宁波效实中学英语高复习策略.ppt

1、宁波效实中学英语高考复习策略朱旭彬朱旭彬April2,2015CONTENTS一、效实中学英语课程目标与结构一、效实中学英语课程目标与结构二、英语语言技能培养形式与辅助二、英语语言技能培养形式与辅助材料三年规划材料三年规划三、高考复习策略三、高考复习策略总目标：总目标：培养学生较强的综合语言运用能力，特培养学生较强的综合语言运用能力，特别是英语口语能力；培养学生的评判性阅别是英语口语能力；培养学生的评判性阅读与思维能力；培养学生平等包容的文化读与思维能力；培养学生平等包容的文化观（能对本国与他国的文化现象进行反思观（能对本国与他国的文化现象进行反思与客观的评价，取长补短）。与客观的评价，取长补

2、短）。一、效实中学英语课程目标与结构一、效实中学英语课程目标与结构二、英语语言技能培养形式与辅助材料三年规划二、英语语言技能培养形式与辅助材料三年规划听听说说读读写写考试考试高一高一走遍美国、大学英语听力2/3对话、汇报、演讲苏版牛津英语典范英语9单元写作、周记、文学评论学业水平考试：高二上、高二下听力考试：高二下、高三上2017新高新高考以考以6月月为重点为重点高二高二高考听力演讲、辩论、面试同上文学评论、体裁写作高三高三高考听力面试同上、新概念英语3高考写作Romewasnotbuiltinaday!高一抓基础，提兴趣；高一抓基础，提兴趣；高二优技能，促思维；高二优技能，促思维；高三提升、

3、备考！高三提升、备考！三、高考复习策略三、高考复习策略（一）复习原则（一）复习原则1.基础基础+拓展拓展2.测试难度：高考测试难度：高考+（略高于高考）（略高于高考）1.基础基础+拓展拓展（重词汇（重词汇+重读写）重读写）新课标英语词汇3年高考2年模拟词汇复习34年高考真题自编语法复习资料（不断更新）精选20套模拟题（不断更新）2.测试难度：高考测试难度：高考+（略高于高考）（略高于高考）（应根据各校学生的水平而定。）（应根据各校学生的水平而定。）（二）考试研究（二）考试研究1、完形填空研究、完形填空研究2、阅读理解研究、阅读理解研究3、短文改错研究、短文改错研究4、书面表达研究、书面表达研究

4、Cloze考什么？考什么？Collocations(词的层面）Sentencestructures（句的层面）Asenseofcontextorcoherence(篇章层面）（依据“格式塔”的阅读惯性理论，测试语言连贯理解的能力）1、完形研究（摘自赵伐教授讲座）Cloze练习题的选择练习题的选择文体：记叙文、说明文、文体：记叙文、说明文、夹叙夹议夹叙夹议、应用文等、应用文等内容：学生所熟悉或感兴趣的；内容：学生所熟悉或感兴趣的；长度：符合教学要求和考试时间要求（长度：符合教学要求和考试时间要求（250350）难度：词汇和句子结构基本符合大纲要求难度：词汇和句子结构基本符合大纲要求设空：符合规范

5、设空：符合规范干扰项干扰项考察重点：语篇连贯感而非语法考察重点：语篇连贯感而非语法题眼设置题眼设置较较均匀，能全面测试语篇主要和核心信息均匀，能全面测试语篇主要和核心信息，关，关注实词注实词；题眼题眼可分为可分为“句际句际”和和“句内句内”的的，分，分“语法语法”和和“词词汇汇”，又可分为，又可分为“实词实词”和和“虚词虚词”；首句不设题眼，为理解提供一个前提和首句不设题眼，为理解提供一个前提和“起点起点”；首句；首句须有足够的背景信息；须有足够的背景信息；最后一句一般不设题眼；最后一句一般不设题眼；为保证逻辑上的衔接不被过分破坏，题眼之间不宜过紧，为保证逻辑上的衔接不被过分破坏，题眼之间不宜

