Looking for a good plan, I will review the methods and plans for Chinese and English for the primary school entrance examination on the 26th. . (My Chinese is weak, but my math and math skills are oka

Looking for a good plan, I will review the methods and plans for Chinese and English for the primary school entrance examination on the 26th. . (My Chinese is weak, but my math and math skills are okay)

The classification review method of the general review of Chinese language for primary school to junior high school is very systematic and targeted. If used well, the review effect is also good. Let’s learn the classification review method of general review of Chinese language for primary school to junior high school.

There are many Chinese knowledge points in primary school, which can be divided into three parts: basic knowledge, reading, homework and oral communication.

1. Basic knowledge: focus on review of pinyin, characters, words and sentences.

(1) Pinyin: Able to use the method of spelling syllables, read Pinyin and write words or sentences; recognize and read syllables as a whole; uppercase and lowercase letters (reflected by looking up in a dictionary). Focus on practicing "reading pinyin, writing and writing words".

(2) Words: Understand the meaning of words; analyze the homophones, similar words, and polyphonic words learned; two methods of looking up the dictionary (sound sequence, radicals); master the sounds, shapes, and shapes of new words. meaning, focusing on cultivating students' ability to look up dictionary and understand polysemy words.

(3) Words: read and write learned words correctly, including dictation or reading pinyin to write words. This part of the content is classified and reviewed based on the types of word training that appear in the after-school questions and the Chinese Garden. The review of words should emphasize the understanding and application of words, and pay attention to accumulation. Through review, you can further master the methods of understanding words and improve your ability to use words (such as making sentences).

(4) Sentence: Focus on accumulation. Including the accumulation of ancient poems, famous aphorisms, couplets, proverbs, etc. inside and outside the classroom; the accumulation of poems and famous authors. The main review content is the reading memorization, reading notes and their expansion that appear in the study garden of this volume. At the same time, review the changes in sentence patterns and the content of incorrect sentences.

(5) Punctuation marks: commonly used punctuation marks (focusing on the punctuation marks that should be mastered at this grade level, as well as the use of punctuation marks in some key texts)

( 6) Rhetorical devices: Review commonly used rhetorical devices. Such as metaphor, personification, parallelism, rhetorical questions, exaggeration, etc.

2. Reading: including filling in the blanks according to the text content, in-class reading and extra-curricular reading.

(1) Fill in the blanks according to the text content. Including the passages required to be memorized in this volume (also including reciting the parts you like. For this part of the recitation, it is recommended that students memorize beautiful passages, not just the shortest content.)

(2) Reading. The cultivation of reading ability is formed in daily teaching, and review can only be a process of strengthening and improving. Therefore, the focus of review is not on how to read, but on how to review and solve questions. For example: when doing reading questions, students are first asked to read the passage once, to have a general idea of ??what the passage is about, then read the exercises at the end of the passage, read the passage twice more with these questions in mind, and then write to answer the questions. When answering questions, pay attention to the format: Answers to the questions must be written and answers must be complete. When doing each question, we ask students to review clearly what the question requires us to do? How to do it?

Teachers can set some reading questions based on the textbook or select some reading passages from the test paper, let students see various question types, teach students how to do the questions before doing them, and then let the students do it in class After completion, analyze and explain in class to improve review efficiency. Doing a question has the same effect as a question. Try not to have students take it home to complete. For questions with many wrong answers, don’t just talk about the answers. You must also talk about the methods to let students know what aspects they should start thinking about when encountering such problems. Why answer like this? For example, questions such as: understanding the meaning of words can be solved by changing words and understanding the words in context. Rather than simply telling students what the word means. Teachers should summarize some methods for common problems, such as: how to summarize the main content of the text, how to summarize the center, how to interpret words, how to summarize the meaning of a paragraph, etc.

3. Composition: focus on methods rather than writing.

First review how to review essay topics. Get a composition topic and read it at least three times: after reading it, think about what this exercise asks us to write? Second reading to see what are the specific requirements? (You can draw it with a line and mark 1, 2, and 3) Read it three times to see if there are any missing requirements.

The second step is to carefully analyze and summarize each exercise in this textbook, and make a simple outline to guide students where to start thinking and writing when encountering this type of exercise.

The review of homework and reading can also be placed at the beginning of the review, which will provide certain guidance for subsequent reading and review of exercises.

To sort out and review primary school English, we will implement a complete English review strategy from primary school to junior high school from five aspects: vocabulary, listening, reading, grammar and speaking.

1. Vocabulary

Vocabulary learning is the most basic and important part of English learning. Without sufficient vocabulary as a foundation, it is impossible for anyone to communicate freely in English. At present, the total number of vocabulary words in the four primary English textbooks in Guangzhou is about 810. The number of phrase structures required by the Fourth Conference is around 145. How to effectively memorize so many vocabulary words? Some students said with great annoyance: "I work hard to recite it every day, but I often recite it today and forget it the next day. It seems that the effect is very poor." Let's take a look at the students first. Some common ways we memorize words:

1. Read aloud and write while reading. Repeated over and over again with little success. After reading and writing, I have forgotten everything I memorized.

