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unit1 she learnt English一、教学目标（1）知识目标：掌握单词：learnt these dancer class study hard retired会运用句型：She learnt English.He is learning English now.（2）能力目标：能运用本课语言知识与句型谈论自己与他人的过去和现在。
（3）情感目标：培养学生热爱生活、珍惜生命、珍惜现在。
二、教学重难点（1）教学重点：句型She learnt English.He is learning English now.及常用动词的过去时态。
（2）教学难点：一般现在时态和一般过去时态的区别及应用.三、教学过程Step1 warm-up(1) Students say a chant.(2) The teacher and the students play a game to review the past tense of the verbs.Step2 Presentation(1) The teacher s ays“I went shopping and bought lots of things”,and asks:“What did you do yesterday?”(2) Then the teacher points to the student who answered the question just now and ask another student:“What did she/he do yesterday?”(3) The teacher asks the students to turn to page7 to do exercise3 with“What did he/she do yesterday?”Step3 Text learning(1) The teacher plays the tape,the students listen to the tape and match the questions and answers.(2) The teacher plays it again and the students repeat.(3) The students read by themselves and role play it.While practising,the teacher corrects the mistakes students made.Step4 practicePlay a game. The first student says:“I went shopping .”Next one says:“ He/She went shopping, I watched TV.” Next one says:“He/She went shopping. He/She watched TV. I……” The team has the most sentences will be the winner.Step5 Add-activities(1) The teacher shows some pictures about PE stars,then ask students to say the differents between every two pictures using past tense .Ask students to talk about the stars they like.(2)Interview time: Suppose you are an interviewer ,and asks the informations of yourpartners’ family,like this,“What did your mother/father/grandma/grandpa do?”四、作业设计同学们，你们知道家人的过去吗？请赶快询问一下他们的情况并用She/He…many years go.Now she/he… 写下来。
Module 2 Unit 1 She learnt English教学设计一、教材分析：本单元是Module 2 Unit 1 She learnt English，主要围绕"她学会了英语"这一主题展开，通过故事和练习来帮助学生学习英语。
教材包含了听力、口语、阅读和写作等方面的内容，旨在提高学生的英语综合能力。
二、教学目标：1. 学会用正确的语音和语调朗读故事。
2. 理解故事内容，能够回答与故事相关的问题。
3. 学会运用所学的句型和词汇进行口语表达。
4. 能够阅读并理解简单的英语短文。
5. 能够用所学的词汇和句型写一篇简短的英语作文。
三、教学重点和教学难点：教学重点：故事的理解和口语表达能力的培养。
教学难点：正确运用所学的句型和词汇进行口语表达。
四、学情分析：学生是五年级的小学生，具有一定的英语基础，能够简单的进行日常对话。
但对于较复杂的句型和词汇的运用还存在一定的困难。
需要通过多种教学方法激发学生的学习兴趣，提高学习主动性。
五、教学过程：Step 1: Warm-upa. Greet the students and have a short conversation to create a positive learning atmosphere. For example:Teacher: Good morning, class! How are you today? Students: Good morning, teacher! We're fine, thank you!b. Review the vocabulary related to language learning, such as "learn," "study," "speak," etc. Engage the students in a quick brainstorming activity where they come up with words related to learning languages. Write their suggestions on the board. Teacher: Today, we are going to talk about learning English. Can you think of any words related to learning a language? Students: Study, practice, speak, listen, write, etc.Step 2: Pre-readinga. Show the title of the unit, "She learnt English," and ask students to predict what the story might be about. Encourage them to share their ideas with a partner.Teacher: Look at the title "She learnt English." What do you think the story is about? Discuss with your partner and shareyour ideas.b. Introduce key