高三阅读理解教学的反思.doc

高三英语阅读理解教学的反思
湖北省南漳一中 李金荣
进入高三，教学时间相对少了许多，而摆在英语教师面前的任务却很重，除了完成必修的高三教材（含16个单元），还要复习高一、二的内容，更要兼顾大量的训练以适应高考备考。于是许多教师在阅读教学的处理显得盲目，将教材中完整的单元舍弃的只剩reading和integrating skills，并且只是将其中的语法和词汇呈给学生，把一篇完整而有意义的文章分解成若干零碎的知识点。在整个教学过程中，学生的学习主动性受到了严重的束缚和压制，从而产生厌倦的情绪，对所上的教学内容无法进行整体把握，甚至毫无印象，脑海里只存有一些知识点。而对于强化练习中的五篇阅读理解则只是和学生一块儿找找答案，甚至有的教师只将答案告诉学生，让学生自己去处理。
笔者认为，在高三备考过程中传统的阅读理解教学模式可以进行改革，将教材和试题中的阅读结合起来，既达到复习巩固知识，又能达到提高各种应试技巧的目的。以2006年湖北省高考英语试卷的一篇阅读为例，
Have you ever received a gift that was so clearly not your taste that you wondered if perhaps it had been handed to you by mistake? Worse, have you ever given a present and watched your friend look as though she had opened the wrong box? Maybe she responded with a polite “Why, thank you’” but you knew you had the mark. Why do presents sometimes go wrong? And what do your choices (good and bad) reflect about your personal qualities?
Choosing the right gift is an art, I believe. It calls for empathy---the ability to put yourself into someone else’s head and heart. We are all able to do this; in fact, we are born with a kind of natural empathy. After the earliest period of childrenhood,however ,it needs to be reinforced (加强) –by our parents, teachers, friends. When it isn’t we are not able to understand other people’s feelings as sharply. This can show in the gifts we select, and so can many other emotional qualities.
Think back to the presents you have given over the past, the time and effort you put into your selection, how much you spent, your thoughts while you were shopping, and your feelings when the receiver opened the package. Keep in mind that what you choose your inner world. Of course, you may express yourself differently with different friends, relatives, and other people you know.
We live in a society where exchanging presents is an important part of communication. Ignoring the tradition won’t make it go away. If you really dislike such a tradition, tell your friends ahead of time.
60. The underlined expression “you had missed the mark” means “you had failed to_____”.
A. make her feel better B. keep your friend ship
C.receive a present in return D. get the expected effect
61. Which of the following is the main idea of the second paragraph?
A. Natural empathy needs to be reinforced
B. Emotional changes influence one’s choice of gifts
C. Selecting the right gifts is an ability people are born with
D. Choosing gifts requires one to understand the receivers
62. In the third paragraph, the author tells us that______.
A. attention should be paid to the receiver’s responses
B. one learn from what he did in the past
C. the choice of gifts reflects one’s emotional qualities
D, one should spend more time choosing gifts
63. The best possible title for this passage is ______
A. Ways of Choosing Gifts B. An Important Tradition
C. Expressing Presents D. Message in a Gift
1．从阅读理解角度，
我们不难发现，61、62小题为段落大意的归纳，63题为全文大意的概括并浓缩为标题的选择，重在考查学生的推理能力。
对于此篇文章的推理，我们不妨让学生明白本文的主旨在于通过礼物的赠送来折射一个人的个性特点。在处理各题的选择后，我们可以提示学生，在我们生活中有许多无意识的行为做法，都与我们的个性特点有密切的关系，诸如择友、衣着的搭配、面试技巧等，无一不反映人们的心理及个性特点。从这一点上看，本套题的最后一篇阅读理解的内容也有异曲同工之妙。
通过这种提示，让学生平时多思考，对现象进行分析，有利于培养学生理性的思维方式。
2． 从完形填空角度，
完形填空的训练并不在于大量盲目的多做题，瞻前顾后寻信息，左顾右盼看结构，这些基本的训练方式我们在做完形填空的时候已经很熟悉了。在这里我们可以将完形的训练渗透到阅读理解文章中去。
在对一篇文章进行整体把握以后，我们可以尝试带领学生对某段落进行设空处理，一实词为主，兼顾上下文的连贯性。设空的多少可根据学生的能力而定，循序渐进的进行训练，如对于第二段落我们做了以下处理；
__1__ the right gift is an art, I believe. It ___2__ empathy---the ability to put yourself into ___3___ head and heart. We are all able to do this; in fact, we are born with a kind of natural empathy. After the earliest period of childrenhood, ___4___, it needs to be reinforced (加强) –by our parents, teachers, friends. When it isn’t we are not___5___ to understand other people’s feelings as sharply. This can show in the gifts we select, and so can many other emotional qualities.
