How to review English for the 2011 high school entrance examination

Review in the sprint stage before the high school entrance examination in order to achieve impressive results in the high school entrance examination. Here, I would like to discuss review strategies and suggestions with my colleagues. I believe that before reviewing, we must carefully study the new curriculum standards and examination syllabus requirements, understand the specific requirements of the new curriculum standards for listening, speaking, reading, and writing; ), be aware of the specific requirements.

First of all, review should be carried out in three stages. The first stage of review focuses on scanning knowledge points to lay a solid foundation. This stage is mainly about returning to textbooks. We said before that the proposition is not based on which textbook, but on the new curriculum standards. So isn't the textbook we study important? Of course not. Returning to textbooks is not about grabbing eyebrows and beards, but after studying the curriculum standards and examination syllabus, organizing and systematizing the important knowledge points in the textbooks. The second stage focuses on topic exercises, such as vocabulary, grammar, reading, writing, etc., allowing students to build a complete knowledge network. In addition, through practice checking and filling in gaps, existing problems can be solved in a timely manner. The focus of the third stage is to comprehensively improve students' ability to cope with exams. At this time, what our teachers have to do is to sort out some test questions with good reliability and clear direction from the past high school entrance examination questions, so that students can conduct comprehensive simulated practical exercises from knowledge to ability to mentality, rather than indiscriminately Just handing over a random test paper for students to take the test will not achieve the training effect, but will also be a waste of students' precious time. I think that through these three rounds of careful review, not only can students improve their ability to comprehensively apply English language knowledge, but also enable students to master the question types, answer procedures, review questions, standardized writing, etc. of the high school entrance examination, so that students can study with confidence When taking exams, if you have a solid foundation and a calm mind, you will naturally get good results.

Secondly, review in a targeted manner.

(1) Vocabulary part

Vocabulary maintains pronunciation and grammar, is the cornerstone of language, and is the basis for English learning. Vocabulary learning is advocated from the perspective of application. Don't memorize "single" words, nor memorize "single" words. Pay attention to the use of vocabulary in discourse and situations, and organically combine vocabulary learning with the study of pronunciation, grammar, and cultural connotations. For example: Multiple choice question 21 of a certain year:

21. They all looked at the teacher when he told them the good news.

A. sadly B. happily C. carefully D . angruly

(Looking at the four adverbs in isolation, they can all modify the verb looked, but judging from the context of when he told them the good news., it is easy to choose the correct answer B.)

A large number of questions in the single-choice English test test test 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 blackboards, English advertisements, making English signs, etc.) so that students can deepen their understanding in practical use. When conducting intensive review of the 1,600 words on the syllabus, you must achieve the four-in-one of "sound, shape, meaning, and use" and learn and use them flexibly. You should also compare these 1,600 words with the words in the textbooks you use, and compare them. Words with discrepancies should be supplemented and used in teaching, so that the words will not be memorized in isolation later. (As far as I know, before the 2006 high school entrance examination, some teachers in Hefei did not carefully compare the words in the exam syllabus and textbooks before reviewing, so they had to memorize the 100 words in isolation that were not in the textbooks but were required to be mastered by the syllabus. , the effect is certainly not good enough). In addition, special comparisons should be made for some words or phrases that have similar sounds, shapes, and meanings and are easily confused to clarify the confusion points, handle the collocation and analysis of commonly used vocabulary, and consolidate them with appropriate exercises. Practice has proved that students can learn English easily only if they pass the vocabulary test.

(2) Listening part

Listening test is a concentrated expression of the differences in English learning 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 test the ability to obtain information through listening, analyze information and make corresponding responses. On the other hand, it can also indirectly test speaking ability.

Therefore, the listening test is not only a need for exam-taking, but also a need for improving students' overall English quality. It is recommended to listen and listen for 20 to 30 minutes every day to keep your ears sensitive and familiar with the language so that you can get into the mood as soon as possible during the exam. Listening content should not be limited to textbook tapes and some listening materials. Listening and watching more such as English radio, TV programs (such as English Outlook), English songs, English stories, short plays, etc. will help improve listening. For those who have listening materials, read the materials after listening to enhance your comprehension ability. In particular, we must 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-type test questions). The selection of listening materials should be simple and authentic, and the content should be close to life. It should be things that students like to hear and familiar topics in life. The selection of short articles should be realistic and interesting to enhance students' attraction to listening.

Features of the essay selection: the selection is real and interesting, the information is well laid out, and the words filled in are all vocabulary required by the course standards. Of course, improving listening skills does not happen in a day. If you do not insist on training, it will be very difficult to correctly complete the listening tasks within the limited time of the exam. In addition, in addition to more listening training, students should also develop good question-answering habits and provide guidance on some test-taking skills.

