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一、单项选择题的教学训练
1.1强化语境意识
在阅读课文的教学过程中,首先有意识地引导学生通过语境去猜测词义,例如上下文的因果关系、对立关系、同义或反义词以及文中所给的实例等,从而使学生对生词的词义、词性及情感色彩等具备较直观的印象。其次针对课文内容所要求的语言点和知识结构,选择具有实用性的短语和句式加以背诵,并借助听写、仿写和翻译的手段来强化记忆词的搭配、固定句型和一些英语的习惯用法,达到由此及彼、举一反三的能力目标。最后精选部分单项选择题的练习来巩固所习得的相关知识。
例如强调句和倒装句,作为高中英语重要的语法项目,同时也是高考常考的内容,在人教版的教材中有专门设计的单元加以讲解。我在阅读课文的教学过程中就充分运用了上述策略,给学生提供一些例句加以背诵和记忆,使他们对强调句和倒装句的基本结构以及一些常见的变形有较深入的理解。例如:
1. Only then/in this way/when you explain it did I understand what she meant.
2. Such a loud noise/ So much noise did they make that I could hardly hear anything.
3. Child/ Clumsy as (though)he is, he tries his best to learn more.
4. Not until midnight did Tony come back.
5. It was not until midnight that Tony came back.
6. When was it that Tony came back?
7. It was Tony that didn’t came back until midnight.
8. Who was it that didn’t come back until midnight?
在经过一段时间的训练之后,学生对于强调和倒装句式在单选题中的考查具备了较有把握的分析和应对能力。例:
It ______ we had stayed together for a couple of weeks ______ I found we had
a lot in common. (2007 浙江卷)
A. was until; whenB. was until; that
C. wasn’t until; whenD. wasn’t until; that (答案:B)
Only when I left my parents for Italy ______ how much I loved them.
(2008 重庆卷)
A. I realized B. I had realized
C. had I realizedD. did I realize(答案:D)
1.2及时有效地整理归纳
高中英语新教材的特点之一是词汇量大,而且单词和词组辨析题在近几年的高考单项选择题中仍是一个不容忽视的组成部分,在某些地区的试卷中其所占比例甚至有上升趋势。例如,2006年湖北卷的单词和词组辨析题是8个,而2008年的10道单选题全部都是词义辨析;2008全国卷一中有3题、全国卷二中有4题属于此范畴;2008浙江卷中有6题为单词和词组辨析题。对于这一考查要点,我的教学体会是教师应多做些搜集和整理的工作,帮助学生在练习之后和考前及时做好归纳重要考点的准备工作。英语的词汇和短语的容量实在太大,学生在要准备这么多门学科的情形下不可能记住所有的内容。为了减轻他们的负担,同时又提高复习迎考的效率,我选择了比较投机取巧的策略:首先是搜集近三年各地高考试卷中的单词和短语辨析题以及平时练习和测试中学生反映比较易错的此类题型,然后将这些题目按照所考查的目标进行分门别类,如词性、近义等,最后指导学生形成自己的题型整理本,供考前复习使用。例:
Mike didn’t play football yesterday because he had ______ his leg. (2006 全国卷一)
A. damagedB. hurtC. hitD. struck(答案:B)
此题考查目标为动词近义词,并且其中damage, hurt 和 destroy, ruin 也是经常会同时出现在选项中要求考生加以辨析的,因此我会把类似的题目归纳在一起以方便学生记忆复习。
There are plenty of jobs ______ in the western part of the country.(2008 浙江卷)
A. present B. available C. precious D. convenient(答案:B)
此题考查的是形容词辨析,由于形容词和副词考查的频率不是很高,所以我把这两类归纳在一起。
Running a company is not _____ a matter of hiring people—— they also need to be trained.(2008 浙江卷)
A. simply B. partlyC. seriously D. equally(答案:A)
而短语由于考查的范围较广,不可能全部概括,因此我尽可能挑选考试中出现频率较高的题以及相近的短语让学生进行强化记忆。在临近考试前这一方法还是有一定实效的。
二、单项选择题的应试策略
2.1 着眼选项,分析考查内容