6、过紧，至少应相隔一个至少应相隔一个“意群意群”通常不少于通常不少于5-7个单词；个单词；“句际句际”类、语法类、虚词类的题眼应类、语法类、虚词类的题眼应有一定比列有一定比列。语法（虚词）类语法（虚词）类主要是指关联词主要是指关联词不宜连续出现，不宜连续出现，否则可能造成逻辑关系过分断裂；否则可能造成逻辑关系过分断裂；原则上一个句子中不能超过两个题眼，否则可能造成逻原则上一个句子中不能超过两个题眼，否则可能造成逻辑关系过分断裂；辑关系过分断裂；题眼应以单词或固定词组为单位，后者比例应尽量降低。题眼应以单词或固定词组为单位，后者比例应尽量降低。设置干扰项设置干扰项干扰项是教师考查、鉴别学生对某些知

7、识点和干扰项是教师考查、鉴别学生对某些知识点和能力掌握情况的手段，应有的放矢地设置；能力掌握情况的手段，应有的放矢地设置；干扰项应为同类，实词类应取同义词、近义词、干扰项应为同类，实词类应取同义词、近义词、形近词；虚词类应取同种词性，用法接近，或形近词；虚词类应取同种词性，用法接近，或是其它具有可比性的选项；是其它具有可比性的选项；各选项词汇级别应接近，词义方向基本相同各选项词汇级别应接近，词义方向基本相同必要时可用必要时可用“两反两正两反两正”，原则上不能出现，原则上不能出现“三反一正三反一正”或或“三正一反三正一反”的情况的情况；干扰项应该是语法结构正确、但在语义、逻辑干扰项应该是语法结构

8、正确、但在语义、逻辑上是错误的选择，不能让学生单凭语法就判断上是错误的选择，不能让学生单凭语法就判断其正误，而应让其根据上下文来进行判断。其正误，而应让其根据上下文来进行判断。篇章逻辑(Text-levelCoherence)IhadworriedmyselfsickoverSimonsmothercomingtoseeme.Iwasanewteacher,andIgavehonestaccountofthestudentswork.Ittaughtmethemostvaluablelessonovertheyearsofmyteachingcareer,andImthankfulthatit

9、cameearlyandpositively2014浙江卷出题常常在最前面或最后面！出题常常在最前面或最后面！句内连贯（句内连贯（Intra-sententialcoherence）例子：TherearemanyshopsinSingaporewherecustomersstillbargain,althoughpricesareclearlyshownonthegoods.Ishouldhaveknownit:Thetaskissimplytoodifficult.AlthoughIlovemylife,ithasntbeenalotoffunasIvebeenillfor28years.M

10、usichasalwaysbeenagreatloveofmineand,inmy20s,whenmysicknesswasmoremanageable,Ienjoyedtenyearsasaprofessionalsingerinrestaurants,playingandsingingfolksongs.（浙江2011年高考）找到另一条腿！找到另一条腿！句际连贯（句际连贯（Inter-sententialcoherence）例子：Findingtherightgadgetwasarealhassle.Ifinallysettledwithadigitalcamera.Iveforgotte

11、nwhatItoldhimthatnight.ButIdorememberwatchinghimputsomebutteronthatbread.Twoyearsago,IdecidedthatIwouldneedtohavesomekindofextraworktomakeupformydisabilitypension.AsIneededtosleepintheafternoons,Iwaslimitedinmychoices.（浙江2011年高考）Isat,stunned(惊呆了),forabouthalfanhour,wonderingwhathadjusthappened.Howdi

12、dImakesuchalife-changingdifferencetothatboywithoutevenknowingit?WhatIfinallycametorememberwasoneday,severalmonthsbefore,whensomestudentsweregivingreportsinthefrontoftheclass,Jeannespokequietly,andtoencouragehertoraisehervoice,Ihadsaid,“Speakup.Simonstheexpertonthis.Heistheonlyoneyouhavetoconvince,an

13、dhecanthearyouinthebackoftheroom.”Eg.句内+句际题眼在哪里？Referencing（指代）Substitution（替代）Conjunction（连接）Transition（过渡）Itsasadandfamiliarvoicethatweoftenhearinbigcities:“Canyousparesomechange?”Usually,whenfacedwiththatparticularquestion,IhavefeelingsofguiltifIpassbywithoutgivingacoinortwo.（Referencing;Grammati

14、calcohesion)Thankinghim,ImadeatimewithhimtolistentoallthesongsandchoosetheonesthatIcouldsing.Ihavecomefullcirclewithhishelp.(Substitution)Unfortunatelythatwasyearsagoandtimeshavechanged.NowIlivewithmymotheronacountryfarm.(Transition)Onthewaytoschool,shelookedinside.Shehopedthatanewlunchbagmeantsomet

