Only when the review plan is from shallow to deep, from easy to difficult, from mature to detailed, can we steadily play our due level and achieve ideal results in the senior high school entrance examination. Each of the six subjects to be tested is very important. You can't emphasize "Little Three" and despise "Little Three" because of scores, so you should treat them equally. To make a review plan, we must first be clear about our learning situation-both good at it and bad at it. Keep what you are good at and consolidate it from time to time, so practice makes perfect. If you are not good at it, you should write it all down, then solve it one by one according to these sorted items, and take the time to digest these "hard bones" carefully. Turn what you can't do into what you are good at, so that you can use it flexibly and make no mistakes. Chinese is a very important subject that combines humanism and ideology, and its highlight is of course composition. Writing a composition, in addition to clear examination, material is also the key. And this lies in the careful observation of life and the accumulation of weekdays. Whether you can find some small things that others can't find in your life, whether you can apply them to your own composition and write new content that others didn't think of can greatly improve the scoring rate of the article. Of course, even if you write old materials, you can bring forth the old and bring forth the new, write true feelings, make people move, and be sophisticated in writing. It is still a successful composition. In my opinion, you can also read some good composition selections at ordinary times, not as story books, but depending on other people's materials, other people's writing methods, writing characteristics, layout and so on. Tell an ordinary thing vividly and interestingly, how to make sentences more compact and grand, and how to deepen the theme. Do this for reference, pay more attention to what usually happens to yourself or around you, and make more preparations, so that you won't be flustered when you are present. Then there is reading comprehension. Reading ability can't be cultivated overnight, and it needs long-term accumulation. Usually, every time you finish your exercises, you should carefully understand what kind of questions you should answer, master some problem-solving skills, combine the full text, comprehensively analyze and summarize, interpret the author's writing intention, and gradually improve your reading level. In this way, you can grasp the center of the article and solve the problems one by one. Finally, the rest of the ancient prose depends on hard work. Usually, you should recite more and read silently, so as not to miss a word, add a word or lose a word. Interpretation should also be implemented word for word. You can tidy it up with a notebook, make more copies, and insist on making some every day. I memorized it before the exam. I just need to look at the literary common sense of each ancient text and understand its central idea. I don't need to spend more time memorizing it. Besides being careful in solving math and physics problems, concepts are also very important. I sorted out all the concepts related to middle school and recited them one by one. I think it will be more helpful to solve the problem. Chemistry, in particular, often produces some conceptual topics. As for mathematics, I think we can sum up some rules and formulas when doing the problem (for example, the radius of the inscribed circle of RT triangle is A+B-C/2). Doing some topics like this can save a lot of time and be much faster than others. There is also a little research spirit. I couldn't work out the last math problem of 12, but I didn't give up. I think hard and choose more such topics to practice, so that I can do everything. English words are very important. I recite the words behind the outline every two days. In fact, most of them have been memorized, which is not difficult. The daily amount is not much, but it must be kept in mind. Read more English books at ordinary times. Here, I emphasize a word "read". If you read more, you will naturally have a sense of language and feelings, especially when you do the second part of the multiple-choice question. Sometimes you are not sure about some questions. Read it and feel it, and maybe the answer will come out. Of course, this is only my personal method, and I think it is very useful. But it can't be wrong to look more. Of course, grammar is also very important, so you must make it clear and remember it clearly, otherwise it will be difficult to get the topic right. As for politics, there is only one secret, and that is one word, "familiarity." Although the closed books have been cancelled, they are all open. But you should still be very familiar with the book and the outline, or you should know which page of the outline it is as soon as you see the title. Only if you are fast enough and skilled enough can you get high marks. Having said that, in fact, these are some of my learning methods and experiences in the whole year of Grade Three. I believe that every junior three student will get twice the result with half the effort and be admitted to an ideal school as long as he is willing to work hard and seize the time at all times.