(3) Single-choice part

The characteristics of single-choice questions are: many test points and strong hiddenness. Emphasis is placed on testing learned knowledge in context and reflecting language use and communication in context. Let’s look at some multiple choice questions.

1. Nancy spoke in such a low voice that _____ students in our class could hear her.

A. all B. many C. few D. most

< p>2. -______? B. Can I try one on?

A. How much is it B. How many do you want C. What time is it D. What size do you wear

p>

Look at a few more multiple-choice questions from other provinces and cities:

1. We'll try our best to do the work with money and people.

A. few little B. few a little C. less fewer D. fewer less

2. Would you mind more slowly?

I can't follow you.

A. speak B. spoke C. spoken D. speaking

These two questions simply test grammatical knowledge. There is no need to look at the question stem and the meaning of the entire sentence. You can determine the answer just by looking at the blank before and after.

This requires us to pay attention to avoiding questions that lack context and questions that simply test grammatical knowledge when setting or selecting questions. The question stems must have a certain meaning. Remember to make them up from scratch, and the setting of interference items must be highly confusing. Otherwise, students’ basic skills will not be tested well, and it will be difficult for students to solve the questions with ease. Generally speaking, the setting of distractors focuses on the following two aspects: typical common mistakes in daily learning; and estimating the mistakes students may make. Therefore, we must make full use of exam preparation resources when reviewing. We should let students clearly know the correctness and why of the questions they have done. Do not repeat the same questions. Doing the questions you know how to do will reduce the review efficiency. Do not Pursue the amount of exercises, engage in question-sea tactics, use tests instead of teaching, and use tests instead of practice. I believe that the implementation of knowledge points must be systematic and targeted. During the review stage, we should carefully select some representative single-choice questions from previous years' high school entrance examination questions, conduct several hundred-question exercises, and then summarize them with a " The word "will" is used to deal with ever-changing situations. Of course, test-taking skills are also essential. (Many students, including some good students, choose individual items without reading the questions. This is not due to carelessness but a lack of test-taking skills.

)

(4) Cloze part

Cloze questions can not only test students’ mastery of word analysis, word collocation, idioms and grammar, but also test students’ understanding of passages and logical reasoning ability, so it has become an indispensable lever question in the high school entrance examination and adjusts the difficulty of the entire test paper. It is also the type of question that students are more afraid of. As the saying goes: Kung Fu lies outside the classroom, reading more and practicing more is still the magic weapon to win. It is recommended to conduct intensive training on cloze questions during the review stage to achieve "two combinations", that is, a combination of articles recommended by teachers and articles selected by students according to their own circumstances, one article a day; a combination of teacher's lectures and students' practice, which requires Students follow the overall understanding principle of "words should not be separated from sentences, sentences should not be separated from text", and at the same time, students should summarize their experience in solving problems, draw inferences from one instance and draw inferences about other cases. In addition, despising it strategically and attaching importance to it tactically is also one of the magic weapons to win. Here I want to talk about what should teachers pay attention to when recommending articles to students? In addition to healthy content and a wide range of genres, special attention should be paid to the design of the topic. Judging from the cloze tests in recent years, the usage of content words is mainly tested. For example, in a certain year's high school entrance examination, 17 content words were tested in the cloze test, and almost every blank required context and overall understanding to determine the answer. For example: Questions 37 and 38:

My eyes caught 37 and he said very quietly "I hope you studied for this 38. "

37. A. hers B. his C . ours D. yours

38. A. exam B. job C. book D. chance

These two tests examine the usage of pronouns and nouns. For question 37, you can determine the answer B by just looking at he said very quietly at the end; for question 38, 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 learning, but also the top priority of our English test. Whether students can get high points, this question plays a decisive role. It not only requires understanding the article, but also understanding the deep connotation of the article. Therefore, in the high school entrance examination questions, reading comprehension has become a must-select basic question type. Reading comprehension is actually a kind of text teaching. Text is not only the carrier of knowledge, but also the carrier of information. It is necessary to guide students to start from the perspective of discourse, understand the genre of discourse, analyze the structure of discourse, and grasp the content, theme, author's point of view, attitude and intention of the article from the keywords, sentences and paragraphs of the article, so as to understand the purpose of the article. Surface and deep connotations. The basic types of questions in reading comprehension include: intuitive questions; common sense questions; comprehension questions and reasoning questions, such as critical questions (such as: What if this thing didn't happen like this?) are not suitable for junior high school students. In recent years, the five common ability tests in reading comprehension questions (factual details, main idea, deep meaning, reasoning and judgment, and word meaning guessing) are all involved. Factual details are actually intuitive questions. The correct answers to some test questions directly quote the sentences in the original text or are slightly modified based on the original sentences in the article; let’s look at question 61 of reading comprehension in the past two years:

61. Who picked up the horseshoe at last?

A. The son B. The father C. Both the father and the son D. Neither the father nor the son.

Question 61 is based on the passage His father said nothing but he picked it up himself. One sentence confirms the answer B;

Word meaning guessing is usually tested in two situations: one is to guess the underlined words or phrases in the article Chinese meaning; such as:

79. The underlined word "presses" probably means in Chinese. Anhui Province in 2006

A. squeeze b. Close C. Open D. Release

The second is to guess the English explanation of the underlined words or phrases in the article.

