英语教学随笔－－教学与归纳
<p>教<span word="Unit">Unit</span> 5时，我设想了几个教学环节。</p><p>单词教学时，我依次呈现<span word="Mingming">Mingming</span>，<span word="Mingming">Mingming</span>’<span word="s">s</span> <span word="father">father</span>, <span word="Mingming">Mingming</span>’<span word="s">s</span> <span word="brother">brother</span>, <span word="Ming">Ming</span> <span word="ming">ming</span>’<span word="s">s</span> <span word="grandpa">grandpa</span> 和<span word="Mingming">Mingming</span>’<span word="s">s</span> <span word="uncle">uncle</span>, 期间我以生字卡片形式分别呈现<span word="father">father</span>, <span word="brother">brother</span>, <span word="grandpa">grandpa</span> 和 <span word="uncle">uncle</span>, 让学生明白这些单词的含义, 同时归纳出 人名’<span word="s">s</span> +称呼的一种表达方式。</p><p>单词教学时，除了基本的的听、说、读之外，为了及时巩固所学内容，我设计了二组练习，其一是按听到的顺序给图片编号，其二是读一读，配对连线，练习目的是为了达到温故知新的目的。</p><p>学单词的同时，融入句型的学习<span word="Who">Who</span>’<span word="s">s</span> <span word="he">he</span>？<span word="he">he</span> 可以指<span word="father">father</span>, <span word="brother">brother</span>, <span word="grandpa">grandpa</span> 等男性长辈，我不妨问学生“<span word="Who">Who</span>’<span word="s">s</span> <span word="your">your</span> <span word="father">father</span>?”学生们大多用<span word="He">He</span>’<span word="s">s</span> <span word="Mr">Mr</span> + 姓来回答，我归纳出<span word="Mr">Mr</span> + 姓是<span word="He">He</span>’<span word="s">s</span>的一种回答方式。通过一组男孩图片的提问，学生们脱口而出<span word="He">He</span>’<span word="s">s</span> <span word="Tony">Tony</span>， <span word="Norman">Norman</span>，<span word="Sandy">Sandy</span>等，又自然地引出<span word="He">He</span>’<span word="s">s</span> +人名的回答方式，学生们可以通过各种不同的方式来回答问题，思维应不受局限，教师可以通过归纳帮助学生及时总结所学知识。</p>
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