剑桥英语青少版(EIM)Unit 14 Part 1 Customs 研究课 教学设计
青少版新概念入门级AUnit14教案
Unit 14 What colour is your T-shirt?●音标：ee在单词中的发音●重点词汇：anorak cap T-shirt shirt sweater●新课标词汇：cap T-shirt shirt sweatercap:字母c, ap的基本发音，大小写书写，以及单词的发音和书写。
T-shirt:字母ir, t的基本发音，复习sh的发音，让学生说出一些含有sh的单词，或者给出一些生词让学生拼读（如：shape），大小写书写，以及单词的发音和书写。
shirt：字母sh, ir, t的基本发音，大小写书写，以及单词的发音和书写，与T-shirt结合记忆。
建议：可以通过图片和班上学生穿着的衣物来引出单词。
可就学生穿着的衣物适当补充教授：coat, jacket通过自然拼音教授和操练单词，操练时可以让学生指着自己或同伴的衣服说：It's a ___.。
●课文重点：1)、What colour is your T-shirt？It's red.先复习颜色单词，再让学生运用句型"My / His / Her / Your coat is red"这类句型来介绍自己和同伴穿着的衣物的颜色，已达到操练答句的作用。
然后再加入老师的提问：What colour is your/ his / her / my ____. 注意复习colour的发音和拼写。
可以进行小组的对话表演。
●重点语法：1）、复习形容词性物主代词：my, his, her, its, your加强对这些代词的认识，提高运用能力，熟练地运用于描述衣物的颜色中。
2）、What colour is it? It's red.学生更够用it来指代某一个物品，如My T-shirt is red. 可以指着实物或图片说：It is red. 缩写成：It's red. 问句中同样可以进行替代，如：What colour is your T-shirt? 可以指着实物或图片说：What colour is it？让学生在有实物或图片的情况下运用个句型。
最新最新最全剑桥一级上册Unit14
Unit 14 Let’s help the old.教学目的和要求Teaching aims and demands 通过学习本单元，使学生逐步培养扶老携幼的意识学习和掌握一定数量的动词短语词组继续学习字母组合th 的读音交际用语Expressions in communication What is he/she doing?He/she is mopping the floor.Here we are.Would you like to listen to my story?Yes, thanks a lot.Would you like a cup of tea?I’ll clean the kitchen.How can we make grandpa and grandma happy?重点朗读词汇Key words and expressions tidy, feed, bookcase, sofa, mop, floor, sweep, wash,Tomato, scrub, tea, clean, window, comb, hair,Kitchen, cupboard, cross, street, fast, kind, welcome所需教具Materials for teaching 本单元动词短语的图片及词组卡片自己家爷爷、奶奶的照片，老人的照片或图片字母组合th 的图片及读音卡片一条白毛巾（扮演老人）和一根拐杖鸟的图片或玩具如何导入教学？上课时，教师拿出自己家老人的照片对学生说：“Please look here. Can you guess who he/she is ? Who can have a guess? Who is this old man/woman?” 学生能回答时，教师说：“Right, this is a grandfather. He is my grandfather. He is 74 years old. This is my grandmother. She is 72 years old. Have you got a grandpa and a gran dma?” 教师只需学生回答Yes 或No. 然后，教师继续问大家：“Do you often do things for your grandpa and grandma?”a)“What do you often do?” 教师边说边拿出动词的图片，接着问：“Do you often do this foryour grandpa? (扫地图片，拖地图片) Now let’s see what we can do for our grandparents.”教师拿出图，让学生学习动词词组。
新概念英语青少版入门 A_Unit_14(共8页)
Is it red?
它是红色的吗？
Yes, it is.
是的，它是。
No, it isn’t.
不，它不是。
favourite 最喜爱的 favourite colour 最喜爱的颜色
the 这个、那个
ee b-ee bee f-ee-d feed sh-ee-p sheep l-ee-k leek j-ee-p jeep w-ee-d weed
它是绿色的。
It’s green.
What colour is your ruler? 你的尺子是什么颜色的？
It’s red. 它是红色的。
请用给出的词对话
shirt
white
anorak
green
sweater
yellow
cap
red
你的帽子是什么颜色的？ What colour is your cap?
Unit 14 What colour is your T-shirt?
anorak cap T-shirt shirt sweater
带风帽的夹克 帽子 T恤衫 衬衫 毛衣
my
我的
your
你的，你们的
his
他的
her
她的
ur is。。。？
你的衬衫是什么颜色的？What colour is your shirt?
