時間：2022-10-26 12:14:28
開篇：寫作不僅是一種記錄，更是一種創(chuàng)造，它讓我們能夠捕捉那些稍縱即逝的靈感，將它們永久地定格在紙上。下面是小編精心整理的12篇八年級下冊英語，希望這些內(nèi)容能成為您創(chuàng)作過程中的良師益友，陪伴您不斷探索和進步。
( ) 1. Mo Yan is one of most popular writers in the world. He was honest boy when he was child.
A. a; a B. a; an C. the; a D. the; an
( ) 2.I’m a teenager and I don’t play with soft toys any longer.
A. no longer; / B. no; longer C. / ; no longer D. no; any longer
( ) 3. ---How long your uncle this personal computer ?
--- Since ten years ago. He wants to buy a new one.
A. have; had B. has; bought C. have ; bought D. has; had
( ) 4. Hurry up! The piano concert for five minutes.
A. had begun B. has been on C. has begun D. began
( ) 5. --- Long time no see your father! Where has he ?
--- He has Beijing for a month. He’ll be back next week.
A. been; been in B. gone; been C. been; been to D. gone; gone to
( ) 6. My mother used to the song “Where’s time going?” . Now she is used to it.
A. hating; listen B. hated; listened to C. hate; listening to D. hating; listening
( ) 7. The cleaner in Zhengzhou said, “ things we do, environment we’ll have” .
A. More; better B. The more; the better C. Fewer ; The less D. The fewer; better
( ) 8. Yu Gong didn’t need to move the mountains, He could think of ways to solve his problem .
A. other B. another C. others D. else
( ) 9. Mr Green isn’t here, He with his family home in England .
A. have been B.has been C.has gone back D.have gone
( ) 10. Kate was ill last week . But she is to go to school today.
A. good enough B.enough well C.well enough D.enough good
( ) 11. I have never read book that I can’t put it down .
A. such an excellent B. a such excellent C. such excellent a D. so an excellent
( ) 12. My headteacher saw her up some rubbish while he by .
A. pick; was passing B. picking; was passing C. was picking; was passing D. picking; passed
( ) 13. “How long will you this book?” said the librarian.
A. borrow B. buy C. keep D. have
( ) 14. --- Could you please help me the exercise books to the class? --- No problem.
A. take out B. give out C.work out D. put out
( ) 15. I'm new here. Could you please tell me ________?
A. what is the building used for B. when does the first class begin
C. where is the dining hall D. how many classes our school has
二、完形填空(15分)
Long long ago, there was a swan(天鵝)with golden feathers(金羽毛).She lived in a lake. A woman lived in a small house near the lake 1 her two daughters. They were very poor. They worked hard all year round, but still, they lived a 2 life and sometimes they even didn’t have enough money to buy food.
The swan was sad to see that. She said to 3 , “I’ll give one of my feathers to them each day, then they can live a happy life with the money selling my feathers.” That evening, she flew to the poor woman’s house and 4 a golden feather on the table without saying anything .From then on, the swam came every day and gave them a feather. The woman was very happy 5 their life was much better than before.
But day after day, the woman became greedy(貪婪).She said to her 6 .”The swan may fly away one day. If so, we will be poor again. We should take all her feathers when she comes next time.”
“Oh, no, Mom!” cried the daughters, “This will 7 the swan. She helps us a lot !”But the mother wouldn’t listen. When the swan came as 8 , the mother caught her and took all her feathers. But suddenly, the golden feathers 9 chicken feathers.
Then ,the Golden Swan said, “Poor Mother, I came to help you, but you wanted to kill me. Now, I am leaving and will never come back. Never be greedy!” With these 10 , the swan flew away.
( )1. A. for B. with C.without D. on
( )2. A. hard B. good C. happy D. easy
( )3. A. her B. herself C. them D. myself
( )4. A. gave B. brought C. returned D. left
( )5. A. because B. while C. after D. unless
( )6. A. sons B. husband C. daughters D. sister
( )7. A. hurt B. save C. protect D. refuse
( )8. A. general B. usual C. normal D. common
( )9. A. heard of B. looked for C.changed into D. came from
( )10. A. letters B. words C. thoughts D. Sentences三、閱讀理解(40分)
A
Mr. and Mrs. Turner live outside a small town. They have a b ig farm and they are always busy working on it. Their son, Peter, studied at a middle school. The young man studied hard and did well in his lessons. It made them happy.
Last month Peter finished middle school and passed the entrance examination (升學(xué)考試). Mrs. Turner was very happy and told the farmers about it.
Yesterday morning the woman went to the town to buy something for her son. On the bus she told one of her friends how clever and able her son was. She spoke very loudly. All the people in the bus began to listen to her.
“Which university (大學(xué)) will your son study in?” a woman next to her asked.
“In the most famous university in our country!” Mrs. Turner said happily.
“The most famous university?”
“Oxford University (牛津).”
Most of the pas sengers (乘客) looked at her carefully. Some of them said to her, “Congratulations!”
A woman said, “I'm sure he'll know Fred Smith.”
“Who's Fred Smith?”
“He's my son.”
“Does he study in the university, too?”
“No, ”said the woman. “He is one of the professors.”
( )l. The story happened in ________.
A. America B. France C. Germany D. England
( )2. Mr. and Mrs. Turner were happy because ________.
A. their son did well in his lessons B. they have a big farm
C. they h ave a good harvest D. their son studied at a middle school
( )3. Mrs. Turner wanted everyone to know ________.
A. her son finished middle school B. her son was handsome
C. her son wa s going to study in a university D. her son was very friendly to others
( )4. Mrs. Turner spoke so loudly in the bus that __________.
A. her friend could hear her B. all the people could hear her
C. she hoped to make all the people happy D. she hoped they would say congratulations to her
( )5. Which of the following is true? __________.
A. The woman wasn't interested in Mrs. Turner's words B. Mrs. Turner knew nothing about the famous university
C. The woman wanted to stop Mrs. Turner from showing off (炫耀)
D. The woman next to Mrs. Turner wanted to show off her son, too
B
If you have no special plans for your holidays, why not spend your time helping others?
Don’t listen to people who say the young people today often think only of themselves. It’s not true at all. More and more people in the USA volunteer to spend their school holidays working for others. And they don’t do it for money. Here are some of thei r stories.
Alice Hamilton, 17
I’m going to help the Forest Centre build new hiking paths in the mountains. It’s going to be terrific—I’ll spend the whole summer living in the tent and breathing the clean mountain air. I’m going to sleep under the stars. It’ll be a nice sport, and I’ll be able to do something good at the same time.
Jason Moore,18
This summer, I’m going to volunteer with Special House Program. They build good, low-cost houses and sell them to families that are not very rich. They’ll teach me what to do, so I’ll help people and also have a chance to learn how to build houses.
Trish Anderson, 16
I’m going to teach kids who have trouble reading. I’ll work for a program called Reading For Life. Every d ay, I’m going to help kids choose and read books that they like. I want to be a teacher and I love children and reading, so this is going to be a great experience for me.
( )6. Young people in the USA volunteer to spend ___ helping others.
A. school holidays B. Weekdays C. every morning D. every afternoon
( )7. What does Alice volunteer to do in summer?
A. To breathe the clean mountain air B. To spend the whole summer living in the tent
C. To sleep under the stars D. To help build new hiking paths in the mountain
( )8. From the passage, we know that Special House Program helps .
A. children in poor families B. workers who build houses
C. poor families can’t afford houses D. build hiking paths
( )9.______ wants to be a teacher.
A. Alice Hamilton B. Jason Moore C. Trish Anderson D. none of them
( )10. Which is the most possible title for this passage?
A. Reading for life B. A Special House Program
C. The Forest Centre D. Young American Volunteers
C
Friday，March 30th
Our trip to Chiang Rai was long and boring. We visited a small village in the mountains. The village people here love the quiet life -- no computers or phones. They are the kindest people I have ever met. They always smile and say “hello”. Kathy and I can only speak a few words of Thai, so smiling is the best way to show our kindness. I feel good here and hope to be able to come back next year.
( )11. The diaries above show the writer’s _________days in Thailand.
A. 3 B. 7 C. 15 D. 30
( )12. It seems that visitors _________ in Bangkok.
A. often feel hungry B. can always find cheap things
C. can’t take any photos D. can enjoy themselves
( )13. Which of the following is TRUE?
A. Chiang Mai is a beautiful city in the south of Thailand. B. The writer left Chiang Mai for Chiang Rai by bus.
C. Chiang Rai is a boring city in the mountains. D. The writer is traveling alone in Thailand.
( )14. The people in the village _________.
A. are friendly to others B. like to speak English
C. are very weak D. hope to live in the cities
( )15. The best title of this article is_________.
A. My First Travel B. The Outside World
C. Traveling in Thailand D. A Country on the Train
D
James Michener, a famous American writer donated at least 90 per cent of what he made from his 43 novels. He seemed to donate more than this. At his death, in October 1997, he had gave away US$ 117 million.
Michener made a good example, not just in how much he gave, but in his style of giving. The writer worked hard at doing good (行善). He usually follows up his donations to see how the money was used and he had a lot of fun in doing so.
Michener was 90 when he died. He was the only writer on the list of American’s top 25 philanthropists (慈善家). He gave his donations to the college he went to. Michener gave to his college-–US$72million to Swarthmore. He said, “I am from a family without any money, the college made me from darkness into light.’’
Michener was married three times, but he had no children. For his last 15 years, he lived quietly in Austin, Texas. He moved there to write the 1,000-page novel. The film called South Pacific was inspired (改編))by his first book，Tales of the South Pacific, written when he
was 40.
( )16. Michener died in __________.
A. 1991 B. 1994 C. 1997 D. 2000
( )17. Michener cared about __________ after he donated.
A. how much money he gave away B. how the money was used
C. when the money was given back D. how much fun he had
( )18. Michener came from a __________ family.
A. rich B. poor C. big D. small
( )19. What’s the name of the college which Michener went to?
A. Austin B. Texas C. Oxford D. Swarthmore
( )20. He wrote his first book __________.
A. when he moved to Austin. B. in his last 15 years.
C. when he was married for the third time. D. at the age of 40.四、詞匯運用(10分)
with language understand use if make kind help another in they unless
There are a lot of 1 in the world. But the most widely spoken language is English. Many people u___2___ and use it all over the world. Indeed, English is a very important and language. ___4_____ we know English, we can hardly travel anywhere and we will have difficulty 5 ourselves understood. English is greatly used in study of all 6 of subjects. Several books are written 6 English every day to teach people many useful things. Therefore, the English language has 8 to spread(傳播) knowledge to all parts of the world.
English has also served to bring together the different peoples of the world by helping 9 to talk with one 10 .
1. ________2. _________3. __________ 4. __________ 5.__________
6.___________7. __________8. ____________9. ____________ 10._________
五、補全對話(5小題，每小題2分，共10分)
根據(jù)下面的對話情景，在每一個空白處填上一個恰當?shù)木渥樱箤υ挼囊饬x連貫、完整。
A: Have you heard that we are going to have an English speech contest next month?
B: Yes. 76._____________________________________?
A: Yes, of course. You know I love English and I’m good at spoken English.
B: I know it’s a piece of cake for you. But 77.____________________________.
A: Take it easy. Practice makes perfect. 78._____________________________.
B: I hope so. 79._________________________________________?
A: Sure, I’d love to. The first thing is to choose a good topic. 80.________________?
B: Not yet. There are so many topics to talk about. I really don’t know which one is better.
The summer vacation! You finally came.
What should I do? Of course some classmate say; Must be going to a ball at the heels! Of course I would also like to play with. But plans change, mother has help me to plan my summer vacation life.
Don't I would like to yield? Of course not, I must protest. Mother to my summer vacation plan on that day, I listened to immediately after a refusal. But mother don't give up, and had a persuade education for me, but I still "surrender" mom said, then use "assassin's mace" it is not to punish you a year are not allowed to play computer, what! Don't play computer a year, wouldn't want my life? I had to yield.
