l of 1989?
&nb

sp;   相对偏难,适合英语基础好的学生:
    ⑥can you tell the reason why there are earthquakes?
    4、提问的思想性
    在课堂教学中充分发掘教材中的思想教育思义,借助一些问题的设计,把德育渗透到情景设计中,对学生进行思想品德教育。如在学习sbiu20(paper)后,设计问题besides paper--making.what else are you proud of as a chinese?让学生讨论。学生在思考、讨论回答问的同时,也激发了他们的爱国主义情感。
    二、提问的设计
    1、导入新课时的提问
    教师导入新课时,用设问的方法,制造悬念,造成学生渴求新知奥秘的强烈愿望,起到一石激起千层浪的效果。整理：WWW.11665.COM 。
如在上sb3bu13(a famous detective)可设计以下提问:
    ①what's the problem with a young lady?
    ②was her life in danger?
    ③who will get the lady's money when she dies?
    ④is her uncle the very person who wants to kill her?
    ⑤why did the famous detecive decide to spend the night locked in the lady's room?
    ⑥who wants to kill the young lady?
    通过提问①、②问题导入新课,新课在学生对故事结果焦急地期待中进行。
    ③、④问题使故事一波未平、一波又起,紧张的故事情节吸引、控制着学生的注意力。
    通过问题⑤检查、了解学生对课文的掌握情况。同时问题⑥又为故事的续集埋下了巧妙的伏笔。
    2、过渡处提问
在教学中教师要注意知识点的衔接,在新旧知识的连接点上设问,既可以复习旧知识,又能引出新知识。如在上sb1au6(shopping)时,教师出示冰箱图片。
    t:please guess:what's in the fridge?
    ss:there are some apples/pears/grapes/peaches...
    there are some tomatoes/potatoes/cabbages/...
    there is some bread/cake/butter/cheese...
    there is some milk/coke/beer/wine/...
    there is some salt/pepper/sugar/oil...
    在此设问,既复习了前面学过的食物、饮料、水果名称,同时又自然引出了新的同类单词。
    3突出重点时提问
    抓住重点设计课堂提问,是整堂课的关键。在教学内容中找出重点,以此为主线,串起其他教学内容。例如sb1bu5本课的重点是:
    he is going to the shop.she is going to buy a card.
    he is at home now.she is writing on the card.
    针对以上重点我设计了以下问题:
 &nb[转贴于:论文大全网 https://www.11665.comhttps://www.11665.com/foreignlanguage/xsyy/201209/135414.html]

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