英语辅导资料分析
高三英语复习教案(15篇)

高三英语复习教案(15篇)高三英语复习教案(15篇)教案能够帮助教师提前预测学生可能遇到的问题,并做好解决方案。
下面是小编为大家整理的高三英语复习教案,如果大家喜欢可以分享给身边的朋友。
高三英语复习教案精选篇1一、指导思想根据英语教学规律,以新课程标准为准绳,以《河南省新课程考试说明》为依据,以巩固和落实基础知识为中心,以培养和读写能力为重点,反对低层次的重复操练,代之以阅读能力培养为主线,突破词汇学习,联系学生的实际情况,充分发挥学生潜能,关注学生非智力因素,调动学生学习积极性,扎扎实实抓好双基,通过综合训练,培养学生运用知识的能力,努力提高学生的综合素质和解题技巧,以适应新课标的高考要求。
二、学情分析1、本届学生18个应届班,学生1100多人,学生英语科底子薄,水平参差不齐。
2、新教材的词汇量大,内容多,相对而言高一、高二的教学课时与兄弟学校相比,不多。
加之,教材推进得比较快(尤其是高二),部分学生基础知识掌握得不够好,单词遗忘得很多。
3、学生写作训练不够。
高一、高二两年几乎没有写作训练,而写作在高考中占有很大的比例,但这却是我校学生的薄弱环节。
三、复习计划第一阶段:第一轮复习(20__年8月27日—20__年2月下旬)这一阶段为1~8模块的复习。
第一轮复习的宗旨:以本为本,夯实基础,适度提高能力。
第一轮复习教学以抓“双基”为主,完成知识的原始积累,把模块中的语言知识和语法项目进行比较、重组、总结,努力帮助学生输理知识结构,建立知识网络,掌握基本语法规则,打好扎实的语言基础。
复习时应充分发挥学生的主体作用。
精选一轮复习资料,一单元一案,每单元4x5课时,每周一次拓展练习。
注重阅读训练,2—3篇/日;强化书面表达训练,1篇/周(25分钟左右);书面表达常用的词、短语、句子记录背诵。
每天有一定量的词汇要求学生记忆,保证学生早、晚每次10分钟,重复记忆(要背诵的词、短语、句子列在平时的练习中)。
计划至20__年2月下旬结束第一轮复习。
八年级英语unit 5 if you go to the party, you’ll have a great time考点重点难点详解人教版

八年级英语下周末辅导资料(5)Unit 5 If you go to the party, you’ll have a great time一. 重点单词1. organize 组织2. against prep.反对3. chance n.机会;机遇4. tonight n.今晚,今夜5. window n.窗;窗户6. explain v.解释;说明7. improve v.提高;改进二. 重点词组1.If you go to the party ,you will have a good time .(if引导的条件状语从句,时态是“主将从现”)2.go to the party 去参加聚会3.have a great/good time =have fun = enjoy oneself 玩得高兴,过得愉快4.let sb in 让某人进入5.take away 拿走6.all the time = always 总是,一直7.make a living 谋生8.in order to …为了…9.study for …test 为…考试而学习10.stay at home 呆在家里11.Let’s have/make it …让我们约定在…12.half the class 一半的学生13.end-of-year party 年终晚会14.go to college 上大学15.travel around the world 环游世界16.make a lot of money 赚很多钱17.get an education 受教育18.in fact 事实上19.a professional soccer player 一名职业足球运动员20.play sports for a living 以运动为谋生21.get injured 受伤22.be famous for…因…而出名23.too much+不可数名词/too many+可数名词复数太多的…24.much too +形/副词实在太…25.so much +不可数名词/so many +可数名词复数如此多…三. 重点句子1. I think I’ll ride my bike. If you do, you’ll be late.2. I think I’m going to stay at home. If you do, you’ll be sorry.四. 重点语法: 由if引导的条件状语从句if用做连词时,可以表示“如果;假如”,用来引导一个条件状语从句。
英语句子成分分析资料

第一讲英语句子结构分析教学重点:1:掌握五种基本句型2:了解除Be以外的其他四种系动词。
3:了解接TO和FOR的双宾语的动词有哪些。
4:能够区分双宾语和复合宾语得区别。
句子的划分I. 根据结构划分:①简单句S+V(主+谓)S+V+P(主+谓+表)S+V+O(主+谓+宾)S+V+o+O(主+谓+间宾+直宾)S+V+O+C(主+谓+宾+宾补)②并列句and, but, or③复合句:名词从句(宾,主,表,同)副词从句(状语从句)形容词从句(定语从句)II. 根据功能划分:陈述句疑问句(一般疑问句,特殊疑问句,选择疑问句,反义疑问句,修辞疑问句)祈使句感叹句III. 根据句子成分:单个词汇短语从句一.陈述句(五种句型)1.I am a webaholic.我是一个网虫。
Chatting on the internet is interesting. 我喜欢网上聊天。
2.Internet dating hurts.网恋有害。
3.I like chatting online.我喜欢网上聊天。
4.Chatting on the internet brings me a lot of fun.网上聊天给我带来很多乐趣。
5.We can call internet addicts a webaholic.我们管网上一隐君子叫网虫。
五种句型主语谓语动词I am a webaholic表语1.主+谓+表Chatting on the internet is Interesting表语Internet dating hurts 2.主+谓I like Chatting online宾语3.主+谓+宾Chatting on the internet brings me间接宾语a lot of fun直接宾语4.主+谓+间宾+直宾We can call Internet addicts宾语a webaholic宾语补足语5.主+谓+宾语+宾补I. 常用作连系动词:①变成,变得:become, come, fall, get, go, grow, run, turn口诀:好是come,坏是go;天气、外貌慢慢grow; 流水、金钱缓缓run;颜色、天气大不同turn;Get\ become口语化,如果要说就用它.口诀解读:Come 一般表示事物由坏变好,结果是好的。
小学英语学生辅导分析个案

小学英语学生辅导分析个案
小学英语在学生学习过程中占有重要地位,学生的英语水平直接影响其未来学习发展。
本文以一个实际案例进行分析,讨论如何正确开展小学英语辅导,给出有效的解决方案。
本案例的学生A是一名小学四年级的女孩,本人成绩一直位于班级的中游。
由于上学期疫情的影响,A的英语考试成绩受到很大的影响,满分100分,仅获得60分,远低于其他同学。
针对本案例,应从几个方面进行辅导,首先培养A的学习兴趣。
此次情况表明,A对英语学习没有足够的动力,所以对其英语学习保持兴趣十分重要。
可以采取游戏、竞赛、故事等方式,以娱乐和挑战的形式调动A的积极性,让他对英语学习产生兴趣。
其次,要着重培养A的英语基础知识,这将在后续学习中大有帮助。
可以使用习题巩固A的基础知识,着重培养其词汇、句法、发音等能力,以提高其英语基本水平。
同时,也要让A学习一些英语文化知识,如听歌、看动画片等,让A能更好地了解英语。
