高中英語 模塊一第一單元語法教案 牛津版必修1

1、牛津高中英語模塊一第一單元語法教案 牛津版必修1Grammar and usage (1)Introduction to attributive clausesThe General Idea of This Period:This period will deal with the Attributive Clause. You will have systematic explanations of the Attributive Clause as well as some exercises to consolidate what you learn.Teaching Aim: Int

2、roduce attributive clause.Teaching Important Point: The basic usage of the relative pronouns and relative adverbsTeaching Difficult Point: How to help the Ss to learn the Attributive Clause efficiently.Teaching Method:Deduction to present the usage of the relative pronouns and then some exercises to

3、 consolidate what we have learned.Teaching Aids: A projector and some slidesTeaching Procedures:Step1 RevisionCheck the homework.Step2 PresentationAsk the Ss to look at the picture on Page8 and speak out what they may think of. Aftertwo or three students have finished, the teacher leads in to explai

4、n the Attributive Clause.T: Quite good! You saw much more than I. I can just see a green team, a football team in green, a team who were wearing green.( Write down these three structures on the Bb.) Look at the Bb please. Here green is an adjective and it modifies team.Adjective: a green teamPreposi

5、tional phrase: a team in greenAttributive clause: a team who were wearing green An attributive clause modifies a noun in the same way as adjective or prepositional phrase does. The noun it modifies is called an antecedent.Attributive clauses are usually introduced by relative pronouns like which, th

6、at, who, whom and whose, or relative adverbs like where, why and when. In these cases these relative words usually function as the :SubjectThe trees which are on the school campus have lost their leaves.ObjectThe students whom we saw just now is the best runner in our school.PredicativeJack is no lo

7、nger the lazy boy he used to be.AttributeShe has a brother whose name I cant remember.AdverbialThe school where he studied is in Shenzhen.Step3 ConsolidationT: Lets see whether we can use them freely or not. Two friends are talking about where to go after school. Complete their conversation with rel

8、ative pronouns. WB Page9.WB Page 88 C1.Step 4 Summary and HomeworkT: In this period weve learned about the Attributive Clause. We know attributive clauses are related by relative pronouns and adverbs. They modify nouns or pronouns called antecedents. Then we spent quite much time in doing exercises.

9、 Todays homework is to go through the grammar we have learned this class and try to get familiar with them. Refer to the notes when necessary.The Design of the Writing on the BbGrammar and usage (1)Introduction to attributive clausesRelative Pronouns Relative Adverbsthat, which, who, whom, whose whe

10、n, where, whyRecord after Teaching: Grammar and usage (2)Introduction to Relative PronounsThe General Idea of This Period:This period will continue dealing with the grammar part: the Attributive Clause. You will have systematic explanations of the relative pronouns as well as some exercises to conso

11、lidate what you learn.Teaching Aim: Introduce relative pronouns.Teaching Important Point: The basic usage of the relative pronouns Teaching Difficult Point: How to help the Ss to grasp the usages of relative pronouns.Teaching Method:Present the usage of the relative pronouns and then some exercises

12、to consolidate what we have learned.Teaching Aid: A projector and some slidesTeaching Procedures:Step1 RevisionRevise the defintions of attributive clauses learned last time.Step2 PresentationLook at the sentences on the slide and see how the relative pronouns are used. Ask the Ss to give their answ

13、ers .The teacher draws thr conclusion:1. In attributive clauses, “that” and “which” are used to refer to things.e.g. This is the story that/which we wrote for our storytelling contest.All my classmates enjoyed the cake that/which I made.The book that/which I borrowed from the library is very interes

14、ting.Tips: “That” is more usual and less formal than “which”.2. In attributive clauses, we use “who” to refer to people.e.g. She is the teacher who taught us English Literature.The girl who is the monitor of our class lives next door to me.Tips: We can also use “that” to refer to people, but it is l

15、ess usual. Do you know the man that is talking to Mike over there? 3. When who function as the object, it can be replaced by “whom”. In this case “whom” is more formal than “who”.e.g. The student who/whom we saw at the shool gate is from America.I dont know the name of the teacher who/whom I saw in

16、the computer room the otherday.4. We can leave out “who, whom, which” and “that” when they are the objects.e.g. The girl (that/who/whom) you have just seen is very good at English.He likes all the birthday presents (that/which) his friends gave him.5. We use “whose” to mean possession. It usually re

