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古人云:"授人以鱼,足饱一日之饥;授人以渔,足食终身之鱼。"由此可见,培养学生自主学习的能力是何等重要。在长期的教学实践中,我尝试着利用Free talk这个阵地培养学生的自主学习能力。下面是我班学生在自主开展Free talk的过程中, 相似文献
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SONG Yin xiu 《渭南师范学院学报》2002,(Z1)
Ｔｅａｃｈｅｒｔａｌｋ (ＴＴ)ｉｓｏｆｃｒｕｃｉａｌｓｉｇｎｉｆｉｃａｎｃｅｆｏｒａｌｌｃｌａｓｓｒｏｏｍｓ ,ｅｓｐｅｃｉａｌｌｙｔｈｅＥｎｇｌｉｓｈｌａｎｇｕａｇｅｔｅａｃｈｉｎｇｃｌａｓｓｒｏｏｍ ,ｂｅｃａｕｓｅｉｎＥｎｇｌｉｓｈｔｅａｃｈｉｎｇ (ＥＴ) ,ｌａｎｇｕａｇｅｉｓｎｏｔｏｎｌｙｔｈｅｏｂｊｅｃｔｉｖｅｏｆｔｈｅｃｏｕｒｓｅ ,ｂｕｔａｌｓｏｔｈｅｍｅｄｉａｔｏａｃｈｉｅｖｅｔｈｅｏｂｊｅｃｔｉｖｅ.Ｂｏｔｈｔｈｅｏｒｇａ ｎｉｚａｔｉｏｎｏｆｔｈｅｃｌａｓｓｒｏｏｍａｎｄｔｈｅｐｒｏｃ… 相似文献
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1.Say(说)指用言语表达自己的思想,着重是述说什么内容。小孩出生一年后多半会Speak(说话)但不能Say(述说)。Say一般是及物动词,后面常接宾语;有时也可以用作不及物动词。比较下列例句:CanyousayitinEnglish?(你能用英语说它吗?)Mymotheroftensaystome,“Workhard!Dontbelazy!”(我母亲常对我说:“努力学习!别偷懒!”)2.Speak是指说话的能力和方式,一般用作不及物动词,也可以用作及物动词,其宾语往往是语言名称。例如:CanyouspeakEnglish?(你能说英语吗?)Heoftenspeakinaloudvoice.(他常大声说话.)3.Talk主要指谈话、谈论或讲演,它是… 相似文献
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《课堂内外(小学版)》2004,(3)
春节过去了,小新又长高了一大截,而且也懂事儿多了。今天,他正和狗狗小白在密谋着什么,一起看看去吧!小白:XiaoXin,Whatareyoudoingthere?(小新,你在那里干什么呢?)小新:Bequiet.(小声点。)小新:TodayisInterna鄄tionalWomen’sDay.Imakeacakeformymother.(今天是三·八妇女节,我在给妈妈做节日蛋糕。)小白:Doyouneedmyhelp?(要我帮忙吗?)小新:Pleasehelpmetomixtheflourandsugar.(请帮我搅拌一下面粉和糖。)小白:Noproblem.(没问题。)小新:I’llgivemymotherabigsurprise.(我要给妈妈一个特大的惊喜。)小新:Mum,happyWom鄄en’sDay!… 相似文献
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《校园英语(教研版)》2015,(33)
小学英语大纲要求指出:使学生敢于大胆开口说英语,激发他们学习英语的兴趣和培养会话能力。可见,培养小学生的英语会话能力是小学英语教学的重要任务之一。Free talk作为一种形式灵活多变的课堂呈现形式,如果能够恰当地、有组织地安排好简短的课前Free talk,便可以轻轻松松地让学生从汉语的氛围中过渡到英语的天堂,从而给他们整节课的深入学习打下坚实的良好基础。 相似文献
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钟毅 《中学课程辅导(初二版)》2004,(8)
even sth.up使平衡,使相等A:Now.here we are!B:OK.I’ll pay for the taxi.A:Oh,no.As you’ve paid for dinner,let me pay for the taxi to even things up.B:All right!甲:我们到了,请下车吧。 相似文献
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《英语辅导》2003,(1)
John:Have a niee Thanksgiving! 约翰:感恩节快乐! lbm:S地e to you! 汤姆了感恩节快乐!g田。9 anywhe邝? 约翰:你要去哪儿? TOm:1 tllought about going to my sister’s‘Whatabout you? 汤姆:我打算去我姐姐家。你呢? John:oh,I’11 Probahly just stay at home· 约翰:哦,我很可能就呆在家里了。啦币i均墩lj忌奋均号扔咐月当浅护,拭脸于确陌吸而蟹啼借侧百.日.口当曰...困曰口日..曰.曰日..百.口口Easy Talk… 相似文献
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《语数外学习(高中版)》2007,(10)
<正>Many Americans find silenceuncomfortable during a buffet or aformal dinner. So in the States there isthe wildspread practice of making 相似文献
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《英语大王(小学)》2004,(12)
What do you think this dog is thinking? 大眼蜗牛:这次我给大家找了一幅很有趣的图。首先,请你猜想图中的"圣诞狗"在想什么;接着,将你的猜想内容填写在小对话框中; 然后你可以剪下或复印这幅图及你写好的内容;最后让邮差先生把你的 相似文献
