高三英語一輪復習備考策略課件

Lessismore,slowerisfaster高三英語高效備考策略老師們的困惑：1,新教材詞匯量大，而且難，如何夯實詞匯？2.新高考淡化語法，到底要不要復習？怎樣復習語法？3.一輪復習以回顧基礎為主線，而新高考對學生的語言駕馭能力提出了更高的要求，該如何在強調基礎復習的同時強化能力的培養(yǎng)？4.對于新高考題型中的讀后續(xù)寫部分，如何進行讀后續(xù)寫指導？5.一輪復習與聽說備考兩重任務，如何把握節(jié)奏？教學感悟：01成功教學三分教學七分管理方法師生同頻雙向奔赴鼓勵+信任課堂師生同頻安全感親其師，信其道方法、信心鼓勵，寬容解讀2023年C篇D篇七選五語篇和語填：1，語篇意識：主題引領，結構框架，邏輯關聯(lián)；2，詞匯：詞匯思維+詞匯意識；3，語法：長難句拆分解碼；Part022023年高考：

難？不難？難在哪？到底怎樣考？考什么？02

1.Thegoalofthisbookistomakethecasefordigitalminimalism,includingadetailedexplorationofwhatitasksandwhyitworks,andthentoteachyouhowtoadoptthisphilosophyifyoudecideit’srightforyou.（Q28）

2.Todoso,Idividedthebookintotwoparts.Inpartone,Idescribethephilosophicalfoundationsofdigitalminimalism,

startingwithanexaminationoftheforcesthataremakingsomanypeople’sdigitallives

increasinglyintolerable,beforemovingontoadetaileddiscussionofthedigitalminimalismphilosophy.

3.

Partoneconcludesbyintroducingmysuggestedmethodforadoptingthisphilosophy:thedigitaldeclutter.Thisprocessrequiresyoutostepawayfromoptionalonlineactivitiesforthirtydays.(Q29）Attheendofthethirtydays,youwillthenaddbackasmallnumberofcarefullychosenonlineactivitiesthatyoubelievewillprovidemassivebenefitstothethingsyouvalue.

4.Inthefinalchapterofpartone,I’llguideyouthroughcarryingoutyourowndigitaldeclutter.

Indoingso,I’lldrawonanexperimentIranin2018inwhichover1,600peopleagreedtoperformadigitaldeclutter.

(Q30)You’llheartheseparticipants’storiesandlearnwhatstrategiesworkedwellforthem,andwhattrapstheyencounteredthatyoushouldavoid.

5.Thesecondpartofthisbooktakesacloserlookatsomeideasthatwillhelpyoucultivate(培養(yǎng))asustainabledigitalminimalismlifestyle.

Inthesechapters,Iexamineissuessuchastheimportanceofsolitude(獨處)andthenecessityofcultivatinghigh-qualityleisuretoreplacethetimemostnowspendonmindlessdeviceuse.Eachchapterconcludeswithacollectionofpractices,whicharedesignedtohelpyouactonthebigideasofthechapter.Youcanviewthesepracticesasatoolboxmeanttoaidyoureffortstobuildaminimalistlifestylethatworksforyourparticularcircumstances.(Q31)28.WhatisthebookaimedatA.Teachingcriticalthinkingskills. B.Advocatingasimpledigitallifestyle.C.Solvingphilosophicalproblems. D.Promotingtheuseofadigitaldevice.29.Whatdoestheunderlinedword“declutter”inparagraph3meanA.Clear-up. B.Add-on. C.Check-in. D.Take-over.30.WhatispresentedinthefinalchapterofpartoneA.Theoreticalmodels. B.Statisticalmethods.C.Practicalexamples. D.Historicalanalyses.31.WhatdoestheauthorsuggestreadersdowiththepracticesofferedinparttwoA.Usethemasneeded. B.Recommendthemtofriends.C.Evaluatetheireffects. D.Identifytheideasbehindthem.Para1.（Thebook)Goal:

digitalminimalismPart1.(Para2–Para4)Part2.(Para5)Para2.startPara3.concludePara4.theexampleofadigitaldeclutterBulidaminimalistlifestyletheforceincreasinglyintolerableadoptingDigitaldeclutter

Partoneconcludesbyintroducingmysuggestedmethodforadoptingthisphilosophy:thedigitaldeclutter.

