Teaching Plan for Commentary on the Chinese Language Midterm Examination Paper for the Second Year of Senior High School

As a hard-working people’s teacher, you usually need to use lesson plans to assist teaching. Writing lesson plans helps to accumulate teaching experience and continuously improve the quality of teaching. So what does an excellent lesson plan look like? The following is the review lesson plan for the high school Chinese language midterm exam paper that I compiled for you. It is for reference only. You are welcome to read it. Lesson Plan for Commenting and Commenting on the Chinese Language Midterm Examination Paper for the Second Year of Senior High School Part 1

Teaching objectives:

1. Through comments, summarize the answer points and classify the question types.

2. Analyze the reasons for losing points on the paper, review similar question types, summarize and master certain answering methods.

3. Check for deficiencies and fill in the gaps, help students overcome their lack of self-confidence, build confidence in learning, and cultivate students’ ability to learn independently.

Teaching focus:

Determine the key points of evaluation for each topic based on the reasons for losing points, teach students basic strategies to overcome these problems, and cultivate students' independent learning ability.

Teaching difficulties:

Question type change drills help students broaden their horizons and enable students to adapt to various new question types when entering the examination room. Be confident and don't be surprised by changes.

Teaching method: combination of lecture and practice

Learning method: improve ability through summary and improve through training.

Means: Multimedia

Teaching process:

Introduction of new lessons: When getting a test paper, I think the first thing many students do is to read it A few points, but what should we do after knowing the score? I think I just need to calm down and think carefully about why the exam turned out like this. In fact, not all the mistakes on the test paper are true for you. When you get the paper, if you go back to the test site, then I believe that many students will have to do a lot more correctly right away. Why? Because, after you finish the exam, you all know that you made some mistakes accidentally. (Read together, want to see what is going on, and pay careful attention to everything)

1. Analysis of the test paper and scoring and losing points (it can not only make students realize their progress, but also make some students realize their shortcomings)

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2. Summarize the reasons for the mistakes, re-examine the test paper, and modify it yourself

1. Students re-check their test paper and try to modify it themselves.

2. Report the modifications to improve students’ confidence.

3. Analysis and comments on typical error cases, and classification of error causes

Strengthen students’ memory by leading students to review question types, and provide guidance through error analysis and classification of error causes. Sound the alarm to students to prevent them from making such mistakes again.

Pointing and summarizing: Choose the correct pronunciation for the braille characters.

1. Master the pronunciation of polyphonic words

2. Correctly identify and distinguish the application of polyphonic words in sentences

3. Communicate and correct errors

　4. Type exercises

Inner Mongolia mēnɡ ménɡ měnɡ deceive mēnɡ ménɡ měnɡ enlightenment mēnɡ ménɡ měnɡ render xuān xuàn circuitous yǔ yū turn bō bá restrain shù sù chew jiáo jué warm hé hu ó embryo péi pēi seems to sì shì cell bāo pāo glance at piē piě cope with yīnɡ yìnɡ embarrassment wéi wèi rules jǔ jù can't help jìn jīn friendship yí yì although suī suí go to the doctor dà dài peel off the lotus bō bāo persistence zhuó zhù doctor dà dài beat the drum lèi léi challenge tiāo tiǎo backbone jǐ jí Jingyanggang ɡǎnɡ ɡānɡ tossing shé zhē noon xiǎnɡ shǎnɡ

Brilliant summary: For the sixth question of the test paper, add Braille to choose the correct explanation.

1. Analyze the wrong feelings. The error in this question is mainly due to the inability to correctly interpret the meaning of the Chinese characters.

2. Master the method and understand the meaning of the words.

3. Learn to modify by yourself.

4. Expansion exercises

5. Stimulate interest in independent learning

Guidance and summary: test paper reading questions

1. Error analysis, The main errors in the essay are mainly due to students' insufficient understanding of the essay.

2. Cultivate reading habits (guide students to read the habit multiple times by summarizing the main content of the passage)

3. Through the answers to the exercises, students can learn to find sentences and connect the context. ; A problem-solving method that summarizes and simplifies the complex.

