中考英语专题复习培训命题作文考点解析

汇报人：XX2024-01-31中考英语专题复习培训命题作文考点解析目录BasicOverviewofProposalWritingVocabularyandPhraseApplicationSkillsMasterofpresencestructureandgrammarpoints目录ParagrapharrangementandimprovementoflogicalcoherenceCommonMistakesinWritingandRespondingStrategiesPracticalexercisesandsimulationtestingstages01BasicOverviewofProposalWritingProposalwritingreferstotheformofwritingthatprovidesaspecifictopicorthemeforwriterstocomposeanessayDefinitionItusuallycomeswithclearrequirementsandlimitations,requirementwriterstoexpresstheirviewsandargumentswithinacertainscopeCharacteristicsDefinitionandCharacteristicsofProposalWritingEmphasisonpracticalwritingskillsMoreandmoreproposalsaredesignedtoteststudents'practicalwritingskills,suchasletterwriting,diarywriting,andreportwritingIntegrationofknowledgeandskillsProposalstendtointegratelanguageknowledgewithwritingskills,requiringstudentstodemonstratetheirlanguageproficiencythroughwritingFocusonauthenticationcommunicationProposalsareincreasinglyfocusingonauthenticationcommunication,encodingstudentstowriteinawaythatismeaningfulandappropriatefortheintendedaudienceTheTrendofEssayWritingforMiddleSchoolEntranceExaminationEnglishProposalContentThecontentoftheessayshouldberelevanttotheproposal,withclearandlogicalargumentsStudentsareexpectedtodemonstratetheirlanguageproficiencybyusingaccurategrammar,vocabulary,andpresencestructureTheessayshouldbewellorganized,withaclearintroduction,body,andconclusionStudentsneedtopayattentiontomechanicssuchaspuncture,spelling,andcapitalizationLanguageuseOrganizationMechanicsScoringcriteriaandrequirements02VocabularyandPhraseApplicationSkillsSelectwordsthatareappropriatetothetopicandcontextoftheessayChoosewordsthatarepreciseandspecifictoconfirmtheintendedmeaningaccuracyUseavarietyofvocabularytodemonstrateawiderangeoflanguageskillsAvoidusingoverusedorclichédwordsandphrasestoenhancetheoriginofthetextPrinciplesandMethodsofVocabularySelectionPhrasecollectionandapplicationstrategies01Learnandpracticecommonsettlementstousethemnaturallyinsentiments02Understandthemeaningandusageofverbalverbstousethemcorrectlyincontext03Payattentiontothepropositionsandotherwordsthatcommonlyrelocatewithceriumverbs,nouns,orobjections04UsesettlementstoadddiversityandinteresttothelanguagebyavoidingrepetitionofthesamewordsorphrasesCheckspellingandgrammarcarefullytoavoidobjectivemissesSpellingandgrammarerrorsBeawareofcommoncollectionerrorsandavoidthembylearningcorrectusageCollaborationerrorsChoosewordscarefullytoensuretheyreceivetheintendedmeaninginthecorrectcontextVocabularymistakeUsethecorrecttenseandaspecttoexpresstimeanddurationaccuratelySenseandaspecterrorsAveragecommontypesoferrors03MasterofpresencestructureandgrammarpointsComplexsenses:AcomplexpresencecontainsanindependentclauseandoneormoredependentclausesThedependentclausecannotstandaloneasacompletepresenceandiscommonlyintroducedbyasubcoordinatingconnection(suchasbecause,appropriate,orwhen)Simplesenses:Asimplepresencecontainsonlyoneindependentclausewithasubjectandapredicate,expressingacompletethoughtCompoundsenses:Acompoundpresencecontainstwoormoreindependentclaimsthatarejoinedbyacoordinatingconnection(suchasand,but,or)orasemiconductorApplicationofsimplesenses,compoundsenses,andcompoundsensesSense:SensereferstothetimewhenanactionorstateoccursInEnglish,therearethreemaintensions:present,past,andfutureEachtensehasdifferentformsthatmustbeusedcorrectlytoensureclarityandcoherenceVoice:VoicereferstotherelationshipbetweenthesubjectandtheverbinasentenceTherearetwovoicesinEnglish:activeandpassiveIntheactivevoice,thesubjectperformstheactionannotatedbytheverbInthepassivevoice,thesubjectreceivestheactionSubjectverbagreement:Subjectverbagreementreferstotherequirementthatthesubjectandverbinasensemustagreeinnumber(singularorplural)ThisisabasicruleofEnglishgrammarthatmustbefollowedtoensurethatsensesaregrammaticallycorrectTense,voice,andsubjectverbconsistencyissuesNounclausesAnounclauseisagroupofwordsthatfunctionsasanouninasenseItcanactasthesubject,object,orcompletioninasenseNounclaimscommonlybeginwithwordssuchasthat,which,who,who,who,who,who,what,which,orwhateverAttributiveclausesAnattributiveclauseisatypeofobjectiveclausethatmodifiesanounorpronoonItprovidesadditionalinformationaboutthenounorpronounitmodificationsAttributiveclausesusuallybeginwithwordssuchaswho,which,that,who,where,orwhenTheycanberestrictiveornonrestrictivedependingonwhichtheyareessentialtothemeaningofthepresenceTheuseofnounclausesandattributiveclauses04ParagrapharrangementandimprovementoflogicalcoherenceAttentiongrabbingopening01Useaquota,anecdote,orrhetoricalquestiontoengagethereaderandintroducethetopicClearthesisstatement02TheopeningparagraphshouldendwithaclearandconsistentthesisstatementthatsummarizesthemainpointoftheessayIncludingparagraph03Resetthethesisandsummarizethemainpointsoftheessay,typingeverythingtogetherandleavingthereaderwithafinalimpressionDesigntechniquesforstartingandendingparagraphsTopicattentionBegineachparagraphwithatopicattentionthatintroducesthemainideaofthatparagraphSupportingdetailsProvidespecificexamples,facts,orargumentsthatsupportthetopicpresenceandcontributiontotheoverallargumentoftheessayConclusionsensesEndeachparagraphwithaconclusionsensethatsummarizesthemainpointoftheparagraphandtransitionstothenextoneMethodforestablishinglogicalrelationshipswithinparagraphsTransitionalvocabularyandpresencestructureapplicationUseactivevoicetomakesensesmoredirectandengaging,avoidingpassivevoicewhenpossibleActivevoiceUsetransitionalwordsandphrasessuchas"however,""moreover,""inaddition,"and"therebefore"toconnectideasandparagraphsTransitionalwordsandphrasesUseamixofsimple,complex,andcomplexpresencetoaddinterestandclaimtothetextVariablepresencestructure05CommonMistakesinWritingandRespondingStrategiesNotcarefullyreadingandunderstandingthetopicrequirementsbeforewritingFailingtoidentifykeyinformationandinstructionsinthetopicWritingcontentthatisunrelatedtothetopicorstrayingtoofarfromthemainpointToavoidthismistake,studentsshouldspendtimereviewingandanalyzingthetopic,identifykeypointsandinstructions,andensurethattheirwritingstagesareonthetopicNeglectingtoreviewquestionscanleadtodeviationsordivisionsfromthetopicUsingvocabularyandgrammarthatisnotappropriateforthetargetaudienceorwritingcontextFailingtouseavarietyoflanguagedevicestoenhancetheexpressivenessoftheirwritingToimprovelanguageexpression,studentsshouldexpandtheirvocabulary,practiceusingdifferentsentencestructures,andlearntouselanguagedeviceseffectivelyOverusingsimplepresencestructuresandrepeatingthesamephrasesThelanguageexpressionisnotauthenticortoosimpleFailingtoorganizeideasandcontentinaclearandlogicalmanualJumpingfromoneideatoanotherwithoutpropertransitionNotprovidingsufficientevidenceorexamplestosupporttheirargumentsToenhanceorganizationandlogic,studentsshouldoutlinetheirideasbeforewriting,usingtransitionwordsandphrasestoconnectideas,andensurethattheirargumentsaresupportedwithrelevantevidenceorexamplesLakeoforganizationandlogic06PracticalexercisesandsimulationtestingstagesAnalysisofquestiontypesanddiversitylevelsinpastexampapersIdentificationofcommonmissesandweaknessesinstudentansw