Teaching Design for Commentary on Classical Chinese Papers

1. How to teach the teaching design class of middle school Chinese language test paper analysis class

1. The test paper evaluation should follow the following principles:

1. The test paper evaluation should be timely. It is the basis for a good lecture and evaluation class.

The revision of test papers must be completed in time, preferably the next day. Only with timely comments and feedback can the effect be significant.

2. The evaluation of the test paper must be targeted.

If the teacher covers all aspects of the examination paper and reviews each question one by one, this will not only cause a waste of time, but also make the class dull and boring. Therefore, on the basis of the analysis of test papers, teachers should be well aware of students' common mistakes and their causes, select representative and common problems for key lesson preparation and evaluation, and use this as a breakthrough point to draw inferences from one instance and draw inferences from multiple From the side, reasonable divergence is carried out from multiple angles, so that we can be targeted and prescribe the right medicine to achieve twice the result with half the effort. For questions with a low error rate, only a brief introduction or individual guidance after class is needed, which truly reflects the teaching principle of "teaching students in accordance with their aptitude and individual differences". In this way, the time for commenting is also guaranteed, and the effect is more obvious.

3. The evaluation of test papers should be conducive to cultivating students' abilities.

During the lecture and evaluation process, students must be provided with necessary problem-solving guidance to encourage students to master correct problem-solving methods and techniques, and to draw inferences from one instance and draw inferences from analogies as much as possible. Focus on cultivating students' ability to discover, analyze and solve problems, and further develop their thinking skills.

4. Exam paper review should pay attention to the consolidation of knowledge 2. How to give a good Chinese test paper review class

How to give a good test paper review class Test paper review class is an important and common class type, especially in the unit summary, mid-term and final review stages, it has even become the main lesson type.

Its main function is to help students analyze the learning situation of the previous stage through test paper review, check for omissions, correct mistakes, consolidate the double foundation, and on this basis, find the reasons for the mistakes and learn from the failures. Lessons learned (including methods and habits of listening to lectures, reviewing questions, and doing questions, etc.), sum up successful experiences, thereby improving students’ knowledge system and thinking system, and further improving students’ problem-solving abilities. At the same time, the review of exercises can also help teachers discover problems and deficiencies in their own teaching, conduct self-summary, self-reflection, improve teaching methods, and ultimately achieve the purpose of improving teaching quality.

1. A simple classification of test paper lectures and evaluations. According to the sequence of lectures and students’ practice and thinking, they can be divided into lectures before practice, lectures after practice (or lectures before and after thinking), etc. According to the teaching level of the lectures and evaluation courses, from low to high, they can be divided into answering only, explaining the meaning of the questions, ideas and methods, and the connection between lectures and evaluations, inducing innovation, etc.

Just telling the answers is the most labor-saving and time-saving way of teaching. The teacher reports the answers to the exercises and hopes that the students can digest them after class. If students have good study habits and strong self-learning ability, this method is naturally good.

In fact, this is adopted when the teacher thinks that the questions are relatively simple, or because there are many exercises and little time. It can be said that it is the product of the question-sea tactic, and its biggest disadvantage is that it ignores Cultivation of students' learning methods and learning skills. Therefore, it should be said that a review that only talks about answers is the worst review.

Talking about the meaning, ideas and methods of evaluating questions is better than talking about answers. The biggest advantage of this method is that it allows students to understand the process of solving problems and learn the skills of reviewing, solving and identifying problems. In fact, this is also necessary for a good test paper review class.

The connection between lectures and evaluations and the induction of innovation should be said to be the highest level of lectures and evaluations. Ordinary teachers can only focus on one question to explain the meaning of the question, clarify the ideas, and explain the method. However, it is not easy to jump out of a question to talk about connections and innovation, because it requires teachers to have something different in mind. Instead, there are many questions, and they are of the same type. The teacher teaches one question and the students master the same type of questions. From one knowledge point, it is connected to the entire knowledge network.

