A
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1. What is mainly discussed in paragraph 2?
A. the heat of the EP B. the safety of the EP
C. the appearance of the EP D. the material of the EP
2. From the passage, we can learn that the EP _______.
A. doesn’t burn up oxygen B. runs without any noise
C. makes people get sleepy D. is unsuitable for children and pets
The underlined word “evenly” in paragraph 4 probably means____
A.continuously B. separately
C. quickly D. equally
4. The main purpose of the passage is to_______.
A. persuade people to buy the product
B. advise people to save on heating bills
C. report the new development of portable heaters
D. compare the difference of different heart brands
C
When 19-year-old Sophia Giorgi said she was thinking of volunteering to help the Make-A-Wish Foundation (基金会)，nobody understood what she was talking about .But Sophia knew just how important Make – A –Wish could be because this special organization had helped to make a dream come true for one her best friends .We were interested in finding out more ,so we went along to meet Sophia listen to what she had to say . Sophia told us that Make – A –Wish is a worldwide organization that started in the United States in 1980.”It’s a charity(慈善机构)that helps children who have got very serious illnesses. Make – A –Wish help children feel happy even though they are sick, by making their wishes and dreams come true ,” Sophia explained . We asked Sophia how Make – A –Wish had first started .She said it had all begun with a very sick young boy called Chris ,who had been dreaming for a long time of becoming a policeman .Sophia said lots of people had wanted to find a way to make Chris’s dream come true ----so, with everybody’s help , Chris, only seven years old at the time ,had been a “policeman” for a day .” when people saw how delighted Chris was when his dream came true, they decided to try and help other sick children too ,and that was the beginning of Make – A –Wish,” explained Sophia Sophia also told us the Foundation tries to give children and their families a special, happy time. A Make-A-Wish volunteer visits the families and asks the children what they would wish for if they could have anything in the world. Sophia said the volunteers were important because they were the ones who helped to make the wishes come true. They do this either by providing things that are necessary, or by raising money or helping out in whatever way they can. 9. Sophia found out about Make-A-Wish because her best friend had _____. A. benefited from it B. volunteered to help it C. dreamed about it D. told the author about it 10. According to Sophia, Make-A-Wish _______. A. is an international charity B. was understood by nobody at first C. raises money for very poor families D. started by drawing the interest of the public
11. What is said about Chris in Paragraph3? A. He has been a policeman since he was seven. B. He gave people the idea of starting Make-A-Wish C. He wanted people to help make his dream come true. D. He was the first child Make-A-Wish helped after it had been set up. 12. Which of the following is true about Make-A-Wish volunteers? A. They are important for making wishes come true. B. They try to help children get over their illnesses. C. They visit sick children to make them feel special. D. They provide what is necessary to make Make-A-Wish popular
B
If Confucius（孔子）were still alive today and could celebrate his September 28 birthday with a big cake, there would be a lot of candles. He’d need a fan or a strong wind to help him put them out.
While many people in China will remember Confucius on his special day, few people in the United States will give him a passing thought. It’s nothing personal. Most Americans don’t even remember the birthdays of their own national heroes.
But this doesn’t mean that Americans don’t care about Confucius. In many ways he has become a bridge that foreigners must cross if they want to reach a deeper understanding of China.
In the past two decades, the Chinese studies programs have gained huge popularity in Western universities. More recently, the Chinese government has set up Confucius Institutes in more than 80 countries. These schools teach both Chinese language and culture. The main courses of Chinese culture usually include Chinese art, history and philosophy（哲学）. Some social scientists suggest that Westerners should take advantages of the ancient Chinese wisdom to make up for the drawbacks of Westerners philosophy. Students in the United States, at the same time, are racing to learn Chinese. So they will be ready for life in a world where China is an equal power with the United States. Businessmen who hope to make money in China are reading books about Confucius to understand their Chinese customers.
So the old thinker’s ideas are still alive and well.
Today China attracts the West more than ever, and it will need more teachers to introduce Confucius and Chinese culture to the West.
As for the old thinker, he will not soon be forgotten by people in the West, even if his birthday is.
