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我市现行六年级教材的编排体系是以 Text形式为主线来展现每个阶段的新单词、新语言点。新的英语教改思路也比以前更强调语言的交际功能。因此,我们的许多英语教师也正努力转变教学思路,注重学生交际能力的培养,体现在单词教学方面就是十分重视在句子中引出生词,让学生在句子中理解词意。这是十分喜人的现象。但是,笔者在日常教研工作中发现:不少教师虽注重了单词教学不离句子却忽视了学生思维的连贯性。常常可看到这样的现象:为了教学某个单词,教师煞费苦心,想了不少的办法来作说明。绕了个大圈,学生刚知你在说什么,你又绕到另一个单词上去了。如此这般,同一课文,那么多生词,学生跟着你绕
Our current sixth grade textbook choreography system is based on the Text form the main line to show each stage of the new words, new language point. The new English teaching reform also emphasizes the communicative function of language more than before. Therefore, many of our English teachers are also trying their best to change teaching ideas and pay attention to the cultivation of students' communicative competence. In terms of word teaching, we attach great importance to introducing new words in sentences so that students can understand word meaning in sentences. This is a very gratifying phenomenon. However, the author found in his daily teaching and research: Although many teachers pay attention to the word teaching but ignore the consistency of student thinking. Often see such a phenomenon: in order to teach a word, the teacher took pains, thought a lot of ways to illustrate. Around a big circle, students just know what you are talking about, you go around to another word up. So, the same text, so many new words, students follow you around