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《英语大王(小学)》2004,(8)
What do you think the giraffe is thinking? 大眼蜗牛:这次我给大家找了一幅很有趣的图。首先,请你猜想图中的长颈鹿在想什么;接着,将你的猜想内容填写在小对话框中;然后你可以剪下或复印这幅图和你写好的内容;最后让邮差先生把你的信转交给我们。我们会在下一两期公布最有想像力的几位同学的姓名和作品,还有精美礼物噢! 相似文献
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《课堂内外(高中版)》2002,(6)
为了不让Violet显得太孤单,阿Sir专门给我安排了一个新搭档哦!下面Violet就隆重推出我们的嘉宾主持Mr-know-all(无所不知先生),大家鼓掌! 相似文献
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新课标要求:1.学会运用反意疑问句在不同的场合与陌生人交流;2.学会写感谢信。课程导入:本单元我们的语言目标是small talk,即"寒暄;闲聊"。究竟什么是small talk呢? 相似文献
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Anton Havnes 《Teachers and Teaching》2013,19(1):155-176
A diverse range of social structures, for instance teacher teams, professional communities and teacher learning communities, are established to advance collaboration among teachers. In Norway, Interdisciplinary Teacher Teams (ITTs) have become a common way of organising teachers in schools, recommended in a national curriculum reform in 1997. This study explores the internal structure, social meaning and potential resources for learning and development inherent in the planning and coordination of work in ITT meetings. Most studies of teacher teams as well as teacher learning communities are based on teachers’ experiences, expressed in interviews or surveys. The focus of this study is not on what teachers say about teams, but on what teachers say in teams. While most studies have addressed within‐department, subject‐specific teams, this study focuses on interdisciplinary teams. Team‐talk in two ITTs in two different lower secondary schools in Norway has been videotaped and analysed. Four patterns of interaction have been identified – preserving individualism: renegotiating individual autonomy and personal responsibility; coordination: assuring the social organisation of work; cooperation: creating a shared object or enterprise; and sharing: clarifying pedagogical motives. The study illustrates patterns in team‐talk, conceptualises the processes of decision‐making that take place in these ITTs and identifies resources for learning and development inherent in certain forms of interaction. The study contributes to the research literature by both focusing on the details of the interaction in team meetings and analysing the dynamics of the group interaction in the perspective of the situatedness and the object‐orientation of team‐talk. 相似文献
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在短短4天的北京行程中,来自于美国德克萨斯州顶级流行朋克乐团保龄汤乐对(Bowling For Soup)的4位成员完全是马不停蹄地全天 相似文献