1. A. Choosing B. Selecting C. Electing D. Exchanging
2. A. calls for B. calls off C. calls at D. calls on
3. A. anyone’s B. anyone else’s C.everyone else’s D. someone else’s
4. A. likely B. capable C. able D. liable
5. A. therefore B. besides C. but D. however
通过多次的训练，可以让学生在重读文章是有意识地无思考词的用法，细细品味。久而久之，形成一种无意识的活动，以达到提高完形填空训练的目的。除了课堂上师生共同参与的活动外，课余有一定能力的学生也可以尝试挖空游戏，互为出题者来练习（所选内容以段落为宜），在参与出题、作题两个活动后，笔者以为对学生入题时快速适宜出题者的思路大有益处，而提高完形填空的准确度更是必然之事。
3．从基础知识训练角度，
单项填空和短文改错所涉及的基础知识点范围极广，阅读理解文章则是对诸多知识点的重现和重组。在我们的复习过程中，这些覆盖了词、短语、词法与句法等内容的文章无疑是帮我们扫清知识盲区的好素材。以第三段为例；
Think back to the presents you have given over the past, the time and effort you put into your selection, how much you spent, your thoughts while you were shopping, and your feelings when the receiver opened the package. Keep in mind that what you choose your inner world. Of course, you may express yourself differently with different friends, relatives, and other people you know.
在这个段落中。我们除了可以复习一些词汇与短语外，还可以抽出一些复合句来训练学生的句式分析能力。如划线部分，Keep in mind that what you choose your inner world.我们可以让学生自己分析内在的两个知识点；keep something in mind 与what 引导的主语从句。
通过这种练习，可以让学生感受到所学内容无处不在，引起他们的重视，而不至于存在应试和平时复习内容脱节的感觉，同时还能达到查漏补缺、扫清知识盲区的好效果。
4．从写作角度，
写作的素材处处可见，写作的技巧在一篇好文章中也得以明显体现。作为专家精心挑选的一篇高考阅读文章也是如此。结合高考写作的训练要求，细心的教师不难发现很多内容都可以诱发我们的写作灵感。在这篇文章中，
1）。从写作训练素材上来看，本文的主题是有关赠送礼物。我们不妨仍以礼物为中心，训练学生写一篇论述文。内容如下：教师节来临，校园里存在学生给教师送礼的现象，对此在班会上同学们展开了激烈的讨论，请根据讨论情况作客观介绍。通过这个活动来强化学生正反对比论述文的写作模式。
2）。从写作技巧来看，高考的评分标准大致可归纳为：正确为先，流畅更好，出彩则妙。其中对行文的连贯流畅要求较高。我们以第二段为例，I believe, in fact, however, and so on……等的运用足以让我们的学生好好借鉴。
通过以上多角度的训练，把学习语言知识、培养语感、开发智力和培养能力有机的结合起来，一方面进行听说读写的全面训练，一方面根据具体情况有所侧重和突破，才能适应NMET新题型的需要。