网友您好， 请在下方输入框内输入要搜索的题目：
题目内容
（请给出正确答案）
单选题
When teaching students how to give appropriate responses to a congratulation or an apology,the teacher is probably teaching at ______ .
A
lexical level
B
sentence level
C
grammatical level
D
discourse level
参考答案
参考解析
解析：
更多 “单选题When teaching students how to give appropriate responses to a congratulation or an apology,the teacher is probably teaching at ______ .A lexical levelB sentence levelC grammatical levelD discourse level” 相关考题
考题
Only by teaching students how to navigate can we help them survive in the ocean of information.()
此题为判断题(对，错)。
考题
the teacher give students 2 minutes to skim a text, and when time is up, he asks students to stop and answer some questions. in this way, the teacher's role is a／an _____________.
A、participantB、controllerC、prompterD、organizer
考题
When teaching students how to give appropriate responses to a congratulation or an apology, the teacher is probably teaching at ＿.
A. lexical level
B. sentence level
C. grammatical level
D. discourse level
考题
The best grouping of teaching when the students are given the task to work out answers to a reading comprehension is__________．A.one-to-one
B.groupwork
C.pair-work
D.solowork
考题
When the teacher gives feedback to students in teaching writing, he/she should NOT__________.A．make positive comments on the good features of the writing
B．give words simply like "good" or "very good" to the writing
C．point out areas for improvement
D．express his/her personal opinion on the issue the writer has discussed
考题
Teachers who believe in the __________ model will enable students to understand the meaning and usage of the words first, and then make full use of the words in listening, reading or writing tasks, ask representatives to show products of the tasks, and give an evaluation for it at last when teaching vocabulary.A．PPP
B．PWP
C．PPT
D．TBLT
考题
Which of the following should a teacher avoid when his/her focus is on developing students' ability to use words appropriately?A.Teaching both the spoken and written form.
B.Teaching words in context and giving examples.
C.Presenting the form, meaning, and use of a word.
D.Asking students to memorize bilingual word lists.
考题
The best grouping of teaching when the students are given the task to design a poster for a school event is__________.A.pair-work
B.groupwork
C.one-to-one
D.individual
考题
When the teacher gives feedback to students in teaching writing, he/she should NOT
A．make positive comments on the good features of the writing
B．give words simply like "good" or "very good" to the writing
C．point out areas for improvement
D．express his/her personal opinion on the issue that student has written
考题
Teachers who believe in the __________ model will enable students to understand the meaning and usage of the words first, and then make full use of the words in listening, reading or writing tasks, ask representatives to show products of the tasks, and give an evaluation for it at last when teaching vocabulary.A. PPP
B. PWP
C. PPT
D. TBLT
考题
When teaching students how to give appropriate responses to a congratulation or an apology,the teacher is probably teaching at _________.
A.lexical level
B.sentence level
C.grammatical level
D.discourse level
考题
二、考题解析
【教案】
Teaching aims:
Knowledge aim:
Students will know the structure of letter and know how to invite and refuse others.
Ability aim:
Students will improve their reading abilities such as skimming and scanning.
Emotional aim:
Students will use what we have learned into their daily life.
Key and difficult point:
Key Point: Students will know how to invite and refuse others.
Difficult Point: Students will be more confident in speaking English and improve their reading skills.
Teaching procedure:
Step 1: Warming-up
1. Greetings.
2.Play a video of Dear John Letter to lead in the lesson.
Step 2: Pre-reading
Ask students to predict what we will learn today according to the video.
Step 3: While-reading
1.How to improve students’ reading ability?
2.Which school did you graduate?
考题
二、考题解析
【教案】
Teaching Aims:
Knowledge aim: Students will be able to describe their daily life and acquire some knowledge about listening strategies.题目来源于考生回忆
Ability aim: Students can obtain the main idea quickly from the listening material and develop the ability of grasping detail information.
