高三英语第二阶段复习的目标、内容和教学方法研究

高三英语第二阶段复习的目标、内容和教学方法研究,第一部分第二阶段复习的指导思想、内容和目标,一.第二阶段复习的内容和目标1.内容：1）巩固并扩大第一阶段词汇复习的成果，继续扩充词汇量，落实相关词汇知识。2）巩固第一阶段语法复习的成果，并不断提高在语篇中的应用能力。3）题型训练：完形填空阅读理解书面表达,2.目标：1）词汇目标对一般同学的要求：常用词在语篇中能熟练地做出反应新课标中的其他词，在语篇中结合上下文，能准确地理解。常见的构词法知识以及其他词汇知识在语篇中能熟练地运用。对英语成绩优秀的同学的要求：除熟练掌握新课标中的全部单词外，要求见一个，记一个。2）把已经复习过的语法知识转化成在语篇中灵活运用的能力。,3）培养学生的题型能力使学生了解各大题型的命题意图、要求及特点。形成适合学生个人特点的解题能力和技巧。提高做题的速度和熟练程度。,二.第二阶段复习的指导思想高考命题的基本思路是在语篇中考查学生运用英语的能力。影响学生在语篇中运用英语能力的因素主要有：词汇1.语言因素语法2.逻辑思维能力,根据近几年高考命题的趋势，逻辑思维能力的考查力度似乎有减少的迹象。在教学实践中，影响大部分学生完形填空和阅读理解得分率的主要问题是“看不懂”或“看不准”这仍然是语言因素造成的。,三.高考试题中词汇问题所涉及的具体内容1.词汇量的积累；2.“一词多义”的问题；3.构词法的问题；4.介词的问题。,1.词汇量的积累：新课标在词汇量方面带来的影响：（1）量的增加给学生记忆带来的困难。（2）词汇量的增加使得命题的约束减少，尤其是完形填空和阅读理解篇目的选择，更是在很大程度上解除了枷锁。,关于词汇问题：1.充分认识词汇积累在学生题型能力形成过程中的关键作用，下大工夫、调动一切教学手段，抓好词汇的积累。2.在语言的运用中巩固词汇复习的成果。3.无论什么复习内容，每节课都要有明确否认词汇复习目标。,教学实例：（2010年天津卷完形填空）RobertMoody,52,isanexperiencedpoliceofficer.Muchofhisworkinvolvesdealingwith16angang(团伙)problemsintheschoolsofhiscommunity.Knowingthatmanykidsoften17trouble,hedecidedtodosomethingaboutit.Soin1991hebegantoinvitesmallgroupsofkidstogofishingwithhimonhisday18.Thosefuntripshada(n)19impact.Achanceencounterin2000provedthat.Oneday,20workingsecurityataschoolbasketballgame,Moodynoticedtwoyoungguys21.Hesensedtroublebetweenthem.22oneofthemheadedtowardMoodyandgavehimahug.“I23you.Youtookme24whenIwasinfifthgrade.Thatwasoneofthe25daysofmylife.”Deeplytouchedbytheboysword,Moodydecidedtocreateafoundation（基金会）that26teenagerstothebasicsoffishingincampingprograms.“Asapoliceman,Isaw27therewasviolence,drugswerealwaysbehindit.Theyhaveadamaging28onthekids,”saysMoody.,Byturningkidsontofishing,he29topresentanalternativewayoflife,“Whenyouresittingtherewaitingfora30,”hesays,“youcanthelpbuttalktoeachother,andsuch31canbeprettydeep.”“Talkingaboutdrugshelpedpreparemeforthepeer（同龄人）pressuresinhighschool,”saysMichelle,17who32thefirstprogram.“AndIwasabletohelpmylittlebrother33drugs.”Moodyfaces34inthreeyears,whenhehopestorunthefoundationfull-time.“ImlivingahappylifeandIhavearesponsibilitytomy35togiveback,”Moodysays.”IfIteachakidtofishtoday,hecanteachhisbrothertofishtomorrow.”,16.A.drinkingBdrugCsecurityDsmoking17.A.ranintoBgotoverCleftbehindDlookedinto18.AaheadBawayCoffDout19.AimmediateBdamagingClimitedDlasting20.AonceBwhileCsinceDuntil21.AquarrelingBcomplainingCtalkingDcheering22.ASlowlyBSuddenlyCFinallyDSecretly23.AunderstandBhearC.seeDremember24.AfishingBsailingCboatingD.swimming25.AquietestBlongestCbestDbusiest26.AconnectsBintroducesCreducesDcommits27.AwhereBunlessCasDwhether28.AimpressionBburdenCdecisionDimpact29.AaskedBintendedCpretendedDagreed30.AsolutionBchangeCbiteDsurprise31.AconcernsBinterestsCconversationsDemotions32.A.participatedinB.workedoutC.approvedofD.madeup33.A.misuseB.avoidC.tolerateD.test34.A.unemploymentB.challengeC.competitionD.retirement35.A.teamB.schoolC.familyD.community,教学实例(2009年天津卷阅读理解D篇）：Nexttimeacustomercomestoyouroffice,offerhimacupofcoffee.Andwhenyouredoingyourholidayshoppingonline,makesureyoureholdingalargeglassoficedtea.Thephysicalsensation(感觉)ofwarmthencouragesemotionalwarmth,whileacolddrinkinhandpreventsyoufrommakingunwisedecisionsthosearethepracticallessonsbeingdrawnfromrecentresearchbypsychologistJohnA.Bargh.Psychologistshaveknownthatonepersonsperception(感知)ofanothers“warmth”isapowerfuldeterminerinsocialrelationships.Judgingsomeonetobeeither“warm”or“cold”isaprimaryconsideration,eventrumpingevidencethata“cold”personmaybemorecapable.Muchofthisisrootedinveryearlychildhoodexperiences,Barghargues,whenbabiesconceptualsenseoftheworldaroundthemisshapedbyphysicalsensations,particularlywarmthandcoldness.ClassicstudiesbyHarryHarlow,publishedin1958,showedmonkeyspreferredtostayclosetoacloth“mother”ratherthanonemadeofwire,evenwhenthewire“mother”carriedafoodbottle.Harlowsworkandlaterstudieshaveledpsychologiststostresstheneedforwarmphysicalcontactfromcaregiverstohelpyoungchildrengrowintohealthyadultswithnormalsocialskills.,Feelingsof“warmth”and“coldness”insocialjudgmentsappeartobeuniversal.Althoughnoworldwidestudyhasbeendone,Barghsaysthatdescribingpeopleas“warm”or“cold”iscommontomanycultures,andstudieshavefoundthoseperceptionsinfluencejudgmentindozensofcountries.Totesttherelationshipbetweenphysicalandpsychologicalwarmth,Barghconductedanexperimentwhichinvolved41collegestudents.Aresearchassistantwhowasunawareofthestudyshypotheses(假设),handedthestudentseitherahotcupofcoffee,oracolddrink,toholdwhiletheresearcherfilledoutashortinformationform:Thedrinkwasthenhandedback.Afterthat,thestudentswereaskedtoratethepersonalityof“PersonA”basedonaparticulardescription.ThosewhohadbrieflyheldthewarmdrinkregardedPersonAaswarmerthanthosewhohadheldtheiceddrink.“Wearegroundedinourphysicalexperiencesevenwhenwethinkabstractly,”saysBargh.(2009年天津卷阅读理解D篇）,2.高考试题中的“一词多义”的问题：vt.腾出、让出；节约、剩下spare多余的(spareroom)adj.业余的(sparetime)备用的(spareparts,Therewasnopointaskinghisparents,forheknewtheyhadnomoneytospare.(2009年北京卷，完形填空）point:用处spare动词；“节约、剩下：Soshemadeiteasy,placingcupsinroomswherestudentscouldleavetheirsparecoinsspare形容词，“多余的”,T.Bowerdesignedamethodforprojectinganopticalillusion（视觉影像）ofahangingball.