新高考背景下2023屆高三英語復(fù)習(xí)策略講座

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1、單擊此處編輯母版標(biāo)題樣式,單擊此處編輯母版文本樣式,二級,三級,四級,五級,2022/12/23 Friday,#,新高考背景下,2023,屆高三,英語,復(fù)習(xí)策略,目 錄,01,LOREM IPSUM,英語備考一大方向,02,LOREM IPSUM,一輪備考四大誤區(qū),03,LOREM IPSUM,一輪備考四條建議,C,ONTENTS,二輪復(fù)習(xí),求精,三輪復(fù)習(xí),求穩(wěn),英語備考一大方向,一輪復(fù)習(xí),求寬,一輪備考,四大誤區(qū),1.,只是單純的背單詞,2.,只是盲目跟從復(fù)習(xí),3.,感覺,學(xué)習(xí),語法沒用,4.,聽力不好就靠多聽,一輪備考,四條建議,1.,單詞,系統(tǒng)化,記憶，,語境化,記憶、,構(gòu)詞法,記憶,

2、;,2.,方向性,：,基礎(chǔ)線,（重點詞匯,+,句型）、,語法線,（與高考題型鏈接,),、,題型線,（基礎(chǔ)和語法結(jié)合）；,3.,語法與高考聯(lián)系更密切：,詞法,語法填空題、短文改錯題、完形填空題；,句法,閱讀理解、七選五、寫作。,語法填空題：,有提示詞：動形名副代數(shù),無提示詞：介連冠（代）,動詞,：謂語動詞：語態(tài)、,時態(tài)、,主謂一致,非謂語動詞：doing,done,to do.,形容詞、副詞,：詞性轉(zhuǎn)換,(,分情況討論,),；,比較級、最高級；,-ed,-ing,；特例。,名詞,：詞性轉(zhuǎn)換，單復(fù)數(shù),(,分情況討論,),。,代詞,：人稱代詞、物主代詞、反身代詞、指示代詞、不定代詞。,介詞,：固定搭

3、配；介詞,+doing/n.,；介詞,+,關(guān)系代詞,(which/whom),。,連詞,：but,and,or,so.,冠詞,：固定短語。,數(shù)詞,：,the+,序數(shù)詞；分?jǐn)?shù)；倍數(shù)；百分?jǐn)?shù)；,in the 1980s,；,in his 50s,。,4.掌握聽力話題（詞匯+句型）、,掌握聽力技巧（語音規(guī)則)。,一輪復(fù)習(xí),求寬,24個話題,語法,聽力、閱讀、完型、七選五,句法,詞法,詞匯,詞性變換,語境,句法,簡單句,并列句,復(fù)合句,定語從句,名詞性從句,狀語從句,主語從句,賓語從句,表語從句,同位語從句,目 錄,CONTENTS,趨勢分析,認(rèn)識盲區(qū),學(xué)習(xí)技巧,寫作實踐,Tendency Analy

4、sis,Cognition Blind,Learning Skills,Writing Practice,1,3,2,4,目 錄,CONTENTS,趨勢分析,Tendency Analysis,認(rèn)識盲區(qū),Cognition Blind,學(xué)習(xí)技巧,Learning Skills,寫作實踐,Writing Practice,1,3,2,4,從,“,雙基,”,到,“,三維,”,基礎(chǔ)知識,過程與方法,基本技能,情感態(tài)度價值觀,知識與技能,十八大提出,“立德樹人”,社會主義價值觀,富強、民主、文明、和諧,自由、平等、公正、法治,愛國、敬業(yè)、誠信、友善,體現(xiàn)在英語課程與教材的話題之中,學(xué)科核心素養(yǎng),語言能

5、力,學(xué)習(xí)能力,思維品質(zhì),文化意識,目 錄,CONTENTS,趨勢分析,Tendency Analysis,認(rèn)識盲區(qū),Cognition Blind,學(xué)習(xí)技巧,Learning Skills,寫作實踐,Writing Practice,1,3,2,4,內(nèi)容分析,提供一篇,350,詞以內(nèi)的語言材料，原文多是情節(jié)豐富的,記敘文,，偶有少量的議論文，要求考生依據(jù)該材料內(nèi)容、所給段落開頭語和所標(biāo)示關(guān)鍵詞進(jìn)行續(xù)寫（,150,詞左右），將其發(fā)展成一篇與給定材料有,邏輯銜接,、,情節(jié),和,結(jié)構(gòu)完整,的短文。,邏輯,情節(jié),結(jié)構(gòu),目標(biāo)分析,1,知識目標(biāo),2,3,能力目標(biāo),情感目標(biāo),掌握,6,個要素,能夠,篩選核心

6、信息,形成,正確的價值觀,教學(xué)重點,6,要素,Who,is the main character?,When,did the story happen?,Where,did the story happen?,What,happened in the story?,Why,was the matter caused?,How,was the matter solved/ended?,學(xué)情分析,閱讀下面短文，根據(jù)所給,情節(jié),進(jìn)行續(xù)寫，使之構(gòu)成一個,完整,的故事。,注意：,所續(xù)寫短文的詞數(shù)應(yīng)為,150,左右；,續(xù)寫部分分為兩段，每段的,開頭語,已為你寫好；,題干,隱含,信息,評分員態(tài)度,您是怎樣評