Then began the hard life of the summer vacation, every day to get up at 6 o 'clock in the morning. Then review the previous knowledge! Always review at half past seven, then go to taekwondo practice, practice until 10 o 'clock. 2 PM to fill aoshu have written exercises after went back home at 6 o 'clock.
A: hi! Summer vacation is our rest time, and now want to go to cram school every day, and I know that mom is good for me, but also should let me some time to rest don't let me just learning!
暑假啊!你終于到了。
我該干些什么呢?當然有的同學(xué)說;一定要好好玩?zhèn)€痛快了!我當然也想玩?zhèn)€痛快了。可是計劃趕不上變化，媽媽已經(jīng)幫我計劃好我的暑假生活了。
難道我就會這樣屈服么?當然不會了，我一定要抗議了。那天媽媽向我的暑假計劃，我聽了之后立刻拒絕。可是媽媽還不放棄，又對我進行了一番說服教育，可我還是“寧死不屈”媽媽見狀，便使出“殺手锏”不去的話就罰你一年不準玩電腦，什么!一年不玩電腦，豈不是想要我的命?我只好屈服了。
接下來便開始了暑假的艱苦生活，每天早上6點起床。然后復(fù)習以往的知識!一直復(fù)習7點半，然后再去練跆拳道，一直練到10點。下午2點還要去補奧數(shù)6點回到家后還要寫練習題。
嗨!暑假本來是我們的休息的時間，而現(xiàn)在每天都要去補習班，我也知道媽媽是為我好，可是也應(yīng)該讓我有些休息的時間不要讓我一味的學(xué)習呀!
五、選擇填空
A. 從下面方框中選出與下列各句中劃線部分意思相同或相近、并能替換劃線部分的選項。
(共4小題，每小題1分，計4分)
A. in style B. one more C. return it D. took place
26. Let’ see another one on the line.
27. When will you give it back to me.
28. The murder happened about thirty years ago.
29. Her clothes are always fashionable.
B. 從各題的A、B、C三個選項中選擇正確答案。 (共17小題，每小題1分，計17分)
30. There ____ a meeting at 4 o’clock this afternoon.
A．will have B．will be C．will to be
31. The man doesn’t have ____, so he is _____.
A．enough friends, lonely enough B．friends enough, enough lonely C． enough friends, alone enough
32. Mother ____ while father ______ his car.
A．was cooking, washed B．cooked, was washing C．was cooking, was washing
33. I was never ______receive a _______result from my science teacher.
A．surprised, disappointed B．surprised, disappointing C．surprising, disappointed
34. You are tired. ______a rest?
A. Why stop to have B．Why not stop to have C．Why not stop having
35.---What did your son say in the letter?
---He told me that he ______the Great Wall the next day?
A．will visit B．has visited C．would visit
36. --- ____borrow your dictionary?
--- Yes, you can ____ it for two days.
A．May, keep B．Can, borrow C．May, borrow
37.--- Didn’t the sleeping pills work?
---_____. I slept well last night.
A．Yes, they do B．Yes , they did C．No, they didn’t
38. Lisa was supposed ____ her homework before nine o’clock. But she couldn’t.
A．to finish B．to finishing C．finishing
39. ---I’m sorry I _____my exercise book at home.
---Don’t forget ____it here tomorrow, please.
A．forgot, to take B．left, to bring C．left, to take
40. _____ useful invention the computer is!
A．What a B．What an C．How a
41. I don’t know if she _____. If she_____, let me know.
A．comes, comes B．will come, comes C．comes, will come
42. We ____1000 English words since we ____ to this school.
A．lean, come B．have learning, came C．have learned, came
43. ---Would you please ____ football near my home?
---___________.
A．not to play, No B．not play, Yes, I will do that again C．not play, Sorry, I won’t do that again
44. Mr. Green told us ____ too much time_____ reading novels.
A．don’t take, on B．not to take, in C．not to spend, in
45. Neither the students nor the teacher ____ the answer to the question.
A．know B．knows C．doesn’t know
46. Mr. Jack ____China for several years.
A．has been to B．has come to C．has been in
B. 補全對話。根據(jù)對話內(nèi)容，從右邊方框中選出適當?shù)倪x項補全對話，并將選項的編號字母依次填寫在答題卡相應(yīng)的位置上。(共4小題，每小題1分，計4分)
A. I will be an astronaut.
B. I will fly rockers to the space.
C. What do you think your life will be like in the future?
D. But where will you live?
L: Do you know Shenzhou-9 has been set up into space successfully?___47.___
K: I think _____48_______
L: An astronaut? Are you kidding?
K: No, I am serious. Perhaps we will have personal rockets. ____49____May be there will be flights to other planets.
L: Oh, that sounds great!_____50_____
K: I will live on a space station.
L: I think it will be very interesting.
K: I’m sure.
六、完型填空。分別通讀下面兩篇短文，根據(jù)短文內(nèi)容，從A、B、C三個選項中選出可以填入空白處的正確答案。 (共20小題，每小題1分;計20分)
A.
Not long ago, there was a story in Russia about ZHOYA and SHULA. They were sister and brother. They were in 51 same class of a middle school. They studied hard. They were 52 strict 53 themselves. Their homework was given the day before. SHULA was clever. He had done his homework earlier. But ZHOUYA hadn’t yet. The next afternoon she went on doing hers.
SHULA thought his sister maybe couldn’t finish some of the exercises. So he put his exercise-book with answers on his sister’s desk before ZHOYA came in the classroom, and went out quietly to play. A few minutes later, ZHOYA came in and saw her brother’s exercise-book on her desk. But she had never looked at it all. She sat on her seat, thinking and thinking. Five minutes, ten minutes, half an hour had ___54 . An hour and a half 55 , she worked out all problem at last and handed it in on time that afternoon. How happy she was!
“Why not copy my key down in 56 , sister?” asked SHULA with a smile. “No, I didn’t. I must use my head and try my 57 to 58 all by myself. I’m sure, I can 59 a way. I don’t like to be lazy in 60 homework,” answered ZHOYA.
51. A．a(chǎn) B．a(chǎn)n C．the 52. A．both B．either C．a(chǎn)ll 53. A．on B．with C．in 54. A．past B．pass C．passed 55. A．later B．late C．latterly 56. A．you B．yours C．your 57. A．good B．better C．best 58. A．work them out B．work out them C．work them off 59. A．look for B．find C．found 60. A．doing B．to do C．done
B.
For many young people, becoming a professional athlete might seem like a dream job. __61 you become a professional athlete, you’ll be able to 62 by doing something you love. If you become famous, people 63 the world will know you. Many athletes give money to 64 , and do a lot of work to help people. This is a great 65 that many people do not have.
However, professional athletes can also have many 66 . if you are famous, people will 67 you all the time and follow you everywhere. This can make life difficult.
If you play sports 68 a living, your job will sometimes be very dangerous. Many professional athletes 69 . And if you become rich, you will have a difficult time knowing 70 . In fact, many famous people complain that they are not happy. They say they were happier before they became rich and famous.
61. A．If B．What C．How 62. A．doing a living B．do a living C．make a living 63. A．over B．a(chǎn)ll C．a(chǎn)round 64. A．hospitals B．charities C．old people’s homes 65. A．topic B．influence C．chance 66. A．problems B．a(chǎn)dvice C．tragedy 67. A．look B．watch C．know 68. A．from B．in C．for 69. A．injured B．get injured C．get painful 70. A．who are your real friends B．who your real friends are C．what your real friends are
第三部分 閱讀理解 (共15小題，計30分)
七、閱讀下面短文，根據(jù)短文內(nèi)容判斷句子正誤。正確的涂“A”，錯誤的涂“B”。(共5小題，每小題2分;計10分)
Do you remember your dreams? Do people have the same dream? Why do we dream? There are many questions about dreams. We dream during the REM (rapid (快的) eye movement stage (階段) of sleep. We have about five periods of REM sleep during the night. The first REM cycle (周期) lasts about 10 minutes.
As the night goes on, the REM cycle gets longer. By early morning, the REM cycle can last up to 90 minutes. Usually it is in this last REM cycle that we remember our dreams.
Dreams change as people age. People may have several dreams each night. Some are like films and usually in color. They come to us over and over again. That may be because the dreamer is worrying about something and trying to find the answer. Sometimes we wake up with a good feeling from a dream. But often we can't remember the dreams clearly.
It is reported that too much dreaming is bad for our health. The more we sleep, the longer we dream. The mind is hard at work. That is why we may have a long sleep and feel tired when we wake up.
( )71. We dream during the REM stage of sleep.
( )72. Children aged eight or nine have the same dreams as people aged thirty.
( )73. All the dreams are usually in color like films.
( )74. The longer we dream, the better we sleep.
( )75. Too much dreaming is bad for our health.
ABBBA
八、閱讀下面兩篇短文，根據(jù)短文內(nèi)容選擇正確答案。(共10小題，每小題2分;計20分)
A.
One morning, a blind (瞎的) boy sat on the steps of building with a hat by his feet. He held a sign which said, "I am blind, please help me."
There were only a few coins in the hat. A man was walking by. He took out a few coins from his pocket and dropped them into the hat. He then took the sign, turned it around, and wrote some words on it. He put the sign back so that everyone who walked by could see the new words.
Soon the hat began to fill up. A lot more people were giving money to the blind boy. That afternoon the man who had changed the sign came to see how things were. The boy recognized his footsteps and asked, "Are you the one who changed my sign in the morning? What did you write?"
The man said, "I only wrote the truth. I said what you said, but in a different way."
What he had written was, "Today is a beautiful day, but I cannot see it."
Do you think the first sign and second sign were saying the same thing?
Of course both signs told people the boy was blind. But the first sign simply told people to help by putting some money in the hat. The second sign told people that they were able to enjoy the beauty of the day, but the boy could not enjoy it because he was blind.
The first sign simply said the boy was blind, while the second sign told people they were so lucky that they were not blind.
There are at least two lessons we can learn from this simple story.
The first is: Treasure (珍惜) what you have. Someone else has less. Try your best to help those who need your help.
The second is: Be creative. Think differently. There is always a better way.
76. From the passage we know that _____.
A. the boy always has hat on his head.
B. the man is one of his friends.
C. the boy is blind and needs help.
77. On the sign the man wrote some words which said, "_____."
A. He is blind. Please help him.
B. Today is a beautiful day, but I cannot see it.
C. We are so lucky that we are not blind.
78. According to the passage, which of the following is true?
A. The hat began to fill up after the man wrote some words on the sigh.
B. The man took away the few coins from the hat.
C. The boy pretended to be blind, for he didn't want to go to school.
79. The underlined word "recognized" in the passage means _____.
A. 知道 B. 懂事 C. 辨認出
80. According to the writer, from this simple story we can learn:
A. Be creative. There is always a better way.
B. Be kind to the blind.
C. Don’t’ always get, but offer.
B.
Mr. Jenkins is a farmer. One day he drives his truck to town and on the way his truck knocked down a boy and hurt(弄傷) him. He takes the boy to a hospital and he pays a lot of money for that, but the boy’s parents want to get more money from him, so they say their son can’t lift(舉起) his right arm above his head.
Mr. Jenkins’ lawyer comes and asks the boy some questions. “Now, my boy,” he says, “Mr. Jenkins’ truck knocks you down in the street.”
“Yes, sir,” he says.
“And you can’t lift your right arm now?”
“Yes, sir,” he says.
“Could you show how high you can lift your right arm?”Slowly the boy lifts his right arm before his nose.
“Poor boy,” says the lawyer, “And how high can you lift before the accident?”
“Oh, I can lift it very high.” Says the boy, and the right hand goes up high above his head.
