English exam review plan

Part 1: English exam review plan essay

The annual exam is coming. It is well known that the second half of the third grade is the most important and crucial stage in the life of the students. Therefore, the key to improving their performance lies in reviewing. The success of the review period also determines the English for the senior high school entrance examination. Results. In order to make the English teaching work in an orderly manner, I have specially formulated a review plan for the senior high school entrance examination.
First, the overall goal
1. Strengthen classroom teaching reform, truly change classroom teaching methods, and improve students' internship ability.
2, do a good job in the general review of the senior high school entrance examination, grasp the class students, improve the middle school students, take care of all students, and not let a student miss.
Second, the overall review ideas
Seriously sum up experience and learn and use the mirror to explore a diversified English teaching model, optimize teaching methods, guide learning methods, combine the information and direction of the senior high school entrance examination, and formulate a complete and effective teaching plan and review method to strengthen Peiyou Poor, improve the rate of excellence and pass rate, and strive for progress in the senior high school exams over last year.
Third, the time schedule:
The entire review is divided into three phases:
The first stage: Time: Week 1-10 Contents: The first, second, third, and third lessons are reviewed.
Second stage: Time: Week 11-15 Content: Special review
The third stage: Time: Weeks 16-18 Content: Simulate the exam questions. Listening intensive training, essay intensive training
Fourth, specific teaching measures: "three rounds of review law"
The English exam review is divided into three rounds: reviewing the textbooks to help students build a knowledge structure and enable students to form a clear knowledge system in their minds. Grammar special review, while focusing on basic knowledge, strengthen the training of listening, speaking, reading, writing and other skills. Comprehensive simulation review, check for missing vacancies, correct the students' errors and deficiencies in the exercises.
Round 1: Comprehensive review stage
Focus on textbooks and review basic knowledge. At the same time, it is necessary to truly listen, speak, read and write comprehensively, and ask students to step by step, so that students can naturally transition from the study of scattered knowledge to the systematic induction of knowledge, so that the basic knowledge is more organized and solidly done. The study of basic knowledge makes the students' knowledge systematic, fuzzy knowledge clear, and lays the foundation for solving the next stage. Mainly from the following aspects:
1. According to the review content, arrange a moderate amount of moderately difficult exercises, so that students can not only remember the learned knowledge, but also be able to use it flexibly, emphasizing the review of basic knowledge.
2. Perform a phased test every time you complete a book, and keep abreast of the students' grasp.
3. The review content is mainly vocabulary review and usage induction; sentence review and usage induction; grammar review.
The second round: grammar special review
This round of review is mainly to review the grammar special topics, with students as the center, practice and combination, and refinement. Combine grammar with teaching content, let students experience in use and improve in experience. At the same time, we should study the essay and the test papers of the senior high school entrance examination papers, and guide the students to carefully summarize the summary and master the knowledge they have learned.
In this round of special review, it should also focus on the high scores in the senior high school entrance examinations and the students feel it is difficult, and the questions that are easy to lose points focus on strengthening training. For example, cloze, reading comprehension, writing, etc. should be reviewed more. Take the time to give students specific counseling methods and techniques to strengthen training.
The third round: simulation comprehensive review
Reviewing at this stage is a very critical period. Therefore, we must grasp the pre-examination review of this level. In particular, we must pay attention to the review effect, we must strengthen the analysis of the exam questions. Performing several simulation tests with the difficulty of the senior high school entrance examination, correcting and focusing on the review to check for missing vacancies, found that there are deficiencies, timely guidance, and enhance students' self-confidence.
Fifth, do a good job of the grade monthly test and two city-wide unified simulation test
Do a good job in the monthly examination of the grade-level organization and the two-level simulation test organized by the municipal teaching and research section to achieve a unified examination and unified scoring. After each test, you should do a good job of quality analysis, analyze the situation of the test paper, difficulty, and answer sheet status, find out the weak links, and check and fill the gaps for the specific situation of the students. At the same time, we must also grasp the use of several sets of training volumes prepared by the teaching and research section in order to enhance students' adaptability to the types of questions.
6. Conducting technical examinations for students
a) psychological adjustment guidance before the exam
b) Technical guidance
Review schedule:

Chapter 2:

In recent years, the senior high school entrance examination is devoted to the reform of English test questions. From the examination questions in the past few years, the test questions have large capacity, wide coverage, and higher requirements, which not only strengthens the examination of English basic knowledge, but also highlights A test of the ability to use knowledge. According to the characteristics of the exam questions in recent years, the learning rules of English and the actual English learning of students, I made a feasible review plan at this critical moment.
