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2019届高三英语第二轮复习计划

2019届高三英语第二轮复习计划
2019届高三英语第二轮复习计划

2019届高三英语第二轮复习计划

高三英语组

高三英语第一轮复习已结束。在第一轮复习时,我们立足于课本语言基础知识的梳理,归纳、总结和拓展,巩固课本基础词汇,基本语法和惯用法,突出语言应用,让学生一定程度上形成了较为清晰地知识网络图,为我们的第二轮复习奠定了一定的基础。为了扎实高效地抓好第二轮复习,现制定以下计划:

一、指导思想

二轮复习是实现从"知识到能力"的转化的重要一环。为此,我们高三英语备课组认真研讨,深入学习教学大纲和考试说明,一致认为,第二轮复习目标直指高考,以高考题型为主要复习模块,进行专项强化训练,旨在提高学生综合运用所学知识的能力。高考的目的是检查学生对大纲要求掌握的基础知识的接受程度和运用能力,而任何知识的运用、巩固、深化和在此基础上形成的能力,尤其是教与学过程中存在问题的解决,这一切都无法离开基础训练。显而易见,第二轮复习中"练"是主体。先练后讲,练中精讲,讲练结合,充分发挥教师的指导作用和学生的主体作用,从而促进技能形成,实现知识到能力的转化,这是我们第二轮复习的指导思想。

二、教学原则:

1、面向全体学生,尊重个体差异

经过一轮的复习,学生们的成绩产生了一定的差距。但作为老师的我们在教学中仍应面向全体学生,培养学生继续学习的动机和自己学习能力以及综合语言运用能力;同时根据学生的实际情况和可接受水平,包括生理,心理和认知能力方面的差异,因材施教,因人施教,充分发挥每个学生的潜力,使每个学生学有所获。

2、打造和谐课堂,优化教学方式

有些老师和学生认为:复习课枯燥乏味,没有新课那么有激情,自然效率就不会高。那么我们在复习课的教学中也要努力营造民主和谐的教学氛围,适应教学相长的师生平等关系,进行有效的教学过程,激发学生的学习热情,让他们积极参与到课堂中来。在此基础上,老师还应努力做到“三讲三练”,即精讲精练,

少讲多练,有讲必练,使教学常规的每一环节落到实处,让课堂这一阵地焕发出生命的活力。

3、树立成本意识,提高复习效益

第二轮复习时间紧,任务重。学生们对此赋予着极大的期望,他们期望自己能有质的飞跃,成绩能大幅度上升。所以我们的复习课务必要周密计划,用心设计,努力减少无效劳动,讲究应对策略,补弱纠偏促优,力求效益最大化。

三、措施和要求

第二轮复习时间紧、内容多、任务重。我们主要采取以下措施:

1、目标选题,突出专题训练的针对性。

所谓"目标选题",即是摒弃那些人人皆知的死题陈题和一些脱离大纲要求的难题、偏题。为此,我们备课组老师分别承担专项训练的选题工作,通过备课组集体讨论选定。选题时要突出"针对性"。

1)听力:坚持-加强

高中前两年我们一直坚持着每周两次听力训练。到了高三,几乎是每日一练,从晚上6:40到7:00,有的班在课堂上还抽时间练习,加强学生的应试能力。

2)完形填空:练习--提高

该题型旨在考查学生对语篇的理解能力和实词的运用能力,要求学生具有词汇辨析能力,分析判断能力,逻辑推理能力,交际能力,语言运用能力和语篇理解能力。我们的传统做法是先由每位老师精选三篇不同体裁的文章,要求内容新时代感强,然后每周内每隔一天的晚读时间限定学生在17-20分钟内完成一篇,现场校对答案。对疑难之处作些讲解,速战速决,促使学生们养成良好的解题习惯:当天的任务即日完成。通过不同体裁不同题材的文章,摸索出各自的解题思路和技巧,进而提高解题的能力。

3)阅读理解:量度--质变

该题型旨在考查学生的理解能力,获取和处理信息的能力,归纳概括的能力,推理判断的能力等。其考点主要有细节理解,推理判断,主旨大意和猜测词义。一般来说,每组题由5篇文章20道题组成。高考完成此题的时间是35分钟,所以平时我们在训练时,坚持每天课前限时5-7分钟让学生们完成一篇文章的阅读,然后给出答案,让学生们自行批改。除较难的文章可稍作讲解,其它的做完了校

对完了答案就可以了。每周晚自习就进行一组题的综合训练。人们常说“见多识广”,我们相信“天道酬勤”。当我们的知识积累达到一定量时,它自然会有质的飞跃。

4)书面表达:读---写---背

书面表达考查的是学生的综合语言运用能力,而语言知识和语言技能是综合语言运用能力的基础,所以“冰冻三尺非一日之寒”是如何提高写作能力的真实写照。高一至高二我们的学生是以“写周记”的方式来训练写作的,进入高三后,第一轮复习时,我们的学生是以“填空”的方式来完成写作任务的。第二轮复习时,我们老师一起精选出了八篇写作题材,指导学生找要点,列题纲、串句子、合成篇。然后挑选优秀范文印发给学生们,让他们读、记、背,以此激发和鼓励他们的写作热情,确保写作质量。

2、先练后讲,精讲多练,讲练结合,突出学生的主体地位。

高三第二轮复习正值学生身心极度疲劳之时,老师授课如果还是平铺直叙、眉毛胡子一把抓,一讲到底,学生必然会索然无味。因此,老师的精讲尤为重要。所谓"精讲",就是要选准要点,抓住难点,进行画龙点睛一般的点拨,语言要简练,解析要精辟。特别是要分析研究阅卷后的各种数据,讲学生最需要讲的东西。可以"课后练"、也可以"随堂跟踪训练"。还可创造条件让学生"唱主角",让学生自己分析讲解自己的练习。这样的复习课,讲练结合,思维活跃,效果好。高考命题既有规律又有变化。不要讲死,要多角度分析问题,从而使学生完成向考生的转变。要不断发现问题,尽量消除学生的基础性丢分和技术性丢分。

3、狠抓词汇不放松,注意培养词汇活用能力。

词汇是学生学好英语的基础,没有一定的词汇,要提高学生的英语能力是一句空话。词汇复习应贯穿于整个高三英语复习中。这一阶段重点是让学生强化记忆和灵活运用两纲词汇。虽然有少数学生的词汇掌握的已经差不多了,但活用词汇特别是常用词汇的能力尚有很大的欠缺。而且大多数学生的词汇仍掌握得不够牢固,在单词记忆上存在很大问题。词汇量的多少以及运用的熟练程度如何直接影响英语水平的提高和能力的培养。无论是单句理解还是语篇理解,词汇量的多少势必影响着阅读速度、语篇理解和判断准确等。因此指导学生科学地记忆词汇,搞好常用词汇的学习和运用,尤其是“本内纲内词汇”,仍是二轮复习中的重中

之重。若我们老师忽视了这一点,学生的成绩不仅不会提高,甚至会有所下降。所以我们要鼓励学生,特别是基础不好且智力不错的学生下大功夫强化记忆词汇,再加上一定的模拟训练,他们的成绩还会有很大的提高。

总之,第二轮复习即将开始,我们的准备工作已就绪,我们相信“把最简单的事情做好就是不简单,把最平凡的事情做好就是不平凡,事事做实,才会创造奇迹”。

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