81. Mr. Jenkins’ truck knocks down ________.
A. a lawyer B. a boy’s father C. a boy
82. The boy’s parents want to get ________ from him.
A. more trucks B. more money C. more monkeys
83. Mr. Jenkins’ lawyer asks the boy to ______.
A. ask some questions B. answer some questions C. lift his left arm
84. The boy says he can’t lift his _________ now.
A. right arm B. left arm C. right foot
85. There is _______ wrong with the boy.
A. something B. anything C. nothing
B 卷(非選擇題;50分)
一、完成對話。在對話空格中填上適當?shù)膯卧~，使對話完整正確;一空一詞(含縮寫詞)。(共10小題，每小題1分;計1分。請將所有使用的單詞直接填寫在答題卡相應(yīng)題號的位置上)
A: Hi! Welcome to my house, Millie! Let me show you 1 it.
B: Thanks, Andy. I saw the photo of your house before. It’s great than on the photos. It’s quite 2 from my flat in Beijing.
A: Come here. This is my 3 .
B: Oh, it is very big. You have a very large bed in your room. That 4 you can stay with your friends in the room.
A: Yes. And I have a wardrobe. It is 5 the desk and window.
B: Where is your sitting room。
A: Come with me. We have many things in it, such as TV, sofa etc.
B: Where do you do your homework?
A: In my study. Look, I have a computer. I can 6 me with my lessons.
B: Do you have your 7 bathroom?
A: Yes, it’s over there. Now let’s go to the garden.
B: Oh, there are so many 8 beautiful flowers. Who grows 9 ?
A: My mother.
B: I hope to have a house like 10 .
二、短文填空。從下面方框中選出10個單詞，并將其正確形式填寫在答題卡相應(yīng)題號的位置上，使短文意思正確通順(每詞限用一次)。(共10個小題，每小題1分;計10分)
somebody final tower how must care
call interesting like fix have happen
I often dreamed about Pisa when I was a boy. I read about the famous building 1 the Leaning Tower of Pisa. But when I read the word Pisa, I was thinking of pizza .I thought this tower was a place to buy pizza. It 2 be the best place to buy pizza in the world, I thought.
Many years later I 3 saw the Leaning Tower. I knew then that it was Pisa and no pizza. But there was still something special about it for me .The tower got its name because it really did lean to one side. Some people want to try to 4 it. They are afraid it may fall over and they don’t like it leans over the city.
I do not think it’s a good idea to try to fix it. The tower probably will not fall down. It is 600 years old. Why should anything 5 to it now? And, if you ask me, I like what it looks 6 . To me it is a very human kind of leaning. 7 is perfect. It seems to say.
And who 8 ? Why do people want things to be perfect? Imperfect things may be 9 . Let’s take the tower in Pisa. Why is it so famous? There are many other older, more beautiful 10 in Italy. But Pisa tower is the most famous. People come from all over the world to see it.
三、閱讀表達(共20小題;計15分)
A. 閱讀排序。閱讀下列各句，根據(jù)其句首或首段提示，請將選項A-E按其內(nèi)容重新排列順序， 使其構(gòu)成意思完整正確、邏輯順序合理的語篇。(共10小題，每小題0.5分，計5分)
Do you know the game “Rock, paper or scissors”?Maybe you think it’s just a simple game for children. But in fact, some adults use it to make decisions and solve their problems. It is also popular in many countries.
1._______2.________3_______4_________5_________
There is even an international club named the World Rock Paper Scissors Club in Toronto. The club makes “Rock, paper or scissors” more and more popular. It holds the world championship (錦標賽) every year. Top players from around the world take part in it and the champion (冠軍) can get a lot of money and the honor of all the fans of “Rock, paper or scissors”.
A. In 1842, England founded the Paper Scissors Stone Club.
B. Later it came to Europe in the middle of the 18th century.
C. From then on people could get together to play the game for honor (榮譽)
D. There are different stories about the history of the game.
E. But many people believe the game came from Japan, and Japanese have played it for a long time.
B.根據(jù)短文內(nèi)容，從短文后的選擇中，選出5個適當?shù)倪x項補全短文(共5小題，每小題1分;計5分)
Linda Evans was my best friend—like the sister I never had. 11 .
When I was 13, my family moved away. Linda and I kept in touch through letters, and we saw each other on special time—like my weding and Linda’s. Soon we were busy with children and moving to new homes, and we wrote less often. One day a card that I sent came back, stamped " Address (地址) Unknown. ” 12 .
Over the years, I missed Linda very much. I wanted to share happiness of my children and then grandchildren 13 There was an empty place in my heart that only a friend like Linda could fill.
One day I was reading a newspaper when I noticed a photo of a young woman who looked very much like Linda and whose last name was Wagman — Linda’s married name. “There must be thousands of Wagmans,” I thought, but J still wrote to her.
She called as soon as she got my letter. “Mrs Tobin!” 14 Minutes later I heard a voice that I knew very much, even after 40 years, laughed and cried and caught up on each other’s lives. 15 And there’s one thing that Linda and I know for sure: We won’t lose each other again!
A. she said excitedly, “Linda Evans Wagman is my mother. ”
B. And I needed to share my sadness when my brother and then mother died.
C. We did everything together: piano lessons, movies, swimming, horseback riding.
D. Now the empty place in my heart is filled.
E. I missed her so much that I always burst into tears.
F. I had no idea how to find Linda.
C.閱讀下面短文，根據(jù)短文內(nèi)容，完成表格中所缺的信息，(共5個小題，每小題1分;計5分)
All my friends at school smoked. My dad smoked, he didn't want me to smoke, but my friends kept saying I was stupid.They asked when I was going to grow up. So I started to smoke when I was sixteen and after a month I couldn't stop. But two years later I could feel what smoking was doing to me. I couldn't run far, and I coughed every morning. I got very ill and decided to stop. It wasn't easy, but now I've done it, and I feel better. Now I have money for other things.
If you smoke, you are twice as likely to die from a heart attack. And the more you smoke, the earlier the heart attack is likely to be. For example, a 50-year-old person who smokes more than 20 cigarettes a day, is four times more likely to have heart disease than a non-smoker of the same age.
What does smoking do to the heart? First of all, it makes the heart beat faster and increases the blood pressure. The cigarette smoke also reduces the amount of oxygen in the blood. Consequently, the heart has to work harder, with less oxygen. Finally, your arteries will narrow faster if you smoke.
So if you want to reduce your chances of getting heart disease, the answer is easy, not to smoke. Don't copy your friends and other people who smoke. If you smoke, find out how to stop. Stopping isn't easy, but you'll be healthier.
Why I started smoking all my friends at school smoked and they 16 me. When I started smoking at the 17 How I felt while smoking I wasn’t 18 far and cough every morning. What smoking do to heart It makes the heart beat faster and increase the blood pressure.
it reduces the amount of oxygen in the blood.
your arteries will narrow faster because of 19 20 I kept smoking for over two years 四、書面表達(計15分)
假如你是王琳，你在英國的朋友John來信說他正面臨選擇，他不知道下一年是繼續(xù)上學(xué)還是成為一名職業(yè)歌手。以下是他本學(xué)期的成績單，請幫他分析一下并提出你的建議。80-100詞
John’s report card
Subject Grade Comments: Math: B hard-working
lazy student
can do better
good student Spanish: C Science: C History A
要求：
1. 描述成績單
2. 幫他分析繼續(xù)上學(xué)和成為職業(yè)歌手的利弊
3. 提出你的建議
4. 邀請暑假到中國來。
【參考答案】
選擇填空
A.26-29 BCDA
B.30-35 BACBBC 36-40 ABABA 41-46 BCCCBA
C.47-50 CABD
完形填空
51-55 CABCA 56-60 BCABA 61-65 ACCBC
66-70 ABCBB
閱讀理解
71-75 ABBBA 76-80 CBACA 81-85 CBBAC
完成對話