17、lates to a person, but it can also relate to things.e.g. I sat next to a girl whose name was Danie.The club whose members are music fans meet in the school garden every Saturday afternoon. We are studying in a big classroom whose door faces east.Step3 PracticeT: Now letssee whether we can use themfr

18、eely or not. Two friends are talking about where to go after school. Complete their conversation with who,whom, which, that, or whose. Ss book Page11. Step 4 ConsolidationRewrite each pair of clauses using the attributive clause.SsWB Page88 C2Step 5 Summary and homeworkWe know attributive clauses ar

19、e related by relative pronouns and adverbs. Today we have learned the usages ofrelative pronouns. So todays homework is to go through this after class and try to get familiar with them.The Design of the Writing on the BbGrammar and usage (2)Introduction to Relative PronounsRelative pronouns: who who

20、m whose which that Record after Teaching:Grammar and usage(3)The relative pronoun - thatTeaching Aim: The relative pronoun "that"Teahing important Point：The special usages of "that" Teaching Difficult Point: How to help the students to grasp the usages of relative pronoun "t

21、hat"Teaching Method: Deduction to present the usages of the relative pronoun "that" and then some exercises to consolidate what they have learnt.Teaching Aids: A projector and some slidesTeaching Procedures:Step1 RevisionCheck their homework: Page11 Complete the conversation with who,

22、 whom, that, whichPage88 C2.Step2 PresentationIn the following cases the relative pronoun “that” can not be replaced by “which”.1. The antecedents are modified by ordinal numbers and the superlative degree of adverbs.e.g. The first thing (that) we should do is to have lunch.This is the longest bridg

23、e (that) I have ever seen.2. When the antecedents are all, much, little, few, anything, nothing etc.e.g. All that can be done has been done. I have little (that) I can lend you.3. The antecedents are modified by any, all, no, the only, the very, the last etc.e.g. You can take any room (that) you lik

24、e.There is no difficulty (that) we can't overcome. The antecedent “time” is modified by "last"e.g. This is the last time (that) I 'll give you a lesson.( That can be omitted, but "when" can't be used.)4. The antecedents refer to both people and thingse.g. He talked of

25、 things and persons (that) he was interested in.5. The antecedent is “the way”e.g. I don't like the way (that/in which) you educate your son.Step3 Practice Do the exercises on the Ss reference book Page 7.Check the answers with the Ss.Step4 Consolidation1. The poor man _ lost his money just now

26、is called John.A whose B which C who D whom2. The songs _ she sang in the concert yesterday sounded _.A / beautifully B that wonderfully C which well D / nice3. He is the only one of the students who _ a winner of scholarship for three years.A is B are C have been D has been4. Finally the thief hand

27、ed everything _ he had stolen to the police.A which B what C whatever D that5. He told me all _ he knew.A which B what C that D how6. Is the river _ through that town very large?A which flows B flows C that flowing D whose flows7. A child _ parents are dead is called an orphan.A. which B. whose C. w

28、here D. with8. In the dark street, there wasnt a single person _ she could turn for help.A. that B. who C. from whom D. to whom9. Is this factory _ you visited the other day?A which B. where C. to which D. the one10.  He is one of the teachers who _ English but the only one of the teachers who

29、_ French in our school.A. know knows B. knows know C. knows knows D. know knowStep 5 Summary and HomeworkIn this period we've learned about the special usages of “that”. We know that in some cases we can only use “that” instead of “which”. So today's homework is to go through this after clas

30、s and try to get familiar with them. The Design of the Writing on the BlackboardGrammar and usage(3)The relative pronoun - thatGrammar and usage: The relative pronoun-thatRecord after Teaching清華大學(xué)英語系測試：為中小學(xué)生英語量身定做.官方網(wǎng)站： 清華大學(xué)英語教授研究組提供牛津小學(xué)英語4B期中復(fù)習(xí)資料thank you 謝謝你 come down 下來that boy 那個男孩 let me see 讓我

31、看看Excuse me ! 對不起 climb trees 爬樹in the tree 在樹上 come here 過來Youre right 你是對的 over there 在那邊Whos that man? Hes Mr Brown. Hes a doctorAre you a teacher? No, Im not. Im a doctor.good evening 晚上好 that girl 那個女孩the boy with big eyes 大眼睛的那個男孩 the girl with a small mouth小嘴巴的那個女孩which one 哪一個the one in the