Emotional aim: Students can foster the interest and desire of learning English, and be fond of taking part in kinds of practical activities.
Teaching Key Points:
Students can get the main idea and useful information from the listening material.
Teaching Difficult Points:
Students can apply these skills in their listening and apply these expression in their daily communication.
Teaching Methods:
Communicative teaching method, task-based teaching method, audio-lingual teaching method.
Teaching Aids:题目来源于考生回忆
PPT, Blackboard, recorder and so on
Teaching Procedures:
Step 1: Warming up
1.Greetings
2.Sing an English song It' my life, invite the whole students to clap when singing together and lead to the topic.
Step 2: Pre-listening
1.Free talk: Give students three minutes to talk about their own daily life and invite them to share it.
2.Prediction: Let students work in pairs and ask them to predict Lin Fei's daily life.
Step 3: While-listening
1. Listen to the tape for the first time and ask them when Lin Fei gets up and when he goes to school, then let students to share answers.题目来源于考生回忆
2.Listen to the tape for the second time and ask them to fill in the chart, then invite them to share their answers.
Step 4: Production
1.Retelling: Ask students to retell Lin Fei's daily life with the help of the chat in their own words, and teacher will give them 3 minutes to prepare it and 3 minutes later, invite some students to share their retelling in the front.
2.Survey: Let students discuss their own daily life in the group of four and make a report in the form of chart. 8 minutes later teacher invites some groups to share the result of their reports.
Step 5: Summary & Homework
Summary : Invite a little teacher to help teacher make a summary of this class.
Homework: Let students introduce their daily life to their parents and make a share in the next class.
Blackboard design:
考题
二、考题解析
【教案】
Teaching aims:
Knowledge aim:
Students can express their opinion and give others solutions on the topic.
Ability aim:
Students can develop their logical thinking ability through writing.
Emotional aim:
Students will know how to get along with their parents and then love and cherish their family.
Key and difficult point:
Key Point: Students make clear about how to give others suggestions. .
Difficult Point: Students can understanding the deep meaning of family.
Teaching procedure:
Step 1: Warming-up
1. Greetings.
2. Sing a song : Five Hundred Miles, then ask students the theme of the song, if they don’t know, the teacher will tell them that the song is used to express the feeling of wandering one missing his families.
Step 2: Pre-writing
1. The teacher read the letter to students and let students pay attention to the feeling of the author.
2. Brainstorming: tell students they should write a letter to the author, and what they should do is to have a discussion on the topic what the author should do to get along with her parents, and they are supposed to give as many suggestions as possible.
3. Then invite some students to write down their ideas on the blackboard.
4. Analysis the format of letter briefly.
Step 3: While-writing
Drafting: According to the analysis above, give students 15 minutes to write a letter to the author. First, remind them of the preparations we made during pre-writing. Secondly, go into them and give them some instructions when they are writing and ask them pay attention to grammar, punctuation, spelling and so on.
Step4: Post-writing
1. Peer editing: After the drafting, ask students to check the ideas or the logical development. Pay attention to the grammar, spelling and punctuation of their writings.
2. Sample show: choose several passages for them to learn and give them some evaluations from the advantages and disadvantages.Then ask them to rectify their own writings according the evaluations.
Step5: Summary and Homework
Summary: ask a student to conclude the content of the lesson and summarize with the whole class.
Homework: ask students to talk about their own problems honestly with their parents and try to solve them together.
Blackboard design:
1. Please talk about the principles of teaching writing?
2. What’s your favorite book?
考题
二、考题解析
【教案】
Teaching Aims:
Knowledge aim: By the end of the class, students will know some expressions of advice and the format of a letter, which includes: an appellation, a body part, a complimentary close and a signature.
Ability aim: Students’ writing ability of letter can be improved by the end of the class.
Emotional aim: Students will be aware of the importance of writing English letter.
Students' interest of learning English can be inspired.
Teaching Key Points:
Students know the format of an English letter and how to make a suggestion.
