黄刚浙江教院英语培训讲座.ppt

《黄刚浙江教院英语培训讲座.ppt》由会员分享，可在线阅读，更多相关《黄刚浙江教院英语培训讲座.ppt（102页珍藏版）》请在淘文阁 - 分享文档赚钱的网站上搜索。

1、 “。我是谁？我应该是谁？新课标咋回事？。我是谁？我应该是谁？新课标咋回事？如何科学合理的贯彻执行？一种夹缝中无以逃脱如何科学合理的贯彻执行？一种夹缝中无以逃脱的困境，一种夹缝中无以释怀的呻吟，让度过了的困境，一种夹缝中无以释怀的呻吟，让度过了一个又一个年轮的老师们从来没有像现在这样有一个又一个年轮的老师们从来没有像现在这样有种迷失自己的感觉。种迷失自己的感觉。” “课堂开始作秀，秀着新课标的谎言。热课堂开始作秀，秀着新课标的谎言。热热闹闹的景象掩盖着一种虚空，不踏实，缺实效，热闹闹的景象掩盖着一种虚空，不踏实，缺实效，瞎参与、瞎起哄的现象比比皆是。当然，明智的、瞎参与、瞎起哄的现象比比皆是。

2、当然，明智的、冷静的老师们心里明白不过，教育不能假大空，冷静的老师们心里明白不过，教育不能假大空，更不可大跃进，于是乎他们只得一边绞尽脑汁地更不可大跃进，于是乎他们只得一边绞尽脑汁地按要求按要求“创新创新”，一边彷徨在传统教学的岔路口。，一边彷徨在传统教学的岔路口。” “你着眼全面提高，怎能敌得过尖子的轰动效你着眼全面提高，怎能敌得过尖子的轰动效应？谁也不敢拿学生的前途开玩笑，谁也不敢给应？谁也不敢拿学生的前途开玩笑，谁也不敢给学校增添不必要的麻烦。你无所谓，学校不敢无学校增添不必要的麻烦。你无所谓，学校不敢无所谓，你觉得对得起良心，家长社会不会评价你所谓，你觉得对得起良心，家长社会不会评价你

3、的良心。有人说，素质教育搞得好，考试必定考的良心。有人说，素质教育搞得好，考试必定考得好。从理论上讲的确无可争辩，而从实际情况得好。从理论上讲的确无可争辩，而从实际情况看却全然不是一回事。素质的强劲体现在后续，看却全然不是一回事。素质的强劲体现在后续，那需要等待，考试的强劲体现在短暂，谁也等不那需要等待，考试的强劲体现在短暂，谁也等不起。于是又有人说，考试也是素质，是啊，考试起。于是又有人说，考试也是素质，是啊，考试当然是素质，不会考试也是缺乏能力。如此一来当然是素质，不会考试也是缺乏能力。如此一来相悖的东西就应运而生。素质不能丢，着眼未来，相悖的东西就应运而生。素质不能丢，着眼未来，着眼发展

4、，而且要有声有色，考试也不能丟，一着眼发展，而且要有声有色，考试也不能丟，一张试卷决定乾坤，考试的成效分明地呈现在家长张试卷决定乾坤，考试的成效分明地呈现在家长社会面前，立竿见影的光芒谁愿意错过，谁错过社会面前，立竿见影的光芒谁愿意错过，谁错过得起？得起？” “实践能力，创造能力不可一蹴而就，需要实践能力，创造能力不可一蹴而就，需要长期培养，而我们的教育却往往急功近利。老师长期培养，而我们的教育却往往急功近利。老师的生存空间在哪里？触摸着幸福却纠缠着痛楚，的生存空间在哪里？触摸着幸福却纠缠着痛楚，老师们一边迎合着改革的曙光，同时又一如既往老师们一边迎合着改革的曙光，同时又一如既往地在白纸黑字中

5、感受着分数的重量。老师们在欣地在白纸黑字中感受着分数的重量。老师们在欣喜和苦痛中守候着天外的阳光。喜和苦痛中守候着天外的阳光。” 当年的困惑与抵触当年的困惑与抵触素质教育与高考成绩的冲突与平衡的支点素质教育与高考成绩的冲突与平衡的支点教师的精神压力、工作负担与日加大教师的精神压力、工作负担与日加大素质教育艰难推进，教师理念转变巨大素质教育艰难推进，教师理念转变巨大但是，分数依然是学生的命根，但是，分数依然是学生的命根，“实效实效”关系重关系重大大在一个功利的社会里，现实远比梦想更实在在一个功利的社会里，现实远比梦想更实在 应该把学生当自己的孩子来看待 “我该给孩子的未来留下些什么？” “分数真