它是绿色的。
It’s green.
她的毛衣是什么颜色的？ What colour is her sweater?
它是蓝色的。
It’s blue.
他的T恤衫是什么颜色的？ 它是黄色的。
What colour is his T-shirt?
It’s yellow.
青少版新概念1A Unit 14语法笔记
Unit 14语法笔记1. 代词 one 与 onesone ：代指前面已经出现过的可数名词单数(见Unit 7笔记) ones ：代指前面已经出现过的可数名词复数它们通常与the, which, this/that(与one 一起用)， these/those(与ones 一起用)E.g. Which ball is in the box--the big or the small . Which hat is Lucy's-- the yellow or the pink ? --Please give me two books.--Which ? These ? --No. The thick on the shelf.--Here you are! 2. Bring +here. 把某人或某物带来。
E.g. Bring your sister here, please. Catch the cat and bring it here. Catch the cats and bring them here. 3. 方位介词：at, in, on, under, behind, near, beside, by, between ... and..., in front of 在……外部的前面in the front of 在……内部的前面常用句型： Where is / are ... ? It's / They're...There is/ are ... 介词短语. E.g. Where the dog?.There a pencil and a rubber .Where the dogs? .教室前面有一块黑板。
4. Here + is/ are + 名词. Here + 代词 +is/ are. 乱词成句：is it . Hereare Here oranges . big you . Here areHere . is Claireis she . Here5. 情态动词can肯定句： 人/物 can 动词原形.否定句：将can can not 或can't 或cannot一般疑问句：将can 提前； 肯定回答：Yes, ... can. 否定回答：No, ... can't. You can sing and dance.（改成一般疑问句并作否定回答）？ .比较 Bring the football here.Can you bring the football here?宾格名词。
新概念英语青少版1AUnit14PPT课件
第14页/共15页
感谢您的观看。
第15页/共15页
第5页/共15页
on在上面，under下面， between中间，in里面 behind后面，next to旁边， in front of在前面
第6页/共15页
•Give me … •Which one / ones ？ •That one / Those ones …. •Here you are.
..\..\I have a dream.flv
新概念青少版1A-DVDUnit14_Lesson27.flv
第1页/共15页
Karen: Give me that jar, please, Robert. Robert: Which jar, Mum? This one?
第2页/共15页
give sb. sth 给某人某物 give sth. to sb. 把某物给某人
give 后接人的宾格
第3页/共15页
• 1. Give Jane this watch. Ghivere___this one,
too.
them
• 2. Give the children these ice creams.
him
Give_____these, too. me
• 3. Give Tom this boomke. Give___this one,
第12页/共15页
/əu/
Oh! no OK old go both
those over hotel photo
sloswh、osnwow、
bowl、window
boat c、ogaoatt 、road
剑桥国际少儿英语1第14单元文本
1102 剑桥国际少儿英语1 第一单元文本Unit 1 Hello!1. Listen and point.Mrs Star:Hello. I’m Mrs Star.Mr Star:Hello. I’m Mr Star.Stella:Hello. I’m Stella Star. This is Marie. Simon:Hello. I’m Simon Star. This is Maskman. Suzy:Hello. I’m Suzy Star. This is Monty. Suzy, Stella and Simon: Goodbye.Monty:Hello. I’m Monty. What’s your name?2. Listen, point and repeat.Mrs star Mr Star Stella Simon Suzy 3. Listen and do the actions.Toys in the toy box.玩具在玩具盒里。
e alive.活跃起来Walk and talk.走路和说话On the count of five,数到五One, two, three, four, five.Marie: Hello. I’m Marie. What’s your name? Maskman: Maskman. What’s your name? Monty:Monty.All:Goodbye.4. Say the chant.One, two, three, four, five,Six, seven, eight, nine and ten.5. Listen and point.Stella: Hello. Meera.Meera:Hello, Stella. Hello. What’s your name?Suzy: Suzy.Meera: How old are you?Suzy:I’m three.Simon:How old are you, Meera?Meera:I’m eight, and you?Simon:I’m six.6. Listen, point and repeat.Simon:Hello. I’m Simon. I’m six.Meera:Hello. I’m Marie. I’m eight.Suzy:Hello. I’m Suzy. I’m three.Stella:Hello. I’m Stella. I’m seven.7. Sing the song.份Red and yellow and pink and green,Orange and purple and blue.I can sing a rainbow.我可以唱彩虹。
剑桥英语青少版(EIM)Unit 14 Part 1 Customs 研究课 课件(共14张PPT).pptx
d
Saudi Arabia
g
Turkey
■ 5. When you go to someone’s house for
c
dinner, it is polite to arrive five or ten
minutes late.