15、hingnewforlunch,butshefoundthesamelunchasalwaysasandwich.(Conjunction)BarbaraWindsor,chairmanofthePerformingArtSociety,said,“IftheyhavetoteartheSecombedown,itwouldbeawasteofagoodtheatre.Everytownneedsaheart.”(substitution)Thelandslidedestroyedtwoclassroomsandcausedheavydamagetosixothers.（substitutio

16、n)Allthestudentsandteachersrantotheopenareathathadbeensetasideasanemergencygatheringpoint.Justthen,theyheardscreamsasthehugerockrolleddownthehill,bringingsand,rockandmud.(transition)如何提高学生的语篇连贯感？把握文体把握文体Narration,Reflectivenarration关注实词，如名词、动词、形容词、副词等，尤其是关注实词，如名词、动词、形容词、副词等，尤其是主位的名词和动词，是骨架，表意义、主旨；形容

17、词主位的名词和动词，是骨架，表意义、主旨；形容词和副词是血肉，表态度、气氛、情绪；学会通过实词和副词是血肉，表态度、气氛、情绪；学会通过实词把握全篇要义把握全篇要义;培养学生的语篇衔接能力：掌握培养学生的语篇衔接能力：掌握Referencing,substitution,Conjunction,Transition,Implication,Inferencing,Ellipsis等语篇连贯手段等语篇连贯手段，题眼往往就在于此。题眼往往就在于此。2、阅读研究（摘自赵伐教授讲座）读大意、读结构、读语气、读大意、读结构、读语气、读态度、读言外之意读态度、读言外之意谈阅读理解的五类难题谈阅读理解的五类

18、难题 Read for Gist,Structure,Tone,Voice and ImplicationReadforGistWhereisthegist？（主旨（主旨要义在哪里？）要义在哪里？）1）文章第一文章第一句或句或段落；段落；2）每一段的主题句；）每一段的主题句；3）文章的字里行间文章的字里行间。这类试题考查考生略读文章、领会大意的能力，这类试题考查考生略读文章、领会大意的能力，对考生的归纳、概括能力有一定要求。对考生的归纳、概括能力有一定要求。ReadforStructureRecognizethestructureofatext!(理解文章的基本结构)关于结构：1）段落与篇章的

19、启、承、转、合；）段落与篇章的启、承、转、合；2）句与句、段与段之间的逻辑关系句与句、段与段之间的逻辑关系（如（如文中某一段落的作文中某一段落的作用或某些词语之间的指代关系用或某些词语之间的指代关系等）。等）。段落的启承转合Maniscloselyrelatedtotheenvironment.（启）Ourenvironmentprovidesmanwithfreshairtobreathe,cleanwatertodrink,variousvegetablestoeatandfertilesoilinwhichtoplant.（承）Mancouldhardlysurviveifhecould

20、ntgetthenecessitiesheneededfromtheenvironment.（承）Evenwhenhesleeps,heneedsquietsurroundings.（承）Soagoodenvironmentisessentialtomanslife.（合）语篇的启承转合引言段（启和承）Maniscloselyrelatedtotheenvironment.Ourenvironmentprovidesmanwithfreshairtobreathe,cleanwatertodrink,variousvegetablestoeatandfertilesoilinwhichtopl

21、ant.Mancouldhardlysurviveifhecouldntgetthenecessitiesheneededfromtheenvironment.Evenwhenhesleeps,heneedsquietsurroundings.Soagoodenvironmentisessentialtomanslife.推展段（转）However,ourenvironmentisfacedwithmanydangers.Itisseriouslypollutedbychemicalwastesfromfactoriesandsewageinthecity.Farmlandisalsoover

22、workedandhaslostitsfertility.Someevenhavebecomesandy.Moreover,treesarebeingcutdown,thusalargescaleofforestsspeciesofplantsandanimalsaredisappearingfromtheearth.Thebalanceofnatureisbeingdestroyed.结论段（合）Effectivemeasuresmustbetakentoprotectourenvironment.Lawsmustbepassedtoprohibitfactoriesfromemitting

23、wastedgasesandreleasingwaterbeforetheyarepurified.Moreover,peopleshouldbeforbiddentothrowawayrubbishwheneverandwherevertheylike.Andrareanimalsmustbewellpreserved.Finally,newmodelsofvehiclesshouldbeinvented,whichgiveofffewerexhaustedfumesandlessnoisethantheoldones.Onlyinthiswaycanmanhaveapleasantenvi