1. around 2. different 3. bedroom 4.means 5.beside 6. help 7. own 8. kinds of 9. them 10. yours
短文填空：
1. called 2. must 3. finally 4. to fix 5.happen 6. like 7. Nothing 8. cares 9. more interesting 10. towers
*以上每小題1分;用詞意思正確給0.5分，形式正確再給0.5分
閱讀表達：
A. 閱讀排序 1-5 DEBAC 6-10 ECADB
B. 補全短文 11-15CFBAD
C. 完成表格
16. laughed at
17. age of sixteen
18. able to run
19. smoking
教科書 問題 改進
2012年秋季開始，人教社《歷史與社會》教科書由修訂版取代使用了近十年的實驗版，但由于諸多因素的影響，該修訂版教科書仍存在瑕疵。我們在靜態(tài)研讀與動態(tài)教學(xué)的基礎(chǔ)上，梳理出修訂版《歷史與社會》教科書在標題、導(dǎo)語、內(nèi)容、語言、設(shè)問等層面存在的一些問題，并作出合理修正，以期完善教科書，使其在綜合性課堂教學(xué)中發(fā)揮重要的作用。
一、標題的規(guī)范性
1.內(nèi)涵過大
如八年級下冊教科書第2頁標題《明清帝國的興替》，其中“興替”二字意思是指“興盛與衰廢”，參見《新唐書?魏征傳》中“以古為鑒，可知興替”，故而用在此處，意即明清帝國的興盛與衰廢。而無論如何教科書是無法用一課時內(nèi)容承載如此宏大的命題的，課文也確實只著力論述了明朝的興衰，然后再簡單交代了清政權(quán)的建立及統(tǒng)治初期的社會面貌。
改進建議：本課標題可改為《明的興亡與清的建立》。
2.概括不準
七年級上冊教科書綜合探究三中的標題《評析區(qū)域的自然條件》，“評析”二字不妥。理由：“評析”即有評價、有分析，而課文利用三幅圖表――“南非的地形”、“南非的氣候類型”、“有關(guān)南非的報道”來幫助我們認識南非的自然環(huán)境特征。教科書對三幅圖和表進行了充分的分析，但是不涉及對該區(qū)域自然條件的評價。
改進建議：該段落標題中的“評析”二字宜改為“分析”。
3.關(guān)系不清
八年級下冊教科書第12頁標題《文化專制與八股取士》，從該標題呈現(xiàn)來看，編者認為是并列關(guān)系。但研讀教科書可知，課文從文字獄、四庫全書編纂過程中大批書籍被銷毀或篡改和八股取士三方面的內(nèi)容說明了明清時期文化專制的不斷加強。可見，“文化專制”包含了“八股取士”。
改進建議：標題應(yīng)舍去“八股取士”，改為《文化專制》。
4.探究不明
八年級下冊教科書第108頁，綜合探究八《結(jié)識近代中國最早“開眼看世界”的人》，下含《“西學(xué)東漸”尋蹤》、《誰是率先“開眼看世界”的中國人》兩個目標題。其中，《誰是率先“開眼看世界”的中國人》不合適，與探究課不符合，也與課的導(dǎo)語不符。該課的導(dǎo)語是：“……先進思想家、早期留學(xué)生以及走出國門的外交使臣，成為近代中國率先‘開眼看世界’的人。探尋他們認知西方的足跡，反思他們艱辛求索的苦旅，我們會更加體會到，近代中國人走向世界的路程有多么艱難”。顯然，課文用意是通過了解誰是“率先‘開眼看世界’的中國人”，進而探究率先“開眼看世界”的中國人看了什么，有何發(fā)現(xiàn)與主張，影響如何，啟發(fā)學(xué)生反思先輩的艱辛求索，使學(xué)生體會近代中國人走向世界路程的艱難。
改進建議：把目標題《誰是率先“開眼看世界”的中國人》改為《“開眼看世界”覓跡》，從而與前一目標題《“西學(xué)東漸”尋蹤》相得益彰，契合了探究的主題。
二、內(nèi)容的科學(xué)性
1.政權(quán)誤用
八年級上冊教科書第86頁隋朝疆域圖中的“高麗”和第88頁“煬帝在位期間……多次發(fā)動攻打高麗的戰(zhàn)爭”中的“高麗”，均應(yīng)改為“高句麗”。
理由是：高句麗統(tǒng)治年限為公元前37年-公元668年，高麗統(tǒng)治年限為公元918年-1392年，隋朝統(tǒng)治年限為公元581年-公元618年，可見，與隋朝同期存在的朝鮮半島上的政權(quán)應(yīng)為高句麗。
2.局部遺漏
八年級下冊教科書第18頁，《群星璀璨的晚明科學(xué)巨匠》：列舉了四位生活在晚明的科學(xué)巨匠，課文對他們生活年代的描述如下：徐光啟，明朝后期；宋應(yīng)星，明末；徐霞客，與宋應(yīng)星同時；唯獨缺少對李時珍生活年代的說明，這不符合目標題的關(guān)鍵詞“晚明”。
查閱資料可知，李時珍（1518年―1593年）是在1578年完成的《本草綱目》，課文對其的描述是“經(jīng)過27年的艱苦努力，他最終寫成《本草綱目》”。我們可以把“1578年”放入該描述中，以體現(xiàn)“晚明”。
改進建議：課文上述描述改為“經(jīng)過27年的艱苦努力，他在1578年最終寫成《本草綱目》”。
3.張冠李戴
八年級上冊教科書第12頁圖1-16中，“刀”字的甲骨文寫成■，事實上這是金文的寫法。金文是指鑄刻在商周青銅器上的銘文，也叫鐘鼎文。與甲骨文相比，金文筆道肥粗，彎筆多，團塊多。而甲骨文則筆道細、直筆多、轉(zhuǎn)折處多。最早的甲骨文隨著商亡而消逝，金文起而代之，成為周代書體的主流。
改進建議：編者應(yīng)注意材料的出處，建議選用正確的甲骨文“刀”字寫法：■。
4.觀點爭議
修訂版七年級下冊教科書第19頁指出黃河中下游的分界處在桃花峪，而實驗版七年級上冊教科書則認為在孟津。在網(wǎng)絡(luò)上查閱得知：2012年5月28日，洛陽孟津縣面向社會公開征集“黃河中下游分界線”地理標志圖稿，準備建主題公園。而幾年前，鄭州滎陽的桃花峪就豎立起了“黃河中下游分界線”界牌。我們認為應(yīng)該是兩地在涉及經(jīng)濟利益等方面考慮而出現(xiàn)的分歧。
改進建議：對于此類在社會上有爭議的話題，教科書最好以設(shè)置閱讀卡或備注等方式呈現(xiàn)分歧點，而不是搞一個折中意見，新舊版本各采用一種觀點。
5.圖文不搭
七年級下冊教科書第32頁針對臺灣人文環(huán)境的思考題：閱讀上面的文字說明，在下頁中尋找合適的圖片搭配起來。其中，關(guān)于“新竹”的文字說明：被稱為臺灣科技起飛的發(fā)動機，以高新技術(shù)開發(fā)而聞名。選用的圖片是B：幾棵樹、一點草坪、一處房子局部、一塊立著的牌子，圖中文字模糊。顯然這樣的圖片是無法與新竹這個城市的“科技”特點聯(lián)系起來的。
改進建議：選用典型的能較好體現(xiàn)新竹“科技”特點的圖片。
三、語言的嚴謹性
1.邏輯不符
八年級上冊教科書第101頁：“1004年，遼軍大舉進攻北宋，……有人主張遷都避讓，宰相寇準堅決反對，力勸宋真宗親征。宋軍士氣大振，射殺遼軍統(tǒng)帥，……”學(xué)生容易困惑：宋軍士氣大振是因為宰相寇準力勸宋真宗親征的行為本身，還是宋真宗親征澶州前線的英勇行為？
根據(jù)史實，可修改如下：“當宋真宗下定決心、御駕親征到達澶州城后，宋軍士氣大振”。
2.跨度過大
八年級下冊教科書第6頁：“17世紀下半期，蒙古草原西部的準格爾部在首領(lǐng)噶爾丹的統(tǒng)治下，發(fā)展為一支強大的割據(jù)勢力。噶爾丹在沙俄的支持下，屢次向清朝政府挑釁。18世紀中期，清朝平定準格爾，統(tǒng)一了天山以北地區(qū)。”該段落文字對于噶爾丹挑釁清朝政府的結(jié)果也即康熙帝是如何應(yīng)對的并無交代，直接就從17世紀下半期帶到了18世紀中期，顯得比較突兀。
根據(jù)史實，上文中“挑釁”兩字后可修改如下：“康熙帝三次御駕親征，指揮清軍先后取得烏蘭布通、昭莫多戰(zhàn)役的勝利。1697年，內(nèi)外交困中的噶爾丹暴死。但直到18世紀中期，清朝才平定準格爾，統(tǒng)一了天山以北地區(qū)”。
3.交代不明
八年級下冊教科書第7頁：“清軍入關(guān)后，的佛教首領(lǐng)達賴五世親自入京朝賀，清廷賜予‘達賴喇嘛’封號。后來，清廷賜予另一位佛教首領(lǐng)‘班禪額爾德尼’封號。”其中，對于另一位佛教首領(lǐng)是誰并無交代，這是不應(yīng)該的。
根據(jù)史實，可修改如下：“1713年，清廷賜予另一位佛教首領(lǐng)五世班禪‘班禪額爾德尼’封號”。
4.前后不分
八年級下冊教科書第92頁：“是第二次前后爆發(fā)的運動”。第二次（1856年～1860年），運動（1851年～1864年），如此明確的兩個史實發(fā)生時間，怎么能用模糊的時間“前后”來描述。
改進建議：刪去“后”，是第二次前爆發(fā)的運動。
5.英漢混淆
八年級上冊教科書中出現(xiàn)了不少歷史人名、地名、族名等，編者給出了注音，以幫助我們正確認讀。如：李悝（kuī），張騫（qiān），大月氏（zhī），許攸（yōu），賈思勰（xié），張（jì）。但也有許多注音不規(guī)范，如：紂（Zhòu）、鎬（Hào）、偃（Yǎn）師、贏（Yíng）政、驪（Lí）山、垓（Gāi）下、氐（Dī）族、澶（Chán）州、郾（Yǎn）城。這些字詞并非是在英語情景中作為專有名詞，它們的第一個字母不需要大寫。
改進建議：把以上不規(guī)范的字詞注音的第一個字母均改為小寫，如：紂（Zhòu）改為紂（zhòu），鎬（Hào）改為鎬（hào）。
6.單位不明
人教社各版本教科書對《》賠款一項的描述如下：歷史與社會八年級下冊第89頁：賠款2100萬元；初中歷史八年級上冊：賠款2100萬元（備注：這里的貨幣單位元，是指西班牙銀元。每枚重量在7錢2分至3分之間）；普通高中課程標準實驗教科書《歷史1（必修）》：賠款2100萬銀元。
可見，人教版各種教科書對于《》賠款數(shù)額無異議，但是單位顯然不統(tǒng)一。《歷史1（必修）》認為是銀元，初中歷史教科書備注中明確指出是西班牙銀元，而修訂版歷史與社會教科書則干脆沒有寫明單位。據(jù)網(wǎng)上查閱臺灣國立故宮博物院所藏《》原件，清廷賠償英國“銀數(shù)共二千一百萬元”，由“洋銀六百萬元、洋銀一千二百萬元、洋銀三百萬元”三部分賠款組成。可見，賠款2100萬元應(yīng)是洋銀無疑。另查閱資料可知，清代把外國流入的銀鑄幣稱為洋錢，把中國自鑄的銀幣稱為銀元。19世紀中葉以前，在中國流通的洋錢以西班牙銀元為主。而清朝官鑄銀元則始于1890年的廣東省。因此，初中歷史教科書的備注是可信的，《歷史1（必修）》和修訂版歷史與社會則不妥。
改進建議：“賠款2100萬元”改為“賠款洋銀2100萬元”。
四、設(shè)問的有效性
1.無視課標
教科書是依據(jù)課程標準而嚴格制定的，教科書的問題設(shè)置也應(yīng)盡可能體現(xiàn)課標要求。
如七年級上冊教科書第45頁《語言與宗教》，針對圖2-40世界語言的分布，設(shè)置問題：哪種語言是世界上使用人數(shù)最多的語言？哪種語言是世界上使用最廣的語言？對應(yīng)的課標是：1-1-3描述世界語言、宗教的分布。顯然該處兩個設(shè)問均與課標無關(guān)。
改進建議：如設(shè)問“英語主要分布在哪些國家和地區(qū)”。
2.展“標”不足
七年級上冊教科書第49頁針對圖2-47亞洲的分區(qū)，設(shè)問：讀上圖，找一找下列國家分別位于亞洲的哪一個區(qū)域。對應(yīng)課標：1-2-7綜述世界上的國家和地區(qū)，了解大洲與國家、地區(qū)的對應(yīng)關(guān)系。可見，該設(shè)問以亞洲為例，部分體現(xiàn)了課標指向，但不全面。
改進建議：在七年級上冊教科書第48頁圖2-46國家與國旗的思考題后增加設(shè)問：依據(jù)上圖并結(jié)合圖2-8七大洲和四大洋，說出英國、俄羅斯、中國、埃及、加拿大、澳大利亞、新加坡、阿根廷等國家分別屬于哪個大洲。
由于中考考點是依據(jù)課程標準和教科書而制定的，因此，加強對教科書的問題設(shè)置與課標對應(yīng)性、對應(yīng)度的研究，對于教師準確理解和把握中考考點、提升學(xué)生應(yīng)考能力都有裨益。
3.圖非精問
如針對七年級上冊教科書第85頁圖3-69以色列的地形，問：“在左圖上找一找以色列有哪些河流”。此處“哪些”二字不妥，因為圖中只有約旦河。可見，對于教科書的圖片素材，我們的設(shè)問應(yīng)該精確。
改進建議：此處設(shè)問改為“在左圖上找一找以色列有什么河流”。
本文是筆者近兩年來對人教社修訂版七、八年級《歷史與社會》教科書存在問題的思考，期待同行們能深入研讀教材，加深對教科書的理解，發(fā)現(xiàn)不足，完善課程，以更好地服務(wù)于學(xué)科教學(xué)。
參考文獻
英語寫作是英語語言技能之一，也是英語教學(xué)中的薄弱環(huán)節(jié)。筆者發(fā)現(xiàn)，不少教師在授課中較重視文本的講解，忽視學(xué)生寫作技能的培養(yǎng)，導(dǎo)致很多學(xué)生達不到？英語課程標準？（2011年版）的基本要求――五級寫作能根據(jù)提示獨立起草和修改小文章。筆者認為，改進教學(xué)策略，有效提高英語寫作教學(xué)迫在眉睫。
一、英語寫作的教學(xué)策略
教學(xué)策略是影響教學(xué)課堂質(zhì)量和效果的關(guān)鍵變量。筆者認為，立足文本素材中的“詞匯、句型、話題” 并加以挖掘運用，是提高英語寫作教學(xué)的有效途徑。
1. 立足文本，加強詞匯運用
詞匯量的缺乏，是學(xué)生寫作中的一大障礙。詞匯教學(xué)必須立足文本、挖掘資源，加強詞匯的辨析、分類以及學(xué)習連詞的運用。
（1）詞匯辨析，鞏固文本
英語有些易混淆的單詞，如果不注意分辨，對于英語寫作無疑會埋下隱患。
如《Go for it 》七年級下冊Unit 2 Section B 文中出現(xiàn)“Take a walk through the park on Center Avenue.” 筆者利用圖片和例句，詳細辨析幾個方位詞匯：
He got into the room through the back door. （從物體內(nèi)部穿過）
She walks past a bank every day. （從物體旁邊經(jīng)過）
Be careful when you go across the street. （從物體的表面上經(jīng)過）
There will be a new bridge over the river. （從物體的上方越過）
有了初步的了解后，筆者又利用圖片創(chuàng)設(shè)多種情境，讓學(xué)生在辨析中造句，有效地把文本中的重點詞匯轉(zhuǎn)化為在寫話中能恰當運用的詞匯。
（2）詞匯分類，復(fù)現(xiàn)文本
《Go for it 》八年級上冊Unit 6出現(xiàn)如outgoing， calm， wild， serious， athletic等描寫人物性格的形容詞，而在七年級下冊Unit 7曾出現(xiàn)如curly， straight， tall， medium， thin， good-looking，
heavy，等描寫人物外表的形容詞。筆者認為，發(fā)動頭腦風暴讓詞匯分類，可以極大地促進發(fā)散思維。如下圖：
以上練習激活了舊知，積累了新知，對于類似”My favorite teacher”等話題，同學(xué)們文思如泉涌。
（3）連詞運用，貫通文本
學(xué)生英語寫作中連詞的缺乏，造成所寫文章結(jié)構(gòu)松散、缺乏邏輯性這一問題。筆者認為，教師應(yīng)教會學(xué)生運用常見的連接詞，如表并列有and， too，表轉(zhuǎn)折用but， 因果有because， so，表讓步有 although等。
2.基于文本，挖掘重點句型
除了掌握英語的五種基本句型之外，筆者認為，教師應(yīng)挖掘文本素材中的重點句型，創(chuàng)設(shè)情境讓學(xué)生模仿造句，設(shè)計話題和寫作模塊，讓學(xué)生動手練習。
案例 以《Go for it 》八年級下冊Unit 5B 3a“If I become an athlete， will I be happy？”為例，筆者把寫作目標設(shè)定為：（1）能正確使用由if引導(dǎo)的條件狀語從句及連詞“and”的運用。（2）使學(xué)生使用本模塊的重點句型描繪自己的夢想。
首先，呈現(xiàn)“醫(yī)生”的圖片，設(shè)問“What will you do if you become a doctor？”，讓同學(xué)們使用if引導(dǎo)的條件狀語從句想像當醫(yī)生的職業(yè)利弊，注意傾聽和糾錯。
然后，設(shè)計表格要求學(xué)生寫出由if引導(dǎo)的條件狀語從句，并使用連詞“and”。
最后，設(shè)計以“My dream”為話題的寫作模塊，讓學(xué)生完成英語寫作：
Being a/an ______（職業(yè)） is my dream. If I become a/an_____， I will be able to ______（優(yōu)點1）.And if I become______，I will also ______ and ________（優(yōu)點2）.