4. Apply what you have learned and revise the essay yourself with the careful answers and application methods you have learned.

Summary: Everything remains the same. If you want to improve the accuracy of answering questions, you must read the text carefully and thoroughly, have the habit of independent learning, and be good at learning new knowledge consciously and proactively. As long as this is the case, we can cope with all changes without changing! Second grade Chinese language mid-term exam paper review lesson plan 2

1. Teaching situation

Effective exam paper review helps students understand their knowledge and ability level, check for omissions and fill in the gaps, and improve analysis of problems and The ability to solve problems; it can also allow each student to discover his or her own highlights and strengths, and stimulate the enthusiasm for learning and desire for knowledge. However, there are many inefficient or even ineffective teaching phenomena in the test paper evaluation classes. Some test paper evaluation teaching has entered into the following misunderstandings:

1. Pay attention to everything and ignore primary and secondary needs. I am used to starting from the first question of the test paper and going through it from beginning to end, covering everything. This method of commenting has a large amount of information, but lacks hierarchy and pertinence, takes a long time, and creates a dull classroom atmosphere. It constrains students' thinking and leads to low classroom efficiency.

2. Focus on the presentation of conclusions and ignore the thinking process. Only checking the answers and conclusions without presenting the thinking process makes a considerable number of students know what they are but not why.

3. Focus on one-way teaching and ignore student participation. "Teachers speak for themselves", the entire teaching process lacks respect for students' experience and thinking, and students have few opportunities to express and communicate.

4. Focus on knowledge induction and ignore expansion and application. It pays attention to the induction and summary of knowledge and methods, but cannot promptly arrange expansion training according to the characteristics of students' memorization accompanied by forgetting in the memory process, and lacks effective consolidation of learning results.

2. Talking about teaching design

I think the following teaching strategies can make teaching get out of misunderstandings and make the test paper evaluation class fully play its role.

1. Focus on teaching goals and pay attention to students’ needs.

The overall principle is to shift the focus of lesson preparation from "preparing test questions" to "preparing students". Teachers should carefully analyze the broad and complex knowledge points based on the students' actual conditions, so as to make the test papers "for my use" and be keen. Clearly distinguish the priorities and lock in appropriate teaching goals.

2. Guide independent exploration and summarize regular methods.

The examination paper review class should not be a one-spoken classroom for teachers, but should be a collective forum for communication between teachers and students, and between students and students. In the test paper review class, students cannot simply tell students conclusions, facts, etc., but students must actively participate and have the opportunity to express their own thinking process, which will help strengthen the correct way of thinking and make up for the shortcomings of their own thinking methods.

3. Cleverly design links to test questions to form a knowledge system.

An important feature of effective teaching is organization. The test questions are limited by paper size and time, and it is impossible to cover all the knowledge learned. When commenting on the test paper, you should start from one "point", mobilize the original knowledge accumulation, and appropriately add new knowledge to bring out the "face".

3. Teaching objectives

Based on the situation of this exam, I set three teaching objectives for this lesson.

1. Four questions: analysis of word pronunciation, translation, complete coherence of sentences, and image-text conversion.

2. Standardize students’ answers and standardize their answers.

3. Use this exam to review and consolidate old knowledge.

The key points and difficulties are: let students compare their answers with the reference answers, find out the shortcomings, and know where they lose points, thereby strengthening their awareness of standard answering. The purpose is to make students active and mobilize their enthusiasm.

4. Lecture teaching method

In this class, I mainly use the method of consolidating discussion and practice to teach, focusing on allowing students to think and discover, and then carry out relevant expansion exercises, so as to Consolidate the knowledge learned.