比如可以收听英语电台,再让A根据电台内容做一些相关的读写练习,以达到增加英语词汇量的目的。
最后,应积极指导A布置相关的作业,严格检查其作业并对其进行及时的反馈,让A能及时了解当前的学习情况,从而更好地掌握英语知识。
本案例中,正确开展小学英语辅导可以给学生带来很多好处,一方面可以增强学生语言能力,提高他们的学习效率,另一方面可以提
高学生的自信心,让他们能在英语学习中取得更大的进步。
以上是对本案例的辅导分析,希望以此为例,能够引导其他学生及家长正确看待英语学习,真正做到精准辅导,最大化达到学习效果。
英语学习调查数据分析报告(3篇)

第1篇Executive Summary:This report presents a comprehensive analysis of the data collected from an English learning survey conducted among students and professionals in various educational and professional backgrounds. The survey aimed to understand the current trends, challenges, and preferences in English language learning. The report covers key findings, insights, and recommendations based on the data analysis.1. Introduction1.1 Background:The global importance of English as a lingua franca has been increasing over the years. It is not only a language of international communication but also a key to unlocking numerous opportunities in education, business, and personal growth. In order to assess the effectiveness of English language learning programs and to identify areas for improvement, a survey was conducted to gather insights from learners across different demographics.1.2 Objectives:The primary objectives of this survey were to:- Assess the current level of English proficiency among learners.- Identify the most effective learning methods and resources.- Understand the challenges faced by learners in English language acquisition.- Determine the preferred learning environments and schedules.2. Methodology2.1 Survey Design:The survey was designed to be an online questionnaire that could be completed by participants within a short time frame. The surveyconsisted of multiple-choice questions, Likert scale questions, and open-ended questions to gather both quantitative and qualitative data.2.2 Sample:The survey was distributed to a diverse sample of 500 participants, including students (undergraduate and postgraduate), working professionals, and individuals who are self-learners. The participants were from various educational institutions and industries, ensuring a wide range of perspectives.2.3 Data Collection:The survey was conducted over a period of four weeks, and the data were collected using an online survey platform. The responses were anonymized to ensure confidentiality.3. Key Findings3.1 Current Level of English Proficiency:- The majority of participants (70%) reported having basic to intermediate proficiency in English.- 30% of the participants claimed to have advanced proficiency.- 40% of the students mentioned that they are not confident in using English in academic settings.3.2 Most Effective Learning Methods:- Interactive online courses and virtual classrooms were considered the most effective learning methods by 45% of the participants.- 35% preferred traditional classroom-based learning.- 20% found self-study resources and mobile applications to be the most effective.3.3 Challenges in English Language Acquisition:- 60% of the participants reported lack of motivation and consistency as the primary challenges.- 40% mentioned time constraints and lack of access to native speakers as significant barriers.- 30% cited lack of practical application opportunities as a challenge.3.4 Preferred Learning Environments and Schedules:- 50% of the participants preferred flexible learning schedules that allowed them to study at their own pace.- 40% preferred fixed schedules with regular classes.