Review materials for primary school graduates

Part 1

Extensive accumulation and flexible application

——A brief study on the review of basic knowledge for primary school Chinese graduation

Review of primary school Chinese graduation must not only Guide students to accumulate basic Chinese knowledge that primary school students must master, and guide students to use it to the greatest extent within a limited time. This is the main task of our review of the basic knowledge part.

1. Extensively accumulated and ready to go.

Primary school students have already accumulated a certain amount of language through six years of reading and life experience inside and outside the classroom. The review stage mainly focuses on guiding students to classify and organize their accumulation, thereby improving students' Chinese literacy. The requirements for language accumulation include three aspects: 1. Be able to recite the content required to be recited and dictated in the textbook; accumulate relevant characters, words, sentences, paragraphs, articles, etc.; 2. Be able to pay attention to accumulating language materials in extracurricular reading. 3. Be able to accumulate language materials extensively in life.

(1) The types of accumulation mainly include:

A. Teaching materials:

① Pinyin section: correctly read the pronunciation of characters, analyze the correct pronunciation, etc.

②Chinese character section: correct typos in words and sentences; classify and accumulate words with similar shapes and similar sounds, etc.

③Word section: idioms, classified descriptive words, antonyms and synonyms, related words, etc.

④Sentence section: famous quotes, proverbs, catchphrases, couplets, famous lines from ancient poems, key sentences in classical Chinese, etc.

⑤Duan section: ancient poems, famous paragraphs, famous works, etc.

This will help students know which types of teaching materials to start with. After the teacher guides them, students can be motivated to classify and accumulate independently.

B. Extracurricular reading: Classify the characters, words, beautiful sentences and relevant knowledge accumulated in extracurricular reading or knowledge related to the text, and guide students to summarize them together. What types are there. Such as character categories: ① heroes; ② sports stars; ③ patriotic figures, etc.

C. In terms of life: Classify the language used in life and the cases that require us to use language well to facilitate appropriate application and learning in the learning process, and truly realize Chinese learning and The union of life. Such as: this type of polite and polite language.

(2) Each type guides students to classify and organize according to different contents.

A. Classification and arrangement of teaching materials:

Each section is classified and accumulated according to the corresponding type. This is the main position for accumulation and a main source of whether students can achieve the accumulation amount. You can make extensive accumulation according to the tips in the above panel, and comprehensively use the textbooks from Volumes 1 to 12 to truly realize the accumulation of "moving one hair and affecting the whole body", and collect the corresponding knowledge in the corresponding types.

For example:

①Classification of idioms:

For example, idioms expressing high concentration of attention: (concentrate, concentrate, etc.). Another example is to write idioms starting with the words "one, one hundred, one thousand, sea, no, and you"; to write idioms that mean "time passes quickly" and "speed is fast". In this process, we should pay attention to the number of words. Combination of accumulation and classification accumulation.

② Classification and organization of sentences:

Couplets, proverbs, catchphrases, famous lines from ancient poems, key sentences in classical Chinese, etc. can all be integrated into it, and each part can be integrated into it. It can also be better accumulated by dividing it into smaller points according to the specific situation. For example, the accumulation of proverbs can be divided into: agriculture, weather, cherishing time, motivating yourself, etc.

③Classification of ancient poems:

Ancient poems describing spring: (Ye Shaoweng's "A Visit to the Garden Is Not Worth It", He Zhizhang's "Winging Willows", Du Fu's "Alone Walking by the River Looking for Flowers".)

Ancient poems describing "parting": (Li Bai's "To Wang Lun", Gao Shi's "Farewell to Dong Da".)

Write one sentence each of the ancient poems that describe the characteristics of the four seasons of spring, summer, autumn and winter from the ancient poems you have learned.

④ Comprehensive training of various sentence patterns: including: interchange of rhetorical questions and declarative sentences; interchange of verb sentences and passive sentences; interchange of affirmative sentences and double negative sentences; metaphorical sentences; personification sentences ; Modify faulty sentences; Synthesize sentences with related words, etc.

