How to fully review for the college entrance examination?

Senior three English review-four steps of method

First, clear the purpose of review, clear thinking.

The college entrance examination is to test students' ability to use English. Nevertheless, there are still quite a few senior three English teachers who are used to organizing the review of new textbooks according to the traditional method of "cross talk" and "cramming", and a lot of class hours are spent on "fried cold rice" and cross talk that repeats language points in the review text, ignoring the cultivation of listening, speaking, reading and writing ability. Doing so makes students feel bored and hinders the development of creative thinking ability. It is really "picking up sesame seeds and losing watermelon" and "getting twice the result with half the effort".

The purpose of college entrance examination review must be clear first. At present, NMET's English test questions not only attach importance to the basic knowledge of English, but also highlight the ability to use language, forming an examination layout with text reading as the main body. The ultimate goal of senior three review is to improve students' language use ability. However, knowledge is the foundation of ability, and the test of ability must be combined with the test of knowledge, which is a systematic and activated test of students' accumulated knowledge. A large number of knowledge tests can be achieved through ability tests, and mastering the basic knowledge of English is to prepare for cultivating the ability to use English. For example, "reading comprehension" and "written expression" are both tests of language ability. If students have poor knowledge of English vocabulary or English grammar, they will not be able to understand complicated sentences and texts. How do they answer the questions correctly? Similarly, without a certain knowledge of vocabulary and grammar, it is impossible to speak correctly in English and write fluent English essays.

However, the review process of senior three should not be a simple repetition and reinforcement of what has been learned, but a process of re-learning, re-understanding, and improving understanding and application ability. If we still follow the traditional method of text crosstalk, it is impossible to achieve the purpose of review in such a short time, because the ability of language use can not be cultivated only by text crosstalk, especially reading ability. Therefore, it is a subject worthy of teachers' serious discussion to give consideration to the mastery of language knowledge and the cultivation of language ability in the short review of college entrance examination.

Since reviewing knowledge means using knowledge, what kind of knowledge is useful and conducive to the cultivation of subject ability? This is networked knowledge, which is a solid foundation for the formation of discipline ability. If students' knowledge can form a network, then they must excavate the textbooks they have learned layer by layer, which will inevitably have an important impact on the transfer of their knowledge to their ability, help them improve their practical application ability and make them use it freely in the exam.

Second, build a knowledge network and lay a solid foundation.

In view of the above problems, on the basis of studying and studying the syllabus and exam notes, teachers should take the syllabus as the basis, the notes as the guide, the teaching materials as the basis, sort out the main points according to the internal relationship of knowledge, and pay attention to bringing forth the old and bringing forth the new, so as to make it orderly, systematic and regular, including vocabulary, sentence patterns, grammar, communicative functions and so on. We organically combine the scattered and isolated knowledge we have learned in the past six years, make the knowledge we have learned networked and form a complete knowledge system, so as to explore something with regularity and achieve the effect of drawing inferences from others. Moreover, in the review process, teachers combine the test sites of the college entrance examination with targeted training, so that students can review all the language knowledge in a very short time, improve the review efficiency, and give them enough time for special ability training and simulation training such as listening, cloze and reading, so as to avoid paying attention to only one thing while reviewing textbook knowledge and cultivating their ability. On this basis, through scientific and systematic training, we can improve our English communication ability in an all-round way and achieve twice the result with half the effort.

(A) vocabulary review

It is very important to review English vocabulary. Vocabulary is very complex and rich. When reviewing, we should summarize vocabulary from four aspects: pronunciation, form, meaning and use, so as to expand the depth and breadth of vocabulary learning. The depth and breadth refer to the similarities and differences between synonyms and synonyms; Try to master the usage, collocation and meaning of commonly used words, especially those commonly used basic words with diverse usage and meaning and strong collocation ability. In addition to sound, form and meaning, we should also master their applicable conditions, grammatical characteristics and their connection with other related knowledge, and try our best to train them in place and use them skillfully.

1. Summarize the basic usage, grammatical features, applicable conditions, similarities and differences of commonly used and frequently tested words in middle school textbooks, especially some commonly used verbs such as need, consideration, suggestion, expectation and preference. For example, the word "suggestion" can mean "suggestion", "hint" and "instruction", and can also mean the structure of "suggestion"; When used as "suggestion", its object clause should adopt the structure of virtual sentence pattern "suggest someone" Do sth. ",and when used as a" hint "and" instruction ",use a declarative tone; Suggest can also be used with related verbs that also use subjunctive mood in object clauses, such as: insist, demand, command, inquiry, suggestion, etc. For another example, when reviewing the word need, we should not only understand its usage as a modal verb, but also compare it with its usage as a notional verb, and grasp the difference between its usage followed by gerund and infinitive.