近年来单项选择题已经转变为在特定语境中对语法和词汇进行考查,命题者会在选项的设置中透露出所要考查的语法要点或知识目标。因此,对于选项的分析可以让考生快速把握该题的思考方向,从而有效地运用所储备的相关英语知识来进行快速、准确的判断。例如:
I don’t believe you’ve already finished reading the boo——I _____it to you this morning.(2008 浙江卷)
A. would lend B. was lending
C. had lentD. lent
这道题从选项来看,应该考查的是动词lend的时态,而动词的时态是和时间状语密切相关的,由此再结合题干中与该动词出现在同一语境中的时间状语this morning,则很快就能判断出D项是正确答案。
You’re driving too fast.. Can you drive _____? (2008 全国卷)
A. more slowly a bitB. slowly a bit more
C.a bitmoreslowly D. slowlymoreabit
此题由选项分析,考查目标为副词的比较级及其修饰词的运用,因此该题的判断就有了明确的方向:slowly 的比较级是more slowly,而a bit 可置于比较级之前作为修饰,正确答案一目了然。
2.2紧扣题干,充分运用语境
任何一个语法项目在高考试题中的考查都是依附于一个既定的语言环境的,个别特殊的语法点更甚,比如时态、交际用语、情态动词等。因此,在做选择题的时候,时刻要牢记结合题干所给的语境,把握关键词或短语,具体问题具体分析,这样才能充分运用已储备的英语知识,找出符合题干的正确答案。例:
The play had already been on for quiet some time when we _____ at the New Theatre. (2007 浙江卷)
A. have arrivedB. arrivedC. had arrivedD. arrive
由选项分析 ,这是一道时态选择题,而主句中的had been提示该动作发生在从句动作之前,因而从句时态应选择相应的过去时arrived。
I know a little bit about Italy as my wife and I ______ there several years ago.
(2007 全国卷一)
A. are goingB. had been C. went D. have been
此题同为时态选择题,而题干中的关键词为several years ago,提醒考生这是过去时态的鲜明标志,如此,则正确答案必为C无疑。
_____ that he was in great danger, Eric walked deeper into the forest.(2008 浙江卷)
A. Not realizedB. Not to realize
C. Not realizing D. Not to have realized
从选项入手,该题考查目标为分词的否定形式作状语。结合题干中前后两部分的逻辑关系,可以得出Eric是在没有意识到危险的情形下深入森林的,故两个动作几乎同时发生,并且realize 为主动动作;结合分词短语作状语的知识,马上就能找到正确答案C.
——Would you like to join me for a quick lunch before class?
——______, but I promised Nancy to go out with her.(2008 全国卷一)
A. I’d like to B. I like it C. I don’t D. I will
同样可以从选项看出这是一道交际用语题,回答应与问题相呼应。既然问的是Would you like, 则回答也应是同形的I’d like to, 答案一目了然。
2.3 运用分析句子结构的技巧
学生在做单项选择题的时候有时会提出这样的疑问:“老师,这道题到底在讲些什么?我怎么一点也看不懂呢?”实际上他们是碰到了结构较为复杂的句子而无法理解题干的真实含义,更谈不上运用已掌握的知识来正确判断该题的考点了。这时分析句子结构的能力和技巧就显得尤为重要。这一技巧的运用,主要体现在两种类型的选择题中:
⑴包含插入成分的句子:抓住主干,排除干扰信息。例:
Between the two generations, it’s often not their age, _____ their education that causes misunderstanding. (2007 全国卷一)
A. like B. as C. or D. but
此题从选项看似乎考查要点并不明朗,在介词与连词之间,但是只要一分析句子结构,就能迅速抓住关键部分为It’s…that 的强调句,所强调部分内容为not their age but their education,需要的是not—— but 结构,因此正确选项为D。
The companies are working together to create ______ they hope will be the best means of transport in the 21th. Century. (2008 北京卷)
A. whichB. thatC. what D. who
由选项分析此题考查目标为从句的引导词,而题干中的they hope 只是一个插入成分而已。create 之后的宾语从句中缺少的是主语,根据语境,其所指为物且内容不明,因而what 为最佳选择。
——What did your parents think about your decision?