B. Classification of extracurricular reading:

⑴Expansion of relevant knowledge in the text:

①How much do you know about the Beijing 2008 Olympic Games? Let us know what you know Write it down in sections:

②Andersen is a famous Danish fairy tale master. Do you also know which works he wrote? Recommend their titles to everyone:

③The Long March of the Red Army There are many tearful stories left in it. Which stories do you know? Write down a few titles of the stories you know:

⑵ Language materials accumulated in extracurricular reading

① How many words can you write to describe from light rain to heavy rain:

② Fill in the names of animals to become idioms: such as (＿Death＿Sorrow; ＿＿Restless; ＿Head?Tail.)

③Quotes that illustrate modesty: (Modernness brings harm, but modesty benefits. Humility is the conscience of the body.)

④Write down as many words as you know to describe the character's mood:

⑤Write two famous quotes about "cherishing time".

C. Classification and organization of daily life materials:

For example, organization of sounds:

Recall the sounds in life and write them down:

①The sound of light rain; ②The sound of heavy rain; ③The sound of kitten; ④The sound of puppy; ⑤The sound of chicken; ⑥The sound of hen; ⑦The sound of rooster.

The above are just a few of the classifications. We can give full play to students' subjective initiative, actively classify and organize, and then conduct a class-wide synthesis.

Pay attention to the accumulation of basic knowledge. Only when there is a certain amount of accumulation of various types, students will be able to apply it with ease. As the saying goes, "quantitative changes lead to qualitative changes", only then can the quality be improved. The characteristics of general review are to check for omissions, sort them out, and transfer them for application.

When teachers guide students to classify and organize the review content, they should pay attention to: combine the part of the content that must be accumulated with the students' own accumulation; classifying and sorting the content with similar content together is conducive to the transfer of knowledge; The arrangements that are easy to confuse are classified together, and memory is enhanced through comparison of similarities and differences; those that are easy to make mistakes can be practiced repeatedly to consolidate the correct ones. In short, in the process of sorting out knowledge, we must consciously guide students to pay attention to classification and organization, enrich vocabulary, expand the amount of information, achieve quantitative change to qualitative change, and lay a solid foundation for application.

2. Flexible application and comprehensive improvement:

1. In terms of content design, focus on humanized exercises.

First of all, we must not throw away some of our regular types, such as the accumulation of proximal and antonyms. However, we should not practice them in isolation and try to put them into situations that have life situations or students are interested in. For example, in an emergency, we should ( ) or not ( ).

Therefore, teachers purposefully create situations and design some learning activities to awaken students’ accumulation and allow students to use their accumulation correctly, so that students can feel like a spring breeze during the review process and feel the benefits of review. hapiness. Basic exercises that reflect humanization can achieve this goal to the greatest extent, making students feel that they are not just boring basic exercises, but that they are talking to students, talking about life, and using language, so they can always treat review with a positive attitude. In this way, while mastering basic knowledge, it also subtly affects their personality and achieves the goal of educating people.

For example, some of the following exercise designs:

① Hang "your own words" on the flowers, plants and trees in the school (to guide everyone to care for the flowers, plants and trees):

② Design slogans for the following places:

School cafeteria; library reading room; bathhouse; classroom; computer room.

③Use four sentences to describe the characteristics of the four seasons.

Spring: Summer: Autumn: Winter:

④Write a rhetorical question to encourage learning:

⑤Please write your motto and give an example The role it plays in life or study:

⑥ Faced with your parents who work day and night for you, and you are about to graduate from elementary school, what do you want to say to your father or mother the most:

⑦Write a proverb about being determined and trustworthy:

⑧Graduation is about to happen, and you want to write a message to your best friend to encourage him (or her), what you would write is:

⑨Xiao Li’s grandma is a very nice person, but she is superstitious and does not seek medical treatment when she encounters minor illnesses or pains. Instead, she prays to God and worships Buddha. Can you think of a way to make grandma believe in science and not be superstitious? Please write it out.

⑩I gave up my seat to the old man. (Write the continuous actions of the character based on this situation)

⑾Write a sentence like this:

The table said: A person must be down-to-earth;

The chalk said: A person must be down-to-earth; Have a spirit of self-sacrifice;

Zhizi said:

⑿Whenever you have said a sentence using idioms that left a deep impression on others, write this sentence down. , let everyone *** share:

⒀Change this sentence into polite language: Hey, go away, I want to go over.

