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20XX年上海中考英语四大变化应对详解(可编辑修改word版)

20XX年上海中考英语四大变化应对详解(可编辑修改word版)
20XX年上海中考英语四大变化应对详解(可编辑修改word版)

20XX 年上海中考英语四大

变化应对详解

针对 20XX 中考英语可能出现的四大变化,现邀请兰生复旦学校资深英语教师刘

建刚为大家做出详细分析。

第一、重视特殊音标

按照上海中小学[微博]衔接教育的常规,在六年级起始阶段,多数学校会花约

3-4 周的课时来教授新生音标。由于多年来中考没有涉及到音标考核的内容,所以在

接下来几年的教学过程和学生的后续学习

阶段,学校基本不会有任何针对音标的跟

进措施,这就导致了学生对音标的学习中断。而明年中考或加入对此项内容的考核

旨在提高学生查阅字典后对单词的正确朗

读能力,同时也强调多音词在不同句子中

的不同解释以及拼写。

所以对于早已疏于此项练习的初三学

生来说,如何应对就成了关键。刘建刚建议,首先复习要全面。熟悉 48 个国际音标、

元音音标、双元音音标的书写和拼读、成

音节辅音、辅音连缀的拼读、单词重音、

句子重读和连读、语音语调在不同句子中

所表达的含义等重点和难点。举例:

■元音音标

variety [v 藜’rai藜ti]radio [’ reidi 藜 u]tower [tau 藜]theirs [藜 i 藜z]

■成音节辅音

[-pl]pencilpeoplepurpleapple

■辅音连缀

[spr-]springspreadsprite

■单词重音

’camera [’km 藜ra]ex’pensive [ik’spensiv]a’gain [ 藜’gein]’ neighbour[’neib 藜]

■句子重读

A:’Halfa’poundof’cheese,’please↗.B:’Sorry↗?’How’much?↗ 语音语调在不同句子中所表达的含义:

A:’A’cup of’coffee?↗表示疑

问。

B:’A ’cup of’coffee?↘表示确认。

■例题热身

1.给句子中的单词选音标,如:IwenttotheForestParkonmy holiday and took [f 藜 ut 藜 u] B.[f 藜 ut 藜 uz]

C.[’f藜ut 藜u]

D.[’f藜ut 藜uz]

2.给句子中的音标选单词,如:IwenttotheForestParkonNationalDayholi dayandtookmany [’f藜ut 藜uz].

3.给句子(音标),选意思接近的句子,如:[h 藜ul]world。

around the wholeworld。

around the holdworld。

4.给句子(单词),选意思接近的音标,如:

Yesterday Tom found [he 藜][hi 藜] B.[hi 藜][he 藜]C.[h 藜u][he 藜] D.[hai] [he 藜]

第二、连词成句应符合英语语法

连词成句在中学阶段的训练较少,相

反却在小学阶段训练得较多。如果句子中

没有从句的连接,应该是比较容易掌握的

得分点。只要学生掌握句子基本的结构即可:主语+动词+宾语+地点状语+时间状语等。形容词一般放在名词前面,副词可以

在动词前后或句末等。关键是连接好的句

子应该符合英语的用法,不要产生歧义即可。

如:把下列单词连接成句意通顺的句子。inblue,has,the,a,girl, petdog。

答案如下:Thegirlinbluehasapetdog。或者Thegirlhasapetdoginblue。

虽然第二种用法较少出现在语法书中,但按照语法来说两种连接都可以。

又如:

sleep,need,we,howmuch,do。

答案如下:How muchsleepdoweneed? 或者 How muchdoweneedsleep?

同样,第一种属于正确答案。虽然第

二种字面看来意思可以接受,但是实际运

用中则很少出现。

第三、“九选八”改为两篇“五选四” 增加阅读量

刘建刚表示,九选八改为五选四,由

原先的一篇较长的文章改为较短的两篇文章,其实是降低了考试难度和区分度。只

要从句意、词义、词性、搭配等方面着手,这道题目的变化对学生没有任何威胁。陆

祎补充说,一篇改为两篇文章增加了学生

的阅读量,同时两篇文章的文体可能会不

一样。

第四、阅读文章回答问题分值的变化

第一题分值有变化,估计是减少,这

样的简化问题和答案,就形成了易得分点。然而最后一道问答题(第 98 题)分值增加为3 分,这对学生的冲击较大,也成为学生们一个拉开差距的得分点。因为回答的内容可能会升级为对文章的概括、摘要,类似一个小作文的概念。这不仅要求学生有良好的阅读能力、归纳总结能力,也要有较强的表述能力。对于基础良好的学生,应

该是扩展了自我发挥的空间,增加了采分点,但对于基础较弱的学生,这似乎成为不可能完成的任务。

要提高此道题目的得分,在日常教学中,教师要加强对学生篇目文体的分析、文章段落的分析以及整体大意的分析的训练和引导。只有坚持不懈,才能取得好的成绩。陆祎说,抓重点是这道题的得分技巧,学生可以在每段的第一句和最后一句上下功夫,一般而言,开头和结尾的语句很有可能是文章每一段的重点。

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