5. Teaching process

According to the teaching objectives of this article, the key and difficult points of teaching, and the students’ receptive ability, I used the teaching method of multimedia courseware to arrange this topic as follows: presenting the original Questions and answers - showing examples of students' answers - students analyzing and comparing insights - practicing to consolidate the four major sections. Teachers can transform from necessary pulling to letting go, to students' "autonomy, cooperation, and inquiry" learning style, thereby building a harmonious, equal, and interactive Chinese classroom between teachers and students.

(1) Introduction: Although the exam has passed, its impact on us has not disappeared. In this lesson, we will go back and take a look at the four questions that caused more problems. I believe it will be of great benefit to future study.

(2) Present ancient poem questions:

(3) Teacher analysis:

Expand and improve:

Teacher’s summary: review more For pronunciation, you should specifically strengthen your memory of words that you are prone to misremembering

(4) Conduct a small practice to consolidate the pronunciation of the word

(5) Show the translated original questions and reference answers< /p>

(6) The teacher explains the points of failure: attainment, litigation, verticality, poverty, and governance. One point each.

Then arrange student activities and score several students’ answers, thereby prompting students to pay attention to the issues they should pay attention to when answering questions.

Student answers

Language usage questions:

The following sentences are disjointed. Please add necessary words to make them complete and coherent. (4 points)

We can use the method of finding reasons to examine this material. Essay question: What supported the expedition team members to walk out of the desert? We will find that it is spirit and hope.

Answer: Add _____________ to ___.

Reference answer: analysis before or after the second "we"

(7) Classical Chinese in class:

(8) Arrange student activities and do Exercise:

Fill in the horizontal lines in the following four sentences in the appropriate order (fill in the serial numbers only), and fill in the same conjunction in the brackets to make it a semantically coherent paragraph.

Everything is too much, ___, () becomes wise and wise, () becomes diplomatic and sophisticated, () becomes indifferent to right and wrong.

　①Beyond this degree

　②Truth is a fallacy if it goes beyond this level

　③Praiseworthy maturity may go to the opposite direction

　④Maturity There are degrees too

Answer: 2413 or (or) (or)

(9) The teacher summarizes the class:

Every exam is not a test of you What you have mastered is a test of what you have not yet mastered. The main purpose of the exam is to find and fill in the gaps. The four questions involved in this exam (word pronunciation, completeness and coherence of sentences, translation, picture-text conversion) can be said to poke our weaknesses. After passing this exam, we should be conscious Strengthen the review of these four aspects. Lesson Plan for Commenting and Commenting on the Chinese Language Midterm Examination Paper for the Second Grade, Part 3

Teaching Content:

Analysis of the first unit test paper, and the first semester of the Teaching Plan for Commenting and Commenting on the Chinese Language Test Paper for the Fourth Grade.

Teaching objectives:

1. Knowledge objectives: Through reviewing and evaluating test papers, check out the knowledge points that students do not understand or master, and do a good job of checking for omissions and filling in vacancies.

2. Ability goals:

(1) Cultivate students’ ability to comprehensively analyze problems and their language expression ability.

(2) Principles of cultivating students’ answering standards and skills.

3. Moral education goal: educate students to carefully review the questions when answering papers and develop good habits.

Teaching focus: the use of related words; modifying incorrect sentences; reading.

Teaching difficulties: modify incorrect sentences; rewrite sentences.

Teaching methods: explanation method, practice method, discussion method.

Teaching aids: projection

Lesson type: Test paper analysis class

Teaching process:

1. Test paper analysis:

< p> This test paper*** has ten questions, of which words account for 23 points, sentences account for 30 points, paragraph training accounts for 5 points, reading accounts for 16 points, and composition accounts for 25 points. Overall, the number of questions is moderate, but the questions are difficult. Many students did not do well in the exam, and few students scored more than 90 points.

2. Question type problems and test question analysis:

1. Words:

(1) Most students read the pinyin and wrote the words in the first question Can complete it well, two-thirds of them are correct. Among them, the most common mistakes are the "诽" (written as "灁") in "书书" (written as "灁" in the following), the "毽" in "毽子" (written as "笄"), and the "shou" in "小小" (written as "广"). beside).

