论文部分内容阅读
笔者有一次聆听了一位年轻教师执教的《牛津小学英语》4A Unit9 What’s the matter这一单元的BC部分。以下为几段课堂上使用教学用语的场景:场景一:教师组织大家一起操练时发指令“one,two——”(教师在发two时尾音不由自主地拉长了两拍)场景二:请学生看图(一男孩跑步后),教师解释该图时说:“After he was just run.”场景三:教师在引出句型时说:“The little match girlis tired,cold,hungry,thirsty and ill.Here’s a scarf for
The author once listened to a young teacher coached ”Oxford Primary English“ 4A Unit9 What’s the matter BC unit of this part. The following is a few paragraphs of the classroom use of teaching language scene: Scene 1: Teachers organize everyone to practice instruction ”one, two - “ (teachers at the end of two hair tail involuntarily stretched two shots) Scene two: Students look at the picture (a boy running), the teacher explained the figure, said: ”After he was just run.“ Scene three: When the teacher leads the sentence pattern: ”The little match girlis tired, cold, hungry , thirsty and ill.Here’s a scarf for