5. The opening paragraph is mainly intended to ________
A. provide some key facts about Confucius
B. attract the readers’ interest in the subject
C. show great respect for the ancient thinker
D. prove the popularity of modern birthday celebrations
6. We can learn from Paragraph 4 that American students______.
A. have a great interest in studying Chinese
B. take an active part in Chinese competitions
C. try to get high scores in Chinese exams
D. fight for a chance to learn Chinese
7. What is the best title for the passage?
A. Forgotten Wisdom in America
B. Huge Fans of the Chinese Language
C. Chinese Culture for Westerners
D. Old Thinker with a Big Future
8. The passage is likely to appear in ___________.
A. a biography B. a history paper C. a newspaper D. a philosophy textbook
D
Almost every machine with moving parts has wheels, yet no one knows exactly when the first wheel was invented or what it was used for. We do know，however，that they existed over 5,500years ago in ancient Asia. The oldest known transport wheel was discovered in 2002 in Slovenia. It is over 5，100 years old. Evidence suggests that wheels for transport didn't become popular for .while, though . This could be because animals did a perfectly good job of carrying farming tools and humans around. But it could also be because of a difficult situation. While wheels need to roll on smooth surfaces, roads with smooth surfaces weren't going to be constructed until there was plenty of demand for them. Eventually,road surfaces did become smoother, but this difficult situation appeared again a few centuries later. There had been no important changes in wheel and vehicle design before the arrival of modern road design. In the mid-1700s,a Frenchman came up with a new design of road--a base layer (层)of large stones covered with a thin layer of smaller stones. A Scotsman improved on this design in the 1820s and a strong,lasting road surface became a reality.At around the same time,metal hubs(the central part of awheel)came into being,followed by the pneumatic type(充气轮胎） in 1846.Alloy wheels were invented in 1967, sixty years after the appearance of tarmacked roads(泊油路). As wheel design took off, vehicles got faster and faster. 13.What might explain why transport wheels didn’t become popular for some time? A.Few knew how to use transport wheels. B.Humans carried farming tools just as well. C. Animals were a good means of transport. D. The existence of transport wheels was not known. 14. What do we know about road design from the passage? A. It was easier than wheel design. B. It improved after big changes in vehicle design. C. It was promoted by fast-moving vehicles. D. It provided conditions for wheel design to develop. 15. How is the last paragraph mainly developed? A. By giving examples. B. By making comparisons. C. By following time order. D. By making classifications. 16. What is the passage mainly about? A.The beginning of road design. B.The development of transport wheels. C.The history of public transport. D.The invention of fast-moving vehicles
E
“In wilderness(荒野) is the preservation of the world.” This is a famous saying from a writer regarded as one of the fathers of environmentalism. The frequency with which it is borrowed mirrors a heated debate on environmental protection: whether to place wilderness at the heart of what is to be preserved.