Teaching Difficult Points:
Students can apply expressions of advice and the format of English letter into their own life.
Teaching Methods:
Communicative teaching method, task-based teaching method, situational teaching method.
Teaching Aids:
PPT, Blackboard and so on
Teaching Procedures:
Step 1: Warming up
1.Greetings
2.Sing an English song We don’t talk anymore, invite the whole students to clap when singing together and lead to the topic.
Step 2: Pre-writing
1.Free talk: Let students talk about the importance of communication in our daily life in group of four, 3 minutes later invite some groups to show their ideas.
2.Set up situation: Let's say our friend Li Ming is very upset recently, because he has a problem in the aspect of communicating with others, we should write a letter to give him some advice.
3.Format: Guide and teach students the format of English letters, which includes: an appellation, a body part, a complimentary close and a signature.
4.Content: Teach students the key sentence structures about how to make a suggestion.(eg: I suggest that you...)
5.Brainstorming: Let students share their ideas about how to communicate with others with their partners, and decide which are the best ideas, make a list of those ideas, then put those ideas into a map so that students can easily see them when they write.
Step 3: While-wirting
Give students some guidance, such as: pay attention to the punctuation, sentence structure, tenses and format. 15 minutes would be given to them to complete their letter within 100 words individually.
Step 4: Post-writing
1.Self-editing: Ask students to check their letter according to the format and sentence structures on the blackboard.
2.Peer editing: Ask students to check and edit their partners’ letter and give them some suggestions.
3.Share: Invite some students to share their letter in front of the class and teacher gives them some comments.
Step 5: Summary & Homework
Summary : Invite a little teacher sum up what we have learned today.
Homework: Let students search more information about how to communicate with others.
考题
小学英语《boy toy voice noise》
一、考题回顾
二、考题解析
【教案】
Teaching Aims:
Knowledge aim: Students know how to pronounce oy and oi then to use it.
Ability aim: Students can pronounce /??/ correctly and use it in other words.
Emotional aim: Students will enhance their confidence of pronouncing by realizing the practical use.
Teaching Key Points:题目来源于考生回忆
Students can have correct pronunciation of certain words of the same rule.
Teaching Difficult Points:
Students could be confident in pronouncing words.
Teaching Methods:
Communicative teaching method, inductive teaching method.
Teaching Aids:
PPT, Blackboard flashcards and so on
Teaching Procedures:
Step 1: Warming up
1.Greetings
2.Play an English song Billy boy, invite the whole students to clap when singing it. Introduce word boy to students.
Step 2: Presentation
1. Draw pictures of boy and toy,then show the words after them.
2. Play a radio of voice and noise, let students know what the difference is between voice and noise, then show the English words.题目来源于考生回忆
3. Read the words together, and then let students find the common pronunciation part oy and oi.
Step 3: Practice
1. Play a game: play on the seesaw(high-low voice) then read lips guess the word.
2. Bingo: Divide four students in a group play the bingo game. Give each group a piece of paper with 9 words on it. The first group who can find the three words in a line with oy/oi should be the winner.
Step 4: Production
Read more words: Divide students into different groups then let them have a competition to read words on the flashcards, the fastest group will win the first prize. (Possible words： toy boy voice noise choice coin coy joy ploy), invite the fastest group play it in front of the class.
Step 5: Summary & Homework
Summary : students look at the blackboard and summarize this class.
Homework:students introduce the words and pronunciation to their friends or parents.
Blackboard design:
考题
二、考题解析
【教案】
Teaching Aims:
Knowledge aim: Students will master the structure of attributive Clause and understand what the relative words or antecedents are.
Ability aim: Students can use the attributive clause to describe what happened in their daily life and make up more superior sentences.
Emotional aim: Students will be inspired to study both English and putonghua very well so that they can solve problems they will meet abroad by themselves.
Teaching Key Points:
Students acquire the clause structure and know the relative words as well as antecedents.
