Examples for the primary language exploration and practice of the three degrees of lesson preparatio.docx

Examples for the primary language exploration and practice of the three degrees of lesson preparatio.docx

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ExamplesfortheprimarylanguageexplorationandpracticeofthethreedegreesoflessonpreparatioExamplesfortheprimarylanguageexplorationandpracticeofthethreedegreesoflessonpreparationDelveintotextbooks,topromoteteachersunderstandthestudents,toimprovetheeffectivenessofclassroomteaching,myschoolinrecentyearsfortheschoolactualimplementationofimplementationbasedonthebrainstormingonthebasisofthe“threedegreespreparelessons,teachersinlessonpreparation,teachingcaseThetheindividualdesignandbrainstormingintegrationof（once,beforeteachingpracticeaccordingtothelearningsituationandteachersstylepersonalitymodifications,after-schooltocarryoutthereflectionadjustment（secondsecondroundofclassroomteachersteachingcasemodifyandimprovethe（collectiveThelessonpreparationmethod.acrosstheStraitoflifebridgeThesixthgroup,thefourth-gradetext<<>>Thisunitsegment,forexample,totalkabouthowwethreedegreespreparelessonsteachingpractice.,OncelessonplanningoveralldesignOncelessonplanning“isbuiltonthebasisoftheteacherspersonalstudy,brainstorming.TeachersthroughpersonalstudyandlessonpreparationgroupbrainstormingcontextcardingThisvolumeandthevolumesofheavyanddifficult:

theunitgoals,unitstructure,unitweightdifficultyandcontentonthebasisoftheoverallgrasp,teacherslessonpreparationgroupdivisionoflabor,thepreliminarydesignoftheteachingactivitiesofeachgroupofeachlesson,andthenintegratelessonpreparationgroupchoreography,theformationofthe“andpreparinglessonsonce”teachingcase.Forexample,LifebridgeacrosstheStraitof<<>>secondparagraphdescriptionoftheplatealittlemoneyseriouslyill,TeachersAprogramdesignedinaccordancewiththeoperationofthefollowingfragment:

One,pleasecarefullyreadthetextfirst,secondparagraph,talkaboutreadingthemood.Teacherscameratoproducesentencesallowstudentstoexperienceprofoundfeelingsaloud:

“Thisyoungmanjustturned18yearsold,sufferingfromasevereleukemia,lifelikeflowerbudupcomingwithered,onlybonemarrowtransplantinordertomakethisflowersflowersoflifebloom.“（Awhatiscalledthe“budflowers?

（Teachersproducecourseware:

thepictureoftheflowerbudoflifeblossoming,colorful.（Bwhatiscalled“dying”?

Thebudflowerswithered,whatdoyouthink?

（Cbudofwitheredflowers“withlittlemoney?

Third,teacherspassionspeeches:

students,livingahappythingah!

Alive,wecanbreathefreshair,live,wecansoakupthewarmsun,alive,andwecanenjoythecolorfulworld,alive,andwecanfeelthegoodnessoflife,however,theleukemia-theterribledemons,andshiftthecompanytotaketakethelifeofalittlemoney,claiminghisrighttolive,Ithinkonlittlemoneyyouhavealottosay?

comeupwiththebook,writeitdown.Thisplatetoseizethe“bud”and“dying”thekeyphrasesgoodsanalysisalittlemoneyseriouslyill,tosortouttherelationshipof“flowers”withlittlemoneyandwritewordsfortheentrypointto“havealottosay”onthelittlemoneytrainingstudentspresentfeelingsandunderstandingofyounglivestobegone.cursorylookheavyanddifficultcaseoftheteachinghasbeenabreakthroughinthissegment,butcarefulanalysisandinterpretationofthisteachingcaseplate,theformofquestions,theparticipationofstudents,languagetrainingisstillrelativelylacking.Second,the“secondlessonplanning”PracticalReflectionLessonplanning“onceteacherspreparelessonsfortheentireyearcollectivebuildateachingcase,itdoesnotnecessarilyconformtothelearningsituationofeachclassanddifferentteachersteachingstyle,moreembodiedcommonality.Whileeachlessonpreparationteachersteachingyearsofteachingexperienceandunderstandingofthematerialandgrasparenotallthesame,therefore,classroomteachersbeforeteachingoncelessonplanningprocess,links,questions,languagetrainingandotherpersonalizedaccordingtotheirownunderstandingandstylemodifiedandcombinedwithsomeoftheprosandconsofclassroompractice,feelings,experiences,foundthattheformationofteachingreflection,andrecordedintheTeacherslessonplanssettogetherwiththeirownpersonalizedamendmentstobetheunitaftertheendoftheteaching,lessonplanninggrouporganizedteacherstoexploreandstudythecommonviewsandprograms,secondarymodifications,thisroundofclassroomteachersdifferentviewslessonplanninggroupmaybeindoubt,leaveittothenextroundofclassroomteachersagainpracticetoenhance.Thefollowingisthesecondtimemodifythe“second”lessonpreparationgrouponcelessonplanningonthebasisofcombinedclassroomteacherspersonalizedadvice:

Lyingquietlyinbed“phraseinthetext,therehavebeenseveraltimestoasksomeonetofindanddrawn.Littlemoneywhywouldquietlylyingonthebed?