2. Summarize the words with the characteristics of * * * to form a knowledge chain. For example, the words that can be used as both notional verbs and copulative verbs in textbooks are: sound, smell, taste, gain, success, turn, length, coming, falling, going, staying, looking, appearing and so on. For another example, the verbs that mean "plan to do it, but the result may not be realized" are intend, mean, hope, plan, expect, think, want, posture and so on. These verbs often add infinitive or object clauses in the past perfect tense, or use the past tense followed by infinitive perfect tense to indicate that there was a plan or idea but it didn't come true in the end, meaning "Originally … but failed …". For another example, some verb phrases with the preposition to are often followed by the verb ing form or noun, which is easily confused with infinitives. Such verb phrases include expecting, devoting ... getting used to, leading to, insisting on, starting, liking ... yes, paying attention to, opposing and so on.

3. Cultivate the ability of divergent thinking and knowledge transfer through point and surface. When reviewing words with strong collocation ability, students can summarize and review by themselves first. For example, when reviewing the usage of call, I immediately think of call sb, call up, call for, call out, call in, call on, call at, call someone, call names, etc. For another example, get can be used as both a linking verb and a notional verb, which takes more time. The phrases containing get in the textbook include: getting off, getting on, getting on, arriving, getting up, grasping, getting along, getting rid of, getting into trouble, getting used to (doing), getting together, getting ready, etc. And get as a connecting verb has the structure of get+v-ing/v-ed/adj.

4. Learning and summarizing synonyms can expand the knowledge and enhance the ability of language use. For example, when reviewing the usage of ideas, you can contact the differences and usages of words except, but, except for, except that, but for stare, etc. For another example, the words dress, in, put on, have on and wear can all mean "wear", but their meanings and usages are different.

5. After induction and review, match the test sites of college entrance examination with the corresponding exercises to improve students' practical application ability. Vocabulary review should focus on understanding memory, clear usage, and never recite words in isolation. When reviewing, we should stick to phrases and sentences, and combine scientific practice methods, instead of just memorizing concepts, we should combine memorization with application:

(b) review of judgments

Common sentence patterns in middle school textbooks can be classified and summarized according to grammatical structure and usage, such as inverted sentences, ellipsis sentences, parenthesis, imperative sentences, rhetorical questions, exclamations, compound objects, juxtaposition and various sentence patterns. These sentence structures are also hot topics in the college entrance examination.

For example, parenthesis structure is a common sentence structure in college entrance examination. When reviewing, we can summarize the parenthesis structure in middle school textbooks from the following aspects: 1) Words parenthesis such as: How's it going, lucky/happy (for someone. ), although individuals wait. 2) phrase parenthesis, such as: strange to say, worse, or more precisely, in someone's view, in fact, of course, generally speaking, judging from ..., makes things worse; ; 3) insert sentences such as: I think, have you considered it, that is, more importantly, and so on.

At the same time, there are examples in the textbook. For example:

Generally speaking, newspapers follow the American way, but conference reports and textbooks use British spelling. (SB2，L25)

To make matters worse, many men went to the city to look for higher wages, leaving women in nearby villages to continue working. (Sibling, L26)

I suggest you choose a person who you think is kind and friendly. (SBl，L54)

To make matters worse, this wine is not suitable for eating. (SB2，L39)

For another example, when reviewing ellipsis, the relevant review points in middle school textbooks can be summarized as: 1) ellipsis in adverbial clauses; 2) Omit the context of daily conversation, and omit minor and repetitive words; 3) "substitution" ellipsis, using so, not, inside, nor or other means to omit the same semantic components as above; 4) Omit the infinitive structure and the same verb part after the infinitive; 5) infinitive symbol "t". Ellipsis, when sensory verbs and causative verbs (feel, see, hear, pay attention, make, make, have, etc. ) followed by infinitive as object complement, to omitted; 6) The omission of should in subjunctive mood means that in the object clauses after verbs such as "insist, command, demand and suggestion", the predicate is "should+ verb prototype", and should can be omitted. When reviewing, attach textbook examples as much as possible and select college entrance examination questions related to ellipsis.

