HE CAN’T SEE. 教学随笔
<p>句型介绍人物；用Ｉ<span word="can">can</span>. <span word="I">I</span> <span word="can">can</span>’<span word="t">t</span> .介绍自己。）</p><p>（四）课外拓展（盲人路易•布莱叶）</p><p>（五）作业</p><p>2、运用<span word="TPR">TPR</span>教学法学习新知，体现层次性。</p><p>开始我用<span word="TPR">TPR</span>教学法激发学生的学习积极主动性，作了一个“<span word="I">I</span> <span word="say">say</span> ,<span word="you">you</span> <span word="do">do</span>!”的热身，重点复习<span word="walk">walk</span>, <span word="jump">jump</span>, <span word="run">run</span>, <span word="swim">swim</span>, <span word="sit">sit</span>, <span word="stand">stand</span>等动作，为进一步教学奠定基础。然后加入<span word="I">I</span> <span word="can">can</span> 句型，这样既复习了旧知，活跃了气氛，又为学习本课的重点句型<span word="I">I</span> <span word="can">can</span>’<span word="t">t</span> 做好铺垫。</p><p>3、利用各种手段，提高学习效果。</p><p>图片教学不仅能给学生以深刻的感官印象，诱发他们的学习动机，同时还能使他们对事物很快形成正确的表象。本节课我使用的典型图片有：《导盲犬小<span word="Q">Q</span>》，千手观音，盲文等。</p>
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