Tisch
Facing the pressure and task of entering a higher school, as a ninth-grade English teacher, I feel a lot of pressure. In order to help students get good grades in the senior high school entrance examination, I study various teaching modes according to the characteristics of subjects and students, and teach students in accordance with their aptitude to promote their English progress. Judging from the examination results at the end of this semester, students' English level is generally poor, and few have good grades. Some students have lost confidence in English, and some students find English more and more difficult and uninterested. In view of this situation, it is necessary to pay attention to increasing the interest in preparing lessons in teaching, so as to improve students' interest in learning English. At the same time, when facing the vast majority of students, we should pay attention to laying a good foundation, starting from the most basic things and avoiding encouragement.
In view of the above actual situation, we are prepared to adjust the teaching objectives and teaching measures from the following aspects:
1, it takes about 2 weeks to finish the new lesson, and then it will enter a state of comprehensive review.
2. In view of the fact that students forget the basic knowledge they have learned, and in line with the principles of "relying on the outline" and "reviewing the old knowledge to learn the new", students are required to gradually transition from the study of scattered knowledge to the systematic induction of knowledge, so that the basic knowledge is more organized and the review is more solid.
At this stage, we plan to summarize the language knowledge points in the order of teaching materials, explain the application of language knowledge points in depth, sort out the knowledge points of each unit, and focus on mastering basic vocabulary, phrases and sentence patterns. Judging from the examination questions of senior high school entrance examination in recent years, we should gradually strengthen the examination of vocabulary and phrases.
We should start a general review of the textbooks as a whole. Because of the tight time and heavy task, we can re-integrate the teaching materials for review. This can save time and improve efficiency. Summarize and review according to vocabulary usage and differences in class, and write some exercises for students' weak knowledge for training. And through auxiliary exercises, reviews and tests to consolidate. This round of review is directly related to the effect of senior high school entrance examination. Therefore, we should highlight the key points in the review and firmly grasp them. Follow the principle of intensive teaching and more practice, and combine teaching, practice and evaluation.
This round of review, listening and speaking are scattered in various classes, and key words must be written.
In view of the students' forgetfulness and confusion about the grammar knowledge they have learned, we should cooperate with the grammar items required to master in the senior high school entrance examination step by step, so that students can transition from scattered grammar knowledge to systematic induction and mastery, make grammar knowledge more organized and review grammar knowledge well.
3. At this stage, we plan to summarize and sort out the knowledge of each grammar point from easy to difficult according to the grammar items required by the syllabus, and train with the exam questions in recent years. In the process of reviewing grammar, after reviewing several grammar contents, let's have a quiz. Find out the students' sexual problems and make up for them.
On the basis of the first round of review, intensive training is carried out for the questions in the senior high school entrance examination to improve the problem-solving ability of various questions. Special training is given to listening, single fill in the blanks, reading comprehension, complete dialogue and written expression, and attention is paid to the guidance of learning methods and problem-solving skills, so as to guide students to understand and be familiar with the characteristics of various types of questions and strengthen classification exercises.
Reorganize the reviewed knowledge, check and fill in the gaps. Through well-designed comprehensive exercises, students' vague consciousness is completely eliminated and test sites are strengthened. Let the students discuss, and the questions that are unclear or unclear are finally decided by the teacher to deepen the impression.
Simulation training is a big training before the exam and a warm-up training stage before the middle school entrance exam. Use some simulation questions to simulate the examination time, examination room requirements, answering methods and answer sheets. Train students' test-taking skills and cultivate their improvisation and adaptability.
In addition to mastering the basic knowledge, examination skills are also the key to success or failure in the examination room. According to different examination questions, students should be taught examination skills.
In short, through the above two rounds of review, students can be improved from different angles, their English ability can be continuously strengthened, and they can also practice in listening, speaking and vocabulary and become familiar with the test routines. I believe that the 20 16 senior high school entrance examination will be successful.
extreme
This semester is the last semester of the whole nine-year compulsory education, and students are about to face the test of the senior high school entrance examination. This is a real selection exam. Meeting this senior high school entrance examination has become an important task of teaching this semester. Therefore, in teaching, students should be helped to understand, absorb and thoroughly understand the textbook, internalize the knowledge in the textbook, have a certain time for intensive training, lock the gap through training, and then put forward operable countermeasures to make up for the gap, do everything possible to narrow the gap, and change the current situation of few top students, medium faults and large foundation. Counseling in batches and at different levels urges students to realize their growth ideals and desire to get good grades.