And on this basis, through the teacher's inspiring comments, students' innovative thinking is stimulated, and students are encouraged to express ideas and methods that the teacher cannot explain, so as to solve problems innovatively. 2. Basic principles that should be followed in examination paper lectures and evaluations 1. The principle of clear objectives.

Lectures (topics) first have a question of "why", which requires teachers to be clear about the inner intention of the lectures (topics). Clear goals should be the first thing to consider when preparing lessons (topics) Question, it is both the starting point and the destination of a lesson (topic); it is the direction in which a lesson (topic) should work hard, and it is the premise and guarantee for teaching a lesson (topic) well. Lectures and evaluations have their own particularities, and the goals must be clear (this is an issue that most teachers do not take seriously).

The teaching objectives of the lecture and evaluation class should be determined by the teacher in a targeted manner based on the overall teaching objectives and the problems exposed in the student test papers (knowledge, abilities, non-intellectual factors, etc.). To implement this principle, teachers are required to prepare carefully before class, carefully grade papers, and perform statistical analysis of results.

Keep statistics on the average score, pass rate, excellent score rate, low score rate, the distribution of the number of people in each score range, the score rate of each question, and the solution to each question (including unique solutions) , typical errors), etc. It is best to send test papers to students before class to understand students' requirements for test paper evaluation, conduct questionnaire surveys and statistical analysis of the survey situation, and master first-hand information.

2. Focus on the principles. There is also the question of "what to talk about" in the lecture (topic). The lecture (topic) must focus on the key points, difficulties, doubts and key points. It must be directional and be able to stimulate students' thirst for knowledge.

The survey found that some students in the lecture and evaluation classes did not gain much. The main reason is that the teachers do not distinguish between importance and cover everything (the result is that they fail to cover everything), and treat the students as three-year-old children. In fact, most of the questions on the test paper can be solved by students themselves. There are even some problems that students have discovered and solved just after they passed the exam. If you scratch your eyebrows and beards during the review, students will naturally be bored and feel that it is a waste of time.

Of course, "highlighting the key points" does not mean just focusing on the key points. It is just that a lesson (question) may involve a lot of content. Teachers should prepare lessons carefully based on pre-class surveys and focus their main energy and time on the subject. List the most prominent, important, and key content that students want to know about to help students resolve their doubts and guide their inquiry. 3. The principle of pertinence.

The teaching content of the lecture and evaluation class should be determined according to the students' test results, and should be universal and typical to improve the pertinence and effectiveness of the lecture and evaluation class. It is necessary to pinpoint the “joint” points where students make mistakes in answering questions, conduct thorough analysis, and resolve doubts and corrections to prevent similar mistakes from happening again.

This requires teachers to know more about how students think about right and wrong questions before preparing lessons, and ask more questions, "Why do students make mistakes on this question (such questions)?" to find out what students are doing in their understanding. Problems in the basic concepts and principles and laws, as well as flaws in the way of thinking and methods, will hit the mark when making comments. In addition, students' problems with non-intellectual factors must be accurately identified and struck hard, and attention should be paid to the combination of collective guidance and individual counseling to enable students to develop a rigorous style of study.

4. Emotional motivation principle. "The teacher often scolds us, 'We have told this question several times, why are we wrong again?'

No matter how stupid you are, you should know this question. If I tell it a dozen times, you still can't do it. < /p>

'"(1) Appreciation. Teachers should learn to appreciate students.

At the beginning of the evaluation class, students with good grades and rapid progress will be praised and encouraged to continue their efforts and achieve greater results. During the evaluation process, the merits of students' answers should be highly praised.

For example, the paper is neat and tidy, the problem solving is standard; the thinking is clear and the thinking is quick; the solution is unique and creative, etc. We must be good at igniting the spark of students' wisdom and stimulating their inner greater potential.

