张明

近几年来英语高考难度适中，所以我们在高考复习时应以归纳总结为主，强化训练为补充，并不一味追求难度。

一、针对性强，突出重点

授课教师着重讲解单选，阅读和写作。首先以单选为例，老师在课件上显示出错误率较高的题号和得分较高的学生名字，称为“解题之星”。老师先讲解这些题，然后由学生提问，简单的题由“解题之星”的学生来回答，老师在旁做适当的补充。这种方法效率高，课堂气氛好，学生也愿意积极地去思考问题。

以作文为例，在分析时，老师先带领学生审题，然后指出文章的体裁，结构，人称和时态，并给出范文。最后列出学生在考试中出的错，这一点我认为很好，需要老师花些时间去收集素材。让学生对自己的病句进行改错练习，提醒他们不要再犯类似的错误。

如：1. When I was a child， I looked forward to be a adult.

2. I was a little girl and Im eager to grow up.

3. …to buy something what I want.

4. But now I realize that become an adult not only means we can do the things we want but also the responsibility we have.

5. Not only should we response for us， but also for others.

6. I thought it an honor to be an adult， which be of great importance in our life.

应改为：

1. When I was a child， I looked forward to being a adult.

2. I was a little girl and I was eager to grow up.

3. …to buy something that I want.

4. But now I realize that becoming an adult does not only mean we can do the things we want but also the responsibility we have.

5. Not only should we be responsible for us， but also for others.

6. I thought it an honor to be an adult， which was of great importance in our life.

最后，要求学生将错题写在错题集上，便于今后复习。

二、注重总结，适度加深

以阅读为例，授课教师通过讲解典型错题归纳出几种题型，如事实细节题（detailed questions），推理判断（implied meaning ），主旨大意题（main ideas），词义猜测题（words in the context），然后结合已有的阅读素材进行分析，如：事实细节题（detailed questions）：定位涉及的事实，认真参照语段提供的语境和信息去解析、理解。这类题属于记忆性问题（答案在文章中现成的）事实询问主要以what， who， which， when， where， how， why等词引导的问句。

以单选21题为例： I was wondering which way to take ___the host turned up and showed us to his house.

A. as B. when C. while D. since

考查句型‘be doing ……when……就将同类短语进行了归纳，be about to do...when......= be on the point of doing...when...；be doing…when…；had done…when… 这部分就加深了对这一句型的理解。

另外30题考查了定语从句中“介词+关系代词”的知识点，就将高一讲的“介词+关系代词”的几种情况进行归纳复习。