（2004年高考试题北京卷，D篇）project动词，“发射，放映”。（用作动词重音在后面）同样的情况在2004年的重庆卷中又出现了：Eight13,500-wattprojectorslightthegrandcolumnofthefountainintheevening（2004年高考试题重庆卷，A篇）projector名词，“发射器，放映机”。,更多的“一词多义”的例子：1）IrememberhowhappyIwaswhenIsawthetraystandnearthetable.stand:架子、摊位（2008海南、宁夏、全国卷完形填空）2）Insecret,shepracticedPortiaspart,memorizingthelinesbyrepeatingthemoverandover.part:角色line:台词,3）Tempersofboththetouristsandthewaitershadrisentomeetthesituation,makingitaratherquarrelsomeenvironment.meet:满足、对付（2006海南、宁夏、全国II完形填空）4）IleftFredashousethatday,wonderingaboutthenatureofmyrelationshipwithmyclients.nature:本质、本性（2006辽宁卷完形填空）,5）SeveraldayslaterIreceivedanotherpostcard,thisonedeliveringaboutMabelscousin.deliver:陈述、发表（2006年全国卷II,完形填空）6）ButWilkinsandFranklinsrelationshipwasalotrockierthanthecelebratedteamworkofWatsonandCrick.rocky:动摇的（2009浙江卷，阅读理解B）,7）Mostgovernmentsandmanyorganizationswillnotprocesswrittencomplaintsiftheydonotbearthewriterssignature.Theabsenceofasignaturetellsusthatthewritercannotbetooseriousandthereforedoesnotdeserveareply.（2009年江西卷，阅读理解D篇）process:对起诉（处理）complaint:原告；申诉bear:提供,单选试题中的一词多义问题：例一：2007年天津卷单选试题:14.Thefinalscoreofthebasketballmatchwas93-94.Wewereonly_beaten.A.nearlyB.slightlyC.narrowlyD.lightly,3.高考试题中的构词法知识问题：1）Dueinparttooldinefficientbatteries,Heliosfinishedfourth-outoffour-initskind,thesun-poweredclass.（2004年全国卷II,阅读理解C）2）Everyissuecontainsusablearticlessuchas“StyleLab”,inwhichwearableclothesaremixedandmatchedonnon-modelsandthe“Eat-rightRoadMap”,withtipsonhowtoeatproperly.（2004年全国卷III,阅读理解D）,3）Nowadays,thesocializationofthechildintheUnitedStatesisatwo-waytransaction(事务）betweenparentandchildratherthanaone-way.(2008年福建卷，完形填空）“ize”动词后缀，“使化”；“ization”名词后缀modernizationglobalization4）Peoplelikeparrots,alwaystreatingthemasnothingmorethanpetsorvaluable“collectables”(2009湖北卷，阅读理解B)此句中collectables的后缀阿扁able的意思是“适合的”,5）Second,theU.S.andEuropeshouldabandontheirpoliciesofpayingpartlyforthechangeoffoodintobiofuels.(2008上海卷，阅读理解B)词素bio的意思为“生物”6）Itispossiblethatonegoodthingtoarisefromdownturnwillbeagenerationthatsfinanciallywiserandbetterequippedtomanagetheirmoneythroughtimesofeconomicuncertainty.(2009年山东卷，阅读理解D),4.高考试题中的介词问题：1）高考试题中的介词against：Againsttheflowofthenewwords,manyJapaneseareturningbacktothestudyoftheirownlanguage.(2003全国高考试题；阅读理解D)against：“对照”Sherestedherselfagainstapostclosetothetrack.(2009年宁夏、海南、全国卷I;阅读理解D)against:“倚着、靠着”,2）高考试题中的介词over：Anunusualstoryofhumaneffectoverthecenturies,FermatsLastTheoremwilldelightspecialistsandreadersalike.