When giving lectures, good problem-solving ideas and methods that appear in the test paper can be projected in the classroom, or students can come on stage to explain. After the review, you can post the particularly outstanding answer sheets with comments in the "Learning Garden" for the whole class to imitate and learn from.

(2) Encouragement. We should be able to work with students who are temporarily behind in their performance. 3. How to give a good Chinese test paper review class

1. Comprehensive review.

The teacher’s evaluation of a test paper is not prioritized, but is comprehensive. Such comments are comprehensive, time-consuming, and can easily cause students to become tired and resentful.

2. Indoctrinating comments. When the teacher was explaining and evaluating the test paper, he explained and analyzed the questions and gave answers, while the students were busy revising.

In this kind of review, students only get a dead answer, without using their hands and brains to participate in teaching activities. The teacher blindly does everything, and the students passively accept it. They cannot truly master the knowledge and methods. The mistakes in the test paper will appear in the next test or practice. The evaluation of the test paper has not achieved the teaching effect at all.

3. Blind comments. After reading the test paper, the teacher did not make an overall analysis and evaluation of the test paper, and did not analyze and evaluate the students' answers in the class. He rushed to explain the test paper. The result was that he could only focus on the topic, without knowledge induction, no regular summary, and no correct explanation. The innovative questions in the test paper integrate thinking methods.

Therefore, students have not developed thinking methods for some technical questions and have not mastered the answering skills, and similar mistakes will still appear in future exams. 4. Basic commentaries.

When the teacher explains the test paper, he only pays attention to the explanation of the basic questions and ignores the composition evaluation. When commenting on essays, they either end in a hurry, or talk in general terms, reading a few sample essays, and lacking a deep understanding of the essay.

It does not provide elaboration and guidance on the topic review, conception, conception, etc., nor does it guide students to figure out the intention of the proposition, which lacks guidance and pertinence. This kind of review will still cause students to write incorrect questions in future exams due to inaccurate review and unclear understanding, which will affect their grades.

5. Commentary lacks theoretical analysis and technical guidance. The purpose of reviewing the test paper is not to give students a standard answer, but to allow students to summarize the success or shortcomings of the previous stage of study from this test, so as to better guide and draw lessons from future studies.

If students do not analyze the students’ answers to the questions, the pros, cons, and difficulty of the test paper propositions, and the innovations of the test paper, students will not be able to form a knowledge system, nor will they be able to summarize rules and master methods, let alone draw parallels. , draw inferences from one example, and cannot grasp some new information in the proposition, and cannot adjust subsequent learning. The traditional examination paper evaluation method ignores the subjectivity of students and the guiding role of examinations in learning.

Therefore, we must focus and selectively comment on the knowledge students have mastered in the exam, and focus on the efficiency of test paper evaluation. 1. At the knowledge level, we must highlight the key and difficult points, especially the error-prone, confusing, and innovative points in the exam. Teachers must focus on explaining and analyzing them, and sort them out.

As for the knowledge points that students can solve by themselves, they should be allowed to check or explore by themselves, without having to cover everything. Because different knowledge points have different degrees of difficulty and have different importance in the textbooks; different test questions test different levels of ability and have different emphasis on ability requirements; different test questions describe processes with different levels of simplicity and complexity, and different levels of difficulty in analysis.

Therefore, when evaluating test papers, it is not and is not necessary to use even strength. Some questions only need to be "clicked to the end", while some questions require "careful analysis". Special attention should be paid to those test questions that involve heavy and difficult knowledge and high ability requirements; for test questions with high student error rates, "appropriate medicines should be prescribed".

In order to achieve the above goals during evaluation, teachers must carefully review the test papers, make detailed statistics on the score rate of each test question, accurately analyze the reasons for the errors of each question, and The commentary ideas are carefully designed. Only by knowing what you are doing before giving a review can you be well-aimed when giving a review.

Generally speaking, when evaluating a test paper with a large information content, we should focus on reading, composition and new ability-based questions, focusing on enlightenment of thinking and summary of rules. As for the questions that students will do, students should be given a certain amount of time to digest and implement them.

