4.討論或會話表演.(五)鞏固練習(xí):如聽寫.書面復(fù)述新學(xué)的內(nèi)容等(六)布置課外作業(yè):如背誦.對話等三.復(fù)習(xí)課在一個學(xué)習(xí)單元或一個學(xué)習(xí)階段后.例如期中.期末以及在畢業(yè)升學(xué)前夕.復(fù)習(xí)課是一種必不可少的課堂教學(xué)模式.復(fù)習(xí)課要達到復(fù)習(xí)鞏固并進一步深化已學(xué)知識的目的.對已學(xué)內(nèi)容進行綜合.歸類.轉(zhuǎn)換和辨別.挖掘知識的內(nèi)在聯(lián)系.把所學(xué)知識融會貫通起來.使學(xué)生對知識的掌握更加準確.從而提高運用語言的能力.教師要注意加強復(fù)習(xí)課的計劃性.根據(jù)要復(fù)習(xí)的內(nèi)容和復(fù)習(xí)課的教時制訂出切實可行的復(fù)習(xí)計劃.詳細地寫出復(fù)習(xí)課教案.切忌前松后緊.倉促應(yīng)付.要注意復(fù)習(xí)內(nèi)容的系統(tǒng)性.把已學(xué)的知識系統(tǒng)地歸類.例如.所學(xué)的課文中.將題材相近或相同的排在一起.原來分成兩課的完整故事合起來.語法內(nèi)容在教學(xué)過程中一般都是化整為零.分散在各課.在復(fù)習(xí)時就要聚零為整.可以把幾種動詞時態(tài)放在一起復(fù)習(xí).表示相近意義的結(jié)構(gòu)也可放在一起進行識別.例如:Mary is the tallest girl in her class.Mary is taller than any other girls in her class.None of her classmatess is taller than Mary.It's three years since he joined the League.Three years have passed since he joined the League.He has been a League member for three years.He joined the League three years ago.此外.復(fù)習(xí)課要有針對性.教師要把重點放在學(xué)生的難點.弱點以及常易出錯或失誤的內(nèi)容方面.做到有的放矢.綜合內(nèi)容復(fù)習(xí)課一般用在單元小測驗之前.在一節(jié)復(fù)習(xí)課中復(fù)習(xí)課文.句型.語法等幾項內(nèi)容.單項內(nèi)容復(fù)習(xí)課是對一個單元或一個階段內(nèi)所學(xué)的內(nèi)容按語音.語法.詞匯和課文等各項縱向歸類進行復(fù)習(xí).有語音復(fù)習(xí)課.語法復(fù)習(xí)課.詞匯復(fù)習(xí)課.課文復(fù)習(xí)課等.在單項復(fù)習(xí)課上.復(fù)習(xí)內(nèi)容比較系統(tǒng).易于挖掘已學(xué)知識的內(nèi)在聯(lián)系.同時.由于復(fù)習(xí)內(nèi)容的順序不同于講練課上的內(nèi)容順序.學(xué)生有新鮮感.不感到是“重炒冷飯 .容易集中注意力.例如.在語音復(fù)習(xí)課上.可將四十八個音素按發(fā)音的特點歸類綜合.繪制出元音和輔音音素的分類表.在正音的同時.講解各分類音素的發(fā)音特點.在復(fù)習(xí)字母及字母組合的讀音規(guī)則時.也可采用制表的方法.使這些讀音規(guī)則一目了然.便于記憶.教師必須把語音復(fù)習(xí)課上成實踐課.精心設(shè)計出形式多樣的語音練習(xí)題供復(fù)習(xí)課使用,語法復(fù)習(xí)課要注意把一般復(fù)習(xí)和重點復(fù)習(xí)結(jié)合起來.一般復(fù)習(xí)就是重復(fù)已學(xué)的內(nèi)容.幫助學(xué)生記憶.重點復(fù)習(xí)則是針對學(xué)生容易混淆或感到困難的項目進行重點講解并著重進行復(fù)習(xí)性練習(xí).如在時態(tài)方面.一般現(xiàn)在時與現(xiàn)在進行時的區(qū)別.一般過去時與現(xiàn)在完成時.一般過去時與過去完成時.以及have been與 have gone/left 的區(qū)別等等.要著重進行講解.比較和練習(xí).語法復(fù)習(xí)還可以結(jié)合句型進行.在詞匯復(fù)習(xí)課上.分發(fā)集中打印好的詞匯.進行中英互譯及默寫練習(xí).或者將詞匯按詞義歸類復(fù)習(xí).如有關(guān)學(xué)校.文具.家庭.鳥獸等類的詞.這些歸類詞可由學(xué)生在復(fù)習(xí)課前自行撿出.在復(fù)習(xí)課上教師加以補充.并進行默寫.教師還可以啟發(fā)學(xué)生通過聯(lián)想擴展.將詞匯匯集起來.以達到復(fù)習(xí)的目的.如當復(fù)習(xí) happy一詞時.引導(dǎo)學(xué)生把已學(xué)的表示喜怒哀樂的詞匯聯(lián)想起來.講到home時.就可聯(lián)想擴展到可以作為家的各種房屋和建筑物的詞.然后再引導(dǎo)到家庭成員及各種稱謂的詞匯.除了幫助學(xué)生記憶詞匯之外.詞匯復(fù)習(xí)課上還要重視復(fù)習(xí)詞匯的應(yīng)用.教師必需編寫出各種形式練習(xí).如造句.完成句子.選擇.填空.詞形變換.翻譯等等.供學(xué)生作口筆頭的復(fù)習(xí)操練.無論進行何種目的的復(fù)習(xí)課.都必須:始終堅持精講多練,以學(xué)生為主體的教學(xué)原則,要使“重復(fù) 變?yōu)樯鷦臃e極的“再現(xiàn) ,寓能力培養(yǎng)于整個復(fù)習(xí)過程之中.切忌教師“壟斷 復(fù)習(xí)課堂.復(fù)習(xí)課的一般結(jié)構(gòu)如下:復(fù)呈舊課,復(fù)習(xí)操練,布置家庭作業(yè).下面以課文.句型和語法為復(fù)習(xí)內(nèi)容的一節(jié)復(fù)習(xí)課為例.說明復(fù)習(xí)課的教學(xué)過程.(一)組織教學(xué)(二)復(fù)呈舊課 查看更多

