Now when it comes to papers, everyone is certainly familiar with them. With the help of papers, you can effectively improve your writing level. How to write a thoughtful and literary paper? The following is my essay on ninth grade English teaching for your reference, hoping to help friends in need.
In recent years, English testing is generally based on textbooks, focusing on the accumulation and application of language knowledge such as pronunciation, vocabulary and grammar. Based on the syllabus or curriculum standards, competency-oriented English test focuses on students' ability to solve practical problems in life, comprehensive skills of listening, speaking, reading, writing and translation, innovative spirit and practical ability.
The change of testing methods will inevitably lead to the change of teaching strategies. In the past, under the background of the Knowledge Intention Test, students only needed to memorize textbooks, memorize the language knowledge such as pronunciation, vocabulary and grammar, and mechanically apply some sentence patterns and usages to get higher test scores. Therefore, teachers in graduating classes often try their best to catch up with new courses. Some finished the new lesson in the third grade last semester, and then set aside half a year for general review, the first round of review of textbooks, the second round of review of Chinese knowledge in blocks, and the third round of comprehensive review. However, for today's students, it is obviously not enough to master only the knowledge in textbooks and some language knowledge. Therefore, in view of the change of examination form, English teaching in grade nine must also be adjusted accordingly.
First, the overall design of teaching time
Competency-based testing does not directly test the language knowledge in textbooks, but focuses on students' ability to use language knowledge to listen, speak, read, write and translate, which actually puts forward higher requirements for our teaching. The formation of ability is based on solid knowledge. Without necessary knowledge, ability becomes a castle in the air. On the other hand, ability is the use of knowledge. Only with knowledge, without a lot of practice, ability cannot be formed. Therefore, we must pay equal attention to knowledge and ability in teaching. For language knowledge, we can practice and summarize in time in the new class, and cooperate with textbook review, instead of arranging a round of concentrated training in the general review; The consolidation of vocabulary and the cultivation of language ability need a long process, and it is impossible to achieve outstanding results in a period of time. Therefore, the general review should not be scheduled, but should be distributed to every day of the whole ninth grade stage, separated from the new curriculum and review, designed as a whole and step by step. Spend a few minutes reviewing vocabulary every day, and do one aspect of ability training every day. Comprehensive training is mainly aimed at the structure, form, difficulty and time of the senior high school entrance examination. It is not advisable to arrange too early or too much. The whole ninth grade can be conducted once a month and twice a week before the middle school entrance examination.
Two, four clues, go hand in hand
1. New curriculum and review with textbooks as the main line
Just because the senior high school entrance examination doesn't test pure language knowledge, and the general review doesn't arrange special stages to review language knowledge, doesn't mean that language knowledge is not important. We can learn, analyze and practice the necessary language knowledge according to the pronunciation, vocabulary, grammar and topic of this unit in the new lesson. When reviewing the unit, the key point is to let students fully reproduce and consolidate the language knowledge they have learned, so that students can have enough time to familiarize themselves with the dialogues and short passages in the textbook, thus forming an overall impression and sense of language on what they have learned. Relevant language knowledge should be related, summarized and comprehensively applied.
2. Review with vocabulary as the main line
Of course, vocabulary review can be rote in a short time, but the number of rote memorization is limited, and it is quickly forgotten. It is impossible for junior middle school English to memorize words above 1000 by rote, which requires careful planning and repeated memory. We can arrange for students to review some vocabulary every day from the first week of grade nine. For example, from the first unit of the seventh grade, review one unit every day; Review two units every day after a round; After the second round, review three units every day ... At the end of the new lesson, you can spend one day reviewing and checking the vocabulary of the unit.
Vocabulary review should pay attention to the following points:
(1) read correctly. When students reach the ninth grade, they are very divided. Some students can basically read and write the words they have learned, some students can't read and write some words correctly, and some students can't even read and write most words. Reading is the premise of spelling. Therefore, when reviewing vocabulary at the beginning, teachers or excellent students should read it twice, so it is necessary to correct students' pronunciation.
(2) Words are inseparable. Vocabulary review must be combined with reading paragraphs and texts in textbooks. It is necessary to urge students to develop the habit of memorizing the vocabulary of the text, and combine the pronunciation, spelling, meaning and context of the words to remember, which can not only enhance the sense of language, but also produce associations and prolong the time of memory retention. Memorize the word list alone, remember it quickly and forget it quickly.
(3) Layering requirements. Since the ninth grade students are seriously divided, we should not use the same standard to require all students. Appropriate standards can stimulate students' enthusiasm for success, while too high standards will inhibit students' enthusiasm. According to students' intelligence differences, learning ability and existing foundation, and in line with the principle of making every student try his best and let every student learn something, we can ask students of different levels to master different numbers of vocabulary, such as 95%, 85%, 75%...5%. Don't think that 5% is too low, and some students may not be able to reach it, but they can't set a standard of 0. If they are required to master 5%, they can sometimes achieve it through hard work, so they have the opportunity to succeed and the motivation to learn; If they have to reach 50%, then they don't study at all.
(4) Strict control. Some ninth-grade students are not very conscious of learning and need constant supervision and inspection from teachers. The exam can be about 5 minutes a day, in the form of dictation; You don't have to write all the words you want to remember that day, but focus on common words, phrases and difficult words around 10. Correct immediately after inspection, and correct it face to face; Students who do not meet the requirements should take immediate remedial measures to urge them to meet the standards; For those who fail to meet the standards for many times in a row, the standards shall be appropriately lowered.
3. Ability-oriented training
Ability training mainly refers to the training of listening, reading and writing for the local senior high school entrance examination questions. As we all know, the ability to use English comprehensively can not be cultivated overnight, and it needs a lot of practice. So ability training, like vocabulary review, should start from the first week of the ninth grade and spend a few minutes training one aspect of ability every day.
Don't use all the information in ability training, and fight naval battles without screening. We should make overall planning, select and adapt training materials step by step from easy to difficult according to the form of local senior high school entrance examination; Constantly guide students to learn methods. Since the competency-based examination downplays the examination of pure language knowledge, it is impossible for us to ask some students with poor grades what to master, what not to master, what to do and what not to do, otherwise students will have no questions to do. Therefore, when cultivating students' ability and comprehensive training, we should also guide students to reach different levels of standards like vocabulary standards.
4. Review with comprehensive training as the main line
At present, the ninth grade in many schools is still a unified exam once a month. We can take this as an opportunity to cultivate students in an all-round way. According to the structure and form of the local senior high school entrance examination, combined with the contents of students' study and review in the past month, a set of test questions can be carefully set for training.
Finally, two comprehensive trainings were conducted before the senior high school entrance examination, and a total of about *** 1 1 was enough.
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