6、的那么重要吗？” 亲其师，信其道。 高三继续上新课的好处： 调味品，释压剂； 帮助学生进一步熟知各类文章体裁， 为其写作能力的进一步提高做好扎实的铺垫； 强化各类词汇、短语的使用语境， 有利于学生基础知识的巩固提高； （注意：保持新课激情，保证“套路”完整 精心设计语篇理解的设问， 尽力避免缺乏思考力度的提问） 词汇词汇：语音，拼写，词性，搭配 句子句子：句型结构，句意内涵，转化改写 篇章篇章：主题句，段落大意，主题思想，写作特点语篇结构分析语篇结构分析复杂长句解说复杂长句解说答题技巧培养答题技巧培养风土人情介绍风土人情介绍人文精神评说人文精神评说词义猜测细节扑捉逻辑推断主旨大意如何猜词？把握

7、文章中心、主题关注上下文同义和对比关系上下文因果、顺承关系生活经验和常识 A Its taken two decades of driving and immense inner turmoil, but I have finally surrendered and now admit that an age-old claim is true: Women are far worse drivers than men. Its something I notice particularly in Beijing, where I ride my bicycle every day. Cycl

8、ing really pits you against the traffic and I swear that almost every time I am nearly killed, the cause is a woman driver. Every time theres a delay behind just one car dithering about turning right or going straight on, or taking hours to parallel park in a space that could fit a tank, if you look

9、 in the drivers window, nine times out of 10 its a woman. And I am one of them. I recently hired a car to go out into the countryside, and just as I was crawling up a narrow lane that hugged a cliff, three cars came down the other way. Panic. To my right, a steep drop. What to do? Well obviously the

10、re was only one thing I could do. Wind down the window, assume a petrified expression and bleat, “Im scared!” The driver and his mate in the first car assured me there was plenty of room to pass, and Im sure there was, but I was frozen solid. With the result that the three cars had to reverse up a w

11、inding hillside track in order to let me pass, I was still panicking. The following day a male friend visited and I asked him if he would drive us down that horrible thin road. Why dont they feel even a touch of anxiety about these things? He just got in the car and drove it confidently down the hil

12、l, without even a thought that he might meet another vehicle and go careering off the cliff, killing everyone in the car and whoever was in the field below. Not a hint of fear. But men, of course, arent perfect drivers either. They may be confident, but they are also extremely selfish. Where you wil

13、l always find a woman holding up the traffic by dithering, you will always find that when a car is pushing into a line of traffic, or overtaking on a sharp bend, or speeding past the bicycles in the bike lane in the wrong direction, hooting, it will be a man. They are also, usually, the horn blowers

14、, the queue jumpers and the regulation flouters. Yet amazingly, when I am standing at the edge of a pedestrian crossing on a busy mad road, clutching my 6-year-old boys hand, it is only the male drivers that ever slow down to let me cross. The women, I get the sense, do not even see us. They are too

15、 panic-stricken about whether they are lost, or if it might rain, or whether their friend broke up with their boyfriend, or if their boss is going to like their report, and all of these things at the same time. Its one of these cross-cultural phenomena. My friend, Gillian, jogs in London, and says w

16、here women slow down and clearly arent sure what to do, men will either let her cross or own the road, with no equivocation. I believe it is simply down to focus and the fact that where women have several things buzzing around their minds simultaneously, men, our prehistoric hunters, stick to the ta

17、sk on hand. Where my sister would drive down the fast lane of an expressway reading a map, a man would already know how to get there-or refuse to look at a map on principle and drive around for hours without one, claiming he was not lost. Not lost of course, and certainly very focused. Many reports

18、suggest men cause most accidents, but as there are more of them on the road overall, this is inevitable. And until I get some more reliable evidence, Im handing over the keys anyway. 41. The underlined word “dithering” (Paragraph 4) can best be replaced by _. A. uncertainB. worriedC. nervousD. excit

19、ed42. How many phenomena does the writer list when saying men drivers are extremely selfish? A. Three.B. Four.C. Five.D. Six.43. Which of the following would the writer most probably agree with? A. Women can drive as well as men. B. Men cause most accidents because of carelessness. C. While driving,

20、 women are not so focused as men. D. British women are as decisive as men in driving cars.44. What method does the writer use to set forth her own point of view? A. Cause and effect. B. Examples. C. Process. D. Reasoning.45. What does the last sentence suggest? A. The writer will sell her car as soo

21、n as possible. B. The writer doesnt like women driving cars. C. The writer does like men driving cars. D. The writer will not drive in person if possible. Every year on my birthday, from the time I turned twelve, a white gardenia（栀子）（栀子）was delivered to my house. No card or note (come) with it. Call