Three Preparation Stages of Mathematics Examination for Senior High School Entrance Examination and Countermeasures
English review plan
First of all, we should review in three stages? Review the key scanning knowledge points in the first stage? Lay a solid foundation. This stage is mainly to return to textbooks. As I said before, the proposition is not based on any textbook, but on the new curriculum standard. So the textbooks we study are not important? Of course not. Returning to textbooks is not a matter of grasping the eyebrows and beards, but of sorting out and systematizing the important knowledge points in textbooks after learning the curriculum standards and syllabus. The second stage focuses on special exercises, such as vocabulary, grammar, reading and writing, so that students can build a complete knowledge network. In addition, through practice, existing problems can be solved in time. The third stage focuses on comprehensively improving students' ability to cope with exams. At this time, what our teacher has to do is to sort out some reliable and clear-cut questions from the previous senior high school entrance examination questions, so that students can carry out comprehensive simulated actual combat exercises from knowledge to ability to mentality, instead of taking a paper to let students take exams indiscriminately, which will not achieve the training effect and waste students' precious time. I think that through these three rounds of careful review, students can not only improve their comprehensive application ability of English language knowledge, but also master the questions, answering procedures, exam questions and standardized writing of the senior high school entrance examination, so that students can have confidence to take the exam, have a solid foundation and have a peaceful mind, and naturally get good grades.
Secondly, we should review it in a targeted way.
(1) lexical part
Vocabulary maintains pronunciation and grammar, is the cornerstone of language and the foundation of English learning. Vocabulary learning advocates starting from the perspective of application. Don't memorize the word "single" or "single" by rote, pay attention to the use of vocabulary in texts and situations, and organically combine vocabulary learning with pronunciation, grammar and cultural connotation learning. Such as: 21in 2007;
When the teacher told them the good news, they all looked at the teacher.
A. sadly, happily and carefully
If you look at these four adverbs in isolation, you can modify the verb looked, but it should be set from the context when he told them the good news. It's easy to choose the right answer.)
In 2006, there were nine questions in English radio programs, all of which were about the use of vocabulary in discourse and situations. Therefore, in teaching and review, we should create conditions and contexts for students to use vocabulary (such as designing English notices, English blackboard newspapers, English advertisements, making English signs, etc.). ) Let students deepen their understanding in practical use. In the intensive reading of the outline 1600 words, we must achieve the four-in-one integration of sound, form, meaning and use, and use it flexibly. We should also compare the word 1600 with the words you use in the textbook, and supplement the different words in teaching, so as not to recite the words in isolation in the future. As far as I know, there were some teachers in Hefei before the mid-term exam in 2007. Because they didn't carefully compare the words in the syllabus and textbooks before reviewing, they had to memorize 100 words that were not in the textbooks, but the syllabus required them to master, but the effect was definitely not good enough. In addition, some words or phrases that are similar in sound, form and meaning and easy to be confused are compared, the confusion points are clear, the collocation and discrimination of commonly used words are handled well, and they are consolidated with appropriate exercises. Practice has proved that students can only learn English fluently if they pass the vocabulary barrier.
(2) Listening part
Listening test embodies the differences in English learning between urban and rural areas, but listening comprehension is the most basic ability in language learning and application. On the one hand, listening can directly test the ability to obtain information, analyze information and make corresponding responses, on the other hand, oral English can be indirectly tested. Therefore, listening test is not only the need to take the exam, but also the need to improve students' comprehensive English quality. It is suggested that you listen for 20 ~ 30 minutes every day, keep your ears sharp and be familiar with the language, so that you can get into the state as soon as possible during the exam. Listening content should not be limited to textbook tapes and some listening materials, such as English radio, TV programs (such as English Outlook), English songs, English stories, short plays, etc., which will help improve listening. For listening with listening materials, you should read the materials after listening and strengthen your understanding ability. In particular, we should consciously cultivate students' language use ability and cultivate students' ability to convert the language they hear into written language (similar to listening to short passages and writing information-based questions). The choice of listening materials should be simple and true, and the content should be close to life, which is the favorite and familiar topic for middle school students in life. The choice of short passages should be true and interesting to enhance students' appeal to listening. We can learn from the characteristics of material selection in 2007: the material selection is true and interesting, the information layout is reasonable, and the words filled in are all required by the curriculum standard. Of course, the improvement of listening is not a day's work. If you don't insist on training at ordinary times, it will be very difficult to complete the listening task correctly in the limited time of the exam. In addition, in addition to doing more listening training, we should also cultivate students' good habit of answering questions and guide some test-taking skills.
(3) Single choice part
The characteristics of multiple-choice questions are: many test sites and great potential. The key point is to examine the knowledge learned in the context and reflect the use and communication of language in the context. Let's look at several multiple-choice questions.
1. Nancy speaks in such a low voice that _ _ _ students in our class can hear her.
A. All B. Many C. Few D. Most
2.-______? Can I try one on?
A. How much is it B. How much do you want C. What time is it D. What size do you wear?
Look at several multiple-choice questions in other provinces and cities:
1. We will try our best to do this work with money and manpower.
A. some small B. some small C. less D. less
2. Would you mind slowing down?
I don't know what you mean.