As John Sauven of Greenpeace UK points out, there is a strong appeal in images of the wild, the untouched; more than anything else, they speak of the nature that many people value most dearly. The urge to leave the subject of such images untouched is strong, and the danger exploitation(开发) brings to such landscapes(景观) is real. Some of these wildernesses also perform functions that humans need—the rainforests, for example, store carbon in vast quantities. To Mr.Sauven, these ”ecosystem services” far outweigh the gains from exploitation.
Lee Lane, a visiting fellow at the Hudson Institute, takes the opposing view. He acknowledges that wildernesses do provide useful services, such as water conservation. But that is not, he argues, a reason to avoid all human presence, or indeed commercial and industrial exploitation. There are ever more people on the Earth, and they reasonably and rightfully want to have better lives, rather than merely struggle for survival. While the ways of using resources have improved, there is still a growing need for raw materials, and some wildernesses contain them in abundance. If they can be tapped without reducing the services those wildernesses provide, the argument goes, there is no further reason not to do so. Being untouched is not, in itself, a characteristic worth valuing above all others.
I look forward to seeing these views taken further, and to their being challenged by the other participants. One challenge that suggests itself to me is that both cases need to take on the question of spiritual value a little more directly. And there is a practical question as to whether wildernesses can be exploited without harm.
This is a topic that calls for not only free expression of feelings, but also the guidance of reason. What position wilderness should enjoy in the preservation of the world obviously deserves much more serious thinking.
17. John Sauven holds that_____. A. many people value nature too much B. exploitation of wildernesses is harmful C. wildernesses provide humans with necessities D. the urge to develop the ecosystem services is strong
18. What is the main idea of Para. 3? A. The exploitation is necessary for the poor people. B. Wildernesses cannot guarantee better use of raw materials. C. Useful services of wildernesses are not the reason for no exploitation. D. All the characteristics concerning the exploitation should be treated equally.
19. What is the author’s attitude towards this debate? A. Objective. B. Disapproving. C. Sceptical. D. Optimistic.
20. Which of the following shows the structure of the passage?
CP: Central Point P: Point Sp: Sub-point(次要点) C: Conclusion
芜湖市2014届高考英语
学科复习研讨会论文
浅谈高考英语完形填空应试的策略与技巧
作者:王美
单位:芜湖县一中
浅谈高考英语完形填空应试的策略与技巧
尊敬的各位领导，老师：
大家好！
现在距离2014高考仅六十几天，高考英语复习进入关键时期。英语教师在课堂内外必须采取科学、正确、有效的复习方法，才能节约复习时间，提高复习效率，从根本上提高学生的学习成绩。在座都是教学方面的行家里手，我仅在这对于完型填空谈一些粗浅的认识与做法。不当之处，请大家商榷指正。
一、完形填空题，有以下几个特点：
1. 短文难度基本稳定，与高中英语教材课文难易基本相当。
2. 短文选材一般为故事性文章，极少采用其他题材的文章。但往往不按时间顺序平铺直叙，有插叙或倒叙。有时还夹有描述和议论。
3. 短文的第一句不设空格，提供给考生一个思路，以便考生做题。
4. 考查内容主要是逻辑上的通顺，极少是考语法。所以每题四个选项大多属同一语法范畴。
5. 短文长度基本稳定，一般在250～300个单词左右。
二、完形填空选项设置的几个特点
1. 同义、近义词辨析型。多倾向考查动词、名词、形容词。
2. 固定搭配型。多倾向考查动词和介词或副词、名词和介词、形容词和介词，典型句子结构的搭配。而在众多的习语当中，介词往往扮演最活跃的角色，其次是副词。词义辨析题的比重有加大的趋势，多为常用词、词组。
3. 常用语法。 时态和语态、从句连词。
4. 根据上下文的逻辑关系确定选项型
三、完形填空的解题步骤:[1、通读全文，领会大意（2－3分钟）
2、逐句阅读，选出答案 （8－9分钟）
3.猜测难点、整体复查（2－3分钟）]
1．跳过空格、通读全文、把握大意。先跳过空格，通读试题所给的要完形填空的短文，获得整体印象，做到弄清文脉、抓住主旨，较好地把握短文大意。要在阅读理解短文意思的基础上才开始判定选择，切忌仓促下笔。
2．结合选项、综合考虑、初定答案。在理解全文意思的基础上，再结合所给备选项细读全文，联系上、下文内容，注意从上、下文的语法结构和词语搭配及从选择项中寻找解题的提示，以词、句的意义为先，再从分析句子结构入手，根据短文意思、语法规则、词语固定搭配等进行综合考虑，对备选项逐一进行分析、比较和筛选，排除干扰项、初步选定答案。
3．瞻前顾后、先易后难、各个击破。动笔时要瞻前顾后、通篇考虑、先易后难。对比较明显直接的、自己最有把握的答案先做，一下子不能确定答案的，先跳过这一空格，继续往下做，最后回过头来再集中精力解决难点。这时可结合已确定答案的选项再读一遍短文，随着对短文理解的深入，可以降低试题的难度，提高选择的正确率。
4．复读全文、逐空验证、弥补疏漏。完成各道题选择后，把所选的答案代入原文，再把全文通读一篇，逐空认真复查。看所选定的答案是否使短文意思前后连贯、顺理成章，语法结构是否正确，是否符合习惯表达法。如发现错误答案或有疑问的，应再次推敲、反复斟酌、做出修正。进行该项核查时应注意以下三点：
