I am a senior one student, and my English study is very poor, just like the primary school level. How can I learn English well before the college entrance examination?

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1 material 1

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Time is running out. I suggest you learn English from the perspective of taking exams.

If you have time, you'd better recite all the English texts in senior high school for three years, and don't analyze the texts in detail. If you don't have time, I suggest you spend more than an hour reading English texts aloud every day, and read all the three-year high school texts ten times, so that you can read well. Finally, listen to the tape, listen and write along with the tape, strengthen your memory, and sweep away most of the words you haven't mastered. When you do this, don't forget to find out the words you don't know in the text and remember them. As long as you work hard, I believe you can learn it well.

This is the easiest way.

2 Material 2

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When reviewing English, senior three students can be divided into two parts. One part focuses on reviewing the basic knowledge of senior one to senior three, and the other part is reviewing grammar reading and writing. For students with poor English foundation and difficult to improve their grades, Mr. Sui gave the following suggestions:

First of all, because candidates have poor English foundation and limited review time, they should focus on English foundation. When reviewing, candidates can try to master some commonly used fixed words and vocabulary usage, memorize a large number of words scientifically, and do exercises on the exam outline repeatedly, so as to have a solid grasp of preparing for the exam.

Secondly, candidates should also pay attention to the standardization of examination questions. In the previous college entrance examination English, many candidates lost points because the questions were not standardized. At the same time, when writing a composition, we should pay attention to the clear paragraphs and neat handwriting of the article, leaving a good impression on the reviewers.

Finally, in the sprint stage of the college entrance examination, candidates should keep a normal heart. On the premise of mastering the vocabulary, with vocabulary as the foundation, supplemented by phonetics knowledge, 2008 exam outline and grammar, combined with reading and writing, combined with the strategy of correcting mistakes in short passages, review English well. Special attention should be paid to reading comprehension and cloze in reading and writing, which account for nearly half of NMET English scores.

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Facing the college entrance examination, how can senior three students improve their English ability and test scores? In the daily teaching counseling, it is often found that many students spend a lot of time and energy on English learning and participate in various tutoring after class, but they still can't effectively improve their test scores. In fact, the fundamental reason is basically the deviation of knowledge reserve.

Who really holds the "leading power"

As we all know, NMET 150 English test paper covers listening, multiple-choice questions, cloze, reading, Chinese-English translation and composition. Among them, listening consists of two articles and two dialogues. Two cloze, five reading comprehension and one English composition. Therefore, it is not difficult to see that in a college entrance examination paper, reading and understanding of the article is the absolute "dominant" position.

Unfortunately, many students now put the cart before the horse. They often pay special attention to the practice of multiple-choice questions, and often like teachers to explain multiple-choice questions in a large number when tutoring, thinking that this is their weakest link. Some students spend a lot of time on multiple-choice questions every day, but little time on cloze and reading articles. These students might as well ask themselves: How many English articles have I read today? To make matters worse, some students will regard doing a lot of multiple-choice questions as a "trick" and shortcut to improve their English scores, while reading articles as something they can improvise or even try their luck in exams. "If you are lucky, you will do well, and if you are unlucky, you will do badly. It all depends on the length and difficulty of the essay on the spot during the exam." Imagine that if you study less, don't read fast, and don't accumulate enough vocabulary, you may be blind during the exam, or you can only expect blind cats to meet dead mice. With this learning method, there will be no good results in the end, including cloze, reading comprehension and composition.

Use your strength on the blade

My teaching experience is that if senior three students can do the following things every day, generally speaking, their English scores can be significantly improved.

1. Memorizing 15 to 20 unfamiliar words or phrases in vocabulary books every day will be very helpful for listening, word filling and Chinese-English translation.

Second, it is enough to do 15 multiple-choice questions every day.

Third, we should strengthen the practice of cloze and reading comprehension Keep the rhythm of doing two or three cloze and reading every day.