Teaching Difficult Points:
Students can apply the structure into daily communication and get the difference between relative pronoun and adverb.
Teaching Methods:题目来源于考生回忆
Communicative teaching method, task-based teaching method, situational teaching method.
Teaching Aids:
PPT, Blackboard and so on
Teaching Procedures:
Step 1: Warming up
1.Greetings
2.Review: Show students two sentences. One is an adverbial clause of place that linked by where and the other is an attributive clause that also linked by where Where there is a will there is a way. Let them find out the differences or similarities between them and lead to what we’re going to learn today.
Step 2: Presentation
1. Read the passage briefly and and answer 3 questions. Where is the Ocean park? Who helped us? How was the ride? To lead the three underlined parts Then write down the three sentences students choose from the passage after reading.
2.Explain the common parts of these three sentences and show the structure of attributive clause.
3.Tell students that when the antecedent is a person or an object, we should choose different relative words. Also, they should understand the difference between attributive clause linked by where and the adverbial clause of place linked by where.题目来源于考生回忆
Step 3: Practice
1. Give them some sentences with blankets and let them choose the proper relative words.
2. Show them several clauses and find out which are attributive clauses.
Step 4: Production
Discussion and share: students work in pairs to describe their travel by using attributive clauses; teacher will give them 5 minutes to prepare it and 5 minutes later, invite some students to share their experiences.
Step 5: Summary & Homework
Summary : students look at the blackboard and summarize this class.
Homework:students find more rules about attributive clauses and prepare for the next class.
Blackboard design:
考题
初中英语《Lin Fei's daily life?》
一、考题回顾
二、考题解析
【教案】
Teaching Aims:
Knowledge aim: Students will be able to describe their daily life and acquire some knowledge about listening strategies.题目来源于考生回忆
Ability aim: Students can obtain the main idea quickly from the listening material and develop the ability of grasping detail information.
Emotional aim: Students can foster the interest and desire of learning English, and be fond of taking part in kinds of practical activities.
Teaching Key Points:
Students can get the main idea and useful information from the listening material.
Teaching Difficult Points:
Students can apply these skills in their listening and apply these expression in their daily communication.
Teaching Methods:
Communicative teaching method, task-based teaching method, audio-lingual teaching method.
Teaching Aids:题目来源于考生回忆
PPT, Blackboard, recorder and so on
Teaching Procedures:
Step 1: Warming up
1.Greetings
2.Sing an English song It' my life, invite the whole students to clap when singing together and lead to the topic.
Step 2: Pre-listening
1.Free talk: Give students three minutes to talk about their own daily life and invite them to share it.
2.Prediction: Let students work in pairs and ask them to predict Lin Fei's daily life.
Step 3: While-listening
1. Listen to the tape for the first time and ask them when Lin Fei gets up and when he goes to school, then let students to share answers.题目来源于考生回忆
2.Listen to the tape for the second time and ask them to fill in the chart, then invite them to share their answers.
Step 4: Production
1.Retelling: Ask students to retell Lin Fei's daily life with the help of the chat in their own words, and teacher will give them 3 minutes to prepare it and 3 minutes later, invite some students to share their retelling in the front.
2.Survey: Let students discuss their own daily life in the group of four and make a report in the form of chart. 8 minutes later teacher invites some groups to share the result of their reports.
Step 5: Summary & Homework
Summary : Invite a little teacher to help teacher make a summary of this class.
Homework: Let students introduce their daily life to their parents and make a share in the next class.
Blackboard design:
考题
二、考题解析
【教案】
Teaching Aims:
Knowledge aim: Students will master the content about hobbies.
Ability aim: Students can improve their writing ability about hobbies, such as drawing.
Emotional aim: Students will foster a hobby and know how to keep it.
Teaching Key Points:
Students know the content about hobbies and can improve their writing ability about hobbies.
Teaching Difficult Points:
Students can learn how to write, basing on their hobbies..