However， being a/an ______ can also have many problems. If I become a/an _______， I won’t ________（缺點1） because I _______（原因）.And if I become a/an _______，I won’t _______（缺點2），I will have a difficult time __________.
通過以上層層構(gòu)思及實際操作，同學(xué)們在了解文本的同時，也掌握了時態(tài)運用、重點句型、連詞運用及寫作模塊，可謂一舉多得。
3.依托文本，巧設(shè)寫作話題
寫作話題直接影響到學(xué)生寫作興趣。筆者經(jīng)常從以下三個方面進行設(shè)計。
（1）單元話題類
英語單元話題涉及廣泛，具有系統(tǒng)性。筆者認為，教師可根據(jù)單元話題，巧妙地加以改編。以《 Go for it 》 七年級下冊為例：
這些稍加改編的話題，源自文本，走入生活，激發(fā)了學(xué)生英語寫作的興趣。
（2）學(xué)生興趣類
初中英語單元話題涵蓋了家庭、學(xué)校、愛好、指路、季節(jié)、節(jié)日、健康、飲食、環(huán)保等方面，話題設(shè)計可以根據(jù)學(xué)生的興趣而定。如《 Go for it 》九年級Unit 3 Teenagers should be allowed to choose their own clothes.筆者發(fā)現(xiàn)學(xué)生對家規(guī)、校規(guī)很有想法，抓住這一契機，我以“A letter to my ________”為題，讓學(xué)生自己設(shè)計寫作話題，寫封信給父母、老師或校長，談?wù)勛约旱男睦镌挕?/p>
這種設(shè)計既符合了本單元的話題要求，又充分尊重了學(xué)生的興趣和情感，極大地激發(fā)了學(xué)生的寫作熱情。
（3）教師引導(dǎo)類
新課標指出，英語課程承擔著提高學(xué)生人文素養(yǎng)的任務(wù)。筆者認為，通過教師引導(dǎo)，英語寫作能培養(yǎng)學(xué)生良好的品格和正確的人生與價值觀。例如，新來了一位嚴厲的老師，同學(xué)們不喜歡他，我有意設(shè)計了“My new teacher”的話題，讓同學(xué)們從觀察、接近到了解他，發(fā)現(xiàn)嚴厲背后的敬業(yè)，最后喜歡上他的課堂。再如《Go for it》八年級下冊Unit 7 Would you mind turning down the music？ 課堂上我?guī)状伟l(fā)現(xiàn)有手機響起，于是結(jié)合本單元的話題和這個不太和諧的環(huán)境問題，我要求學(xué)生就“學(xué)生能否在校使用手機”寫調(diào)查報告。以下是一位同學(xué)完成的調(diào)查表。
關(guān)鍵詞：信息技術(shù) 情境 手段 容量
將信息技術(shù)引進課堂教學(xué)，有助于激發(fā)學(xué)生的學(xué)習興趣；有助于將抽象的東西形象化；有助于調(diào)動學(xué)生的感官，促進學(xué)生主動學(xué)習；有助于變革學(xué)生的學(xué)習方式；有助于豐富教師的課堂教學(xué)手段等。正因如此，各科教師更應(yīng)為學(xué)科教學(xué)插上信息的翅膀，豐富課堂教學(xué)手段，利用新穎的內(nèi)容刺激學(xué)生，調(diào)動學(xué)生學(xué)習的主動性。本文將結(jié)合初中英語課堂教學(xué)實例，分析信息化時代下的初中英語課堂教學(xué)，以便讓更多的英語教師認識到信息技術(shù)的優(yōu)勢，并積極地把這一技術(shù)運用到教學(xué)中，努力提升教學(xué)實效。
一、利用信息技術(shù)，創(chuàng)設(shè)教學(xué)情境
在一個良好的環(huán)境下學(xué)習英語效果會更加明顯。在傳統(tǒng)英語教學(xué)中，很多教師依靠教具、語言來創(chuàng)設(shè)教學(xué)情境，雖然能起到一定的作用，但是沒有將學(xué)生內(nèi)心的學(xué)習欲望充分調(diào)動起來。如果英語教師能利用信息技術(shù)（如多媒體技術(shù)）創(chuàng)設(shè)教學(xué)情境，用新穎的圖片、視頻、歌曲等刺激學(xué)生的視聽感官，可以起到事半功倍的效果。
例如，在學(xué)習初中八年級英語下冊“Good manners”這一單元時，作者利用多媒體創(chuàng)設(shè)了如下教學(xué)情境：首先，利用幻燈片呈現(xiàn)一系列圖片，主要包括課堂上、圖書館中的一些不良的行為舉止；其次，引導(dǎo)學(xué)生圍繞圖片內(nèi)容進行探討。如What are these pictures about？ Can we talk in the class？ Can we make faces in the class？ What can we do in the library？ What can’t we do in the library？ 通過對以上問題進行探討，讓學(xué)生開始了解good manners的重要性，從而促使學(xué)生在公眾場合注意自己的行為舉止。
二、利用信息技術(shù)，豐富教學(xué)手段
教學(xué)手段是師生在教學(xué)中相互傳遞信息的工具、媒介或設(shè)備。在傳統(tǒng)的初中英語課堂中，教師多用掛圖、粉筆、黑板、教材等作為教學(xué)手段，課堂教學(xué)形式呆板僵化。長此以往，學(xué)生對英語課堂沒有了期待，便逐漸喪失了學(xué)習英語的興趣。而有了信息技術(shù)，可以有效豐富課堂的教學(xué)手段，讓課堂教學(xué)煥然一新。
1.利用信息技術(shù)，增強課堂互動
有互動的課堂，才是有生氣的課堂；有生氣的課堂，才是新課改追求的課堂。在傳統(tǒng)英語教學(xué)中，教師多利用問題與學(xué)生形成互動關(guān)系。那么，借助于信息技術(shù)，教師與學(xué)生之間會形成怎樣的一種互動關(guān)系呢？英語課堂教學(xué)會不會因別樣的互動而大有改觀呢？答案是肯定的。信息技術(shù)具有很強的交互功能，因此，英語教師可以利用信息技術(shù)，增強課堂互動。
例如，在學(xué)習初中八年級英語上冊“Natural disasters”這一單元時，作者成功利用信息技術(shù)，增強了課堂中與學(xué)生的互動。首先，作者設(shè)計了一個brain storm活動，讓學(xué)生快速說出所知道的natural disasters。作者把學(xué)生所說的所有的自然災(zāi)害名稱收集到黑板上。然后，請一個學(xué)生到講臺前，詢問他想了解哪一個自然災(zāi)害的信息，然后利用互聯(lián)網(wǎng)的搜索功能，共同學(xué)習。
再如，一名同學(xué)想要了解地震的相關(guān)信息，于是作者引導(dǎo)學(xué)生搜索出“汶川地震”和“唐山地震”的相關(guān)視頻和新聞報道，共同學(xué)習與地震有關(guān)的知識。而學(xué)生則切實體驗到了人機互動的新鮮感、震撼感，給學(xué)生帶來不一樣的學(xué)習體驗。
在以上案例中，英語教師轉(zhuǎn)換教學(xué)思路，從教師教什么轉(zhuǎn)變?yōu)閷W(xué)生想要學(xué)什么，充分尊重學(xué)生的個性選擇；同時，也利用了信息技術(shù)，與學(xué)生形成新的互動關(guān)系。
2.利用信息技術(shù)，完善課堂效果
在課堂教學(xué)中，教師利用何種教學(xué)手段，對課堂教學(xué)效果有著莫大的影響。信息化時代下，英語教師應(yīng)充分利用信息技術(shù)，豐富課堂教學(xué)的內(nèi)容和表現(xiàn)形式，調(diào)動學(xué)生參與課堂的熱情，增強課堂效果。
例如，在學(xué)習初中英語八年級下冊“Sunshine for all”這一單元時，作者利用信息技術(shù)開展課堂教學(xué)。
首先，利用圖文結(jié)合的形式呈現(xiàn)社會中的弱勢群體，引發(fā)學(xué)生的同情心的同時增強其對詞匯的理解。如出示一張盲人的圖片，對照英文“a blind person―a person who can’t see”；出示一張窮人的圖片，對照英文“a poor person―a person who has little money”；再以同樣的形式出示“a disabled person， an elderly person， a homeless person， deaf people”。在選取圖片時，應(yīng)注意選擇形象、效果突出，能引起學(xué)生共鳴的圖片。學(xué)生在看到這些圖片后，不僅了解了社會上弱勢群體的存在，也學(xué)習了相對應(yīng)的單詞（加深了對poor， blind， disabled， elderly， homeless， deaf的理解和印象），更激發(fā)了學(xué)生的同情心。
其次，給予學(xué)生充分討論的時間。作者確定了一個主題：How can we help these people？ 學(xué)生圍繞該主題，進行討論，提出方案。有學(xué)生選擇“homeless people”作為探討主題，提出幫助方案，如We can give them food and clothes. We can write to the local government等。等學(xué)生提出觀點后，作者利用多媒體大屏幕，呈現(xiàn)出一些幫助方案（節(jié)約板書時間），讓學(xué)生對照自己提出的方案進行補充。
最后，作者再利用音頻功能，播放課文錄音，讓學(xué)生聽對話，抓住對話中心，練習聽力。
總之，利用信息技術(shù)進行課堂教學(xué)，可以為教師節(jié)省很多板書的時間，也可以增強課文內(nèi)容的表現(xiàn)力，有利于課堂教學(xué)效果的提升。
三、利用信息技術(shù)，擴大教學(xué)容量
信息技術(shù)未運用到課堂教學(xué)之前，課堂教學(xué)的容量非常有限。光靠教師語言的表述，在特定的時間內(nèi)，根本無法傳遞很多的有效信息。而在信息化背景下，英語教師可以利用PPT、投影儀、視頻、網(wǎng)頁等，整合教學(xué)內(nèi)容，擴大課堂教學(xué)的容量。一方面，將信息技術(shù)與課堂教學(xué)整合，可以為教師省下板書時間，為練習的講解騰出更多時間；另一方面，二者的整合為學(xué)生傳遞了更多的學(xué)習信息，這對于學(xué)生視野的開闊是極有幫助的。
例如，在學(xué)習初中英語八年級下冊“Online tours”這一單元時，作者設(shè)計了一個Flash，讓學(xué)生增加對Internet的理解。Flash中的內(nèi)容主要是“the different usages of the computer”，從“chat with friends”到“play games”， 再到“send and receive emails”等，讓學(xué)生體驗Internet的神奇。此外，作者還專門制作了computer發(fā)展方面的PPT，并利用插入文本功能，呈現(xiàn)更多的知識。
又如，在學(xué)習初中英語八年級下冊“Past and present”這一單元時，作者利用信息技術(shù)，增加課堂教學(xué)的容量。如出示變化發(fā)展中的Kowloon Walled City的圖片，形成對比，讓學(xué)生感受變化，然后切入話題：Where is your hometown？ What have changed in your hometown？ 利用多媒體展示Kowloon Walled City的歷史背景、風土人情等知識，以便讓學(xué)生更好地學(xué)習Kowloon Walled City。
一、新瓶巧裝舊酒，溫故以引新