First of all, I intend to use the mock papers as the mainstay, supplemented by the Passing Pass, to refine the grammar in the sea of ​​questions, and to be familiar with the phrases and sentence patterns of fixed structures. Strengthen the test sites in the test papers. On the basis of review training, comprehensive training will be conducted, with students as the mainstay, and the knowledge reviewed will be rearranged to check for missing vacancies. Through well-designed comprehensive exercises, the students' fuzzy consciousness is completely eliminated and the test sites are strengthened. Let the students read each other and discuss, and the questions that are not understood or unclear will be finalized by the teacher and deepen the impression.
Students are required to carefully read the words of the test instructions, and to circle what they do not know, unfamiliar, and master the words a little bit.
According to the form of recent years, the teacher has a hot topic in the essay writing, and let the students practice writing once every day at noon on these topics, and then give them a perfect essay to recite them, so that every essay topic that may be tested is no stranger. As a fish, you can play a good writing level.
Secondly, the simulation training is a large training before the exam, which is the warm-up training stage before the senior high school entrance examination. Using some simulation questions, simulating test time, examination room requirements, and answering methods, students should be trained in exams and test-taking skills to develop students' ability to perform on-the-spot and adaptability.
Pre-examination psychological counseling is given to different students with different personalities, giving different psychological counseling to rule out their pre-test tension.
1, adjust your mindset, don't be afraid of English, believe in yourself. Especially in the examination process, you must always believe this.
2, Listening: After sending out the test paper, first take a look at the listening test, especially listening to the dialogue. In the process of listening, you should be calm. If you don't understand, don't worry, don't worry, I don't understand, and others don't understand.
3, single-choice: carefully study the real questions of the middle school test in the past three years, summing up the knowledge grammar points of the regular test.
4, complete: follow the context and logic, pay attention to verbs, tenses, conjunctions, three singles and plurals.
5, reading: read the article with questions, and carefully study the sentences related to the topic.
6, two volumes: pay attention to writing, fixed collocation, tense, passive voice, object clause.
7, composition: first draft draft, to ensure that the first sentence, the last sentence is not wrong. Pay attention to the tense, especially the general past tense.
8, pay attention to rest, work and rest, and use the morning time to recite.

Chapter three:

Today, I was ordered by the teacher and teacher, Mr. Jiang, to talk to you about the English exam preparation review. This is a very difficult task for our teachers. How to organize a more scientific and effective review of the students they teach according to the actual situation, so that most students achieve the desired results in the senior high school entrance examination, is also the main subject facing each teacher.
I have the privilege to participate in the 20xx year of the city's national middle school English subject examination review training training, combined with several years of teaching accumulation, I have the following understanding and gains. Now I will dedicate it to the peers of the teaching line. Please let me know.
This semester is the most crucial semester in the middle school stage. In addition to continuing to learn English knowledge, we must systematically review the knowledge we have already learned and participate in the national middle school graduation examination.
Now there are more than 2 months in the 20xx mid-term exam, and the 9th grade course is over. The time from now to the senior high school is a crucial time for teachers and students, in the next 2 For more than a month, we have to systematically review the knowledge we have already learned in the middle school stage. Therefore, we should make full use of this time and do a good review of this stage, so that students can get better in the next high school entrance examination. Achievements.
Judging from the examination questions in the past few years, the test questions have large capacity, wide coverage, and higher requirements. They not only strengthen the examination of the basic knowledge of English, but also highlight the ability to apply knowledge. According to the characteristics of the exam questions in recent years, the learning rules of English and the actual English learning of students, I decided to adopt the "three rounds of review method" as the general review plan, the first round of review stage training, which accounts for about 1/ of the total review. 2 or longer, the remaining "two rounds of review phase training", including special training, comprehensive training, simulation training accounted for about 1/2 or 1/3 of the total time. We will focus on comprehensiveness, highlight key points, and combine points and aspects to combine comprehensive review and key review.
Implementation steps and schedule: First, the first round of review phase content: a total of five volumes of English textbooks in the seventh, eighth and ninth grades, the first review of the word.
Review Method: Teacher Coaching - Students strengthen memory and training, focus on textbooks, focus on key vocabulary, words, context,
Guiding ideology: In response to the commonality that students have forgotten about the basic knowledge that has been learned, in accordance with the principle of “depending on the foundation” and “learning new things”, students are required to step by step, so that students can naturally transition from the knowledge of scattered knowledge to the system of knowledge. In summary, the basic knowledge will be more organized, and the basic knowledge will be reviewed in a down-to-earth manner.