2. Spend a lot of time making beautiful word cards, write English words and Chinese meanings on the same card, and take them out to read and note at any time. However, because the words themselves are too fragmented and lack any connection or correlation, it is difficult to memorize a large number of words skillfully.

3. Copy with a pen without reading the sound. Write each word at least 20 times. You may be able to remember it after writing it on the same day, but after a few days, when you go back and take dictation, there are very few words that can be remembered.

The use of these methods varies from person to person. I cannot say which method is completely bad. Each student has his own unique way of memorizing words. Here we discuss effective and useful methods. What the author wants to point out is that we should not forget that there is a certain connection between everything. Words are no exception. Try to find a way to memorize words that interests you, and turn the "drudgery" of memorizing words into fun, which will not only greatly improve your memory speed but will definitely enhance your interest in learning English. Below I will give you some simple word memory strategies.

1. Book knowledge reduction method can be used to memorize nouns. In primary school English textbooks, most of the nouns, except personal names, come from daily life. You can try to pick out these nouns and put them in familiar environments, such as schools, homes, parks, etc., and memorize them one by one. The symbols on the paper suddenly became vivid and concrete.

2. The natural connection method of vocabulary can be used to memorize adjectives. Adjectives are used to describe the nature and characteristics of things. When you learn an adjective, you may wish to memorize it together with its antonym. For example: white – black, dark – bright, etc.

3. Vocabulary classification memory method. It is a very interesting and effective method to summarize all the vocabulary of primary school English and classify and memorize it according to different standards. First, classify them according to the different topics involved in the text. I think it can be divided as follows:

A Food category: including fruits, drinks, tableware, and three meals a day. B Natural category: including plants, animals, directions, weather, countries and cities

C Learning category: including stationery, subjects, languages, and nationalities D Family category: including daily necessities, toys, rooms, relatives, appearance

E Hobbies and habits: including color, clothing, sports, time, festivals, occupations, frequency, numbers

Secondly, it can also be divided according to the grammatical points and the part of speech of the word. Specific classifications will be further elaborated in the grammar section.

2. Listening

Listening ability is one of the most important abilities in English language ability. According to statistics, people usually spend 60% of their time listening when communicating. Therefore, how to effectively improve listening is an important part of primary school English learning. When your listening ability is enhanced, it will naturally lead to the improvement of several other skills.

Looking at the listening test question types in primary school English, generally speaking, there are no more than the following five types: 1. Listen to the sentences and supplement the missing information. 2 Look at the pictures and listen to the answers to the questions. 3 Listen to the conversation and answer the relevant questions or complete the corresponding form. 4. Listen to the passage and answer related questions or distinguish between right and wrong. 5 Listen to the sentences and select the corresponding information contained in the sentences. Any training must be targeted, especially in the face of limited time for primary school students. We need to prepare effectively for these five types of questions. The author interviewed some primary school students and found that the current listening difficulties of students are mainly reflected in the following aspects:

1. There is boredom and fear of difficulties. I feel that the recording speed played is too fast.

2 I don’t have the patience to listen to a paragraph at once and ask to stop for a while.

3 I am unable to combine what I heard with the questions on the exam paper, and I don’t know how to write the questions after the recording is over.

4. Once an unfamiliar word appears during listening, I will be very scared. The request is heard immediately.

The main reason for the above problems is the lack of systematic and sustained listening training. To put it more directly, students usually listen too little. So how should we train listening? The author believes that as a primary school, listening should start from the tapes issued by the school. If extracurricular materials are chosen from the beginning, it will be difficult for students and parents to grasp the difficulty level of the listening materials. The current speaking speed of the recordings played in primary school English listening tests is very similar to the speaking speed of the text tapes that students usually listen to. And since the material for the listening recording comes from the text, it will not go beyond the outline in terms of vocabulary. When you feel you are familiar with the text tapes issued by the school, you can start intensive listening training. First, lecture the text, stop sentence after sentence, repeat the sentences you hear orally, and then write and dictate each sentence you hear. When your sentence dictation is completely correct without any errors, you can start listening to the passage. Start by playing a recording, then stop and try to repeat the passage you heard orally. After repeating it several times, try to write down the passage you heard in your own words. Stick to it for 15-20 minutes every day. Over time, you will find that listening to school tapes is no longer difficult. Is just listening to school tapes enough to cope with the listening test? No, for practicing real questions in real-life dialogues, the next step is to choose English that is suitable for your grade level and if you are interested in small dialogues, short stories, etc. Tape to train. Finally, it is supplemented by training on several sets of listening questions to familiarize yourself with the methods of doing the questions. I believe that with this persistence and step by step, students' listening ability will be greatly improved.

3. Reading

It is not difficult to find out if we open the English textbook for the first grade of junior high school and compare it with the existing English textbook for the sixth grade of primary school. Regardless of the proportion of length or the setting of key and difficult points, short article reading has become the highlight of junior high school English textbooks. This also explains to a certain extent that some students had very good English scores in elementary school, but found it very difficult to learn English in junior high school, and even became tired of learning. Therefore, improving reading ability is not only preparation for the primary school entrance exam, but also preparation for better adapting to junior high school English learning.

What is reading? Does reading mean understanding a short story or a small dialogue? No, reading in the primary school entrance examination is the process of actively acquiring relevant information and answering relevant questions through effective reading. This process is where students combine the information in the passage with the question content to find the correct answer. Therefore, good and effective reading is purposeful reading with questions, rather than reading with careful consideration of words and sentences. Developing a reading habit does not happen overnight, it requires daily persistence. The author believes that no matter how much homework there is, students should insist on reading for 10-15 minutes every day. So how should you choose reading materials when reading? It is very important to choose appropriate materials before reading. The author believes that we should start from the textbook. First understand and read the material in the textbook. After answering every reading question in the textbook fluently, I went to look for some appropriate extracurricular readings. First of all, the difficulty of the text readings must be appropriate. It is best to choose a graded reading series, and be careful to choose a regular publishing company.

Recently, XDF Dayu Bookstore launched a set of "Longman Children's Graded Reading" which is worth a look. Secondly, you should choose a topic that interests you to read. From the moment you open the book, you feel like you are willing to read on. In fact, this is the beginning of successful reading. Of course, in order to face the exam, you need help doing some exercises while reading. Just reading without practicing will not help improve your ability to solve questions. The author recommends that when you reach the sprint stage from primary school to junior high school, you should practice at least three to four reading comprehension questions every day.

4. Grammar

During the learning process of primary school English, students will be exposed to vocabulary, sentences, phrases and some fixed collocations in each unit. When these small units are used together, basic grammatical rules must be applied. So when learning grammar, does it just require memorizing rules and reading grammar books? That’s not the case. In the exam from primary school to junior high school, specific grammatical concepts are never tested. What is more reflected in the test questions is application. Test whether you have a thorough grasp of each grammar point by analyzing and applying specific questions. Since the grammar test is to put abstract rules into concrete and vivid questions, then which grammar points will be tested is the prerequisite for us to start targeted review.

Generally speaking, the assessment of grammar in primary school English is all about basic knowledge. The key is to master it comprehensively, especially the special situations and special changes of some rules. Below, the author will make a rough analysis of the specific grammatical points involved in primary school English, but for specific mastery, I still hope that students will practice more through specific questions.

5. Spoken English

The addition of oral test in the primary school entrance examination reflects the requirements and trends of the national primary school English curriculum reform. Like listening, speaking is a manifestation of the active learning and application of English language skills. It specifically requires primary school students to be able to conduct basic conversations and describe and communicate some real scenes involved in life. Judging from the past examination questions, the oral examination mainly has these types of questions. The design of the question types also reflects the principle from easy to difficult. Specific content includes: reading words, phonetic symbols, reading sentences, answering questions according to actual situations, answering questions by looking at pictures, telling stories by looking at pictures, etc. The author believes that following the same text-based principle, we need to think about the source of materials for the oral exam. It is definitely not the teachers who make up the questions out of thin air. Most of the content to be assessed in the exam comes from the students’ own textbooks. Opening the functional topics section of the textbook, from an overall perspective, the author tries to summarize the basic topics and basic contents of the six years of primary school as follows. Some contents involve higher requirements and are proposed for students who are good at oral English.

Spoken English practice requires students to speak boldly. If you are a more introverted or shy student, you need to follow a step-by-step method and "force" yourself to speak. First, listen to the tape carefully in the room, play one sentence and read the next sentence, and pay attention to imitating the pronunciation and intonation in the tape. Once the sentences and words have passed the test, start imitating reading the text. After some practice, start talking to yourself in the mirror. Pay attention to eye contact, appropriate gestures, and natural expressions. Then try to find your deskmate or good friend to practice the conversation on each topic. If you encounter an expression you don't know during practice, remember to ask the teacher for advice in time. Participating in some extracurricular English corner activities can also effectively exercise your courage.

The above provides some English learning suggestions for students who are about to transition from primary school to junior high school from five aspects: vocabulary, listening, reading, grammar and speaking. I hope that students will make full use of their time to practice more and discover and improve their shortcomings in time. I sincerely hope that when the new semester begins, you will already be one step ahead in your English learning. I wish all students good results in the exam from primary school to junior high school!

I hope you will adopt it, thank you! !