1. Help students to look upon the test and their marks scientificly.
2. Make up for and consolidate the knowledge they failed to master in the past by doing correction.
3. Help students to master some useful skills and strategies of solving problems and improve their ideation and trait of thinking.
4. Help students to develop team spirit by cooperating with each other.
Teaching difficult and important points:
1. All the problems that cannot be corrected by sutdents themselves
2. Possible difficult points:
听力:4.、18
单项选择:21、33
完形填空:37、 39、40、52、55
阅读理解:61、65
任务型阅读:74、76、80
3. Skills and strategies of solving different kinds of problems are all important ppoints.
Teaching procedures:
Step One: Analysis of and comment on the test
1. Show students some important statistics about the test.
With the statistics, studnets can be aware of the test paper frome different aspects, including the difficulty level, the error rates, the average marks of the class and the grade, the highest mark and the lowest, the percents of excellence, pass and failure, and so on.
成绩统计:
参考人数
90—100
80—89
70—79
60—69
60以下
优分率
及格率
46
12
14
7
6
7
26%
85%
试卷得分情况及数据分析 (抽样调查)
各项
听力
单选
完形
阅读
任务型阅读
书面表达
平均分
16.5
10.2
13.1
22.3
5.5
16.8
得分率
82.5%
68%
65.%
74%
55%
67.2%
听力得分率
题号
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
得分率
100%
93%
86%
27%
93%
73%.
67%
86%
86%
80%
100%
93%
60%
100%
100%
67%
93%
47%
100%
93%
单选得分率
题号
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
得分率
33%
67%
80%
80%
100%
67%
73%
80%
93%
67%
100%
93%
20%
60%
87%
完形得分率
题号
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
得分率
67%
100%
60%
20%
20%
60%
87%
80%
60%
60%
93%
73%
73%
73%
93%
73%
26%
80%
93%
26%
阅读得分率
题号
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
得分率
93%
100%
60%
87%
60%
47%
60%
80%
87%
6%
93%
93%
87%
60%
93%
任务型阅读得分率
题号
71
72
73
74
75
76
77
78
79
80
得分率
87%
93%
87%
47%
87%
20%
60%
6%
83%
47%
2. Comment on students’ marks.
Praise some students who do well in the exam, especially those who are making real progress though their marks are not very high.
Don’t ignore those who fail in the exam. Help them to find out the causes of their failure and encourage them to go on working hard.
3. Help students to look upon the test and their marks scientificly.
Step Two Individual correction / Self correction
1. Classification of error types.
Provide students with a standard of classification of errors types.
错误类型
错误的性质特点
适用的校正方式
1.可自我纠正的错误
记忆型错误(如单词拼写)、粗心型错误(如看错题目或笔误)等
自我矫正
2.没有把握的错误
虽然做出来了,但自己也不知道对不对,即靠赌运气做出来的
自我矫正(部分题目适用)
小组矫正、集体矫正
3.完全不会的错误
超出学生能力范围
小组矫正、集体矫正
2. Students check their errors, divide them into three types according to the standard above, and mark (1), (2) or (3) for each error.
3. Students correct all the errors which belong to the first type individually, and try their best to correct some of the errors which belong to the second type. The more, the better.
※ When the students do individual correction, they are allowed to use dictionaries, notebooks or other reference books, but they are not supposed to talk or discuss with anyone else.
Step Three Team correction
1. Grouping
Teacher helps students to form groups, each of which includes four to six students.
Firstly, find X volunteers to act as the organizers of the groups (X=the number of the
students÷4/5/6). For example, if the class has 40 students, seven to ten volunteers will be needed.
Secondly, the rest of the students choose to join any of the organizers to form groups. As each group can have no more than 6 students, so if one group is too big, the organizer can decide whom to stay, and the others will have to make another choice.
Finally, each group chooses a proper place to gather.
2. Rules for team correction.
Get students to know what to do. Each group must do the following things:
(1) Each group member reports which errors he or she can not correct individually.
(2) All the group work together and try to solve as many of the problems as possible. Not only do they need to find out the answers, but also they are supposed to explain why. If they are not sure about any problem, it should be writen down.
(3) The organizers of each group must list the errors that their group fail to solve.
3. Team correction.
※ In this step, the teacher should keep the grouping process in order and while students are doing team correction, the teacher ought to keep an eye on each group and join them to offer help when necessary.
