阅读能力提升与教学方法

阅读能力提升与教学方法内容摘要：

个别句或全文。 4. 对作者举的事例要注意，事例反映了作者的观点。 5. 设问不一定是作者不明白，有时是明知故问。 6. 借助连接词语做题，搞清是连接，转折，递进或比较。 7. 常用词和常用句在该文中可能是不常用的意思。 29 复习材料的选择与使用 30 复习材料的选择与使用 材料来源 １． 真题 ２． 模拟题 五三 ３． 网络 １６ 31 复习材料的选择与使用 使用 １ . 一题两做 ２ . 整合，重编 ３５ 32 复习材料的选择与使用 一些方法： 如完形填空 逻辑 ７中 33 34 １ . ... It was an early morning in summer. In the street, sleepyeyed people were moving quickly, heading towards their 41 . ... A. B. homes C. buses D. offices 35 ２ . …“A pretty money,” said the publisher, “ for 42 writer.”… A. a foreign B. a popular C. an unusual D. 36 ３ . …all of us were seated around the table and Aunt Pat 38 spaghetti for supper. … A. cooked B. C. got D. made 复习材料的选择与使用 如 阅读理解 37 Although I enjoy a pleasant atmosphere when I dine at restaurant, what is most important to me is the quality of the food. A. When I go to the restaurant, I only pay attention to the food I am eating and don’t mind whether the environment is good or not. B. While eating out, I always choose the best restaurant where the food is excellent and so is the atmosphere. C. I think the atmosphere in a restaurant is usually as important as the food it serves. D. The restaurants I often go to not only serve nice food but place their tables in the open air. 38 Although I enjoy a pleasant atmosphere when I dine at restaurant, what is most important to me is the quality of the food. A. When I go to the restaurant, I only pay attention to the food I am eating and don’t mind whether the environment is good or not. B. While eating out, I always choose the best restaurant where the food is excellent and so is the atmosphere. C. I think the atmosphere in a restaurant is usually as important as the food it serves. D. The restaurants I often go to not only serve nice food but place their tables in the open air. 39 复习材料的选择与使用 如 时态语态 40 41 一般现在时 现在进行时 现在完成时 现在完成进行时 复习材料的选择与使用 语法与写作结合 42 分项语法复习并不是单纯地总结语法知识，可以将写作融入进来，进行了一些语法与写作的专题讲座。 1. 讲到定语从句时，进行定语从句与写作的专题讲座。 2. 讲到非谓语动词时进行非谓语动词与写作的专题。 3. 讲到特殊句型时进行强调句与写作、倒装句与写作的专题。 4. 讲到状语从句时进行状语从句与写作专题。 5. 讲到名词性从句时进行名词性从句与写作专题等。 43 定语从句与非谓语动词的转换 例： The boy, who is carrying a heavy box seems to be the thief they are looking for. The boy, carrying a heavy box, seems to be the thief they are looking for. 44 部分学校的做法 45 • 实施方案 ：语法按 两 条线走；词汇走 三 轮；阅读分 五 部分；写作 八 个专题。 • 具体实施方案： 分语法，词汇，阅读，写作四部分，各成系统，又互相整合。 46 一、语法复习： 高三语法的复习需要系统化，经过研讨，我们决定分两条线走。 其中 《 五三 》 的语法以词性词类的顺序走的，我们要求学生自主复习，并按时做高考及模拟题，老师在课上定期讲解；而高三课本的语法是按句子成分分类的。 我们在课堂上详细地归纳总结并讲解，布置相应的练习，精讲精练。 如此，学生对语法学习有了横向，纵向的了解，进而做到融会贯通。 47 二、词汇： 词汇是语言学习的基础。 对于词汇学习和复习，我们的教学思路是：以旧带新，两手齐抓，复习归纳，查缺补漏。 同时加强检查力度，紧密督促。 归纳起来，共分为三个阶段。