Language training points refer to the sub-items of language knowledge, skills and methods that teachers and students pay attention to and focus on during practice and guidance.

First, we should pursue quality. The teaching time of each class is limited, and some teachers set up multiple training points, but they either lack guidance or practice, so the design is meaningless. We should make good use of the examples and contexts provided by textbooks and consider operability. In daily classroom teaching, teaching time is very limited, so the training point does not require much, not quantity, only quality.

Second, we should consider contact. Training points set in a class are not isolated. First of all, the training points before and after should be related, step by step, and there should be gradient training. Secondly, the determination of training points should start not only from this class, but also from the unit text, or the whole book, or even the whole grade, step by step, so that students will acquire more solid knowledge and methods.

Thirdly, to determine the Chinese training point, we should not only determine what to train, but also think about the requirements and degree of training, which is helpful for teachers to locate the training objectives and determine the training steps. Only by doing these things well can we do a good job in training and evaluate the training effect better.