——They always let me do ____ I think I should.(2006 全国卷二)
A. when B. thatC. how D. what
此题与上一题有异曲同工之处,I think 也是一个插入成分,差别只在于I should 之后省略了动词do,因而答案仍为what。
⑵隐藏省略成分的句子:分析结构,补充完整。例:
It is worth considering what makes convenience food so popular, and _____ better ones of your own.(2008 北京卷)
A. introduce B. to introduceC. introducing D. introduced
由选项看,这道题的考查内容在于动词的形态,但是由哪个关键词来决定却让一些考生茫然。实际上该题的考查目标为be worth doing 结构,and 之后省略了与前句并列的it is worth而已,只要把握住这一点,难题就迎刃而解了。
—— He got his first book published. It turned out to be a bestseller.
—— When was _____?
—— ______ was in 2000 when he was still in college.(2007 浙江卷)
A. that; This B. this; It C. it; This D. that; It
该题前一空格考查指示代词,应用that 来指代上文所陈述内容;后一空格则稍有难度,但只要把握住上下文的语境即可判断出这是一个省略了后文的强调句,补充完整之后的句子为 It was in 2000 when he was still in college that he got his first book published,答案为D。
所谓“教无定法,学无定法”,上述策略尽管在本人的教学实践中颇为有用,但不一定适合所有考生,但是只要打好了坚实的语言基础,再辅以适当的技巧,相信考生定能在高考的单项选择题考查中取得不俗的成绩。
1.1强化语境意识
在阅读课文的教学过程中,首先有意识地引导学生通过语境去猜测词义,例如上下文的因果关系、对立关系、同义或反义词以及文中所给的实例等,从而使学生对生词的词义、词性及情感色彩等具备较直观的印象。其次针对课文内容所要求的语言点和知识结构,选择具有实用性的短语和句式加以背诵,并借助听写、仿写和翻译的手段来强化记忆词的搭配、固定句型和一些英语的习惯用法,达到由此及彼、举一反三的能力目标。最后精选部分单项选择题的练习来巩固所习得的相关知识。
例如强调句和倒装句,作为高中英语重要的语法项目,同时也是高考常考的内容,在人教版的教材中有专门设计的单元加以讲解。我在阅读课文的教学过程中就充分运用了上述策略,给学生提供一些例句加以背诵和记忆,使他们对强调句和倒装句的基本结构以及一些常见的变形有较深入的理解。例如:
1. Only then/in this way/when you explain it did I understand what she meant.
2. Such a loud noise/ So much noise did they make that I could hardly hear anything.
3. Child/ Clumsy as (though)he is, he tries his best to learn more.
4. Not until midnight did Tony come back.
5. It was not until midnight that Tony came back.
6. When was it that Tony came back?
7. It was Tony that didn’t came back until midnight.
8. Who was it that didn’t come back until midnight?
在经过一段时间的训练之后,学生对于强调和倒装句式在单选题中的考查具备了较有把握的分析和应对能力。例:
It ______ we had stayed together for a couple of weeks ______ I found we had
a lot in common. (2007 浙江卷)
A. was until; whenB. was until; that
C. wasn’t until; whenD. wasn’t until; that (答案:B)
Only when I left my parents for Italy ______ how much I loved them.