vocabulary words from the story, such as "English," "learn," "teacher," etc. Write the words on the board and ask students to repeat after you.Teacher: Let's look at some important words from the story. Repeat after me: English, learn, teacher, etc.c. Discuss the importance of learning English and encourage students to share their own experiences of learning a new language.Teacher: Why do you think it's important to learn English? Can you share your own experiences of learning a new language? Step 3: While-readinga. Read the story aloud to the students, emphasizing correct pronunciation and intonation. Pause at certain points to ask comprehension questions and check for understanding. Teacher: Now, I will read the story "She learnt English" to you. Listen carefully and try to understand. (Read the story aloud)b. Ask comprehension questions about the story to check understanding. For example:Teacher: What is the story about? How did the girl learn English? Did she find it easy or difficult?Step 4: Post-readinga. Divide the students into pairs or small groups and ask them to discuss the following questions:Teacher: Now, I want you to work with your partner or in small groups. Discuss these questions: Have you ever learned a new language? How did you feel about it? What difficulties did you encounter when learning a new language?b. Ask a few groups to share their discussions with the whole class.Teacher: Who would like to share their discussion with the class? Raise your hand.Step 5: Speaking Practicea. Provide a list of sentences related to the story and ask students to take turns asking and answering questions using these sentences. For example:Teacher: Now, let's practice speaking using the sentences related to the story. Take turns asking and answering questions. Use these sentences as a guide: Have you ever learned English? How did you learn English? Do you find it easy or difficult to learn English?b. Walk around the classroom and provide feedback and assistance as needed.Step 6: Reading Comprehensiona. Distribute a short passage related to the story and ask students to read it silently.Teacher: Now, I will give each of you a short passage related to the story. Read it silently and try to understand.b. Ask comprehension questions to check their understanding. For example:Teacher: What is the main idea of the passage? Can you find any similarities between the story and the passage?Step 7: Writing Practicea. Ask students to write a short composition about their own language learning experiences, using the vocabulary and sentence structures they have learned.Teacher: Now, I want you to write a short composition about your own language learning experiences. Use the vocabulary and sentence structures we have learned. You can use this writing template with sentence starters to guide your writing process.b. Collect the compositions and provide individual feedback on grammar, vocabulary, and organization.Step 8: Wrap-upa. Review the key points of the lesson and ask students to share their learning reflections.Teacher: Let's review what we have learned today. What are the key points of the lesson? Can you share your learning reflections?b. Assign homework, such as writing a diary entry about their language learning journey.Teacher: Your homework for today is to write a diary entry about your language learning journey. Include your thoughts, feelings, and experiences. Don't forget to use the vocabulary and sentence structures we have learned.