Such as?

59. The underlined word "stupid" in this passage means. Zhejiang Province in 2006

A. pretty B. happy C. not clever D. not friendly

No matter which one you use, you need to guess based on the context or word formation, and don’t guess blindly or randomly. Therefore, increasing the amount of reading, improving reading speed and understanding level are top priorities during the review stage. It is necessary for teachers to provide students with some ideological, educational, intellectual, and interesting knowledge that is close to students' lives, has the flavor of the times, and has a genre. A wide range of English articles, including advertisements, forms, letters, e-mails and other forms of articles are also provided to students. Students are required to read 1 to 2 articles every day for intensive training. At least one reading class is held a week to teach reading methods and skills. Conduct multi-faceted training, such as: answering multiple-choice questions based on short texts; filling in forms based on short texts; answering questions based on short texts; translating sentences based on short texts, etc., closely integrating task-based reading with extracting rich information. Emphasize the discourse understanding of articles and improve students' reading comprehension ability. In order to mobilize students' enthusiasm for reading, some English practice activities can be organized, such as English reading competitions, storytelling competitions, speech competitions, etc., which are also beneficial. It can not only cultivate students' sense of language and beauty, but also expand their vocabulary through reading. It can also cultivate students' courage to speak English and confidence in learning English.

(6) Written expression part

The written expression test provides students with space to express their opinions and wishes in English. It not only tests students' basic language skills, but also tests students' ability to comprehensively use language. In daily classroom teaching, writing training should start from the introductory period. According to the training program of "word-sentence-paragraph-article", from easy to difficult, step by step, through the use of copying, dictation, dictation, imitation, Different forms such as translating from Chinese to English, looking at pictures and writing, and composing based on materials are used to train students' writing. During the review stage, you should also practice writing based on topics that are familiar to middle school students (especially topics mentioned in the "Examination Outline") or activities that you have personally participated in. Applied styles such as letters, emails, and cover letters should not be ignored. . Material composition should create a context for students, and the subject matter should be "something to say, something to say, and something to say."

The practice of written expression should be carried out through the four links of "topic-discussion-writing-review": first choose a topic that is of interest to students and close to students' study and life or a current hot topic (hot topics are also It should be realistic and not too big, such as: drug abuse, nuclear weapons, reunification of the motherland, world peace, etc. If the topic is too big, students will not be able to write, and it will not be able to test students' ability to use language to solve practical problems.) Then guide students to discuss the topic. , after making specific requirements, guide students to start writing from the main information of the topic. Let students complete written expressions independently in class, and ask two students to write their compositions directly on the blackboard for use in comments. When commenting, first determine whether the information in the composition is complete, and then ask students to find errors in the composition and correct them. They should also look for good words and sentences worth learning. In addition, teachers can recommend excellent articles to students and write them down through dictation, which can deepen their impression. Memorizing more excellent chapters and paragraphs will also be of great benefit to your writing. Of course, during the review stage, teachers should also provide guidance to students to strengthen their test-taking skills and encourage students to increase their confidence in writing, thereby improving their writing skills.

In addition, to do a good job in written expression, you should also pay attention to the following aspects:

① Accuracy of language. Smooth sentences and expressive ideas are the basic requirements for writing.

②The appropriateness of language. Used appropriately it is just right. Be careful to get rid of the influence of Chinese, write authentic English, and avoid the appearance of Chiglish. Such as: I very like English. Good good study day day up. Slippery floor carefully fall down. Everyone for me me for everyone. etc.

③Coherence of expression. Coherence is a very important scoring criterion. A common mistake that many candidates make is not using conjunctions or transition words after writing several sentences, which makes people feel that the structure is not rigorous and the sentences are incoherent.

If we use conjunctions appropriately in the writing process, such as? and, 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., it will The article is written fluently and is easy to read. Conjunctions used well will make the article more beautiful. In addition, if you want to write an article well, the beginning and end are very important. No matter how wonderful an article is, if it has no beginning and no end, it is still a fly in the ointment.