1). 上下文的一致性：即时态语态的一致；代词、名词、单复数的一致。
2). 从语法和惯用法及习惯搭配、甚至语感入手，看是否符合上下文的逻辑。
3). 段与段、句与句之间的衔接是否连贯。
这次复核至关重要，常能纠正一两处甚至多处错误。同时对极难确定的答案，也要凭语感任猜一个，决不可不选。
四、做完形填空选择题时应注意如下八点：
1．完形填空的短文通常没有标题且文章的首句和尾句，一般不设空，要特别注重对首、尾句的理解，因为它们往往提示或点明文章的主题，对理解全文有较大帮助。
2．完形填空题的解题过程首先是一个阅读的过程，必须把握作者的思路，通过联想、推测等方法，多换角度去思考问题，使自己的思维模式与作者的思维模式相吻合。第一遍通读带有空缺单词的短文时可能一时把握不住短文内容，弄不清头绪，这是很正常的。此时要注意克服畏难情绪和急躁心理，应稳定情绪，再将短文读一、二遍，直到明确大意为止。
3．做题时切勿一看到一个空格就急着选出一个答案，这样往往只见树木不见树林。由于缺乏全局观念，极易导致连续选错。因为完形填空不同于单个句子的选词填空，其空白处是位于一篇文章之中，因此必须纵观全文、通篇考虑。
4．每篇完形填空所设的空多以实词为主，所提供的四个备选项中只有一个是正确的，其它三项均为干扰项。而干扰项也多半与前、后的句子或词组可以形成某种搭配，即如单从语法角度判断则无法确定，还必须从语篇意义上加以鉴别。解决这类题目要求考生多读、多记，对所学词语或固定搭配牢固掌握，并能灵活运用。
5．动笔时先易后难，先完成容易、有把握的答案，这样可以增强自信心，然后再集中精力解决难点。对于实在无法确定的，可以从文中同样结构或类似结构中寻找提示，大胆地做出猜测。 在不能确定答案的情况下，要凭语感和第一感觉。一经确定的答案不要轻易改动
6. 结合生活常识和中西方文化及上下文选出最佳答案。完形填空往往以自身的内容提供完整的语篇信息，其间交织渗透着各类相关的文化背景知识和生活常识，考查考生灵活运用该方面知识的能力。解决这类题目，考生不仅要有广博的知识、丰富的生活经历，还要能够驾驭全文，不仅理解文章的表层意义，而且要弄清文章的深层意义。当对语言的把握不很准确时，若能积极地调动自己的文化背景知识和生活常识，注意中西方文化方面存在的差异，将会大大简化复杂的分析与判断过程，节省宝贵的时间，顺理成章地选出正确的答案。
7.利用排除法解题。有时我们会遇上这样的情况：对某个题目的正确选项的含义、用法不甚明了、但发现其它选项却有显而易见的谬误，这时候我们可以试试排除法：将干扰项逐项检查验证，凡发现有错误的选项，立即剔除出选择范围。随着选择范围的缩小，选项的准确率就会不断提高。经过这样分析推敲弃误留正，便会水落石出，找出正确答案。排除法如果运用得好，可以收到事半功倍的效果。
8.摆脱定势逆向思维。考生如果学习方法不当，对某些知识点进行了过度强调，就会产生思维定势。例如过度强调make sb. do sth. 这一结构，当看到 make sb. 时就会不假思索地用不带to的不定式do sth.作宾语补足语。其实make sb. 后面也有可能接不定式短语的。如：The father made a paper tiger to please his son. 不过to please his son 不是宾语补足语，而是目的状语。思维定势使一些考生形成猜题的心理。完形填空题中常利用反猜手段设计一些似是而非的题目，利用学生的思维定势，诱导学生“误入歧途”。
总之，完形填空解题时要注意运用适当的技巧，克服急躁心理，试着从上下文角度、文化背景角度、生活常识角度、惯用法和固定搭配及语法和词义角度等多角度来进行分析，也就是把多种方法结合起来。当然，更重要的是扩大阅读面，增加阅读量，积累语言经验，培养语感能力。以上是我的一些不太成熟的观点,希望能对大家完型的复习有一点帮助,不足之处,请批评指正。
课件12张PPT。自主性学习实践下的 高考英语听力教学探究 芜湖市第十二中学 肖媛媛 (2014届高考英语研讨会交流论文)自主性学习实践下的高考英语听力教学探究 “无论儿童或成年人，在语言习得中，头等重要的是听力的理解。”
听是获得语言信息及语言感受的主要途径，也是提高读写技能的主要途径。 自主性学习实践下的高考英语听力教学探究 我校为开展自主性学习实践而实施的听力教学规划：
1. 从高一开始各班有序开展Daily Report，训练学生听说结合；
2. 高二时为强化英语听力，各班每周专设一节英语听力课，并由专门老师负责；
3. 学生策划，老师协助组建English Club，指导学生进行自主性英语学习，并开
展一系列英语实践活动，如英文歌曲比赛，英文课本剧表演，邀请外教来校座
谈、与学生互动等；
4. 高三利用每天晚自习前半小时安排学生进行二十分钟专项听力训练；
5. 组织高三备课组教师每周一次集体备课和教学复习研讨；
6. 成立“学生自主性实践学习”英语课题组，其中包括设立针对高考英语听力教
学和策略的专项研究任务；
7. 学校组织了两次高三教学复习研讨会，专门讨论和研究应对高考英语听力教学
的对策。
自主性学习实践下的高考英语听力教学探究 一、英语高考听力的命题特点
1．语音特点
以口语的形式呈现，语速更快，句子较短，重复率高，语法结构没那么
严谨，冗余信息多。
2．语速特点
1）长短对话部分是由一男一女朗读的，双方的语音特点明显不同，语速
略有差异；
2）英语独白部分是男声一遍，女声一遍，语速适中；
3）朗读速度大致在每分钟130个单词左右，自主性学习实践下的高考英语听力教学探究 一、英语高考听力的命题特点
3．语体特点：
某些单词采用连贯发音方式，比如略读、失去爆破音等，造成听辨困难。
4．内容特点：
1）注重生活和实际，涉及面广泛，包括风土人情、时事、教育等等。
2）经常出现的内容包括：郊游、邀请、聚会、天气、电话、看病、购
物、 新闻等。
3）话题和学生实际生活联系紧密，易于理解，信息集中。自主性学习实践下的高考英语听力教学探究 二、高考英语听力的命题原则
1.考题每段材料的第一句一般不会涉及到问题的提问和答案内容。
2.题目和答案的设置简明扼要，意思明确，答案唯一。
3.每一个错误选项都会对学生的选择造成干扰。
4.选项平行，不存在包容的现象。
5.题目考查类型包括：
1）听大意和主题； 2）抓关键词； 3）预测下文内容；
4）确定事物的发展顺序或逻辑关系； 5）理解说话人的意图和态度；
6）判断语段的深层含意；7）评价所听内容； 7）听并执行指示语；
9）排除口音和背景音等的干扰。自主性学习实践下的高考英语听力教学探究 三、学生在听力考试中失利的原因
1.语音原因
1）英语单词的弱读。
2）英语单词的连读。
3）单音节的英语单词，发音短促，很容易被忽略。
2.词汇原因
习语，口语、谚语、短语、俚语等几个方面的词汇不了解。
3.文化原因
缺乏英语国家文化背景知识，课外阅读不够。 自主性学习实践下的高考英语听力教学探究 三、学生在听力考试中失利的原因
4.记忆和理解技巧原因
注意力多集中在理解材料的主要内容方面，没有及时将和题目相关的
信息要点和细节记录下来，听了后面忘了前面。
5.语法原因
当出现一些和语法相关的问题时，因为不了解相关语法知识，导致
理解说话人的真实意图而选择错误。自主性学习实践下的高考英语听力教学探究 四、自主性学习实践中的英语听力训练方法
1.听力测试前学生的准备和教师的指导方式
1）听和说结合。
2）听和写结合。
3）听和读结合。
自主性学习实践下的高考英语听力教学探究 四、自主性学习实践中的英语听力训练方法
2. 学生自主性听力训练的原则和方法
1）持之以恒
任何知识的获得都离不开恒心，学生听力成绩的提高，除了技巧和
悟性外，更重要的是坚持。
2）循序渐进
听力能力的提高应建立在科学的方法基础上，因此，按照学习规律
“有序”地进行听力训练很有必要。
3）训练有量
每次听至少二十分钟，每周至少六次听力训练量。自主性学习实践下的高考英语听力教学探究 四、自主性学习实践中的英语听力训练方法
3.自主性听力训练中教师的作用
1）示范和分析听力理解技巧
2）培养学生良好的听力习惯
学会强读题目、预判答案；
学会跟上节奏、边听边记；
学会英语思维、正确猜词；
学会总结规律、换算数字；
学会排除干扰、控制情绪。
3）成为高三学生自主性学习实践的助手，强大的知识后盾和心理后盾。
自主性学习实践下的高考英语听力教学探究
THANK YOU!