Thisprocessrequiresyoutostepawayfromoptionalonlineactivitiesforthirtydays.Attheendofthethirtydays,youwillthenaddbackasmallnumberofcarefullychosenonlineactivitiesthatyoubelievewillprovidemassivebenefitstothethingsyouvalue.29.Whatdoestheunderlinedword“declutter”inparagraph3meanA.Clear-up. B.Add-on. C.Check-in. D.Take-over.

1.OnMarch7,1907,theEnglishstatisticianFrancisGaltonpublishedapaperwhichillustratedwhathascometobeknownasthe“wisdomofcrowds”effect.Theexperimentofestimationheconductedshowedthatinsomecases,theaverageofalargenumberofindependentestimatescouldbequiteaccurate.

2.Thiseffectcapitalizesonthefactthatwhenpeoplemakeerrors,thoseerrorsaren’talwaysthesame.Somepeoplewilltendtooverestimate,andsometounderestimate.Whenenoughoftheseerrorsareaveragedtogether,theycanceleachotherout,resultinginamoreaccurateestimate.Ifpeoplearesimilarandtendtomakethesameerrors,thentheirerrorswon’tcanceleachotherout.Inmoretechnicalterms,thewisdomofcrowds

requiresthatpeople’sestimatesbeindependent.Ifforwhatererreasons,people’serrorsbecomecorrelatedordependent,theaccuracyoftheestimatewillgodown.

3.

ButanewstudyledbyJoaquinNavajasofferedaninterestingtwist(轉折)onthisclassicphenomenon.Thekeyfindingofthestudywasthatwhencrowdswerefurtherdividedintosmallergroupsthatwereallowedtohaveadiscussion,theaveragesfromthesegroupsweremoreaccuratethanthosefromanequalnumberofindependentindividuals.Forinstance,theaverageobtainedfromtheestimatesoffourdiscussiongroupsoffivewassignificantlymoreaccuratethantheaverageobtainedfrom20independentindividuals.

4.Inafollow-upstudywith100universitystudents,theresearcherstriedtogetabettersenseofwhatthegroupmembersactuallydidintheirdiscussion.DidtheytendtogowiththosemostconfidentabouttheirestimatesDidtheyfollowthoseleastwillingtochangetheirmindsThishappenedsomeofthetime,butitwasn’tthedominantresponse.Mostfrequently,thegroupsreportedthatthey“sharedargumentsandreasonedtogether.”Somehow,theseargumentsandreasoningresultedinaglobalreductioninerror.5.AlthoughthestudiesledbyNavajashavelimitationsandmanyquestionsremainthepotentialimplicationsforgroupdiscussionanddecision-makingareenormous.32.Whatisparagraph2ofthetextmainlyaboutA.Themethodsofestimation. B.Theunderlyinglogicoftheeffect.C.Thecausesofpeople’serrors. D.ThedesignofGalton’sexperiment.33.Navajas’studyfoundthattheaverageaccuracycouldincreaseevenif________.A.thecrowdswererelativelysmall B.therewereoccasionalunderestimatesC.individualsdidnotcommunicate D.estimateswerenotfullyindependent34.Whatdidthefollow-upstudyfocusonA.Thesizeofthegroups. B.Thedominantmembers.C.Thediscussionprocess. D.Theindividualestimates.35.Whatistheauthor’sattitudetowardNavajas’studiesA.Unclear. B.Dismissive. C.Doubtful. D.Approving.Para1:wisdomofcrowdseffectsIndependentestimateaveragemoreaccuratePara2:

explanationofitslogic(Q32)