At this stage, I plan to summarize the language knowledge points according to the order of the teaching materials, and to explain the use of language knowledge points, to sort out the knowledge points of each unit, and to focus on the basic vocabulary, phrases, and sentence patterns in the overall processing and time of the textbooks. On the distribution, the general review began on April 15th. The first seven grades began, the seventh grades were booked twice, and the eighth grade began with one class per four modules. According to the review outline, students were asked to review. At the same time, in the class, according to the tense, etc., review the grammar, and then write some exercises for the students' weak knowledge to practice.
Second, the second round of review
Content: The content of the entire Chinese-English textbooks will be reviewed in a special way. Such as: words, part of speech, tense, grammar, writing, etc.
Work Arrangement: One grammar project per day, after completing the two projects, conduct a test, and make test analysis and summary, so as to timely consolidate and review the content that students do not understand and difficult to master. The national English grammar review.
Review method: teacher system explanation - special training
Guiding ideology: driven by part of speech, infiltrating grammar. Guided by the test center of the senior high school entrance examination, on the basis of intensive lectures, strengthen training, improve ability, focus on method guidance, strengthen the guidance of learning methods, and improve the ability to solve problems of various types of questions. Combine with the test scores of the city, and carry out special training on reading comprehension, cloze, single fill-in-the-blank, vocabulary use and written expression, and focus on the guidance and problem-solving skills of the study method to guide students to understand and familiarize themselves. The characteristics of each question type, strengthen the classification exercise. Such as: noun.
Adjectives, adverbs, mutual transformation, interoperability, primary level, comparative level, highest level, etc.
Verbs: classification, tense, voice, verb infinitive, and fixed collocation of verbs, modal verbs and their sentence patterns.
Pronouns: the main character, the guest, the possessive pronoun, the reflexive pronoun, the interrogative pronoun, the adverb and the indefinite pronoun are transformed and applied.
There are also prepositions, sentence patterns, subject-verb agreement, attributive clauses, object clauses, further systematic tense voices and the classification of various sentence patterns.
Third, the third round of review
Content: All the content that has been studied in the comprehensive review of English is mainly based on comprehensive testing.
Work Arrangement: At this stage, the main project is to do the whole simulation exercises, test sites and topic review.
On the basis of the first and second rounds of training, comprehensive training will be conducted, with students as the mainstay, and the knowledge reviewed will be reorganized to check for missing vacancies. Through well-designed comprehensive exercises, the students' fuzzy consciousness is completely eliminated and the test sites are strengthened. Let the students read each other and discuss, and the questions that are not understood or unclear will be finalized by the teacher and deepen the impression.
Fill in the blanks, do this type of problem from the following aspects.
Pay attention to the opening revelation of the first sentence.
Read through the full text and understand the general idea.
Meet the essay content and follow the grammar rules.
Repeat the full text and verify the answer.
Reading, understanding, and answering such questions generally take three steps.
First read through the full text, quickly grasp the content of the article, read the article as quickly as possible without compromising understanding, and grasp the main information.
After reading the short-choice multiple-choice questions, including the questions and choices, after clarifying the requirements of the questions, read the full text or related paragraphs, and finally select the answer.
After answering all the questions in a short article, read the short text again and check the answers one by one.
In addition to the regular training, such as serious examinations, correct writing, etc., students are usually allowed to write more texts, modify each other, find errors from their own compositions, correct mistakes, summarize errors, and pay attention to clearing diaries to students. Writing methods such as letters, notices, and telephone messages. Emphasis is placed on situational contexts, requiring students to practice relevant language projects in accordance with specified topics: Shopping Asking the way At the library Making telephones Seeing the doctor Giving a gift Talking about the weather Talking about the sports Greeting and so on.
Listening questions, especially one month before the entrance examination, should be strengthened to improve listening comprehension skills.
4. The simulation training simulation training is a large training before the exam, which is the warm-up training stage before the senior high school entrance examination. Using some simulation questions, simulating test time, examination room requirements, and answering methods, students should be trained in exams and test-taking skills to develop students' ability to perform on-the-spot and adaptability.
5, psychological counseling before the exam
For different students with different personalities, give different psychological counseling to rule out their pre-test tension.

