一堂试卷评讲课

尹甜甜

从去年，江苏省就强有力地推行素质教育，学生们在校学习的时间大大减少。老师，尤其是高三的老师觉得授课时间减少，学生觉得巩固的时间全无。为了能够在有限的时间内完成教学任务，老师们无奈地减去了教学中的很多环节。单词不默了，试卷不讲了。在我看来，这种只追求数量不求质量的方法并不可取。“巩固”这个环节在英语教学中必不可缺。我们老师如何能够完成巩固，做好试卷评讲呢？

一、精心备课

备课，不仅是备考点，而且还要备学生，备教学设计，备课堂艺术。老师的课堂艺术即艺术感染力。一个笑话，一句幽默的话，一个滑稽的即兴表演，既会给学生留下很深的印象，又使学生在艺术感染中潜移默化地掌握知识。

二、授之以渔

师者，传道授业解惑也。教师的工作不是单纯地告诉学生题目的答案，而是要教会学生各种解题方法。这里笔者以单选题和任务型阅读的做题方法为例进行讲解。

It was ____ the old clock that the old man spent the whole morning at home.

A. repair B. repairing

C. to repair D. in repair

题干以省略句、疑问句、被动句、倒装句、强调句等形式，避开学生所熟悉的陈述句结构，加大了难度。有时题干较长，加入了从句、插入语等修饰部分，这时我们就需要用还原或化简句子这一技巧。

上题还原为：The old man spent the whole morning ____ the old clock at home.答案显而易见为B。例如：

____ what little Tom said to his mother sounded!

A. What reasonable B. How a reasonable

C. How reasonable D. What a reasonable

感叹句还原为陈述句：What little Tom said to his mother sounded ____.很容易发现sounded之后应接形容词作表语，答案为C。

此外，我列出了任务型阅读总结性词语：

原因:reasons(for)/causes(of) 结果:results/consequences 影响:effects/influences

建议:advice/suggestions/tips观点:opinions/views

措施/解决方式:solutions/measures/steps/ways

优/劣势:advantages/disadvantages类似点/不同点: similarities/differences个人信息：name/age/sex/marriage/nationality/education/career/hobbies/personality

目的:purposes/aims 种类:kinds/types/sorts 简介：brief introduction 态度：attitudes(towards) 强项和弱项：strength/weakness总结:conclusion

三、切勿一刀切

在评讲试卷时，大多数老师是从头讲到尾。一堂课下来，老师口干舌燥，学生昏昏欲睡。新的教学形势给我们提出了新的挑战，在授课过程中我们一定要摒弃这种做法。在试卷评讲时，尤其是客观题，我会把时间和精力集中在正确率较低的题目上。

Meeting my uncle after these years was an unforgettable moment, ____ I will always treasure.

A. that B. one C. it D. what

这是一道易错题。主要是考查代词one的用法以及it/one/that 的区别。在讲这道题时，我并没有急于去讲解他们之间的区别，而是举了这样几个例子：

①I prefer a flat in Inverness to ____ in Perth, because I want to live near my mom's.

A. one B. that C. it D. this

②I'm moving to the countryside because the air there is much fresher than ____ in the city.

A. ones B. one C. that D. those

③“Mom, have you seen my phone?” “____ you bought last week? I'm afraid I haven't seen ____.”

A. The one; it B. The one; one

C. One; it D. One; one

one/it/that 这三个貌似用法相同的词引起了学生的好奇心，他们纷纷发言。通过讨论，同学们得出了答案A, C, A。在对待这一语法现象时，我并没有按照传统的语法教学，先向学生讲授其区别，而是通过习题对照，得出结论。因为在新课标指导下，教师在语法教学时应该让学生在无意识中学习、接受和掌握语法，即让学生先接触含有某一语法规则的语言材料，并模仿和套用一些句式，大量操练，形成初步印象，引导学生观察这一语法特点和使用规则，让学生在不知不觉中感悟到语法，然后和学生一起进行归纳、总结，进而让学生进一步掌握语法。

one/it/that/those 的用法如下：

1.it和that都可替代the+单数名词（可数或不可数），表特指。it指前面提到的“同一”事物；that指前面提到的“同类”事物。

2.one替代a+单数可数名词，表泛指；特指的the one相当于that, the one复数形式the ones,口语中常用those代替，当后面有of的短语时，一般用that或those,当有前置修饰语时，只能用one(s), 如the red one, one(s), the one(s), those, that都是替代“同类”事物，其中只有that可替代不可数名词。

在归纳完这一语法规则后，我又补充了一些习题：

①The Parker bought a new house but ____ will need a lot of work before they can move in.

A. they B. it C. one D. which

②Few pleasures can equal ____ of a cool drink on a hot day.

A. some B. any C. that D. those

③My most famous relative of all, ____ who really left his mark on America, was Reb Sussel, my great-grandfather.

A. one B. the one C. he D. some

④The coffee tastes better than ____ I had in a coffee house the other day.

A. that B. one C. it D. those

⑤I'd appreciate ____ if you would like to teach me how to use computer.

A. that B. it C. this D. you

其中最后一题考查的是it的用法，我们又借机把it的用法巩固了一下。

一、作代词

1.用作人称代词指代上文提到的事物。例如：

I was disappointed with the film. I had expected it to be much better.

2.指代动物、婴儿或未知的人。例如：Someone is knocking at the door. Go and see who it was.

3.用作非人称代词表示时间、天气、距离等。例如：How far is it from here to the station?

二、作引导词

1.作形式主语，代替由不定式、动名词或从句表示的真正宾语。例如：To enjoy how great it is to be alive, we have to look around to add to life experience.

2.作形式宾语，代替由不定式、动名词或从句表示的真正宾语。例如：Will you see to it that these books can be returned on time?

3.放在情感动词like, love, hate, dislike, appreciate后，后接由when 或if引导的从句。例如：I hate it when people talk with mouthful.

4.用于强调句型，强调主语、宾语或状语。结构：It+is/was+被强调部分+that/who+其他部分。例如：It was in 1979 that I graduated from the university.

讲到这里已差不多到了下课的时间，我挑出阅读理解中两个复杂的长句子作为课后作业让同学们去分析其结构。接着，我用下课前的三分钟对整堂课的知识内容总结了一下，做到温故而知新、融会贯通，从而形成知识点串串烧，看到同学们脸上洋溢着收获的喜悦，我感到无比的欣慰。如果你觉得我的方法不错，不妨也试试。