- 10% were open to both options.4. Insights and Recommendations4.1 Insights:- The survey indicates a growing trend towards online learning, especially among younger demographics.- Traditional classroom-based learning still holds significant value, particularly in educational settings.- Learners are seeking a balance between flexibility and structure in their learning experiences.4.2 Recommendations:- Educational institutions and language learning providers should offer a mix of online and traditional classroom-based courses.- Online platforms should focus on creating engaging and interactive content to enhance learner motivation.- Regular feedback and assessment should be provided to learners to track their progress and address their individual needs.- Collaboration with native speakers and industry professionals can provide learners with practical application opportunities.- Learning resources should be made accessible and affordable to cater to a wider audience.5. ConclusionThe English learning survey has provided valuable insights into the current landscape of English language learning. The findings highlight the importance of offering diverse learning options and addressing the challenges faced by learners. By implementing the recommendations outlined in this report, educational institutions and language learning providers can better cater to the needs of their learners and contribute to the global demand for English proficiency.References:- [Insert references to any research articles, books, or other sources used in the report]Appendices:- [Insert any additional tables, charts, or raw data used in the analysis][Note: This is a template for a report and does not contain actual data or survey results. The sections marked with "Insert" should be filled in with relevant information based on the actual survey data.]第2篇Executive Summary:This report presents the findings from an extensive survey conducted to analyze the current trends, challenges, and preferences in English language learning among a diverse group of individuals. The survey was designed to gather insights into various aspects of English learning, including the methods used, the motivations behind learning, the perceived difficulties, and the resources employed. The data collected was analyzed using both quantitative and qualitative methods to provide a comprehensive overview of the English learning landscape.Introduction:English has become the global lingua franca, and the demand for English language proficiency has surged across the world. This report aims to shed light on the factors influencing English language learning, the strategies employed by learners, and the overall effectiveness of different learning approaches. The survey was conducted over a period of three months and included responses from over 5000 participants from various countries, age groups, and educational backgrounds.Methodology:The survey was conducted online using a standardized questionnaire. The questionnaire was designed to collect data on the following aspects:1. Background information (age, gender, educational level, country of residence)2. English learning experience (years of study, previous learning methods)3. Motivations for learning English4. Challenges faced in learning English5. Preferred learning methods and resources6. Perceived effectiveness of different learning approaches7. Language proficiency levelThe data was collected using an online survey platform, and the responses were anonymized to ensure privacy. The data analysis was conducted using statistical software to determine the prevalence of different responses and to identify any patterns or correlations within the data.Findings:1. Demographics of English Learners:- The majority of respondents (60%) were between the ages of 18 and 30.