There are many Chinese knowledge points in primary schools, which can be summarized into three parts: basic knowledge, reading, exercises and oral communication.
1, basic knowledge: mainly review pinyin, characters, words and sentences.
(1) Pinyin: You can read Pinyin and write words or sentences through Pinyin Festival; Identify syllables as a whole; Uppercase and lowercase letters (reflected by looking them up in a dictionary). Focus on practicing "reading Pinyin and writing words".
(2) Words: Understand the meaning of words; Distinguish the learned homophones, homographs and polyphones; Two ways to look up the dictionary (word order, radical); To master the sound, form and meaning of new words, it is important to cultivate students' ability to look up dictionaries and understand polysemous words.
(3) Words: read and write the words correctly, including dictation or pinyin writing. This part of the content is classified and reviewed according to the after-class questions and word training in Chinese Garden. The review of words should emphasize the understanding and application of words, and pay attention to accumulation. Through review, we can further master the methods of understanding words and improve our ability to use words (such as making sentences).
(4) Sentence: Focus on accumulation. Including the accumulation of ancient poems, famous sayings, couplets and proverbs in and out of class; A gathering of poets and famous writers. The main contents of review are reading and memory, reading and recording and their expansion in the learning garden of this book. At the same time, review the sentence pattern transformation and the content of sick sentences.
(5) Punctuation marks: commonly used punctuation marks (the focus is on punctuation marks that should be mastered in this grade and the use of punctuation marks in some key texts)
(6) Rhetoric: Review common rhetoric. Such as metaphor, personification, parallelism, rhetorical questions, exaggeration, etc.
2. Reading: including filling in the blanks according to the content of the text, reading in class and reading after class.
(1) Fill in the blanks according to the text. Including the articles required to be recited in this book (including reciting the parts you like, which suggest students to recite beautiful fragments, not just the shortest content. )
(2) reading. The cultivation of reading ability lies in the usual teaching, and review can only be a process of strengthening and upgrading. Therefore, the focus of review is not how to read, but how to examine questions and how to solve problems. For example, when doing reading questions, let students read the short passage first, then read the exercises behind the short passage, read the short passage twice with these questions, and then write the answers. Pay attention to the format when answering questions: write the answer and answer the questions completely. When doing each question, let the students examine the questions clearly. What do you want us to do? How come?
Teachers can do some reading questions according to the textbook or choose some reading items from the test paper, so that students can see various types of questions. Before doing it, we should teach students how to do the problem, and then let students finish, analyze and explain it in class to improve the review efficiency. Doing problems has the effect of doing problems. Try not to let the students take it home to watch it. Don't just talk about the answers to many wrong questions, but must talk about methods so that students know where to start thinking when they encounter such problems. Why do you answer like this? For example, understanding the meaning of words can be accomplished by changing words and understanding words in context. Instead of simply telling students what this word means. Teachers should summarize some common problems, such as how to summarize the main content of the text, how to summarize the center, how to interpret words, how to summarize the meaning of paragraphs and so on.
3. Homework: Focus on methods rather than writing.
First, review how to review the composition topic. Take a composition topic and read it at least three times: read it once and think about what to write in this exercise. Second reading to see what the specific requirements are. (You can mark 1, 2, 3 with lines.) Read it three times to see if there are any missing requirements.
Secondly, every exercise in this textbook is carefully analyzed and summarized, and a simple outline is listed to guide students to know where to start thinking and writing when they encounter such exercises.
The review of homework and reading can also be placed at the beginning of the review, which plays a guiding role in the review of reading and homework later.
To sort out and review primary school English, we should implement the overall strategy of English review from five aspects: vocabulary, listening, reading, grammar and oral English.
I. Vocabulary
Vocabulary learning is the most basic and important part of English learning. Without enough vocabulary, no one can communicate freely in English. At present, the total vocabulary of English textbooks for primary schools in Guangzhou is about 8 10. However, the phrase structure required by the Fourth Meeting is probably 145. Faced with so many words, how to remember them effectively? Some students are very upset and say, "I try to recite it every day, but I often forget it today." It seems that the effect is very poor. " Let's take a look at some common methods that students usually remember words:
1. Read aloud and write while reading. Repeatedly, but with little effect. I have finished reading and writing, but I have kept everything in mind.