correlatedependentLessaccurateButPara3:fourgroupsoffive(Q33)discussionMoreaccuratewhyPara4:shareargumentsareasontogether(Q34)20independentPara5Conclusion觀點題Q35PersonalForgiveness1.Takingresponsibilityformistakesisapositivestep,butdon’tbeatyourselfupaboutthem.Toerr(犯錯)ishuman.36Youcanusethefollowningwritingexercisetohelpyoudothis.（總）2.Inajournaloronapieceofpaper,puttheheading“Personalstrengths.”37AreyoucaringCreativeGenerousAgoodlistenerFuntobearoundTheydon’thavetobeworld-changing,justaspectsofyourpersonalitythatyou’reproudof.（分）3.Atthetopofasecondpage,puttheheading“Actsofkindness.”O(jiān)nthisone,listallthepositivethingsyou’vedoneforothers.Itmightbethetimewhenyouhelpedafriendwiththeirhomework,whenyoudidtheironingwithoutbeingasked,orwhenyoubakedcookiesafterthefamilyhadhadatiringday.38（分）4.Youcouldaskafriendorfamilymembertohelpaddtoyourlist.39Thatway,youcouldexchangethoughtsonwhatmakeseachofyouspecialandtheaspectsofyourpersonalitythatshinethrough.Infact,don’twaituntilyou’vemadeamistaketotrythis—it’sagreatwaytoboostself-confidenceatanytime.（分）5.It’ssomethingofacliché(陳詞濫調)thatmostpeoplelearnnotfromtheirsuccessesbuttheirmistakes.Thethingis,it’strue.40We’reallchangingandlearningallthetimeandmistakesareapositivewaytodevelopandgrow.（總）A.Alittleself-forgivenessalsogoesalongway.B.Nowlistallthecharacteristicsyoulikeaboutyourself(Q37).C.Theymightevenliketohaveagoatdoingtheexercise.(Q39)D.It’sjustasimportant

toshowyourselfsome

forgiveness.Q36（topic)E.Itdoesn’tmeanyouhavetoignorewhat’shappenedorforgetit.F.Whateveritis,nomatterhowsmallitmightseem,writeitdown.(Q38)G.Whateverthemistake,rememberitisn’tafixedaspectofyourpersonality.(Q40)

語篇結構，句間段間邏輯，精準翻譯

（小詞大用）

OnOct.11,hundredsofrunnerscompetedinacross-countryraceinMinnesota.MelanieBaileyshouldhavefinishedthecourseearlierthanshedid.Herdelaycamebecauseshewascarryingacompetitoracrossthefinishline.

Asreportedbyalocalnewspaper,Baileywasmorethantwo-thirdsofthewaythroughherracewhenarunnerinfrontofherbegancryinginpain.Shestoppedtohelpherfellowrunner,DanielleLenoue.Baileytookherarmtoseeifshecouldwalkforwardwithaid.Shecouldn’t.BaileythenbentdowntoletLenoueclimbontoherbackandcarriedherallthewaytothefinishline,thenanother300feettowhereLenouecouldgetmedicalattention.

Oncethere,Lenouewasassessed

andlatertakentoahospital,whereshelearnedthatshehadseriousinjuriesinoneofherknees.ShewouldhavestruggledwithextremepaintomakeittothataidcheckpointwithoutBailey’shelp.

AsforBailey,sheismoreconfusedaboutwhyheractisconsideredabigdeal.“Shewasjustcrying.Icouldn’tleaveher,”Baileytoldthereporter.“IfeellikeIwasjustdoingtherightthing.”

Althoughthetwoyoungwomenwerestrangersbeforethemeet,they’vesincebecomefriends.Neitherwontherace,butthedisplayofhumankindnesswontheday.23年完型--主題:人與社會/人與自我

話題：比賽現(xiàn)場，善行的展示Theme

Bailey&Lenoue

thedisplayofhumankindnessinthecompetitionV.(5)finishedN.(8)Adj/Adv.competitorpainpara.1racebentdownassessed

aidmedicalconfusedpara.2,3,4

display

delay主題升華：Thedisplayofhumankindnesswontheday.

dealleavemeetpara.4stopped

Xiaolongbao(soupdumplings),thoseamazingconstructionsofdelicatedumplingwrappers,encasinghot,56tasty

(taste)soupandsweet,freshmeat,arefarandawaymyfavoriteChinesestreetfood.