(3) Grammar review

Grammar review should not be underestimated, and certain syntactic ability is the basis of improving language ability. If we don't pay attention to grammar teaching, it will inevitably lead to students' mistakes and nonstandard language. The arrangement of grammar items in SEFC textbooks is relatively scattered, and the review of senior three must be relatively concentrated and systematically summarized. We can't copy the practice of previous years, because grammar review is too deep and difficult. Teachers should reduce simple grammar examination, reduce grammar difficulty, increase context and strengthen the examination of understanding and reasoning ability in context. But in the late third year of senior high school, we should "throw away grammar" and spend as much time as possible on reading, writing and listening training to cultivate our ability.

When reviewing various tenses in middle school textbooks, we should compare their usage characteristics; When reviewing non-predicate verbs, we can compare the usage characteristics of -ing, -ed forms and infinitives horizontally according to their functions. When reviewing the usage of non-predicate verbs as objects, you can list them in the form of charts, and attach examples, test sites and college entrance examination questions. For example:

1) Verbs that can only use infinitives as objects include wish, offer, hope, expectation, decision, management, consent, prejudgment, refusal and promise.

2) Verbs with the verb ton as the object include ideas, exercises, enjoyment, suggestions, avoidance, completion, consideration, being unable to help, and giving up.

3) Some verbs can use infinitive or verb -ing as the object. The meanings of the two are basically the same: start, start, love, hate, preference and so on. The meaning is obviously different: forget, remember, regret, try, mean and so on. For example, remember/forget followed by infinitive means "remember/forget to do something (action didn't happen)", followed by verb -ing means "remember/forget to do something (action happened)".

4) Some verbs use the verb -ing as the object to express the passive meaning, which is equivalent to the passive state of infinitives, such as need, want, require, demand, etc.

For another example, the attributive clause is an important grammatical content in senior high school English textbooks, which runs through every textbook of senior high school English and is also a necessary test site every year. When summarizing the knowledge of attributive clauses, we should master the following points:1) the basic usage of relative pronouns such as that, which and who, and the relative adverbs such as when and where, and how to choose the leading words of attributive clauses; 2) The usage differences and special usage of the leading words that and which; 3) The meaning and usage of non-restrictive attributive clauses and the application of which in non-restrictive attributive clauses; 4) The usage of 4)as in attributive clauses; 5) "preposition+relative pronoun" leads the attributive clause; 6) Attributive clauses with brackets; 7) Separate attributive clauses; 8) The usage differences between attributive clauses and complex sentences, adverbial clauses, nominal clauses and emphasized sentence patterns.

Indefinite pronouns is also one of the grammatical difficulties in middle school textbooks, which can be summarized and reviewed according to the scope, such as: both, both and both; Any, all, none, every, and some mean between three or more; Each can be used for two, two or more. We can also examine specific reference and general reference according to indefinite pronouns's classification, for example, others means specific reference, others, ethers and other means general reference. We should also summarize indefinite pronouns's usage of expressing complete negation and incomplete negation. If not is used with all, both, every and everything to indicate incomplete negation, its complete negation should be composed of none, inside, no, not and predicates indicating positive meaning; Little and fev represent negative concepts, while Little and minority represent positive concepts. The commonly used alternatives in indefinite pronouns are one, one, it, that and thought. When reviewing, we should combine the basic usage of indefinite pronouns with the context to cultivate students' ability to use indefinite pronouns flexibly in the context.

The review of each kind of grammar items can be divided into three parts: review points (with textbook examples), main test sites (listing college entrance examination questions), and selected exercises (highlighting context and emphasizing application ability).

(D) daily communication language induction

Communicative function is the main line of dialogue class in each unit of middle school English textbooks. Therefore, we can rearrange and classify the dialogues in each unit according to the 30 "daily communication terms" listed in the syllabus, so as to make them organized and systematic, summarize the typical sentence patterns of related topics and set the context for students to practice and study. For example, "Asking for directions" has been learned eight times in middle school textbooks. When reviewing, you can summarize typical sentence patterns about asking for directions to help students understand and use them. Frequently asked questions are:

Excuse me, where is ...

Excuse me, can you tell me the way to ...?

How can I get to ...?

Sentence patterns commonly used to answer are:

Go along this street.

Turn right/left at the first/second intersection;

This is about ... a few meters from here.

Go straight ahead until you see it ...

In addition, inductive review of communicative function items can also be combined with listening review, which is helpful to improve listening.