- The highest percentage (40%) of respondents were from Asia,followed by Europe (25%) and North America (15%).- The educational level of respondents was diverse, with 35% being currently enrolled in higher education, 25% being in secondary education, and the remaining being in primary education or having completed their education.2. English Learning Experience:- On average, respondents had been learning English for 5.2 years.- The most common previous learning methods were classroominstruction (85%), self-study (70%), and online courses (60%).3. Motivations for Learning English:- The primary motivation for learning English was for professional development (80%), followed by travel (60%), academic purposes (50%),and cultural interests (40%).4. Challenges Faced in Learning English:- The most significant challenges reported were grammar andvocabulary (80%), pronunciation (70%), and lack of practiceopportunities (60%).- Cultural barriers and lack of confidence were also mentioned as challenges by 35% and 30% of respondents, respectively.5. Preferred Learning Methods and Resources:- The most popular learning methods were self-study (75%), online courses (65%), and classroom instruction (60%).- The most frequently used resources were English learning apps (70%), English movies and TV shows (60%), and online dictionaries (50%).6. Perceived Effectiveness of Different Learning Approaches:- Self-study was perceived as the most effective method by 65% of respondents, followed by online courses (55%) and classroom instruction (45%).- However, 30% of respondents believed that a combination of these methods was the most effective.7. Language Proficiency Level:- The majority of respondents (60%) reported being at an intermediate level of English proficiency, followed by advanced (25%) and beginner (15%).Discussion:The survey results indicate that English language learning is driven primarily by professional and personal development goals. The preference for self-study and online courses suggests a shift towards more flexible and accessible learning options. However, the challenges faced by learners, particularly in grammar, vocabulary, and pronunciation, highlight the need for comprehensive and targeted learning resources.The survey also revealed a significant gap between the perceived effectiveness of different learning methods and the actual level of proficiency achieved. This suggests that while learners may be utilizing a variety of resources, the quality and structure of these resources may need improvement to ensure more effective learning outcomes.Recommendations:Based on the survey findings, the following recommendations are made:1. Develop Comprehensive Learning Resources: Create comprehensive learning materials that address the specific challenges faced by learners, such as grammar, vocabulary, and pronunciation.2. Promote Blended Learning Approaches: Encourage the integration ofself-study, online courses, and classroom instruction to maximize learning outcomes.3. Offer Cultural Exchange Opportunities: Provide opportunities