要是因为部分学生对身边存在的交流方式没有深刻的认识，以至于写作时出现山穷水尽的境况。

3）语言运用与组织能力差。如出现比较多的拼写错误、使用联系动词不当、高级词汇或词条无法正确驾驭、语言使用的度把握不好、以及语法错误多等等问题。

4）句式显得呆板。有学生从头到脚全使用简单句，尽管正确，但是阅卷教师无法找到“养眼”句子，最终得分也不会高到哪里去。

5）英文书写质量低。因为时间不够用，所以仓促完工或者是本来书写就不怎么样，紧张气氛下的卷面质量就可想而知。

对策：笔者个人设想是教师平时教学中，可以走两条路线--课内和课外，坚持加强科学性、有效性指导，坚持课外为课内服务，课内提升以课外应用能力提升为归宿。具体操作如下：

1）要注重在教材内容的取舍整合后，集中精力搞好词汇基础上的优美语句和语段甚至是语篇的反复诵读，从而为写作打好基础关，也可以为校本教材准备素材。

2）注意课外素材的多领域英文材料的积累，尤其是贴近学生生活或是学生知识视野可及范围的素材。如近些年浙江省高考的观点论作文出现频率比较高，教师就可以作些收集工作，为在课内完成教师引导组织、学生限时写作、交流互评以及教师的点评做好前期准备，为仿写和自我思想创新表达夯实基础，为学生拓宽文化视野、加强跨文化交际意识提供了媒介。

3) 微型课堂操作：a.反复诵读，听写和默写交叉进行，课堂speaking 抽查；b. 结合单元复习要点进行句式巩固、仿写和扩写语段。c. 更重要的是，教师要引导学生根据话题需要来编写提纲，让学生在基本真实的语境中去融合学过的基础词汇，灵活运用一些复合句、倒装句、省略句、强调句、非谓语形式等来转变句式的“一成不变”，着实做好45分钟课堂的有效性。

只有常抓不懈，我们才有可能让学生在真正能用英语思维方式借助思辩性的语言来展示自己的思想。让考生的作文从零碎的错误“1”走向基本无语法错误、思维清晰、结构严密、句子优美、行文流畅的好文章，即“0”境界。

思考四全局观处理IB模块，坚持渗透性教学

对于IB内容教学我们一直存在疑惑：要不要全部上？怎么上？如果全上，课时冲击实在太大了，词汇太难，个别话题也太深奥了。我们的答案是“上”。在具体教学过程中，对于这一模块的教学我们的做法是淡化新词汇的发散，运用新词汇复习已学词汇，用词汇带动前两年学过的句型和语法知识。对于单元材料，我们以阅读扩大视野、增强阅读技能为重点展开。

而IB两大题目很明显以更高要求考查一类学生的英语综合运用能力。No.5侧重词汇在语境中的应用功能（特别是词汇形式变化）和实用性。No.6强调阅读多技能考察，突出语篇中句子含义理解，利用上下文语段间内在的逻辑关系确定段落中的缺少句以及对句子的英语解释。这就要求我们IB模块教学中应该更多关注的不是这个词该怎么用，而是语篇的整体性阅读基础上的鉴赏分析----main sentence查找、main idea 、supporting ideas的提取与概括。

通过这更加坚定了我们的理念---IB中我们可以舍去一部分“无效”课时，让位给阅读技能的培养准没错，在平时教学环节中渗透IB题型的技能培养。同时，也为我们想减轻教学压力的想法敲响警钟-----阅读是英语能力培养的生命线，不可一日不练，必须常抓不懈。五30分听力处理三部曲

笔者感触最深的是农村高中的听力教学是尴尬中的尴尬。学生基本上处于“听力障碍”状态中，对听力的投入也就显得不情愿或不积极。反过来，听力训练过程的漫长与短期训练难于提高让许多学生知难而退。因为毕竟城市的学生比较少，听能特别好的学生更是少之又少。所以，我们平时从以下三个方面落实听力训练：

首先抓好资料选择关。教师先要听各地PETS二级材料，然后根据语音、语速的近似来确定训练的材料。

其次，做到材料的最充分有效的使用。特别是在考前一个月我们进行强化。1）每天堂堂听，坚持有效完成课内20分钟的听力训练。周一、三、五午后一听。2）编印专题与听力资料让学生在规定时间内完成反复诵读，熟悉术语和表达式以作好知识准备。效果应该是明显的。

最后，有必要进行考前模拟。实事求是地说，我们的学生考试心态很差，尤其是对于听力容不得半点走神的测试显得更有必要。这其实是一个程序适应和心理准备的环节，让学生感觉“其实也就这样”，自然能在一定程度上消除了考前焦虑。

经过一段时间的强化训练后，学生的提高应该也能体现出来。30分听力处理好的话，就为150分作好的奠定，而对120分的测试起到了举足轻重的作用。

六小结

当然，不管是120分的笔试还是30分的听力测试，教师都应该鼓励和引导学生舍得时间进行做题后的反思。每做完一套题，应该花时间分析答错的原因和答对的思路。这个过程会让你自觉地形成一套适合自己的答题技巧，进而从容地去面对高考。

综上，不管试题如何变化，不管教学压力有多大，只要我们带着思考的态度去审视、利用一切可利用的资源，积极调动情感教学策略，着实提高课堂教学有效性，我们离既定高考目标也不会那么遥远。“以错定教, 以学促教”绝对是个好策略。

参考书目：

1．《理解新课程》绍兴市基础教育课程改革2006年8月

2．《学科实施意见教学指导意见》2006年8月

完整word版,2018年北京高考英语试卷及答案

2018年普通高等学校招生全国统一考试 英语(北京卷) 第一部分:知识运用(共两节,45分) 第一节单项填空(共15小题;每小题1分,共15分) 从每题所给的A、B、C、D四个选中,选出可以填入空白处的最佳选项, 并在答题卡上:将该项涂黑。 例： it's so nice to hear from her again＿＿，we last met more than thirty years ago. A. what's more B. That’s to say C. In other words D. Believe it or not 答案是D。 1.-Hi, I'm Peter. Are you new here? I haven't seen you around？ -Hello, Peter. I'm Bob. I just＿＿on Monday. A. start B. have started C. started D. had started 2. ＿＿we don't stop climate change, many animals and plants in the world will be gone. A. Although B. While C. If D. Until 3. ＿＿along the old Silk Road is an interesting and rewarding experience A. Travel

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