Teaching Methods:
Communicative teaching method, task-based teaching method, situational teaching method.
Teaching Aids:
PPT, Blackboard and so on
Teaching Procedures:
Step 1: Warming up
1.Greetings
2. Show two pictures about hobbies , ask all students to observe and describe.
Step 2: Pre-writing
1. Divide students into two groups, group A and group B and ask them to read the the dialogue.
2. Lead students to summary the main idea.
3.Read the dialogue by themselves again, then ask them some questions to get details.
(1) What are they fond of?
(2) How about drawing, what can it teach you?
(3) Where will they go?
4. Ask students to work in groups and discuss, do a survey on hobbies and reason, collecting key points.
Step 3: While-writing
Students write an article within 20 minutes.
Step 4: Post-writing
1.Self editing: students work in pairs to check if there are faults in spelling and grammar.
2.Sharing: choose 1-2 writing and show it on the screen.
3.Evaluating: appreciate and give comments.
Step 5: Summary & Homework
Summary : students look at the blackboard and summarize this class.
Homework:students talk about their hobbies to their friends or parents.
Blackboard design:
考题
二、考题解析
【教案】
Teaching Aims:
Knowledge aim: Students will be able to describe their summer holiday and acquire some knowledge about listening strategies.
Ability aim: Students can obtain the main idea quickly from the listening material and develop the ability of grasping detail information.
Emotional aim: Students can foster their interest and desire of learning English, and be fond of taking part in kinds of practical activities.
Teaching Key Points:
Students can get the main idea and useful information from the listening material.
Teaching Difficult Points:
Students can apply these skills in their listening and apply these expression in their daily communication.
Teaching Methods:
Communicative teaching method, task-based teaching method, audio-lingual teaching method.
Teaching Aids:
PPT, Blackboard, recorder and so on
Teaching Procedures:
Step 1: Warming up
1.Greetings
2.Sing an English song Summer Holiday, invite the whole students to clap when singing together and lead to the topic.
Step 2: Pre-listening
1.Brainstorm: Give students 3 minutes to say something about summer holiday as much as they can.
2.Clean up obstacle:Use pictures to teach students some difficult words or explain some words by English explanation.
Step 3: While-listening
1. Listen to the tape for the first time and ask them what the passage is mainly about, then let students share their ideas.
2.Listen to the tape for the second time and ask them to fill in the chart, then invite them to share their answers.
Step 4: Post-listening
1.Discussion: Ask students to discuss what they will do this summer holiday with their partners, and teacher will give them 3 minutes to prepare it and 3 minutes later, invite some students to share their own summer holiday in the front.
2.Report: Let students to write down plans of their own summer holiday with the key words and key sentences that they have learned today, 8 minutes later teacher invites some students to share the result of their reports.
Step 5: Summary & Homework
Summary : Invite a little teacher to help teacher make a summary of this class.
Homework: Let students prefect their plans of summer holiday and share with their parents.
考题
二、考题解析
【教案】
Teaching Aims:
Knowledge aim: Students will know what sense group is and master how to pause between sense groups.
Ability aim: Students can use the method to divide a long sentence into several parts and read the sentence more fluently.
Emotional aim: Students will improve their intonation and not be afraid of speaking English.
Teaching Key Points:
Students know the concept of sense group and pausing point of a long sentence.
Teaching Difficult Points:
Students can apply the pause between sense groups into daily reading to improve their pronunciation and intonation.
Teaching Methods:
Communicative teaching method, task-based teaching method, Audio-lingual teaching method.
Teaching Aids:
PPT, Blackboard and so on
Teaching Procedures:
Step 1: Warming up
1. Greetings
2.A tongue twister: I wish to wish the wish you wish to wish, but if you wish the wish the witch wishes, I won't wish the wish you wish to wish.
Step 2: Presentation
1.Ask students how to read a sentence quickly and in rhyme.