（2003年高考试题；阅读理解C篇）WeekspassedandtheexcitementoverthecomingChristmasgrewintorestlessnessuntilthelastdayofschoolbeforetheholidaybreak.(2009年山东卷；完形填空）over:“在期间”,Wekickedoveralogandthefishjustcamecrowdingout.(2009年全国卷II;完形填空）over:“翻转”Furtherstudiesofthefishmaytellhowanimalschangedovertime.(2009年宁夏、海南、全国卷I;阅读理解C篇)over:“跨越”,3）高考试题中的其他介词：Duringthetrip,youcanrestonthedeck,enjoyingyourselfinthegamesroomsandineveningdancetoourmusicalteam.(2009年宁夏、海南、全国卷II;阅读理解D篇)to:“合着”Hehadrealizedthattheword:“Oneofsixtoeight”underthefirstpictureinthebookconnectedthehareinsomewaytoKatherineAragon,thefirstHenryVIIIssixwives.(2003全国高考试题；阅读理解D)of:“在中”,ThenextdayJennawenttoseeMrs.Bidenaboutbeingontheschoolnewspaper.(2008年天津卷，完形填空）on:“参加”；“是的成员”Uponitsringingeveryonewouldrunfortheircoatsandgohome.(2009年山东卷；完形填空）upon=on=assoonas,四.关于语法知识在语篇中的应用问题：1.学生对语法知识的基本理解不等于能够在语篇中灵活运用。实践证明，这两者之间存在很大的距离。培养学生在语篇中运用所学语法知识的能力，是第二阶段复习的重要目标之一。,2.在语篇中所运用的语法知识有其独特的侧重点，不同于单选试题。语篇中的语言结构知识问题主要有：1）各类从句的运用2）后置定语的问题3）相关的句子成分被分割的问题4）复杂的句子结构问题,1）各类从句的运用：（2010年四川卷，阅读理解A篇）IgrewupinahousewheretheTVwasseldomturnedonandwithonewallinmybedroomentirelylinedwithbookshelves,mostofmychildhoodwasspentonbooksIcouldgetholdof.Infact,Igrewupthinkingofreadingasnaturalasbreathingandbooksunbelievablypowerfulinshapingperspectives(观点)bycreatingworldswecouldstepinto,takepartin，andlivein.Withthisunshakablebelief,I,atfourteen,decidedtobecomeawriter.Heretoo,readingbecameuseful.Everywriterstartsoffknowingthathehassomethingtosay,butbeingunabletofindtherightwaystosayit.Hehastofindhisownvoicebyreadingwidelyanddiscoveringwhichpartsofthewritersheagreesordisagreeswith,oragreeswithsostronglythatitreshapeshisownworld.Hecannotwritewithoutlovingtoread,becauseonlythroughreadingotherpeopleswritingcanonediscoverwhatworks,whatdoesntand,intheend,togetherwithlotsofpractice,whatvoicehehas.,NowIamincollege,andhavecometorealizehowimportantitistoreadfiction(文学作品)Asalawstudent,myreadingisinfactlimitedtosubjectmatterthevolume(量)ofwhatIhavetoreadforclasseseveryweekmeansthereislittletimetoreadanythingelse.SuchreadingmadeitalltheclearertomethatIliveinaverysmallpartinthisgreatplacecalledlife.Readingfictionremindsmethatthereislifebeyondmyown.ItallowsmetotravelacrossthehighseasandalongtheSilkRoad,allfromthecomfortofmyownarmchair,toexperience,thoughsecondhand,excitingexperiencesthatIwouldntnecessarilybeabletohaveinmylifetime.,2）后置定语的问题：Andthereisagrowingneedfornewwriterstrainedtocreatethe$3billionworthofchildrensbooksboughteachyearplusstoriesandarticlesneededbyover650publishersofmagazinesforchildrenandteenagers.