一堂試卷評(píng)講課

尹甜甜

從去年，江蘇省就強(qiáng)有力地推行素質(zhì)教育，學(xué)生們?cè)谛W(xué)習(xí)的時(shí)間大大減少。老師，尤其是高三的老師覺(jué)得授課時(shí)間減少，學(xué)生覺(jué)得鞏固的時(shí)間全無(wú)。為了能夠在有限的時(shí)間內(nèi)完成教學(xué)任務(wù)，老師們無(wú)奈地減去了教學(xué)中的很多環(huán)節(jié)。單詞不默了，試卷不講了。在我看來(lái)，這種只追求數(shù)量不求質(zhì)量的方法并不可取。“鞏固”這個(gè)環(huán)節(jié)在英語(yǔ)教學(xué)中必不可缺。我們老師如何能夠完成鞏固，做好試卷評(píng)講呢？

一、精心備課

備課，不僅是備考點(diǎn)，而且還要備學(xué)生，備教學(xué)設(shè)計(jì)，備課堂藝術(shù)。老師的課堂藝術(shù)即藝術(shù)感染力。一個(gè)笑話，一句幽默的話，一個(gè)滑稽的即興表演，既會(huì)給學(xué)生留下很深的印象，又使學(xué)生在藝術(shù)感染中潛移默化地掌握知識(shí)。

二、授之以漁

師者，傳道授業(yè)解惑也。教師的工作不是單純地告訴學(xué)生題目的答案，而是要教會(huì)學(xué)生各種解題方法。這里筆者以單選題和任務(wù)型閱讀的做題方法為例進(jìn)行講解。

It was ____ the old clock that the old man spent the whole morning at home.

A. repair B. repairing

C. to repair D. in repair

題干以省略句、疑問(wèn)句、被動(dòng)句、倒裝句、強(qiáng)調(diào)句等形式，避開學(xué)生所熟悉的陳述句結(jié)構(gòu)，加大了難度。有時(shí)題干較長(zhǎng)，加入了從句、插入語(yǔ)等修飾部分，這時(shí)我們就需要用還原或化簡(jiǎn)句子這一技巧。

上題還原為：The old man spent the whole morning ____ the old clock at home.答案顯而易見(jiàn)為B。例如：

____ what little Tom said to his mother sounded!

A. What reasonable B. How a reasonable

C. How reasonable D. What a reasonable

感嘆句還原為陳述句：What little Tom said to his mother sounded ____.很容易發(fā)現(xiàn)sounded之后應(yīng)接形容詞作表語(yǔ)，答案為C。

此外，我列出了任務(wù)型閱讀總結(jié)性詞語(yǔ)：

原因:reasons(for)/causes(of) 結(jié)果:results/consequences 影響:effects/influences

建議:advice/suggestions/tips觀點(diǎn):opinions/views

措施/解決方式:solutions/measures/steps/ways

優(yōu)/劣勢(shì):advantages/disadvantages類似點(diǎn)/不同點(diǎn): similarities/differences個(gè)人信息：name/age/sex/marriage/nationality/education/career/hobbies/personality

目的:purposes/aims 種類:kinds/types/sorts 簡(jiǎn)介：brief introduction 態(tài)度：attitudes(towards) 強(qiáng)項(xiàng)和弱項(xiàng)：strength/weakness總結(jié):conclusion

三、切勿一刀切

在評(píng)講試卷時(shí)，大多數(shù)老師是從頭講到尾。一堂課下來(lái)，老師口干舌燥，學(xué)生昏昏欲睡。新的教學(xué)形勢(shì)給我們提出了新的挑戰(zhàn)，在授課過(guò)程中我們一定要摒棄這種做法。在試卷評(píng)講時(shí)，尤其是客觀題，我會(huì)把時(shí)間和精力集中在正確率較低的題目上。

Meeting my uncle after these years was an unforgettable moment, ____ I will always treasure.

A. that B. one C. it D. what

這是一道易錯(cuò)題。主要是考查代詞one的用法以及it/one/that 的區(qū)別。在講這道題時(shí)，我并沒(méi)有急于去講解他們之間的區(qū)別，而是舉了這樣幾個(gè)例子：

①I prefer a flat in Inverness to ____ in Perth, because I want to live near my mom's.

A. one B. that C. it D. this

②I'm moving to the countryside because the air there is much fresher than ____ in the city.

A. ones B. one C. that D. those

③“Mom, have you seen my phone?” “____ you bought last week? I'm afraid I haven't seen ____.”