2014年芜湖市高三年级
英语复习教学研讨会专题发言
评析阅读理解题的收放艺术
无为一中 闫玉玲
2014届芜湖市高中英语
复习教学研讨会交流材料
评析阅读理解题的收放艺术
无为一中 闫玉玲
各位领导、专家、老师：
大家上午好！
今天，非常高兴能有这样一个机会和在座的各位一起交流学习，非常荣幸能代表无为一中英语组与大家分享教学中的心得体会。2014年高考临近了，复习备考进入了白热化阶段。大家知道，在高考英语试题中，阅读理解占有举足轻重的地位，是整体上占总分比重最大的题型，阅读理解的分数直接决定着学生英语考试的成败，得阅读者得天下，所以倍受重视。
在高三下学期，经常有试卷评析课，一份试卷中，老师们偏爱单项选择的评讲，死抠语法点和知识点，忽略语篇能力的培养。对于阅读理解的讲解，教师常用的方式是：1.教师直接给出答案，不给予学生思维训练的机会。2.教师从头至尾地逐题讲解，没有突出重点。教师们认为学生存在很多问题，只有面面俱到，才不至于漏掉某个点。3.有些试题选项有一定迷惑性，教师三言两语带过，学生似懂非懂，没有突破难点。这些都是很不科学的，教学效果也不理想。
美国著名心理学家布鲁纳说：“学习者不应是信息的被动接受者，而应该是知识获取过程中的主动参与者。”本文从以学生为主体的教学理念出发，结合英语阅读评析教学实践，探讨如何在阅读评析中发挥教师的主导和学生的主体作用，以期提高英语阅读课的教学效率。现在本人把自己在评析阅读课时的心得体会与大家共同分享一下。
1、小组讨论
新课程要求学生学会学习，学会合作。在课堂教学中我尽量为学生提供合作研究的机会。一些“低级错误”在小组讨论中由学生自行解决。常见的类型有：1.有的选项内容与原文内容冲突，把原文做了最细微的改动，粗心的学生就很难发现。2.添加了一些原文并未出现的内容。3.将原文当中出现的原话，但是不能回答题干的内容设置出来以迷惑考生。4.修饰词程度不匹配。5.选项的时态与原文时态不一致。对于这些错误，先让前后桌四人一组进行小组讨论，在小组讨论中，学生自由发表自己的见解，主动学习，积极思考，相互交流，各抒己见。在学生讨论过程中，教师对所有小组进行巡视，以便发现问题并及时纠正引导。当小组活动偏离主题或活动受阻时，教师应及时发现，及时制止，或为小组活动提供及时的点拨，使小组活动顺利发展。另一方面，教师在巡视过程中可以清楚的了解到学生存在的问题，为下一步的讲解做好准备。
2、教师精讲
小组讨论结束后，教师把有严重分歧的题目呈现出来，二十道阅读理解题经过小组讨论后需要评讲的，一般是两三题，然后教师就可以针对这几道题引导学生分析，解答。“学生的提问能力是最重要，最有价值的学习能力”（黄碧华，2011）。教师所讲必须是疑点，难点和焦点。老师对于学生所犯的错误不应该感到奇怪，“将心比心”，站在学生的角度分析学生出错的根源，引导学生走出思维的误区。有些题目具有一定的迷惑性、挑战性，这些恰恰是培养学生获取信息，分析问题，提高能力的好机会，教师千万不要武断地把标准答案强加给学生，应该帮助学生掌握解题技巧、归纳学习方法，提高阅读能力，使学生学有所得。
3、总结归纳
“教师的观点、总结、评价在整个小组活动中起着画龙点睛的作用”（仲向东，2011）。教师要针对所讲题目引导学生总结错误原因，遇到类似的题目应该如何去考虑，要举一反三，触类旁通。老师带领学生归纳总结能促进学生掌握知识，总结规律，以避免多次重复相同的错误，变“惑”为“获”。
4、巩固练习
根据学生存在的问题、评讲的重点问题提前配套一些有针对性的练习，帮助学生在第一时间巩固复习所学内容，有的放矢，取得最佳的学习效果，如按不同题材（应用文、记叙文、说明文和议论文）进行训练，把握不同类型文章的特点。或者按不同话题（人文、社会现象、历史、地理、科普、广告）进行分类练习，使学生接触一些原汁原味的文章。还可以按细节查询、主旨大意、推理判断、猜测单词、态度观点进行专项阅读技能训练，初步形成程序性知识和技巧。
下面我以“江南十校”考试为例，谈谈我的具体做法。
首先，学生在小组讨论中解决了56、64、65 、68、72、74 六个小题。对于 61、62 两小题，学生存在很大的分岐。
Some people succeed in unbelievable ways.
Roussel was orphaned at the age of eight and went to live with his grandfather. He built on the music he had learned from his mother, entertaining himself by reading through the family music collection and playing his favorite songs on the piano.
Three years later, Roussel’s grandfather died, and his aunt adopted him. Her husband arranged for young Albert to take regular piano lessons. Summer vacations at a Belgian seaside resort added a second love to his life -- the sea. He studied to be a naval cadet (海军学员), but still made time to study music.
In the French Navy, while he served on a warship based at Cherbourg, he and two friends found the time to play the music of Beethoven and other composes (作曲家). Roussel also began composing. At the Church of the Trinity in Cherbourg on Christmas Day 1892, he had his first performance as a composer.
That success encouraged Roussel to write a wedding march, and one of his fellow offices offered to show it to a well-known conductor (指挥家), Edouard Colonne. When Roussel’s friend returned with the manuscript (手稿), he reported that Colonne had advised Roussel to give up his naval career and devote his life to music.
Not long afterwards, at the age of 25, Roussel did just that. He applied characters that he had developed in the navy to his composing and became a major force in twentieth century French music. As for Eduoard Colonne’s inspiring advice that Roussel devote his life to music, Roussel's navy friend later admitted that he had made it up and that he had never even shown Roussel's manuscript to the conductor.