A.i'm talking.
These two questions simply examine grammatical knowledge, without looking at the stem and the meaning of the whole sentence. You can determine the answer just by looking at the blank.
This requires us to pay attention to avoid the lack of context and simply examine grammar knowledge when setting or selecting topics. The stem of the question should have a certain meaning, remember to make it hard, and the setting of interference items should be chaotic, otherwise the students' basic skills can't be well tested, and it is difficult for students to do it with ease. Generally speaking, the setting of interference items focuses on the following two aspects: (1) typical mistakes that are common in study at ordinary times; Estimate the mistakes that students may make. Therefore, when reviewing, we should make full use of the preparation resources, so that students can clearly know why and why the questions we have done are right or wrong. Don't repeat the same question. Doing the questions we can do will reduce the efficiency of review. Don't pursue the amount of exercise, and engage in the tactics of asking questions, taking exams instead of teaching and taking exams instead of practicing. I think the implementation of knowledge points should be systematic and targeted. In the review stage, we should carefully select some representative multiple-choice questions from the middle school entrance examination questions in previous years, conduct several hundred-question trainings, and then make a summary to deal with the ever-changing changes with a word "will". Of course, exam-taking skills are also essential. Many students, including some good students, chose the single choice without looking at the questions, which is not carelessness but lack of test-taking skills. )
(4) cloze part
Cloze test can not only test students' mastery of word discrimination, word collocation, idioms and grammar, but also test students' ability to understand the text and logical reasoning, so it becomes an essential lever question in the senior high school entrance examination, which can adjust the difficulty of the whole test paper and is also a question that students are afraid of. As the saying goes: Kung Fu is outside class, and reading and practicing more is still the magic weapon to win. It is suggested that cloze should be intensively trained in the review stage to achieve "two combination", that is, articles recommended by teachers should be combined with articles selected by students according to their own conditions, one a day; The combination of teachers' lectures and students' practice requires students to follow the overall understanding principle of "words can not be separated from sentences, sentences can not be separated from texts", and at the same time sum up the experience of doing problems, so as to draw inferences from others. In addition, it is also one of the magic weapons to despise it strategically and attach importance to it tactically. Here I want to talk about what teachers should pay attention to in articles recommended to students. In addition to the healthy content and wide genre, we should pay special attention to the design of the topic. From the cloze in recent years, we mainly investigate the usage of notional words. For example, there are 17 notional words in the cloze in 2006, and almost every blank needs to be determined through context and overall understanding. For example, questions 37 and 38:
My eyes caught 37, and he said very calmly, "I hope you study for this 38."
37. her b, his c, our d and yours
38. A. Examination B. Work C. Booking D. Opportunity
These two spaces examine the usage of pronouns and nouns. Question 37 only depends on what he said and calmly determines the answer B; As long as you have an overall understanding of the article, choosing the correct answer A should not be a problem.
(5) Reading comprehension part
Reading comprehension of English articles is not only the starting point and destination of our English study, but also the top priority of our English test. Whether students can get high marks plays a decisive role. It requires not only understanding the article, but also understanding the deep connotation of the article. Therefore, reading comprehension has become a basic question in the senior high school entrance examination proposition. Reading comprehension is actually a kind of discourse teaching, and discourse is not only the carrier of knowledge, but also the carrier of information. It is necessary to guide students to understand the genre of the article, analyze the structure of the article, and grasp the content, theme, author's views, attitudes and intentions from the keywords, sentences and paragraphs of the article, so as to understand the surface and deep connotation of the article. The basic questions in reading comprehension are: intuitive questions; Common sense questions; Understanding questions and reasoning questions, such as critical questions (for example, what if this is not the case? ) Not suitable for junior high school students. In recent years, five common proficiency tests of reading comprehension questions (factual details, main idea, deep meaning, reasoning and judgment, and word meaning guessing) are all involved. Facts and details are actually intuitive questions, and the correct answers to some questions are to quote the original sentence directly or modify it slightly according to the original sentence in the article; Let's look at reading comprehension question 6 1 in 2006:
6 1. Who finally picked up the horseshoe?
A. neither father nor son.
Question 6 1 determine the answer b from the sentence "his father didn't say anything but he picked it up";
Word meaning guessing is usually investigated from two aspects: one is to guess the Chinese meaning of underlined words or phrases in the article; For example:
79. The underlined word "Presses" may be in Chinese. Anhui province in 2006.
A. Squeeze B. Close C. Open D. Loosen
The second is to guess the English explanation of underlined words or phrases in the article. Like what?
