How to make senior one students successfully complete the transition from junior high school to senior high school is an important part that senior one teachers must consider and do well. This paper expounds some experiences and practices of the author in English teaching.

Because our school is a rural school, many top students in grade nine have been admitted to key middle schools in some counties and cities when they graduate, so it is actually only middle school students or even poor students who enter high school. Therefore, in the first semester of senior one, we should first make a thorough survey of students, with the aim of understanding their mastery of junior high school English and seeing if there are any places that they have not learned and should not remember, so as to carry out the teaching of "filling in the blanks" in a targeted manner. In the investigation, the author found that some students have a poor grasp of phonetic symbols and pronunciation rules, their pronunciation and intonation need to be improved, their vocabulary is forgotten more, their grammar is still vague, and their oral and listening skills can not meet the requirements of English teaching in senior high schools. As the saying goes, "sharpening the knife does not mistake the woodcutter", so it is imperative to review the vacancy. Focus on complement. First of all, highlight the review of phonetic symbols and pronunciation rules. Because only by mastering pronunciation and pronunciation rules can we lay a good foundation for future study and have preliminary self-study ability. So the author usually shows the students phonemes and pronunciation rules. Generally speaking, supplementary pronunciation is concentrated in the first few weeks after school starts. After the completion of pronunciation, we should pay attention to further training students in intonation, strong reading, weak reading, loss of pronunciation and so on, so that students can make a breakthrough in pronunciation intonation. Decentralized grammar, in high school textbooks, grammar learned in junior high school is basically no longer regarded as a new grammar item. Moreover, some grammar in junior high school is not deep enough; In addition, students have not fully mastered it, and the grammar of junior high school will be spread out in all classes in Grade One. General grammar is reverse review, that is, from the ninth grade grammar. The reason for this is that students are still impressed by these grammars; Second, these grammatical phenomena are difficult, so it is good to review them early. Of course, the reverse order is not absolute, just a rough reverse order.

For example, when we talk about attributive clauses, we should first review the usage of nouns and adjectives as attributes in junior high school, and then review the usage of phrases (such as prepositional phrases) and infinitives as attributes. Then it is extended to the use of attributive clauses in sentences: when learning attributive clauses guided by where in junior high school, review the adverbial clauses of location guided by where first; For another example, first review the object clauses learned in junior high school, then talk about noun clauses, and then introduce subject clauses, predicative clauses and object clauses guided by if and where. When learning nominal clauses, it should be emphasized that if cannot guide the subject clause. Consolidate words in order. Although the number of words in junior high school is not too much, it is the most basic and commonly used. After a summer vacation, students have forgotten a lot of words, so when I teach a new lesson, I also ask students to review and consolidate words in the order of 1 ~ 6 volumes with junior high school textbooks or vocabulary manuals. Let the students write it down by themselves first, one by one, and mark the words they can't remember every time, so that they can remember it next time, and so on until they remember it. In the process of memorizing, students can also compete with each other in groups and compete individually to see who remembers faster and remembers more. Teachers can also print out each book of easy-to-remember words and let students translate them from English into Chinese. In short, memorizing words should have an atmosphere, and an upsurge of comparison, learning, catching up and helping should be formed among students. Strengthening listening and speaking, junior high school graduates generally can't understand the level of all-English teaching. Therefore, it is necessary to constantly practice and strengthen students' listening and speaking ability to gradually adapt to the requirements of English teaching in senior high schools. Specific practices: First, focus on strengthening classroom language practice for a period of time; Second, students are required to use English-Chinese and Ying Ying dictionaries; Third, teachers gradually increase the weight of English teaching in the classroom.

Grasping psychological quality education and building confidence junior high school students are very excited to enter high school, but some will inevitably show fear of difficulties when they see a long article with as many as 30 or 40 new words in each class. So I made it clear to the students at the beginning of each freshman year that senior high school English is indeed more difficult than junior high school English, with many new words, long texts, difficult grammar and higher requirements for listening, speaking, reading and writing. From junior high school English to senior high school English, it is a big step. But "nothing is difficult in the world, if you put your mind to it", as long as you have good learning methods and close cooperation between teachers and students, you will certainly be able to climb this step and climb a new peak. The author also gave the students an example of "low entry and high entry" in English subjects in our school: many students got poor grades in English when they entered high school, but they got better grades in the senior high school entrance examination and college entrance examination, so everyone should have confidence. After such mobilization, everyone's fear of difficulties has been reduced and their confidence has been greatly enhanced. Of course, to maintain students' confidence, teachers are also required to establish a good image in front of students. One is knowledge image, such as good pronunciation and intonation, fluent oral English, rich language background knowledge, proficient grammar knowledge, and knowing the contents of junior high school textbooks like the back of one's hand, and so on. Second, the art of teaching, teachers must carefully prepare lessons, teaching enthusiasm, friendly and natural teaching, rich and accurate body language. Respond to students' questions quickly and flexibly, and write neatly and orderly on the blackboard. Ask students to recite the text and paragraphs first. In addition, it is necessary to properly adjust the time allocation in class to ensure accurate class time. If we can do this, we will establish a good teacher image in students' minds and help them build up their confidence in learning invisibly.

