This stage is mainly used to strengthen vocabulary, basic listening skills and reading level. Students with poor foundation need to sort out their own grammar system. The following items are described:

1, vocabulary. First, find a word book covering the vocabulary outline of CET-4 and CET-6 (there must be examples, memorizing words is the most important principle in the context of example sentences, and it is better to arrange words in a ladder of difficulty than in alphabetical order), spend a week browsing all the words roughly, mark unfamiliar and ambiguous words with a set of symbols and roughly calculate the number, that is, the range of words to be memorized at this stage, and then divide the total by 9 weeks to get the number of words to be memorized every week. Suppose there are 2000 unfamiliar words, divide them by 220 words per week after 9 weeks, then recite 37 words per day for 6 days per week (the seventh day is mainly off), 50 words on 1 day, 45 words on the second day, 40 words on the third day, 30 words on the fourth day, 30 words on the fifth day and 25 words on the sixth day. Review 1 and 2 days before memorizing words on the third day, 1, 2 and 3 days before memorizing words on the fourth day, 2, 3 and 4 days before memorizing words on the fifth day, 3, 4 and 5 days before memorizing words on the sixth day, and rest mainly on the seventh day, only after memorizing words on the first six days. Only in this way can the task be refined to every day, and the vocabulary difficulties can be truly overcome by repeating repeated words, reciting example sentences, and memorizing them before forgetting them. Of course, it should be noted that it is best not to recite words for more than half an hour at a time, and it is best to divide the day into three paragraphs, each of which is 20 minutes.

2. Listen. You can do listening intensive reading exercises (including short dialogues, short essays and compound dictation) with the listening part of the real questions in earlier years (before 99). For students with poor hearing, we should pay more attention to small dialogues, because the topics of such questions are relatively concentrated (mainly about students' lives), the commonly used vocabulary is relatively solid, and the questioning methods are similar, so it is easier to get familiar with them in a short time and quickly improve the scoring rate. For the essay, many students just think it is too difficult, and there is no good way to train and really improve. We can adopt the method of "quasi-intensive listening", that is, gradually reduce the dependence on the original text to improve listening step by step. The specific methods are as follows: (1) First browse the original text of the short article you want to listen to, and then listen to the short article without reading the original text, so keep training for a period of time until you can understand almost all the main information of the short article; (2) In the next stage, only browse the topics and options given after listening to the short passage materials (note: in the actual exam, only the options are given on the test paper, and the topics are put out in the form of sound, so it is impossible to know in advance), and then listen to the short passage and keep training for a period of time until you can understand almost all the main information of the short passage; (3) In the next stage of training, just look at the options of each question given at the back of the essay, then listen to the essay and try to work out the questions, which has actually gone beyond the scene of answering questions on the spot in the CET-4 and CET-6. In addition, doing a lot of compound word dictation exercises is not only a good training for the topic itself, but also can improve the ability of listening and distinguishing sounds in all directions.

Step 3 read. We should also find the reading part of the real questions before 99, answer the questions in strict accordance with the time required by the exam, then check the answers and analyze the right and wrong in detail. Of course, in the basic stage, what is more important is how to improve the basic functions of skipping new words, understanding complex sentence structures, analyzing sentences with vague or basically unknown meanings (whether it is the central point or supporting details of sentence groups), and the ability to undertake and inherit conjunctions to predict paragraph writing ideas according to logical meanings.

4. grammar. For students with poor foundation, we should also sort out the grammar system. Of course, this does not mean to study a grammar book systematically, but to have an architectural understanding of the core concepts of grammar. Grammar mainly serves the formation of sentences, so what part of speech or structure can be used for five basic sentence patterns (SV, SVO, SVC, SVOC, SVOO), subject-predicate object table and attributive adverbials used to modify subject-predicate object table are the most important grammatical framework concepts. Finally, the most important grammatical points are actually non-predicate verbs, attributive clauses, adverbial clauses and nominal clauses. The concept of this grammar system will not only improve the score of the grammar part itself in the exam, but also have far-reaching significance in its support for the understanding of difficult sentences in frame expression in reading, translation and writing.

Day 765438 +0-95: Intensive Training Stage

At this stage, we will further train the mainstream questions (listening and reading) and start the training of comprehensive questions and compositions. Find out 9 sets of real test papers from 2000 to 2003, do one set of questions every two days on average, and carefully analyze the reasons for right and wrong. For the vocabulary and grammar questions, you can compare them before and after and summarize the general test sites. For comprehensive questions (cloze, error correction, etc. ), in fact, it is nothing more than the combination of vocabulary grammar and reading level, so as long as you feel it, you can be familiar with the steps and basic precautions. Composition should realize that every paragraph has a central sentence, and the remaining writing task is nothing more than developing from one sentence to a paragraph and from a word to a sentence. Look at some reference model essays on real questions over the years, expand your thinking, and write some questions that have not been tested on campus. If possible, ask the teacher to correct them to avoid some mistakes that you often make.

Day 96-100: Check for missing parts.

At this stage, we should look at the wrong questions in the real questions and go through the vocabulary again.