A detailed explanation of the methods to improve English listening in senior high schools

Methods of Improving Senior High School English Listening Ability

First, listen widely.

In other words, you don't have to fully understand everything. Such as movies, news, songs and so on. Whether you can understand it or not, torture your ear first, let it suffer constantly, and get used to it slowly. We can learn a lot of authentic English from movies. If we are too nervous to sit down and watch a movie completely, we can listen to music anytime and anywhere. In fact, listening to English songs is also the best way to entertain and educate. Everyone likes listening to music. In music, English is also beautiful, which will help us learn listening and speaking.

Second, listen carefully.

How to implement intensive listening? The best way is to practice dictation. Why should you listen carefully? Intensive listening helps us to concentrate highly. Are people easily distracted when listening to a long conversation or article? After listening, I began to think about why God created human beings, why the boys in the next class are always more handsome than the boys in my own class, what to eat at noon today and so on. However, when dictating, we should force ourselves to write down every sentence, so that we won't have a chance to think about anything else. After a long time, the phenomenon of absent-mindedness will be greatly improved.

Recommended information: text, college entrance examination questions, new concept 2. On the one hand, listening carefully to this tape helps us to be more familiar with the text, on the other hand, it consolidates words and exercises our sense of language. After finding the material you like, dictate one sentence at a time, not more than three times.

The first time, don't stop, keep listening, write as much as you can, and try to write down the key words.

The second time, listen to a sentence and press pause, pause 7? Eight seconds, complete the sentence.

The third time, without stopping, correct what you started writing and complete what you didn't write.

The length of the material should not be too long, about 100? About 150, practice 2 every day? Three articles. If you can't find other materials, just use the new concept I started to tell you. The article is short, the text is moderately difficult and the content is very interesting. Many students should have learned or memorized this textbook.

Finally, when listening, it is best not to choose materials. And now English and American sounds are very mixed. In order to avoid such embarrassment, it is best to listen to only one voice. What if none of the above are really interested? It's simple. Listen to the lyrics. There should be many students who want to write down the lyrics as soon as they hear a good song. The reason is also very simple, just like it. Nothing is difficult as long as we like it.

Third, follow suit.

This is killing two birds with one stone. While practicing listening, we should take the time to practice oral English. American psychologists' research shows that every time the same material is repeated, the comprehension ability is improved by three times. If you think reading the text is boring, I'll recommend a movie for you. Watching a classic movie more than N times, imitating it more than N times and memorizing it is impossible to improve English and learn oral English well. How to make good use of a movie to practice listening and learn English? There are four steps (note: each step can be subdivided into several times according to personal English level):

Step 1: English dialogue+Chinese subtitles (know the story, probably remember the important dialogue and practice extensive reading)

Step 2: English dialogue+English subtitles (it's time to learn English)

Step 3: English dialogue has no subtitles (see how much you can understand when you take the listening test)

Step 4: It's up to you whether to subtitle or not. Please imitate after reading and practice your idiomatic pronunciation.

Fourth, learn some idioms and cultural background knowledge.

A very necessary link. Because you must remember more idioms, so that you can't understand what foreigners say. It's like saying to a foreigner you meet for the first time: You are a treasure! ? He will be confused. At this point, I have no special skills to share with you. The only way is: back to back! ! ! As for commonly used idioms, you can go to the bookstore to buy them. If you want to save them, you can. There were some in my blog the other day. You can copy them yourself.

Introduction to Gerund and Participle in Senior High School English

Several special cases of gerund

1. Some verbs can be followed by gerund, some verbs can be followed by infinitive, and some can be both. Their specific meanings are sometimes different.

2. Verbs that can follow gerund are:

Avoid, consider, delay, deny, dislike, endure, enjoy, escape, give, complete, imagine, keep, mind, miss, forgive, stop, resist, hint, understand, and be unable to help.

Verbs that can be followed by infinitives are:

Decide, desire, expect, hope, mean, pretend, promise, refuse, undertake, want, hope, agree and manage.

Verbs that can be followed by gerunds and infinitives are:

Love, like, hate, prefer, dislike, start, continue, plan, try, propose, want, need, remember, forget, regret, try, deserve, start.

Verbs followed by gerunds or infinitives have different meanings. Generally speaking, the general action is usually followed by gerund, and the one-time specific passive action is often followed by infinitive.

Things to be handled well in senior high school English review

First, handle it? Outline? With what? Ben. The relationship. NMET proficiency test can comprehensively, stably and moderately reflect the specific objectives of English syllabus for full-time senior high schools, which is out of the mode of testing textbooks. People no longer make a fuss about words that are not in NMET syllabus and textbooks. Therefore, in the review teaching of senior three, we should? Focus on the show? The focus will be shifted from reviewing textbooks and mastering language knowledge to cultivating students' comprehensive abilities such as communicative competence in language use, cloze, reading comprehension, short essay correction and written expression. That is to say, to get rid of the past teachings? Based on this? According to the old idea, reviewing textbooks must also focus on applied knowledge, and promote the development of ability through training, mastering knowledge and commenting. The review time of the basic knowledge of textbooks from junior high school to senior high school should be shortened as much as possible, and the focus should be on the special training of cultivating communicative competence and comprehensive ability of language use in stages.

