浅谈高中英语总复习的方法
" NMET试题容量大，覆盖面广。在复习迎考中要善于把握各知识点间的内在联系，做到融会贯通，举一反三 ，现分述如下：
一、语音
１、单词读者判断的难点之一是许多单词的元音是发长音还是发短音。我们要善于从中找出规律性的东西 。试看下列两组单词划线部分的读音：
Group Ⅰ:
forget forbid forever permit Saturday
vinegar grammar captain mountain
certain curtain information re☿gret
refuse remember renew valley
Group Ⅱ:
certain curtain worthy sport
fortunately remarry reunite train
contain gain key
第一组单词划线部分都是发短元音，甚至弱化，因为它们都是在弱读音节中；第二组单词划线部分都是发 双元音或长元音，因为它们都是在重读音节中。所以在判断一些单词的划线部分是读长元音还是短元音时，要 从判断其位于重读还是弱读音节入手。
２、对于较规律性的东西，要进行归纳、对比，使之溶为一体，这样就会记得入耳入脑。如：mouth,path ,bath,youth,earth,truth这些词以清辅音结尾，但当它们变成复数形式时，其词尾的清辅音变成浊辅音，而m onth,cloth,death,tenth,length等词都没有这种变化。其一般规律是：“th”前为双元音或长元音时要变；“ th”前为短元音时则不变。再如：词首“ex”是发［igz］，［iks］还是［eks］？许多同学感到困难，其实也 有一些规律：
１）一般说来，以“ex”开头的单词，其后为元音音素，且重音落在第二个音节上的，“ex”发［igz］。 如：example,examine,exist,examination,exhibit,exhaust（“h”不发音），exact,exactly,etc.
２）以“ex”开头的单词，其后为辅音音素，且重音落在第二个音节上的，“ek”发［iks］。如：excha nge,experiment,expect,except,excuse,expense,extraordinary,etc.
３）以“ex”开头的单词，不管其后为何音素，只要第一个音节为重读或次重读的，“ex”发［eks］。如 ：extra,expert,exercise,excellent,exhibition,expeditionary,etc.
３、把有关的词编成有意义的句子，读起来朗朗上口，便于记忆。如：“ ［u］，不符合的发［u:］：１）在［k］前面；２）在弱读音节中；３）A good wooden foot stood on a wo olen hood（一条好木脚直立在一顶毛兜帽上。），本句单词及它们的派生词：good,good-bye,wood,footmark ,football,understood,misunderstood,wool,childhood,etc.
英语单词的读音没有既定的规律，但只要去认真分析、发现，还是可以找到许多“不成规律的规律”。
二、词汇
NMET考查的词汇都是课本中的常见词，掌握这些词的难点不是识记其拼写，而是领会其确切含义，把握其 固定搭配，弄通一词多性及一词多义。为达到上述目的，在复习中可采用下列方法：
１、利用一些典型例句，典型词汇，对其进行分析、归纳，从而达到培养逆向思维，提高应试能力。如：
１）He looked。答案是A.looked是系动词。
２）He lookedat me.答案是B.looked是行为动词。
３）He looked friendlyme as if we were close friends.答案是B。主句为系表结构，fri endly是形容词。
４）He l☢ookedme in a friendly way as if we were closefriends.答案是A。in a friend ly way当方式状语。
再如：He got married at the age of 25.
He was healthy for his age.
He lived a happy life in his old age.
He grew impatient with age.
A leader can’t be judged by his age.
复习age一词，联系了at,for,in,with,by等介词的有关用法，达到了培养分析问题和解决问题的能力。
２、编成顺口溜，读起来朗朗上口，久而不忘。如：对于哪些动词后面的从句要用含蓄的虚拟语气，只要 记住：一坚持，二命令，三建议，四要求。insist,order,command,advise,suggest,propose,request,requir e,demand,ask.就可掌握了十个词。再补上：be determined that,urge that,it’s d☤ecidedthat,hold the v iew that.中学阶段的此类动词就基本掌握了。
e.g.1.I suggest that we hold a meeting tonight.
2.He ordered that alltake part in the work.
3.They insisted that webegin the work at once.
再如：哪些动词后面要跟省“to”的不定式或现在分词当宾补，只要记住：一感，二听，三让，四看。fe el,hear,listen to,let（不跟现在分词），have,make（不跟现在分词），see,notice,watch,observe又可掌 握十个词。 2.Now let me hear you play
对于动词后面既可跟不定式又可跟动名词，但所表达的意义迥然不同的词，只要记住：一记，二忘，三遗 憾，四试，五图，六停止。就可将remember,forget,regret,try,mean,stop六个单词记下了。 2.What do you mean to do with it?
3.He tried to break away from me.
4.Try doing more exercises;you’ll soon lose weight.
对许多枯燥的识记材料，我们要善于从中找出内在的联系，利用找同义词，反ซ义词，借助构词法或编成有 意义的句子或顺口溜，可大大降低识记的难度。
三、句型
句型复习的重点要放在把握各句型间的异同点，主要有不同时态的相互联系与区别，从句间的相互转化及 区别，以及简单句，复合句，并列句的区别与转化等。句型复习同样可以从典型例句入手，达到举一反三的效 果。例如：
１、He didn’t tell me how he was getting on with his English.
I don’t know that he is getting on well with his English.
I don’t know what ツ he is getting on well with.
I don’t know whether he is getting on well with his friend.
２、Because his mother was ill,he had to stay at home.（原因状语从句）
Because of his mother’s illness,he had to stay at home.（介词短语当状语）
With his mother ill,he had to stay at home. （介词的复合结构当状语）
His mother being ill,he had to stay at home.（独立主格结构当状语）
３、He has three children;two of them are daughters.（并列句）
He has three children,two of whom are daughters.（定语从句）
He has three children,two of them daughters.（同位句）
４、When the meeting will take place is still unknown.（主语从句）
I don’t know the meeting will take place.（宾语从句）
The question is when we’ll hold the meeting.（表语从句）
When the meeting takes place,I’ll let you know.（时间状语从句，从句以一般现在时表达将来时）
５、People usually build their houses where there are plenty ofnatural resourse.（地点状语从 句）
The books used to be kept in the house where there are lots of shelves.（定语从句，where可被 in which代替）
He has never been to where his grandfather was born.（宾语从句，where不可被其它词所代替）
Where the neeting will be held hasn’t been decided yet.（主语从句，where也不宜被其它词所代替 ）
６、His being elected made his family wild with joy.（动名词作主语）
That he had been elected made his family wild with joy.（主语从句，that不可省略）
He having been elected,his family are wild with joy.（独立主格结构，用He而不是His）
总之，到了总复习阶段，对知识的掌握再也不能停留在一词组，一句型上，而要善于利用知识间的内在联 系进行纵横类比，从词性转化，词义改变，连词选择，标点使用等方面去全方位把握知识间的内在联系与区别 ，只有这样才能达到融会贯通，举一反三，事半功倍的效果。