61. What ______ did played the most important part in Roussel's final success.
A. his mother ?B. the husband of his aunt?
C. his navy friend?? D. Edouard Colonne
62. We can infer from the article that______.
A. Roussel's aunt adopted him after his grandfather died.
B. Roussel read through the family music collection in his grandfather's.
C. Colonne advised Roussel to give up his naval career and devote his life to music.
D. If Roussel hadn't joined the navy, he might not have achieved so much.
61、小题四个选项中，D选项错误明显，学生很轻松就排除了D。我就从为什么要排除D选项开始引导学生，过程如下：
T：对于这道题目，大家首先要排除的选项是什么？
S：D. Edouard Colonne
T：Why? Please give the reason.
S: 因为D选项中的Edouard Colonne 是一个指挥家，从文章的最后一句（he had never even shown Roussel's manuscript to the conductor.）看出这个指挥家并没有看到他的手稿，更没有给出建议,所以对他的成功没有影响。
T：Very good! 这个指挥家并没有看到他的手稿，更没有给出建议，那他的朋友又是怎么告诉他的呢？
S：朋友告诉他Colonne had advised Roussel to give up his naval career and devote his life to music.
T：A good job! You are careful enough. But why did his friends tell him like that? What is his motivation to tell the lie ? Is this a bad lie for him?
S: His motivation is to encourage Roussel .It is good for Roussel.
T; The lie is good ,we call it a white lie. Do you think this white lie is important? Why?
S：Yes, Without the lie , he would not give up his naval career and devote his life to music and he would not be successful!
T：A. his mother ?B. the husband of his aunt 这两个选项在第二段都提到了，对他的音乐生涯也起了作用，为什么不能选呢？
S：题目问的是the most important ，本文的主旨就是善意的谎言，而善意的谎言正是他朋友所说的，所以C才是正确选项。
T：大家分析选错的原因是什么呢？
S：没有很好的把握主旨、审题不清、没有抓住关键词the most important 和final success。
第62题，我也用类似的方法引导学生，首先根据文章的最后一句排除和文章内容相矛盾的C项。再抓住关键词infer 排除文中直接给出信息的AB两项，进而找出正确选项。
通过对这两道题目的讨论，我了解到学生解决主旨大意和推断类型题目的能力有所欠缺，而这部分又是高考所考查的重点，所以，在接下来的环节中，我就和学生一起总结，归纳如何做主旨大意题。
做主旨大意题时，首先，要了解这类题目常见的设问方式是：
The best title/headline for this passage might be_____.
2.What is the best title for the passage?
3.The passage mainly talks about______.
4.What is the topic of this passage?
5.This passage chiefly deals with ____________.
其次，找到文章的主题句，主题句的呈现方式常见的有：1.文首开门见山，提出主题，随之用细节来解释，支撑或发展主题句所表达的中心思想；2.文尾，在表述细节后，归纳要点、结论、建议或结果，以概括主题。3.文中，通常前面只提出问题，文中的主题句由随之陈述的细节或合乎逻辑的引申在文中导出，而后又作出进一步的解释。4.首尾呼应，为突出主题，作者先提出主题，结尾时再点出主题。5.无主题句，即主题句隐含在文中，没有明确的主题句，必须根据文篇中所提供的细节，进行全面考虑，综合分析，找出共同的东西，归纳成一般概念。
再次，分析不同文体主旨大意的概括。
议论文的主旨大意是论点，记叙文则是故事的情节与结局，新闻报道则在第一段就交代要告知的事实，后面再做详尽的报道。
最后，提醒学生关注主旨大意题干扰项的特点
了解干扰项的特点，有助于迅速、果断地排除这些干扰项，从而确定正确的答案。通常情况下，干扰项具有如下五个特点：
1. 主题变大。干扰项所归纳、概括的范围变大，超过文章实际所提及的内容。
2. 断章取义。干扰项常以文章中的个别信息或个别字眼作为选项的设计内容，或者以次要的事实或细节充当全文的主要观点。
3. 以偏概全。干扰项只表述了文章的部分内容，也就是文章的局部信息。
4. 无中生有，似是而非。有的干扰项中的关键词语好似在文章中谈到了，但认真分析之后会发现这类干扰项的内容与文章的内容毫无联系。
5. 张冠李戴。命题者有意地把属于A的特征放在B的身上，构成一个干扰项。我们不注意的情况下，会造成错选答案。
总结归纳之后，我又从历年来高考题目中，精选出这种类型的题目及时对学生进行分类巩固练习。
例如：2013年安徽高考
63. The text is mainly about .
A. Why paving roads reduces our water
B. how much we depend on water to live
C. why droughts occur more in dry climates
D. how human activity affects our water supply
68.What can be inferred from the underlined sentence in Paragraph I?
A.People can tell good from bad behavior.
B.Radar is able to observe human behavior.
