Ask for an example or text that summarizes the general idea of the text in English?

(A) to expand vocabulary, to lay the foundation for the cultivation of autonomous learning ability.

The most important thing for students with poor English foundation is insufficient vocabulary. To make matters worse, their self-confidence in learning is generally insufficient and they are afraid of memorizing words. So from the first year of high school, I focused on cultivating their word memory methods. "Associative memory method" is a very effective word memory method in my past two years. The so-called "associative memory method" is a psychological activity that connects one word with another word or words, constantly recalls what you have learned before, and forms repeated memories to deepen your impression. In the usual training, we use the word solitaire, which leads to new words from the last letter, such as:

Accent (accent) -Take-Earn-Net (net) -Temporary-younger (young man).

Demand-demand-deduction-fear-raft (very scared)

Game training methods such as "guess who" and "choose distinctive words" are very popular among students, and the leading role of teachers has gradually evolved into a good atmosphere for groups to choose their own words and compete with each other. For example, in the activity of "Guess Who", after learning a word or phrase in a module, we will have a competition. Students will take turns to walk to the blackboard, first write down the key words of this module, lead the students to read aloud while writing, then point out the Chinese meaning, and then erase them one by one, so that students can recall the words that have just been erased, see which student remembers the most, and judge the "word memory king" of each group. In the usual training, I intentionally push the students with poor foundation to the podium, let them read and act as referees. This kind of training gradually overcame their fear of English and stimulated their interest in learning. "Choosing distinctive words" is also one of my training methods. This method mainly summarizes the words learned by two or more modules, such as "customers, bargains, kitchens, discounts, sales, receipts, commodities, supermarkets", until the last two. At the same time, it can also be changed, such as "supermarket", which reminds students of "biscuits, hamburgers, beans, vegetables, blackboards, corn, blowers, underwear, stocks, sauces" and so on, and then "music". Students can summarize related words: "Gospel, DJ, disco, hip hop" or words describing "music": "Dynamic, wonderful, outstanding, top-notch, rhythmic ..." This method greatly stimulates students' interest in learning English. From the first year of high school, almost every student has a thick word memory dictionary, which records all kinds of words from the first book to the seventh book, such as sports, literature, friendship and technology. In the second semester of Senior Two, students begin to shift from simple vocabulary summary to sentence summary, thus laying the foundation for writing. Now students' summaries are not limited to books, but also include usual exercises and abstracts in books and newspapers. "A famous saying every day" and "a good word" have become students' favorite.

(B) using a variety of learning strategies in the classroom to cultivate students' awareness and ability of autonomous learning.

Generally speaking, the first stage of high school is mainly to cultivate students' awareness of autonomous learning; The second stage of high school is mainly to strengthen students' autonomous learning ability, so that students can form effective learning strategies and methods in the third stage of high school.

So, under the guidance of Professor Lu, Zhang Changyou led all the teachers in my English group to carry out DIY-Learning autonomous learning experiment and carry out subject training. The theoretical basis of the experiment is: the scientific method of learning English, namely 1. Observe how a word or structure is used.

Try to make a simple rule to explain how this word or structure is used.

Test your theory with this word or structure to see if your theory is correct.

In other words, we must first cultivate students' observation ability. Let the students observe how a word, phrase or sentence pattern is used. Then, let the students try to sum up a simple rule. This is the key to improving ability. Finally, let students apply the summarized rules to their own language practice and verify them. Repeatedly, so as to continuously improve the level of understanding. This also conforms to the cognitive law of practice-theory-practice.

In order to know the students' activities, we designed a feedback form. Form (1) is a preview training; Table (2) summarizes this language. When filling in the form (1), students can practice selectively according to their own situation. If they find it difficult to read the text, they can preview the new words specially. In class, the teacher first summarizes the students' preview of 10- 15 minutes, and then gives a preliminary explanation of the text, focusing on grasping the overall context of the article. So as to carry out the next teaching plan, that is, to complete Table (2).

An experimental exercise of learning by yourself (1)

DIY students' class date

theme

Task ① Find out keywords and phrases.

② Find the central idea of each paragraph.

Observe (1) Write down sentences that you find difficult.

② Try to translate Chinese.

Try to make one

Simple conclusion

Write the main points of each paragraph and find out the key points.

sentence

Answer some questions given by the teacher in advance or complete one or two exercises in the book.