Chapter 4:

In the review of the sprint before the senior high school entrance examination, I have achieved remarkable results in the senior high school entrance examination. Here, I would like to discuss the review strategies and suggestions with my colleagues. I think that before reviewing, we must carefully study the new curriculum standards and the requirements of the examination, understand the specific requirements of the new curriculum standards for listening, speaking, reading and writing; understand the specific requirements of the examination outline for the examination content, and be aware of it.
First of all, it is necessary to review in three stages: the first stage of review focuses on knowledge point scanning and lays a solid foundation. This stage is mainly to return to the textbook. Earlier we said that the proposition is not based on which textbook, but based on the new curriculum standards, then the textbooks we study are not important? of course not. Returning to the textbook is not an eyebrow and a beard, but after studying the course standard and the syllabus, the important knowledge points in the textbook are rationalized and systematic. The second phase focuses on special exercises such as vocabulary, grammar, reading, writing, etc., to allow students to build a complete knowledge network. In addition, through practice to check for missing vacancies, timely solve existing problems. The third phase focuses on improving students' ability to cope with exams. At this time, our teacher's job is to sort out some well-recognized and directional questions from the previous exam questions, so that students can conduct comprehensive simulation exercises from knowledge to ability to mentality, instead of no choice. Just take a test roll and let the students take the test, which will not achieve the effect of training, but also waste the precious time of the students. I hope that through these three rounds of serious review, not only can students improve their ability to use English language knowledge comprehensively, but also enable students to master the questions, answering questions, examination questions, and standard writing of the senior high school entrance examination, so that students can participate with confidence. The examination has a solid foundation and a calm mind. Naturally, good results can be achieved.
Second, it is necessary to focus on review.
1. The vocabulary part
The vocabulary is the foundation of the language and the foundation of English learning. The study of vocabulary advocates from the perspective of application. Do not remember "single" words, nor "single" words, pay attention to the use of vocabulary in discourse and context, and combine vocabulary learning with the study of pronunciation, grammar, and cultural connotation. In teaching and review, we should create conditions and contexts for students to use vocabulary to deepen their understanding in practical applications. In the intensive review of the 1600 words on the syllabus, you must achieve the four-in-one of "sound, shape, righteousness, and use", and learn and use them. You should also compare these 1600 words with the textbooks you use. Words that are in and out should be supplemented in teaching, so that words will not be memorized in isolation. In addition, special comparisons should be made on some words or phrases that are similar in sound, shape, meaning, and confusing, clarify the points of easy mixing, deal with the collocation and analysis of common vocabulary, and consolidate with appropriate exercises. Practice has proved that students only have to pass the vocabulary and learn English to be able to handle.
2, the listening part
Hearing test is a concentrated expression of English learning differences between urban and rural areas, but listening comprehension ability is the most basic ability in language learning and application ability. On the one hand, it can directly examine the way to obtain information, analyze information and respond accordingly. Ability, on the other hand, can also test oral ability indirectly. Therefore, the listening test is not only a need for examination, but also a need to improve students' comprehensive English. It is recommended to keep listening for 20 to 30 minutes every day, and keep your ears sensitive and familiar with the language so that you can enter the state as soon as possible. Listening content should not be limited to textbook tapes and some listening materials, such as English radio, TV programs, English songs, English stories, short plays, etc., which can help improve listening. For hearing with hearing materials, read and read the materials after listening to enhance the ability to comprehend. In particular, consciously develop students' language skills and develop students' ability to translate the language they hear into written language. The selection of listening materials should be simple and authentic, and the content should be close to life. It is a favorite and familiar topic for students in life. The choice of essays should be true and interesting to enhance students' appeal to listening. Of course, the improvement of listening is not a day's work. If you don't insist on training, you will have to complete the listening task correctly within the limited time of the test. In addition, in addition to more listening training, students should also develop good answering habits and guide some test-taking skills.
3, single item selection
The characteristics of the single-choice question are: there are many test sites and strong potential. Emphasis is placed on examining the knowledge in the context and embodying the use and communication of language in the context. This requires us to pay attention to avoiding the problem of lack of context and simply examining the knowledge of grammar when setting the topic or selecting the topic. The problem must have a certain meaning, remember to make a hard work, and the setting of the interference item should be highly deceptive. Otherwise, the basic skills of the students can not be well examined, and it is difficult for students to do the problem. In general, the setting of distracting items focuses on the following two aspects: typical mistakes that are common in normal learning; and estimates of errors that students may make. Therefore, we should make full use of the resources for the preparation of the exams during the review. For the right or wrong questions, the students should clearly understand the course and the reason. Do not repeat the same questions. If you do the questions, you will reduce the review efficiency. To pursue the amount of exercises, to engage in sea tactics, to test and teach, to test and practice. I believe that the implementation of knowledge points should be systematic and pertinent. In the review stage, we should carefully select some representative single-choice questions from the middle-level exam questions in previous years, conduct several hundred-question training, and then summarize and summarize them. The word "will" responds to ever-changing. Of course, test-taking skills are also essential.