六、板书设计：Title: She learnt EnglishKey Vocabulary: English, learn, study, speak, teacherKey Sentences:How did she learn English?She learnt English by studying hard.Learning a new language is not easy, but it's worth it.七、教学反思：本节课通过故事和练习的形式，帮助学生学习了"她学会了英语"这一主题。
Module 2 Un it 1 She learnt En glish 教学设计南关小学陈建平教材分析新标准英语(外研社)三年级起始第六册第三模块第二单元“Sam ate six hamburgers”学生已经学会了很多表示食物的英语单词的基础上，继续学习用过去时What did you eat/drink last night?来相互询问昨天晚上吃了什么，喝了什么？同时与前面已经学过的将来时I am going to eat /drink…ton ight .做简单的对比，让学生了解什么时候应该用过去时，什么时候应该用一般将来时，侧重于过去时的学习与应用。
教学目标：*认知目标：单词：ate gave drank to night 句型：What did you eat/drank last night? I ate/drank …What are you going to eat/drank tonight? ' m going toeat/drank …*能力目标：通过两个不同时间单词(last night , to ni ght)的比较，使学生学会根据不同时间选择使用合理的时态，同时应注意动词的适当形式的变化。
*情感目标：(1)培养学生对所学的语句感兴趣，乐于与朋友交流。
(2)让学生了解中西方饮食文化的差异，并能表达自己喜好，提高与人交际的能力。
教学重点：What did you/she/he have for dinner/lunch/breakfast .................... ? I/You/she/he had ........ ;单词email, san dwich, traditi on al, delicious, hamburgers, ate, gave, drank教学难点：It 'about ..........; She says .......... ; traditi on al, delicious, ate, gave, drank.教学准备：教具准备：课件，图片，单词卡片等。
She learnt EnglishTeaching Content动词过去式：learn--learnt teach--taughtwrite--wrote dance--danced句型：Did he/she ...？Yes, he/she did. No, he/she didn’t. Teaching Aims1.学生能够理解并运用learn, teach, write, dance的过去式；2.学生能够熟练地使用英语，回答课本第一部分中的图片内容；3.学生能够熟练地act out Part2；4.通过本课的学习，学生能够明白活到老，学到老的人生道理。
Teaching Difficulties鼓励学生在交流中，学会用英语谈论过去发生的事情，发展综合语言运用能力。
Teaching Procedures1.Warm upWatch the video and enjoy the song.Watch the pictures and teach new words: taught,learnt ,language2.Presentation( 1 ) Part 1.Students listen to the song and then sing the song with mu sic.Students guess who this lady is.Students read after the tape several times.Students answer the question: What did she do ?( 2 )Part 2The teacher show the picture of Jinxing to lead into Part2. Teach the important pointsWatch the video and answer the questions .1. Did Ling ling’s grandma learn English?2. Did Ling ling’s grandpa learn English？Students read Part 2 and finish the exercise.Students read Part 2 after the tape twice.3.PracticeStudents act out in groups.Call several students perform Part 2.4.productionStudents work in pairs and to ask and answer.Finish Part 45.Moral educationLet the students know no matter how old you are, it is never late for them to learn new things.6.Homework利用家里的照片，介绍自己亲人过去和现在的情况（工作、爱好、才艺等）。
Module 2 Unit 1 She learnt English.第一课时.教学设计教材版本:外研版(三年级起点)五年级下册授课内容:Module 2 Unit 1 She learnt English.第一课时教学目标1、在师生交流、感知文本的过程中,通过出示单词卡,自然拼读、分类识记、集中操练的方式, 98%的学生能认读单词learnlearnt, teachtaught，write wrote, dancerdancedanced,95%的学生能听懂、理解单词foreign language.2.通过师生问答、生生问答、游戏操练、Group work等任务, 98%的学生能口头运用Did she learn any foreign languages? Yes, she did. No, she didn't.这类语句谈论以前发生的事;能用现在进行时描述正在发生的事:He's learning English now. 90%的学生能用过去时和现在进行时描述他人过去和现在的状况,并作出比较。
在活动的过程中,积极思考,乐于参与,主动运用所学英语进行表达和交流。
