浅析2014浙江高考完形填空题与课堂教学策略.docVIP

浅谈2014浙江高考完形填空题的课堂教学策略 【摘要】完形填空是考查学生综合语运用能力的试题。跟阅读理解相比，完形填空对学生的理解能力和篇章感知能力提出了更高的要求，本文将完形填空综合语运用能力【关键词】完形填空、完形填空题考查在阅读理解的基础上对词汇知识的掌握情况，要求生通读短文，掌握文章大意，综合运用所学的词汇，语法等知识，结合上下文，从所给选项中选出最佳选项，使短文意思通顺、结构完整。所给选项一般是同一词类或属同一范畴，错误选项具有干扰性和迷惑性，选项单纯的语法题和惯用法搭配极少，关于语篇结构、语境、语义的考点。完形填空综合语运用能力生必须具备丰富的词汇扎实的语法知识…my palms(手掌心) were sweating. I was completely? ?24 ? for her kisses on both my cheeks. “I came to thank you,” she said, surprising me beyond speech.. A. desperate B. responsible C. unprepared D. unsuitable 28.She wanted to tell me how grateful she was for the 28 ? I had nurtured(培养) in her son. A. self-respect B. self-doubt C. self-pity D. self-defense 29. I sat, stunned (惊呆), for about half an hour, ? 29 ? what had just happened. A. imagining ? B. observing C. wondering D. regretting 32. …one day, several months before, when some students were ? ?32 ? reports in the front of the class, Jeanne spoke quietly , and to encourage her to raise her voice A. writing B. reviewing C. editing D. giving 37. And it was all because he ? 37 ?to be the last kid in the last row. A. intended B. pretended C. refused D. happened 在课上呈现上述试题时，教师可将课件上原题中的关键词汇加粗，借此提醒学生凭借已有的信息填补缺失的词汇。在实际操作中，笔者发现学生在分辨清楚这些词汇的含义后便能顺利地做出选择，使语篇通畅，所以教师不必在课堂上详细解释它们的区别，既费时又让程度好的学生觉得无趣。当然，在学生讲解的时候，教师也要适时呈现以下内容，以保证学生讲解的准确性。 24. be desperate for 极其渴望得到 be responsible for 对…负责 be unprepared for 对…准备不足 be unsuitable for 不适合 28. self-respect 自尊 self-doubt 自我怀疑 self-pity 自怜self-defense自卫 29. imagine 想象 ?observe 观察 wonder 想知道 regret 后悔 32. write reports 写报告 review reports 检查报告 edit reports 编辑报告 giving reports作报告 37. intend to 打算 pretend to 假装 refuse to 拒绝 happen to 恰好 在这个环节中，学生通过自主学习弥补了自身词汇知识的不足，并在引导下扮演了小老师的角色，这样既丰富了课堂互动的模式，又调动了学生学习的积极性，促进他们主动探究语言知识，充分发挥个人的学习潜能，形成有效的学习策略。 2. 引导学生自主探究语法知识，解决长难句问题 学生在做完形填空题时往往会纠结于涉及长难句的选项，因为语法知识方面的缺陷他们不能对句子进行解构，从而造成对句子，甚至语篇内容理解的偏差。如2014浙江卷第38题：The boy who most needed ? ?38 ? was the one who took the last seat that day. A. change B. prais