 

題目列表(包括答案和解析)

以下圖1—2是一個“魔術(shù)繩”的表演,另外五張圖是該魔術(shù)的解密步驟。請參照解密圖,將閱讀材料A—E正確排序

A. Now pick up the scissors. Hold the paper carefully and cut through it. Keep the small piece of string between you and the scissors, so you do not cut the string.
B. “Magic string” is a popular magic trick. You can do this trick for your friends or family. You just need a piece of paper, a piece of string and some scissors. That’s all.
C. Pick up the paper and fold side A down. Now your friends can see side B, but they can’t see side A. Side A is shorter than B, so it does not cover the string. Push the middle of the string up, and fold C up over A. Now most of the string is inside the paper, but a small piece of the string is outside. You can see it but your friends can’t.
D. Put one hand over the paper, and then pull the string out slowly with your other hand. The string is still in one long piece!
E. First, fold the paper so that it is like the paper in the picture. Side A is shorter than side B, but not much shorter. Side C is much shorter than Side B. Show the long piece of string so that people can look at it. Put this piece of string on the paper.
【小題1】___________ 【小題2】 __________ 【小題3】__________ 【小題4】 ______________ 【小題5】 ________

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以下圖1—2是一個“魔術(shù)繩”的表演,另外五張圖是該魔術(shù)的解密步驟。請參照解密圖,將閱讀材料A—E正確排序

A.  Now pick up the scissors. Hold the paper carefully and cut through it. Keep the small piece of string between you and the scissors, so you do not cut the string.

B.  “Magic string” is a popular magic trick. You can do this trick for your friends or family. You just need a piece of paper, a piece of string and some scissors. That’s all.

C.  Pick up the paper and fold side A down. Now your friends can see side B, but they can’t see side A. Side A is shorter than B, so it does not cover the string. Push the middle of the string up, and fold C up over A. Now most of the string is inside the paper, but a small piece of the string is outside. You can see it but your friends can’t.