(2009年北京卷，阅读理解B）,3）相关的句子成分被分割的问题Dueinparttoold,inefficientbatteries,Heliosfinishedfourthoutoffourinitskind,thesun-poweredclass.（2004年高考试题全国卷二，C篇）Youwillfindasyoureadthebookthatyoujustcantkeepsomeofthesestoriestoyourself.Youwillsharethemwithafriend.(2005年湖南卷单选试题）,TheywalkedwithoutanappointmentintotheouterofficeofHarvardspresident.(2005年福建卷，完形填空）,4）复杂的句子结构问题（一）Scientistshavereportedrecentlythattheworldisheatingupevenfasterthanpredictedonlyafewyearsago,andthattheconsequencescouldbesevereifwedontkeepreducingemissions(排放）ofcarbondioxide(CO2)andothergreenhousegasesthataretrappingheatinouratmosphere.(2009年福建卷，阅读理解E篇）注意：两个并列连词and;三个由that引起的从句,复杂的句子结构问题（二）FHWAspokesmanDougHecoxsaysreasonsforthechangeincludeanagingpopulationthatneedsmoretimetocross,health-consciousAmericanswalkingmore,childrenencouragedtowalktopreventtogettingoverweightandhighgaspricespushingpeopletowalkinsteadofdrive.include后四个并列的宾语都带有各自的后置定语-并列和后置定语的问题交织在一起。（2009年四川卷，阅读理解D篇）,结论：在语篇的理解中，语言因素是解决学生能准确地“读懂”的问题；而“读懂”又是做对试题的基础。因此，对高考几个主要题型的复习仍需不断提高词汇能力和语法知识运用能力。然后，才是解决不但读懂了文章还要做对试题的问题。,第二部分高考题型复习的教学研究1.完形填空题型研究2.阅读理解中的逻辑思维训练3.英语书面表达的教学要点,1.完形填空题型研究,（一）完形填空题型的基本特点及近年来的命题趋势1）完形填空的试题意图。2)完形填空的试题特点。3）近十年来各地高考命题的动向。,1)完形填空的试题意图。,2003年版高考试题说明对完形填空的试题意图做了明确的表述：“考查考生在阅读理解的基础上对词汇知识的综合运用能力”。,完形填空意在考词汇。因此，只要词汇功夫差，就不可能有较高的正确率。Whatwas_9_tobeastopgap(权宜之计）tripturnedintoanewlife.IkepttravellingbetweenLondonandhereandfelt_10_thanIhadinmonths.9.A.saidB.proveC.supposedD.judge10.A.smarterB.higherC.firmerD.lighterPaulunderstoodthatandnever_14_me.,14.A.leftB.pushedC.surprisedD.interrupted（2011年，四川卷完形填空）学生在这些题上容易出错误的根本原因，是抓不住正确选项的意思：besupposedto应该、被认为light轻松地、愉快的push推动；逼迫,完形填空考查词汇知识的典型例子：Ayoungmanwasreadytograduatefromcollege.Formanymonthshehad_abeautifulsportscarinthedealersshowroom.A.expected(学生误选）B.enjoyedC.admiredD.owned（2009年辽宁卷完形填空）expect：期待、期望；预料、预计admire：钦佩、羡慕；想要、喜欢,2)完形填空的思维特点,虽然完形填空同听力、单选、阅读理解在形式上都是“四选一”，但解题时的思维方式截然不同：听力、单选、阅读理解中的绝大多数试题是“选对错”完形填空的大部分试题是“选最佳”,3）近年来全国各地高考命题的动向,选用的短文边叙述边议论。叙述中频繁地插入心理活动的描写。少数省市选用说明文或议论文做完形填空的素材。建议：采用分类训练的方法，便于学生掌握各类体裁的不同特点。,（二）学生在完形填空中的常见错误分析,1)学生做题时没有整体理解的意识，思考问题的范围太窄，思维的焦点只局限在填空所在的句子，甚至只盯着填空的前后几个词。,Jenna,apopulargirlfromWestwoodMiddleSchool,hadgraduatedfirstinherclassandwasreadyfornewchallengeinhighschool.However,highschoolwasdifferent.Inthefirstweek,Jennawenttotryouts(选拔赛)forcheerleaders(拉拉队队员).Shewascompetingagainstverytalentedgirls,andsheknewitwouldbedifficultforhertobeselected.Twohourslater,thejudgereadalistofthegirlsforasecondtryout.Herheartsankasthelistendedwithouthername.Feeling_6_,shewalkedhomecarryingherschoolbagfullofhomework.Arrivinghome,shestartedwithmath.Shehadalwaysbeenagoodmathstudent,butnowshewas_7_.ShemovedontoEnglishandhistory,andwasrelievedtofindthatshedidnthaveanytroublewiththosesubjects.Feelingbetter,shedecidednottoworryaboutmathforthetimebeing.ThenestdayJennawenttoseeMrs.Bidenaboutbeingontheschoolnewspaper.Mrs.BidenwasntasenthusiasticasJenna.