Second, handle it? Rules? With what? Apply? And relationships. The rules here mainly refer to phonetic rules, grammatical rules and idioms. Many people (including quite a few English teachers in primary and secondary schools) think that learning English well and improving English level means memorizing English words, phrases and grammar rules. In fact, this is the disadvantage of grammar-centered English testing in the past. The current NMET test emphasizes the practical application ability of English, that is, any language rules must be in? Use? It can be reflected in the process of college entrance examination, which has been proved by all previous college entrance examination English questions since 1995. Therefore, it is not appropriate to guide students to spend most of their time memorizing words and grammar rules in the final review teaching of senior two, but to cultivate students to use language to solve practical problems and improve their language application ability on the basis of mastering certain language knowledge.

Third, handle it? Words? With what? Chapter? The relationship. China's foreign language test has always been based on applied linguistics, from grammar, semantics to pragmatics. The traditional teaching method of senior three, which focuses on single sentence teaching, grammar and text as the main line, can no longer meet NMET's requirements for exchanging information, examining paragraphs to solve practical problems and testing text skills. From the perspective of applied linguistics and communicative language teaching, the basic unit of actual speech activity is discourse, not single sentence. From the analysis of college entrance examination questions in recent years, the main reason for students' mistakes is the lack of discourse skills rather than grammatical knowledge. In the review teaching at the end of senior two, teachers should guide students to grasp the key points of the text and solve specific sentence problems in specific contexts. Through moderate training, students are guided to acquire the ability to grasp the motivation of the text, understand the main idea of the text, straighten out the internal logical relationship of the text and master the rhetorical skills of the text, and organically unify the teaching of words, sentences and the text in the process of text training.

Fourth, handle it? Key points? With what? Difficult point? The relationship. There are many language points in English teaching, which are the focus of NMET communication test. When dealing with language points, teachers should guide students to use them skillfully, accurately and flexibly. Language difficulties that cause cross-cultural communication differences, such as comprehension obstacles and thinking obstacles, are likely to lead to negative transfer in language learning. Teachers should make great efforts to deal with them in a timely, appropriate, conscious and planned manner in combination with the functional concepts, daily communication terms and cultural communication phenomena provided by the syllabus and textbooks, so that students can understand them in the training process and successfully solve such problems in NMET exams.

Fifth, handle it? Reading? With what? Write? The relationship. Senior two teachers and students must go out? Can't you improve your written English? We should not only pay attention to the intellectual input of reading, but also pay attention to the communicative output of writing. Only in this way can we achieve the basic skills of listening, speaking, reading and writing required by the syllabus and develop the ability of oral and written English communication. In the general review teaching of senior three English, we must carry out daily training of written expression in a planned and systematic way, from word formation to sentence formation, and gradually train practical writing such as notices, letters, diaries, telephone calls, applications and invitations. , and gives narrative, explanatory, argumentative and rewritten brief descriptions, pictures, charts and other content. In terms of methods, students can be given an appropriate number of model essays to explain stylistic features, English-Chinese formats, differences in expression, etc. Then guide the students to write one or two similar essays, and make comments in time by checking the essays written by the students to guide the students to rectify. Through systematic training, students' overall written expression ability will be greatly improved.

Sixth, handle it? Talk? With what? Practice? The relationship. The first five relationships are all about the characteristics of English. Talk? With what? Practice? It is the relationship under the background of English characteristics. By the way? Talk? With what? Practice? Many people will mention it? Talk more and practice more? This is of little guiding significance in English. To meet the comprehensive requirements of NMET, students should not rely on short-term knowledge assault or sea tactics, but should cultivate the special ability of combining knowledge and ability under the guidance of teachers? Exquisite and concise? . After reviewing the basic knowledge such as the content of senior three textbooks, teachers should organize the following three stages of intensive teaching and refining in a planned way. The first stage is to check and fill in the gaps in phonetics, vocabulary, grammar, idioms and other language knowledge and systematic training. All kinds of points and difficulties should be explained, digested and absorbed in training to lay the foundation for the next stage of review. The second stage is NMET problem ability training in college entrance examination. This paper expounds the characteristics of single choice, cloze, reading comprehension, essay correction and written expression, test design ideas and answering skills. To guide the training. In the process of training, students will gradually accumulate experience in questioning training, acquire answering skills and improve their communicative competence. The review time of this paragraph can be a little longer. The third stage of review is a simulation test. At this stage, the focus is not on language knowledge or language application ability, but on the adaptive training of NMET. Train students to review the test paper five minutes before the exam, fill in the answer sheet during the exam, develop good ability to adapt to the exam, and make students play their normal level in the exam. Training at this stage is very important and indispensable.