In addition, when many students do multiple-choice questions, they only pay attention to the options rather than the context, and consider the questions incompletely. The following three sentences are what I think must be kept in mind when doing exam questions. The first sentence is "distinguish between initiative and passivity". Many students only pay attention to tense but not voice, or only know that participles or infinitives are needed here, but they don't subdivide whether they are active or passive. The second sentence is "analyze what is missing in a sentence". There are many clauses in English. No matter what kind of sentence it is, we must pay attention to analyze what is missing and what is missing. The third sentence is "Idioms don't ask why". Students often get to the bottom of some idioms and ask why. In fact, language learning is a process of imitation in a sense, and many idioms can't spare much time to ask why. For example, some special sentence patterns should be "memorized".

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English review strategies for 08 college entrance examination

At present, the study of senior three is in the first review stage, and the difficulty of each subject increases accordingly, and the academic tasks increase, which brings great obstacles and difficulties to candidates' independent review.

Especially, English learning has entered a critical and extremely difficult bottleneck period. Although many senior three students study English hard, they are constantly conducting various special trainings and comprehensive tests. But the more at this time, the easier it is for students to feel overwhelmed, because the content of review can not be directly reflected in the rise of scores, or even fall instead of rising. Some students have difficulty remembering words, some students have weak grammar structure and English foundation, and some students are faced with the embarrassing situation that words and grammar are basically fine, but the test questions are wrong for various reasons, and then the scores are not high. In short, they can't achieve satisfactory results.

Faced with such a bottleneck period, many candidates and parents are at a loss, thinking that their efforts are not enough, or that the content cultivated by the school has deviated. In fact, the main reason is that their learning methods and training focus deviate from the direction of the college entrance examination proposition. When memorizing words, we only recite the meaning of words in isolation, without considering the meaning and examination methods that single words often appear in college entrance examination papers, which makes words have no sense of context, so they can only recite, can't be used, see or don't know, or appear inconsistent with the explanation of exam questions. When learning grammar, we only recite sentence structures and grammar rules mechanically, without considering the application of grammar structures in reading comprehension, cloze and composition, which often leads to the phenomenon that we know all the words when reading, but we can't attack long sentences for a long time, and the syntax of composition is still simple.

In fact, in the critical period of review, candidates should consider returning to textbooks. Lay a good foundation of English, and not only train basic skills, but apply basic skills training to college entrance examination English papers in exchange for scores directly. In 2007, the syllabus and proposition description of the new college entrance examination English are based on the new curriculum standard, which means that the textbooks in hand are actually the best preparation materials, not the test papers and various special exercises.

In the eyes of many candidates and parents, and even in the eyes of some middle school teachers, textbooks and teaching materials are just "chicken ribs", which is a teaching activity to fill the study time. It is wrong for some senior three students to completely abandon the teaching materials and instead conduct a complete simulated college entrance examination training. The textbooks of junior high school and senior high school have always been the blueprint of the college entrance examination proposition, and the textbooks are also the basic masters of college entrance examination training. The textbooks currently used include all-round training in listening, grammar, reading, writing, oral English, cultural background and vocabulary. Only by carefully reviewing the teaching materials and keeping in mind the training focus of each teaching unit in the process of review can we persistently revise the test paper. Only textbooks, not other reference books and teaching AIDS, can shoulder the heavy responsibility of "one person keeps it, and ten thousand people can't force it"

In the teaching process of senior three, teachers often feel students' anxiety and pessimism in the face of slow progress in English achievement. At this time, "poor memory" and "no language talent" often become an excuse for self-comfort. In fact, as long as we open the textbook, it is easy to find that every corner of the textbook is full of traces of the original college entrance examination, which is impossible for any reference book (except for the compilation of real questions over the years). Comparatively speaking, abandoning textbooks is a way of reviewing at the expense of books.

It should be noted that the training focus and teaching focus of each unit in the textbook are not necessarily the test sites of the college entrance examination. The college entrance examination adheres to the principle of "silently listening to thunder" when you make a proposition inadvertently. In the process of reviewing textbooks, candidates should learn to be good at discovering propositional embryos hidden in every page of the book, rather than just looking at the key points of unit learning.

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