I. Guiding ideology
Thoroughly implement the concept of education and teaching. Seriously sum up teaching experience, strive to lay a solid foundation for students' basic English skills, and at the same time strengthen the cultivation and guidance of reading ability and comprehensive application ability, improve students' ability in this respect, and strive to achieve ideal results in this year's senior high school entrance examination.
Second, the situation analysis
1, student situation analysis
There are 35 students in Class 3 and Class 4, Grade 9. Last semester's English score was 109.5, and the lowest score was 14. Judging from the results of last semester, there are few top students, one fault, large foundation and uneven, which brings great difficulty to class. Most students have a poor foundation and want to learn less, and a large part of them just muddle along, mostly boys. Their learning mood is unstable and they can't persevere. A few middle school students can basically cooperate with the teacher's teaching, but they lack consciousness and quality. Some are silent. They seldom review their lessons after class and pay no attention to the lectures. When questions come out, they are eager to think about textbooks to find answers. They can't explain why for a long time, and their learning methods are not flexible. They need the supervision of teachers to make a difference. There are also some students who are not enterprising, and their enthusiasm and initiative are extremely poor. They are biased and even uninterested in English learning.
2. teaching material analysis
This school year's English teaching content is one volume, unit *** 15. Since the end of last semester, 13 units have been completed, and the remaining 2 units are scheduled to complete the teaching task within 2 weeks. The specific teaching contents include:
Vocabulary: memorize, understand and master all the words in the book, skillfully use key words and phrases, and review all the words in the first four volumes of junior high school.
Grammar: Master eight tenses, namely, simple present tense, simple past tense, simple future tense, present continuous tense, past continuous tense, present perfect tense, past perfect tense and past future tense. Know some word formation and master the basic sentence structure of English: five simple sentences, complex sentences and complex sentences (adverbial clauses and attributive clauses).
Reading: mainly train students to find details according to questions. Then read the article in different levels according to the level of different students. In the process of reading, students should be taught the ability to analyze the sentence structure of long sentences (complex sentences, multi-clause complex sentences).
Writing: Written expression is the topic of losing points in the senior high school entrance examination, so for most students, we should first implement the usual training and ask students to pay attention to the basic structure and timeliness of subject, predicate and object. And do more word linking and sentence linking training. Cultivate students' good writing habits, such as capitalization and punctuation.
Third, the teaching schedule.
From the first week to the second week, complete all the teaching contents of the ninth grade; Review the basic knowledge of textbooks for grades 7-9 from the third to the ninth week; From the tenth week to the thirteenth week, we will review nouns, pronouns, numerals, articles, adjectives, adverbs, verbs, sentence structures, complex sentences, communication terms and writing. Explain the exam guidance from the ninth week to the twelfth week, and test and explain the simulated questions from the fourteenth week to the sixteenth week, so that everyone can concentrate on speaking and practicing more, and then summarize and review the common and easy-to-make mistakes. Finally, do a good job of mobilization before the exam. In the review, we should pay attention to the breakthrough of students' difficulties, consolidate the key points and lay a solid foundation to meet the mid-June senior high school entrance examination.
Fourth, teaching measures.
According to the students' situation and the actual situation of the class, the following measures are taken this semester:
(1) First of all, we should change students' bad study habits and attitudes ideologically, cultivate students' conscious study habits and good brain habits, and practice more in class.
(2) According to the specific situation of each student, each student is required to put forward clear learning objectives and specific scores. After each exam, we should analyze and make the next goal. Only forward and not backward, set up a set of wrong questions, and urge you to study hard to achieve your goals.
(3) Every class should pay attention to the learning effect in the classroom, highlight the key points and difficulties, ensure that students master the basic things that must be mastered, and pay attention to checking the situation of students taking notes.
(4) Make use of extra-curricular time, cultivate the best and make up the difference, grasp both ends and promote the middle. Divide students into two categories. High school students should improve their knowledge points. Underachievers with certain potential should focus on basic knowledge. Narrow the gap between the two poles and give consideration to the overall progress.