England
■ 6. When you go to someone’s house for
■ 2. You shouldn’t give someone a clock as a
present.__b_a_d__lu__c_k_
■ 3. You shouldn’t give someone a toy dog or a card
with a picture of a dog._b__a_d_l_u_c_k__
■ 8. You shouldn’t give someone a present made of
cow’s leather .__s_a_c_r_e_d____
You should take a present. Because it’s polite. You should arrive on time. Because it’s polite. You should shake hands. Because it’s polite. You shouldn’t point at someone. Because it’s rude.
What other Chinese customs do you know?
Chinese Customs
Having meals
Spring Festival
Chinese Customs
■ Work in groups, ■ Discuss about the customs and the reasons
剑桥英语青少版(EIM)Unit14Part1Customs研究课课件
• 5. When you go to someone’s house for dinner, it is
polite to arrive five or ten minutes late.__p_o_l_it_e____
■ 6. When you go to someone’s house for dinner, you
f
Thailand
■ 8. You shouldn’t give someone a present h made of cow’s leather .
India
Why?
Because it is__________.
polite
not polite rude
unfriendly bad luck sacred
• 1. Students bow to their teachers when he or she comes into the room.
■ 2. You shouldn’t give someone a clock as a present.
e
Japan
b
C’t give someone a toy dog or a card with a picture of a dog.
should arrive on time._p_o__li_t_e____
■ 7. You shouldn’t touch the top of someone’s
head._n_o__t _p_o_l_it_e__
■ 8. You shouldn’t give someone a present made of
________________________________________
剑桥少儿英语预备级上册第14课课件好玩
Encourage students to participate actively in the performance or display by assigning roles, preparing scripts, and reheating
Teaching objectives and requirements
01
Language skills
Children will be able to understand and use basic English
vocabulary and phrases related to greetings, introductions, and
to ensure everyone participates actively
Encourage students to share ideas, opinions, and experiences related
to the topic in a friendly and concerned environment
Facility discussions by asking open ended questions and guiding students to explore different perspectives and solutions
Handmate props or scene arrangements
02 Teaching content and methods
青少版新概念1A unit14单元教案 - 副本
S1 opens it and reads the words, finally, she/he finds the glass.
S2 opens it and reads the words, finally, she/he finds the knife.
Ss-S
T-Ss
T-Ss
S-s
Ss-S
Ss-Ss
T-Ss
T: The last one.
(show the 4thpicture and word card)
Go back your seat (2 groups)
Check the Ss (what should we find?)
Where is the glass?
Let Ss themselves put the pictures in the classroom.
S1 asks S2.
On book, page110-111
Please use the phrases on page111 to practice the sentence on page110
Homework
Listen
CD P113
Write
Exercise book unit 14
Read
Words & Text
Memorize
Words & Text of lesson27
Record
Notice
Feedback on Lesson Plan
1. Some Ss may have difficulties in speaking the whole sentence (often lose the predicate verb)
青少版新概念1A-Unit-14
口语练习
模仿练习
通过模仿标准语音、语调、语 速等，提高口语表达能力。
对话练习
与同学或老师进行对话练习， 提高实际交流能力。
角色扮演
通过扮演不同角色，模拟真实 场景进行口语练习。
自我练习
通过自我练习，不断纠正发音 、语调和语法错误，提高口语
水平。
06
阅读训练
阅读技巧
略读
通过快速浏览全文，了解文章的大意和结构，有 助于把握文章的核心内容。
拓展跨文化交流能力
本课程强调跨文化交流能力的培养，通过学习英语国家的文化背景和习俗，提高学生的跨 文化交流意识和能力。
课程大纲
学习基本英语语法结 构，如名词、动词、 形容词等。
学习英语国家文化背 景和习俗，了解英语 国家的传统和价值观。
学习常用日常表达方 式，如问候、介绍、 感谢等。
学习方法
01
04
听力训练
听力技巧
预测答案
在听录音前，先阅读题目 和选项，预测可能的答案， 有助于集中注意力并提高 正确率。
定位关键信息
在听录音时，注意捕捉关 键信息和细节，如时间、 地点、人物等，这些信息 往往与答案相关。
筛选无关信息
对于无关紧要的信息，如 背景噪音、重复内容等， 可以忽略不计，以提高听 力效率。
01
学习并掌握简单句、复合句等基本句型，为写作打下基础。
注重语法规范
02
注意句子结构、时态、语态等方面的语法规范，避免常见错误。
丰富表达方式
03
积累并运用多种表达方式，如比喻、拟人、排比等修辞手法，
使文章更生动有趣。
写作范文解析
1 2
选取典型范文
选择具有代表性的范文，进行深入解析。
剑桥少儿英语预备级unit14
Game: the wind is blowing.