7、分的,?,您認(rèn)為還需要考慮哪些因素,?,您,認(rèn)為讀后續(xù)寫考查了學(xué)生的什么能力,?,評分員訪談：,1.,您是怎樣評分的,?,能簡單描述一下您的評分過程嗎,?,一般需要讀幾次續(xù)寫才能得出評分,?,較高檔看融洽度和支撐細(xì)節(jié)，低檔可迅速給分，最看多三四次。,2.,你認(rèn)為讀后續(xù)寫考查了學(xué)生的什么能力,?,閱讀和寫作各發(fā)揮了多大作用,?,閱讀能力、寫作能力、敘事能力，閱讀寫作,4:6,。,3.,評分結(jié)果能否反映學(xué)生的寫作能力，如果能，在多大程度上反映了學(xué)生的寫作水平,?,高分低分準(zhǔn)確，中間分?jǐn)?shù)略差，,70%,到,80%,沒問題,4.,從學(xué)生作答情況來看，您認(rèn)為續(xù)寫評分標(biāo)準(zhǔn)是否適合現(xiàn)在的題目和學(xué)生水平,?,

8、對您的學(xué)生來說，讀后續(xù)寫的難度如何,?,題目有難度，高分少，有限時間產(chǎn)出，還要顧及各個標(biāo)準(zhǔn)，生活閱歷，,“,但是他的這 些生活經(jīng)驗都是用漢語得到的用英語產(chǎn)出的話就存在一個轉(zhuǎn)換的問題。,switch,按照我們研究的話這個代價還是比較大的，對他們中學(xué)生來說的話我覺得能夠得體流利的表達(dá)出來這個難度還是有的,”,5.,評閱讀后續(xù)寫除了考慮邏輯、內(nèi)容、語言和連貫外，還需要考慮哪些因素,?,銜接與整個文章結(jié)構(gòu),6.,評分標(biāo)準(zhǔn)措辭是否清晰易懂,?,有沒有哪些措辭有歧義,?,有哪些措辭需要修改,?,如何修改,?,些許錯誤，錯誤的嚴(yán)重程度不好界定,7.,評分標(biāo)準(zhǔn)是否具有可操作性,?,在實際評分中遇到哪些困難,?

9、,哪些評分點不好評分,?,為什么,?,難評分之處,:,有的學(xué)生的作文用漢語理解好理解,8.,對于評分標(biāo)準(zhǔn)您有哪些建議,?,關(guān)鍵詞要給內(nèi)容一定的支撐，促進(jìn)情節(jié)發(fā)展，不能只說劃出來,9.,您現(xiàn)在是如何訓(xùn)練學(xué)生讀后續(xù)寫的,?,多讀些故事，了解故事結(jié)構(gòu),目 錄,CONTENTS,趨勢分析,Tendency Analysis,認(rèn)識盲區(qū),Cognition Blind,學(xué)習(xí)技巧,Learning Skills,寫作實踐,Writing Practice,1,3,2,4,He stopped a taxi and got into it.,He stopped a taxi,quickly got into

10、 it and sat in the back seat.,Tip1:Add some details.,Out of breath,he said to the taxi driver,“Please go to the Police Station as soon as possible.,Tip2:Proper transition.,He stopped a taxi and got into it.He said to the taxi driver,“Please go to the Police Station as soon as possible.,Tip3:Use diff

11、erent structures.,He continued running,stopped a taxi and got into it,He continued running until he stopped a taxi.,目 錄,CONTENTS,趨勢分析,Tendency Analysis,認(rèn)識盲區(qū),Cognition Blind,學(xué)習(xí)技巧,Learning Skills,寫作實踐,Writing Practice,1,3,2,4,Get main idea,Infer the ending,Begin to write,以學(xué)生為主體,Step one:Read and get t

12、he Main Idea,One day,at Park Avenue,Arthur helped a young man carry a suitcase when he was on the way to work.Suddenly,he heard the sound of an alarm and found that a robbery which was happening in the bank.When a young woman looked at his suitcase,he thought he might be mistaken for the bank thief.

13、,Paragraph1:,As he was running,Arthur heard the young man shouting behind,“Stop,stop!”,Two characters,：,Arthur and the young man,Arthur might realize that the young man was the bank thief.,Arthur took a,taxi,and went to,the police station,.,Paragraph2:,The taxi stopped in front of the Police Station

14、 and Arthur.,The young man wanted to get his suitcase back.,There may be some money or something else in the suitcase.,The young man may(not)be the bank thief.,Step two:Infer the ending,Paragraph 1:,As he was running,Arthur heard the young man shouting behind,“Stop,stop!”,Arthur realized that the yo

15、ung man was the bank thief.He continued running,stopped a taxi and got into it.He said to the taxi driver,“Please go to the Police Station as soon as possible.I have a robbery to report to the policeman.”Then the taxi drove to the police station.,Step three:Begin to write,Paragraph 1:,As he was runn

16、ing,Arthur heard the young man shouting behind,“Stop,stop!”,“Give my suitcase back to me!,”,Hearing this,Arthur immediately realized that the young man was the bank thief.,So,he continued running,until,he stopped a taxi.,Then,he quickly got into it and,sat in the back seat.,Out of breath,Arthur said to the taxi driver,“Please go to the Police Station as soon as possible.I have,a robbery,to report to the policeman.”,The moment,the taxi driver got the request,he drove,straight,to the police statio