D.  Put one hand over the paper, and then pull the string out slowly with your other hand. The string is still in one long piece!

E.  First, fold the paper so that it is like the paper in the picture. Side A is shorter than side B, but not much shorter. Side C is much shorter than Side B. Show the long piece of string so that people can look at it. Put this piece of string on the paper.

1.___________ 2. __________  3.__________ 4. ______________ 5. ________

 

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以下圖1—2是一個“魔術(shù)繩”的表演,另外五張圖是該魔術(shù)的解密步驟。請參照解密圖,將閱讀材料A—E正確排序

A.  Now pick up the scissors. Hold the paper carefully and cut through it. Keep the small piece of string between you and the scissors, so you do not cut the string.

B.  “Magic string” is a popular magic trick. You can do this trick for your friends or family. You just need a piece of paper, a piece of string and some scissors. That’s all.

C.  Pick up the paper and fold side A down. Now your friends can see side B, but they can’t see side A. Side A is shorter than B, so it does not cover the string. Push the middle of the string up, and fold C up over A. Now most of the string is inside the paper, but a small piece of the string is outside. You can see it but your friends can’t.

D.  Put one hand over the paper, and then pull the string out slowly with your other hand. The string is still in one long piece!

E.  First, fold the paper so that it is like the paper in the picture. Side A is shorter than side B, but not much shorter. Side C is much shorter than Side B. Show the long piece of string so that people can look at it. Put this piece of string on the paper.

1.___________ 2. __________  3.__________ 4. ______________ 5. ________

 

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任務(wù)型閱讀,以下圖1-2 是一個“魔術(shù)繩”的表演,另外五張圖是該魔術(shù)的解密步驟。請參照解密圖,將閱讀材料A-E 正確排序,完成1-5小題。

A .Now pick up the scissors. Hold the paper carefully and cut through it. Keep the small piece of string between you and the scissors, so you do not cut the string.                            
B .“Magic string” is a popular magic trick. You can do this trick for your friends or family. You just need a piece of paper, a piece of string and some scissors. That’s all.
C .Pick up the paper and fold side A down. Now your friends can see side B, but they can’t see side A. Side A is shorter than B, so it does not cover the string. Push the middle of the string up, and fold C up over A. Now most of the string is inside the paper, but a small piece of the string is outside. You can see it but your friends can’t.
D .Put one hand over the paper, and then pull the string out slowly with your other hand. The string is still in one long piece!
E .First, fold the paper so that it is like the paper in the picture. Side A is shorter than side B, but not much shorter. Side C is much shorter than Side B. Show the long piece of string so that people can look at it. Put this piece of string on the paper.
1._____     2._____      3._____        4._____        5._____

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書面表達。 
   目前在學(xué)生的日常學(xué)習(xí)中,存在抄襲作業(yè)的現(xiàn)象。上周某中學(xué)初二(五)班就此現(xiàn)象召開了主題班會。班會課上,老師和學(xué)生就作業(yè)布置的目的、抄襲作業(yè)的原因以及可能帶來的危害進行了熱烈地討論。請根據(jù)提供的信息,以“My opinion on copying others' homework,可做適當?shù)恼归_,開頭已給出。(詞數(shù)不少于80)
    抄襲作業(yè)的原因
1. 作業(yè)布置過多,學(xué)生做不完;
2.部分作業(yè)太難,學(xué)生不會做;
3.部分學(xué)生不愿思考或懶惰,更愿意將時間花在玩上;
4.……
    作業(yè)布置的目的
1.讓學(xué)生更好地了解所學(xué)的知識;
2.讓老師知道哪些知識點學(xué)生沒有掌握,幫助老師提高教學(xué)水平;
3.……
    個人對抄襲作業(yè)的看法
1.抄襲不對,違反校規(guī)。會讓學(xué)生對功課更不感興趣
2.要誠實,勤奮學(xué)習(xí),有困難可請教老師和同學(xué)。
3.……
                                                           My opinion on copying others' homework
       Last week, our class had a warm discussion on copying others'  homework. Nowadays, copying
 others' homework is very common at school. Why do so many students like to copy homework?
     I  think_____________________________________________________________________________________________________________________________________________________

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