For innovative topics, teachers must prepare lessons carefully, expand knowledge when giving comments, summarize methods, and not downplay them. 2. At the technical level, we must first focus on finding the causes of errors.

The test paper review should focus on the typical errors, deviations in understanding or fallacies in thinking that occur during the problem-solving process, help students find the root causes of these errors, and indicate the correct ideas, methods and rules for solving problems. , don’t judge a mistake based on a mistake. Only by helping students truly understand the reasons for their mistakes and pointing out the ideas and methods for solving such questions can we prescribe the right medicine for the problems in the test questions and cure them.

Secondly, we must pay attention to students' thinking in answering questions, guide students to form thinking in answering questions, and pay attention to the systematic induction and integration of knowledge points.

Infiltrating scientific methods and cultivating thinking ability is the primary task throughout the entire teaching process, and of course it is also the primary task of evaluating test papers. Through the evaluation of test papers, students' thinking ability should be developed, their understanding of analyzing and solving problems should be increased, and their understanding of problems should be improved. The awareness of transformation is strengthened.

Again, we must pay attention to the summary of rules. Even a good test paper cannot cover all the knowledge.

Therefore, teachers should use one or several test questions as clues to teach the knowledge involved deeply and thoroughly, and extend and expand the unreflected knowledge so that it can be reflected in the students' minds. A network of knowledge is formed in the mind. Only with this kind of training and evaluation can students draw inferences from one example and adapt to changes in the future.

Teachers should guide students to make breakthroughs in the following aspects: First, organically combine the review of knowledge points with the review of test points to form a knowledge chain. When the teacher talks about the previous test point in the test paper, he should guide the students to try their best to recall the knowledge about the test point that has been taught before, so that the students can connect the previous and previous knowledge, draw inferences from one instance and draw analogies.

When the second teacher reviews knowledge points, while inspiring students' thinking, he also guides students to summarize the method rules from practical exercises. Thirdly, according to the students' mastery of knowledge and ability level, combined with the new characteristics and new trends of the college entrance examination questions in recent years, we should either increase the amount of knowledge appropriately or increase the difficulty of the knowledge, and ask questions based on the knowledge of the original questions to broaden their knowledge. Students’ problem-solving ideas.

3. From the psychological level of examination, evaluating a test paper is not to evaluate the success or failure of an examination, but to measure the progress and regression of a student's learning in a stage. After every exam, there will be a situation where some people are happy and some are sad.

In order to avoid students' mental ups and downs after the exam, the teacher is reviewing the test papers. 4. What are the effective teaching methods for high school examination paper lectures?

1. The principle of clear goals.

Lectures (topics) first have a question of "why", which requires teachers to be clear about the inner intention of the lectures (topics). Clear goals should be the first thing to consider when preparing lessons (topics) Question, it is both the starting point and the destination of a lesson (topic); it is the direction in which a lesson (topic) should work hard, and it is the premise and guarantee for teaching a lesson (topic) well. Lectures and evaluations have their own particularities, and the goals must be clear (this is an issue that most teachers do not take seriously).

The teaching objectives of the lecture and evaluation class should be determined by the teacher in a targeted manner based on the overall teaching objectives and the problems exposed in the student test papers (knowledge, abilities, non-intellectual factors, etc.). To implement this principle, teachers are required to prepare carefully before class, carefully grade papers, and perform statistical analysis of results.

Keep statistics on the average score, passing rate, excellent score rate, low score rate, distribution of people in each score range, score rate of each question, and solution to each question (including unique solutions) , typical errors), etc. It is best to send the test papers to students before class to understand students' requirements for test paper evaluation, conduct questionnaire surveys and statistical analysis of the survey situation, and master first-hand information.

2. Focus on the principles. There is also the question of "what to talk about" in the lecture (topic). The lecture (topic) must focus on the key points, difficulties, doubts and key points. It must be directional and be able to stimulate students' thirst for knowledge.