T: look at the cards and I ask you : “ How many lions can you see？”
If you see two lions, you please say: “ I can see two”
(教师迅速的拿走一张卡片)
Now, open your eyes, look, what’s missing?
Ss:…
Vocabulary:
one two three four five six seven eight nine ten
1、presentation:
a.flash cards:教师出示阿拉伯数字的1的卡片，直接教授学生one,并且用同样的方式来教授学生其他剩下的数字。
Punished. Ok?
Ss: ok.
3.out put
Activity1: guessing game: what is next one?下一张是什么？
T: Now, let’s read the words together, and please remember it. And then let’s guess what is the next one.
Activity 3:教师带领学生来做课本第六部分的活动。
Oral English: How many lions can you see?
I can see two
How many pandas are there?
There are six.
1、导入：
教师出示有一头狮子的卡片告诉学生：a lion,教师出示两只狮子的图片告诉学生two lions.
新概念英语青少版1A-lesson14课练习题培训课件
新概念英语青少版1A第14课练习题一、依据中文意思，写出相对应的英文形式1.轻的 _____________2. 长的 ____________3. 薄的 ________________4. 重的____________5. 给你 _________________6. 厚的 __________7. 没关系 ___________ 8. 小的 ___________ 9. 球 ___________________ 10. 干净的 _________ 11. 脏的 ____________ 12. 地板 __________13. 在……下面 ____________ 14. 橱柜 ____________ 15. 60 _____________二、按要求改写下列句子1. 1. This is my father’s favorite camera. (改为一般疑问句)__________________________________________________________________ 2.The thick book is on the shelf. (变为一般疑问句，并分别作肯定回答和否定回答)__________________________________________________________________ 3.哪个球在箱子里，大的还是小的？__________________________________________________________________ 4.给我那个球。
__________________________________________________________________ 5.这不是一本薄的书，这是一本厚书。
__________________________________________________________________三、根据所给中文补全对话1. ---Dad, where is my pen?---___________________________________ ?(哪支钢笔？) ---____________________________________. (那支灰色的。
eim 剑桥新思维英语青少版 english in mind -回复
eim 剑桥新思维英语青少版english in mind -回复"EIM Cambridge English in Mind Junior Edition: English in Mind"Introduction:EIM Cambridge English in Mind Junior Edition, also known as English in Mind, is an educational resource designed to enhance the English language skills of young learners. This article will provide a step-by-step guide to using this program effectively, highlighting its features and benefits.Step 1: Familiarizing with the BookThe first step to using EIM Cambridge English in Mind Junior Edition is to become acquainted with the layout and structure of the book. Each unit is divided into sections, including vocabulary, grammar, listening, reading, and speaking. The book also provides exercises to reinforce the learned concepts.Step 2: Vocabulary BuildingOne of the key components of EIM Cambridge English in Mind is vocabulary building. To effectively learn new words, it is essential to utilize various techniques such as visual aids, context, and word association. The book incorporates these techniques, making it easier for young learners to expand their vocabulary.Step 3: Grammar PracticeGrammar forms the foundation of any language, and English is no exception. EIM Cambridge English in Mind Junior Edition emphasizes grammar practice through explanations, examples, and exercises. Learners are encouraged to apply the learned grammar rules in speaking and writing activities.Step 4: Listening and Speaking ActivitiesTo enhance listening and speaking skills, EIM Cambridge English in Mind utilizes audio materials, dialogues, and interactive activities. Learners have the opportunity to practice listening to native English speakers and improve their pronunciation and speaking skills through dialogues and role-plays.Step 5: Reading ComprehensionReading comprehension is vital for understanding written English. EIM Cambridge English in Mind incorporates various reading materials, including articles, stories, and informational texts. Learners are encouraged to practice their reading skills by answering comprehension questions and engaging in discussions.Step 6: Writing ExercisesWriting is an essential skill that is honed throughout the course. EIM Cambridge English in Mind includes a range of writing exercises, such as guided compositions, creative writing, and letter/essay writing. Learners have ample opportunities to practice their writing skills and develop their ability to express themselves effectively in written English.Step 7: Review and AssessmentRegular review and assessment are crucial to monitor progress and identify areas for improvement. EIM Cambridge English in Mind Junior Edition includes review sections and assessments after everyfew units. These ensure that learners consolidate their knowledge and demonstrate their understanding of the material covered.Conclusion:EIM Cambridge English in Mind Junior Edition is a comprehensive and engaging resource for young learners to develop their English language skills. By following the step-by-step guide outlined above, learners can make the most of this program and enhance their vocabulary, grammar, listening, speaking, reading, and writing abilities. Take advantage of this resource to build a solid foundation in English and cultivate a lifelong love for the language.。
剑桥少儿英语二级上unit 14
12 pupils.