2.Read the first sentence twice. The first time without sense group pausing and the second time with it. Let students compare the two and find out the difference. Sense group is a meaning unit.
3.Explain the principle of sense group, which is according to
(1)grammar
(2)meaning
(3)punctuation
4. Divide the first sentence mainly according to grammar.
Step 3: Practice
1. Students read the first sentence, pausing according to sense group.
2. Students try to divide sense groups of the second sentence and read it.
Step 4: Production
Role-play: Students imagine a dialogue with a foreigner and apply sense group pausing in the dialogue. teacher will give them 10 minutes to prepare it and 10 minutes later, invite some students to role the conversation in the front.
Step 5: Summary & Homework
Summary : students look at the blackboard and summarize this class.
Homework: seek for a part of an English movie to make a dubbing.
Blackboard design:
考题
二、考题解析
【教案】
Teaching Aims:
Knowledge aim: Students will master the content about hobbies.
Ability aim: Students can improve their writing ability about hobbies, such as drawing.
Emotional aim: Students will foster a hobby and know how to keep it.
Teaching Key Points:
Students know the content about hobbies and can improve their writing ability about hobbies.
Teaching Difficult Points:题目来源于考生回忆
Students can learn how to write, basing on their hobbies..
Teaching Methods:
Communicative teaching method, task-based teaching method, situational teaching method.
Teaching Aids:
PPT, Blackboard and so on
Teaching Procedures:
Step 1: Warming up
1.Greetings
2. Show two pictures about hobbies , ask all students to observe and describe.
Step 2: Pre-writing题目来源于考生回忆
1. Divide students into two groups, group A and group B and ask them to read the the dialogue.
2. Lead students to summary the main idea.
3.Read the dialogue by themselves again, then ask them some questions to get details.
(1) What are they fond of?
(2) How about drawing, what can it teach you?
(3) Where will they go?
4. Ask students to work in groups and discuss, do a survey on hobbies and reason, collecting key points.
Step 3: While-writing
Students write an article within 20 minutes.
Step 4: Post-writing
1.Self editing: students work in pairs to check if there are faults in spelling and grammar.
2.Sharing: choose 1-2 writing and show it on the screen.
3.Evaluating: appreciate and give comments.题目来源于考生回忆
Step 5: Summary & Homework
Summary : students look at the blackboard and summarize this class.
Homework:students talk about their hobbies to their friends or parents.
Blackboard design:
考题
二、考题解析
【教案】
Teaching Aims:
Knowledge aims:
(1) Students will master two difficult words,such as universal, unfamiliar.
(2) Students will learn knowledge about body language.
Ability aim: Students are able to understand the meaning of body language in their daily life and can improve the ability in scanning and skimming.
Emotional aim: Students can show their feelings with body language in reality.
Teaching Key Points:
Students can know the meaning of various body languages.
Teaching Difficult Points:
Students are able to express their feelings with body language in reality..
Teaching Methods:
Communicative teaching method, task-based teaching method, situational teaching method.
Teaching Aids:
PPT, Blackboard and so on
Teaching Procedures:
Step 1: Warming up
1.Greetings
2.Play a clip from a popular American TV series Lie to me (many body languages are shown in it), invite two students to talk about their feelings.
Step 2: Pre-reading
1.Let’s say. Lead students to talk about body languages that we usually see in our daily life.
Step 3: While-reading
1.Fast reading. Read the passage for the first time and ask students to summarize the main idea.
2.Careful reading. Read the passage for the second time with questions.
(1) How many body languages are mentioned in the passage when we meet others?
(2) what is the difference in different countries? Talk it in details.
Step 4: Post-reading
Divide all students into several groups and give them five minutes to discuss other body languages that we usually use. After that, invite three students to share.
Step 5: Summary & Homework
Summary : students look at the blackboard and summarize this class.
Homework:students surf the internet and collect more information about body language..
Blackboard design:
考题
二、考题解析
【教案】
Teaching Aims:
Knowledge aim: Students know how to pronounce oy and oi then to use it.