(2) Students’ completion of the second question was not satisfactory, mainly because there were many mistakes in the “Word Solitaire” and many typos.

(3) In the third question, most students can get the word line right, but a few students connected "clear spring water" and "clear handwriting" incorrectly.

2. Sentences:

(1) In the fourth question, fill in the appropriate related words for the sentence. Students made more mistakes, mainly because they did not understand the meaning of the question and followed the requirements. When writing related words, many students treat this question as a general supplementary sentence, and the words they fill in are not related words.

(2) In the fifth question, most students were able to complete the complete sentences correctly, but they were careless. There were many typos and some students did not add punctuation marks.

(3) For the sixth question, students can better complete the first two questions ("ba" sentence and "bei" sentence) by rewriting the sentences in the sixth question. For the last two questions, more students got the wrong answers by changing the rhetorical questions into declarative sentences. . It can be seen that many students have not mastered the method of rewriting rhetorical questions. This question should be focused on.

(4) In the seventh question, students made more mistakes in correcting the incorrect sentences, mainly in the third question. There are two answers: ① Premier Zhou’s spirit is worth learning from. ②Premier Zhou is an example for us to learn from.

3. Paragraph practice:

For the eighth question, most students can arrange the paragraphs correctly. Some students almost all arranged the paragraphs incorrectly due to poor logical thinking.

4. Reading:

In the ninth question, the reading passage was not done satisfactorily and the students received more points. The reasons include ① not carefully reviewing the questions, not doing as required, or missing tasks; ② not mastering the method of segmentation, and some students segmented segments in the middle of sentences; ③ poor reading ability, unable to understand the content of the passage and answer the questions correctly.

5. Composition:

Since the composition is a composition topic that has been written in the unit exercise, most students can write it as required, but overall, the content is relatively dull and the length is short. , some students write poorly.

3. Summarize the issues that should be paid attention to in future review and answer questions:

1. Continue to strengthen the consolidation of basic knowledge, especially the mastery of new words and words.

2. Strengthen the training of sentences, especially the use of related words and the training of modifying incorrect sentences.

3. Strengthen reading training.

4. Cultivate students’ habit of carefully reviewing questions and checking carefully.

IV. Homework:

Correct the mistakes in the test paper and redo questions 4, 6 and 7.

Teaching postscript:

1: By reviewing and evaluating test papers, students can correct and correctly master relevant knowledge, and recognize their own shortcomings. However, some students are not good enough at rewriting rhetorical questions and need more practice.

2: By reviewing and evaluating test papers, students can correct and correctly master relevant knowledge, and recognize their own shortcomings. Know that what you have done is not good enough and you need to practice more in the future.

3: Through test paper analysis, students found some problems in their exams and were able to make corrections. However, students still have great difficulties in reading, mainly because the segmentation and summary of paragraphs are not accurate enough. Some students don't take exams seriously.

4: Through test paper review, most students can correct the exercises they answered incorrectly and accumulated a lot of answer methods. However, some students have limited reading coverage and limited vocabulary accumulation. So there are many obstacles when doing reading questions. Lesson Plan for Commentary on the Chinese Language Midterm Examination Paper for the Second Grade, Part 4

Teaching content:

Typical wrong questions in the test paper and targeted expansion exercises.

Teaching objectives:

1. Analyze typical wrong questions in the test paper and find the reasons for the errors.

2. Conduct extended exercises for wrong questions to improve students’ ability to solve analytical problems.

3. Teach students how to learn and improve their learning ability.

Important and difficult points in teaching:

Look for problems in the test papers and find the causes and deficiencies of your own mistakes. Analyze the reasons for students' mistakes and improve students' problem-solving abilities.

Teaching process:

1. Overall review, introducing the overall situation of this exercise

Last Friday, we conducted a midterm test. The overall performance of our class The situation is this: there are 22 students who are excellent, 15 students who are good, and 4 of them are very unsatisfactory. Make a mental estimate of where I am in the class. Good students still need to strive for excellence and tell everyone about your good methods after class. Don’t be discouraged if you don’t do well in the exam. Think about the reasons for your mistakes, check for any omissions and fill in the gaps. Just be careful not to make the same mistakes next time.

