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8、nit5 Topic3 SectionD 教設. Material 為 1b 2 .Teaching Knowledge aims：1) and phrases: / 20 do fix, tool, continue do sth.2) Grammar: 學 習 列 not onlybut , 的用法。 1)能通過閱讀介紹金字塔的短文總結文章大意。2)能讀懂有關金字塔的短文，并能夠獲取有用信息。3)能根據圖文理解相關話題，并根據要求進行學習活動。 Emotional The key points and points and phrases: do fix, tool, continue d

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15、做 order sb. to ton fix v. tool do 繼附贈材料優秀的教是練出來的在上一堂課里 , 你已經學會了區分高效教法和低效教學法之間的區別。現在我們要繼續鞏固這一概念。在高效教學17 / 和低效教學法之間 ,是存在一個灰色的中間地帶呢 是的 ,這個灰色地帶確實存在。如能帶領那些還不夠高效的教師們進人這一中間地帶,那也是很大進步然課的主要目的是發掘出教的最大潛力以最終實高效教學如果能成功做到這一點那么 最終會發現學生的表有了顯著的提高。顯而易見,教師能力的劣會直接影響到學生的表現。教師越 優,學生的表現就越。課程：首先 , 我們顧一下上一節課所學的何區分高效和低效教學上一節

16、課 , 我已經要求你總結自身存在的弱項 并在課后進行針對性的練習, 請仔細思考 在面列舉的教學情景中高 效和低效的教師將如做出不同的應對措施。高效教學與低效教學踐一個學生在課堂上一和其他學生聊天。他這個舉動非常明18 / 顯須及時制止。面這個情形時 ,低效的教師會如何應對 ?高效 的教師又會如何應對一個學生在課堂上不發出聲響 個聲音越來越吵 , 并且響到了班級里的其他生效的教師會如何應對?高的教師又 會如何應對一個學生總是沒有完課后布置的家庭作業。對這個學生低 效的教師會如何應對高效的師又會如何應對一個學生總是隨便講。教師在講課的時候她講話 , 同學們在做課堂練習的時候講話 , 午餐之大家都應該安靜等待的時候她也在講話,在類似其他場合她也經常隨便講話。面對這個 形低效