“Imsorry,butwehaveenoughwriterforthenewspaperalready.Comebacknextyearandwelltalkthen.”Jennasmiledweaklyandleft.“Whyishighschoolsodifferent?”shesighed.Laterinmathclass,Jennadevotedherselftofiguringouttheproblemsthathadgivenhersomuchtrouble.Bytheendofclass,sheunderstoodhowtogetthemright.Asshegatheredherbooks,Jennadecidedshedcontinuetotrytofitinathernewschool.Shewasntsureifshedsucceed,butsheknewshehadtotry.Highschoolwasjustashermomhadsaid:“Youwillfeellikeasmallfishinabigpondinsteadofabigfishinasmallpond.Thechallengeistobecomethebestfishyoucanbe.”,A.strangeB.happyC.awfulD.lonely（学生的错误选项）要想得出正确的结论必须具备两个条件：知道awful的意思是：令人不愉快的。理解全文的主旨大意：Jenna到了新学校后，在新的环境和竞争中所遇到的挫折以及从不适应到逐渐适应的心里过程。7.A.strugglingB.improvingC.workingD.complaining(错误选项）,缺乏整体理解意识的教学实例（二）AlfredNobelbecameamillionaireandchangedthewayofmining,construction,andwarfareastheinventorofdynamite(炸药).OnApril12,1888,AlfredsbrotherLudwigdiedofheartattack.AmajorFrenchnewspapermistookhisbrotherforhimandcarriedanarticleannouncingthedeathofAlfredNobel.“Themerchantofdeathisdead,”thearticleread.“Dr.AlfredNobel,whobecame_3_byfindingwaystokillmorepeoplefasterthaneverbefore,diedyesterday.”Nobelwasupset,tofindoutnotthathehaddied,butthat,whenhistimewasup,hewouldbethoughtofonlyasonewhoprofitedfromdeathanddestruction.3.A.famous(学生错选）B.sickC.richD.pleased分析：文章引用报刊的话意在说明舆论对诺贝尔的看法制造死亡的商人，并没有把他当作知名人士。第一句：AlfredNobelbecameamillionaire,2）由于解题方法不对导致的错误尤其是文章后面的内容决定前面的选项时，最容易出现此类错误。,Iwasasingleparentoffoursmallchildren,workingatalow-paidjob.Moneywasalwaystight,butwehada_1_overourheads,foodonthetable,clothesonourbacks,andifnotalot,alwaysenough.(2008年，辽宁卷）A.roofB.hatC.sky（学生误选）D.star学生选sky，并认为“虽然生活不富裕，但头顶上依然有一片自己的蓝天。”错误的原因分析：根本没有考虑后面的内容用排比的方式表示在物质上尚且过得去。,3)没有建立“最佳”的思维方式，在下结论前缺少比较的思维过程。,WhenIenteredBerkeley,Ihopedtoearnascholarship.HavingbeenaStraight-Astudent,IbelievedIcouldtaketoughsubjectsandreallylearnsomething.OnesuchcoursewasWorldLiteraturegivenbyProfessorJayne.Iwasextremelyinterestedintheideashepresentedinclass.WhenItookthefirstexam,Iwasshockedtofinda77,C-plus,onmytestpaper,forEnglishwasmybestsubject.IwenttoProfessorJayne,wholistenedtomyargumentsbutremainedunmoved.Idecidedtotryharder,althoughIdidntknowwhatthatmeantbecauseschoolhadalwaysbeeneasyforme.Ireadthebooksmorecarefully,butgotanother77.Again,I_42_withProfessorJayne.Again,helistenedpatientlybutwouldntchangehismind.A.quarreledB.reasonedC.bargainedD.chatted,学生认为选择quarrel无可争议，而且前面还出现了argument。