Thedumplingsarrivesteaminganddangerouslyhot.Toeatone,youhavetodecidewhether57tobite(bite)asmallholeinitfirst,releasingthestreamandriskingaspill(溢出),58ortoputthewholedumplinginyourmouth,lettingthehotsoupexplodeonyourtongue.

Shanghaimaybethe59

recognized

(recognize)homeofthesoupdumplingsbutfoodhistorianswillactuallypointyoutotheneighboringcanaltownofNanxiangasXiaolonghao’sbirthplace.Thereyouwillfindthemprepareddifferently-moredumplingandlesssoup,andthewrappersarepressed60by

handratherthanrolled.Nanxiangaside,thebestXiaolongbaohaveafineskin,allowingthem61tobelifted

(lift)outofthesteamerbasketwithoutallowingthemtearingorspillinganyof62their(they)contents.Themeatshouldbefreshwith63

atouchofsweetnessandthesouphot,clearanddelicious.

NomatterwhereIbuythem,onesteameris64

rarely

(rare)enough,yettwoseemsgreedy,soIamalwaysleft65wanting

(want)morenexttime.

Forsomeone,whentouchingthetopicaboutgettingintouchwithothersinashorttime，Itisasextremelydifficultastogettheirbabiestotouch

thefoodwhichtheydon'tlike.However，infact，atouchofeffortswillmakeiteasiertobuildupthetouch.Youneedtoemploythetouching

communicationwaywhichcantouchmyheart.Besidesthis，youneedtoputthefinishingtouchestowhatyouwillsay.Overtimeyouwillbuildupyourowntouch.Thenthecommunicationwon'tbeastruggletoyou.Ikept45somethingtohappen.Whenwouldtheystart46alossofpancakesifIdidn’tmowthelawn(修剪草坪)Whenwouldthesausageandeggsbereplacedwith___47soupBut,itnever48.Theykeptcooking,singing,anddancing.45.A．applyingforB．reachingforC．waitingforD．payingfor46.A．sufferingB．expectingC．memorizingD．threatening47.A．smellyB．deliciousC．poisonousD．tasty48.A．botheredB．happenedC．workedD．sankThelikables’plays-well-with-othersqualitiesstrengthenschoolyardfriendships,jump-startinterpersonalskillsand,whentappedearly,areemployedeverafterinlifeandwork.

三個并列謂語動詞2019年全國1卷D篇省略語法詞匯千萬別讓自己思維固化了。Eachyearsinceshehavesavedmoremoneyandboughtmoreandmoregiftsshewouldhaven'tbought

otherwise.(完型填空）請記住那些對你好的人，因為她/他本可以不這樣。Besuretothankthosewhotreatyouwellbecauseshe/hecouldhavedoneotherwise.Thegovernmentclaimsthattheeconomyisimproving,butthissurveysuggestsotherwise.1，語篇意識：（主題引領，結構框架，邏輯關聯(lián)，

特別注意小詞大用）；2，詞匯：詞匯思維+詞匯意識；3，語法知識：拆分解碼長難句；（扎實的語言基本功才能精準快速解碼文字將信息定位）結論：不難！培養(yǎng)字詞辨認自動化能力以及主題引領的語篇意識,設問全在主題意義下