Silentreadingthesecondparagraphofthetext,anddrawtherelevantsentences.Exchanges,default:

ThebrilliantsunshinedidnotmakehispaleblushRun.1.“Pale”Whatdoesitmean?

Pointed（.2.Feelingsaloud.Thisyoungmanjustturned18yearsold,sufferingfromsevereleukemia,lifewillsoonwitherlikethebudoftheflower,onlybonemarrowtransplantcanmaketheflowerinthefloweroflifebloom.1Tanunderstanding.2.“Withered”Whatdoyoumean?

Budwitheredflowersyouunderstand?

3.Witheredflowersbud“withlittlemoney,whatistherelationship?

4.Feelingsaloud.Experiencelanguageexpressioncharacteristics.（Experienceantonymssentenceeffectofexpression（Asimultaneouslyproducetwosentencesinthetext（thebrightsundidnotmakehispaleblushRun.“Lifeislikethebudofflowerswillsoonwither,onlybonemarrowtransplant,tomakethislittlelifeofflowersbloom.“and“pale,rosy,witheredbloom”wordmarkedwithred.（Bcarefullyreadthesentence,theattentionfocusedonthetworedwordswhich,Tanfound.（Twopairsofantonyms（Cquestioned:

thethetwoantonymsplacedacontradictioninthesamesentence?

（Foursbeginfeelingisnotcontradictorytoexperiencealittlemoneyseriouslyill.（Thefivefillantonyms,enhanceemotional.Summary:

manydistinctiveexpressionYeah,wewriteabout,onceagainappreciatethelittlemoneyleukemiaserious.2.Producesentences,fillintheblankandexchangestudents.18-year-old,thisisjusthislife（thebeginningoftime,hadleukemia,hislifeisaboutto（.18-year-old,thisishisvoicethemost（whenhadleukemia,hisvoicebecameveryhoarse.18-year-old,thisisthemost（ofhisaction,hadleukemia,hisactionbecomes（.3.Teachersandstudentsreadeachother.Students,thesesentenceswithantonyms,andagainletusfeelalittlemoneyleukemiaserioushisillnessissoheavythathecouldnotdoanything,only-（Divisionleadread:

quietlyLyinginbed.Comparedwith“oncelessonplanning,thesecondlessonplanningplateteachingevenmoredetailedandeffective.”Pennylyingquietlyinbed,“thesewordsthroughouttheentireplate,enhancetheoverallsense,teachersguidestudentstodiscoverthebrightsunhispaleblushRun“phrasedescribingsentenceswithlittlemoneytoseriouslyillbeforesentencewithapairofantonyms,guidingstudentstounderstandthecharacteristicsoftheexpressionofthesentence,anddesignedwithantonymssentenceexercises,studentspracticedeepentheunderstandingofthelittlemoneyseriouslyill.pentopaperexercisesoncelessonplanning,“youwouldliketosaytothelittlemoney“comparedtothemuchmorevaluableitminingthecharacteristicsofasentenceinthisarticle,sothatstudentsinthelinkbothantonymofpracticeinthecontext,itdeepensthestudentsunderstandingofthelittlemoneyseriouslyill,sothatotherteacherscantrulyexperiencethetrainingandinsightsassimilated.LinkstofreepapersDownloadCthree,“threedegreespreparelessons”screwlifting“Secondlessonpreparation,teachingcasethroughacompleteprocessoftheoryandpractice-theory”,alreadyhasastrongoperational,butitsmaturityalsoneedfurtherpracticeandpolishthis“secondlessonpreparation“teachingcasebasis,bythesecondroundoftheclassroomteachersinaccordancewiththe”degreesecond“lessonplanningproceduresandmethodstoadjustthesecondtimepreparinglessons”teachingcaseagain,modify,practice,reflectionandsupplementnewroundoflessonplanninggroupbasedonanewheight,designofeachteachingandpreparinglessonsonce“,”secondlessonplanning“personalizedmodifications,theteachersclassroomteachingpracticeandreflectacomprehensivelook,combinedwithteachers,studentsactualespeciallyfirstteachingpracticetomakefurthermodificationstoadjustteachingpractice,lessonplanninggroupagainexchangetodiscussandtrytoformamoremature“threedegreespreparelessons”teachingcase,anduploadittotheschoolresourcelibrary,canbeprovidedforthenextroundofclassroomteachersdrawlessonsteachingprograminformation.Inaccordancewiththeabovematerial,threedegreesoflessonpreparationgrouptomodifyandlessonplansfinalizedplate:

Withdrawcut（Ascenedepictedinthefirstparagraphofsentencesrendered,leadsto:

Thistime,alittlemoneyislyingquietlyinbed,thisiswhy?

（Bshowthesentence:

“alittlemoneylyingquietlyinbed.”Second,tounderstandthedisease（Lifefreely.（Twoadditionalbackgroundinformation.Third,closelylinkedtothe“serious”Littlemoneywasleukemia,andseriousleukemia.TextsthroughwhichsentenceswritePennywisediseaseseriouslyit?

Silentreadingthesecondparagraphofthetext,anddrawtherelevantsentence.Exchanges.Default:

ThebrilliantsunshinedidnotmakehispaleblushRun.Youseewherehewasseriouslyill?

（Coursewarered“pale”and“rosy”words2.Feelingsaloud.Thisyoungmanjustturned18yearsold,sufferingfromsevereleukemia,lifewillsoonwitherlikethebudoftheflower,onlybonemarrowtranspl