The new curriculum standards clearly state that summative evaluation must be aimed at testing students’ comprehensive language use ability. The written examination should avoid pure pronunciation knowledge questions and pure grammar knowledge questions; increase application questions with context; appropriately reduce objective questions and increase subjective questions. Therefore, I believe that the 2011 high school entrance examination questions will continue to be based on the "curriculum standards" and take the development of students' comprehensive language use ability as the starting point to truly implement the evaluation guiding ideology of "testing students' ability to do things in English" and highlight the language Cultivate students' observation, memory, thinking and imagination abilities and innovative spirit during learning; embody the emphasis on context, the practicality of language, the examination of application ability, and the educational value of test questions.

It is not difficult to see that in recent years, especially in the past two years, the high school entrance examination questions have been based on the guiding ideology of "seeking development while maintaining stability". Therefore, it can be expected that the basic question types of the high school entrance examination will not change significantly. Let's start with the question types of regular examinations and make a simple analysis of the trend of English in the high school entrance examination.

Listening: The new curriculum standard’s “listening” requirements for junior high school graduates are: being able to understand the speaker’s intention based on the intonation and stress of the voice; being able to understand conversations about familiar topics, and being able to extract information and point of view; be able to use context to overcome barriers to new words and understand the main idea; be able to understand stories and narratives at a near normal speaking speed, and understand the cause and effect relationship of the story; be able to respond in an appropriate way during the listening process; be able to respond to the meaning of the passages being listened to The content records simple information. The listening test focuses on the overall ability to understand, accept and process information through listening. The changes in listening skills in 2006 compared to 2005 are reflected in questions I and II, which have been discussed before. It is estimated that the listening question types in 2007 will not change much. There will still be a certain degree of 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 remain simple, real, and close to students' lives, with obvious characteristics of spoken language. (When we take the mock exam, we must consciously choose listening test questions that meet these characteristics)

Single choice: Single multiple choice questions are common types of questions in the high school entrance examinations in various provinces and cities. According to the new curriculum standards, the test of language knowledge should be conducted in context as much as possible, and the number of single-choice questions at the sentence level should not exceed 15. When testing vocabulary and grammar in the single choice, attention should be paid to the contextualization of vocabulary and the authenticity, interest and practicality of grammar. By setting different contexts, increasing the length of the question stems, and rationally using graphics, pictures, and symbols, the vocabulary and grammar tests can have a more positive and realistic meaning, and more reflect the communicative function of language.

Cloze: Cloze is a question type that has been used in exams over the years. Emphasis is placed on text comprehension and logical reasoning abilities. Detect word meaning analysis, word collocation, idioms, and grammar. The design topic starts from the text, has sufficient background, and highlights the ability to comprehensively use language. In recent years, Anhui's high school entrance examination has been composed of two cloze questions, with gradients in difficulty and difficulty. It is estimated that there will be no more than two articles in 20077.

Completing the dialogue: The new curriculum standards state that the test should include oral, listening and written tests. The oral examination is currently unavailable due to various factors. Although the completion dialogue has high structural validity, it can also be regarded as a transitional form for the oral examination. This type of questions may continue to appear in 2007. In addition, completing the dialogue by filling in words or sentences is also a common question type.

Reading comprehension: The requirements for "reading" in the new curriculum standards include: being able to infer and understand the meaning of new words based on context and word formation; being able to understand the logical relationship between sentences in a paragraph; being able to find out the meaning of an article Theme, understand the plot of the story, predict the development and possible ending of the story plot; be able to read reading materials of common genres; be able to use simple reading strategies to obtain information according to different reading purposes. In addition to textbooks, the cumulative amount of extracurricular reading should reach more than 150,000 words.

It can be inferred that the selection of reading materials will be closely related to society and the actual life of students. The genres include stories, popular science readings and practical styles, etc.; emphasis is placed on the examination of discourse level and language ability, and on comprehensive understanding, analysis and induction, word meaning Ability to make inferences and other in-depth practical uses of language. Use language proficiency as a test criterion and increase the requirements for reading speed and reading volume. Therefore, the number of articles read will only increase and not decrease. Therefore, when reviewing, try to increase the selection of texts that are applicable to real-life situations, such as newspaper articles, posters, instructions for use, various advertisements and charts, etc., to enrich students' reading content and improve their reading ability. Expand your vocabulary.

Written expression: The requirements for "writing" in the new curriculum standards include: being able to collect and prepare materials according to writing requirements; being able to independently draft essays, text messages, etc.; being able to briefly describe characters and events; Write simple paragraphs or operation instructions with diagrams or tables; be able to use common conjunctions to express order and logical relationships. Emphasize students' ability to use language correctly and reasonably in real situations. In recent years, Anhui's written expressions have been material compositions that are close to students' lives. They are open and humanistic to a certain extent, providing students with space for free play and conducive to developing students' innovative spirit. This type of question can not only test students' ability to solve practical problems in simple language, but also improve the reliability of written expression questions.

Language learning is a step-by-step process, so don’t be impatient