這種創(chuàng)設(shè)情境的方法注重新舊知識之間的聯(lián)系，運用舊知識引出新知識，或者將新舊知識進行對比，把學(xué)過的內(nèi)容在新的情境中再現(xiàn)，加深學(xué)生對知識的理解，促進學(xué)生溫故而知新，從而豐富學(xué)生語言，培養(yǎng)他們活用語境的能力，如仁愛版英語七年級上冊中，在教學(xué)whose引導(dǎo)的特殊疑問句時，教師為了讓學(xué)生理解whose和who的區(qū)別和運用，反復(fù)運用句式“Who is……？”and“Whose is……？”如問一個被蒙面的學(xué)生：“Who is this？”學(xué)生回答“He/She is……”然后教師又問“Whose is this pencilcase？”學(xué)生回答：“It is Wang Yao’s.”這樣，讓學(xué)生反復(fù)地進行對比操練，學(xué)生在新的情境中就能很快掌握Whose引導(dǎo)的特殊疑問句。
二、音樂營造氣氛，漸入學(xué)習佳境
貝多芬說過：“音樂是比一切智慧、一切哲學(xué)更高的啟示。”一段富有表情的對話、短文，再配上優(yōu)美的音樂，讓靜止的、一成不變的文字變成豐富多彩的對話交流情境，可以啟迪學(xué)生的智慧，豐富學(xué)生的想像力，讓學(xué)生感到學(xué)習的樂趣。仁愛版英語八年級下冊中Unit 5 Topic 1 Section C，教師可播放優(yōu)美動聽的樂曲《The Soud of Music》，悅耳的歌曲營造輕松愉快的氣氛，創(chuàng)設(shè)出家庭中歡快生活的情景，師生在情景中富有表情地開展教師自編的對話，讓學(xué)生在不知不覺中進入學(xué)習佳境，從而輕松體驗the Von Trapp family 的生活情景。
三、結(jié)合教材巧設(shè)“景”，身邊事物皆角色
看得見摸得著的東西是學(xué)生最容易認知的。教師應(yīng)該根據(jù)學(xué)習需要，盡量用一些易于準備的或家庭日用品作道具，特別是讓學(xué)生和事物合理擔當角色，結(jié)合教材內(nèi)容巧設(shè)情景。如仁愛版英語教材八年級下冊中的 Unit7 Topic2中，要求學(xué)生把家中的米飯、蛋、小鍋、鍋鏟、菜飯等炊具帶到課堂，并根據(jù)本文所需準備相應(yīng)的食物進行情景對話。表演時，要求對話雙方（Kangkang and his mother）都盡量用新學(xué)的詞匯、短語和表示制作食物過程的表達來進行交流。這樣，既讓學(xué)生親身體驗了食物的制作過程，同時也讓學(xué)生熟悉了對話內(nèi)容。如：Mom， I will make fried rice for our food festival.First…，Then…，Next…，F(xiàn)imally…等等。
四、生活場景當材料，加強互動練能力
生活中的小片段，電視欄目往往是情景模擬的好素材。如果要進行日常用語的教學(xué)，教師可引導(dǎo)學(xué)生來一次現(xiàn)場模擬“警察辦案”“實話實說”等，讓學(xué)生分別扮演警察和采訪對象等，運用英語進行對答。例如，仁愛版八年級英語下冊中的Unit6 Topic2，在學(xué)習過去進行時態(tài)時，可讓學(xué)生幾人一組搞一個警方對前一晚上盜竊案的調(diào)查活動，一人扮演警察，其余學(xué)生扮演群眾（盜竊犯就在其中）。警察：What were you doing yesterday evening？群眾：I was watching TV at home？或I was having supper in a restaurant…最后直到警察發(fā)現(xiàn)破綻找到真正的盜竊犯為止。這既訓(xùn)練了學(xué)生的口語，又增強了學(xué)生的生活體驗。
五、現(xiàn)代手段恰當用，情景生動促高效
1. 設(shè)計英語預(yù)習任務(wù)，激發(fā)學(xué)生自主學(xué)習
教師們在每節(jié)課結(jié)束時，都會習慣性地布置學(xué)生進行新課的預(yù)習。在初中英語的課前預(yù)習時，通常學(xué)生只是認讀單詞、理解教材上的內(nèi)容。簡單單一的預(yù)習方式讓學(xué)生逐漸失去了興趣。在當前網(wǎng)絡(luò)環(huán)境下，教師通過設(shè)計具有趣味性課前預(yù)習任務(wù)，讓學(xué)生產(chǎn)生主動預(yù)習的興趣，積極地進行自主學(xué)習。
例如，在學(xué)習外研版八年級下冊英語的Module 9 Friendship時，教師為了調(diào)動學(xué)生預(yù)習的積極性，提升預(yù)習的效果，為學(xué)生設(shè)計了預(yù)習任務(wù)如下：通過網(wǎng)絡(luò)渠道積累查找與“Friendship”有關(guān)的英語詞匯，Introduce your good friend or write something about friendship. 初中生對網(wǎng)絡(luò)比較熟悉，也愿意進行這種具有探究性的學(xué)習。一些學(xué)生在搜集有關(guān)“Friendship”的英語詞匯時，先自己回想學(xué)習的知識，想到了“make friends with somebody（與某人交朋友）”，“encourage each other（相互鼓勵）”，“honest （誠實的、坦率的），再由這些詞匯借助網(wǎng)絡(luò)平臺搜集這些詞匯的近義詞，找到了“true； reliable； dependable； guileless”等一些單詞，還找到了“dishonest， dishonorable”一些反義詞，這些新的知識和新的學(xué)習方式讓學(xué)生感覺比較有趣，預(yù)習也就更加積極。
由上例來看，利用網(wǎng)絡(luò)平臺和資源，為英語課堂預(yù)習提供學(xué)習資源，改變傳統(tǒng)落伍的英語預(yù)習方式，引發(fā)學(xué)生的預(yù)習興趣，主動自主學(xué)習，提升英語預(yù)習的實際效果。
2. 創(chuàng)新英語課堂活動，引導(dǎo)學(xué)生自主學(xué)習
網(wǎng)絡(luò)匯聚了形形的信息資源，雖然存在著良莠不齊的情況，但是，經(jīng)過認真的篩選，還是可以發(fā)現(xiàn)一些有價值的學(xué)習資源。在初中英語課堂教學(xué)時，教師通過網(wǎng)絡(luò)下載一下有用的資源，包括視頻、音頻、圖片、文檔等資料，為學(xué)生的課堂學(xué)習提供支持，讓學(xué)生合理科學(xué)地利用這些資源，高效地學(xué)習英語。
例如，在組織學(xué)生學(xué)習外研版八年級英語下冊的Module 5 Cartoons一部分內(nèi)容時，教師結(jié)合這一單元的內(nèi)容，在網(wǎng)上搜索了一段《Kung Fu Panda》（功夫熊貓）英語卡通電影的精彩片段。學(xué)生們本身對這則動畫片就比較熟悉，很快沉浸在視頻當中。教師要求學(xué)生一邊看一邊思考，“列舉出動畫片當中你印象深刻的句子。” “談一下你喜歡不喜歡功夫熊貓？為什么？”由于是帶著任務(wù)，學(xué)生們看得聚精會神，津津有味，也比較順利的完成了教師布置的任務(wù)。有學(xué)生惟妙惟肖地模仿動畫片中的聲音，“Your mind is like this water， my friend， when it is agitated， it becomes difficult to see， but if you allow it to settle， the answer becomes clear.”有的學(xué)生則記住了There is a saying， “Yesterday is history， tomorrow is a mystery. But today is a gift. That is why it’s called the present （the gift）.” 利用無處不在的網(wǎng)絡(luò)為學(xué)生的英語自主學(xué)習提供了優(yōu)質(zhì)資源，提高學(xué)生英語學(xué)習效率。
由上例來看，教師需要對網(wǎng)絡(luò)上的英語學(xué)習資源進行篩選、加工，通過多種形式呈現(xiàn)出來，引導(dǎo)學(xué)生的課堂自主學(xué)習，促使學(xué)生模仿、創(chuàng)造，主動參與，使課堂上的英語自主學(xué)習更加高效。
3. 促進英語課后互動，強化學(xué)生自主學(xué)習
英語學(xué)習離不開學(xué)生與學(xué)生、教師之間的有效互動，使之在交流中彼此影響，相互帶動，實現(xiàn)共同進步。網(wǎng)絡(luò)環(huán)境下，為師生、生生互動提供了有利的條件，通過一些交流工具，建立英語學(xué)習網(wǎng)上互動平臺，教師通過精心組織，促使學(xué)生們進行線上互動，鞏固課堂所學(xué)知識，強化自主學(xué)習效果。
例如，在學(xué)習了外研版八年級英語下冊的Module 5 Cartoons內(nèi)容之后，教師為了引導(dǎo)學(xué)生的課后自主學(xué)習，利用師生共同建立的微信交流平臺，組織學(xué)生圍繞著“What is your favorite cartoon？ What is your favorite cartoon character？Why？”這些問題進行線上討論交流。有學(xué)生說：“I like the ‘Naruto’ in the Ming people， because he is a strong person.（我喜歡“火影忍者”中的鳴人，因為他很堅強。）”這個學(xué)生一說，后面有學(xué)生也跟著聊起來了，“My favorite cartoon is the Naruto.”通過這種方式，強化了學(xué)生英語自主學(xué)習的效果。
由上例來看，課后英語學(xué)習是學(xué)生掌握英語知識，提升英語學(xué)習效果的有效形式，也是學(xué)生開展自主學(xué)習的途徑。網(wǎng)絡(luò)環(huán)境讓課后自主學(xué)習具有了互動平臺，突破了時空限制，讓學(xué)生在交流中得到更多的鍛煉，優(yōu)化學(xué)習效果。
一、改變“應(yīng)試教育”固有觀念
學(xué)生學(xué)習英語的本質(zhì)是為了交際，所以用是語言學(xué)習的最終目的，。隨著英語教改的深入，英語教師首先應(yīng)更新觀念，跳出應(yīng)試教育的巢穴，明確英語課標要求培養(yǎng)學(xué)生運用英語進行交際的能力。故在教學(xué)實踐中，應(yīng)堅持用英語式語言進行教學(xué)，給學(xué)生做好榜樣，并不斷地熏陶學(xué)生，讓他們嘗試著用英語來思維、來創(chuàng)造。比如學(xué)生在交流中出現(xiàn)了語法錯誤，這是很正常的現(xiàn)象，不可隨意批評，而是要體諒學(xué)生，用諸如“Never nind.”“You did a good job.”等句子進行鼓勵。讓他們滿懷信心，積極、主動地融入到真實的教學(xué)情景中，從而提高了口語水平；在日常教學(xué)中，還應(yīng)堅持使用課堂用語創(chuàng)設(shè)和諧的英語課堂氛圍，與同學(xué)們進行口語訓(xùn)練，經(jīng)過長期努力，從而帶領(lǐng)學(xué)生走出應(yīng)試教育的誤區(qū)。
二、強化口語交際訓(xùn)練
興趣是最好的老師。要想提高農(nóng)村中學(xué)生的口語交際水平，首先要激發(fā)他們對英語學(xué)習的興趣。學(xué)生一旦對英語產(chǎn)生了興趣，就會自覺主動地參與各種英語學(xué)習活動。那么，如何激發(fā)學(xué)生英語口語交際的興趣呢？首先在英語課堂上，教師應(yīng)精心設(shè)計有趣的導(dǎo)入語和課堂用語，并根據(jù)學(xué)生的興趣愛好，聊一些他們喜歡的話題。例如，在上人教版八年級下冊“Unit7 What’s the highest mountain in the world？”這個單元時，我問學(xué)生“What’s the highest mountain in our town？”“What did you see on the San Tang Mountain？”由于三塘是學(xué)生的家鄉(xiāng)，是大家熟悉的一個地區(qū)，因此學(xué)生有了興趣，有話說，愿意說。為了減輕學(xué)生的思想壓力，讓他們敢于表達。盡管有的學(xué)生在說英語時不夠準確，我也沒馬上糾正，而是讓他們盡情交流，從而強化口語訓(xùn)練；另外，我還積極開展英語第二課堂，組織英語演講比賽、英語話劇比賽、英文歌大賽、英語興趣小組等課外活動，或邀請高年級英語口語流利的學(xué)生或教師設(shè)立“英語角”，幫助學(xué)生進行應(yīng)用英語口語交際訓(xùn)練，從而提高英語交際能力。