3、通过提出问题、感知文本、回答问题、跟读模仿、分角色朗读的方式, 98%的学生能理解课文含义;85%的学生能在老师和同伴的帮助下正确地朗读课文,在学习过程中喜欢与其他同学配合和合作,养成良好的学习习惯。
4、德育目标了解自己的爱好,发挥特长,并为此坚持练习。
懂得英语学习的重要性,学习爷爷活到老学到老的精神。
教学重点难点重点:(1)能用过去时谈论以前发生的事:Did she learn any foreign languages?Yes, she learnt English.(2)能用现在进行时描述正在发生的事:He's learning English now.(3)能用过去时和现在进行时描述他人过去和现在的状况,并作出比较。
五年级下英语教案-Module2 Unit 1 She learnt English-外研版一、教学目标知识目标1.学生能够掌握本课时所涉及的英文单词和短语，如：learned，language，English，started，learned，looked after等。
2.学生能够听懂、理解并运用本课时所涉及的英语知识点，如：过去式、疑问句等。
3.学生能够在语境中正确运用本课时所涉及的单词、短语和知识点进行语言交际。
能力目标1.培养学生阅读英语短文的能力，提升学生的语言理解和表达能力。
2.培养学生听、说、读、写能力，注重培养学生的交际能力，培养学生的口头和书面表达能力。
3.培养学生深入了解英语及其文化，提高学生的英语综合素质。
情感目标1.培养学生对英语学习的兴趣，激发学生爱好英语的情感。
2.熟悉学习一门外语需要的坚持、耐心、勇气等品质。
二、教学重点与难点教学重点1.学生能够掌握过去式简单构成法则和熟练使用。
2.学生能够准确地运用单词和短语来描述过去的事情。
教学难点1.学生能够熟练使用过去式，区分过去式的使用场景。
2.学生能够理解英语短文，并用英语表述出来。
三、教学方法1.任务型教学法：让学生通过小组活动及单项任务来实现对本节课内容掌握的自我检测和掌握度提高的过程。
2.情景教学法：通过真实情境的营造，可以帮助学生更具体且深入地了解本课的背景和内容。
3.听说读写结合教学法：注重培养学生的英语听、说、读、写能力，从而提高学生英语交际及综合应用能力。
四、教学内容A. 学习卡片（4分钟）1.学生学习单词的图片及汉语意思。
2.老师带读单词的音标及英文。
B. 情景导入（10分钟）1.通过真实场景，让学生感知学习英语的重要性。
2.根据图片及讲解，学生能正确并运用所学单词及短语。
C. 阅读练习（15分钟）1.教师朗读课文。
2.学生默读课文，理解课文大意。
3.学生阅读课文，独立回答问题。
4.学生小组讨论问题答案。
Module 2 Unit 1 She learnt English一、本单元教学目标本单元的教学目标主要有以下几点：1.了解“learn”的动词意义，并能够运用到日常生活中；2.熟练掌握过去时态的基本用法；3.学习英文诗歌，培养学生的英文朗读能力；4.通过阅读和听力练习，提高学生的听说能力。
二、教学内容与教学方法1. 教学内容本单元主要围绕“learn”的不同形式展开，涉及以下几个方面：1.learn的动词意义；2.learn的现在进行时态；3.learn的过去时态；4.英文诗歌《月亮，你好》。
2. 教学方法本单元教学中，将采用以下教学方法进行教学：1.情景教学法；2.视听教学法；3.任务教学法。
三、教学步骤Step 1. Warm-up通过英文歌曲《Let It Go》，激发学生学习英语的兴趣，提高他们的英语语感。
Step 2. Presentation讲解“learn”的动词意义，并对其现在进行时态进行讲解，以便学生更好地掌握其用法。
同时，学生可以通过对话、情景演绎等形式进行趣味互动，加深对“learn”的理解。
Step 3. Practice在练习环节中，教师可以通过真实语境的模拟，让学生在交互中更好地掌握过去时态的基本应用，如通过句型“Did she learn English? Yes, she did.”进行练习。
Step 4. Production在本环节中，学生可以运用所学知识，自行编写小短文或对话，进行相互交流和分享，提高他们的写作和口语表达能力。
Step 5. Extension通过英文诗歌《月亮，你好》，让学生在欣赏中提高语感，同时加强英语朗读技巧的训练。
此外，可以通过阅读理解练习等方式巩固所学内容。
四、教学评估通过学习本单元，学生应当能够掌握“learn”的基本用法，了解过去时态的基本应用，并结合英文诗歌进行语感提高。
教师可以通过日常课堂表现、作业表现等形式进行评估。
小学英语《Module 2 Unit 1 She learnt English》教案Teaching aims:Knowledge aims:Students can master the rules of changing original verbs into past tense, for example, learn-learnt, study-studied and so on.Ability aims:Students’ ability of listening will be improved and they can make a new conversation by using simple past tense.Emotional aims:Students will be interested in learning English grammar and they will have the courage to challenge the new things.Teaching key points and difficult points:Key points:Students can master the rules of changing original verbs into past tense.Difficult points:Students will use simple past tense to describe an unforgettable experience that happened in the past.Teaching procedures:Step 1 Lead-inGreet students and sing a song Yesterday once more.Ask students the topic of this song then lead in the new class naturally.(Justification: the song’s topic relates to the past and it is a very classic English song, so students will be drowned in the music even try to study this song.)Step 2 Pre-listeningGive some examples to introduce the rules of changing original verbs into past tense.Let students make some sentences to describe an experience of their own.