The survey found that some students in the lecture and evaluation classes did not gain much. The main reason is that the teachers do not distinguish between importance and cover everything (the result is that they fail to cover everything), and treat the students as three-year-old children. In fact, most of the questions on the test paper can be solved by students themselves. There are even some problems that students have discovered and solved just after they passed the exam. If you scratch your eyebrows and beards during the review, students will naturally be bored and feel that it is a waste of time.

Of course, "highlighting the key points" does not mean just focusing on the key points. It is just that a lesson (question) may involve a lot of content. Teachers should carefully prepare lessons based on pre-class surveys and focus their main energy and time on the subject. List the most prominent, important, and key content that students want to know about to help students resolve their doubts and guide their inquiry. 3. The principle of pertinence.

The teaching content of the lecture and evaluation class should be determined according to the students' test results, and should be universal and typical to improve the pertinence and effectiveness of the lecture and evaluation class. It is necessary to pinpoint the "joint" points where students make mistakes in answering questions, conduct thorough analysis, resolve doubts and correct mistakes, so as to prevent similar mistakes from happening again.

This requires teachers to know more about how students think about right and wrong questions before preparing lessons, and ask more questions, "Why do students make mistakes on this question (such questions)?" to find out what students are doing in their understanding. Problems in the basic concepts and principles and laws, as well as flaws in the way of thinking and methods, will hit the mark when making comments. In addition, students' problems with non-intellectual factors must be accurately identified and struck hard, and attention should be paid to the combination of collective guidance and individual counseling to enable students to develop a rigorous style of study.

4. Emotional motivation principle. "The teacher often scolds us, 'We have told this question several times, why are we wrong again?'

No matter how stupid you are, you should know this question. If I tell it a dozen times, you still can't do it. < /p>

'" (1) Appreciation. Teachers should learn to appreciate students.

At the beginning of the evaluation class, students with good grades and rapid progress will be praised and encouraged to continue their efforts and achieve greater results. During the evaluation process, the merits of students' answers should be highly praised.

For example, the paper is neat and tidy, the problem solving is standard; the thinking is clear and the thinking is quick; the solution is unique and creative, etc. We must be good at igniting the spark of students' wisdom and stimulating their inner greater potential.

When giving lectures, good problem-solving ideas and methods that appear in the test paper can be projected in the classroom, or students can come on stage to explain. After the review, you can post the particularly outstanding answer sheets with comments in the "Learning Garden" for the whole class to imitate and learn from.

(2) Encouragement. For students whose grades are temporarily lagging behind, we should work with them to find the reasons and encourage them to overcome difficulties and catch up.

Be good at exploring the shining points in their answers and affirm their progress. Let them also find satisfaction and pleasure in the praise.

Point out the reasonable components of their wrong solutions and work with them to study how to correct them to the correct answer, enhance their confidence, stimulate their interest, eliminate their sense of depression, and increase their sense of success. In short, the main tone of the lectures and evaluations should be praise and affirmation. Incompetent language such as "I have taught this question several times, why don't you know it yet?" should be avoided. Incompetent language such as "I have talked about this question several times, why don't you know it yet?" should not be sarcastic, reprimanded, or insulting the students' personality. Students reach the state of "not being arrogant when winning and not being discouraged when losing".

5. The principle of subjectivity. "Subject participation" is the core element of modern teaching theory.

Suhomlinsky once said: "Deep in the soul, there is always an inherent need to regard oneself as a discoverer, researcher, and explorer. This need is reflected in the "spirit" of primary and secondary school students. The world is particularly important. ”

The student’s learning process is a special cognitive process, and its subject is the student. The teaching effect must be reflected in the student. It is most effective only through the student’s own operation and practice. The survey results found that “ For a difficult problem, what students most want is for the teacher to put the problem out and let them think independently or solve it through discussions among classmates.