22、s to the flower shop were always useless-it was a cash deal. a while I stopped trying to discover who the sender was and just delighted in the beautiful and perfume of the white flower. But I never stopped imagining the sender might be. Some of my happiest moments (spend) daydreaming about it. My mo

23、ther asked me there was someone for whom I had done a special kindness who might be showing appreciation. Perhaps the neighbor I helped when she was unloading a car full of groceries. Or maybe it was the old man the street whose mail I helped to get during the winter so he wouldnt have to venture do

24、wn his icy step. As a teenager, though, I had more fun guessing that it might be a boy who had noticed me even I didnt know him. One month before my high school graduation, my father died of a heart attack. He was missing some of the most important events in my life. I became completely in my upcomi

25、ng graduation and the dance. When my father died, I forgot the dance and the dress for it. The day before the , I found a dress on the sofa. I didnt care whether I had a new dress or not, but my mother did.She wanted her children to feel loved and lovable, imaginative, believing that there was a mag

26、ic in the world and beauty in the face of hard times. Actually Mother wanted her children to see much like the gardenia-lovely, strong and perfect. The gardenia stopped coming when my mother died. a while I stopped trying to discover who the sender was and just delighted in the beautiful and perfume

27、 of the white flower. But I never stopped imagining the sender might be. One month before my high school graduation, my father died of a heart attack. He was missing some of the most important events in my life. I became completely in my upcoming graduation and the dance. When my father died, I forg

28、ot the dance and the dress for it. 基本语法：词法、句法、搭配： 五种基本句型，there be结构。 词汇形态（时态语态，转化，派生，合成）、 词汇搭配（短语动词，短语介词） 行文逻辑、连接词的使用 各种体裁和题材的写作模式和风格 应重点关注：学生习作学生习作典型缺陷与不足典型缺陷与不足的分析点评的分析点评 第二节： 书面表达 （满分30分）假设你是李越。不久你将前往澳大利亚参加主题为WATER FOR LIFE的交流活动。请你以参访代表的身份，根据以下图片提示，用英语写一篇发言稿。注意：1. 根据图片的内容适当展开，以使行文连贯； 2. 开头与结尾已写好，

29、不计入总词数； 3. 文中不能出现考生的具体信息； 4. 词数：120左右。 参考词汇：短缺 shortage ; 资源 resource Ladies and gentlemen,Good morning. Im Li Yue from China. Its my great honor to be here to say something about the global water shortage and ways of dealing with it. Firstly, an effective way, I think, is to in a scientific way for

30、 future use. Secondly, need to be developed to use the existing water resources, for example, turning sea water into fresh water. Thirdly, we must by law. Last but not least, its to make good use of water, such as recycling and saving water in our daily life. ： A “得阅读者得天下！”(阅读理解阅读理解 + 完形填空完形填空) 学生每天

31、课外至少完成23篇阅读的训练量，并定期完成（2011考卷模式）“3短一长加任务”的整体性训练。 目的即训练什么？ A “得阅读者得天下！”(阅读理解阅读理解 + 完形填空完形填空) 学生每天课外至少完成23篇阅读的训练量，并定期完成（2011考卷模式）“3短一长加任务”的整体性训练。 B. ：大部分学生能够大部分学生能够“认、拼认、拼”即可；即可； 少量需要重点突破少量需要重点突破尤其是动词，尤其是动词， 短语动词、短语介词、名词词组短语动词、短语介词、名词词组 短语动词：短语动词：give, cut, come, put, bring, set, make, take, prefer to

32、短语介词短语介词: in honour of; in terms of . by means of; by all means; by no means 新增词汇：新增词汇： accomplish, bow, coincidence, commitment, guilty, issue, spoil, subscribe, vital, weep, .词汇复习的重点是词汇复习的重点是“”，重中之中是，重中之中是 A. commitment B. contribution C. devotion D. accomplishment A. set about B. set up C. set do

33、wn D. set off 传统外语中占主导地位的教学方法是语法翻译法和听说法。语法规则的讲解和操练成了传统外语教学的主要内容。随着交际教学法的兴起，语法教学在外语教学中的地位有所削弱。到了80年代，有的语言学者公开排斥语法教学在外语教学中的地位，反对在任何教学阶段控制语法教学项目的做法。他们认为，只要在课堂上提供有意义的交际，语法就会被学习者自动习得。受此观点影响，80年代有一段时期，语法教学曾一度在部分外语课堂消失了。然而，物极必反，经过一段时间的实践和反思，人们终于意识到了削弱甚至取消语法课的弊端，因而又重新思考语法在语言交际以及在外语课堂中的地位与作用。人类学习任何知识，都企图在所接触