備考建議03目前學生和老師在詞匯復習上所存在的問題與困惑認知基礎不扎實：個別孩子基本的聽音寫形悟義的能力尚且不足，音形完全不會匹配，更何談音形義一體？方法不正確：不知道如何高效記詞匯,背了忘，釋義模糊，似是而非。遷移不到位：對于一詞多義熟詞生義詞族豐富的詞就是死記，不會在各種微語境中去“悟”義。運用靈活性差：單詞和釋義死板地一一對應。邏輯性差：無詞塊，句，段，篇等微語境意識。運用性差：只能認知不能運用。準確性差：書面表達停留在初中階段，錯誤百出。學生層面考情把握不足拿著詞匯就開始講，不梳理，又多又雜，把握不了度。不去分析這個詞在高考中怎么考？考到哪個點為止？更不思考這個詞在閱讀，完型，語填，寫作中怎么考？語填中即使考變形，也只是可能怎么考檢驗方式不當詞匯檢測方式一成不變，不檢測詞匯思維詞匯意識，而僅僅是檢測詞匯知識。如：滿版的中譯英，完全沒必要。教學思想有誤錯誤地認為記單詞是學生“課外”的事情，讓學生死背3500詞匯表，一天六頁…錯誤地理解詞匯的復現(xiàn)就是多背幾遍3500詞匯書，反復過，把學生的詞匯量和學生的勤奮程度完全劃等號。老師層面：訓練策略簡陋通過“刷題”來增加詞匯的復現(xiàn)率和敏感度，即所謂的語感。處理詞匯總的方法——分類分級詞匯分類詞匯分級課標，非課標，新增考標詞（3000？3500？）主題，非主題詞性：動詞，名詞，形容詞，副詞簡單詞匯重點詞匯上義詞，下義詞（科普文）單詞處理簡單詞匯復雜詞匯譯義簡單，用法簡單音、形、義句、塊、篇“悟”詞族豐富（構詞法）譯義多，用法搭配靈活深度學習網絡化語境化結構化思維導圖創(chuàng)意寫作（讀后續(xù)寫）簡單詞匯復雜詞匯的具體處理辦法12培養(yǎng)學生自主學習英語詞匯的能力

“悟”

“用”培養(yǎng)學生運用英語詞匯的能力3詞匯意識培養(yǎng)詞匯思維訓練詞匯復習拓詞思路——聯(lián)想，語境，運用

詞匯意識和詞匯思維有哪些？1音形義詞性詞族2詞塊4動詞短語3抽象名詞正式與非正式用語詞義關聯(lián)1詞源義

基本義語境義衍生義詞匯六個維度一詞多義熟詞生義精準的漢語釋義英語釋義辨析義搭配義2詞匯思維基本詞匯意識1，詞匯學習第一步：音形義匹配

beyondThere’saparkbeyondtheriver.“外“

～midnight～limit～mypowerDuringthespringbreak，Ihadnootherplans

beyondlisteningtomusic.（時間）遲于超過除····之外~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ariver2，培養(yǎng)詞匯意識，即：“悟性”關聯(lián)：一字解決一詞多義beyondapproachpromotecovershootstrikesharp（外）（近）（升）（蓋）（尖）（射）（破）break（打）3，重視構詞法（派生合成轉化）

上圖為2020年閱讀A篇中出現(xiàn)的構詞法2016·全國卷Ⅰ·完形填空46.A.used B.disabled C.removed D.abandonedSuddenly,hesawacarwithitsbrightlightson.

43

hegotcloser,hefound

44

vehicleupsidedownontheroad.Onemorelookandhenoticed

45

shootingoutfromunderthe

46

vehicle.Larrypulledover,setthebrakeand

47

thefireextinguisher(滅火器).Twogoodburstsfromtheextinguisherandthefirewasputout.able的派生（基于encourage和discourage）詞匯意識：指人還是物？35.WhatisthebesttitleforthetextA.BeNice-YouWon’tFinishLastB.TheHighertheStatus,theBeerC.BetheBest-YouCanMakeItD.MoreSelf-Control,LessAggressiveness"Beinglikedcreatesopportunitiesforlearningandfornewkindsoflifeexperiencesthathelpsomebodygainanadvantage,”1.oneoftheScouts

said.“Howsweet49itwas!Itjustmademefeelreally,reallyhappy.”49.A.sweetB.simpleC.rareD.common

2.Rachelpostedthe

nice

storyonFacebook,hopingtohelppeoplegainsome48forwhattheyhaveintheirlives—becauseevenwhenthisyoungsterhadnothingtooffer,shewasstillwillingto49herfavouritedriedgrapes.1.2022年深一模--2.2022年深二模

ugly令人不快的:anuglysituationanuglysmellanuglyaccidentsweetnicehappyFromthatdayon,Igrew60andalittlemorereal.（22人錯）

60.A.healthierB.bigger C.clevererD.cooler詞匯意識：指人還是物？全國一卷,T32Manypeoplenowmisunderstandemotionalintelligenceasalmosteverythingdesirableinaperson'smakeupthatcannotbemeasuredbyanIQtest,suchascharacter,motivation,confidence,mentalstability,optimismand“peopleskills.”Researchhasshownthatemotionalskillsmaycontributetosomeofthesequalities,butmostofthemmovefarbeyondskill-basedemotionalintelligence.32.WhatisacommonmisunderstandingofemotionalintelligenceA.ItcanbemeasuredbyanIQtest.B.Ithelpstoexerciseaperson'smind.C.Itincludesasetofemotionalskills.D.Itreferstoaperson'spositivequalities.值得信賴的，令人向往的character，personality詞匯意識——構詞法：后綴→able→desirable

合成詞→makeup

詞塊意識：misunderstand...as...