⒁Friend, what do you like most in nature? Is it from the blue sky? Is it green? Are they exotic flowers and plants? It's still the lake... As for me, I want to go to the green leaves.

2. In terms of organizational form, carry out diversity exercises.

Carry out comprehensive Chinese learning activities under the guidance of teachers. For example, you can carry out "passing through" activities: dividing basic knowledge into several stations, and each station is divided into several small gates. (This point has been introduced in detail in the "Guidance and Practice" subscribed by the Ministry of Education for us. You can combine it with the actual situation of each class.) Of course, you can also carry out: classified knowledge handwritten newspapers, idiom solitaire, fill-in-the-blanks, and ancient poems Readings, exchanges of famous quotes, competitions in related categories, etc.

As long as it is related to review and helps students master the corresponding knowledge, it is feasible. As long as students can learn easily, remember it firmly, and use it skillfully, the purpose will be achieved.

3. At the guidance level, both knowledge and methods are emphasized.

While teachers guide students to accumulate knowledge (accumulation area and amount), they should also pay attention to the corresponding methods for students to accumulate. For example, the commonly used method of interpreting words in context, and which method to use when seeing which type of words, Caixue's "Yi Yan Jiuding" teacher can use the analogy to understand: a thousand miles, a glance, ten lines, a blue thousand miles, a critical moment, etc. , and then you can summarize the understanding methods of such words. Another example is the guidance on how to think about some types of questions that have not been seen before, such as the question "Write a sentence as shown above: the table said: a person must be down-to-earth; the chalk said: a person must have a spirit of self-sacrifice; the ruler said: " We should guide students in how to think about this question, and then draw inferences from one example and conduct similar training so that students can truly master this method.

3. Review suggestions:

(1) Pay attention to psychology and adjust effectively.

Although we have previously paid great attention to students' active and autonomous participation in review, we should pay close attention to some factors that may come from students' psychology that are not conducive to review, such as "unfreedom" and "unfreedom" that are very easy to occur. We need to pay close attention to psychological burdens such as "very tired" and make timely and effective use of all available time opportunities to release and reduce their stress so that they can carry out review in a light manner. As mentioned earlier, use some forms of review that students are interested in and do not It's either the teacher's lecture or a single exercise. Adjust your review plan and design corresponding review content and form at any time according to the students' psychological situation during the review process.

(2) Leadership and subject participation.

In the review process, the teacher's "teaching" is crucial. It is not only related to the efficiency and quality of students' review, but also affects the change of students' learning methods and the improvement of their abilities. The teaching here is not just a teacher's lecture or an injection-type teaching, but the students acquire the language and use the language in the process of the teacher's constantly changing teaching organization form, and truly realize the excitement of turning the review class into a new class.

At the same time, only when students’ initiative is fully utilized can review be time-saving and efficient, and achieve the best review effect. Mechanical repetition is a taboo in review and should be avoided. We should strive to be "living", which means to guide students to learn and apply knowledge through the method of "variation, sequence, and synthesis" during review; another meaning is to carry out rich and comprehensive learning as mentioned above , let every student devote themselves to the review happily, and try their best to encourage students to organize, prepare, host and summarize by themselves, so that students can consolidate knowledge and improve their abilities in interesting activities, or guide Students conduct variation training on a certain question type so that they can truly grasp the changes in question types. Further stimulate the spirit of active inquiry.

1. Understand the words in connection with the context and context

Review requirements:

Be able to accurately understand the meaning of the words in the text.

Review tips:

Due to the ambiguity of words and the flexibility of use (the usage and part of speech can be temporarily changed), some words are often difficult to understand without the specific language environment. . Therefore, we must focus on instructing students to "look forward and backward" during review, and accurately understand the meaning of words in conjunction with the previous and following context. The methods are roughly as follows:

1. Find out the relevant sentences in the surrounding text - clarify the meaning of the word.

This means that some word meanings are included or appear directly in the article, and it only needs to be clarified by contacting the context. For example: for the word "wonderfully conceived" in "Horse Treading on Swallows", students only need to be guided to read the last sentence: "Let the horse's right front leg stride forward and its left hind leg stretch backward to show that it is running fast." , students will grasp the meaning of the word. Sometimes, there are some changes to this situation. For example, in "Generals and Prime Ministers", there is the word "complete return to Zhao", but in the text there is only "send He's Bi back to Zhao", then there is no explanation for "complete". In fact, the translation The meaning of this curved word is already there. What if we guide students to think about the "He's Bi" sent back? Students can summarize the complete meaning: return He's Bi intact to the State of Zhao.

