第三，课后巩固 1. 设计补偿练习

老师们在讲解学生在试卷中出错率较高的试题之后，为了了解学生对这些内容的掌握情况，特意设计一些与重难点或易错点相关的补偿练习。比如，在试卷分析中讲解完常用替代词one/the one/that/ones/the ones/that/it 的辨析之后，笔者就设计了以下练习来帮助学生进行课后巩固。

① It’s reported that the world’s food price in March is 2.9% lower than ______ in February.

A. this B. it C. that D. one

② His children are well-behaved, while ________ of his sister are rude.

A. that B. the one C. those D. ones

③ The French Revolution was successful in______ society of inequality, which had a great effect on many other countries, particularly ______ in Europe.

A. freeing; that B. freeing; ones

C. ridding; the one

D. ridding; those

④ What I need is nothing but an interesting book, ______ that can kill the time tonight.

A. it B. that C. one D. the one

⑤ All of us want very much to see these amusing movies, especially____ you referred to just now.

A．any B．it C．the one

D．one

除此之外，备课组总结历次考试和练习中的错题，并在之后不断重现，帮助学生加强记忆和巩固知识。 2. 课后巩固之 “纠错本”和“美文本”

首先针对学生不重视教师改过的作业，同一错误可以n次屡错屡犯的现状，课题组采用上届高三的做法，要求学生统一订错本，并把自己做过的错题抄在“订错本”上，并用不同颜色的笔注上正确，也可写上分析注解，以便日后翻阅，复习。其次，每次作文讲评之后，教师都会给学生欣赏范文和同学作品的时间，并在此过程中要求学生进行好词好句的摘录，久而久之，学生就有了自己比较固定的“美文本”。这不仅能帮助学生学习他人之长处，也是词汇和语言知识积累的一个有效途径，更是有效课堂的一个延伸。 五、课题研究的初步成果