Spend a lot of time making beautiful word cards, write English words and Chinese meanings on the same card, and take them out to read at any time. However, because the words themselves are too scattered and lack connection or association, it is difficult to memorize a large number of words skillfully.
3. Copy with a pen without pronunciation. Write each word at least 20 times, and you may remember it on the same day, but when you come back for dictation in a few days, there will be very few words you can remember.
The use of these methods varies from person to person. Specifically, we can't say which method is completely bad. Every student has his own unique way to remember words. What we are discussing here are effective and useful methods and means. What the author wants to point out is, don't forget that everything has a certain connection. Writing is no exception. Try to find a way to recite words that you are interested in, and turn the "drudgery" of memorizing words into fun, which can not only greatly improve the memory speed, but also enhance the interest in learning English. Here are some simple word memory strategies.
1. You can use the book knowledge reduction method to remember nouns. In primary school English textbooks, most nouns come from life except names. You can try to pick out these nouns and put them in your familiar environment, such as schools, families, parks and other places, and remember them one by one. The symbols on the paper suddenly became vivid and concrete.
2. Lexical natural connection can be used to remember adjectives. Adjectives are used to describe the nature and characteristics of things. When you learn adjectives, you might as well remember them together with their antonyms. For example: white-black, dark-bright, etc.
3. Lexical classification memory method. It is an interesting and effective way to sum up all the vocabulary of primary school English and classify it according to different standards. First of all, according to the different topics involved in the text, I think it can be divided into:
A food: including fruit, drinks and tableware, three meals a day. B Natural category: including plants, animals, directions, weather, countries and cities.
C study category: including stationery, subjects, language and nationality D family category: including daily necessities, toys, rooms, relatives and appearance.
E hobbies and habits: including color, clothing, sports, time, holidays, occupation, frequency and numbers.
Secondly, parts of speech can be divided according to grammatical points. The specific classification will be further elaborated in the grammar section.
Second, listen.
Listening is one of the most important English language abilities. According to statistics, people usually spend 60% of their time listening in communication. Therefore, how to effectively improve listening is an important part of English learning in primary schools. The ability to listen is enhanced, which will naturally lead to the improvement of other skills. Generally speaking, there are five kinds of English listening questions in primary schools: 1 Listen to the sentences and fill in the missing information. Look at the pictures and listen to the questions. Listen to the dialogue, answer the relevant questions or complete the corresponding form. Listen to the passage, answer related questions or distinguish right from wrong. Listen to the sentences and choose the corresponding information contained in the sentences. Any training should be targeted, especially in the face of the limited time at the beginning of junior high school. We should make effective preparations for these five problems. The author interviewed some primary school students and found that students' listening difficulties are mainly reflected in these aspects:
1. Tired and afraid of difficulties. I think the recording speed is too fast.
I don't have the patience to listen to a paragraph at once, and I won't listen to a word.
I can't combine what I heard with the content of the topic on the test paper, and I don't know how to write the topic after recording.
Once an unfamiliar word appears in the process of listening, I am very scared. Request immediate listening.
The main reason for the above problems is the lack of systematic and persistent listening training. To put it bluntly, students usually attend too few lectures. So how should we conduct listening training? The author thinks that as a primary school, listening should start with the tapes issued by the school. If you choose extracurricular materials from the beginning, it is difficult for students and parents to grasp the difficulty of listening materials. At present, the recording speed of primary school English listening test is very similar to the recording speed of text tapes that students usually listen to. Moreover, because the material of listening recording comes from the text, there will be no situation of exceeding the outline in vocabulary. When you are familiar with the text tapes distributed by the school, you can begin to strengthen your listening training. First, put a pause in the text, repeat the sentences you hear orally, and then write down every sentence you hear. When your sentence dictation is completely correct and there are no mistakes, you can start listening to the paragraphs. Play a recording first, then stop and try to repeat the heard paragraph orally. After repeating it several times, try to write down the paragraphs you hear in your own way. Stick to 15-20 minutes every day. After a long time, you will find no difficulty in listening to school tapes. Is it enough to listen to school tapes in the listening test? No, the next step is to choose English tapes that suit your grade level and are of interest to you, such as short conversations and short stories. Finally, supplemented by several sets of listening exercises, I am familiar with the method of doing the problem. I believe that if we persist in this way step by step, students' listening level will be greatly improved.
Third, reading.
