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人教版二年级上册开始,短语的运用编排在了《称赞》、《从现在开始》、《活化石》《窗前的气球》这四课的读读写写中。虽然题型很少,看似也简单,但这正是语言储备的着力点。一旦点燃,必有熊熊烈火之势。可事实上,很多教师在此点的教学上,脱离了文本,淡化了语境,单纯地进行机械训练,仿一仿,抄一抄,记一记,把它作为了考试的一种“照样子,写词语”的积累练习。原本可以拿之将理解内容、彰显主旨和运用语言形式等结合起来的多功能操作,却只能成为单功能的读读记记。低年级是语言储备的黄金期,把短语活用,让短语构句,才能增加学生的语言储备。
People PEP version two volumes began, the use of phrases arranged in the “praise”, “from now on”, “living fossils” “window in front of the balloon” reading and writing of these four lessons. Although the questions are few and seemingly simple, this is the focus of the language reserve. Once ignited, there must be a raging fire. In fact, many teachers in this point of teaching, out of the text, desalination of the context, simply mechanical training, imitation, copy, copy, remember it as a test of “ Still, write the word ”accumulation practice. The multi-purpose operation that could be used to understand the content, demonstrate the essence and use the language form, etc., can only become a single-function reading note. The lower grade is the golden age of language reserves, the phrase to make use of phrases sentence structure, in order to increase students’ language reserves.