2. Think carefully in the specific language environment - grasp the changes.

The meaning of some words changes when they are actually used. For these expressive words, only by guiding students to analyze and analyze the language environment in teaching can they grasp the changes. For example: "He borrowed a magazine and read it greedily." The original meaning of "greed" is to be greedy. It doesn't make any sense when put into a sentence. Guide students to think about what the sentence says, and then think about the meaning of "greed". They will understand that "greed" here means not being satisfied and being obsessed.

3. Use the context to decide the choice - choose the correct meaning.

Some words have multiple meanings. What interpretation should be used in the article? "With the help of" the context, the meaning of the word and the specific language should be linked, and attention should be paid to allowing students to have a basis for looking up words. The (word) dictionary obtains a variety of meanings, and then analyzes and compares them, compares the articles, and selects the appropriate thinking process. It also focuses on cultivating students' study habits of putting the selected word meanings into sentences to check whether they are appropriate.

2. Understand the meaning of the sentence.

Review requirements:

Understand the meaning and function of sentences in the language environment.

Review tips:

Understanding the meaning of a sentence mainly refers to the understanding of the deep meaning of the sentence, the understanding of the rhetorical method of the sentence, the analysis of the function of the sentence, and the explanation of the author's intention.

The main methods are:

1. Use comments to guide and understand the meaning of the sentence.

For words that cause reading difficulties, teachers should provide necessary annotations and guidance to help students remove obstacles. For example, "Grassland" describes the green of the hills, "like a Chinese painting that only uses green to render it and does not outline it with ink lines." Students do not understand the meaning of "rendering" and "ink outline". As long as students who have done Chinese painting are inspired to draw on the blackboard, the students will understand the meaning of the sentence. This method can be used for sentences where the difficulty lies in "things".

2. Connect the above and below to grasp the key words and understand the meaning of the sentence.

Key words are obviously words that play a key role in a sentence. Whether they are key or not does not depend on whether they are new words, but depends on their status in the specific language environment. . Key words can be grasped by "deduction method", "elaboration method", "deletion method", etc. For example, there is a sentence in "Serving the People" that "Everyone is destined to die, and it may be heavier than Mount Tai or lighter than a feather." As long as you understand " The meaning of the sentence "solid" or "yu" is now understood.

3. Use syntax knowledge to understand the meaning of sentences.

Some sentences are more complex, and students can be guided to first outline the structure of the sentences and use abbreviated sentences to understand them; some sentences use rhetorical techniques, and they need to analyze the modifying components to find out the key points of expression. ; Some sentences are complex sentences, so you need to clarify the logical connections and understand them accurately. For example, there is a sentence in "Guilin Landscape": "The water of the Lijiang River is so quiet, so quiet that you can't feel it flowing; the water of the Lijiang River is so clear, so clear that you can see the sand and gravel on the bottom of the river; the water of the Lijiang River is so green , as green as a piece of flawless jade." Its frame is simple: "The water of the Lijiang River is calm, the water of the Lijiang River is clear, the water of the Lijiang River is green." By analyzing its modification components, you can understand that this sentence depicts a beautiful scene. The scenery expresses the author's thoughts and feelings of admiration.

4. Understand the meaning of the sentence according to the context.

Certain sentences have their fixed syntactic meaning, but once attached to specific language activities, they generate vivid situational meaning and can appropriately express rich ideological content. Therefore, to understand the meaning of a sentence, one should look forward and backward, and look at the top and bottom. This is not only a common method for understanding the meaning of a sentence, but also should be regarded as the most basic principle for understanding the meaning of a sentence. Specifically, it is understood by connecting the center of the article, the author's intention, the character of the character, the significance of the event, and the characteristics of the scenery. For example, "The Little Match Girl" writes: "They flew away in light and happiness, flying higher and higher, to a place where there is no cold, no hunger, and no pain." On the surface, this sentence There is nothing difficult to understand, but the real meaning requires contextual analysis of the environment in which the event occurred, and understanding the core of the article can only be understood.

