2008高考必備超級(jí)考生備戰(zhàn)高考二輪復(fù)習(xí)

前言

　　高考理論研究與實(shí)踐表明，高考在測(cè)試考生的一般心理能力的基礎(chǔ)上，著重考查考生的學(xué)科知識(shí)學(xué)習(xí)與掌握情況和繼續(xù)學(xué)習(xí)的潛力（即學(xué)術(shù)傾向能力）。近幾年高考已向社會(huì)昭示：高考命題已順利從知識(shí)立意轉(zhuǎn)向以能力立意，更多地在知識(shí)的交匯點(diǎn)處命題，盡可能地體現(xiàn)學(xué)科教育改革的成果，更好地反映課程改革的精神和要求。近幾年高考命題的改革和變化，對(duì)高中教學(xué)工作尤其是高三備考提出了新的、更高的要求和挑戰(zhàn)。如何加強(qiáng)教學(xué)研究，如何創(chuàng)新課堂教學(xué)設(shè)計(jì)，如何開(kāi)展有效的針對(duì)性訓(xùn)練，如何進(jìn)行及時(shí)反饋診斷和監(jiān)控分析，如何培養(yǎng)學(xué)科思維能力，如何實(shí)施以人為本的具有實(shí)效性的心理調(diào)節(jié)和疏導(dǎo)等，已引起教學(xué)研究部門(mén)和高中學(xué)校的高度關(guān)注和重視。　　為了加強(qiáng)高考復(fù)習(xí)的針對(duì)性，優(yōu)化高三課堂教學(xué)，切實(shí)有效培養(yǎng)學(xué)生的學(xué)科思維能力和綜合能力，也是為了提高學(xué)習(xí)效益，降低高三復(fù)習(xí)備考成本，我們會(huì)集名校名師之研究成果和成功經(jīng)驗(yàn)，為廣大高三師生編撰此套重視學(xué)科基礎(chǔ)、突出學(xué)科主干知識(shí)和思想方法、凸顯學(xué)科能力培養(yǎng)的備考方略叢書(shū)。該叢書(shū)立足學(xué)科基礎(chǔ)，強(qiáng)化學(xué)科思想方法學(xué)習(xí)與訓(xùn)練，滲透創(chuàng)新意識(shí)和探究能力培養(yǎng)，體例科學(xué)實(shí)用，立意新穎，既體現(xiàn)了國(guó)家考試中心各科考試大綱的考查要求，又反映了湖北地區(qū)名校名師研究的最新成果。此套叢書(shū)由武漢市教育科學(xué)研究院牽頭，資深學(xué)科教研員共同策劃，湖北省各城市教研機(jī)構(gòu)共同參與編寫(xiě)，是“湖北省城市間教學(xué)資源開(kāi)發(fā)與共享聯(lián)合體”在高中教學(xué)領(lǐng)域資源開(kāi)發(fā)的一次新的探索和嘗試。我們希望此套叢書(shū)能切實(shí)幫助廣大師生解決“高考考什么，怎樣復(fù)習(xí)好，如何去備考”的問(wèn)題，正確引導(dǎo)廣大師生備戰(zhàn)高考，決勝高考。

內(nèi)容概要

　　《超級(jí)考生備戰(zhàn)高考二輪復(fù)習(xí)：英語(yǔ)（2010高考必備）》一切為了考生，為了一切考生！新穎：高考制度改革后湖北省推出的首套最新備考叢書(shū)。傳遞最新高考信息，反映最新高考動(dòng)向，體現(xiàn)最新研究成果。權(quán)威：湖北省15大城市共同研發(fā)，15家教研單位聯(lián)合打造，60余所名校、300余位名師潛心編著。作者權(quán)威、作品精粹。實(shí)用：聯(lián)系高考實(shí)際，總結(jié)高考規(guī)律，闡釋高考考點(diǎn)，關(guān)注高考熱點(diǎn)，講解高考難點(diǎn)，提高應(yīng)考能力。

書(shū)籍目錄

第一板塊 知識(shí)運(yùn)用專題1 名詞專題2 代詞專題3 數(shù)詞專題4 介詞專題5 連詞專題6 形容詞和尉詞專題7 冠詞專題8 動(dòng)詞專題9 詞義辨析專題10 各種從句專題11 倒裝第二板塊 能力訓(xùn)練專題1 聽(tīng)力理解專題2 多項(xiàng)選擇專題3 完形填空專題4 閱讀理解專題5 完成句子專題6 短文寫(xiě)作參考答案

章節(jié)摘錄

　　Kathy started at my nursery school at the ageof three. She settled into the group easily， andwould be first on the slide and highest up theclimbing frame. She could put on her coat withouthelp and not only fasten her own buttons but otherchildren's too.　　She was a lovely child but unfortunately ascratcher. If anyone upset her or stood in her way，her right hand would flash out fast and scratchdown the face of her playmates. Children twice herage would fly in fear from her.　　This must have been very rewarding for Kathybut obviously it had to be stopped. All the usualways failed and then I remembered an account byG. Atkinson of Highfield School， of how fights in the playground had been stopped. No punishment had been given， but the attacker had been ignored and the victims rewarded. So I decided to try this Out on Kathy.　　With a pocketful of Smarties I followed Kathy around. She was so quick that it was impossible to prevent her scratching， but I was determined to stay within arm's length all afternoon.　　All was peaceful but then I saw Kathy's hand moved and heard the scream. Ge~atly I gathered up the little hurt one in my warms and said "Nice， nicesweetie "and I put a Smartie into her mouth. Kathyopened her mouth， expecting a Smartie and thenlooked puzzled when she got nothing.　　Soon came another scream， this time fromJohn. While：holding him in my arms， I said，"Look， Cathy， a nice Smartie for John" and put itinto John's mouth.　　A smile of understanding flashed acrossKathy's face. Minutes later， she came to me andsaid loudly， "Give me a Smartie！ I have hurt myfinger ！"　　"No，" I replied， "you'll get it if someone hurtsyOU. "　　On purpose， she turned and scratched a nearbyboy， Tom， and waited quietly while I mothered andrewarded him， then she walked away.　　She has never scratched a child since.　　Parents who find older children bullyingyounger brothers and sisters might do well toreplace shouting and punishment by rewarding andgiving more attention to the injured ones. It's certainly much easier and more effective. 　　......

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