(5) Review the text as a whole

Teachers can rearrange the order of texts when necessary and review the texts of the same type and genre together. For example, classifying texts by subject matter can guide students to master the characteristics of various articles and gain a profound understanding and standardized expression ability. Texts introducing historical figures in middle school textbooks include abraham lincoln, Karl Marx, Walter Disney, Charlie Chaplin, Albert Einstein, Martin Luther King Jr., Madame Curie, Captain Cook and Gandhi. The characteristics of this kind of articles are generally based on time, and the main contents include the life, education, achievements and personality of the characters. Personality, etc. When reviewing, you can read relevant supplementary materials and write exercises on related topics.

Third, focus on cultivating reading ability and promote it in an all-round way.

Cultivating reading ability has always been the focus of English teaching in senior high schools. Reading comprehension has always been the theme of NMET English test. If cloze and essay error correction based on comprehension are added, more than half of the questions will be used to examine reading comprehension ability. The improvement of reading comprehension ability can not only help students successfully answer NMET's reading comprehension questions, but also help students answer cloze questions and essay correction questions, which are based on reading comprehension ability. Through reading comprehension training, students can not only consolidate and strengthen the basic knowledge of English, but also learn many methods and skills of English expression, which will become the basis of written expression. In recent years, the college entrance examination has increased the difficulty of reading comprehension questions year by year. As the length of the article increases, there are more new words, polysemous words and polysemous words, and more long and difficult sentences. Therefore, we advocate that in the whole process of English review, we should always focus on cultivating and improving reading comprehension ability, so as to promote the overall improvement of English review quality. At present, some students spend most of their time studying grammar and doing grammar exercises with single fill-in-the-blank, which deviates from the direction.

SEFC textbook is a good textbook to cultivate reading ability, especially the original article in the second volume of senior three, which is novel, difficult and rich in content, and is very suitable for reading training in senior three. Unfortunately, many teachers give up these language materials in order to set aside more review time. The whole teaching method should be adopted in text teaching. According to the requirements of reading ability in NMET, we should focus on cultivating students' deep understanding ability such as induction, judgment and reasoning, as well as their ability to obtain information and guess the meaning of words. Students should also master some fast reading skills. In the review stage of senior three, reading training can't be relaxed for a day. We should design exercises according to the questions and ability requirements of the college entrance examination, require students to read in a limited time, and cultivate students' problem-solving ability.

Fourth, use practical principles to guide the review of college entrance examination and promote the transformation of ability.

In the review stage of college entrance examination, some students have a good English foundation and listen carefully in class, but their ability to actually use English is not strong; The author also often hears some teachers complain that students' exam results are not good: "This topic has been explained many times, why can't students do well?" In fact, the reason is very simple, students lack language practice. Language is characterized by practicality and communication, and the mastery of knowledge and the formation of language ability only depend on a lot of language practice. Practice more, practice makes perfect, and your ability will naturally improve.

Nowadays, the college entrance examination is weakening the simple examination of grammar knowledge, but highlighting the ability to use English. Because the college entrance examination focuses on assessing listening, reading and writing abilities, the cultivation of these abilities can only be realized through continuous practice, so that students' abilities in all aspects can be gradually improved in practice. There are many ways to practice a language, such as listening, speaking, reading, writing and remembering. After all, class time is limited, and teachers should handle the relationship between lectures and practice. If the teacher spends too much time explaining in class, it will inevitably take up the students' language practice time. Teachers should give students enough time to digest and consolidate what they have learned, and carry out various forms of language practice activities such as reading aloud, reciting, simulation exercises and communicative application.

Time is limited in the final review stage of senior three. We are opposed to maritime tactics and a large number of repeated mechanical exercises indiscriminately; Advocate intensive and concise, select those well-designed, scientific, systematic and targeted exercises, and complete them within a time limit to ensure quality. Through practice, students can discover and solve problems in time, improve their discrimination ability, enhance their understanding and memory of knowledge, improve their language application ability and master problem-solving skills. When the teacher is commenting on the exercise. Don't just ask answers, ask questions from multiple angles, so that students can know not only what it is, but also why. Through the analysis of typical test questions, cultivate students' ability to draw inferences from others.

In a word, the college entrance examination puts forward higher requirements for English teachers in advance, prompting them to update their ideas, clear their thinking, make scientific arrangements and make careful plans according to the characteristics of SEFC textbooks and the development of the college entrance examination, so as to achieve the best review effect in a limited time.

As for the study of liberal arts, the key is to make a good study plan and study step by step according to the plan. Don't be too blind in your study, or you'll lose half of your reading.