32、white skirt 穿白短裙的那一個the girl in the white skirt 穿白短裙的那個女孩lets hurry 讓我們快點 in the car 在小汽車?yán)飛ere late for the party. 我們聚會遲到了。Whos the boy with a big mouth? Hes my brother.Is that man your father? Whichmy name 我的名字 your job 你的工作 how old 多大，幾歲 their jobs 他們的工作look at that old woman 看那年老的婦女 about sixty 大

33、約六十I 我 I am = Im 我是 my 我的You 你 You are = Youre 你是 your 你的He 他 He is = Hes 他是 his 他的She 她 She is = Shes 她是 her 她的They 他（她，它）們 They are = Theyre 他（她，它）們 their 他們的Who are you? 你是誰？ How old are you? 你幾歲？ Im .Who is he? 他是誰？ How old is he ? 他幾歲？ Hes.Who are they? 他們是誰？ How old are they ? 他們幾歲？ Theyre.Wha

34、ts your name? 你叫什么名字？Whats your job? 你做什么工作？Im aWhats her name? 她叫什么名字？ Whats her job? 她做是什么工作? Shes a.What are their names?他們叫什么？What are their jobs? 他們做什么工作？Theyre.What do you want to be? I want to be a/ anhow many 多少 some apples 一些蘋果the red one 紅色的那個 these or those 這些還是那些?Can I help you? 我能幫助你嗎？(

35、你要點什么)What are these ? Theyre apples. Are these apples? Yes, they are.What are those ? Theyre oranges. Are those oranges? No, they arent.Theyre teachers. Are they teachers?What would you like? Id likeId like some apples,please. How many kilos? Tow kilos, please. Here you are.清華大學(xué)英語系測試：為中小學(xué)生英語量身定做.官方

36、網(wǎng)站： 清華大學(xué)英語教授研究組提供牛津小學(xué)英語3A復(fù)習(xí)計劃 教者：李娟 蘇睦 一、 班級情況分析三年級共有131人，剛接觸英語，對英語大多懷有好奇、興奮、期待的心情，學(xué)習(xí)興趣較濃。但由于年齡小，自覺性差，對課上所學(xué)不能很好地預(yù)習(xí)、復(fù)習(xí)。二、復(fù)習(xí)內(nèi)容1每單元的字母、單詞、詞組、句型。2名詞的單數(shù)形式轉(zhuǎn)化為名詞的復(fù)數(shù)形式。3人稱代詞和形容詞性物主代詞的區(qū)別，以及be動詞的用法。4?？嫉脑囶}題型，包括聽力部分的題型和筆試部分的題型。二、 復(fù)習(xí)目的要求1.能比較熟練地運用所學(xué)的日常交際用語。2.能根據(jù)實物、圖片等說出所學(xué)單詞，發(fā)音基本正確。3.能在非語言提示的幫助下，聽懂清晰的話語和錄音，并作出正確反

37、應(yīng)。4.能演唱已學(xué)過的英語歌曲，朗讀已學(xué)過的童謠。三、 復(fù)習(xí)措施1把好全體學(xué)生的單詞關(guān)，每個學(xué)生都必須能背通單詞（要求掌握的單詞）。2設(shè)計練習(xí)，把每單元的句型重點復(fù)習(xí)并鞏固。3設(shè)計不同類型的題型，訓(xùn)練學(xué)生的審題能力。4重點輔導(dǎo)中下生，堅持做好課后的個別輔導(dǎo)。5開展“一幫一”活動，讓中下生的成績盡可能地提高。6做好學(xué)生的思想工作，讓他們盡快地進(jìn)入復(fù)習(xí)的狀態(tài)。7及時做好檢測和小結(jié)工作，以便做及時地復(fù)習(xí)調(diào)整。8多與家長聯(lián)系，及時交流學(xué)生在校和在家的學(xué)習(xí)情況。四、復(fù)習(xí)進(jìn)度第一課時：一到三單元的知識復(fù)習(xí)第二課時：一到三單元的知識檢測第三課時：四到五單元的知識復(fù)習(xí)第四課時：四到五單元的知識檢測第五課時：七

