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在现行人教版《小学英语》教材中,从三年级伊始,学生就有必要进行书面文字的认读,这是由学校班级授课制条件下TEFL的性质决定的。然而,真正含义上的读写教学要到五年级教材中才出现。《英语课程标准》对二级的“读”提出了明确要求:能借助图片读懂简单的故事或小短文,并养成按意群阅读的习惯;能正确朗读所学故事或短文。因此,在小学阶段的“读”的教学中,必须关注泛读量和语言输入的有效性。基于这样的指导思想,从本期起本刊特推出针对五、六年级的《读写教学》栏目,内容主要包括:第一部分:针对每个单元的Read and write和Let’sread部分的教学环节设计(而非一节课的设计);第二部分:一篇泛读材料及相应的练习;第三部分:与相应教材内容或泛读材料相关的写作练习。希望通过这样的引导,为广大读者提供可借鉴、可操作的阅读教学模式与方法,从而进一步推动和引深小学英语读写课教学。
In the current PEP “primary school English” teaching materials, it is necessary for students to read the written language from the third grade. This is determined by the nature of the TEFL under the school class teaching system. However, the real sense of reading and writing teaching to the fifth grade textbooks appeared. The English Curriculum Standards set forth explicit requirements for Level 2 “reading ”: reading simple stories or short essays with pictures and cultivating the habit of reading in a meaningful manner; and reading the stories or essays correctly. Therefore, in the teaching of “reading” in primary school, we must pay attention to the effectiveness of extensive reading and language input. Based on this guiding principle, this issue from the beginning of this issue launched for the fifth and sixth grade “reading and writing teaching” section, mainly includes: The first part: for each unit Read and write and Let’sread part of the teaching session Design (rather than the design of a course); Part II: an extensive reading material and the corresponding exercises; the third part: writing exercises related to the contents of the corresponding textbook or extensive reading material. Hope that through such guidance, to provide our readers with learnable, operational reading teaching methods and methods to further promote and deepen the teaching of primary school English reading and writing.