4, cloze section
The cloze test can detect students' mastery of word analysis, word collocation, idioms and grammar, as well as students' textual comprehension and logical reasoning ability. Therefore, it becomes an indispensable lever in the middle test questions and adjusts the difficulty of the whole test paper. The title is also a type of question that students are more afraid of. As the saying goes: Kung Fu is outside the classroom, and reading more and more practice is still a magic weapon to win. It is suggested that in the review stage, the cloze test should be intensively trained to achieve “two integrations”, that is, the teacher recommends the article and the student’s self-selected article according to their own situation, one day; the teacher’s lecture and the student’s practice combine to require the student. Follow the principle of the overall understanding of "words are not divorced, sentences are not divorced", and at the same time summarize and summarize the experience of doing the exercises, to achieve the analogy of the analogy. In addition, despising it strategically and attaching importance to it in tactics is also one of the magic weapons. Here I would like to talk about what the teacher should recommend to the students. In addition to the health of the content and the wide range of genres, special attention should be paid to the design of the topic. Judging from the cloze in recent years, the main use of real words.
5, reading comprehension part
The reading comprehension of English articles is not only the starting point and destination of our English learning, but also the top priority of our English test. Whether students can get high scores, this question plays an important role. It not only requires reading the article, but also understanding the deeper meaning of the article. Therefore, in the proposition of the senior high school entrance examination, reading comprehension has become a basic question type. Reading comprehension is actually a kind of discourse teaching. Discourse is both a carrier of knowledge and a carrier of information. Students should be guided from the perspective of discourse, understand the genre of discourse, analyze the discourse structure, grasp the content of the discourse from the keywords, sentences and paragraphs of the article, the subject matter, the author's point of view, attitude and intention, etc., so as to understand the article. Surface and deep connotation. The basic types of reading comprehension are: intuitive questions; common sense questions; comprehension questions and reasoning questions, such as critical questions are not suitable for middle school students. In the past few years, the five common ability examinations for reading comprehension questions have been involved. The factual details are actually intuitive problems. The correct answers to some questions directly refer to the statements in the original text or are slightly modified according to the original sentence in the article. Either way, you need to guess based on context or word formation, not guessing or guessing. Therefore, it is imperative to increase the reading volume, improve the reading speed and understand the level. It is necessary for teachers to provide students with some ideological, educational, knowledgeable and interesting knowledge level, which is close to the student life, with the atmosphere of the times and genre. A wide range of English articles, articles in the form of advertisements, forms, letters, e-mails, etc. should also be provided to students. They are required to read 1 or 2 articles per day for intensive training, and at least one reading lesson a week to teach reading methods and techniques. Multi-faceted training, such as: making multiple-choice questions based on short essays; filling out forms according to short essays; answering questions according to short essays; translating sentences according to essays, etc., and closely combining task-based reading with extracted rich information. Emphasize the article's discourse comprehension and improve students' reading comprehension ability. In order to mobilize the students' reading enthusiasm, some English practice activities can be organized, such as: English reading contest, storytelling competition, speech contest, etc., which are also beneficial. It can not only cultivate students' sense of language and beauty, but also expand the amount of vocabulary by reading. It can also cultivate students' courage to speak English and confidence in learning English.
6, written expression part
The written test provides students with a space to express their opinions and wishes in English. It not only examines students' basic language skills, but also examines students' ability to use language comprehensively. In the usual classroom teaching, the training of writing should be started from the entry period. According to the training program of “word-sentence-segment-page”, it is easy to difficult, step by step, through the use of transcription, dictation, dictation, imitation, Chinese-English translation, reading pictures, writing materials, and other forms to train students' writing. In the review stage, writing exercises should also be carried out on topics familiar to middle school students or activities that have been personally involved. Letters, e-mails, job search letters, etc. should not be ignored. The material composition should create a context for the students. The subject matter should belong to “there is something to say, something to say, something to say”. I think that the practice of written expression should be carried out through four parts: “topic-discussion-writing-reviewing”: first select a topic that is of interest to students, close to students' learning and life or current hot topics and then guide students to discuss topics. After specific requirements, the students are guided to write from the main information of the topic. Have students complete the written expression independently in the classroom, and ask the two students to write their own composition directly on the blackboard for comment. When commenting, first judge whether the information of the composition is complete, and then let the students find the errors in the composition and correct them, and also look for good words worth learning. In addition, the teacher can recommend excellent articles to students and write them down by dictation, which can deepen the impression. It is also good to write more excellent chapters and paragraphs. Of course, during the review period, teachers should also provide students with counseling skills, encourage students to enhance their confidence in writing, and thus improve their writing skills.
