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How to improve the efficiency of junior high school English review
Cheng Bingying He 'nan Xiayi County Li Ji Central School

First, cultivate students' self-awareness and self-confidence in learning English

With the enhancement of independent consciousness, adult needs and judgment, junior three students' interest in traditional English teaching decreases, and too many experiences of English learning failure make them feel helpless. Therefore, teachers should constantly strengthen the education of their future ideals and learning goals, so that they can feel the importance and necessity of learning English and stimulate their enthusiasm for learning. Teachers should pay special attention to students with learning difficulties and let them see their progress through hard work, thus enhancing their self-confidence and enthusiasm for learning.

Second, buckle the book according to the outline and lay a solid foundation.

Everything must be justified, and teaching is no exception. English curriculum standards are the syllabus of teaching materials and the basis of teaching, and the proposition of senior high school entrance examination should naturally reflect and implement the requirements stipulated in English curriculum standards. Therefore, teachers should take English Curriculum Standards as the key link and the existing English textbooks as the basis, and organize review in a planned and targeted way. First of all, we should study and analyze the English Curriculum Standard for many times, and organize the contents of the junior middle school part of the English Curriculum Standard into a knowledge structure table, so that teachers can make a general review plan. At the same time, students are required to "remember three words, phrases and sentence patterns" and "master two things" (that is, master grammar and pronunciation). Secondly, study the English test questions of the senior high school entrance examination in recent years, compare the requirements of English curriculum standards and the ideas and intentions of the senior high school entrance examination, and then determine the strategy and focus of the general review. Thirdly, the monthly examination questions should be "comprehensive", and the main points of the examination content (reflecting the requirements of "double basics"), the requirements of the questions and the distribution of their scores should be determined in order to effectively remedy them.

Third, teach students in accordance with their aptitude and pay attention to underachievers.

The third grade is the last year of junior high school. The graduating class of grade three should not only learn new lessons, but also arrange some time for review. But the overall focus should be on two realities: one is the reality of students' learning level, and the other is the reality of teaching materials. This is the so-called "teaching students in accordance with their aptitude", and you must never follow your feelings without being divorced from reality. According to the learning attitude and actual level, students can be divided into three types: one is to study well and definitely do well in the exam; Second, there are certain difficulties in learning, they are willing to learn, and their grades fluctuate; The third is to lose interest in learning and give up or abandon learning.

Fourth, improve teaching methods and cultivate students' learning ability.

To maintain students' interest in learning, teachers should have good methods to make students willing to accept knowledge, rather than "cramming" teaching. It is important to cultivate students' learning ability and interest, give full play to their learning initiative and develop their thinking ability.

(1) Strengthen spelling and spelling training for students' language barriers.

(2) According to English curriculum standards, students only need to master and use five tenses, namely, simple present tense, present continuous tense, simple future tense, simple past tense and present perfect tense. However, students don't understand the time interval contained in these five tenses clearly, which leads to confusion in the use of words, phrases or related adverbs. In this regard, we should find out the characteristics, structural characteristics and differences of the five tenses, and then carry out special training for students.

(3) Open the door of "word memory". Memorizing words and overcoming forgetfulness are important links in teaching. In teaching, the author uses the association analysis method to connect the characteristics of sound, form and meaning of words, analyze and compare them, and then summarize them. At the same time, in the teaching process, we should add some word-formation knowledge in a planned and purposeful way, such as the transformation of word form and meaning, root, prefix and suffix. Synonyms and antonyms are often summarized in the teaching and explanation of each unit word, and the training of verbs and phrasal verbs and the comparison of prepositional phrases are repeated in the homework to help students remember and accumulate vocabulary by snowballing.

2. Emphasize repetitive memory

For junior high school students, their consciousness is poor due to age characteristics and environmental influence, so it is very important to pay attention to reproduction in teaching. It is the key to improve the teaching quality to maximize the repetition rate of what is learned in class and reproduce it in time. Whether it is spelling and spelling of words, sentences, grammar, etc. It is necessary to design repetitive training in a planned way, so that the old knowledge can be deepened gradually, so that students can check and fill in the gaps and strengthen their memory.

3. Cultivate students' self-study ability

To make students have the ability to learn, we should teach them to master the internal relationship of knowledge and learn the correct learning methods, and learn actively, so as to improve their knowledge level and ability to analyze and observe problems. When a teacher talks at the end, it is bound to encourage students' dependence and is not conducive to giving full play to their enthusiasm. Taking the tactics of asking questions in the review stage will lead to passive learning; Pre-class preparation, application of "listening, speaking, reading and writing" in teaching, establishment of mutual aid groups, and strengthening extra-curricular counseling to let students think for themselves are of great help to cultivate their learning ability.

4. Establish a good information feedback channel

In the process of review, we must grasp the accurate information of students in time to understand whether the review of students is in place, how effective it is, and how the state is. Teachers can obtain all kinds of information by establishing feedback channels: (1) subject representative channels. Let the class representative be a "little teacher", keep close relationship with students, and keep abreast of students' ideas; (2) Classroom channels. Get to know students through classroom questions and exercises; (3) Operation and testing channels. Homework is used to check the effect of class hours, and tests are used to check the effect of stages, but the number of submissions must be kept in order; (4) the passage of life. Make friends with students, care for and influence students; (5) Information channels. E-mail is set up in the teacher's office to allow students to express their opinions fully, and then the feedback information is processed and fed back to students in time to ensure the effectiveness of review. At the same time, teachers should also write a good class reflection in order to improve teaching methods in time.