34、的事物发展中发现秩序，寻找规律。寻求秩序是人类的一个天性。人的大脑在吸收了新的信息后，原有的知识系统必然发生重组 (restructuring)。学习外语与学习其它任何知识一样，整个过程是一个发现规律、寻求规律，并对原有规律进行重组的过程。词义、句法规则和语用知识的重组，无一不在影响着学习者整个外语知识系统的发展和完善。重组过程中，某种知识发展成为一种技巧，又逐渐成为一种常规 (routine)。通过实践，技巧和常规形成了一种自动的 (automatic)过程，成为一种能力 (proficiency)。Widdowson (1992) 在一次演讲中指出，语言由两部分内容组成，一部分是综合的，记

35、忆中的词块 (lexical chunks) ；另一部分是分析性的语法规则。语法在语言中起的是调节性的作用，但是这一功能必不可少。不学语法是不可能真正学会一种语言的。当然，目前人们重新强调外语教学中语法教学的重要性并不是要回复到传统的语法教学模式中去。人们现在更多地强调的是培养学习者的语法意识 (grammar awareness) ，但不赞成通过机械的句型操练达到这一目的。外语教学理论研究者们的任务是寻求和设计一些有效的培养学习者语法意识的途径和方法。他们主要想通过一些由意义的交际活动，使学习者在实践中感受到语法规则的作用并逐步掌握这些规则。事实上是，正因为英语教学在中国是属于foreign

36、 language的范畴，大多数学生在离开课堂之后并没有多少听说英语的机会，他们十分缺少环境英语的反复刺激，所以大多数教师在课堂上仍然非常注重语法教学，这一现象越到高年级越普遍，越是毕业班越普遍。那些学习“许国章英语”和“薄冰、章振邦语法”出身的学生，英语功底扎实，阅读能力强，表面上看他们听说能力差一点，但实际上他们一旦有了良好的外语交际环境，如出国深造半年到一年，绝大多数都能说一口标准、漂亮的英语，很快过了语言交际关。 到了到了80年代，有的语言学者公开排斥语法教学在外语教学中年代，有的语言学者公开排斥语法教学在外语教学中的地位，反对在任何教学阶段控制语法教学项目的做法。他们认的地位，反对在

37、任何教学阶段控制语法教学项目的做法。他们认为，只要在课堂上提供有意义的交际，语法就会被学习者自动习为，只要在课堂上提供有意义的交际，语法就会被学习者自动习得。受此观点影响，得。受此观点影响，80年代有一段时期，语法教学曾一度在部分年代有一段时期，语法教学曾一度在部分外语课堂消失了。然而，物极必反，经过一段时间的实践和反思，外语课堂消失了。然而，物极必反，经过一段时间的实践和反思，人们终于意识到了削弱甚至取消语法课的弊端，因而又重新思考人们终于意识到了削弱甚至取消语法课的弊端，因而又重新思考语法在语言交际以及在外语课堂中的地位与作用。语法在语言交际以及在外语课堂中的地位与作用。Widdowson

38、 (1992) 在一次演讲中指出，语言由两部分内容组成，在一次演讲中指出，语言由两部分内容组成，一部分是综合的，记忆中的词块一部分是综合的，记忆中的词块 (lexical chunks) ；另一部分是；另一部分是分析性的语法规则。语法在语言中起的是调节性的作用，但是这分析性的语法规则。语法在语言中起的是调节性的作用，但是这一功能必不可少。不学语法是不可能真正学会一种语言的。一功能必不可少。不学语法是不可能真正学会一种语言的。： 1. ： 冠词、名词、动词、形容词、副词、代词、数词、 介词、连词、感叹词 ：动词、介词、代词、形容词、名词动词、介词、代词、形容词、名词 ：各类动词及基本（及物、不及

39、物、 系动词、情态动词） 动词的： (一般现在、一般过去、一般将来、现在进行、 过去进行、现在完成、过去完成、过去将来) ：作定语、宾补、状语、表语的用法 ing作主语、宾语、表语、状语的用法 ； ：短语介词、介词搭配、 定语从句中“介词引导词”的用法：各类代词的用法特点，尤其是不定代词； 关系代词的用法：作定语、表语、宾补的用法； 原级、比较级、最高级的拼写和构成：单复数问题；主谓一致问题； 1） 简单句的简单句的学生弄懂结构学生弄懂结构 与成分相当重要！与成分相当重要！ （单选、改错、写作）（单选、改错、写作） 2） 倒装的条件与种类倒装的条件与种类 3） 状从、定从、名从状从、定从、名从