24、ronmenttolivein.段与段之间的逻辑关系InancientEgypt,thepharaoh(法老)treatedthepoormessagerunnerlikeaprincewhenhearrivedatthepalace,ifhebroughtgoodnews.However,iftheexhaustedrunnerhadthemisfortunetobringthepharaohunhappynews,hisheadwascutoff.Shadesofthatspiritspreadovertodaysconversations.OnceafriendandIpackedups

25、omepeanutbutterandsandwichesforanouting.Aswewalkedlight-heartedlyoutthedoor,picnicbasketinhand,asmilingneighborlookedupattheskyandsaid,“Ohboy,baddayforapicnic.Theweathermansaysitsgoingtorain.”Iwantedtostrikehimonthefacewiththepeanutbutterandsandwiches.Notforhisstupidweatherreport,forhissmile.Several

26、monthsagoIwasracingtocatchabus.AsIbreathlesslyputmyhandfulofcashacrosstheGreyhoundcounter,thesalesagentsaidwithabroadsmile,“Ohthatbusleftfiveminutesago.”Dreamsofhead-cutting!Itsnotthenewsthatmakessomeoneangry.Itstheunsympatheticattitudewithwhichitsdelivered.Everyonemustgivebadnewsfromtimetotime,andw

27、inningprofessionalsdoitwiththeproperattitude.Adoctoradvisingapatientthatsheneedsanoperationdoesitinacaringway.Abossinforminganemployeehedidntgetthejobtakesonasympathetictone.Bigwinnersknow,whendeliveringanybadnews,theyshouldsharethefeelingofthereceiver.Unfortunately,manypeoplearenotawareofthis.Wheny

28、ouretiredfromalongflight,hasahotelclerkcheerfullysaidthatyourroomisntreadyyet?Whenyouhadyourheartsetonthetoastbeef,hasyourwaitermerrilytoldyouthathejustservedthelastpiece?Itmakesyouastravelerordinerwanttolandyourfistrightontheirunsympatheticfaces.Hadmyneighbortoldmeoftheupcomingrainstormwithsympathy

29、Iwouldhaveappreciatedhiswarning.HadtheGreyhoundsalesclerksympatheticallyinformedmethatmybushadalreadyleft,Iprobablywouldhavesaid,“Oh,thatsallright.Illcatchthenextone.”Bigwinners,whentheybearbadnews,deliverbombswiththeemotionthebombarded(被轰炸的)personissuretohave.53.InParagraph1,thewritertellsthestory

30、ofthepharaohto_.A.makeacomparisonB.introduceatopicC.describeasceneD.offeranargumentReadforToneandVoice1）作者的语气和态度；）作者的语气和态度；2）人物的语气和态度；）人物的语气和态度；Howtofindtheirtoneandvoice?（语气与（语气与态度态度在在哪儿？）哪儿？）1）关注形容词、副词、情态动词、虚拟语气、带有）关注形容词、副词、情态动词、虚拟语气、带有情感色彩的动词和名词；情感色彩的动词和名词；2）关注语气（）关注语气（voice）、转折（）、转折（transition）、

31、比较）、比较（comparison）、对比）、对比（contrast）和修辞手段）和修辞手段,如如夸张夸张（hyperbole）、排比（）、排比（parallelism）、重复）、重复（repetition）、比喻（）、比喻（metaphor）等。）等。FourpeopleinEngland,backin1953,staredatPhoto51.ItwasntmuchapictureshowingablackX.ButthreeofthesepeoplewontheNobelprizeforfiguringoutwhatthephotoreallyshowedtheshapeofDNA.The

32、discoverybroughtfameandfortunetoscientistsJamesWatson,FrancisCrick,andMauriceWilkins.Thefourth,theonewhoactuallymadethepicture,wasleftout.HernamewasRosalindFranklin.“Sheshouldhavebeenupthere,”sayshistorianMaryBowden.“Ifherphotohadntbeenthere,theotherscouldnthavecomeupwiththestructure.”OnereasonFrank