38、到九單元的知識復(fù)習(xí)第六課時：七到九單元的知識檢測第七課時：十到十一單元的知識復(fù)習(xí)第八課時：十到十一單元的知識檢測第九課時：總的知識與練習(xí)。清華大學(xué)英語系測試：為中小學(xué)生英語量身定做.官方網(wǎng)站： 清華大學(xué)英語教授研究組提供牛津小學(xué)英語3A Unit1（第一課時）教案Unit 1 （第一課時）一、    教學(xué)內(nèi)容B Look read and learn & C Look and say 二、    教學(xué)目標(biāo)1、能聽懂、會說以下八個動物類單詞a dog, a cat, a bird, a tiger, a monkey,

39、 a zebra, a panda, an elephant.，要求讀音正確。2、能聽懂、會說以下日常交際用語，并能運用所學(xué)交際用語進(jìn)行自我介紹及詢問對方姓名。Hello/Hi, Im Whats your name?3、能根據(jù)圖片的情景進(jìn)行描述和對話。4、理解冠詞a/an之間的區(qū)別。 三、    教學(xué)重點1、能聽懂、會說以下八個動物類單詞a dog, a cat, a bird, a tiger, a monkey, a zebra, a panda, an elephant.，要求讀音正確。2、能聽懂、會說以下日常交際用語，并能運用所學(xué)交際

40、用語進(jìn)行自我介紹及詢問對方姓名。Hello/Hi, Im Whats your name? 四、    教學(xué)難點1、能聽懂、會說以下八個動物類單詞a dog, a cat, a bird, a tiger, a monkey, a zebra, a panda, an elephant.，要求讀音正確。2、能聽懂、會說日常交際用語，并能運用所學(xué)交際用語進(jìn)行自我介紹及詢問對方姓名。Hello/Hi, Im Whats your name? 五、教學(xué)準(zhǔn)備1、教具準(zhǔn)備1）關(guān)于動物的照片、圖片。2）B/C部分的掛圖。3）關(guān)于本課時的

41、多媒體課件。4）錄音機(jī)和磁帶。2、板書準(zhǔn)備：寫好課題和日期。 六、教學(xué)過程Step 1 Free talk:1. Introduce :自我介紹，引起興趣。 Follow me to introduce myself .My name is ,You can call me “ Miss ××.”This semester I teach you English .I hope we could get along with each other .First ,lets say “Hello !” 2.   &#

42、160;    Greetings:  Hello! Hi! .  3. 告訴學(xué)生打招呼的幾種方式。Hello, Im Whats your name?注意name的發(fā)音 4. Introduce .Please introduce yourself to others.Step 2 Presentation and practice:1. 展示多媒體動態(tài)動物形象：Learn to say the new word: a dog .    a. Show the card (

43、dog)    T: Hi ,boys and girls ,Im Dog .(Please say “Hello” to Dog)    Ss: Hello, Dog.b. Practice and check .c. Imitate “Dog” (Use body language )2. Look at the picture and say “Hello ,Dog/Cat /.”以此類推學(xué)習(xí)其他幾個單詞。3.  聽錄音做動作。師：Monkey .生做猴子爬山狀。師：Tiger. 生模仿老虎吼聲，并展示自己強(qiáng)

44、壯的雙臂。4. 小組活動。一人模仿小動物的動作或聲音，其余學(xué)生猜，說出相應(yīng)的動物單詞。5對比練習(xí)：仔細(xì)看題板，找出每組詞中表示“一”的單詞。 a cat, a panda ,an elephant .提醒學(xué)生注意“a”和“an”的用法不同。6. 介紹幾位新朋友。記住他們的名字。David, Liu Tao, Yang Ling, Mike, Nancy. Step 3 Look and say：1、          第一幅圖

45、：正在蕩秋千的David友好的和路過的Yang Ling打招呼，并詢問對方的姓名。2、         第二幅圖，Yang Ling剛告別David，又看見了準(zhǔn)備從滑梯上滑下的Nancy。3、         第三幅圖，從滑梯上滑下的Nancy看見了正坐在地上玩耍的Liu Tao。4、         第四幅圖，Liu Tao突然發(fā)現(xiàn)了小狗，便學(xué)著的樣子和小