2. Self-analysis paper

Teacher: Let’s analyze this paper together.

1. First of all, take a look at the test paper and see which questions you can do but lose points? First correct the wrong questions on the test paper that can be corrected, and leave the ones that cannot be corrected. We will help you together later, and the teacher will give you 3 minutes. Think about how many sections our test paper can be divided into?

2. Student communication feedback: three: literacy and writing part, reading part and writing part.

3. Work in groups to discuss the questions you have not yet solved

Teacher: We have just corrected the things that we will correct, so what are the other things that you will not correct? ? (Answer by name) Let’s solve them one by one.

3. Comments on typical wrong questions

(1) Let students find out which questions are most likely to make mistakes.

(2) Please tell me who got all the answers right, what did you think when you were doing this question? (Let the right students talk about good ways to do it)

(3) Draw inferences from one example and explain the corresponding exercises

(4) Typical wrong questions in the basic part

< p> 4. Choose the correct meaning for the dotted words and fill in the serial number in the brackets.

5. Choose words to fill in the blanks.

Continuously, continuously, continuously

1. This competition was quite fierce, () it took three hours to decide the winner.

2. School is over, and the students () walk out of the campus and go home.

3. After dinner, I () completed my homework seriously.

(1) Let students talk about the differences between these four words.

1. "Continue" means to take over, that is, the next (next) behavior or activity is the continuation of the previous (previous) one. It is mainly used before verbs or verbal phrases to express "dynamic" .

2. Continuous is more focused on expressing the characteristic of "repetition", that is, there is no change in the dynamic or static state before and after, it is just repetition. For example, if someone makes continuous mistakes, it means that someone makes mistakes one after another. Although the content of the mistakes may be different, the act of "making mistakes" itself is repetitive.

3. What persistence means is the maintenance of a state, emphasizing its "static" characteristics. For example, high temperature, low temperature or drought in terms of climate.

4. Successive has two meanings. One means that there is precedence, intermittent, and the other means that there is a continuous succession.

(2) Correct this question on the test paper by yourself, and the teacher will patrol to help students with difficulties.

(3) Supplementary extracurricular exercises:

I have to (continue) to do the work that I did not finish yesterday.

I made mistakes (continuously) in the unit test and midterm test for this question.

The weather has been hot these days.

As work time approaches, my colleagues appear (one after another). High School Chinese Language Midterm Exam Paper Commentary Lesson Plan 5

Commentary Content

I can write, complete the words, I can choose, write words according to the pattern, choose words to fill in the blanks, and rewrite as required Sentences, reading, and exercises.

Test situation analysis and comprehensive analysis, from basic knowledge to reading to composition, are closely tied to books. On the basis of testing basic knowledge, it also pays attention to the assessment of understanding and application abilities. It can be said that , the testing scope of this test paper is taken care of from point to surface one by one, and it is a good comprehensive test of students' Chinese literacy. The story selection of "Two Crows" is innovative, the questions are reasonable, and it fully reflects the students' reading ability.

Results statistics show that there are 33 people in the class, and 30 people took this exam, of which 15 are excellent, 10 are good, and 5 are waiting to pass. Wang Shengkai, Liu Xiaoxue and Liu Jinghua did not take the exam due to illness.

Answer sheet status and measures taken

For the first question, read the pinyin and write the words. Many students wrote "encourage", "encourage" and "immediately" incorrectly. This is the word with the highest number of errors this time.

For the second question, complete the words. Students mastered it well, but there were some typos. The listless and elated "cai" will be written in colorful colors.

For the third question, I chose the correct pronunciation and I had a good grasp of it, but many students confused the two. (lia) is not (liang)

For the fourth question, write the words as they appear. Students remember ABB type words more firmly and can answer them well.