Methods of understanding paragraphs

Review requirements:

Master the methods of reading (understanding) paragraphs.

Review tips:

Most of an article is composed of several paragraphs. Each paragraph revolves around the central idea of ??the full text and expresses a relatively complete meaning. When you understand the article. After reading each paragraph, you understand a layer of meaning. Read the entire text paragraph by paragraph, understand the meaning of each paragraph, and then synthesize the meaning of each paragraph to understand the meaning of the whole text. Therefore, when we read an article, we must read each paragraph and understand its meaning. To do this, you must learn to divide articles into paragraphs and master the methods and techniques of extracting the main idea of ??paragraphs.

1. Let’s talk about segmentation first.

We believe that to be effective, segmented review must focus on three aspects.

⑴ Summarize regular knowledge and master the basis for segmentation.

Examine some regular knowledge from the article itself so that students know the reason, which will help students to rationally guide segmentation and draw inferences from one instance to other cases. These regular knowledge include two levels: explicit and implicit.

First, segmentation marks appear in the article. For example, the passage of time, the transformation of space, the appearance and appearance of characters, etc.; summarize sentences, summary sentences, transitional sentences, etc. in horizontally structured articles. These marks are the textual representation of the internal logical structure of the article and can be used as a reference for segmentation.

Second, the logical connection between the paragraphs of the article. This is the main thing. Taking primary school Chinese textbooks as the research object, it can be seen that the basic types are:

① The relationship between division and combination (total score). The characteristics of this paragraph type are composed of general description and sub-statement. There are three types: "summary type", "sub-summary type" and "summary type".

② Parallel relationship. It refers to the logical relationship between paragraphs that explain and describe the same thing from different aspects. There is no priority between the paragraphs, but the order of arrangement is often inevitable.

③ Compliance relationship. Refers to the logical connection that is generally presented in the order in which things develop. The so-called "sequence" can be divided into: the sequence of the development of things themselves, the sequence of the passage of time in things, and the sequence of changes in the spatial location of things.

④ In addition to the above three main common relationships, there are also relationships such as "point and aspect", "contrast", "primary and secondary", "cause and effect", "inheritance", "movement and stillness".

The logical connections between the above paragraphs are the internal basis for paragraph division. In daily teaching practice, students should gradually penetrate and let students master the regular knowledge in this area, which should be regarded as a fundamental solution in segmented teaching. During the review, students should be guided to apply regular knowledge in this area while reading specific articles, so that they can achieve the purpose of reviewing the past and learning new things and improving their own knowledge structure.

⑵ Master feasible methods and learn the skills of segmenting and summarizing the meaning of paragraphs.

Among the segmentation methods, the most important is the overall segmentation method. The so-called overall segmentation is to use the regular knowledge of the article structure to study the logical connections between paragraphs on the basis of roughly summarizing the main content of the full text, thereby dividing the full text into several stages or aspects.

In addition, there are two segmentation methods: "key breakthrough" and "adjacent merger". The key breakthrough is to first look at the key points of the text, find out the starting and ending points of the key paragraphs, and then take care of what to write before and after it. It can be divided into several paragraphs. This method can be used for the point-to-face relationship, primary and secondary relationship, etc. mentioned earlier; Adjacent merging is to merge adjacent natural paragraphs that describe the same aspect into structural paragraphs on the basis of summarizing the meaning of natural paragraphs. Articles that follow relationships such as inheritance can be divided into paragraphs in this way.

Paragraph review should also include review of methods to summarize the meaning of the paragraph. The former is an analysis from the whole to the part, while the latter is a summary from the part to the whole. It can be regarded as a process of understanding the text. From the perspective of language expression training, the methods of summarizing the meaning of a paragraph are:

① Combination method. That is, first summarize the main content of each natural segment or layer to which the structural segment belongs, and then combine them to summarize the segment meaning of the structural segment.

② Expansion method. Find the central sentence in the text and expand it as necessary to form a paragraph.

