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英語專業(yè)如何提高農(nóng)村小學(xué)生的詞匯學(xué)習(xí)能力-文庫吧資料

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【正文】 he pupils follows to sing and act.b) Communicate with teacher or classmates with the talk “Hello, what are you doing?” “I am listening to music/…”Step 2 Presentationa) Lead out the words such as listening to music, washing the clothes, cleaning the room, writing a letter and writing an by multimedia pictures. Emphasize the words write and writing.b) Listen to the tape of part “l(fā)et’s learn”, and follow to read the words. Step 3 Practicea) The pupils answer the questions “What is your father/mother doing?” according to the multimedia pictures. Lead the pupils answer “He/She is…” b) Play the game “I guess you act”. Let a pupil does an action, all of the class ask “What is…doing?” The other pupil guess what is he doing and answer: “He/She’s…”Step4 Consolidationa) Read the words and talk of part B.b) Write the words. Week3. Time: Friday Class 1Content: PEP Primary English (Book 5) Unit5 Part A let’s learnAim: 1. To read and write the action words such as flying, walking, running, jumping/... 2. To learn the sentences “Look at the tiger! It’s running! The rabbit is jumping.Step 1 WarmupListen to the tape of Primary English (Book 3) Unit4 let’s do, pupils read and act.Step 2 Presentationa) Show the pictures of “Let’s learn” and ask: “What animals can you see in the picture?” The pupils answer.b) Pointing the elephant and say: “Look at the elephant! It’s walking! The elephant is walking.” Show the word cards of walking and let the pupil read and spell it. Use the same method to lead out the words running, jumping, swimming and flying.c) Listen to these words and follow to read them.Step 3 Practice a) Let a girl imitate an animal, others guess what animal it is, for example, “It’s a rabbit”. Then a boy does an action, others say “The rabbit is jumping.”b) Let the pupils four in a group to play this game.Step4 ConsolidationRead the words in “l(fā)et39。 or answer the dialogue and text. 3) Look and say I can use a group of pictures. It circulates the given topic, so you can enlarge the vocabulary. 4) Retell the talk I guide the pupils to recall the talk. Do not memorize blindly. I can give the pictures, draft, key words and outlines. C. No control exercises It can imitate the real life. It does not focus on the specific language program. In order to express their ideas, learner can use all kinds of language form. Information gap is the most important exercise. The procedure of practicing is to fill in and understand. 1) Role play Pair work or group work. I can give the real situation and role play. 2) Crossing information gap It is between two pupils. Everyone gets a piece of information that they do not know each other. They get the facts through municating. Its materials are the forms of daily life or two different pictures. Its demands is to fill in or find the same and different of two pictures. 3) Playing games It is very usual form of oral activities. The pupils in primary school like playing games very much. It can motivate them in class. 4) Self report Everyone reports their body, age, articles for study, etc as possible as they can. It is a good way to express their ideas with the word has learned. Description of subjects Most of my pupils e from rural, the children in rural have no chance to touch with English culture, and have less chance to learn and speak English. What’s more, they are timid and shy because of surrounding environment and family education。 learning power。關(guān)鍵詞:農(nóng)村小學(xué)生 英語詞匯教學(xué) 學(xué)習(xí)能力 提高Abstract This essay is aiming at the discussion for the beneficial strategies about the mon problem in teaching on how to improve my rural pupils’ word power. They are learning English in a Chinese environment, as the discrepancy is rather strikingly obvious between Chinese and English, especially the fact that our rural primary school offers its English course much later than the urban ones, which provides rural pupils with a poor Englishlearning background. So it is difficult for the pupils to learn English, and the power of word learning is the first or rather the hardest obstacle in their learning way. If the word power fails, they will have no interest in learning English, bring weariness, and even make them give up English. It is hypothesized that the rural pupils’ word power could be improved through such teaching measures or strategies: stimulate pupils’ interest in learning English, optimize the classroom teaching, improve the memory efficiency of pupils and change the concept of the rural parents. The strategies of how to improve rural pupils’ word power are preliminarily verified by a fourweek practice of wellorganized class activities. Four methods are used such as analytic method, cause analysis, questionnaire survey and observational study in conducting this experiment. The experiment proves that these teaching measures or rather strategies are both practical and useful, the pupils’ interest in learning English has increased, and their word power is also improved. Key words: rural pupils。專門設(shè)計(jì)的四個(gè)星期的課堂教學(xué)實(shí)踐活動(dòng),初步證實(shí)了以上假設(shè)。詞匯關(guān)過不了,學(xué)生的學(xué)習(xí)無興趣,就會(huì)產(chǎn)生厭學(xué)情緒,甚至?xí)艞売⒄Z。 TV UniversitySubmitted on 30 May 2012In Fulfillment of the CoursePractical Project Design 如何提高農(nóng)村小學(xué)生的英語詞匯學(xué)習(xí)能力項(xiàng)目設(shè)計(jì)者劉淑娟 江西電大提交日期:2012年5月30日 課程名稱:教學(xué)實(shí)踐設(shè)計(jì)ContentsAcknowledgement……………………………………………………………………………..IAbstract(in Chinese)………………………………………………………………………IIAbstract(in English)………………………………………………………………………III1. Introduction…………………………………………………………………………………12. Problem analysis…………………………………………………………………………….1 Analytic method………………………………………………………………………1 Cause Analysis………………………………………………………………………..2 Questionnaires………………………………………………………………………..2 Observations………………………………………………………………………….23. Possible solutions…………………………………………………………………………....24. Proj
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