• （3）How often do they go to school by bike?
Every day.
• （4）How many of them take a bus to school?
7 pupils.
• （5）How often do they take a bus?
单三）Once
a
week.
. 19
How often does he play computer games?
Every other week.
He 谓语（动作 2021/10/10 单三）
. 20
How often does he watch TV?
He 谓语（动作 2021/10/10
单三）Every
12
How often does he have sports ?
He has sports
.
单三
2021/10/10
13
How often does he do homework ?
Every day.
He does homework
.
单三 2021/10/10
14
How often does he do housework?
• （9）How many of them walk to school?
2 pupils.
• （10）How often do they walk to school?
Every day.
• （11）How often do they run to school?
Every day.
2021/10/10
Every day.
剑桥英语青少版(EIM)Unit 2021 Part 1 Customs 研究课 教学设计
〔三〕[How]
通过听8段对话，学生学习should/shouldn’t的使用方法，并通过描绘中国风俗来练习使用。通过设置给交换生提供建议的任务，让学生在真实的任务中训练并检验所学的语言知识。
〔四〕解决措施
通过让学生进展图片/词汇配对的方式帮助学生学习新的词汇；通过给学生wordbank的方式提供应学生词汇支持，让学生通过选择自己所需的词汇进展使用及学习；并且通过小组讨论减小学生之间词汇的差异。
教学目的
在本节课学习完毕时，学生可以：
1、通过听对话，获取材料中对风俗及原因描绘的信息和句型；
教学设计
教学内容分析
〔一〕[What]主题意义和主要内容
本课内容为?剑桥英语青少版〔EIM〕?Unit14 Part1的听力练习。听力材料中有8段对话，议论内容为8个国家的风俗习惯。学生通过听并模拟学习使用should/shouldn’t,总结这些风俗习惯的原因,根据不同文化的风俗给别人提供建议。
〔二〕[Why]
迁移创新
通过介绍春节的风俗并且给英国学生提建议来检测学生所学的语言知识，并帮助学生建立使用英语介绍中国文化的意识
12mins
Blackboard
Design
November 21st, Wednesday
Customs
Give advice:
shoulddo/ shouldn’t do
Reasons:
Stage2
Activity 1.Show the pictures of eight countries and ask Ss to guess the names of these countries;
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（三）[How]
通过听8段对话，学生学习should/shouldn’t的使用方法，并通过描述中国习俗来练习使用。通过设置给交换生提供建议的任务，让学生在真实的任务中训练并检验所学的语言知识。
Stage2
Activity 1.Show the pictures of eight countries and ask Ss to guess the names of these countries;
Activity 2.Show Ss some pictures and some expressions of customsinthese countries, ask them to match and guess what customs they are;
学情分析
（一）自然情况
本班学生共25人，是B层的学生。他们比较有学习热情，但是语言基础较弱，词汇积累不足、语言表述不准确、缺乏逻辑性。
（二）已有基础
本课前，学生了解一些中国及外国的风俗习惯，有一定的母语背景知识。但是用英语准确进行描述的能力不具备，也无法阐述其原因。
（三）存在问题
学生在描述风俗习惯给他人建议时不仅需要会正确使用Байду номын сангаасhould/shouldn’t，还需要了解国内外的风俗习惯并掌握其表达。