33、linwasmissingwasthatshehaddiedofcancerfouryearsbeforetheNobeldecision.ButnowscholarsdoubtthatFranklinwasnotonlyrobbedofherlifebydiseasebutrobbedofcreditbyhercompetitors.AtCambridgeUniversityinthe1950s,WatsonandCricktriedtomakemodelsbycuttingupshapesofDNAspartsandthenputtingthemtogether.Inthemeantime

34、atKingsCollegeinLondon,FranklinandWilkinsshoneX-raysatthemolecule(分子分子).Theraysproducedpatternsreflectingtheshape.ButWilkinsandFranklinsrelationshipwasalotrockierthanthecelebratedteamworkofWatsonandCrick.WilkinsthoughtFranklinwashiredtobehisassistant.ButthecollegeactuallyemployedhertotakeovertheDNA

35、project.WhatshedidwasproduceX-raypicturesthattoldWatsonandCrickthatoneoftheirearlymodelswasinsideout.Andshewasnotshyaboutsayingso.ThatangeredWatson,whoattackedherinreturn,“Mereinspectionsuggestedthatshewouldnoteasilybend.Clearlyshehadtogoorbeputinherplace.”AsFranklinscompetitors,Wilkins,WatsonandCri

36、ckhadmuchtogainbycuttingheroutofthelittlegroupofresearchers,sayshistorianPninaAbir-Am.In1962attheNobelprizeawardingceremony,Wilkinsthanked13colleaguesbynamebeforehementionedFranklin.Watsonwrotehisbooklaughingather.Crickwrotein1974that“Franklinswasonlytwostepsawayfromthesolution.”No,Franklinwasthesol

37、ution.“ShecontributedmorethananyotherplayertosolvingthestructureofDNA.Shemustbeconsideredaco-discoverer,”Abir-Amsays.ThiswasbackedupbyAaronKlug,whoworkedwithFranklinandlaterwonaNobelPrizehimself.Oncedescribedasthe“DarkLadyofDNA”,Franklinisfinallycomingintothelight.60.WhatisthewritersattitudetowardWi

38、lkins,WatsonandCrick?A.Disapproving.B.Respectful.C.AdmiringD.DoubtfulReadforImplicationHowtoinfer?（如何作出判断和推理？）1）Inferthemeaningofanunknownwordorphrase2)InferthepossibilityofsomethingExample:E-noseWithsomefine-tuning,adevicelikethee-nosecouldonedaybeusedingreenhousestoquicklyspotharmfulbugs,theresear

39、cherssay.Adevicelikethiscouldalsobeusedtoidentifyfruitsthatareperfectlyripeandreadytopickandeat,saysNataliaDudareva,abiochemistatPurdueUniversityinWestLafayette,Ind.whostudiessmellsofflowersandplants.Hopefully,scientistsbelieve,thedevicecouldbringlargebenefitstogreenhousemanagersinthenearfuture.(200

40、9浙江卷阅读C篇)52.Wecaninferfromthelastparagraphthatthee-nose_.A.isunabletotellthesmellofflowersB.isnotyetusedingreenhousesC.isdesignedbyscientistsatPurdueD.ishelpfulinkillingharmfulinsects细节理解题也不能忽视！利用高考阅读材料进行长难句解读练习。干扰项的设置形式形式取自文本、貌似正确；取自文本、貌似正确；长短一致、形式相似；长短一致、形式相似；干净利落、避免提示；干净利落、避免提示；短小精干、简明扼要。短小精干、简明扼

41、要。手段手段张冠李戴张冠李戴偷梁换柱偷梁换柱以偏概全以偏概全夸大、缩小夸大、缩小常识干扰常识干扰高一高二阅读教学中关注微技能培养高一高二阅读教学中关注微技能培养让学生关注、运用文体知识让学生关注、运用文体知识eg.记叙文的记叙文的storyschema新闻体的新闻体的invertedpyramid议论文的议论文的howtopersuade研究报告的要素：研究报告的要素：assumption,purpose,subjects,method,result,conclusionAdviceonreadingpractice:3、改错研究名词名词冠冠 词词形容形容词词副副 词词代代词词主谓主谓一致一致

42、介介词词连连词词动词动词词词 组组时时态态非谓非谓语动语动词词2006122011011200722110111020082121100112009211021012201012102101220111410100122012231011011201323110101120142210210201）强调短文改错的解题规范；）强调短文改错的解题规范；2）让学生用以上图表来检核自己的答案。）让学生用以上图表来检核自己的答案。短文改错有很大的提升空间！4、书面表达研究、书面表达研究1）考试方向（摘自周道义老师讲座内容）20042013书面表达书面表达:从话题和要求，看命题思从话题和要求，看命题思路的

