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1.Teachingaims
1)Knowledgeaims
Studentswillmasterthepronunciationof…
Studentsunderstandthemeaningof…
Studentsunderstandthebasicruleof…grammar.
2)Abilityaims
Studentswillbeabletousethegrammarcorrectly.
Studentscanimprovetheirlistening/reading/speaking/writingskills.
3)Emotionalaims
StudentswillbeinterestedinlearningEnglish.
Studentswilllearnfrom…
2.Teachingkeyanddifficultpoints
（1）Keypoints
Helpstudentstomaster…
（2）Difficultpoints
Guidestudentstouse…
3.Teachingandlearningmethods
abstractteachers'languagewilldirectlyaffectchildren'slearning，andlanguagemaygivethechildaprofoundimpactonthefuture.aiminglanguagepreschoolteachinglanguageinthepresenceofthecurrentvague英语初中教案模板范文，speeddisorders，languagerepeatedlong-windedandnotstandardmandarinpronunciationandotherissues，in-depthanalysisofearlychildhoodteachinglanguagetoexpressthereasonsformisconduct，andproposedtoimproveearlychildhoodteachersexpressivelanguagespecificrecommendationthattrainingofprofessionalemotion，improvethestandardofteachers'putonghua，teachingandadheretoparticipateinteachingtenorobserveactivities.accordingtothemodernperceptiontheoriesandsocialintercourseteachingtheories,iadoptthetsamethodandtbltmethodinmyteaching,namelytotalsituationalactionandtask-basedlanguageteaching.”iwilltalkaboutthefollowingparts:①theteachingmaterial②theteachingmethodsandthelearningmethods③theteachingprocess④thedesignoftheblackboardpartoneanalysisoftheteachingmaterialitheanalysisofthenewstandardenglishbookfirst,i’lltalkaboutthebook,newstandardenglishbookispublishedbyforeignlanguageteachingandresearchpress.newstandardenglishbookisfromgrade3tograde6,it’ssuccessive,thisseriesofbooksprovidethelanguageenvironment,emphasizetheinterestinteaching,focusonstudentsduringteaching,arousethestudents’interest,correspondtothetheoryofthelanguageteaching.iitheanalysisofthebook3next,i’dliketotalkaboutnewstandardenglishbook3.itisforthestudentsofgrade4,thegeneral
4.TeachingProcedures
(1)3P模式
Step1:Leadin
Teachershowsavideoof…onthePowerPoint.
Teacherguidesstudentstoreviewtheknowledge…
Step2:Presentation
dtheballthattheteachergivesthem.thenchoose4groupstoact.listentothetapeandpracticeitingroups.asksomeonewhatisthemainideaofthestoryandlethimshowthemainideatothestudentsinchinese.thenreadthestorytogether.letthestudentsknowwhatisabee.atlast,pointouttheimportantpointsandletthemrememberthem.greetingsentencesthankyou.excuseme.afteryou.telltheimportanceofthesesentencestothew...mybook,yourbook....tounderstand"my,your".c.tolearnto“touch”.touchmyhead.touchyourhead.d.listentotherecordingandrepeat.3、practicea.readthecards.b.dividethestudentsintotwogroups.onefindthepicture,theotherfindtheword.c.agame:drawanose/mouth,face...d.tacts,sssaythecommand.e.let'sdo.touchyour...f.agame.passthecommandonebyone.thelastcomestothefrontandactsout.g.lookandtell.onestudentlooksattheteacherandtelltheotherstoactliketheteacher.4、assessmentworkbookpage8５、add-activitiesa.listentotherecordingandrepeat.b.telltheparentsthenamesofthebody.thirdperiod一、teachingcontents1.let’sdraw2.let’ssing.teddybear二、preparationa.aropeandaheadgearofteddybearb.cards三、teachingsteps１、warm-up/revisiona.showthebackofthecardstothestudents.guess,whatisitunderlinethechunksusedandthencomparethetwodata.seetheunderlinedpartsbelow:ithinkit'shardtosay.itdependsthesurroundingsandenvironment.iftheyarebad,itisappropriateforcollegestudentsrentapartmentsoutsidethecampusandlivethere.butifthesituationaregood,it'snotappropriate.generallyspeaking,idon'tthinktheanswerisbad.therearethreereasons.thefirst,safetyproblems.ifyouliveincampus,therearemanystudentslivetogether,soyoucangotouniversity,classrooms,librariestogether.youcandomanythingstogether.ifyouareill,orhavesomeunusualthings,theycanhelpyou.andiftheycan'thelpyou,theycantelltheteachersaboutthesethings.butyoulivealoneoutsidecampus,nobodycandothis.thesecond,convenientproblems.ifyouliveinthecampus,you'llbemoreconvenienttostudy,togotoclassrooms,tocomputerrooms,tolibraryrooms.youdon'thavetogooutorcomeintostudy.thethird,youcanfeelthelivestogether.inthegroups,youcanfeeltherelationships.infact,ithasnorelationshipsbutbecauseyoulivetogether,doeverythingtogether,youwillbecomemoreclosetoeachother.it'slikeabighome.ifyouliveoutsidethecampus,youwon'tfeelthisthing.ithinkitisbettertoliveinsidethecampus.(224words)ithinktheideaofcollegestudents’rentingapartmentsoffcampusisagreatthingincertainschools.youdon’thavetostrugglewiththegettingtoschoolinthemorningandfindingparkingwhich,accordingtomoststudentswithcars,it’sdifficult,althoughithinkifyoucancomparethattosomeotheruniversitiesourtenminuteswalkisverylittle.butithinkforcertainstudentsitisagoodideaandsomethingthatworksforthem,inasensethattheylikehavingaplacetogohometoattheendoftheday,that’snotoncampus,andtogetawayfromkindofthestressofdavidsonandpressurecookerandbubblethatwelivein.butforme,personallyithinkthatwouldbeapoordecisionbecauseiwouldprobablynevercomeoutofthatapartmentmosttimes.it’sdifficultenoughtodragyourselffromdownthehill,upthehillforapartyorclassorget-together,andithinkbeingoffcampusiwilljustkindofholdupinmyapartmentandnotleaveveryoftenwhichmaybegreatformyworkethic,butprobablynotgoodformysociallife.butidohaveafriendthatislivingoffcampusnowandshelovesit.sheandherroommatescookdinnereverynight.theyhangoutthereandhavepartiesoverthereandgatheringsomedinnerparties.butshedoesadmitthatshedoesn’tgetsomuchtimewithpeoplelivingoncampusasshedidinpreviousyears,andyouhavealsohavetogetthewholeideaifsomethinggoeswronginyourapartment,youneedtocallaplumber,callanelectrician,andwhereasoncampusyousimplyhavetoputinaworkorderandsomeonecomesoverforfreetofixwhatevertheproblemthereis.butnomatterwhereyoulive,anapartmentisagoodexperiencetohavebeforeenteringtherealworldaftergraduation.(336words)(2)whatimplicationcanyoudrawaftercomparingthedifferentfrequenciesinthetwosetsofdatathataresupposedlyrepresentativeofnativeandnon-nativespeech
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