C. People care little about their behavior.
D. Radar can be used to predict human behavior.
这种做法的好处：
1、督促学生自觉完成练习。只有自己认真独立的完成练习，才能在讨论时提出困惑、发表见解、有针对性的学习。
2、教师所讲题目有针对性，代表性，极大地提高了课堂效率。教师选择重点和学生问题的集中点进行精讲，就会节省出很多时间供学生用于练习，也就能更好地避免“讲太多，练太少，时间不够”的恶性循环。
3、让学生由被动接受变为主动思考，使学生学会求知、学会学习。
4、有利于课后的讨论。学生会把讨论的习惯带到课后，形成良好的自主合作学习习惯。
在具体实施中教师需要精心备课，充分预测课堂上学生会提出的问题，并采取一些相应措施，避免临时手忙脚乱。题目要评讲及时，评讲过程中，教师要不失时机地给予积极评价，使每个学生时时都有一种愉悦的心理体验，感受到思维劳动本身的乐趣，增强学习自信心。
俗话说：授之以鱼，不如授之以渔。在阅读理解的评析中，教师应该收放自如的驾驭课堂，巧妙引导学生，充分发挥学生的主体作用，让学生学会如何从复杂的文章中获取信息，去粗取精，去伪存真，有效地训练学生的思维能力，掌握解题技巧。
以上是我在评析阅读理解题时的一些具体做法，不足之处希望各位领导、同事继续给予帮助、指导。在准备过程中参考了一些资料，请教了一些老师的成功经验与做法，再此一并感谢。最后，祝大家2014年高考取得理想的成绩！谢谢大家！
2014年3月29日
课件18张PPT。安徽省繁昌一中 吕佩 2014年 3月高考书面表达中连接词的应用 完全完成了试题规定的任务。覆盖所有知识要点；应用了较多语法结构和词汇；语法结构和词汇有些许错误，但为尽力使用复杂结构和高级词汇所致；具备较强的语言运用能力；有效地使用了语句间的连接成分，使全文结构紧凑；完全达到了预期的写作目的。一.高考书面表达评分标准第五档
很好 21-25分第一档
差 1-5分第二档
较差 6-10分第三档
适当 11-15分第四档
好 16-20分 较全面地完成了试题规定的任务。虽漏掉一、两个次重点，但覆盖了所有的主要内容；应用的语法结构和词汇能满足任务的要求；语法结构和词汇方面应用基本准确、些许错误主要是因尝试使用复杂语法结构和高级词汇所致；应用简单的语句间连接成分，使全文结构紧凑；达到了预期写作目的。一.高考书面表达评分标准第一档
差 1-5分第二档
较差 6-10分第三档
适当 11-15分第四档
好 16-20分第五档
较好 21-25分 基本完成了试题规定的任务。虽漏掉一些内容，但覆盖了所有主要内容；应用的语法结构和词汇能满足任务的要求；有一些语法和词汇方面的错误，但不影响整体理解。应用简单的语句间的连接成分，使全文内容连贯；整体而言，达到了预期的写作目的。一.高考书面表达评分标准第五档
很好 21-25分第一档
差 1-5分第二档
较差 6-10分第三档
适当 11-15分第四档
好 16-20分一.高考书面表达评分标准第五档
很好 21-25分第一档
差 1-5分第二档
较差 6-10分第三档
适当 11-15分第四档
好 16-20分 未恰当完成试题规定的任务。漏掉或未描述清楚一些主要内容；写了一些无关的内容；语法结构单调，词汇项目有限；有一些语法结构和词汇方面的错误，影响了读者对写作内容的理解；较少使用语句间的连接成分，内容缺少连贯性；信息未能清楚地传达得给读者。一.高考书面表达评分标准第五档
很好 21-25分第一档
差 1-5分第二档
较差 6-10分第三档
适当 11-15分第四档
好 16-20分 未完成试题规定的任务。明显遗漏了主要内容；写了一些无关内容，原因可能是未了解试题的要求；语法结构单调，词汇项目有限；较多语法结构和词汇方面的错误，影响了读者对写作内容的理解；缺乏语句间的连接成分，内容不连贯；信息未能传达给读者。
二.连接词使用现状分析1.过度使用 In my opinion，we should not like the person and feel
everything good．As far as I’m concerned, everything
has its advantages and disadvantages．We should have
our own methods to face our life and solve the different ?problems．
And it is necessary for us to defend the lives difficulties and make
our lives better and better． 二.连接词使用现状分析1.过度使用改为：
In my opinion, we shouldn’t feel over-optimistic．As far as I’m concerned, every coin has two sides．When faced with safety problems．we should have our own methods．Only in this way can we overcome the difficulties and better our lives．二.连接词使用现状分析2.重复使用 So，as a result，these people might live happily without noticing
the coming danger.改为：
So／As a result，these people might live happily without noticing
the coming danger .二.连接词使用现状分析3.错误使用 From my point of view，when we seek some exciting things,
we should do some safety actions in case we are in danger. Such as
when we go across the road，we should wait the lights change． on the other hand被写成in the other hand，to sum up被写成
to summerize，last but not least写成at last but not the least等等。三.连接词使用教学策略1.培养使用连接词的意识和习惯2.注重使用的多样性和准确性3.排除汉语思维的干扰，避免运用的极端化4.将学生作文批改和讲评结合起来三.连接词使用教学策略1.培养使用连接词的意识和习惯①.使用连接词连接句子；
②. 使用连接词进行过渡；三.连接词使用教学策略1.培养使用连接词的意识和习惯①.使用连接词连接句子；例1：我喜欢运动。
一般表达：I like sports.
较好表达：I like sports, especially swimming and playing basketball.
例2：杰克擅长英语。
一般表达：Jack is good at English.
较好表达：Jack is good at English. For example, he can talk with foreigners in English freely. 三.连接词使用教学策略1.培养使用连接词的意识和习惯②. 使用连接词进行过渡；例：我们的班长是个好女孩。她学习努力，各门功课优秀。她喜欢体育运动，积极参 加学校的运动会。她还乐于助人。她给我们树立了好榜样。
一般表达：
Our monitor is a good girl. She studies very hard. She is good at all the subjects. She likes sports. She takes an active part in the school sports meetings. She is always ready to help others. She has set us a good example.