三、創(chuàng)設(shè)英語口語交際情境
和諧的課堂氛圍是培養(yǎng)農(nóng)村中學(xué)生英語口語交際的重要條件。農(nóng)村中學(xué)生與外界真實的英語語言環(huán)境接觸少，大部分的口語練習都在英語課堂上，因此，教師應(yīng)充分利用課堂時間給學(xué)生創(chuàng)設(shè)一個民主、寬松、和諧、自然的交際氛圍，讓學(xué)生能毫無顧忌，輕輕松松地表達自己的觀點。例如在上八年級上冊“How do you make a banana milk shake？”一課時，我把一些水果如蘋果、梨、香蕉、西瓜和酸奶、牛奶、果汁加在一起帶入課堂，讓學(xué)生親自操作、親身體驗水果奶昔的制作過程，并用口語介紹其操作過程，這樣學(xué)生的學(xué)習興趣就更濃了。再如上八年級下冊“What’s the matter？”這一單元聽說課時，我讓學(xué)生上講臺表演各種不同動作，并用英語進行問答。這樣的口語交際情境的創(chuàng)設(shè)，使學(xué)生積極參與，課堂氣氛非常活躍。
四、開展形式多樣的活動，提高學(xué)生口語交際水平
（1）堅持課前三分鐘英語演講。從七年級開始，每節(jié)英語課課前三分鐘我會輪流讓一名學(xué)生上臺進行三分鐘的英語演講，演講內(nèi)容為他們感興趣的任何話題，人人參與，幫助學(xué)生鍛煉英語口語。
（2）角色表演。孩子都有展示自己的欲望，幾乎每個學(xué)生都喜歡表演。我利用這一特點，在英語課堂上經(jīng)常讓學(xué)生表演各種英語情景，既能訓(xùn)練他他們的形體語言，又能鍛煉口語能力，一舉兩得。
摘要：本論文根據(jù)筆者多年積累的些許體會，旨在闡述如何進行有效的初中英語中考復(fù)習，分別從單詞、時態(tài)、單元等方面進行論述。
關(guān)鍵詞：英語中考復(fù)習；單詞時態(tài)；單元；融會貫通中圖分類號：G633.41文獻標識碼：B文章編號：1672-1578（2014）10-0096-02眼下，初中英語面臨著重大的復(fù)習任務(wù)，可以說，復(fù)習起著提綱挈領(lǐng)、融會貫通的作用，如何合理地利用時間？如何把初一到初三的知識點全面顧及？這些都起到非常重要的作用。筆者認為，一本書接著一本書，一個單元接著一個單元，這樣的復(fù)習雖然顯得詳盡，但卻沒有合理利用時間，反而沒有居高臨下，顧及全面，使知識點支離破碎，使學(xué)生記憶混亂，效果往往不是很理想。那么，怎么樣的復(fù)習方法可以比較完美解決以上問題？筆者認為，以點帶面的學(xué)習策略能夠迎合以上問題的解決方法。下面筆者就從單詞、時態(tài)、單元等板塊進行闡述。
1.單詞
比如有關(guān)顏色、職業(yè)身份、動詞形容詞化的單詞，復(fù)習的時候應(yīng)該從初一到初三一覽無遺，七年級上冊學(xué)生學(xué)了有關(guān)顏色的有colour,red, yellow, green, blue, black, white；有關(guān)職業(yè)身份的有student,teacher,musician,actor；有關(guān)動詞形容詞化的單詞有boring,exciting,interesting。初一下冊學(xué)生學(xué)了有關(guān)這些方面的單詞有：colorful,blonde, brown (有關(guān)顏色)， assistant,bank clerk, captain, guide, doctor, policeman, policewoman, shop assistant, singer, waiter, chief, reporter (有關(guān)職業(yè)身份), relaxed,surprised（動詞形容詞化的單詞）。初二上冊學(xué)生學(xué)了有關(guān)這些方面的單詞有：有關(guān)顏色的詞匯沒有，有關(guān)職業(yè)身份的詞匯有tourist, passenger, vistor, monitor, player, gymnast, pianist,champion, athlete, programmer, engineer, pilot, artist, reader, exchange student, performer，有關(guān)動詞形容詞化的詞匯有excited。初二下冊學(xué)生學(xué)了有關(guān)這些方面的單詞有：有關(guān)顏色的詞匯沒有出現(xiàn)，有關(guān)職業(yè)身份的詞匯有agent, attendant, barber, character, alien, Beijinger, collector, emperor, flight attendant, foreigner, hero, monster, terrorist, tutor, volunteer, waitress, winner, writer, lawyer, 有關(guān)動詞形容詞化的單詞有amazing, annoyed, interested, bored, disappointing。 初三全冊學(xué)生學(xué)了有關(guān)這些方面的單詞有：有關(guān)顏色的詞匯有pink, purple，有關(guān)職業(yè)身份的單詞有l(wèi)earner, psychologist, head teacher, listener, auther, optometrist, director, farmer, fisherman, translator, sportspeople, veterinarian, chef, lead singer有關(guān)動詞形容詞化的單詞有frustrating, terrified, fascinating, worried, tiring, thrilling, embarrassed, embarrassing,exhausted, convincing, confusing, misleading, disgusted。以上筆者以顏色等為例子進行闡述，那么其它類別的單詞也同理類推。
2.時態(tài)
時態(tài)在英語教學(xué)中占有相當重要的地位，復(fù)習時態(tài)的時候，不要初一、初二、初三這樣切割開來，筆者在復(fù)習的時候，常常把它分成兩部分：現(xiàn)在時態(tài)、過去時態(tài)、將來時態(tài)。現(xiàn)在時態(tài)包括一般現(xiàn)在時態(tài)、現(xiàn)在進行時態(tài)、現(xiàn)在完成時態(tài)。過去時態(tài)包括一般過去時態(tài)、過去進行時態(tài)、過去完成時態(tài)。將來時態(tài)包括一般將來時態(tài)、過去將來時態(tài)。筆者在復(fù)習概括時態(tài)的時候，只用了一句話，一般情況下，時態(tài)由時間或相當于時間的副詞決定，并且時態(tài)由動詞體現(xiàn)出來。比如現(xiàn)在時態(tài)，He reads English every morning. He is reading English now. He has already read English.這三句中，表達時間的副詞或狀語分別為every morning、now、 already。所以第一句用一般現(xiàn)在時進行表達，它表示一般情況下發(fā)生的情況。第二句用現(xiàn)在進行時態(tài)，它表示說話時正在發(fā)生的情況，第三句用上現(xiàn)在完成時態(tài)，表示過去的動作對現(xiàn)在造成的影響，著重強調(diào)對現(xiàn)在的影響。在復(fù)習中，可以穿插相當量的習題進行鞏固。其他類別的時態(tài)也同樣道理。
3.單元
在單元復(fù)習過程中，盡量也做到顧及全面，初一到初三相關(guān)內(nèi)容的單元也盡量串聯(lián)一起進行復(fù)習，這樣給學(xué)生以整體全面的感覺，便于他們合理利用時間，并且進行有效的記憶。比如，今年筆者在復(fù)習教學(xué)旅游度假這個話題，可以把人教版九年級Unit7 Where would you like to visit ?與初一初二有機地結(jié)合起來。這個單元圍繞"Vacations"展開，讓學(xué)生用"I'd like /love to…"和"I hope to…"等句型談?wù)摳髯韵矚g的旅游勝地。筆者清楚地知道，學(xué)生在七年級中學(xué)習了"How was your weekend? Where did you go on vacation?",在八年級上冊第三單元和第八單元已學(xué)過用一般將來時和一般過去時談?wù)?Vacations"這一話題，所以在教學(xué)這個單元的時候就抓住這個契機進行復(fù)習，從而以舊帶新，甚至連初一的知識也帶上。在七年級下冊Unit9中,復(fù)習了How was your weekend ? It was terrible/great /very good. What did you/he/she/they do last weekend?I/He/She/They went to the beach.等句型，還有單詞的過去式如am/is――was, are――were,go――went,clean――cleaned,do――did,have――had等。在Uint10中，筆者復(fù)習了一般過去時用法（特殊疑問句、一般疑問句及其肯定和否定回答），如：Where did you/he/she/they go on vacation?I/He/She/They went to summer camp/New York city.Did you/he/she/they go to Central Park? Yes, I/he/she/they did. No, I/he/she/they didn't. How was the weather? It was humid. How were the people? They were friendly.復(fù)習了單詞museum,exam,really,rainy,were,expensive,delicious,cheap,water,cry,coner,make,made,feel,walk,back,decide,wall,palace,square等，八年級上冊第三單元中，筆者復(fù)習了What are you doing for vacation ? Where are you going ? What time are you leaving ? How long are you staying ? Who are you going with ?等句型，以及go camping / hiking/sightseeing/fishing , how long,rent videos , a movie star,etc.還有一般將來時的用法。在第八單元中，復(fù)習了談?wù)撨^去發(fā)生的事情，回顧自己過去有趣的經(jīng)歷，正確運用一般過去時，如：Did you go to the zoo ? No, I didn't. I went to the aquarium.Did you see any animals ?Were there any sharks ?還有單詞如aquarium, gift shop,souvenir等。通過一系列的復(fù)習，學(xué)生以往的漏洞或多或少地被彌補了，然后再把知識點串聯(lián)起來,學(xué)生復(fù)習起來輕松多了，記憶起來簡單多了。
以上是筆者根據(jù)以往的教學(xué)積累闡述有關(guān)中考復(fù)習的點滴體會，由于筆墨的限制，只闡述了三方面的復(fù)習策略，其實其他方面的知識也同樣可以依照這樣的思路去復(fù)習歸納，只要潛心專研，一定會有好的收獲。參考文獻：
[1]中華人民共和國教育部.英語課程標準（實驗）[S].北京：北京師范大學(xué)出版社,2001.