错误分析：不理解上述几个词的准确意思argue:争论、争辩quarrel：争吵reason：理论（动词）；据理力争缺少比较的思维过程，因此就没有最佳的意识。,最佳思维的又一个例子：AfterthatChristmas,DavidandIbecamegoodfriendsandIneverforgotthemeaning_20_behindthelittleemptyboxsetonmydesk.A.from(学生误选）B.behindC.overD.towards（2009年山东卷）比较：来自小空盒的意义小空盒背后的意义最佳思维模式的关键，是培养学生建立“比较”的思维过程。,4）帮助学生建立品味“主谓关系”和“动宾关系”合理性的语言思维逻辑。完形填空的选项设计以实词为主，20个填空中的动词和名词通常占半数以上。培养学生每遇动词或名词时养成品味“主谓关系”和“动宾关系”的思维习惯，认真考虑：主谓搭配合理动宾搭配合理,主谓关系搭配合理的教学实例（一）Afterfiveyearsofpoorjob,Ifellinlovewithaverynicemiddle-classgirl.Itwasthebest_39_thatcouldhavehappenedtome.(2005年安徽卷）A.supportB.happinessC.surpriseD.thing分析：不仅要考虑哪个选项最适合被best修饰，而且还要考虑哪个选项最适合充当后面定语从句的主语。,动宾关系搭配合理的教学实例（一）Parentsandcoachesinparticularshouldactasbetterexamplesforchildren.Theyalsoneedtoteachchildrenbetter_13_.Theyshouldnotcheerwhenchildrenwinoractaggressively.(2008年上海卷，阅读理解）A.techniquesB.meansC.valuesD.directions,分析：A.技术(动宾搭配合理）B.方法、手段（合理）教给孩子们更好的C.价值观（合理）D.方向、指导（不合理）结论：选D的同学没有“动宾搭配合理”的思维。选A、B的同学缺乏整体理解，因为全文的主题是论述“体育道德”，而非体育技术。,2.阅读理解中的逻辑思维训练1）概括能力培养的教学实例2）推断能力培养的教学实例,逻辑和语言都同人类的思维密不可分：语言是思维的工具；逻辑是思维的规律。因此当我们运用语言这门工具进行思维时，逻辑问题是不可避免的。以前的高考单选试题也曾考过逻辑问题：Weallwrite_,evenwhentheresnotmuchtosay.(NMET94)A.nowandthenB.byandbyC.stepbystepD.moreorless,Doyoualwaysunderstandthedirectiononabottleofmedicine?Doyouknowwhatismeantby“Takeonlyasdirected?”Readthefollowingdirectionsandseeifyouunderstandthem.“Toreducepain,taketwotablets(药片)withwater,followedbyonetableteveryeighthours,asrequired.Fornight-timeandearlymorningrelief(缓解疼痛)taketwotabletsatbedtime.Donottakemorethansixtablettwenty-fourhours.Forchildrensixtotwelveyearsold,givehalftheamount(量).Forchildrensixyearsold,askyourdoctorsadvice.Reducetheamountifyousufferfromrestlessnessorsleeplessnessaftertakingthemedicine.”Thistextismostprobablytakenfroma_.A.textbookB.newsreelC.doctorsnotebookD.bottleofmedicine,Thesoybean(大豆)isoneoftheworldusefulcrops.Itisalreadyusedinmanydifferentfoodsandinmanyindustrialproducts.Andscientistscontinuetofindmoreusesforit.Americanfarmersgrowaboutonethousandninehundredmillionbushels(容量单位)ofsoybeaneachyear.Theyearneleventhousandmilliondollarsfortheircrops.IntheUnitedStates,abouttwentythreemilliontonsofsoybeanwerefedtofarmanimalslastyear.Morethanfivehundredsixty-fivemillionbushelswereexported.Soybeansarealsousedindifferentkindsoffoodeatenbyhumans.Soybeanoilisusedtomakecook