59. The underlined word "stupid" in this article means. Zhejiang province in 2006.
A. beautiful B. happy C. unintelligent D. unfriendly
Either way, you need to guess according to the context or word formation, and you can't just guess. Therefore, it is urgent to increase reading quantity and improve reading speed and understanding level. Teachers should provide students with some ideological, educational, informative and interesting English articles that are close to students' lives, have the flavor of the times and have a wide range of genres, as well as articles in the form of advertisements, forms, letters and emails. It is required to read 1 ~ 2 articles every day for a week of intensive training. Fill in the form according to the content of the passage; Answer the questions according to the passage; Translate sentences according to passages, etc. And combine task-based reading with extracting rich information. Emphasize the text understanding of the article and improve students' reading comprehension ability. In order to arouse students' reading enthusiasm, it is also beneficial to organize some English practice activities, such as English reading contest, story-telling contest and speech contest. It can not only cultivate students' sense of language and beauty, but also enlarge their vocabulary through reading, and also cultivate students' courage to speak English and self-confidence in learning English.
(6) Written expression part
The written examination provides a space for students to express their views and wishes in English. It not only examines students' basic language skills, but also examines students' comprehensive language application ability. In the usual classroom teaching, the training of writing should start from the introductory period, and according to the training procedure of "word-sentence-paragraph-article", students' writing should be trained step by step in different forms such as copying, dictation, imitation, Chinese-English translation, looking at pictures and writing materials. In the review stage, we should also practice writing on topics that middle school students are familiar with (especially those mentioned in the Examination Outline) or activities that we have personally participated in, and applied styles such as letters, emails and cover letters should not be ignored. Material composition should create a situation for students, and the theme should belong to "have something to say, have something to say, have something to say". For example, in 2006, students wrote a report on the discussion of "doing housework". In 2007, they talked about how to spend the weekend. For these two topics, students have personal experiences and feelings, and they have something to say, which avoids the phenomenon that it is difficult for middle school students to write and translate Chinese directly. I think the practice of written expression should be carried out through four links: first, choose a topic that students are interested in, close to their study and life, or a hot topic at present (hot topics should be practical, not too big, such as drug abuse, nuclear weapons, the reunification of the motherland, the world, equality, and the topic is too difficult for college students to write, which will not test students' ability to use language to solve practical problems. Then guide the students to discuss the topic, and after putting forward specific requirements, guide them to write from the main information of the topic. Ask the students to finish their written expressions independently in class, and ask two students to write their compositions directly on the blackboard for comments. When commenting, first judge whether the information in the composition is complete, then let the students find the mistakes in the composition and correct them, and also find good words and sentences worth learning. In addition, teachers can recommend excellent articles to students and write them down silently, which can deepen the impression. Reciting more excellent chapters and paragraphs is also good for writing. Of course, in the review stage, teachers should also strengthen the guidance of students' test-taking skills and encourage students to enhance their writing confidence, thus improving their writing level.
In addition, to do a good job in writing, we should also pay attention to the following aspects:
① Accuracy of language. Fluency and vividness are the basic requirements of writing.
② the appropriateness of language. Proper use is just right. Pay attention to get rid of the influence of Chinese and write authentic English to avoid Chiglesh. I like English very much. Study hard and make progress every day. Slippery floor, be careful to fall. All for one, all for one. And so on.
③ Coherence of expression. The consistency of writing is a very important scoring standard. A common mistake made by many candidates is that they don't use conjunctions or transitional words after writing several sentences, which makes people feel that the structure is not rigorous and the sentences are incoherent. If we use conjunctions properly in our writing, for example? And, then, but, so, what's more, what was the result? On the other hand, after that, in short, in my opinion, in Gengelal et al. It will make the article read smoothly and catchy. Good use of conjunctions will make the article icing on the cake. In addition, if you want to write a good article, the beginning and the end are very important. No matter how wonderful an article is, it is also a fly in the ointment if it has no head or tail.
The new curriculum standard clearly points out that summative evaluation must aim at examining students' comprehensive language use ability. The written test should avoid simple pronunciation knowledge questions and simple grammar knowledge questions; Add application questions with context; Appropriately reduce objective questions and increase subjective questions. Therefore, I believe that the 2008 senior high school entrance examination questions will continue to be based on the Curriculum Standard, with the development of students' comprehensive language use ability as the starting point, truly implement the evaluation guiding ideology of "examining students' ability to do things in English", and highlight the cultivation of students' observation, memory, thinking and imagination abilities and innovative spirit in language learning; It embodies the examination of highlighting the context, language practicality and application ability, and highlights the educational value of the test questions.