for learners to engage with native speakers and immerse themselves in English-speaking cultures to enhance their language skills and cultural understanding.4. Strengthen Professional Development Programs: Develop professional development programs for educators to ensure they are equipped with the latest teaching methods and resources.5. Monitor and Evaluate Learning Outcomes: Implement regular assessments to monitor the progress of learners and provide feedback to both learners and educators.Conclusion:The English language learning landscape is evolving, and the survey findings provide valuable insights into the current trends and challenges. By addressing the identified needs and implementing the recommended strategies, the English language learning experience can be enhanced, leading to improved proficiency and a more effective global communication environment.References:- (Include relevant references to research articles, books, or reports that support the findings and recommendations in the report.)Appendix:- (Include any additional data, charts, or tables that were used in the analysis but not included in the main body of the report.)第3篇Executive Summary:This report presents the findings from an extensive survey conducted to analyze the current state of English language learning in our region. The survey aimed to gather insights into learners' motivations, preferred learning methods, challenges faced, and future expectations. The data was collected from a diverse group of participants, includingstudents, professionals, and enthusiasts, across various age groups and educational backgrounds. This report provides a comprehensive analysisof the survey results, offering valuable insights for educators, policymakers, and English language learners.1. Introduction1.1 Background:The global importance of English as a lingua franca cannot be overstated. With its role in international communication, business, and education, proficiency in English has become a crucial skill for individuals worldwide. To better understand the English learning landscape in our region, we conducted a comprehensive survey to assess the current trends, preferences, and challenges.1.2 Objectives:The primary objectives of this survey were to:- Identify the motivations behind English language learning.- Assess the preferred learning methods and resources.- Understand the challenges faced by English learners.- Determine the future expectations and goals of English learners.2. Methodology2.1 Sample Population:The survey was conducted among 500 participants, including students (300), professionals (150), and enthusiasts (50). The participants were from various age groups (18-25, 26-35, 36-45, 46-55, and 56+), with diverse educational backgrounds and levels of English proficiency.2.2 Data Collection:The survey was conducted online, using a questionnaire that includedboth closed-ended and open-ended questions. The participants were askedabout their motivations, preferred learning methods, challenges, and future expectations.2.3 Data Analysis:The collected data was analyzed using statistical software to determine the frequency and distribution of responses. Qualitative data was coded and categorized to identify common themes and patterns.3. Findings3.1 Motivations for Learning English:- International Communication: The most common motivation (65%) was to improve international communication skills.