(Justification: students will be familiar with the grammar point and they can have a basic awareness of the English grammar.)Step 3 While-lisening1. Extensive listeningListen to the tape for the first time and answer the question:What are they talking about?(Justification: students’ ability of getting main idea through extensive listening will be improved.)2. Intensive listeningListen to the tape one more time and answer the questions：1. What does Lingling’s grandma do?2. What does Lingling’s grandpa do?3. Is Lingling’s grandpa learning English now?(Justification: these questions can help students grasp some detailed information of Lingling’s family, and also, their listening ability will be improved.)Step 4 Post-listeningFour students in a group, share an unforgettable experience with their partners. Pay attention to use the simple past tense. After 5minutes, some students will be invited to share in front of the class.(Justification: this activity can help students improve their speaking ability, and can provide them a chance to apply the knowledge into real situation.)Step 5 Summary and homeworkSummary: Invite one student to summarize what we have learned today, and the teacher will give some help to complete.Homework: Ask students to share the experience with their parents in English after class.Blackboard design:。
Module 2 教案Unit 1 She learnt English一热身导入1.师生互相问候，请学生拍手演唱上节课学的chant.2.出示unit1活动1的录音，教师向学生提问：What did she do ?3.再次播放录音，请学生全班跟读，小组跟读。
二任务呈现教师问学生：你们认识著名的舞蹈家杨丽萍女士吗？我们一起来看她的图片。
那你们知道你的家人以前的工作和学校状况吗？好的，让我们先来看看玲玲的家人。
三．课文学习1.播放动画2的录音，请学生看动画或听录音，并通过简单提问帮助学生理解语境。
2.再次播放录音，请学生跟读。
3.使用图片，单词卡片等教具，带领学生学习language ,dancer ,foreign.并学习动词变成名词的构成法。
4.教师对—Did your grandma learn any foreign languages ? Yes, she learntEnglish. He is learning English now. 这些重点句子进行训练。
拓展课外的更多句子。
如：Japanese She taught language and wrote a book.5.对课文进行第三遍整理认读，提出问题。
如下：Who are they ? Was she adancer ? Where did she dance ?四．训练巩固完成练习表格。
Actions ：grandma/grandpa课文中出现的过去式及各自的原形。
五．任务完成教师对学生说：现在就让我们以小组为单位，互相调查一下你们家人以前的工作和学习状况，并把他们介绍给你的朋友。
六总结和作业向家人展示自己跟读和模仿课文录音的情况。
She learnt English 教学设计与反思一、教学目标：1、知识目标：1）. 目标语句：Did your grandma learn English? Yes,she did.He is learning English now.2）单词：learnt these dancer2、能力目标：能用英语来询问过去所发生的事情以及他人过去和现在的状态。
3、情感目标：激发学生的学习热情，进行文明礼仪教育，感染学生，对其进行中华美德孝顺的教育。
二、教学重难点：能听懂Did your grandma learn English? 这类语句，并能口头运用He is learning English now.说明自己想要表达的过去和现在的状态。
用英语描述过去和现在的变化。
三、教学用具：Tape recorder, CAI, some cards四、教学方法：真实任务教学法、情景教学法、小组合作教学法五、教学过程Step1. Warming upT : Boys and girls ..I’m happy to enjoy English with you .Are you happy ? Are you ready for your English class ?Ss : Yes .T :Now,l et’s sing a song .《where did you go》Stand up and clap your hands .（教学评析：开始上课，给学生一个轻松的环境，师生同唱一个关于动词过去式的歌曲，学生能够复习过去式，并为这节课的学习做铺垫，复习已经学过的知识。
Step2. PresentationT: Boys and girls ,Last night , I watched TV and did some housework .What did you do last night ? Did you do your homework ? Did you learn English ? Ss :Yes .T : You learnt English .She learnt English .Today, We’ll learn Module 2 Unit1 She learnt English.(板书) First,I Look at the screen .(利用课件、卡片学习单词。
分组练、男女生练)Look at the picture, what is she? Can you guess? ( 课件出示Show the picture of Yang Liping) ,ask:T: what is she ?Ss :She is a dancer.T: She danced in lots of lots of Chinese cities. （dance-danced-dancer ）（教学评析：注意/t/的发音,通过卡片让学生充分练习）T:. who can dance?（找同学上去跳舞）then ask: What did she do?让学生在真实情境中运用过去式，开火车读出单词。