43、延续与变化路的延续与变化2004：写信：推荐英汉/汉英词典还是新华词典？2005：Filmorbook,whichdoyouprefer?2006：生日庆祝方式;你认为怎样庆祝更有意义。2007：你喜欢英语课堂上的授课形式：只用英语，还是英语、汉语兼用?2008:WorkingIndividuallyorWorkinginaTeam-（第一条分界线：以上是（第一条分界线：以上是“二选一”模式）-2009:写一篇新闻报道:StudentVolunteersBroughtSunshinetotheElderly2010：新闻报道：班级“每周之星”StarStudentoftheWeek2011：写

44、信给校长：反映校园中的随意涂写和乱丢垃圾行为。Comment:有趣的话题（有趣的话题（2004-2011）：）：“好好好好学习学习”与与“好好做人好好做人”-（第二条分界线：以下开放性更大）-2012：议论文：“Yourfuturedependsonmanythings,butmostlyonyou.”2013：（叙+议或评）“OneThingImProudof”Comment：2012年书面表达题年书面表达题要求考生针对“英语活动周”活动所撰录的名言佳句（“Yourfuturedependsonmanythings,butmostlyonyou.”），谈谈自己的看法，并举例说明理由。这一命题

45、思路具有里程碑意义：题目更加开放，书面表达能力和思维能力要求明显提高。2014建议信学校图书馆需要购置一批新书，现向学生征求意见。假如你是李越，你认为学校图书馆最需要购置科普类图书（popularsciencebooks）和文学类图书（literarybooks）。请你用英语给图书馆王老师写一封100120词的信，推荐这两类书，并分别说明推荐理由。注意：信的抬头与落款已给出（不计入词数）。DearMr.Wang,_YourssincerelyLiYue回归？One possible student version:DearMr.Wang,Knowingthatourlibraryisgoing

46、tobuybooks,Idliketogivesomesuggestions.Whatweneedmostarepopularsciencebooks.Usuallypopularsciencebooksexplainbasicprinciplesofnatureinasimpleandinterestingway.Theyhelpusunderstandsciencesubjectsbetterandarouseourcuriosityaboutscientificdiscoveries.Inadditiontoreadingforknowledge,wereadforfunandinspi

47、ration.ThatiswhyIrecommendanothercategoryofbooks:literarybooks.Classicworks,writtenbymasters,presentgreatthoughtsthroughfascinatingstoriesandlanguage.Theynotonlyofferusjoyandexcitement,butalsoencourageustothinkcritically.Illbegladifyoucanconsidermyrecommendation.Yourssincerely,LiYue语体语体:formal/infor

48、mal/intendedreader语言技能语言技能内容逻辑内容逻辑思维层次思维层次2）训练策略：）训练策略：限时训练，分类训练；限时训练，分类训练；范例引领，细致评价；范例引领，细致评价；点滴积累，以读促写。点滴积累，以读促写。材料：材料：标准化阅读训练中的美文标准化阅读训练中的美文英语美文英语美文新概念英语新概念英语3部分文章部分文章写作相关话题文章写作相关话题文章学生优秀作品学生优秀作品3）好作文的标准（自定标准）好作文的标准（自定标准）字迹美观，语法正确字迹美观，语法正确开头不俗，结尾精彩开头不俗，结尾精彩选词恰当，句型丰富选词恰当，句型丰富逻辑合理，内涵深刻逻辑合理，内涵深刻简练地道，个性鲜明简练地道，个性鲜明（对优生的要求）（对优生的要求）（三）教师合作（三）教师合作1、选题、选题+出题出题2、备课、备课+议课议课3、mini讲座讲座4、学术阅读、学术阅读5、资源共享、资源共享6、传承改进、传承改进（四）存在的问题（四）存在的问题1、优生培育没有提上议程、优生培育没有提上议程2、对参加自主招生的学生帮助不够、对参加自主招生的学生帮助不够3、复习课的课堂模式较为单调（学生主体性、复习课的课堂模式较为单调（学生主体性体现不够）体现不够）Resources:黄国文语篇分析概要1988其他论文附件Thank You!