Practice class is a kind of class in which students combine speaking, practice and evaluation with independent practice under the guidance of teachers. It is the continuation and supplement of the new teaching, and it is the intermediate link to complete the general goal of text teaching. Its task has two aspects: first, consolidate the knowledge learned in the new teaching, turn the knowledge into skills, improve the ability to solve specific problems by using knowledge, and develop intellectual and non-intellectual factors in the process; The second is to solve the problems left over from the new teaching, coach poor students and narrow the gap. So, how to accomplish these two tasks efficiently? Let's talk about the specific methods from the following five aspects: defining the purpose, paying attention to actual effect, embodying hierarchy, striving for diversity and paying attention to communication. First, it is clear that purposeful practice class and new teaching constitute an interrelated and alternating chain of knowledge acquisition and skill training. Practice class is not only the consolidation and improvement of new teaching, but also the preparation and bedding of follow-up knowledge. Therefore, when designing the structure and practice content of practical courses, we should first decide the focus of practice according to the feedback information of students during and after the new teaching. Secondly, according to the requirements of the teaching material system and syllabus, it is necessary to find out what knowledge to consolidate, what skills to form, to what extent to improve, and what kind of bedding and preparation to make for subsequent knowledge. Only by clarifying these goals and requirements can we make a targeted overall plan for the practice class. Practice class is a kind of class in which students combine speaking, practice and evaluation with independent practice under the guidance of teachers. It is the continuation and supplement of the new teaching, and it is the intermediate link to complete the general goal of text teaching. Its task has two aspects: first, consolidate the knowledge learned in the new teaching, turn the knowledge into skills, improve the ability to solve specific problems by using knowledge, and develop intellectual and non-intellectual factors in the process; The second is to solve the problems left over from the new teaching, coach poor students and narrow the gap. So, how to accomplish these two tasks efficiently? Let's talk about the specific methods from the following five aspects: defining the purpose, paying attention to actual effect, embodying hierarchy, striving for diversity and paying attention to communication. First, it is clear that purposeful practice class and new teaching constitute an interrelated and alternating chain of knowledge acquisition and skill training. Practice class is not only the consolidation and improvement of new teaching, but also the preparation and bedding of follow-up knowledge. Therefore, when designing the structure and practice content of practical courses, we should first decide the focus of practice according to the feedback information of students during and after the new teaching. Secondly, according to the requirements of the teaching material system and syllabus, it is necessary to find out what knowledge to consolidate, what skills to form, to what extent to improve, and what kind of bedding and preparation to make for subsequent knowledge. Only by clarifying these goals and requirements can we make a targeted overall plan for the practice class.