In a word, this semester is very crucial and important. Seize the opportunity, conscientiously implement the teaching plan, fully prepare for the senior high school entrance examination, and strive to make students achieve better results.
Tisso
The annual senior high school entrance examination is coming. As we all know, the second half of grade three is the most important and crucial stage in a child's life. It can also be said that this period determines their future and destiny. The key to the success of senior high school entrance examination English lies in review, and the success of review stage also determines the achievement of senior high school entrance examination English. Therefore, I know that my task is heavy and my responsibility is heavier. But no matter how difficult it is, I will try my best to overcome it and help my child take this crucial step in life smoothly. In order to make English teaching work orderly and achieve better results in future work. The ninth grade English teaching and review plan is specially formulated.
First, the overall goal
1, strengthen classroom teaching reform, truly change classroom teaching methods, improve students' learning ability, and strive to turn the classroom into a paradise for students to learn.
2. Do a good job in the general review of the senior high school entrance examination, pay special attention to top students, improve critical students, keep an eye on all students, encourage students to move towards their goals, and strive for steady progress in the senior high school entrance examination.
Second, follow the principle.
In line with the principle of taking the curriculum as the key link and taking it as the basis, and around the requirements and scope of the senior high school entrance examination, we will study the curriculum standards and examination outline repeatedly. Pay attention to the all-round development of students and improve them as a whole; Pay attention to double basics, lay a solid foundation and strengthen students' ability. In the process of practice, we should pay attention to intensive and concise, and never miss a knowledge point. At the same time, students are trained to apply the vocabulary, phrases, sentence patterns and syntax they have learned to practice, improve their daily communication ability and solve practical problems.
Third, specific work measures
Strengthen study, study the new curriculum standard seriously, specialize in five textbooks of grade seven, grade eight and grade nine, form a fixed knowledge system, study the exam notes of 20 13, 20 14, and choose the exam questions of 13 and 14.
Continue to practice basic skills and improve your teaching ability.
Implement classroom teaching reform and create a new teaching model.
Entering students' families, their inner world, tapping students' psychological resources and establishing a new relationship between teachers and students are both teachers, parents and friends.
Instruct students how to preview, attend lectures, take notes, review, do homework and summarize discussions, and help students develop good study habits.
Fourth, the overall review ideas
1, review by unit. Browse junior high school textbooks and scan unit knowledge points. The purpose is to systematically review the basic knowledge and skills and lay a good foundation; The task is to master the knowledge structure of each unit, review the knowledge points comprehensively, and complete understanding and memory; The key point is to attach importance to the requirements of curriculum standards and the basic role of teaching materials, and strengthen the training of basic knowledge and skills; Face the whole, face the foundation.
2. Special review of grammar. Learn test standards and test instructions, and review grammar, morphology, sentences, tenses and topics. Responsible for the key grammar items in junior high school textbooks, so that students can grasp the content of junior high school textbooks as a whole.
3. Professional exercises and simulation drills. According to the test questions of senior high school entrance examination (single choice, complete dialogue, sentence translation, cloze, reading comprehension, written expression), we can understand the students' mastery of basic knowledge and skills, grasp the changes of test questions, determine training methods, and check for missing items. Finally, several simulation exercises for the senior high school entrance examination were conducted. After the drill, the teacher should refine and focus on the topic.
Verb (abbreviation of verb) specific review content
The first round:
Schedule: March1-April 24th.
Main contents: words, phrases and common sentence patterns appearing in junior high school textbooks; Memorize dialogues and texts and understand grammar.
Stage goal: to understand and memorize the contents, words, phrases and common sentence patterns appearing in the text; Proficient in dialogue and text content, the grammar learned can reach a certain degree of application.
Specific ideas: the first round of review should be based on the outline and the content of the teaching materials, and review the units in the order of the teaching materials. Before reviewing each unit, the teacher arranged for the students to memorize the words and phrases at the end of the book carefully; Check in class, then let everyone find out the knowledge points of this unit and summarize the usage, and the teacher will supplement them appropriately; The review at this stage should give full play to students' subjective initiative, supplemented by teachers' summary, and focus on students' review. Pay attention to students' induction, and what teachers should pay attention to in summing up and guiding. Speak little or nothing about what students have mastered, and focus on what students are not skilled enough. At the same time, the teacher should design some exercises according to the key content of each unit to consolidate the knowledge points of review. Finally, give the knowledge of this unit to the words and phrases at the end of the next unit for another test.