③ Extract syntax. Directly find a sentence from the paragraph as the meaning of the paragraph. This sentence is often the starting sentence, key sentence, aphorism, concluding sentence, etc. Generally speaking, pick the starting sentence from the beginning of the paragraph, and pick the key sentences and aphorisms from the paragraph. Take the concluding sentence from the end of the paragraph.

④ Serial method. Underline the key words in this paragraph and add a few words of your own to connect them into a sentence. On this basis, practice expressing yourself in your own language.

In the process of reviewing and summarizing the meaning of a paragraph, the important thing is to train thinking, to truly teach students the thinking methods and master the requirements and steps for summarizing the meaning of the paragraph.

2. Requirements for summarizing the meaning of the paragraph:

⑴ Summarize from the perspective of content, not from the perspective of thought. That is, it cannot be written as what this paragraph explains.

⑵ Do not write in outline style. Such as "cause, process, result".

⑶ It should be a complete statement, not a phrase or question.

3. Steps to summarize the meaning of the paragraph:

⑴ Read the full text for the first time to understand the main content and writing ideas.

⑵ Read each paragraph carefully, analyze and compare the natural paragraphs, find out the content related to the center, and use the method of summarizing the meaning of the paragraph to summarize the meaning of the paragraph.

⑶ Read the full text again, think about it as a whole, and revise it to make it accurate and smooth.

Teach students thinking methods:

① The method of choosing and choosing. That is, students grasp the important ones and discard the secondary ones to summarize the meaning.

② Merger method. Refers to the merging of lower-level concepts into higher-level concepts to form a logical induction.

4. Provide flexible processing to promote the individual development of students' reading.

Even if you pay attention to the above, it does not mean that you can successfully master the method of segmenting and summarizing the meaning of a paragraph. When reviewing, you should pay attention to the differences between texts and people, and be flexible in order to achieve practical results. Specifically speaking, it requires:

⑴ It varies from text to text and calls upon students’ daily accumulation.

Article structures vary, and students’ understandings vary. Therefore, during review, students are first allowed to independently segment and summarize the meaning of the paragraphs, express their own thoughts, and then communicate, thereby discovering the signs of explicit segmentation and expressing the meaning of the paragraphs in the text, and exploring the connections between paragraphs. Flexibly apply relevant knowledge and methods of regularity.

⑵ It varies from person to person and promotes students’ personality development.

Each student has his or her own way of understanding and expressing. We believe that as long as it is appropriate and reasonable, it should be affirmed, and we must not overly restrict students with standard answers. For example: students can grasp the topic and use association, hypothesis, and reasoning methods to explore the ideas of the article. As long as the thinking process is basically consistent with the idea of ????the article, it should be affirmed. There is no need to be strict about "in place". Students should be allowed to experience a thinking process from wrong to correct, from vague to clear, from speculation to specific paragraphs.

Review requirements:

Understand some of the author’s expression methods.

Review tips:

Each article has its own writing characteristics. When reading an article, in addition to understanding the main content and the thoughts and feelings expressed, you must also understand how it is expressed. , so that you can learn and learn from other people's writing methods and improve your own writing level. According to primary school Chinese textbooks, the review can focus on guiding students to understand the order and expression methods in terms of structure.

1. Understand the basic order of expression of the article.

In a good article, the arrangement of the order of expression is conducive to expressing the content of the article and expressing thoughts and feelings. Common expression sequences are:

From the perspective of narrative narrative, there are: sequence, flashback, interlude, supplementary narration, and sub-narration.

Sequence refers to narrating things in the chronological order of their development, that is, narrating things in the order in which they develop. Such as "My Comrade Qiu Shaoyun", "Borrowing Arrows from a Straw Boat", "The Harmony between Generals and Prime Ministers", etc. This narrative method makes it easier to write articles in a clear and coherent manner, which is helpful for distinguishing the causes and consequences of things.

Flashback is to write the result of an event or the most prominent part of the event to the front, and then narrate it in the order of the development of the event. Such as "Moonlight Song", "Light", etc. Flashbacks can create suspense, arouse readers' strong interest in reading, highlight key points, and create a strong impression.