加上连接词的表达：
As you know, our monitor is a good girl. She studies very hard so that she is good at all the subjects. What’s more, she likes sports. She takes an active part in the school sports meetings. In addition, she is always ready to help others. In a word, she has set us a good example. 三.连接词使用教学策略2.注重使用的多样性和准确性①.每个学生在规定时间内上交有准确连接词的段落；
②.学生们互相传阅,互相评价所选段落的连接词的使用情况；
③.对原段落中较好的、自己在写作中不常用的连接词记录下来并进行仿写。
三.连接词使用教学策略3.排除汉语思维的干扰，避免运用的极端化①.教师要向学生作英汉思维模式方面的对比分析，引起学生重视英语“形合”的特点
②.要学生做到既不能过度使用、又不能完全不用连接词，避免运用的极端化。三.连接词使用教学策略4. 将学生作文批改和讲评结合起来①.在批改作文时指出学生在使用连接词方面出现的错误和存在的问题
②.利用课堂讲评，讲解一些常见的、普遍的语义连贯失误，方便学生理清他们失误的原因及修改的方法，逐渐养成使用正确的连接词的习惯
③.鼓励学生互评并挑出好作文做典型分析。谢谢大家！课件16张PPT。高考题型分析特殊句式
芜湖市田家炳实验中学
周靖特殊句式在高考中的考查重点：强调
倒装
省略 A, It is 强调部分 that 从句1.强调句型用于强调陈述句；
It was from only a few supplies that she had bought in the village _______ the hostess cooked such a nice dinner.
A. where B. that C. when D. which
本题中where是较强干扰项，容易产生与定语从句或地点状语从句的混淆。2.强调句型用于强调一般疑问句；Was it on a lonely island ＿he was saved one month after the boat went down.
A where B that C which D what
本题中where是比较强的干扰项。容易与定语从句相混淆。3.强调句型用于强调特殊疑问句
— ______ that he managed to get the information? (2005山东)
— Oh, a friend of his helped him.
A. Where was it B. What was it
C. How was it D. Why was it4.强调句型用于强调not…until…句型;It was not until I came here____I realized this place was famous, for not only its beauty but also its weather. (2012湖南)
A. who B. that C. where D. before5.强调句型与状语从句、定语从句、祈使句的混合考查。It was _____ he came back from Africa that wear _______ he met the girl he would like to marry. (2009江西)
A. when; then B. not; until
C. not until; that D. only; when解 题 建 议强调句的辨别是关键
除去it is和 that剩余部分是结构完整的句子。
Was it on a lonely island ＿he was saved one month after the boat went down.(2011四川）
A where B that C which D what
本题中where是比较强的干扰项。容易与定语从句相混淆。
我建议学生在解题过程中如遇题干中有it be 而选项中有that选项就可以先做一下强调句型的辨别，以确定或排除强调句型的可能，以免受到干扰而误判。B do/did/does +谓语动词
If you have a job, yourself to it and finally you’ll succeed. (2010四川)
A. do devote B. don’t devote
C. devoting D. not devoting
BACK倒装不完全倒装：
否定词，否定短语，only等句首标志词相关的倒装句：
（2013安徽）34. Not until he went through real hardship _____the love we have for our families is important.
A. had he realized B. did he realize C. he realized D. he had realized
与虚拟条件句相关的倒装∶（2012浙江卷）
Had they known what was coming next, they________
A. may have B. could have
C. must have had D. might have had second thoughts.
与as相关的倒装句
（2011全国卷I ）Try____ she might, Sue couldn’t get the door open.
A. if B. when C. sine D. as 完全倒装
表示地点或方向的介词或副词（短语）置于句首时的完全倒装。
At the meeting place of the Yangtze River and the Jialing River____, one of the ten largest cities in China. （2010重庆）
A. lies Chongqing B. Chongqing lies
C. does lie Chongqing D. does Chongqing lie
John opened the door . There _____ he had never seen before. (2011陕西)
A. a girl did stand B. a girl stood
C. did a girl stand D. stood a girl解 题 建 议通过选项分析了解本题是否涉及倒装问题。
要考虑如下三个问题：要不要倒装 哪种倒装 如何倒装
另：常考的几个重要句型：
So +be/情态/助动词+主语
Neither+be/情态/助动词+主语
So +adj/adv …+that …
Neither …, nor …
Not only …, but also …
Not until …
BACK省略句1.主语的省略；
2.谓语或谓语的一部分的省略；
3.宾语的省略；
4.不定式的省略；
5.宾语从句和状语从句中的省略；例 题 呈 现（2013新课标I卷） The driver wanted to park his car near the roadside but was asked by}the police .
A .not to do B. not to C. not do D. do not
（2013江西卷）If ___ to look after luggage for someone else, inform the police at once.
A. asked B. to ask C. asking D. having asked
（2013浙江卷）There are some health problems that, when ______ in time, can become bigger ones later on.
A. not treated B. not being treated
C. not to be treated D. not have been treated 解题建议注意通过对整个句子的上下文逻辑的把握辨别省略了哪个成份，再根据相应知识点解决问题。注意省略句和主从复合句以及非谓语动词等的复合考察。
BACKGOOD LUCK 2014! BEST 2014!THANK YOU!