Open the English textbook for the first grade of junior high school and compare it with the existing English textbook for the sixth grade of primary school. We can easily find out. No matter from the perspective of space ratio or difficulty setting, short reading has become the highlight of junior high school English textbooks. To a certain extent, this also shows that some students get very good grades in primary school English, and when they get to junior high school, they find English difficult to learn, and even feel tired of learning. Therefore, improving reading ability is not only to prepare for the senior high school entrance examination, but also to better adapt to junior high school English learning.
What is reading? Did you read a short story or a short dialogue? No, senior high school entrance examination reading is a process of actively obtaining relevant information and answering relevant questions through effective reading. This process is the process that students combine the information in the paragraph with the content of the topic to find the correct answer. Therefore, good and effective reading is purposeful reading with questions, not careful reading. The cultivation of reading habits cannot be achieved overnight, and it needs daily persistence. The author thinks that even if there is more homework, students should insist on reading 10- 15 minutes every day. So how should we choose reading materials when reading? It is very important to choose suitable materials before reading. I think we should start with textbooks. Look at the materials in the textbook first. Every reading question in the textbook has an answer, and then find some suitable extracurricular reading materials. First of all, the difficulty of text reading should be appropriate, it is best to choose a series of graded reading, and pay attention to choosing a formal publishing company. Recently, XDF Daewoo Bookstore launched a set of Longman children's graded books, which is worth reading. Secondly, we should choose the topics we are interested in to read. From the moment you open the book, you feel that you are willing to continue reading. In fact, this is the beginning of a successful reading. Of course, in order to face the exam, you need to do some exercises while reading. Reading without practice is not helpful to improve the ability to do problems. The author suggests practicing at least three or four reading comprehension questions every day in the sprint stage of junior high school.
Fourth, grammar.
In the process of learning English in primary schools, students will be exposed to vocabulary, sentences, phrases and some fixed collocations in each unit. When these small units are used together, they will be applied to basic grammar rules. Then, when learning grammar, do you just need to recite rules and read grammar books? That's not true. In junior high school exams, specific grammatical concepts will never be tested. The application is more reflected in the examination questions. Through the analysis and application of specific topics, check whether you have a thorough grasp of each grammar point. Since the grammar exam is to put abstract rules into concrete and vivid topics, that is the premise for us to start targeted review.
Generally speaking, the assessment of English grammar in primary schools is the basic knowledge, and the key is to master it comprehensively, especially the special circumstances and changes of some rules. Below, the author will make a rough analysis of the specific grammar points involved in primary school English, but I hope students can practice more through specific topics.
Verb (abbreviation of verb) spoken English
The addition of oral test in junior high school examination reflects the requirements and trends of the national primary school English curriculum reform. Like listening, oral expression is a manifestation of the ability to use English flexibly. In particular, it requires primary school students to have basic dialogues and to describe and communicate some real scenes involved in life. Judging from the previous test questions, there are mainly these types of test questions in the oral exam. The design of the problem also embodies the principle from easy to difficult. The specific contents include: reading words, phonetic symbols, reading sentences, answering questions according to the actual situation, reading pictures, telling stories and so on. The author believes that we should also follow the principle of text-based and think about the source of materials in the oral exam. It's definitely not that the teacher made up the questions out of thin air. Most of the content to be tested in the exam comes from the students' own textbooks. Turning to the topic part of the textbook, generally speaking, the author tries to summarize the basic topics and contents of the six-year primary school as follows. Some of the content involves higher requirements and is put forward for students with good oral English.
The practice of oral English requires students to speak boldly. If you are introverted and shy, you need to "force" yourself to speak in a step-by-step way. First of all, listen to the tape carefully in your room, put in one sentence after another, and pay attention to imitate the pronunciation and intonation in the tape. When the sentences and words passed, they began to imitate reading the text. After practicing for a while, start talking to yourself in the mirror. Pay attention to eye contact, gesture appropriately and look natural. Then try to find your deskmate or good friend to practice the dialogue on each topic. When you encounter expressions that you can't express during practice, remember to ask the teacher in time. Usually, taking part in some extra-curricular English corner activities can also effectively exercise your courage.
The above five aspects, vocabulary, listening, reading, grammar and oral English, give some suggestions to the students who are about to face junior high school. I hope students can make full use of their time to practice more and find and improve their own shortcomings in time. I sincerely hope that when the new semester starts, you will be one step ahead in English learning. I wish you all good grades in the junior high school exam!
Hope to adopt, thank you! !