Step Four Whole class correction
The organizer of each group reports which errors their group fail to correct and ask for help
from other groups. If any group happen to be able to solve one of the problems, they are supposed to offer help.
※ The teacher should write down the numbers of the errors the whole class fail to correct and form a new error list. The errors in this list will be corrected as difficult and important points by the teacher in the next step.
Step Five Direct teacher correction
All the errors that the whole class fail to correct will be the difficult and important points of the test. The teacher is supposed to focus on and deal with them one by one. While explaining these points, the teacher should pay more attention to training students’ skills and strategies of solving problems and improving their ideation and trait of thinking. That is to say, ability is more important than knowledge. What’s more, when necessary, the teacher ought to make proper expansion.
Besides, some points are so important that though the students have successfully corrected the errors by themselves, the teacher should still deal with them as important points.
The following are a few examples of how to deal with difficult and importants points of the test.
Is it in the company ____they worked together three years ago?
A.that B.which C.where D.in which
此题正确答案是A。许多学生选了C或D,这是因为他们没有认识到这是一个强调句结构,而把后面看成了定语从句,但单选题有排他性,而这里C和D答案的效果是一样的,不可能有两个答案,因此只能证明两个答案都错,这是一种逻辑思维上的分析,可以在特定的时候帮助我们解决一些问题。此题是个疑问句结构的句子,很难判断其句型,但如果先把疑问句改成陈述句:Is it in the company ____they worked together three years ago?.就很容易看成是个强调句,应选A。
According to the passage, which of the statements about the robots in the future is NOT right?
A. Robots in the future can be very clever.
B. Robots in the future can be of great help to human beings.
C. Robots in the future will replace human beings.
D. Robots in the future may cause unexpected trouble.
此题的答案为C,有些同学觉得难选,是因为他们觉得C也是对的,可原文中说的是“Some people think, in the future, robots are even likely to take the place of human beings.”因此,原文说机器人在未来只是“有可能”取代人类,而且这只是一些人的观点,而不是文章的观点。而C的描述则过于绝对,因此改变了原意,犯了“添油加醋”的毛病,因此是错误的。
这一题的答案应该是suggestions。这是一个信息归纳题。从表格的结构可以看出,第一列里面内容都是对第二列里面的细节内容的概括,如第一列problems,第二列reasons,根据平行一致原则,那么第三列里面也很可能是一个概括性的词汇,再看后面第二列里面对应的细节内容,不难看出,都是对人们的建议,因此答案应该就是advice或suggestions,再看空格所在的句子环境:Scientists’ five ________,就很容易判断应该用可数名词suggestions。
I Are these sentences right? They are all written by you.
(1) There are many people take drugs in the world.
→There are many people taking (who take) drugs in the world.
(2) Take drugs is very harmful to our health.
→Taking drugs is very harmful to our health.
(3) In my opinion, we ought to not look down upon the people who are addicted drugs.
→In my opinion, we ought not to look down upon the people who are addicted to drugs.
(4) I suggest that the government takes measures to help them.
→I suggest that the government (should) take measures to help them.
(5) Some teenagers take drugs because they are strange about drugs and want to have a try.
→Some teenagers take drugs because they are curious about drugs and want to have a try.
II Enjoy these beautiful sentences. They are all written by you.
(1) Yes to life, no to drugs. Remember, life is only once to us all.
(2) As far as I am concerned, everyone makes mistakes. So we should forgive those who are addicted to drugs with mercy and try our best to help them begin a new life.
(3) Not only drugs do great harm to our body, but also they destroy our spirit. Once addicted to drugs, it will be quite hard for you to get rid of it.
1. Teacher helps students to sum up the important and difficult points that have been dealt with in this class. If time permits, ask students to retell the main points.
2. Get students to think about the following topics: They can choose one or two topics they are interested in to thingk about.
(1) What lesson have you learned from this test?
(2) What made you successful in the test? Tell the class some of your good experience.
(3) Which error impresses you most?
(4) What else do you want to say about this test? You can say anyting you like.
3. Ask students to share their lessons and experience with the class freely.
Step Seven Homework.
1. Go over the test paper carefully and write down your typical errors in your error collection for future review.
2. Think back to this test and your study in the past, and write a think-back report. Your report must include these things: