A brief discussion on the ninth grade English teaching paper

A brief discussion on ninth-grade English teaching essays

Nowadays, when it comes to essays, everyone must be familiar with them. With the help of essays, we can effectively improve our writing level. How to write a thoughtful and literary essay? Below is a brief discussion of ninth-grade English teaching papers that I compiled for your reference. I hope it can help friends in need.

In recent years, English tests are generally based on teaching materials, focusing on the accumulation and application of pronunciation, vocabulary, grammar and other language knowledge; ability-based English tests are based on "Teaching It is based on the "Syllabus" or course standards, focusing on testing students' ability to use the language knowledge they have learned to solve practical problems in life, comprehensive skills in listening, speaking, reading, writing and translation, innovative spirit and practical ability.

Changes in testing methods will inevitably lead to changes in teaching strategies. In the past, in the context of knowledge-based tests, because the test was based on some language knowledge in the textbook, students only needed to memorize the textbook, memorize the pronunciation, vocabulary, grammar and other language knowledge in the textbook, and mechanically apply some sentences. type and usage, you can get higher test scores. As a result, teachers in the graduating class often rush to catch up on new courses. Some finish the new courses in the first semester of the third year of junior high school, and then set aside half a year for general review. The first round is to review the teaching materials, and the second round is to review the language knowledge and knowledge in blocks. The third round of comprehensive review. However, in today's age of ability-oriented tests, it is obviously not enough for students to only master the knowledge in textbooks and some language knowledge. Therefore, in response to changes in test formats, ninth-grade English teaching must also be adjusted accordingly.

1. Overall design of teaching time

The ability-oriented test does not directly test the language knowledge in the textbooks, but focuses on testing students’ ability to use language knowledge for listening, speaking, reading, writing and translation. In fact, It puts forward higher requirements for our teaching. The formation of ability is based on solid knowledge. Without the necessary knowledge, ability becomes a castle in the air; on the other hand, ability is the application of knowledge. Only knowledge without a lot of practice can't form ability. Therefore, when we teach, we must pay equal attention to knowledge and ability. For language knowledge, we can conduct timely exercises and summaries in new lessons and reviews that follow the textbooks, instead of arranging a special round of concentrated training during the general review; the consolidation of vocabulary and the cultivation of language ability require a long-term The process cannot be concentrated for a period of time to achieve outstanding results. Therefore, it is not appropriate to arrange special time for the general review. Instead, it should be dispersed every day throughout the ninth grade stage, separate from new lessons and review, and the overall design is step-by-step. Every day Spend a few minutes reviewing vocabulary and practice one aspect of your vocabulary every day. Comprehensive training is mainly a simulation training based on the structure, form, difficulty, time, etc. of the high school entrance examination. It should not be arranged too early or too much. It can be conducted once a month during the entire ninth grade period and one week before the high school entrance examination. twice.

Two or four clues, go hand in hand

1. New lessons and review with textbooks as the main line

The high school entrance examination does not test pure language knowledge questions, so review is not always possible Arranging a special stage to review language knowledge does not mean that language knowledge is not important. When we take a new class, we can study, analyze and practice necessary language knowledge based on the pronunciation, vocabulary, grammar, topics and other contents that appear in the unit in the textbook; when reviewing in units, the focus is to allow students to fully reproduce, To consolidate the language knowledge they have learned, students should have enough time to read the dialogues and short passages in the textbooks to form an overall impression and sense of language of the content they have learned. The relevant language knowledge should be linked back and forth, summarized and comprehensively used.

2. Review with vocabulary as the main line

Vocabulary review can of course be memorized in a short period of time, but the number of memorized words is limited and forgotten quickly. In junior high school English, Memorizing more than 1,000 vocabulary words is not enough, so you must plan carefully and memorize them frequently and repeatedly to remember them. We can arrange for students to review some vocabulary every day starting from the first week of ninth grade.

For example: starting from the first unit in seventh grade, review one unit every day; after the end of one round, review two units every day; after the end of the second round, review three units every day... At the end of one unit of the new lesson , you can take a day to review and check the vocabulary of this unit.

You should pay attention to the following points when reviewing vocabulary:

(1) Read properly. When students reach ninth grade, they are very divided. Some students can basically read and write the vocabulary they have learned, while some students cannot read or write some words accurately, and some students cannot even read most words. , can’t write. Reading is a prerequisite for spelling. Therefore, when initially reviewing vocabulary, teachers or outstanding students should read it twice to give students the correct pronunciation.

(2) The words are inseparable from the text. Vocabulary review must be combined with reading the passages and texts in the textbook. Students must be urged to develop the habit of memorizing vocabulary in the text, and memorize the pronunciation, spelling, meaning and context of the word, which can not only enhance the sense of language, but also Generate associations and extend memory retention time. But if you memorize a word list alone, you will remember it quickly and forget it quickly.

(3) Layering requirements. Since ninth-grade students are seriously divided, we should not hold all students to the same standards. Appropriate standards can stimulate students' enthusiasm for success, while excessive standards can inhibit students' enthusiasm. According to students’ intellectual differences, learning abilities and existing foundation, and adhering to the principle of letting every student do his or her best and letting every student learn something, we can require students at different levels to master different numbers of vocabulary, such as 95 ,85,75...5. Don't think that 5 is too low. Some students may not be able to achieve it, but they can't set the standard of 0 points. Ask them to master 5. They can sometimes achieve it after hard work, and they will have a chance to succeed. With the motivation to learn; if they have to reach 50, then they simply stop learning.

(4) Strict control. Some ninth-grade students are not yet very self-conscious about their studies and require regular supervision and inspection by teachers. Checking can take about 5 minutes every day, using dictation and other forms; it is not necessary to write down all the vocabulary that should be memorized that day, just focus on checking about 10 commonly used words, phrases and difficult-to-remember words. After the inspection, corrections must be made immediately and in person; for students who fail to meet the requirements, remedial measures must be taken immediately to urge them to meet the standards; for students who fail to meet the standards many times in a row, the standards must be appropriately lowered.

3. Ability-based training

Ability training mainly refers to training in listening, reading and writing based on local high school entrance examination questions. As we all know, the ability to comprehensively use English cannot be developed overnight and requires a lot of practice. Therefore, like vocabulary review, ability training should also start from the first week of ninth grade. Spend a few minutes every day to train one aspect of ability.

In ability training, it is important to avoid using whatever information you get, and to answer naval battle questions without filtering. There must be an overall plan, and the training materials should be selected and adapted according to the local high school entrance examination format, from easy to difficult. Step by step; constantly provide students with guidance on learning methods. Since proficiency-based tests downplay the test of pure language knowledge, when we teach students in different layers, we cannot ask some students with insufficient grades as we did in the past. Questions should be answered, and which questions should not be answered. Otherwise, students will have no questions to answer. Therefore, when we conduct ability training and comprehensive training for students, we should also guide students to reach different levels of standards just like vocabulary attainment.

4. Review with comprehensive training as the main line

Nowadays, the ninth grade students in many schools still conduct a unified examination once a month. We can regard this as a comprehensive examination for students. The training opportunity is based on the structure and form of the local high school entrance examination, combined with the content that students have studied and reviewed in the past month, and carefully prepared a set of test questions for training.

Finally, two comprehensive training sessions are conducted before the high school entrance examination. A total of about 11 high-quality comprehensive training sessions are enough. ;