46、狗打招呼，詢問小狗的姓名。 Step 4 Consolidation 1. Listen to the tape and repeat .2. Play a game: Go hunting 。 五、    作業(yè)設(shè)計1：跟磁帶熟讀新單詞。2：操練C部分句型。3：預(yù)習(xí)課文。 六、    板書設(shè)計Unit 1 Hello (日期)a dog, a cat, a bird, a tiger,   a monkey, a zebra,

47、 a panda, an elephant Hello/Hi, Im Whats your name?清華大學(xué)英語系測試：為中小學(xué)生英語量身定做.官方網(wǎng)站： 清華大學(xué)英語教授研究組提供英語s發(fā)音規(guī)則（轉(zhuǎn)自曲剛博客）英語學(xué)習(xí) 2010-08-24 17:05:52 閱讀128 評論0   字號：大中小 訂閱 關(guān)于名詞復(fù)數(shù)后面s的發(fā)音規(guī)則，我相信你已經(jīng)看過了多遍語法書上名詞復(fù)數(shù)后面的三條發(fā)音規(guī)則了，只是看不懂，也不會用。要掌握這些復(fù)雜難懂的規(guī)則，關(guān)鍵是要知道其背后的用意，從而不被表面的文字所迷惑。下面請你睜大雙眼，我告訴你它們的真實用意其實就是為了

48、兩個字“順口”。      沒明白嗎，稍微解釋兩句。s為什么可發(fā)s和z兩個音呢，就為了順口，這兩個音一個弱一個強(qiáng)，一個無聲一個有聲（也就是過去所說的，前一個是清輔音，后一個是濁輔音），那么這兩個音怎么用呢？很簡單，遇到單詞尾是不響亮的清輔音字母時（如p,t,k,f）就發(fā)s；遇到單詞尾是響亮的濁輔音字母（如b,d,m,n,r）或元音字母（如a,e,o,u）時就發(fā)z，這樣做的目的就是為了順口。清輔音發(fā)音時僅氣流從嘴里出來，聲帶不振動，發(fā)出的聲音較弱，因此英語里認(rèn)為清輔音是一種不響亮音，而濁輔音和元音發(fā)音時聲帶要振動，發(fā)出的聲音大，因此英語里認(rèn)為濁輔音和元音是

49、響亮音。為了追求發(fā)音的順口和協(xié)調(diào)，英語人民普遍有一個發(fā)音傾向，并且大家都在自覺地執(zhí)行，就是讓清輔音和清輔音連在一起（如ps,ts,ks,fs），讓響亮音和響亮音連在一起（如bz, dz,mz, nz, rz, az），他們認(rèn)為這樣發(fā)音很順口協(xié)調(diào)。在他們看來，要是讓一個清輔音和一個濁輔音連在一塊，比如fz,kz,pz,tz, 就好像讓一個啞巴和一個大叫驢站在一塊，怎么看都別扭,不順口，不舒服。     因此英語人民在發(fā)名詞復(fù)數(shù)后面s音時就自發(fā)自動地出現(xiàn)了的兩個現(xiàn)象（也就是上面的第一條和第三條）：     

50、1）s在p,t,k,f等清輔音后發(fā)s；     3）在其他情況下（即在濁輔音和元音后）發(fā)z。      怎么樣，這回你明白了嗎，要是沒明白的話，別急著往下看，翻回頭去再看幾遍我上面說的話，直到徹底搞明白了再往下看。我向你保證，以上內(nèi)容絕對十分簡單，只是你過去學(xué)英語“復(fù)雜”慣了，猛然碰到個簡單的，一時半會還轉(zhuǎn)型不過來。      等你看明白了上面的話語，我再接著講。     英語里有一些特別討厭的單詞，它們以s,z,

51、sh, ch為結(jié)尾，比如單詞bus, fox, dish, watch,等，這些單詞的結(jié)尾音有一個一致的特點，就是和s的發(fā)音一樣或特別接近，這使得若在這些單詞的后面直接加個s來表達(dá)復(fù)數(shù)的話，成為buss, foxs, dishs, watchs的話，單詞結(jié)尾的發(fā)音就出現(xiàn)了難題，因為區(qū)分兩個一樣或十分相近的s音十分困難，不信你念念上面單詞，看你的嘴能否區(qū)分開。     怎樣來解決這個難題呢？英語人民還真很智慧，他們不知道是誰帶了頭，想了一個辦法來對付這個難題，就是在兩個s之間塞個e，變成buses, foxes, dishes, watches，并且讓e發(fā)