It is not difficult for us to see that in recent years, especially in the past two years, the examination questions in the senior high school entrance examination are all guided by "seeking development through stability". Therefore, it can be expected that there will be no major changes in the basic questions of the 2008 senior high school entrance examination. Next, I will start with the questions I often take, and briefly analyze the trend in 2008.
Listening: The new curriculum standard requires junior high school graduates to understand the speaker's intention according to pronunciation, intonation and stress. Be able to understand conversations about familiar topics and extract information and opinions from them; Can overcome the obstacles of new words and understand the general idea with the help of context; Be able to understand stories and narratives that are close to normal speech speed, and understand the causal relationship of stories; Be able to respond in an appropriate way when listening; Can record simple information according to the content of the listened paragraph. Listening focuses on the ability to understand, accept and process information through listening as a whole. The listening changes in 2007 compared with 2006 are reflected in the first and second questions, which have been discussed before. The listening questions in 2008 are not expected to change much. There will still be a certain tonality in the difficulty setting, from easy to difficult, step by step, making it easier for candidates to enter the best exam state. The language materials used will continue to be simple, true and close to students' lives, with obvious oral characteristics. When we simulate the exam, we should consciously choose listening questions that meet these characteristics.
Single-choice questions: Single-choice questions are common questions in senior high school entrance examinations in various provinces and cities. According to the new curriculum standard, the examination of Chinese knowledge should be carried out in the context as far as possible, and the number of multiple-choice questions at the sentence level should not exceed 15. When examining vocabulary and grammar by single choice, we should pay attention to the contextualization of vocabulary, the authenticity, interest and practicability of grammar. By setting different contexts, increasing the length of stems and using graphics, pictures and symbols reasonably, vocabulary and grammar tests will have more positive and practical significance and better reflect the communicative function of language.
Cloze: Cloze is a kind of question used in exams over the years. Pay attention to the ability of text understanding and logical reasoning. Detect word meaning discrimination, word collocation, idioms and grammar. The design topic starts with words, with sufficient background, highlighting the comprehensive ability of language use. In recent years, Anhui senior high school entrance examination is two cloze questions with gradient difficulty. It is estimated that there will be no more than two in 2008.
Complete dialogue: The new curriculum standard points out that the test should include oral test, listening test and written test. However, due to many factors, the oral test is not yet operational. Although the completion of dialogue has high validity, it is also a transitional form of oral examination. Such problems may continue to appear in 2008. In addition, it is also a common problem to complete the dialogue by filling in words or sentences.
Reading comprehension: the requirements of the new curriculum standard for "reading" include: being able to infer and understand the meaning of new words according to the context and word formation; Can understand the logical relationship between sentences in a paragraph; Be able to find out the theme of the article, understand the story, and predict the plot development and possible outcome; Able to read reading materials of common genres; Can use simple reading strategies to obtain information according to different reading purposes. In addition to textbooks, the amount of extracurricular reading should reach 6.5438+0.5 million words or more. It can be inferred that the choice of reading materials will be closely related to the society and students' real life, and the genres include stories, popular science books, practical styles and so on. Pay attention to the examination of discourse level and language ability, and pay attention to the deep practical application ability of language such as comprehensive understanding, analysis and induction, and word meaning inference. Take language ability as the test standard, and improve the requirements for reading speed and reading quantity. Therefore, the number of articles read in 2008 will only increase, not decrease. Therefore, when reviewing, we should try to increase the application materials suitable for real life situations, such as newspaper articles, posters, instructions for use, various advertisements, charts and so on, so as to enrich students' reading content, improve their reading ability and expand their vocabulary.
Written expression: the requirements of the new curriculum standard for "writing" include: being able to collect and prepare materials according to the writing requirements; Able to independently draft short articles, short messages, etc. Can simply describe people and things; Be able to write simple paragraphs or operating instructions according to a given chart or table; Can use common conjunctions to express order and logical relationship. Emphasize students' ability to use language correctly and reasonably in real situations. In recent years, Anhui's written expressions are all material compositions close to students' lives, which have certain openness and humanity, providing students with free space to play and helping to cultivate their innovative spirit. This kind of question can not only test students' ability to solve practical problems with simple language, but also improve the reliability of marking written expressions. In my opinion, the written expression in 2008 is likely to use this type of question. When guiding students to write, try to choose a theme that can express true meaning or convey information, set a certain context and leave some room for students to play freely.