(2008 重庆卷)
A. I realized B. I had realized
C. had I realizedD. did I realize(答案:D)
1.2及时有效地整理归纳
高中英语新教材的特点之一是词汇量大,而且单词和词组辨析题在近几年的高考单项选择题中仍是一个不容忽视的组成部分,在某些地区的试卷中其所占比例甚至有上升趋势。例如,2006年湖北卷的单词和词组辨析题是8个,而2008年的10道单选题全部都是词义辨析;2008全国卷一中有3题、全国卷二中有4题属于此范畴;2008浙江卷中有6题为单词和词组辨析题。对于这一考查要点,我的教学体会是教师应多做些搜集和整理的工作,帮助学生在练习之后和考前及时做好归纳重要考点的准备工作。英语的词汇和短语的容量实在太大,学生在要准备这么多门学科的情形下不可能记住所有的内容。为了减轻他们的负担,同时又提高复习迎考的效率,我选择了比较投机取巧的策略:首先是搜集近三年各地高考试卷中的单词和短语辨析题以及平时练习和测试中学生反映比较易错的此类题型,然后将这些题目按照所考查的目标进行分门别类,如词性、近义等,最后指导学生形成自己的题型整理本,供考前复习使用。例:
Mike didn’t play football yesterday because he had ______ his leg. (2006 全国卷一)
A. damagedB. hurtC. hitD. struck(答案:B)
此题考查目标为动词近义词,并且其中damage, hurt 和 destroy, ruin 也是经常会同时出现在选项中要求考生加以辨析的,因此我会把类似的题目归纳在一起以方便学生记忆复习。
There are plenty of jobs ______ in the western part of the country.(2008 浙江卷)
A. present B. available C. precious D. convenient(答案:B)
此题考查的是形容词辨析,由于形容词和副词考查的频率不是很高,所以我把这两类归纳在一起。
Running a company is not _____ a matter of hiring people—— they also need to be trained.(2008 浙江卷)
A. simply B. partlyC. seriously D. equally(答案:A)
而短语由于考查的范围较广,不可能全部概括,因此我尽可能挑选考试中出现频率较高的题以及相近的短语让学生进行强化记忆。在临近考试前这一方法还是有一定实效的。
二、单项选择题的应试策略
2.1 着眼选项,分析考查内容
近年来单项选择题已经转变为在特定语境中对语法和词汇进行考查,命题者会在选项的设置中透露出所要考查的语法要点或知识目标。因此,对于选项的分析可以让考生快速把握该题的思考方向,从而有效地运用所储备的相关英语知识来进行快速、准确的判断。例如:
I don’t believe you’ve already finished reading the boo——I _____it to you this morning.(2008 浙江卷)
A. would lend B. was lending
C. had lentD. lent
这道题从选项来看,应该考查的是动词lend的时态,而动词的时态是和时间状语密切相关的,由此再结合题干中与该动词出现在同一语境中的时间状语this morning,则很快就能判断出D项是正确答案。
You’re driving too fast.. Can you drive _____? (2008 全国卷)
A. more slowly a bitB. slowly a bit more
C.a bitmoreslowly D. slowlymoreabit
此题由选项分析,考查目标为副词的比较级及其修饰词的运用,因此该题的判断就有了明确的方向:slowly 的比较级是more slowly,而a bit 可置于比较级之前作为修饰,正确答案一目了然。
2.2紧扣题干,充分运用语境
任何一个语法项目在高考试题中的考查都是依附于一个既定的语言环境的,个别特殊的语法点更甚,比如时态、交际用语、情态动词等。因此,在做选择题的时候,时刻要牢记结合题干所给的语境,把握关键词或短语,具体问题具体分析,这样才能充分运用已储备的英语知识,找出符合题干的正确答案。例:
The play had already been on for quiet some time when we _____ at the New Theatre. (2007 浙江卷)
A. have arrivedB. arrivedC. had arrivedD. arrive
由选项分析 ,这是一道时态选择题,而主句中的had been提示该动作发生在从句动作之前,因而从句时态应选择相应的过去时arrived。
I know a little bit about Italy as my wife and I ______ there several years ago.
