ACT语法重点难点解析

ACT语法重点难点解析
ACT语法重点难点解析

ACT语法重点难点解析

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“ACT考试不仅测量考生的分析、解决问题和批判性思维等大学学习所必需的能力,还测试考生对中学知识的掌握程度。”

始于1959年的ACT考试,由美国ACT教育集团主办,它全称是美国大学入学考试(American College Test),被美国所有的四年制大学和学院接受。它的成绩是衡量学生能否接受大学教育的可靠标准,不仅用于大学生招生,也用作许多机构颁发奖学金和决定课程安排的依据。当前,ACT考试与SAT考试是美国最主流的两种大学入学考试,每年分别有超过165万学生报考,学生可以多次报考ACT考试,自主选择最满意的一次成绩申请美国大学。ACT考试不仅测量考生的分析、解决问题和批判性思维等大学学习所必需的能力,还测试考生对中学知识的掌握程度。

一、ACT文章改错重点难点题型分析

从2011年初教授ACT文章改错至今,笔者发现90%的学生会规律性的在以下两种ACT 文章改错题型上出现问题:句子结构题和文章细节题。这两种ACT文章改错题型也是笔者在课上经常跟学生强调的重点题型。接下来细说一下为什么强调这两种题型?

原因一:题型比重大,错误率高

首先来看句子结构题:一套ACT文章真题包含5篇文章,涉及75道题。经过05年—14年将近40套北美真题的题型数据统计,笔者发现每套文章改错题目中单就句子结构题就会出现7—8道左右,与我们熟悉的高频考点中的标点题数量相当,高重复率值得考生重视。另外一个高频考点文章细节题,这种题型的失分率与句子结构题是旗鼓相当的。

原因二:无意识的错

无意识错题跟有意识的错题是相对的。相对于无意识的错题类型,有意识的错题类型相对来说更容易辨别。有意识错题主要是因为知识点缺失导致的错题,比如,标点题。在授课过程中笔者经常会和学生强调,标点知识题其实没有大家想象的那么难。标点题高频考相对固定,分为八种。只要将知识点梳理清楚并牢记,学生在考试中就不会丢分。当然如果ACT 官方扩展标点的考法,那另当别论。经过培训学生在遇到“逗号”这个考点时肯定会严阵以待,从失分率统计数据来看,逗号题错误率就明显降低。此外还有一些有意识的错题,在知识点明确的前提下,提升空间主要在于学生自身的积累,如:词汇题。

无意识的错题是学生经常容易忽略的题型,忽略的原因很简单,“自以为自己会”,但每次总会“马虎”地做错一两道。针对同一种题型的马虎应该是一个小概率事件。可如果频繁的在固定的题型上出错,事实往往没有学生认为的“马虎”这么简单。究其原因是学生做题的思路出现了问题,但是学生往往对于这一点不自知,所以这种题型教师的引导变得极为重要。

二、突破瓶颈的重中之重

学员对课程朴实中又中肯的反馈让我颇感欣慰。他们并没有神话老师的教学结果,也没有夸大自己的聪明才智。在文章改错这个科目里,他们都提到“反复刷题”和“总结错题”,这也是我课上反复强调的一点。学习没有捷径也没有所谓的技巧,踏踏实实,各个击破才是取得高分的硬道理,正所谓“Practice makes perfect.”列举两个2014年学生的典型案例来说明:符同学文章改错:9月:25分;10月:29分;刘同学文章改错:4月:26分;6月:31分;10月:33分。这两位同学都属于强化班后反复认真做题,且耐心总结错题的学生类型。我要强调的是新东方不推崇单纯的题海战术,反之我们相信精讲精练,从量变到质变的蜕变过程。有些同学不免会发出疑问“为什么题做的不少,错题还是那么多?以前做错的题,

做第二遍甚至第三遍的时候还是会错!”这就是因为只运用题海战术但实质上并没有吸取以前做错题的经验教训,所以再错是不可避免的。因此我在课堂中会推荐学生们准备一个错题本,根据题型总结错题。再通过精确的错题分类,学生可以梳理失分点,多出现在哪种题型上,从而分析自己语法知识的薄弱点在哪里,还要思考自己在当时环境下为什么会做错,是何种因素影响了对答案的判断。大量的真题演练和总结错题是一个持久战,许多同学短时间内没有看到明显提分的趋势,就绝望的放弃了,殊不知没坚持就是胜利。有时瓶颈期是很正常的,瓶颈并不代表你不能达到更好的水平,跨越过去就是量的积累,质的飞跃。在多年授课经验中,笔者也发现有充足备考时间搭配大量的英文阅读无疑是ACT考试的制胜法宝。

三、学习动机的重要性

无目标的努力,如在黑暗中远征。我在语法的第一堂课就会先给学生制定短期文章改错目标分数,26—27分(正确率84%左右),目标分数会根据班级学生英文水平有所调节。文章改错能达到26分或27分这样一个分数,统计数据表明,其中绝大部分学生的ACT总分最终会达到28分到29分或者更高。这样的分数既让计划终极总分30分的同学看到了一线希望,又会让那些想申请排名50左右的学生不至于太绝望。正所谓学习动机不能过高,否则会增强学生挫败感;又不能太低,否则会削弱学习的积极性。最重要的是目标设定要具体可操作,26分到27分的文章改错分数通过容错率表格的换算,细化到一篇文章大概错三道题。经过课程中知识点的细化,让学生们有目标,有方法,有坚持地去执行,取得高分实际上是水到渠成。

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