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原标题:这位衡中学霸，高考英语149分！她的学习方法是这样的... ▼▼ 这是衡中一位学霸的英语考试心得，她高考英语分数是149分（全国卷英语满分150分）。库库看到这位同学平时对英语学习的热情和付出，也甚是很惭愧！话不多说，看看英语学霸李江珊是怎么说的... 149分是什么意思？对我来说，就是一切完美。考149分是我的第一次，但我高三后期基本不怎么低于140分，经常是考144分，也有过一次145分。高分的得来主要得益于我的老师要求的满分意识。 我渐渐明白，越接近满分，那少之又少的两三个失分点越能反应致命弱点，如思维偏颇、基础漏洞等等，然后就是努力了……我不敢保证题做得最多，但有把握说自己反思得最到位，积累本写得最认真。考140分以上是实力，考149是运气，但越虔诚越幸运，在满分意识的鼓励下，相信你即使达不到149也相差不远。 分题型建议： 听 力 ▼ 最重要的是注意力集中，第一部分是开篇之重，漏听错判都会影响整体答题心情；第二部分虽说读两遍但不能轻视第二遍，有时能捕捉到之前没有注意的信息，我高考时就改对了两个。 阅 读 ▼ 老师们都提倡勾画关键句、标题号，我建议大家试试，毕竟这样更准确。其他的只有阅读速度值得一提，那种小学生一样用手指着逐字逐句阅读的方式早已落伍，被有限的考试时间拍在沙滩上。提高阅读速度重在平日练习； 另外老生常谈的是，先看题后读文，带着问题便会有针对性地寻找，从而提速。 七选五 ▼ 单出来一提，是因为它一定情况下难度会极大。人们都这么说，但是我觉得一年多来，绞尽脑汁的也就那么屈指可数的两三篇。“联系上下文” 自然不假，有时有一些要特殊注意的地方，使人有恍然大悟、柳暗花明之感，这个建议专项积累。 完形、语法填空和改错 ▼ 这三个放在一起说是因为我认为它们有共同特点，基础搭配和语感要唱主角了！大家千万不要认为“语法”有多么神秘可怖，它占分比例确实不大，但确实会拉开分数，仔细反复研读一轮语法书就没有问题。这几项都要求对维克多、一、二轮书有较好的掌握，我认为重难点是动词短语，对于那些短语很多的词，我的方法是用专门的白纸列出，这样可以用零碎时间看。 另外，做完形填空时一定要先看文章后做题，我对猜选项这种娱乐方式乐此不疲，“合契若一”之时，那种自得着实莫可言说！做完后可适当再看一遍，有时连贯起来会发现理解错误。 语法填空则是要注意“公说公有理，婆说婆有理”的时态题，建议专项整理，重点复习以提升语感。做题策略可以一边看一边填，很灵活。 改错题提倡检查，有时会把随心所欲当成理所当然，却对错误视而不见……不要太自信为好。或许这是最有规律可循的题目，建议专项整理。 书 写 ▼ 这个最不该失分，凭什么让一个已确定努力方向的项目影响成绩！直到最后都有练习字的时间。我遵循老师的建议打格，一般人横格控制大小就够，而我根据个人情况加上了竖格控制斜度，到最后的不打个也可以写好。 至于表达，最好不要求长求新，从句可以有，但不要卖弄，也是重在平常的积累。我做题、复习积累本时总有边看边划的习惯，划下自己认为优美的词句，以后找时间记在随身背上；坚持下去，功到自然成，漂亮连贯的句子便不是死记硬背也能信手拈来。写完后花一点时间来审核，有时或许会有基本的文法错误，这种错误多了，再好的书写也白搭，你的水平反应出来是很low的……
就像这种令外国人都惊叹的字体配上完美的语法，作文满分妥妥的 总之，应试功底还在平时，莫说英语不考原题，日常积累会带来熟练。一卷重在速度提升，二卷重在规律寻求。每个复习阶段大家还是尽可能地刷题，尤其是语法填空、改错专项，用时短收益高。 每日听力-文字稿 English Learning English language learning is a habit-forming process. Proficiency and the understanding of the structure of the English language, is attained by studying the theory. But the proficiency and the use of English can only come as a result of perfectly formed habits. No English word, form or combination of these is “known” or “mastered” until we use it automatically, until we can attach it to its meaning without conscious analysis. We can hear English as pronounced at a normal speed by native speaker, if we understand a sentence as it falls from his lips, if we understand it without being conscious of its form or without even realizing, that we are listening to the English language, we “possess” that sentence! The sentence forms part of the material, which we have gained as the result of a habit----Our understanding of it is “automatic”. We wish to speak, if the English sentence springs to our lips, as soon as we have formulated the thought, if we are unconscious of the words or the form of the words contained in it, if we are unaware of the manner in which we have pieced it together, it is certain that we’ve produced it automatically. We have produced it as the result of a perfectly formed habit. If, on the other hand, we prepare the sentence in advance; if, as we utter it, we consciously choose the words or the form of the words contained in it; if we built it up by conscious synthesis or by a rapid translation from an equivalent sentence of our native tongue, we do not produce it automatically. We have not formed the habit of the sentence or the type of the sentence to which it belongs. We are producing it by means of conscious calculation. Students in general dislike forming new habits and avoid such work as far as possible. One reason for this is that habit forming often entails monotonous work. Another reason is that the forming of a habit and progress is not at once apparent. We know, however, that in reality, what we have learnt as the result of a habit is not only available at all times, but is also a permanent acquisition. The fear of monotonous and tedious memorizing work, the realization of the length of time necessary for each act of memorizing induces the student to invent pretexts for avoiding such work. He declares that “parrot-work” is not education, that modern educationalists condemn “learning by rote”, that the age of blind repetition is over, and that the age of intelligent understanding has taken its place. He will talk of the method of discovery, the factor of interest and will even quote to us, “the law of nature” in defense of his thesis, but we know that in reality these are but so many excuses for his disinclination to form those habits, which can secure him the automatism, which alone will result in sound and prominent progress! |
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来自： 昵称44157382 > 《高中学习教育》