- Career Advancement: 45% of participants cited career advancement as a primary reason for learning English.- Education: 30% of participants wanted to enhance their educational opportunities by learning English.3.2 Preferred Learning Methods:- Online Courses: 70% of participants preferred online courses due to flexibility and accessibility.- Private Tutors: 25% preferred private tutoring for personalized learning experiences.- Group Classes: 5% preferred group classes for social interaction and peer learning.3.3 Challenges Faced by English Learners:- Language Acquisition: 40% of participants found it challenging to acquire proper pronunciation and fluency.- Resource Access: 30% reported difficulties in accessing quality learning resources.- Time Management: 25% faced challenges in managing time effectively for English learning.3.4 Future Expectations:- Increased Proficiency: 80% of participants expected to see significant improvement in their English proficiency within the next two years.- Global Opportunities: 65% anticipated enhanced opportunities for international travel and work.- Continuous Learning: 50% expressed a desire for ongoing support and resources to maintain their language skills.4. Discussion4.1 Motivations and Challenges:The survey results indicate a strong correlation between motivations and challenges faced by English learners. The desire for improved international communication and career advancement often leads to the need for language proficiency, which can be challenging to achieve.4.2 Learning Methods and Resources:The preference for online courses highlights the importance of technology in modern English language learning. Access to quality resources is crucial, and online platforms offer a wide range of options for learners.4.3 Future Expectations:The optimistic outlook for future proficiency and opportunities suggests that English learners are committed to their language development and are hopeful about the benefits it will bring.5. Recommendations5.1 For Educators:- Develop interactive and engaging online courses to cater to the preference for online learning.- Provide access to a variety of resources, including pronunciation guides and vocabulary builders.- Offer ongoing support through forums and virtual communities to encourage continuous learning.5.2 For Policymakers:- Invest in technology infrastructure to ensure widespread access to online learning platforms.- Collaborate with educational institutions to integrate English language learning into the curriculum.- Promote international exchange programs to provide practical language learning experiences.5.3 For English Learners:- Set realistic goals and create a structured learning plan.- Utilize technology to supplement traditional learning methods.- Seek opportunities for practical language use, such as language exchange partners or cultural immersion programs.6. ConclusionThis survey provides valuable insights into the English learning landscape in our region. By understanding the motivations, preferences, challenges, and future expectations of English learners, we can develop more effective strategies to support their language development. As the global importance of English continues to grow, it is essential to address the needs of learners and create a supportive environment for their success.References:- [Insert references to any sources used in the report]Appendix:- [Insert survey questionnaire and additional data tables as needed][Note: This report is a fictional example and does not contain real data or references.]。