Narration is to insert a relevant matter as needed during the narrative process. For example, in the lesson "Fanka", in the process of narrating Fanka's letter, Fanka's memories of his grandfather, the beautiful night scenes in the countryside and the memories of cutting down Christmas trees with his grandfather are inserted.

Supplementary narration is a brief supplementary explanation of the narrated tasks, events, plots, etc. For example, in the lesson "Little Hero Yu Lai", after the Japanese left, people looked for Yu Lai's body but could not find it. It was discovered that Yu Lai was not dead. Later, a supplementary explanation was given as to why Yu Lai did not die. This supplementary narration highlights that Yulai is a clever and brave child.

2. Understand several beginnings and endings.

The beginning of a good article should be straight to the point, allowing readers to immediately grasp the main content of the article, or point out the title or center, so that readers are impressed and understand the center; or write something related to thoughts and feelings. Closely related things that arouse the reader's interest.

When writing an article, you must not only have a good beginning, but also a good ending. Only such a complete structure can enhance the sensitivity of the article. A good article ends by either summarizing the entire text, pointing out the title, pointing out the center, echoing the beginning, or writing something or discussion closely related to the center to attract the reader's interest. Analyze the expression method of the article from a structural perspective, not only to see whether the beginning is novel, clever, and interesting, but also to see whether the ending is artistic.

3. Analyze transition and anaphora.

Transition is a way to express connections between levels of an article and between paragraphs. Articles often use transitional sentences and transitional paragraphs to transition. If the transition is good, the connection between the various levels of the article will be natural and close. For example, there is a transitional paragraph in "The Great Friendship". This paragraph not only summarizes the previous paragraph, but also summarizes the main content of the next paragraph, and plays a role in connecting the previous paragraph and the following. Anaphora means that what is written before is explained later; what is written later is foreshadowed before. The article refers to the front and back, making the structure more rigorous and the conception more rigorous. "Guilin Landscape" and "Lighting" both refer to each other from beginning to end.

In the review, we should use the texts learned in the sixth grade to recall and sort out the above expression methods, and truly master them through review reading training. At the same time, we should pay attention to the combination of reading and writing, and organize the materials while reading, that is, plan the layout of the text. Use the expression methods learned in reading when writing.

Review and training:

The Nameless Flower

My hometown is a small village with beautiful mountains and green trees. On the hillside of my hometown and beside the stream, clusters of small wild flowers as red as fire and as white as snow are blooming. The children in the village call it the "nameless flower".

In spring, I came to the hillside, and those nameless flowers nodded frequently in the spring breeze, as if conveying the message of spring to me; in summer, I came to the creek, and those nameless flowers stretched their waists and waved to me. , as if speaking to me the fragrant words of nature. Whenever I see it, I feel a burst of joyful love from the bottom of my heart. I like nameless flowers and I respect nameless flowers.

In the early morning, the fragrance attracted me to the nameless flower. I saw the crystal clear dew rolling like pearls on the flowers and leaves of the nameless flower. From a distance, the nameless flowers look like colorful clouds spread on the hillside, making the earth very beautiful. In the evening, I stood at the entrance of the village and looked around. There were nameless flowers all over the mountains and fields. I couldn't tell where was the sunset and where was the nameless flower. A simple, nameless flower! It is nowhere to be seen in the colorful flower beds. It does not compete with all kinds of precious flowers, but only wants to keep company with the vast wild grasses. It doesn't need people's care. It only needs to absorb a little nutrients and moisture from the soil and water to maintain its short life. He completely dedicated everything he had to people: his flowers beautified the environment, his leaves and stems were good feed for livestock, and when his life ended, he turned his body into fertilizer to nourish the earth...

The nameless flower is strong. People stepped on it, and livestock trampled on it. It did not feel wronged or complained, but still stood there with its head held high, adding color to the green hillside and weaving beauty into people's lives...

Ah! Simple and nameless flower, I like you and respect you because you are a selfless and strong flower.

1. This article expresses the thoughts and feelings of the author ( ).

2. Why does "I" like nameless flowers?

3. What is the main writing feature of this article?

For mathematics and English, you only need to master the basic words and formulas and be careful. Pay attention to English reading and composition. Memorize a few compositions. If you can't copy one on the paper, you can still get one or two points. Read the answers in the article.