Because doing so will make the impression more profound and difficult to forget. "Therefore, students should play the main role in the lectures and evaluation classes, and teachers should not talk all the time. The teacher's role is to organize, guide, and instruct.

Questions that are inspiring, exploratory, and open-ended should be designed to allow students to Answers, blackboard performances, or small experiments designed to understand the meaning of the questions for students to operate, encourage students to think proactively, actively explore, make bold assumptions and guesses, condense opinions, ask questions, and cultivate students' sense of innovation and dare to think, speak, and do , Dare to be innovative and have a sense of personality, so that students can truly become the masters of lectures and evaluations, allowing students to acquire knowledge, develop intelligence, and cultivate abilities through activities that use their brains, words, and hands-on activities.

6. Principles of classification analysis. When lecturing, teachers should not just follow the order of question numbers, but should be good at guiding students to analyze and classify the physical scenarios involved in the test paper, so that students can have an overall sense of the same type of questions on the test paper.

This is conducive to students' summary improvement. 5. What is a lecture and evaluation class?

Teaching plan for the seventh grade Chinese mid-term exam paper Liang Indium 1. Teaching objectives: 1. Knowledge objectives: ① Correct pronunciation of words; ② Consolidation and dictation of classical Chinese poems.

2. Ability goals: ① Learn specific methods of imitating sentences; ② Master the methods of answering questions about materials; ③ Improve the reading level of modern texts; ④ Pay attention to reviewing the topic and assembling materials during the writing process.

3. Emotional attitude goals: Cultivate a serious attitude, good study and review habits.

2. Teaching focus and difficulties: Teaching focus: Objectives 2 and 3. Difficulties: How to read modern texts, organize reading answers for modern texts based on the original texts, and how to review and answer questions in compositions. Number of teaching hours: 3 hours 3. Preparation before class 1. Data statistics: Accurate statistics are to have an idea of ??the results, test papers, and students.

In addition to understanding the average score, passing rate, excellent rate, low score rate, grade-highest score, and class-highest score of the entire set of test papers, you must also count the score rate of each question and the score rate of each section. The purpose is to make good use of the detection function of the test paper, carefully analyze the reasons for the loss of points for the test questions with low scoring rates, and promptly discover loopholes or weak links in teaching.

2. Analysis and comparison: Based on the typical errors in the test questions, study the students' test papers, figure out the students' answer ideas, discover problems, and use the test papers to better guide future teaching. Comparisons must be made in multiple directions, including comparisons between similar classes, and comparative analysis between this exam and the last exam.

3. Clarify the purpose: ① Correct errors - correct various errors in students' answers and master the correct solutions. ②Analyze gains and losses—Guide students to learn to study and take exams through test paper reviews.

③Find the gap - let students realize the gap between themselves and others, and the gap between their own learning reality and learning ability. ④Refining and summarizing - further summarizing the knowledge and methods, and understanding the content learned from a high level of Chinese thinking.

4. Teaching Process First Lesson Basic Commentary Commentary on the accumulation and application of test papers (25 points) Classical Chinese reading (10 points) 1. Students revise the test papers themselves and analyze the causes of errors. 2. Teachers and students comment on the test papers.

Errors in pronunciation, glyphs, idioms, classics, dictation of ancient poetry, interpretation of content words in classical Chinese, translated sentences, and questions and answers are individual phenomena. Find students who make mistakes and explain their answers clearly, focusing on the origin of the answers. , so that students "know what it is", and more importantly, "know why it is what it is." The teacher focused on the most common errors in the class.

(1) Classical Chinese has multiple meanings, so focus on explaining the nuances of the words. (2) Focus on the types of incorrect sentences (special training on modifying incorrect sentences was conducted before the exam), and guide students to standardize their language.