（轉化）1.22年深二模2.真題1.

TheschoolwhereRachel

teaches

servesfreemealstoitsstudents.Beforeheradoringstudentsleftfortheirnewyearvacation,they

41

herwithlotsofgifts.41.A.helped B.showered

C.comfortedD.supplied2.

Whenhearrivedatthefountain,itwascoveredwithleavesand53withdirt.Hestartedtoscrub.Ashecleaned,hemetwithanotherproblem:41.A.providedB.decoratedC.cakedD.mixed

不知道shower在主題意義下是“慷慨贈予”，大多誤選C.comfort“安慰”，理解為老師很難過，學生送禮物表安慰Hecuppedherfaceinhishandsandkissedher.Hestruckamatchandcuppedhishandsaroundtheflame.

brave/picture/eye/tap/grade/pound/fuel/kid...Themoral:Ifyouseeastrangebuttonwhileyouareina

59

location,60itandpressyourbellybuttoninstead.Dishonestyisforeigntohisnature(nottypical)59.A.desertedB.scary C.familiar D.foreign4，語境悟義，激活英語思維5，動詞短語的正確打開方式

以pickup為例，看如何處理短語動詞？pickup動作上……起來(上）pickupthephonepickupthecryingbabypickuptherubbish（偶爾）得到pickupsomeEnglishpickupsomemeatpickupsomesignals（向上）恢復pickupthespeedpickupyourself接某人

搭救某人pickupsb.pickupsomemeatpickupthespeedpickuptherubbishpickupthecryingbabyalotofexercisewillpickyouup6，基于學生認知水平，注重詞義各種關聯(lián)重點詞處理1.

credit（P113)creditcard信用/信譽n卡amanofgreatcredit①賒賬，信貸｛askforcreditoncredit②表揚，功勞｛givesbcreditforsth.tosb'scredit③v(n)存款額(n)學分｛creditsthtosbcreditsbwith(doing)sthowesthtosb｝把……歸功于積分puta300dollaronyouraccountearncreditsIfyouareofgreatcredit,youwillbegivenmorecredit/youcanbuysthoncreditatanyshoparoundyourcity.1.甲板（飛機、船）onboardaboard

adv/prepTheplanecrashed,killingall200aboard.getaboardthetrain.2.董事會，委員會the

Town

Planning

Board3.伙食，膳食free

roomand

boardboardnVt/Vi登機、船boardtheplane/ship寄宿aboardingschoolbroad，board，abroad，aboard抽（象）泛broad，board，abroad，aboardroadbroadadj，寬的broadenyourvocabularyyourhorizonsabroad(adv)goabroadabroadrangeofsubjectswearabroadsmileinthebroaddaylightthebroadoutlineVUndertheleadershipoftheTownPlanningBoard,

theboardingschooldoesagoodjob.Theschooloffersfreeroomandboard

and

abroadrangeofsubjects.Theschooloftenorganisessomereadingactivitiestobroadenstudents’

vocabulary.

Italsorequiresstudentstowearabroadsmile

notonlyinthebroaddaylight

butalsoatordinarytimes.

Tobroadenstudents'horizons,theboard

decidedtotakeallthestudentsto

goabroad.

Whenallthestudentswerejust

onboard,wordcamethata

planecrashed,killingtwohundredpeople

aboard.So

theboarddecidedto

getaboardthetraintogoabroad

forsafety.7，創(chuàng)意語境寫作，培養(yǎng)創(chuàng)意思維（讀后續(xù)寫必須具備的能力）back8，重視抽象名詞（寫作中）Hesharedhisfather’sbeliefthatpeopleshouldworkhardfortheirliving.