52、音為i，這樣一來不就把兩個相似的s的發(fā)音間隔開了嗎？妙妙妙！看來全世界群眾的眼睛都是雪亮的。     那么buses, foxes, dishes, watches最后的那個s該怎么發(fā)音呢？     這回該問你了，你不是看懂了我前面說的那段話了嗎，里面有“響亮音要和響亮音連在一起”。e是個什么音？是元音，元音屬聲帶振動的“響亮音”，并且e在這里發(fā)i，那么它后面跟個s該怎么發(fā)音，這還用說嗎，肯定是順口協(xié)調(diào)地與e一同發(fā)響亮的z了。      因此要是讓我來修改上述三條規(guī)

53、則，首先就是取消第二條，取消這個像煙霧彈一樣的多余規(guī)則，都是它把問題搞亂了，這條多余的規(guī)則使整個規(guī)則的講解都出現(xiàn)了邏輯上的混亂，就好像告訴別人“人類社會是由人類和大人小孩組成的”，這話誰能聽得懂？      取消第二條后我把上述三條規(guī)則改寫成如下兩條：      名詞復(fù)數(shù)后的s     1）S在清輔音后發(fā)s     2）S在濁輔音或元音后發(fā)z。      如果你還能進(jìn)

54、一步看得明白，看得覺醒，我就索性將它再改一改，改成一步到位的、誰都能一眼看得明白記得住的下面兩句話：      1）S在不響亮音后發(fā)s     2）S在響亮音后發(fā)z。清華大學(xué)英語系測試：為中小學(xué)生英語量身定做.官方網(wǎng)站： 清華大學(xué)英語教授研究組提供 海洋教你背單詞：四步背單詞 張海洋運圖像記憶法來記憶英語單詞，關(guān)鍵在于把抽象的字母轉(zhuǎn)化為熟悉的圖像，然后把這些圖像組合起來進(jìn)行聯(lián)想。這樣，原本抽象的單詞就能變成一個生動的畫面，就能像看電視、看電影那樣來進(jìn)行記憶，不僅記得快、記得牢，而且記憶的過程充滿著樂趣，會

55、讓你從此愛上背單詞！經(jīng)過我們深入系統(tǒng)的研究，單詞記憶的方法，可以歸納為最簡單的四個步驟：第一步：找單詞（包括找完整單詞、近似單詞、詞根詞綴）；第二步：找拼音（包括找全拼、近似拼音、拼音首字母）；第三步：找編碼（找字母編碼）；第四步：找諧音（包括整體諧音和部分諧音）。這四個步驟，簡化一下，就是“單憑編寫”，也就是說，要記憶單詞，單憑編寫就可以獲得非常好的效果。在詳細(xì)講解這四個步驟之前，讓我們先來做一個小測試。下面有10組信息，請認(rèn)真看一到兩遍，然后閉上眼睛回憶一下，看看哪組信息印象最深刻、那組信息印象最模糊。1，a、b、d、o、m、e、n 腹部2，g、o、s、s、i、p 閑聊3，a、l、l、o、

56、c、a、t、e 分配4，for、mu、late 規(guī)劃5，trans、pa、rent 顯而易見的6，ap、ti、tu、de 天資7，一只老鼠在給他扯胡子。8，哈哈，媽媽給了兒子一榔頭。9，我在杭州逗留了一會。 10，10個嬰兒在大廳休息。怎么樣？是那組信息印象最深、記得最牢？是不是圖像最鮮明生動的后面那幾組中文信息？相比而言，前面的幾組英文，都是抽象的內(nèi)容，都不太容易記憶，即使勉強(qiáng)記下來，也很容易忘記。而后面的幾組中文信息，只要根據(jù)文字稍微展開想象，相信很長時間都不會忘記。其實，上面這10組信息，都是為了記住英文單詞，不過記憶方法不一樣而已。我們來看看這10個單詞：1，abdomen 腹部 2，gossip 閑聊3，allocate 分配4，formulate 規(guī)劃5，transparent 顯而易見的6，aptitude 天資7，moustache 胡子8，hammer 榔頭9，hang 逗留10，lobby 大廳1-3組的單詞，用的是傳統(tǒng)的死記硬背，一個一個字母串起來進(jìn)行記憶。4-6組按音節(jié)