(2007 全国卷一)
A. are goingB. had been C. went D. have been
此题同为时态选择题,而题干中的关键词为several years ago,提醒考生这是过去时态的鲜明标志,如此,则正确答案必为C无疑。
_____ that he was in great danger, Eric walked deeper into the forest.(2008 浙江卷)
A. Not realizedB. Not to realize
C. Not realizing D. Not to have realized
从选项入手,该题考查目标为分词的否定形式作状语。结合题干中前后两部分的逻辑关系,可以得出Eric是在没有意识到危险的情形下深入森林的,故两个动作几乎同时发生,并且realize 为主动动作;结合分词短语作状语的知识,马上就能找到正确答案C.
——Would you like to join me for a quick lunch before class?
——______, but I promised Nancy to go out with her.(2008 全国卷一)
A. I’d like to B. I like it C. I don’t D. I will
同样可以从选项看出这是一道交际用语题,回答应与问题相呼应。既然问的是Would you like, 则回答也应是同形的I’d like to, 答案一目了然。
2.3 运用分析句子结构的技巧
学生在做单项选择题的时候有时会提出这样的疑问:“老师,这道题到底在讲些什么?我怎么一点也看不懂呢?”实际上他们是碰到了结构较为复杂的句子而无法理解题干的真实含义,更谈不上运用已掌握的知识来正确判断该题的考点了。这时分析句子结构的能力和技巧就显得尤为重要。这一技巧的运用,主要体现在两种类型的选择题中:
⑴包含插入成分的句子:抓住主干,排除干扰信息。例:
Between the two generations, it’s often not their age, _____ their education that causes misunderstanding. (2007 全国卷一)
A. like B. as C. or D. but
此题从选项看似乎考查要点并不明朗,在介词与连词之间,但是只要一分析句子结构,就能迅速抓住关键部分为It’s…that 的强调句,所强调部分内容为not their age but their education,需要的是not—— but 结构,因此正确选项为D。
The companies are working together to create ______ they hope will be the best means of transport in the 21th. Century. (2008 北京卷)
A. whichB. thatC. what D. who
由选项分析此题考查目标为从句的引导词,而题干中的they hope 只是一个插入成分而已。create 之后的宾语从句中缺少的是主语,根据语境,其所指为物且内容不明,因而what 为最佳选择。
——What did your parents think about your decision?
——They always let me do ____ I think I should.(2006 全国卷二)
A. when B. thatC. how D. what
此题与上一题有异曲同工之处,I think 也是一个插入成分,差别只在于I should 之后省略了动词do,因而答案仍为what。
⑵隐藏省略成分的句子:分析结构,补充完整。例:
It is worth considering what makes convenience food so popular, and _____ better ones of your own.(2008 北京卷)
A. introduce B. to introduceC. introducing D. introduced
由选项看,这道题的考查内容在于动词的形态,但是由哪个关键词来决定却让一些考生茫然。实际上该题的考查目标为be worth doing 结构,and 之后省略了与前句并列的it is worth而已,只要把握住这一点,难题就迎刃而解了。
—— He got his first book published. It turned out to be a bestseller.
—— When was _____?
—— ______ was in 2000 when he was still in college.(2007 浙江卷)
A. that; This B. this; It C. it; This D. that; It
该题前一空格考查指示代词,应用that 来指代上文所陈述内容;后一空格则稍有难度,但只要把握住上下文的语境即可判断出这是一个省略了后文的强调句,补充完整之后的句子为 It was in 2000 when he was still in college that he got his first book published,答案为D。
所谓“教无定法,学无定法”,上述策略尽管在本人的教学实践中颇为有用,但不一定适合所有考生,但是只要打好了坚实的语言基础,再辅以适当的技巧,相信考生定能在高考的单项选择题考查中取得不俗的成绩。