初中英语质量分析报告

初中英语质量分析报告一、质量分析背景英语是一门国际通用的语言,在全球范围内应用广泛。
对于中国学生来说,掌握英语语言能力非常重要。
本次质量分析报告将针对初中阶段的英语教育进行分析,从课程设置、教学方法、学生学习状况等多个方面进行评估和改进建议,旨在提高初中英语教育质量,培养学生的英语能力。
二、课程设置分析初中英语课程设置内容丰富,包括听、说、读、写等多个方面。
但目前普遍存在以下问题:1.课程内容过于繁重,学生学习负担大。
学生需要掌握的知识点较多,缺乏时间进行深入学习。
2.课程难易度不一,学生学习压力大。
有些学生基础较差,难以跟上教学进度,导致学习动力下降。
改进建议:1.精简课程内容,突出重点和难点。
根据学生的实际情况,可以适当减少一部分知识点,以便学生在有限时间内更好地掌握。
2.加强课程难度控制,满足不同学生的学习需求。
设立不同难度的教学内容,让学生根据自己的实际情况进行选择,以提高学生的学习积极性。
三、教学方法分析目前初中英语教学方法主要以传统的教师讲授为主,学生被动接受教育。
这种教学方法存在以下问题:1.学生参与度低,缺乏主动性和创造力。
教师一言堂,学生缺少互动和讨论的机会,无法积极参与到课堂活动中。
2.学生口语表达能力薄弱。
传统的教学方法注重扫盲式的大量词汇和语法练习,但对于学生的听说能力培养较少,导致学生在实际应用中遇到困难。
改进建议:1.采用多元化教学方法,提高学生的参与度。
可以运用小组合作学习、任务型学习等多种方式,激发学生的主动性和创造力。
2.强化口语训练,培养学生的听说能力。
增加口语练习的时间和机会,让学生更多地进行实际对话和表达,提高语言输出的能力。
四、学生学习状况分析目前初中英语学生普遍存在以下问题:1.学习兴趣不高。
英语课程内容晦涩难懂,缺乏趣味性和实用性,导致学生对英语学习兴趣不高。
2.学习方法不当。
许多学生缺乏良好的学习方法,不会利用有效的学习工具和资源,导致学习效果不佳。
考研英语田静句句真研语法及长难句应试全攻略英语一

这本书的排版也非常精美。字体大小适中,阅读起来非常舒适。同时,书中还 有很多精美的插图和表格,让考生更加容易理解和记忆所学内容。
这本书是一本非常实用的考研英语语法及长难句应试指南。如果你正在备考研 究生英语考试,那么这本书绝对是你不可错过的备考资料。如果你还没有购买 这本书,那么我强烈建议你去购买一本并认真阅读。相信它一定会帮助你更好 地备考研究生英语考试。
精彩摘录
“英语语法是考研英语中的重点,它不仅关系到阅读理解的准确度,还直接影 响着写作水平。”
“长难句是考研英语中的一个难点,但是只要掌握正确的解析方法,攻克它并 不是难事。”
“对于考生来说,阅读理解中的长难句是必须要ቤተ መጻሕፍቲ ባይዱ握的,只有掌握了长难句的 解析技巧,才能更好地理解文章。”
“在写作中,考生需要运用语法和词汇来表达自己的思想,因此掌握正确的语 法和词汇是非常重要的。”
《考研英语田静句句真研语法及长难句应试全攻略英语一》是一本非常实用的 参考书籍,其目录清晰明了,内容全面深入。本书适合所有参加考研英语一的 考生使用,通过本书的辅导和学习,考生将能够更加轻松地应对英语考试中的 语法和长难句题目,提高考试成绩。
作者简介
作者简介
这是《考研英语田静句句真研语法及长难句应试全攻略英语一》的读书笔记,暂无该书作者的介 绍。
考研英语田静句句真研语法及长难句 应试全攻略英语一
读书笔记
01 思维导图
03 精彩摘录 05 目录分析
目录
02 内容摘要 04 阅读感受 06 作者简介
思维导图
本书关键字分析思维导图
考研
针对
田静
难句
部分
语法
语言
英语
语法
英语 学生
三年级英语差生辅导记录情况

三年级英语差生辅导记录情况
辅导记录情况:三年级英语差生
学生姓名:小明
年级:三年级
辅导日期:XXXX年XX月XX日 - XXXX年XX月XX日
一、学生情况分析:
小明在英语学科上表现出明显的困难。
他的词汇量有限,语法知识薄弱,阅读能力较差,听力理解也有困难。
他的学习态度认真,但学习方法不当,导致学习效果不佳。
二、辅导目标:
1. 增加词汇量,提高阅读能力。
2. 掌握基本语法知识,提高写作能力。
3. 提升听力理解能力。
4. 增强对英语学习的兴趣和自信心。
三、辅导内容及方法:
1. 词汇学习:采用游戏、图片、实物等多样化的教学方式,增强词汇学习的趣味性,并通过定期的词汇小测验来检验学习成果。
2. 语法知识:选取简单易懂的例句进行讲解,通过模仿造句、编写小短文等形式进行练习,帮助学生理解并运用语法知识。
3. 阅读训练:选择适合小明水平的英文绘本,指导他进行阅读,培养阅读习惯和技巧。
4. 听力理解:利用英语儿歌、故事等素材进行听力训练,通过反复听、跟读等方式提高听力理解能力。
5. 学习态度与习惯:鼓励小明树立正确的学习态度,培养良好的学习习惯,如定期复习、积极参与课堂活动等。
四、辅导效果:
经过一段时间的辅导,小明在词汇量、语法知识、阅读能力和听力理解方面都有了一定的提高。
他的学习兴趣和自信心也有所增强。
下一步,我们将继续关注小明的英语学习进展,为其提供更多帮助和支持。
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英语辅导资料分析一、单词类:这里面的单词书那可真是太多了,最出名的应该是星火系列了,其他当然新东方的核心词汇大家说好像也很好,还有人大出版社谢振元的词汇等。
往往是一个牌子的,比如星火的,就要出版很多种类别的,大本小本都有,这里不再一一列举。
简单说几句题外话,单词辅导书要挑自己喜欢的,适合自己需要的看,不要别人买什么你也跟着买什么,往往买了之后很多人都是在前面几页记来记去的,后面的根本没有看过,挑的时候比如这本恩,包装印刷不错,编写体例也可以,恩,就要这本了,也有的同学喜欢大本的,解析的比较详细,往往还有例句,难点分析什么的;也有的同学喜欢小本的,认为携带方便,心里负担比较轻,先把基本意思掌握了才是硬道理。
这个学要和自己的个人情趣爱好结合起来,还有一点就是记单词一定要有毅力,但是不是你三天两天就能找到成就感的,只有厚积方能薄发。
而且最好是结合阅读来记,否则会非常枯燥无味,对人的考验确实不小。
说句实在的,单词书我也用了不少,最后的单词记得真不咋地,当然通过阅读也记了不少,尤其是有些生词我会多次碰到,我又印象了就想搞清它们的意思。
我就把他们专门摘到笔记本上来记忆。
以后再借助阅读来回忆巩固,也算记住了不少把,当然总量也没有测过,应该和大纲要求的还是有不小差距的。
这个心里还是很清楚地,呵呵,我是吃够了单词的苦了,好在阅读理解能力还不错,弥补了一下。
补充:单词类图书我还是选择了星火系列的《巧记·速记·精练》。
确实如wangliu师兄所言,背单词要选择适合自己的书籍。
我从高中开始用《巧记·速记·精练》记忆四级单词,之后六级单词也用的这个系列,当我去买考研书时几乎没有犹豫就选定了这本。
另外,如果你还没有掌握一种好的背单词的科学方法的话,那我推荐新东方冲刺班录音里面的词汇部分(网上有下,不用我教你怎么去找吧,都信息时代了^_^),里面介绍了集中方法都很实用的。
还有,强调一点,背单词是为了阅读,阅读反过来能加强背单词的效果,两者应该结合起来。
二、阅读类:这个尤其需要大家注意的是现在冒牌图书非常多,市面上100篇,120篇,160篇,180篇,200篇,220篇(还有个双博士也给自己的阅读书起个名字叫220篇,殊不知人家220篇都出了名的时候它还在娘胎里酝酿呢,看到人家这么风光,不顾自己发育不完全就提早出来了,先天性不良的能是好东西么?),250篇,280篇都有,一定要看清作者,以免上当,280篇好像是王常喜的,他的考研书非常不推荐,其考研系列书籍非常垃圾,敬请辨别!1清华吴咏麟《阅读理解100篇》名气应该是和《220篇》齐名的两大王牌阅读图书了。
虽然吴咏麟老先生已经西去,不过那出版社为了好卖(只有活人才可以把书年年更新),硬是把以前标在名字上的方框给去掉了,年年都有最新版,其实基本没变化,虽然包装越来越豪华,我用这本书是很复杂的感觉,全文翻译翻的很僵硬,题目解析的也是难以接受,居然还有政治题材的文章,考研从来不考这类题材的文章的,虽然我也用,但是最终的感觉却是说不清好在哪里,呵呵,当然推荐的人还是相当多的,可能是不适合我自己把,呵呵,见仁见智了。
2 石春祯《220篇》这本最近2年也是换汤不换药了,05,04版的区别就是文章排列顺序改变了一下,我还以为他更新了呢,谁知道他思维更新了,大脑更新为不做更新文章的打算了!估计今年也不大变化了,这本书还是不错的,大家说的比较多的就是这本书的题目好像非常简单,据说有的甚至不看文章都可以做对题目。
其实用这本书(用其他阅读书也是如此)不要在意题目,甚至你可以不做,也没有多大关系的,重要的是把文章弄懂,220篇的文章还是很不错的,文章还有难句的结构拆分,分析和翻译,相当于考试虫系列的难句过关,呵呵,同时也可以在读文章的同时学单词,220篇前面部分解析详尽的可以精读,争取弄懂每一句,做阅读练得是理解能力,不是做题目能力。
可以这么说,你找遍市面所有辅导书的题目,发现和真题也相差十万八千里,根本没法比。
所以千万别委屈自己,陷入正确率的泥淖,如果你做这些辅导书都正确了,对你做真题就会形成不好的思维导向作用了哦,呵呵,那才是麻烦的事情呢,在做真题之前对所有的习题应一笑了之。
搞懂文章才是王道!!!补充:由于自己的英语底子还行,所以阅读类的书做得并不多,选做了《220篇》的八九个单元,感觉还是挺不错的。
文章好,没话说(要练习解答能力的话也不是前期的工作,前期还是应该把精力放在搞懂每一个单词、句子上);新题型的练习质量也很高(针对06版,以前的版本没有新题型的题目)。
推荐前期使用。
3 人大张锦芯《200篇》(2005版)看到网上评论说这个也不错,KAOY AN版上也有同学使用的,就是反馈意见不是很多,自己扉页上的说明好像也说得自己天花乱坠的,说是历年畅销经典版本云云,没用过,不好评论。
补充:据师兄师姐说前面的阅读理解过于简单,所以没有使用。
但它后面讲解新题型和阅读理解答题方法的部分不得不赞!!!尤其是讲解新题型选择填空的部分,可以说鞭辟入里、入木三分,让人受益匪浅。
如果你身边有同学买了的话,可以借来看一看。
4 考试虫《难句过关》这本书反响也不错,不少同学推荐,阅读难的地方就是一些长句,用一些复合结构,插入语一忽悠,你就不知道主次,分不清具体的成分了,这本书就是拆分长难句,把句子结构一点一点分给你看,配上翻译,个人感觉还是比较有用的,因为我做220篇的时候220篇里面就有文章长难句的解析,和这个如出一辙,不妨先去书店看看感觉再说当然你如果用了220篇,这本书是没必要买了。
补充:个人不推荐这本书。
由于都是单个单个的句子,而且都比较长、难,看起来很枯燥乏味,使用效果并不是很好。
还是建议选择选录整篇文章的阅读书籍进行训练。
第一遍做题时模拟考试时的情形一气呵成做完后对答案;第二遍精读,弄懂每个长难句(象220篇长难句都是标出来了的)并翻译。
这样做下来的效果绝对不差。
5 新东方胡敏《阅读理解高分宝典》(2005版)讲解阅读理解解题方法的绝对好书,可惜自从胡敏单飞以后已经绝版。
但网络上可以下载到胡敏关于阅读的十二个原则吧,看看,理清做题思路。
6 考试虫的英语阅读专项突破好像比较新,去年才出的,用过的同学有反映还可以的,但是毕竟新出,自己没有用过,不大好下结论,只好一带而过了。
7 曹其军的《阅读理解高分突破》和《阅读理解step by step》说句实在话,老曹的书也还可以,尽管他的书名气不是很大,如果你在100篇和220篇已经有了一本做完了还需要加强的话,可以考虑这个,解析的比较详细。
我只用过step by step,感觉还可以,换换口味啊。
8 新东方系列的阅读图书新东方的胡敏现在由于某种原因现在拉了一伙人出来单干了,成立了一个新的英语培训机构——新航道。
现在的书都是打上新航道的logo,今年出版的阅读类好像是什么阅读理解精读200篇(前段时间路过书店看到的),虽然新东方系列以往的阅读名气还可以,但是现在是新生事物,不好评价。
总结:其他还有很多不再说了,做阅读首选就是100篇和220篇,这是第一梯队。
补充:翻译类:新东方唐静《考研英语拆分与组合翻译法》。
基础好的话不需要单独训练翻译,而且这本书写得也很一般。
算是我白买了……新题型类:新东方《2006考研英语新题型快速突破》。
绝对的烂书,一群匿名作者打上新东方的旗号出书。
最令人寒心的是我做完了这本书,浪费了不少时间却鲜有提高。
但从我们这一届来看,新题型参考书方面确实缺少上乘之作,有待今后的出版社在现有的基础上再好好改进。
倒是毕金献、张剑等人各自出的模拟卷里的新题型题目都还不错,值得做一做。
三、作文类:作文的辅导书还真不好找,反响比较好的应该是新东方的作文和考试虫的万能作文了吧,新东方的作文好像是大家都推荐的,不过去年玉泉这边很早就没有货了,我也一直到没有买到(不知道是不是由于胡敏另立门户而涉及版权的缘故)。
今年好像新航道的作文已经出来了。
大家可以去书店看看,当然也欢迎今年用过得同学去书店看看比较一下,看正宗否,帮助师弟师妹,反正也花不了多少时间的。
说到万能作文了,尽管有人说万能作文里面的套套架子,考试时候大家都用,老师一看就烦了,纯属雷同啊。
但是也没办法,作文历来是一个老大难的问题,要么不知道怎么写;要么写出来的和高中生差不多,没什么技术含量。
我个人的建议是多背点好文章和优秀的应付考试的句子,文章么,大家推荐的就是新概念的课文了,很不错。
多背点例句,一些经典例句阿,经典框架阿,什么的,而且要有技术含量。
比如看图作文把,尽量不要第一句就是As can be seen from the picture 太俗了,换点别的(当然用也是可以的,不是不行,我说的是你想来点新意的话),比如,In the illustration provided,……或者What a thought-provoking picture it is !都可以啊(我举的例子也可能很俗,呵呵,尽量别用大家用滥的就好,扯远了啊,这个应该以后再说。
补充:作文方面我选择了以下两套书籍:新东方王江涛《考研英语高分写作新题型》、06胡敏作文加汪海涛最终版(打印稿,下载于沪江论坛),以及新东方的冲刺班录音(下载于沪江论坛)的作文部分。
王江涛的《考研英语高分写作新题型》,可谓中规中矩,没有特别出彩的地方,对于一般的应试、甚至是提高日常书面交流水平的目的,已经能够较好的满足要求了。
后面的两套资料《06胡敏作文加汪海涛最终版》以及新东方的冲刺班录音,对于考研人来说就显得非同寻常了,前者浓缩了两代新东方作文辅导大师的心血,后者更是交给了我很多作文时的技巧以及应该遵守的原则,使用之后可以说大大增加了我在作文方面拿高分的信心,师弟师妹们不能错过。
四、真题类:1 考研命题研究组《历年考研英语真题解析及复习思路》(原人大版)这本书真是经典的没话说了,市面上最好的真题解析书籍,绝对不带夸张成分。
而且经过多方考证实际上是由前任命题组几位老师共同出的,去年很早就断货没得买了,学校内书店根本就没有见到几本,如果去几大知名的考研论坛,提到这本书没有一个人的评价说市面上还可以买到比这本更好的,呵呵,可惜不知道今年会不会出来,个中原因三言两语很难解释清楚,总之这本书是吐血推荐的。
注意是10年真题解析,不要仅仅看人大社,人大社还有其他系列的英语真题解析书籍呢,如果发现有人卖2手的劝你立即抢购,哈哈,后悔了我bg 你。
补充:使用率应该超过80%了,经典,必备!2 考试虫系列的硕士研究生入学考试英语真题解析这个估计是大家用的相当多的真题解析书籍了,时间比较久了,也算是一个不错的牌子了,我室友用的这本(虽然到了后期,周围同学每个人都想借我的人大十年真题解析看),文章翻译,答案解析什么都不错,而且体例是前面是套题的形势,方便你自测,后面是详细的解答,就可以买到的真题解析书籍,这本也是相当不错的了。