To improve interest, it is necessary to induce and improve students' interest in learning English. Junior high school students will encounter many difficulties in English learning after entering senior one, and whether they can maintain and improve their interest in learning is an important aspect of the success of senior high school teaching. Because interest is the internal cause that directly promotes students' active learning, it is necessary to improve students' interest in learning English in senior high school. Therefore, teachers should be good at making use of the situation and strive to improve students' interest in learning. Therefore, when teaching, we should pay attention to interest and be lively. In the process of English teaching, teachers should make full use of all kinds of audio-visual teaching equipment such as wall charts, pictures, charts, stick figures, projectors and language labs. Clear direction. Interest is very important, but interest alone is not enough, because learning is not entertainment after all. Only by turning students' interest into interest can English learning be better, otherwise it will be difficult to keep interest when encountering difficulties. Students' interest in learning can only be developed into interest if it is combined with their ideal goals; And this kind of interest can become a greater motivation for learning. Therefore, in the teaching process, we should pay attention to the mutual infiltration of ideological education and teaching, and integrate ideological quality education into teaching. Encourage students to set up lofty ideals and study foreign languages hard, so as to cultivate themselves into excellent cross-century talents. Explain teaching methods and guide learning methods. Thesis topic publishing network. In junior high school teaching, the teaching method of explanation is mainly sentence pattern teaching, which generally adopts the method of "listening first, then reading and writing", but the teaching tasks and requirements of senior high school are different, and senior high school focuses on cultivating students' reading comprehension ability, so I adopt the teaching method of "listening first, then reading and writing". In this way, we should give priority to reading and writing classes, attach importance to grammar classes, carry out intensive reading and extensive reading classes, and carry out short writing training courses with diverse topics, high standards and strict requirements. Writing is an important course, which can best reflect a student's English level, so students are required to make up their minds to pass the writing exam. The "listening and speaking first" mentioned here naturally opens the way by listening to teachers, tapes, classrooms and recording studios, so as to improve listening ability. It is also necessary to design and create various realistic scenes for students to practice oral English in class. But on the premise of "listening and speaking first", we should give priority to "reading and writing" and "reading and writing".

Instruct learning methods. After explaining the teaching methods to students, we should also give them guidance on learning methods, so that senior one students can adapt to English teaching in senior high school in the shortest time. The ancients said: "Teach people to eat fish; Teach people to fish and benefit for life. " In the teaching process, teachers should not only let students learn to master the book knowledge taught by teachers, but more importantly, teach students how to learn. When teaching learning methods, we should mainly pay attention to the following two aspects: first, let students get rid of mechanical memory and let them master memory skills; The second is to teach students to use thinking methods. (1) Cultivate good study habits. After students enter high school, everything feels fresh, and they are more likely to accept teachers' opinions, which is conducive to reforming them. The first is to cultivate their good study habits. Mainly to develop: a the habit of reading aloud. A foreign language is not just a word, it is a language first. Language is to be spoken and read. But we lack the environment for learning foreign languages, so reading aloud is necessary. It can not only help students practice oral English, but also help them remember. Therefore, students are required to open their mouths every morning and develop the habit of reading aloud. The habit of previewing. Preview is very important to understand the new content and the tacit understanding between teachers and students in class, so I ask students to preview before learning new lessons. Preview is mainly to recite words, browse the text and understand the grammar to be learned, but students are not required to practice and do exercises after reading the text. The habit of keeping a diary. Words are long and short; Write more if you have time, but write less if you don't have time, but you must make students develop the habit of writing, which is very beneficial to their study in Grade Two. (2) Guided memory method. Many students only use mechanical memory to remember things in high school. This method is very useful in junior high school, but it is not enough in senior high school. Therefore, we should constantly pay attention to the guidance of memory methods in the teaching process. As high school students accumulate more and more knowledge, they are required to use some memory methods that are rarely used or not used in junior high schools, such as synonyms and antonyms, induction of words of the same family, similar words, word formation and so on.