2011届高考英语第一轮骨干教师培训课件1.pptVIP

三. 教法分析 1．坚持语篇教学原则，先对课文进行整体处理，鼓励学生采用发现探究的方式，去主动学习词汇，给学生创造自主学习的空间。之后再对新的词汇进行集中的学习和处理。对于那些不会影响到学生对文章的理解的生词，不必重点处理；对于某些可以根据上下文或其他线索理解或猜测其意义的生词，学生可以自己学。教师的任务是教给学生猜测词义的方法并设计相应的活动来检查学生的理解情况（特别注意一些旧词新意的情况），帮助学生通过提高词汇学习能力来提高阅读技巧和应试能力。 eg. 10福建卷阅读C篇Para.2 Two thirds of customers say that environmental considerations inform their purchases to the same degree as they did a year ago, while more than a quarter say that they are now even better aware of the environmental effect on what they buy. 65．The underlined word “inform” in Paragraph 2 probably means“ ”. A．affect B．change C．disturb D．reject I have seen many of them sleeping in the street and begging for food. We have found it very difficult to raise the money we need to help them as many people are not concerned with their welfare. We consider your offer of help to be a lifesaver for many of these poor children and cannot thank you enough. Yours sincerely, Ms M Lynn Chairman Orphan Rescue Society 巩固和提升：无论是词汇还是语法学习， 还要通过一定量的练习才能熟练掌握。课本上的练习我们可以选用一些（如本单元P45-46和P85-86上的词汇和语法练习），还应选用一些别的材料上的练习或自行设计的练习作为补充。 总之，我们在进行词汇和语法教学时，要尽量让学生在语境中学，在语境中用。逐步提高阅读和应试能力，应对高考英语的高要求。 2. 宾补的用法很大程度上取决于动词的用法，能带宾语补足语结构的动词一定是及物动词，所以熟悉带宾补的动词对掌握这一语法项目至关重要。要引导学生进行这类动词的总结。 为了使学生能对宾补有更清晰的认识，能更好地掌握其用法，我们可以进行如下分类： 第一类: 感觉动词（一感一闻二听五看） feel //smell// hear, listen to// notice, observe, see, watch, look at 所接的宾补可以是动词原形（表主动和完成）, 也可以是现在分词-ing形式（表主动和进行）或 过去分词（表被动）。 ▲但这些动词变为被动语态时，其充当宾补的不定式要带to 。 eg. 1.I saw him _______(cross) the road. (过了马路) ---He was seen _____________(cross) the road. 2. I saw him _________(cross) the road. (在过马路) 3. I”ve never heard the song ____(sing)． 第二类: 含使动意义的动词 let, have, get, make, would like, want等 所接的宾补多为动词原形或过去分词。