In addition, to be well written, you should also pay attention to the following aspects:
1 language accuracy. The succinct statement and the intention are the basic requirements of writing.
2 the appropriateness of the language. It is just right to use it properly. Pay attention to getting rid of the influence of Chinese, write authentic English, and avoid the emergence of Chinese English. Such as: I very like English. Good good study day day up. Slippery floor carefully fall down. Everyone for me me for everyone.
3 coherence of expression. Coherence is a very important scoring standard. One of the mistakes that many candidates often make is that after writing a few sentences, they do not use conjunctions or transitional words. People feel that the structure is not rigorous and the sentences are inconsistent. If we use proper conjunctions in the writing process, such as 焌nd, then, but, so, what's more, however, as a result, on the other hand, in a word, after that, in my opinion, in gengeral, etc. The article is fluent in words and reads up. The use of conjunctions is good, which will add to the article. In addition, in order to write the article well, the beginning and end is very important. An article is wonderful, and if it is not finished, it is also a fly in the ointment.
Since my level is limited and it is not appropriate, I would like to ask my colleagues to criticize and correct.

Chapter 5:

At this week's junior high school English class preparation meeting, the English teachers combined with the students' actual practice to jointly develop an English review plan. It is summarized as follows:
First, review methods.
We are going to adopt the traditional three-round review method:
The first round of reviewing the basic knowledge of textbooks requires students to master key phrases and phrases, and to have solid sentences and articles on textbooks;
In the second round, a special review was conducted, that is, the teacher summarized and taught the various types of questions in the senior high school entrance examination. During this period, students will have a systematic understanding and memorization of grammar knowledge;
The third round uses a combination of simulation and commentary to allow students to pre-heat the exams before they are targeted.
The specific approach is that, in the basic knowledge review stage, on the basis of the students' self-review, the teacher should appropriately expand the key phrases and sentence patterns, and clearly memorize and memorize the content and tasks. In the course of the textbook, combined with the information used in the face-to-face system to conduct a series of lectures, and guide students to do the problem, summed up. The information used does not need to be too much, but should be used finely. The focus should be on improving the efficiency of students’ review.
Second, review the time schedule.
The review begins in the fourth week and the specific time allocation is as follows:
Fourth----Six weeks, review the textbook knowledge of the seventh grade;
Seventh----Nine weeks, review the textbook knowledge of the eighth grade;
Tenth----Twelve weeks, review the textbook knowledge of the ninth grade;
The thirteenth --- fifteen weeks, special review;
Sixteenth----eighteen weeks, a mock exam.
Note: The above schedule is not static, and should be flexible according to the specific situation.
Third, the content and steps of the classroom activities.
Give students a certain amount of "soft" homework after class, that is, reciting or classmates. As a result, students in the class can participate and improve efficiency.
The specific teaching steps are as follows:
Start by checking students' "soft" jobs.
Test word
"When the high-rise building is flat," can you learn English well without remembering the words? Therefore, a course allows students to rush to spell words, which can quickly let students enter the learning state, and can stimulate students' interest in learning. Because words are written in advance, it is not too difficult, thus reducing the starting point and making it easy for students to accept.
Test phrase
Let students use the loose-leaf paper to write phrases and then change each other, which can test students' ability to write and develop the habit of correcting mistakes in time.
The teacher explained.
In the review class, remember to cover everything, but choose the key points. After conducting the above-mentioned inspections, the teacher is basically aware of the problems that are easy to be wrong, easy to mix, and difficult to explain, until the students are mastered.
Practice consolidation.
The most important part of the teacher's explanation is the practice and consolidation of the students. That is, the selected exercises are for the students to do, and the teacher will conduct appropriate counseling during the inspection.
These are some of the good practices we discussed. In addition, in order to avoid the boring and boring review class, you can use flexible methods such as answering questions or spoofing. Strive for the class to be easy, so that students learn to take the initiative and learn to be happy.
There are some inadequacies about the review plan developed by our entire group of teachers, which will be corrected in the specific practice process.