The fifth question is based on the content of the Three-Character Sutra. Students Yuan Junquan and Liu Shuo performed unsatisfactorily and could not recite proficiently at all, so they could not write down the relevant content.

For the sixth question, choose words to fill in the blanks. They can all choose related words, but their understanding of praise and praise is not very good, and not many students get them all right.

For question 7, rewrite the sentences as required. The rewriting of metaphorical sentences is not skillful enough.

Read the eighth question. This reading can very well reflect the students' reading ability. In "Two Crows", it is very good to fill in the appropriate sentences on the horizontal lines. However, the students' performance in answering the questions was not very good, which fully proved that they did not read enough.

Composition question 9: Which person in life left the deepest impression on you.

Test Reflection

Reflecting on this test paper, as a teacher, I think there are a few things that need to be done well when teaching:

1 The usage of "praise" and "approval" should also be explained in detail.

2. Practice more when rewriting metaphorical sentences

3. Continue to practice how to look up the dictionary.

4. You must master certain methods of reading and read more. Only by understanding can you find the answer to each question. Reading in third grade is not difficult and you can find the answer directly from the text. . After reading this story, what do you want to say to Brother Crow? Give loyal advice.

Compensation exercises

1. I am a smart little kid.

For the word "false" in "without thinking", you should first look up the letter () using the phonetic sequence method, look up the () part using the radical lookup method, and then look up the () picture. The correct pronunciation of this character is (), and the meaning in this word is ().

2. I string words into sentences. (Connect the following words into sentences and add punctuation.

)

(1) Cherish the _______________________________________________________ that we want to live happily today

(2) The very cold winter in the north of our country_________________________________________________________

(3) Give to Not only lollipops but also benevolent to her, we are kind

3. Highlights of the text. (Fill in the blanks according to the text content.)

(1) Yingzi wrote to me and said: "I will never () that applause, () it made me understand that the classmates did not () me. Everyone's The applause gave me great () and gave me the courage () to face life."

(2) The girl () said: "With (), others should (). "

(3) After learning the text of this unit, I made many new friends: Yingzi from (), Jin Jia from (), Charlie from ()... What I want to say most to () :

4. Write down a few metaphorical sentences that you like and communicate with classmates

Slightly higher grade 2 Chinese language mid-term exam paper review lesson plan 6

1. Teaching Objectives:

1. Knowledge objectives:

① Correct pronunciation of words;

② Consolidation and dictation of classical Chinese poems.

2. Ability goals:

① Learn the specific methods of imitating sentences;

② Master the methods of answering material inquiry questions;

③Improve the reading level of modern texts;

④Pay attention to reviewing topics and organizing materials during the writing process.

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

2. Teaching focus and difficulty:

Teaching focus: Objectives 2 and 3

Difficulty: how to read modern texts and organize reading answers for modern texts based on the original text , how to review and deduct questions in a composition.

Number of teaching hours: 3 hours

3. Preparation before class

1. Data statistics: Accurate statistics are for the purpose of checking scores, test papers, Know the students well. 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 student 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:

①Correct 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.

IV. Teaching Process

Basic Commentary in the First Lesson

Commentary on the Accumulation and Application of Test Papers (25 points) Classical Chinese Reading (10 points)

< p> 1. Students revise the test papers themselves and analyze the causes of errors.

2. Teachers and students comment on the test paper.

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 mistakes in the class.

(1) A word in 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 carried out 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 "form", 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. This is the first criterion that it must conform to the "form"; the imitated sentence must conform to the rhetoric of the sentence being imitated. Case, which means that the second criterion must meet the "case"; the content of the imitated sentence must meet the content requirements of the provided paragraph, which means that the third criterion must meet the "meaning" ("meaning" can be understood as context or artistic conception or situation or central meaning).

(4) Contextual questions should discuss 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 the reasons, it is best to pay attention to multiple perspectives, from primary to secondary, and to meet the number of words. 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 exams, poor memory of basic knowledge, careless writing, inattention 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.