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初三英语复习策略

初三英语复习策略
初三英语复习策略

初三英语复习策略

复习课是英语学习过程中的一个重要环节。它重在帮助学生巩固知识,发展技能,要上一节成功的复习课,教师既要在复习内容的密度,广度和深度上下功夫,使所要复习内容的内在联系井然有序地呈现在学生面前,同时要选择丰富多样的复习方法激发学生的学习兴趣和动机,广泛地,多角度地引发学生的联想,使所学知识产生广泛的迁移。通过复习使学生重温已学的知识和技能,强化记忆痕迹;用过对已获得的知识加以归纳,整理,概括,使知识系统化,网络化。

一、总体上采用"三轮复习法"

初三英语复习,我们采取"三轮复习法",这是我们公认的比较科学合理且最有实效的方法。

一轮:依纲靠本。主要任务是夯实基础,在教师带领下横向复习,分单元回顾课本,熟悉教材,教师要狠抓落实,学生更要一步一个脚印。

二轮:专项复习。主要任务是纵向地对教材内容进行提炼与综合,教师要精讲,学生要精练,同时要认真整理错题集,并及时回顾。

三轮:精练套题。主要任务是提升能力,教师精心挑选各地市中考套题,侧重培养学生的答题技巧和应试能力。

二、从复习课型看,分晨读与课堂两种

根据本校的实际情况,我们英语复习的时间主要集中在晨读与课堂。具体做法如下:

1.晨读。我们放手交给学生,回归课本,识记词汇、短语、句型,把课本3a当成范文诵读,提倡放声朗读,培养语感。

教师最好把任务列在黑板上,并标注时限。让学生做到心中有数,督促学生提高效率。在学生复习的同时,教师可随机提问检查复习效果。

2.课堂。由学生领着分析大标题,分页梳理出教材中细碎的知识点,教师补充,其余学生边听边记,并自查晨读复习是否细致全面。(7minutes)为避免学生眼高手低,口头梳理完知识点后我们直接进行听写,并请两个学生到黑板听写,把重点词句落实到纸上。听写完后组内互换或轮换,学生抬头看着黑板,与教师共同批阅黑板上学生的听写,明确答案后,学生再对照黑板迅速改出他人听写,最后返还本人再次巩固。如此反复四次,绝大多数学生能扎实地

掌握课本知识。(20minutes)

巩固完听写后紧接着做练习,限时选做《同步探究》或《全程精练》的基础题,并核对答案。(8minutes)

精选精练精讲一篇阅读理解题,或与听力练习隔天进行一次。(10minutes)三、从复习内容看,分四个模块逐步推进

为提升复习效果,我们坚持循序渐进、由点及面、由易到难的原则,从词汇→句型→阅读→作文依次进行。下面是我们在处理各模块时的具体做法。

1.词汇训练。词汇本。把听写时的错词,阅读教程及练习册中的生词积累下来,尤其要注明词义和词性。随时携带随时翻阅,再有固定两个时段,晨读之初与晚睡之前,把有意识记与无意识记相结合,一定可以增加词汇量,为二轮和三轮复习能力的提升打下坚实的基础。

2.句型训练。听写本。大标题及语法聚焦的句型是必写句型,要求熟记于心,外加教材中的一些重点句。听写中出现的错误一定要回到课本,认真巩固,不留死角。

错题本。一本两用,可以整理错题,也可以当摘抄本。错题抄下来后务必要求学生用彩色笔将自己的理解结合教师的讲解备注在旁边。整理完后挂在教室后面的墙上,鼓励学生在休息及放学后自取翻阅,分享失败的教训,共同进步!

3.阅读训练。好的习惯一定要坚持。如,阅读前先通览题目,带着问题去阅读。找到答案后,一定要在原文中画出答案出处并标注题号,以便核对答案时,节省时间,提高课堂效率。

4.写作训练。作文精练。教师精选贴近生活的作文进行精练,主要做法:先是组内讨论,分析作文的格式、人称、时态,并拟定题目,找课本相关话题能用到的好句子或仿句,接下来组员限时独立完成作文,把讨论结果书面化。很多学生往往在此环节眼高手低,写完后组内互批,选读最优者作为范文并课后张贴展示。在此过程中,学生既学会了如何分析及完成一篇作文,还能再次回顾课本,学以致用。解决了部分学生看到作文毫无头绪、不知如何下手的苦恼。

5.穿插游戏,适度放松。初三的学习是枯燥乏味的,学生难免产生疲倦、厌烦的情绪,所以适时地活跃一下课堂气氛很有必要。此时可以进行单词接力,如:ready→young→grass→smell…同时找两个学生在黑板上写出所听到的单词,写

不出就回到座位,轮流开火车,人人都开口说,也动手写,最后对照黑板识记。大约10分钟,既有学又有玩,一举两得。

复习课的好坏决定着中考的质量,课件复习课的重要性,因此我们要上好每节复习课。教师要运用有效的复习策略,不断调整自己的教学行为。总之,复习是同遗忘作斗争的重要手段,它是强化记忆,熟练掌握基础知识和基本技能并使之转化为能力的重要手段,应努力使学生把忘的记起来,漏的补上,错的纠正,差的赶上。

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