Ability aim: Students can pronounce /??/ correctly and use it in other words.
Emotional aim: Students will enhance their confidence of pronouncing by realizing the practical use.
Teaching Key Points:
Students can have correct pronunciation of certain words of the same rule.
Teaching Difficult Points:
Students could be confident in pronouncing words.
Teaching Methods:
Communicative teaching method, inductive teaching method.
Teaching Aids:
PPT, Blackboard flashcards and so on
Teaching Procedures:
Step 1: Warming up
1.Greetings
2.Play an English song Billy boy, invite the whole students to clap when singing it. Introduce word boy to students.
Step 2: Presentation
1. Draw pictures of boy and toy,then show the words after them.
2. Play a radio of voice and noise, let students know what the difference is between voice and noise, then show the English words.
3. Read the words together, and then let students find the common pronunciation part oy and oi.
Step 3: Practice
1. Play a game: play on the seesaw(high-low voice) then read lips guess the word.
2. Bingo: Divide four students in a group play the bingo game. Give each group a piece of paper with 9 words on it. The first group who can find the three words in a line with oy/oi should be the winner.
Step 4: Production
Read more words: Divide students into different groups then let them have a competition to read words on the flashcards, the fastest group will win the first prize. (Possible words： toy boy voice noise choice coin coy joy ploy), invite the fastest group play it in front of the class.
Step 5: Summary & Homework
Summary : students look at the blackboard and summarize this class.
Homework:students introduce the words and pronunciation to their friends or parents.
Blackboard design:
考题
二、考题解析
【教案】
Teaching Aims:
Knowledge aim: Students will know what sense group is and master how to pause between sense groups.
Ability aim: Students can use the method to divide a long sentence into several parts and read the sentence more fluently.
Emotional aim: Students will improve their intonation and not be afraid of speaking English.
Teaching Key Points:
Students know the concept of sense group and pausing point of a long sentence.
Teaching Difficult Points:题目来源于考生回忆
Students can apply the pause between sense groups into daily reading to improve their pronunciation and intonation.
Teaching Methods:
Communicative teaching method, task-based teaching method, Audio-lingual teaching method.
Teaching Aids:
PPT, Blackboard and so on
Teaching Procedures:
Step 1: Warming up
1. Greetings
2.A tongue twister: I wish to wish the wish you wish to wish, but if you wish the wish the witch wishes, I won't wish the wish you wish to wish.
Step 2: Presentation题目来源于考生回忆
1.Ask students how to read a sentence quickly and in rhyme.
2.Read the first sentence twice. The first time without sense group pausing and the second time with it. Let students compare the two and find out the difference. Sense group is a meaning unit.
3.Explain the principle of sense group, which is according to
(1)grammar
(2)meaning
(3)punctuation
4. Divide the first sentence mainly according to grammar.
Step 3: Practice
1. Students read the first sentence, pausing according to sense group.
2. Students try to divide sense groups of the second sentence and read it.
Step 4: Production
Role-play: Students imagine a dialogue with a foreigner and apply sense group pausing in the dialogue. teacher will give them 10 minutes to prepare it and 10 minutes later, invite some students to role the conversation in the front.题目来源于考生回忆
Step 5: Summary & Homework
Summary : students look at the blackboard and summarize this class.
Homework: seek for a part of an English movie to make a dubbing.
Blackboard design:
考题
What kind of questions should we ask our students when we want to give them a reason to read?
考题
单选题When students are given the structure in an authentic or near authentic context and are asked to work out the rule for themselves, what kind of method their teacher is using?A
Deductive grammar teaching.B
Inductive grammar teaching.C
Traditional grammar teaching.D
Communicative teaching.
考题
单选题When teaching students how to give appropriate responses to a congratulation or an apology,the teacher is probably teaching at ______ .A
lexical levelB
sentence levelC
grammatical levelD
discourse level
热门标签
最新试卷