时间安排
Stage1
Let Ss watch a video about customs and body languages. Ask the students think aboutwhy people in different countries use different body languages;
2、用should/shouldn’t给外国学生就中国习俗提建议，并给出简单原因；
3、通过讨论与学习，了解更多国内外文化，意识到中外文化差异;建立使用英语介绍中国文化的意识。
教学过程
教学阶段
学习活动
课本、报刊杂志中的成语、名言警句等俯首皆是,但学生写作文运用到文章中的甚少,即使运用也很难做到恰如其分。为什么?还是没有彻底“记死”的缘故。要解决这个问题,方法很简单,每天花3-5分钟左右的时间记一条成语、一则名言警句即可。可以写在后黑板的“积累专栏”上每日一换,可以在每天课前的3分钟让学生轮流讲解,也可让学生个人搜集,每天往笔记本上抄写,教师定期检查等等。这样,一年就可记300多条成语、300多则名言警句,日积月累,终究会成为一笔不小的财富。这些成语典故“贮藏”在学生脑中,自然会出口成章,写作时便会随心所欲地“提取”出来,使文章增色添辉。设置意图
（四）解决措施
通过让学生进行图片/词汇配对的方式帮助学生学习新的词汇；通过给学生wordbank的方式提供给学生词汇支持，让学生通过选择自己所需的词汇进行使用及学习；并且通过小组讨论减小学生之间词汇的差异。
教学目标
在本节课学习结束时，学生能够：
1、通过听对话，获取材料中对习俗及原因描述的信息和句型；
Activity 3.Ask the students to read the customs and match them with the countries;
观察内容的选择，我本着先静后动，由近及远的原则，有目的、有计划的先安排与幼儿生活接近的，能理解的观察内容。随机观察也是不可少的，是相当有趣的，如蜻蜓、蚯蚓、毛毛虫等，孩子一边观察，一边提问，兴趣很浓。我提供的观察对象，注意形象逼真，色彩鲜明，大小适中，引导幼儿多角度多层面地进行观察，保证每个幼儿看得到，看得清。看得清才能说得正确。在观察过程中指导。我注意帮助幼儿学习正确的观察方法，即按顺序观察和抓住事物的不同特征重点观察，观察与说话相结合，在观察中积累词汇，理解词汇，如一次我抓住时机，引导幼儿观察雷雨，雷雨前天空急剧变化，乌云密布，我问幼儿乌云是什么样子的，有的孩子说：乌云像大海的波浪。有的孩子说“乌云跑得飞快。”我加以肯定说“这是乌云滚滚。”当幼儿看到闪电时，我告诉他“这叫电光闪闪。”接着幼儿听到雷声惊叫起来，我抓住时机说：“这就是雷声隆隆。”一会儿下起了大雨，我问：“雨下得怎样?”幼儿说大极了，我就舀一盆水往下一倒，作比较观察，让幼儿掌握“倾盆大雨”这个词。雨后，我又带幼儿观察晴朗的天空，朗诵自编的一首儿歌：“蓝天高，白云飘，鸟儿飞，树儿摇，太阳公公咪咪笑。”这样抓住特征见景生情，幼儿不仅印象深刻，对雷雨前后气象变化的词语学得快，记得牢，而且会应用。我还在观察的基础上，引导幼儿联想，让他们与以往学的词语、生活经验联系起来，在发展想象力中发展语言。如啄木鸟的嘴是长长的，尖尖的，硬硬的，像医生用的手术刀―样，给大树开刀治病。通过联想，幼儿能够生动形象地描述观察对象。
教学设计
教学内容分析
（一）[What]主题意义和主要内容
本课内容为《剑桥英语青少版（EIM）》Unit14 Part1的听力练习。听力材料中有8段对话，谈论内容为8个国家的风俗习惯。学生通过听并模仿学习使用should/shouldn’t,总结这些风俗习惯的原因,根据不同文化的风俗给他人提供建议。
（二）[Why]
引入主题，提出问题
语文课本中的文章都是精选的比较优秀的文章,还有不少名家名篇。如果有选择循序渐进地让学生背诵一些优秀篇目、精彩段落,对提高学生的水平会大有裨益。现在,不少语文教师在分析课文时,把文章解体的支离破碎,总在文章的技巧方面下功夫。结果教师费劲,学生头疼。分析完之后,学生收效甚微,没过几天便忘的一干二净。造成这种事倍功半的尴尬局面的关键就是对文章读的不熟。常言道“书读百遍,其义自见”,如果有目的、有计划地引导学生反复阅读课文,或细读、默读、跳读,或听读、范读、轮读、分角色朗读,学生便可以在读中自然领悟文章的思想内容和写作技巧,可以在读中自然加强语感,增强语言的感受力。久而久之,这种思想内容、写作技巧和语感就会自然渗透到学生的语言意识之中,就会在写作中自觉不自觉地加以运用、创造和发展。3mins