A. The one; it B. The one; one

C. One; it D. One; one

one/it/that 這三個(gè)貌似用法相同的詞引起了學(xué)生的好奇心，他們紛紛發(fā)言。通過(guò)討論，同學(xué)們得出了答案A, C, A。在對(duì)待這一語(yǔ)法現(xiàn)象時(shí)，我并沒(méi)有按照傳統(tǒng)的語(yǔ)法教學(xué)，先向?qū)W生講授其區(qū)別，而是通過(guò)習(xí)題對(duì)照，得出結(jié)論。因?yàn)樵谛抡n標(biāo)指導(dǎo)下，教師在語(yǔ)法教學(xué)時(shí)應(yīng)該讓學(xué)生在無(wú)意識(shí)中學(xué)習(xí)、接受和掌握語(yǔ)法，即讓學(xué)生先接觸含有某一語(yǔ)法規(guī)則的語(yǔ)言材料，并模仿和套用一些句式，大量操練，形成初步印象，引導(dǎo)學(xué)生觀察這一語(yǔ)法特點(diǎn)和使用規(guī)則，讓學(xué)生在不知不覺(jué)中感悟到語(yǔ)法，然后和學(xué)生一起進(jìn)行歸納、總結(jié)，進(jìn)而讓學(xué)生進(jìn)一步掌握語(yǔ)法。

one/it/that/those 的用法如下：

1.it和that都可替代the+單數(shù)名詞（可數(shù)或不可數(shù)），表特指。it指前面提到的“同一”事物；that指前面提到的“同類”事物。

2.one替代a+單數(shù)可數(shù)名詞，表泛指；特指的the one相當(dāng)于that, the one復(fù)數(shù)形式the ones,口語(yǔ)中常用those代替，當(dāng)后面有of的短語(yǔ)時(shí)，一般用that或those,當(dāng)有前置修飾語(yǔ)時(shí)，只能用one(s), 如the red one, one(s), the one(s), those, that都是替代“同類”事物，其中只有that可替代不可數(shù)名詞。

在歸納完這一語(yǔ)法規(guī)則后，我又補(bǔ)充了一些習(xí)題：

①The Parker bought a new house but ____ will need a lot of work before they can move in.

A. they B. it C. one D. which

②Few pleasures can equal ____ of a cool drink on a hot day.

A. some B. any C. that D. those

③My most famous relative of all, ____ who really left his mark on America, was Reb Sussel, my great-grandfather.

A. one B. the one C. he D. some

④The coffee tastes better than ____ I had in a coffee house the other day.

A. that B. one C. it D. those

⑤I'd appreciate ____ if you would like to teach me how to use computer.

A. that B. it C. this D. you

其中最后一題考查的是it的用法，我們又借機(jī)把it的用法鞏固了一下。

一、作代詞

1.用作人稱代詞指代上文提到的事物。例如：

I was disappointed with the film. I had expected it to be much better.

2.指代動(dòng)物、嬰兒或未知的人。例如：Someone is knocking at the door. Go and see who it was.

3.用作非人稱代詞表示時(shí)間、天氣、距離等。例如：How far is it from here to the station?

二、作引導(dǎo)詞

1.作形式主語(yǔ)，代替由不定式、動(dòng)名詞或從句表示的真正賓語(yǔ)。例如：To enjoy how great it is to be alive, we have to look around to add to life experience.

2.作形式賓語(yǔ)，代替由不定式、動(dòng)名詞或從句表示的真正賓語(yǔ)。例如：Will you see to it that these books can be returned on time?

3.放在情感動(dòng)詞like, love, hate, dislike, appreciate后，后接由when 或if引導(dǎo)的從句。例如：I hate it when people talk with mouthful.

4.用于強(qiáng)調(diào)句型，強(qiáng)調(diào)主語(yǔ)、賓語(yǔ)或狀語(yǔ)。結(jié)構(gòu)：It+is/was+被強(qiáng)調(diào)部分+that/who+其他部分。例如：It was in 1979 that I graduated from the university.

講到這里已差不多到了下課的時(shí)間，我挑出閱讀理解中兩個(gè)復(fù)雜的長(zhǎng)句子作為課后作業(yè)讓同學(xué)們?nèi)シ治銎浣Y(jié)構(gòu)。接著，我用下課前的三分鐘對(duì)整堂課的知識(shí)內(nèi)容總結(jié)了一下，做到溫故而知新、融會(huì)貫通，從而形成知識(shí)點(diǎn)串串燒，看到同學(xué)們臉上洋溢著收獲的喜悅，我感到無(wú)比的欣慰。如果你覺(jué)得我的方法不錯(cuò)，不妨也試試。