40、 引导词的功能、指代、省略问题引导词的功能、指代、省略问题 4） 的结构与变形的结构与变形疑问句疑问句 （一般结构、（一般结构、 针对人、地点提问）针对人、地点提问）：该类作文形象、直观、具体，属于情景表 达；趋向社会热点、焦点问题； 学生有话可说 该题要求考生将图画信息转换为文字信息。 应关注：目的、对象、时间、地点、 主旨大意、心理感受：该类作文形象、直观、具体，属于情景表 达； 该题要求考生将图画信息转换为文字信息。 应关注：目的、对象、时间、地点、 主旨大意、心理感受记忆、练习： describe, show, represent，indicate, tell, mean, while

41、, but, on the contrary, however, significant, convey, ：in a word, in short, generally speaking, Its clear from the picture that., Its obvious from the drawing that., As is shown in the picture, . We can learn/know. The red sun rises in the east.Our school lies (is located) by Wensan Road. Her job is

42、 to look after children in the kindergarten.With spring approaching, the leaves have turned green.说说明主语的状态、特征、类属和身份等明主语的状态、特征、类属和身份等 They have carried out the plan successfully.It took them more than a decade to build the Three Gorges Dam. Could you lend me your car this evening?Careless driving cos

43、t him his life.crylaughhappysad / unhappyangrycleververy (much)more and moremanygoodbadhelpfulimportantfirstbelievethinksatisfieddisappointedhardlyunnecessarysurprisingclearboredexplainusewant tojoinconsiderin a wordlead tobe interested inpay attention to引起关注，吸引引起关注，吸引不赞成，不同意不赞成，不同意事实上事实上但是但是因此因此假如假

44、如产生，导致产生，导致记住，记忆记住，记忆（“高级词汇高级词汇”的使用）的使用） 写作中，用于表达文章语义的词汇不仅需要准确，写作中，用于表达文章语义的词汇不仅需要准确， 更要异彩纷呈！更要异彩纷呈！ 1、教师自身教学用词的局限；、教师自身教学用词的局限； 2、学生阅读量不大，题材广泛性不足，、学生阅读量不大，题材广泛性不足， 词汇记忆有限词汇记忆有限crylaughhappysad / unhappyangrycleververy (much)more and moremanygoodbadhelpfulimportantfirstbelievethinksatisfieddisappoin

45、tedhardlyunnecessarysurprisingclearboredexplainusewant tojoinconsiderin a wordlead tobe interested inpay attention to引起关注，吸引引起关注，吸引不赞成，不同意不赞成，不同意事实上事实上但是但是因此因此假如假如产生，导致产生，导致记住，记忆记住，记忆学生习作学生习作So vital is the awareness of safety that I cannot emphasize too much. As we know, a good know-ledge of safety

46、 is often closely related to our happylife.学生习作学生习作So vital is the awareness of safety that I cannot emphasize too much. As we know, a good know-ledge of safety is often closely related to our happylife. 在英语写作中，句式应避免单一、呆板，语句结构在英语写作中，句式应避免单一、呆板，语句结构应努力呈现多样性和灵活性。指导学生多做句型转换练应努力呈现多样性和灵活性。指导学生多做句型转换练习，熟悉

47、同一句话的不同句式的表达。习，熟悉同一句话的不同句式的表达。 Too often, students stray into the habit of cheating on tests. Air, water and oxygen, evething that is necessary for life. Dark and empty, the house looked very different from the way I remembered it. Equally essential to the highest success in learning a language are

48、intense interest plus persistent effort. 为使文章在整体结构上严密和连贯，考生应该在句子与句子之间，甚至段落与段落之间，恰当地使用一些过渡性的词语. 常见的类型有：and, also, as well as, bothand, eitheror, not onlybut （also）, neithernor, etc.：for example, that is to say, suchas, first, on the other hand, on the one hand, and finally, etc.：the same as, just lik

49、e, just as, ：because, because of, for that reason,：as a result, so, sothat, suchthat, etc. ：in a word, in short, at last, on the whole, finally, etc.：but, however, yet, on the other hand, etc.: First, Second, Third, And finally, First of all, etc.: in one opinion, in ones view, as we all know, etc.：

50、in fact, above all, etc.：now, at present, for the moment, right now, at once, from now on, from then on, at the same time, later on, as soon as possible, in the beginning, in the end, etc.：for this reason, for this purpose, In order to, etc.所谓长短句，词数相对而言。所谓长短句，词数相对而言。一般一般分别特指复合句和分别特指复合句和 简单句。简单句。 ：包含