Specific time schedule:
3.2————3.20 End of new lesson (Unit 13- 15)
3.23 ——— 4.24 First round review (all textbooks 1-5)
4.27 ——————————— 5.31Second round of audit (special audit)
6. 1 —— 6. 13 Third round review (simulation training)
The second round:
Schedule: April 27th-May 3rd1.
Nouns, numerals, prepositions and prepositional phrases, conjunctions, adjectives, adverbs, articles, verbs and sentences. Master the composition, basic usage and passive voice of six tenses of verbs: present continuous tense, simple present tense, simple past tense, simple future tense, present perfect tense and past continuous tense. Syntax includes mastering the composition and basic usage of declarative sentences, interrogative sentences, imperative sentences and exclamatory sentences, and mastering five basic sentence patterns: simple sentences, complex sentences, object clauses, attributive clauses and adverbial clauses.
Stage goal: master the key points of knowledge skillfully and make the knowledge form a system. Teachers teach problem-solving skills, improve students' comprehensive analysis ability, and improve academic performance and learning efficiency.
Specific ideas: At this stage, I will divide grammar into several parts for review, and give full play to students' subjective initiative, supplemented by the teacher's summary, and focus on students' review. Pay attention to students' induction, and what teachers should pay attention to in summing up and guiding. Speak little or nothing about what students have mastered, and focus on what students are not skilled enough. On this basis, combined with the grammar content of the review, choose exercises according to the questions of the senior high school entrance examination, so that students can consolidate their knowledge of review every day.
Examples of key syntax content:
For example, in the review of verb tenses, the general present tense focuses on the transformation of sentences with singular subject in the third person, such as changing negative sentences and general interrogative sentences, giving positive and negative answers, and raising the questions of subject, object, attribute, frequency adverbial and position adverbial respectively.
Review the present perfect tense and compare it with the simple past tense. In order to explain the adverbial of time used in the present perfect tense, students are required to distinguish between persistent verbs and non-persistent verbs.
For example, review complex sentences with adverbial clauses of time and conditions. If the predicate of the main sentence is the general future tense, then the predicate of the clause should be the general present tense; When reviewing complex sentences with object clauses, if the predicate of the main sentence is the past tense, then the predicate of the clause is mostly the corresponding past tense form; When reviewing the adverbial clauses of time guided by since, we should emphasize to the students that as long as the clauses use the simple past tense, then the main clause must use the present perfect tense; When summarizing key sentences, such as: When we arrived, the bus had already left. Explain to the students that the clause in front of this sentence uses the simple past tense, then the main clause behind it should use the past perfect tense.
When reviewing the object clause, we should start from the following aspects: the concept of the object clause: the object clause belongs to the nominal clause and is the object of the main clause in the sentence. ! The three elements of the object clause: the leading word (conjunction); Word order; Tense leading word: object clause guided by subordinate conjunctions Note: that has no lexical meaning in a sentence, can't be used as a component in a clause, and is often omitted in spoken English.
The object clause "whether" derived from the subordinate conjunction "where, if" indicates that it is unclear or unclear about the stated things. Often used to ask, want to know, can you tell me, etc.
Guided by the connecting pronouns Who Who, who, who, which, what, what and where, how, why and when, the object-subordinate j, [pronouns or adverbs connect the main clause and clause, which has certain significance and cannot be omitted.
B. Word order: The word order of a declarative sentence is: subject+conjunction+clause (subject+predicate+others). Do you remember _ _ (how old is he)? C. Tense: The main clause is the present tense or the future tense, and the clause can be any tense.
When the main clause is in the past tense, the subordinate clause is in the past tense. (1). Clauses still use the present tense to explain general principles, objective facts, natural phenomena and famous aphorisms. 2) There is an adverbial of specific time in the clause, even if the action of the clause occurs before the action of the main clause, the simple past tense is still used. The third round:
Schedule: May 1- Before the middle school entrance examination.
Main contents: problem-specific training and simulation drills.