關(guān)鍵詞： 初中英語 情境 交流
情境化課堂是活化教學(xué)資源和優(yōu)化教學(xué)過程的重要方式，能為學(xué)生獲得多樣化感知與真切化理解奠定堅實的基礎(chǔ)。創(chuàng)設(shè)自由情境，使得學(xué)生在開放化背景下，主動探知英語和積極表達交流。創(chuàng)設(shè)自由情境，激活學(xué)生的英語學(xué)習內(nèi)在動力，便于他們在主動表達的過程中形成正確的語言感知，幫助學(xué)生提高英語表達綜合運用能力。學(xué)生獨立自主表達英語，使得他們的思維在相互討論交流的過程中不斷激活，提高語言表達的準確性和綜合性。
一、創(chuàng)設(shè)自由閱讀情境，引導(dǎo)大聲朗讀
閱讀是學(xué)生獲得英語知識的重要渠道，也是調(diào)動他們綜合語言學(xué)習感官的重要來源。引導(dǎo)學(xué)生根據(jù)閱讀內(nèi)容進行主動朗讀表達，有效將他們的認知積累主動轉(zhuǎn)化為實踐表達運用。學(xué)生的大聲朗讀，更是他們獲得深刻體驗的必然需要。
創(chuàng)設(shè)自由閱讀的情境，讓學(xué)生在主動閱讀和積極探知的基礎(chǔ)上有針對性地朗讀，有利于他們表達自己的理解感知和真情實感。例如在譯林版八年級下冊Unit 2“Travelling”的Reading A“A trip to Hong Kong”閱讀教學(xué)中，可要求學(xué)生在自主閱讀的基礎(chǔ)上，圍繞文章表達內(nèi)容，就“Hong Kong is a beautiful and special place”和“How do you want to introduce Hong Kong？”等主動朗讀，幫助他們從中找出相關(guān)有效信息。結(jié)合學(xué)生在朗讀中的問題，鼓勵學(xué)生就“What do you read from Hong Kong？”嘗試運用自己的語言進行表述，以此加深理解感知。
通過創(chuàng)設(shè)自由閱讀情境，使得學(xué)生帶著新鮮感主動融入閱讀，通過大聲讀出來加深理解感知。引導(dǎo)學(xué)生嘗試運用文章中的相關(guān)詞匯短語，就閱讀理解感悟主動表達，讓他們做主題演講，最大限度地激活自身的內(nèi)在情感思維。這樣的朗讀與表達，使得學(xué)生在廣泛積累豐富的素材基礎(chǔ)上，主動提出自己的意見，讓他們在隨心所欲的表達中深化理解。
二、創(chuàng)設(shè)和諧互動情境，鼓勵大膽討論
突出英語交際，引導(dǎo)學(xué)生在彼此和諧交流情境中主動表達，讓他們將討論的過程和想法通過自己的語言予以陳述，更能夠吸引他們的學(xué)習注意力。通過和諧互動情境鼓勵學(xué)生不受拘束大膽表達，更能夠使得學(xué)生有全面感知。
學(xué)生在和諧情境中討論，使得他們將自主表達激情主動融入自我表達過程中。如，在八年級下冊Unit 5 “Good manners”的Reading“ When in Rome”教學(xué)中，可將教室布置成羅馬的生活場景，建議學(xué)生就“How much do you know about Rome？”和“How are you going to introduce Rome to your friend？”進行同桌交流，讓學(xué)生根據(jù)自己的語言文化知識積累主動表達。在此基礎(chǔ)上，可為學(xué)生創(chuàng)設(shè)自由表達的良好情境，鼓勵他們就“What do you do when meet others in Rome？”問題進行小組討論，幫助他們根據(jù)文章表述內(nèi)容進行自由討論交流。教師還可要求學(xué)生進行Jenny和Daniel的角色對話，轉(zhuǎn)變表達形式，以情景再現(xiàn)的形式，幫助學(xué)生整體文章，形成全面的認知印象。
指導(dǎo)學(xué)生在群體互動中討論，引導(dǎo)他們自由表達自己的認知思維情感，使得他們的感悟變得更深刻，有利于他們有效展現(xiàn)自己語言學(xué)習認知思維過程。引導(dǎo)學(xué)生針對表達中問題，安排他們就探究的思維想法進行深入交換，幫助他們緊扣中心，自由、自然地表述相關(guān)意見和建議，形成更豐富的語言思維和表達情感。
三、創(chuàng)設(shè)友好對話情境，倡導(dǎo)平等溝通
讓學(xué)生在友好的前提下，主動說出自己的想法，幫助他們在相互平等溝通的基礎(chǔ)上，有針對性地提出觀點，得學(xué)生在主動靠近教師的過程中產(chǎn)生更和諧的認知感。以友好對話情境建構(gòu)為載體，有利于學(xué)生不斷增強主動表達的強烈愿望。
友好對話情境創(chuàng)設(shè)，能夠使得學(xué)生獲得心理上的安全感和滿足感。例如，在八年級上冊Unit5“ Birdwatchers”的Reading“ Birds in Zhalong”教學(xué)中，教師可以平等協(xié)商的口吻，要求學(xué)生就“Why do the birds need place as Zhalong？”和“What do we should do for wild birds？”與教師進行平等溝通，幫助他們在主動說出自己的心中認知中展現(xiàn)學(xué)習思維，使得他們的表達更自然、自信。
教師應(yīng)結(jié)合學(xué)生的學(xué)習不同，多為他們搭建自由展示的平臺，鼓勵他們就自己的疑問主動向教師提問，幫助他們獲得更周全的認知。重視學(xué)生發(fā)展創(chuàng)新，針對學(xué)生的豐富想象思維，嘗試通過形成評價的方式予以引導(dǎo)，鼓勵他們主動向教師提問，形成更和諧、平等的師生關(guān)系。
如上所言，創(chuàng)設(shè)自由和諧的情境，鼓勵學(xué)生在平等友好的環(huán)境中主動表達和大膽交流，使得他們將認知需要主動轉(zhuǎn)變?yōu)榍楦畜w驗。鼓勵學(xué)生自由大膽表達，幫助他們在深入反思和主動交流中展現(xiàn)才能，更能夠提升他們的英語表達綜合運用水平。
參考文獻：
[1]教育部.全日制義務(wù)教育英語課程標準（實驗稿）[M].北京師范大學(xué)出版社，211.
[2]王冬永.讓學(xué)生自由、自然、自主地快樂學(xué)習英語[J].文理導(dǎo)航（下旬），2014（10）.
【關(guān)鍵詞】有意義；初中英語；合作；探知
奧蘇貝爾認為有意義的學(xué)習是一種認知心理活動，是由符號所代表的新知識與學(xué)習者認知結(jié)構(gòu)中已有的適當觀念建立非人為的和實質(zhì)性的聯(lián)系。言外之意就是任何知識信息之間的傳輸需要借助一定的媒介進行，需要通過一定的合作探知進行深入融合，以此來建構(gòu)彼此之間的有機聯(lián)系。結(jié)合學(xué)生英語學(xué)習認知規(guī)律，從語言表達和合作探究的角度引導(dǎo)學(xué)生建構(gòu)新知識，更能使得學(xué)生有豐富感知，便于他們在相互探知的過程中產(chǎn)生過共鳴與收獲，提高英語表達準確性和地道性。
一、與教材對話，發(fā)現(xiàn)新鮮點
英語作為交際性語言，其表達的語意則是其中最為關(guān)鍵的要素。學(xué)生獲得的語意大多來源于教材文本，于是與教材進行深度對話，了解作者、編者、角色等不同認知心理則是學(xué)生不可缺少的重要環(huán)節(jié)。引導(dǎo)學(xué)生與教材進行對話，摸清表達思維，對培養(yǎng)他們的自主探究好奇心起到一定作用。
帶著好奇與教材對話，更能使得文本富有趣味。如，在譯林版八年級英語下冊Unit 4 A good read的“Reading Gulliver in Lilliput”教學(xué)中，圍繞《格列佛游記》中的相關(guān)有趣事例，不妨建議學(xué)生發(fā)揮想象思維：If you were in Lilliput， what would you like to do？ 和If you were Gulliver’s friend， what would you like to give some information？以此來幫助學(xué)生找出教材中的相關(guān)信息內(nèi)容。帶著對教材文本的不同理解，學(xué)生除了要關(guān)注其中有趣的情節(jié)外，更多注重語法知識、語句表達等方面的內(nèi)容，讓他們能夠有更多的新發(fā)現(xiàn)。
指導(dǎo)學(xué)生與教材文本進行對話，讓他們在有針對性發(fā)現(xiàn)相關(guān)問題和信息的基礎(chǔ)上獲得更多深度認知，定能使得課程教學(xué)富有趣味性。引導(dǎo)學(xué)生圍繞教材中的相關(guān)知識多做發(fā)散思考，幫助他們從直言碎語中找出相關(guān)信息，更能使的閱讀教學(xué)富有指導(dǎo)性。
二、與同伴討論，交流不同點
關(guān)注學(xué)生的不同意見，鼓勵他們在彼此交流中闡述觀點，更能利于深化認知感悟。指導(dǎo)學(xué)生多與同伴交流，能使得學(xué)生在帶著問題進行深入研究的過程中不斷獲得深厚認知和豐富感知體驗。多給學(xué)生騰出足夠的思考空間，便于他們在主動討論和爭辯的過程中發(fā)現(xiàn)更多有意義內(nèi)容。
與同伴交流過程，就是學(xué)生語言信息不斷集思廣益的過程。如，在八年級下冊Unit 6 International charities的“Reading A An interview with an ORBIS doctor”教學(xué)中，圍繞“Why do the poor people need ORBIS doctor？”和“How much do you know about ORBIS doctor？”進行同桌交流，幫助他們在深入理解感知的基礎(chǔ)上獲得更多表達信息內(nèi)容。在此基礎(chǔ)上，可建議學(xué)生就“If you were a reporter， what would you like to interview the ORBIS doctor？”問題，建議他們以小組討論的形式進行交流，幫助他們在實踐中增強認知感悟，積淀深厚知識。
多與同伴交流，能使得學(xué)生在說出自己不同意見和想法的過程中形成主動的沖動，增強他們學(xué)習的積極性和激情。創(chuàng)設(shè)的話題應(yīng)在體現(xiàn)針對性和多樣化的基礎(chǔ)上，能夠給學(xué)生更多的自由選擇機會。多組織學(xué)生進行討論爭辯，幫助他們在梳理歸納相關(guān)知識要點的過程中形成有價值表達信息。
三、與教師切磋，增強自信力
多支持學(xué)生向教師發(fā)難，讓他們在主動抒發(fā)意見的過程中強化認知，更利于他們收獲不一樣的感觸與體驗，讓他們在感受到民主、平等、自由的表達環(huán)境中，大膽說出自己的想法。多尊重學(xué)生的觀點，幫助他們在總結(jié)整理的過程中歸納提煉，形成一定的語言表達素材。
給學(xué)生自由提問的機會，多讓他們就各自的理解主動表達相應(yīng)的想法。如，在八年級英語上冊Unit 5 Wild animal的“Welcome to the unit”教學(xué)中，結(jié)合表達的“How to protect wild animals？”主題，不妨建議學(xué)生主動和教師對話，從環(huán)境保護、生態(tài)文明的角度引導(dǎo)學(xué)生主動提出自己的意見和觀點，幫助他們梳理相應(yīng)的認知體系。
給學(xué)生提供自由傾訴的環(huán)境氛圍，多讓他們結(jié)合自己的認知主動修正不足，利于他們在不斷強化整體理解感知的基礎(chǔ)上開闊視野。關(guān)注學(xué)生的不同觀點，可引導(dǎo)他們就各自的l現(xiàn)多提出獨到見解，幫助學(xué)生在深入闡述中主動表現(xiàn)自己，獲得更多的認知感悟，增強學(xué)習內(nèi)生動力和激情。
總而言之，合作探知是英語教學(xué)的重要組成部分，也是學(xué)生認識英語和溝通交流的重要橋梁。圍繞課程資源豐富、教學(xué)情境深化和過程互動，多從生生、師生的彼此交流中發(fā)現(xiàn)精彩點，定利于課堂教學(xué)更有前置性和有效性，滿足學(xué)生的全面認知發(fā)展需要。
【參考文獻】
[1]教育部.全日制義務(wù)教育英語課程標準（2011）[M].北京師范大學(xué)出版社，2011