（教学评析：通过杨丽萍的跳舞图片让学生练习dancer并很自然的学习了danced（评析：让学生上去表演，提问并让学生思考如何回答，这样能把学到的过去式运用到具体的语言环境中去。
）.T: We are learning English . English is a foreign language.(学习foreign language，同时介绍Japanese ,French, Russian等外国语。
Let’s chant（师生拍手齐说）learn learnt 是学习driver driver是司机these 这些those 那些舞蹈演员是dancerthese clothes这些衣服foreign languages是外语Step 3 .Listen to the tape and answer the questionsT：We know Lingling is still in England with Sam and Amy. She misses China and she misses her grandmother. .Lingling is looking at some photos. Do you know what's her grandmother like.? What are they?Now listen and find the answer.1）Did lingling’s grandma le arn English?2）Did lingling’s grandpa learn Eglish?3）What is lingling’s grandpa doing now?Read in pairs and talk about the questions.(教学评析：高年级课文教学应体现以学生为本，全体同学参与，师要尽可能的利用教材资源，结合学生实际，把新知知识和原有的知识技能紧密联系，从而真正内化为自己的语言。
)1、播放第一遍录音，进行课文的整体呈现。
2. 再播放第二遍录音，学生带着问题听录音并寻找答案（Study in their groups. ）Step 4 、Practise in groups （完成表格）Step 5 GroupworkGroupwork1 1.小组合作讨论对话中不明白的问题并尝试解决。
2答疑解惑。
Groupwork 2.1）小组合作分角色朗读、表演对话。
2）.个性展示。
Choose the correct answers （出示课件）（小组讨论，然后展示）Group work31）、组内讨论以下句子分别用了什么时态？2）、派一名代表发言（出示课件）1、Did she learn any foreign languages ?Yes , She learnt English .2、 He is learning English now一般过去时归纳总结（出示课件）一：用法：一般过去时表示过去某个时间发生的动作或存在的状态。
二、构成及变化：1. be动词在一般过去时中的变化：a m 和is在一般过去时中变为was，are在一般过去时中变为were 否定句在was或were后加not，一般疑问句把was或were提前。
2.行为动词在一般过去时中的变化：肯定句：主语 + 动词的过去式 .I watched TV last Sunday . 否定句：主语+ didn’t + 动词原形.I didn’t watch TV last Sunday .一般疑问句：Did + 主语 + 动词原形 ?Did you watch TV last Sunday ? Yes, I did . No , I didn’t . 动词过去式变化口诀（出示课件）过去式，不难记一般直接加 -ed以 -e 结尾只加–d遇到一元一辅重读闭音节，末尾字母要双写遇到辅音字母 + y，变-y为-i 加-ed不规则变化要特殊记do- did eat – ate make – madebuy – bought go-- went 要牢记你能说出下列动词的过去式吗？work ( )dance ( )stop ( )study ( )is( )are ( )make ( )go ( )do( )Step5.拓展运用Talk about the pictures:（出示课件）Did she … ? Yes, she did. / No, she didn’t .What did she do ? She …Step5.ProductionGroupwork Talk about your family photos(组内谈论家人的照片)e.g Many years ago, my grandpa was a driver / worker …Now he is …Did he /she …?Yes , he did . / No , he didn’t .. （教学评析：通过拓展活动，使学生根据自己的实际，操练运用所学知识，让学生在真实的情景中运用过去式，巩固了本课重点。
）Step5. Summary : What have you learnt from this lesson ?Step 6 A little test你能写出下列单词的适当形式吗？learn （同义词）teach（名词）these（单数）dancer （动词）city(复数）driver(动词）wear(现在分词）你能用动词的正确形式填空吗？1.Daming ______ (go) toBeijing last weekend.2.He__ (watch) TV last night .3 She _______(learn )English many years ago .Step 7 HomeworkPlease introduce your family members to your friends.…She learnt English教学反思本课教学设计为学生设计了一系列的贴近生活的教学活动，主要创设了“老相片”这一任务。
其目的是让学生在这一情境中完成学会询问别人的姓名、职业、了解其过去的生活这一学习任务，同时让学生在完成任务的过程中积极主动地运用所学语言知识，达到熟练运用所学知识的目的，最终进一步提高学生的英语综合素质。
通过对话，提高了学生的口语表达能力和学习兴趣，从而把英语学习从“要我学”变成了“我要学”。
本堂课中采用同桌、小组练习等学生间的合作学习活动，这类活动可增强学生的语言运用和交际能力。
根据学生的特点，教师再在活动中经常使用“Good！Well done！Wonderful！”等鼓励性话语，通过对话，学生能人人动脑、动耳、动眼、动口，不仅巩固了所学的对话，更重要的是连那些胆小内向的、基础差的学生也得到锻炼，从而调动了班级里各层次学生学习英语的积极性。
我对这节课感触最深的是：教师的教学活动要以学生发展为主体，要诱导学生的学习动机，激发学生的学习兴趣。
在整个教学过程中，我不是机械地传授知识，而是创设一定的情境，学生始终带着任务进行自主尝试。
当然，这节课还有一些不足之处，例如由于少部分学生没有准备老相片不能积极参与活动，那么课前就要交代学生作好充分的准备工作（如自己画爷爷奶奶的像），这是以后教学中要考虑的地方。