Stage goal: check for missing parts, help students find out the causes of mistakes, so as to correct them in time, remember the correct methods and improve their grades quickly.
Specific ideas: practice the questions according to the questions of senior high school entrance examination (single choice, complete dialogue, sentence translation, cloze, reading comprehension, written expression). Teachers choose suitable simulated test questions to test students. At this stage, students should be tested to improve their knowledge to comprehensive application ability and gradually adapt to the requirements of the senior high school entrance examination. At the same time, carefully study the 2008 and 2009 senior high school entrance examination questions and teach students answering skills. And carry out mental health education for students, reduce pressure, stabilize mood, and cope with the senior high school entrance examination freely, and achieve good results.
Six, the specific problem-solving methods of various questions:
First of all, you must master the phrases and sentence patterns learned in multiple-choice questions, and apply the grammar you have learned to the appropriate context in combination with the context. There are many ways to solve the problem when you do it. Educate students, even if they can see the answer at a glance, and even fill in the answer confidently without looking at the options, don't be too confident to give up the exam. It is important to find out why each option does not meet the meaning of the question. If no mistakes are found, they should go back and compare the original options with the ones that can't make mistakes, find out the differences between them and see which one is more in line with the requirements of the question. Exclusion method, comparison method, logical reasoning method, fixed collocation method and keyword method can all be used to solve problems.
Second, reading comprehension and answering such questions generally take three steps;
First of all, read the full text, quickly grasp the content of the article, read as quickly as possible without affecting the understanding, and pay attention to the main information.
Multiple choice questions after reading the article, including the stem and options. After clarifying the requirements of the question, read the full text or relevant paragraphs carefully and finally choose the answer.
(3) After answering all the questions in a short passage, read the passage again and check the answers one by one.
Guide them to adopt the reading problem-solving skills of "five essentials" and "five don 'ts". The "five essentials" are: ① pay special attention to the title of the article; (2) be able to browse the full text quickly and grasp the main idea and general idea; ③ Grasp key paragraphs, key sentence patterns in paragraphs and key words in sentences; (4) Thinking after browsing the text as soon as possible and trying to read with questions; ⑤ Draw the contents about WHO with pen circle, what, where, how and why. "Five Don 'ts" are: ① Don't make a sound when reading silently; 2 don't analyze word by word; (3) Don't always look back at what you have read; (4) Don't point at words with your hand or pen; ⑤ Don't look up new words in the dictionary during training. Only by mastering reading skills can students greatly improve the speed and efficiency of solving problems.
Third, cloze, do this problem from the following aspects.
(1) Pay attention to the enlightening function of the opening.
(2) Read the full text and understand the main idea.
(3) Conform to the content of the article and follow the grammatical rules.
(4) Read the full text and check the answers.
Fourth, to complete the dialogue, students are required to choose or fill in the missing options in a certain situational context, and this option must conform to the situational communication habits of British and American people when used in the dialogue. For this kind of topic, the options given are generally complete sentences, and the sentences themselves are correct; Sometimes, judging from Chinese habits, the meaning is right. Therefore, students should be educated not to consider the grammatical structure of sentences, let alone to judge the meaning according to China's common sense, but to complete the options according to the dialogue and the sentence-meaning relationship between the upper and lower sentences, and then express them according to English habits. The key dialogues involved in junior high school are:
(1) Call
(2) See a doctor
(3) Asking for directions
(4) Shopping
(5) Go on holiday
(6) Giving gifts
Talking about the weather
(8) Talking about things and so on.
Fifth, students must master the phrases and sentence patterns they have learned, especially verb phrases, and should be told to carefully analyze the tense and voice of sentence application to avoid careless and careless mistakes; We must grasp the foundation and not relax, and we will not lose points if we can.
Sixth, to express the meaning of the question in writing, we must carefully examine the question and write it correctly. Students are usually asked to write compositions, revise each other, make comments, find mistakes, correct and summarize from their own and others' compositions. At the same time, we should also explain the writing methods of small compositions such as diaries, letters, notices and telephone messages to students.
In a word, I will try my best to complete the teaching work this semester successfully, and strive to make students get good grades in the senior high school entrance examination, so that all students who have the hope of further study can enter the ideal high school.