(3) The imitation sentence should state the specific standards of the imitation sentence, the "three-combination standard", that is, the "style", the "ge", and the "meaning". The specific standards are: the imitated sentence must basically or completely conform to the structure and sentence pattern of the sentence being imitated, which is the first criterion: it must conform to the "form"; the imitated sentence must conform to the rhetorical figure of the sentence being imitated, which is the second criterion The standard must meet the "qualification"; the content of the imitation sentence must meet the content requirements of the provided paragraph, which is the third standard must meet the "meaning" ("meaning" can be understood as context or artistic conception or situation or central meaning).

(4) Contextual questions require discussing opinions and reasons based on the context. The teacher should clearly state the requirements for answering the questions, that is, the opinions should be clear and the reasons should be sufficient.

When explaining reasons, it is best to use multiple angles, from primary to secondary, and to meet the word count. Then let students revise their answers one by one according to the requirements and add reasons why other students are good.

Finally, communicate and record both the positive and negative answers. 3. Teachers and students analyze and summarize and find ways to solve problems.

1. Reasons for errors: Nervousness during the exam, poor memory of basic knowledge, careless writing, failure to pay attention to reviewing questions, and improper answering methods. 2. Improvement measures: correct attitude, clarify methods, special training, and gradually improve.

4. Assign homework and consolidate and improve. 1. Two imitation sentence questions.

2. A contextual question. The second lesson is reading commentary. Explain the expository reading (10 points), narrative reading (11 points) and argumentative reading (14 points) in the test paper. 1. Students study the test paper and analyze the causes of errors.

2. Teacher-student communication and explanation of test papers. Narratives belong to the in-class section and were explained in detail before the exam. A review outline was also given and briefly discussed.

1. Focus on explaining the expository essay "The Beauty of the Temple of Heaven". The reason is that students lose more points and the article is more typical. Use this as an example to teach the reading method of expository essays.

When reading the expository text, pay attention to the "three grasps" - grasp the title, grasp the structure, and grasp the key paragraphs.

First, grasp the topic. Generally, the titles of expository essays have the following forms: one is directly about the object of explanation, and this kind of article pays attention to the central sentence about the characteristics of the object of explanation, so as to grasp the content of the explanation; the other is mainly about the object of explanation, implying the characteristics of explanation, such as " "The Beauty of the Temple of Heaven", this kind of article should make the implicit content concrete.

For example, in the explanatory article "The Beauty of the Temple of Heaven", through reading, we know that "the artistic conception of the Temple of Heaven can be summarized as: high, round, and clear." This is the main content of the explanation.

Next, focus on the structure. The structure of expository essays is generally in the form of "total-point-total", "total-point", and "part-total". Take "The Beauty of the Temple of Heaven" as an example. If you read the full text, you will find that the first and second paragraphs of the article introduce the artistic conception of the Temple of Heaven. The third, fourth and fifth paragraphs respectively explain the artistic conception beauty of the Temple of Heaven from the three aspects of height, roundness and clearness; the sixth paragraph summarizes the full text "the artistic conception beauty of the Temple of Heaven", which is a "total-part-total" structure.

By clarifying the structure of the article and combining the central sentences of each paragraph, you can grasp the explanatory content and extract the main information of the article. The third is to focus on the key points.

Taking "The Beauty of the Temple of Heaven" as an example, there are also two test questions: 14. What ideological realms does the author read from the beauty of the artistic conception of the Temple of Heaven? 16. There are about 100,000 trees in the Temple of Heaven. Which of the three points of "tall, round, and clear" in this article do you think the role of these trees has the greatest relationship? Why? (3 points) Both questions involve specific paragraphs of the article. This requires candidates to first find the relevant paragraphs, grasp the explanation content of this paragraph, clarify the explanation level of this paragraph, and then get the answer after a little analysis and sorting.

2. Briefly talk about the argumentative essay "Reading makes people beautiful". Key points 25. Please discuss your understanding of the sentence "Crying is actually a kind of smile in a broad sense" based on the content of the article.

(3 points) Guidance on how to understand sentences: return to the original text, focus on key words, find context, exchange synonyms, and organize language expressions. one,.