他分享父親的信念：人應當為生活而努力工作。他和父親共同相信，人應當為生活而努力工作。每次我考試不及格，一看到我的座右銘，我的自信就來了。EverytimeIfailintheexam,thesightofmymottoinspiresmewithmuchconfidence.EverytimeIfailintheexam,ifIseemymotto,myconfidencehascome.

無靈主語

有靈動詞

（讀后續(xù)寫中）1.Ifeltguilty.

Awaveofguiltsweptoverme.2.Iwasdisappointed

A

waveofdisappointmenttookpossessionofmedeeply.3.Ifeltnervous.Afloodoftensionsweptoverme.也可以說Tensionfloodedoverme.4.HewasscaredAcoldfearroseupinsidehimandhesuddenlyhadthefeelingthatsomeonewasnearby,watchinghim.5.HewasangryAflood/waveofangerinsidehishearteruptedlikeavolcano.6.Ifeltsad.Atthatmoment,asuddenfeelingofsadnesssweptallmyangeraway.9.創(chuàng)意多模態(tài)語篇創(chuàng)意多模態(tài)語篇10，重視詞塊意識：22年深二模2.ThisgirlwantedtogetRachelsomethingso43,buthadnothingtogive.43.A.hesitantly B.casuallyC.badly D.hardly分組選擇A率(%)選擇B率(%)選擇C率(%)選擇D率(%)高分組17.8318.0247.516.62低分組38.1629.765.3426.69全體29.7329.5718.6322.01，不知道此處的badly修飾的是want，2，以為badly就是一個消極意義的副詞。實際上，badly與want連用表示“極其，非常”的意思詞塊意識：IdidnottakemydecisiontoapplyfortheLighthouseProjectlightly.11.詞匯檢測，檢測思維:聽音寫形自帶詞塊，創(chuàng)設語境，形成思維和意識，訓練詞匯敏感度，提高聽說反應的速度environmentprotectionprotectiveprotectimprovedevelopdevelopmentdevelopingpopulationgrowlargesmalloverpopulationburdenexplosionpressureunbearableexplorationenvironmentalistenvironmentallyenvironmentalreservationconserativeconservationconversationeconomymeasurehungerpanicpollutionrubbishlitterharmfulharmpollutepollutedatmosphersoilwaterpoisonousburnpoisioncoaloilcookcookercookingwastereducecarbondioxideclimatereuserecycleproductdisposabledeviceresourceironclothpaperecosystemdelicatecreatureearthnaturehumananimalplantharmonybalanceendangered多樣的詞匯競賽形式，復盤課堂思維。

凸顯詞匯語義之間的關聯(lián)凸顯詞匯的運用能力凸顯語境中對詞義的準確理解詞匯復習的三個凸顯：

關聯(lián)

語境

運用

關于語法復習-Why-What-HowWhy:

1.語法學習的終極目標是:為了精準理解語篇和精準表達2.老師教學語法的終極目標就是：要讓“學生能自己獨立分析處理語法現(xiàn)象”

What:

3.語法教學是教思路.系統(tǒng)學習語法，理清語法脈絡，搭建語法框架，理解語法在篇章中的思維，這就是語法教學的一個整體思路。How:4.語篇中學語法，“學”為“用”，“用”中“學”have的用法have的創(chuàng)意寫作參考范文DearTom,It'struethatmanypeopleareinfectedwiththecoronavirusinChinaandwearedoingourbesttofightthedisease.HereI'dliketosharewithyousomewaystopreventthecoronavirus.First,weshouldpaycloseattentiontoourpersonalhygiene.It'ssuggestedthatwewashhandsfrequently.Second,we'dbettergooutless,sothatwecanavoidlargecrowdsandstayawayfromtheinfectionsources.Mostimportantly,Shouldyougoout,itisamusttowearamask.Youcanneverbetoocarefultopreventthecoronavirus.It'shightimethatweshouldworktogether.Onlyifwekeeptherulesinmindandfacethecoronavirusbravely,canwefinallydefeatit.Bestwishes.Yourssincerely