2)Intensivereading/listening:Studentsread/listentothetextagainandanswerthequestionsontheblackboard.
Step4:Post-
Studentsplayagame:…
Teacherwillaskaquestion:…?Studentsdiscussingroups.
Step5:Summary
stheatricaltrainingisclearlyofgreatbenefittoherasateacher.shepresentedapptonbritishschools,whichwasverywellreceived,shespokealittletoofast,andsaidshehadalottogetthrough.itwouldhavebeenbettertoslowthepacealittleandomittedafewoffeatures,andbesurethestudentswereunderstandingeverything.however,therewasalotofcheckingofnewvocabulary,andaskingthestudentswhattheythoughtofthethingstheywereseeing.therecouldhavebeensomespeakingtasksrelatedtotheppt,inpairs,togivefurtherspeakingpractice.however,mostofthestudentswereclearlyveryinterestedinwhattheywereseeing.itwouldhavebeengoodtostopsomeoftheunwantedchatthatwasgoingoninterestseasily.becauseasstudentsofgrade4theyareactiveandhavewideimagination.furthermoreinb.fromlettingstudentsguessthenumberteachercanteacherthepronunciationofpluralsnaturally.]step3findinga.teacherletstudentslookfortheotheranimalsandpresentthekeystructurewhataretheypurpose:throughthisstep,studentscanformabetterfirstimpressionthroughmyvisualaidsanddescription.andstudentscanknowbetterofwritingbywatchingmyblackboardwriting.thenwecometostep3.thisisapracticestep,inwhichwewoulddosomedifferentpractice.firstly,teacherwouldteachstudentshowtoreadthosewords.studentsreadafterteacherforseveraltimesuntilmostofthemcanreaditcorrectlyandfluently.thentheywereaskedtoreadingroupsandreadthemwithrisingandfillingtune.atthesametime,iwillaskthemtowritethosewordsintheairwithfingers.intheend,teacherwoulddosomeactivitiestoreview,suchasteacherpointeachitemandaskstudents“what&rsquo
Step6:Homework
Studentsneedtofinish…afterclass.
5.Blackboarddesign
Title
KeypointsDifficultpoints
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