1、以下这些语句存在若干问题，包括语法错误、标点使用不当、语句不通畅及信息不完整——“.....。出示句型卡片howmanykilos?kilosss读这句子。t出示公斤公斤公斤,进行学生之间的askandanswer。t拿出小型水果筐装上水电,贴上重量。进行小组与小组之间的askandnow,boysandgirls,youcancomehereanddosomeshoppingcanihelpyou?scometothefrontidlikesome,howmanykilos?skilos,hereyouare老师与学生之间练习两次。idlikesome,若学生时忘了怎么说将这句型出示下。tnow,whowillbeasaler?sicanihelpyou?tidlikesome,howmanykilos?tfourkilos,。tnowyoucanbuysomefruitfromyoursalerletshaveacompetition将学生分成组,每组个售货员,其他同学扮演顾客向售货员买水果。每个售货员手里有十几张水果的图片,获知所购重量后,直接写在图片上,卖给顾客。最后比较哪组的售货员卖出的水果多。letmeseegroup,group,group,group,group,group牛津小学英语教学设计篇goodafternoon,everyoneimfanjiayinicomefromdongzhongshiexperimentalprimaryschoolitsmygreatpleasuretobeheresharingmylessonwithyouthecontentofmylessonis‚abusyday‛partafromunit,funwithenglishbteachingcontentsthetopicsonfunwithenglisharewellorganizedfocusingonthepupilsworldunitisintendedforpupilstotalkabouttheirdailylivestheyhavelearntmanyverbphrasessuchaswatchtv......”。

2、以下这些语句存在多处问题，具体涉及到语法误用、标点符号运用不当、句子表达不流畅以及信息表述不全面——“.....havebreakfast,watchtv,dohomework‛thenaskandanswerwhatareyoudoing?iamtlook,whatamidoing?presentthenewphrasesbrushmyteethtwhoisondutytoday?letthechildgivetheorderswhichareonthepaperidesignthisactivitytogetpupilstowarmupandreviewthepresentcontinuoustenseialsoinfiltratetwophrasesinthisstep,‚brushmyteeth,onduty‛becausetheywillbepresentedinthetextsteppresentationtopresentandpracticethekeystructuresonebyone,thatllbemucheasierforthepupilstolearnandgraspthemeaningssointhisstep,illdesignactivitiesactivityguessandlearnguessariddle,thenlearntoexpresstimeinenglishinthisstep,iwillusecaitohelpmewithmyteachingletchildrenpracticethetimefirstthenlearntouse‚past‛and‚to‛activityaskandanswerwhattimeisit?itstimeforletpupilstalkaboutthetimewhattimeisit?itstimetobecausepupilshavealreadylearnedthisstructurethenteachercanmakeamodelfirstitstimeforthenpracticeingroupsasweallknow,usingthepictures......”。

3、以下这些语句在语言表达上出现了多方面的问题，包括语法错误、标点符号使用不规范、句子结构不够流畅，以及内容阐述不够详尽和全面——“.....教学过程stepsayarhymetheyareallplaypears,bananasandpineappleoranges,peachesandapplesbigfruitandsmallfruit,theyareallverygood设计意图通过复习年级学过的首小诗,充分调动学生的情感因素,变被动为主动,激发学生的学习兴趣。巩固再认各种水果,为呈现任务做好准备。steppresentationteachwhatarethesethose?theyretboysandgirls,nowillplayagamewithyou‚touchandguess‛look,heresabigbagwhocancomehereandtouch?生上前来摸下twhatsthis?sitsan面向全班yes,itsangoons继续摸twhatsthis?sitsanapple,itsanapple,itsanapple,tootheyre出示卡片theyressreadtogether设计意图从触摸游戏入手,激起学生的好奇心和积极参与的欲望,同时将学生的注意力集中到水果复数上,引出句型theyre,同时达到句型whatarethese?早渗透勤反复的目的。出示单词图片twhatarethese?引导学生回答theyreapplesorangespearsbananaspeachest最后出示grapes,学习葡萄,学生拼读练习。拿着葡萄问学生twhatarethese?stheyregrapespracticeinchains学生进行连锁操练whatarethese?theyregrapest出示句型卡片whatarethese?拼读单词these,读整个句子。s拿出自己带的水果进行同桌操练。checkshello,whatarethese?stheyreshello,whatarethese?stheyre设计意图用已经学过的水果图片操练句型whatarethese?theyre,引出本课新单词葡萄。这样既复习水果单词,又可以让生词句型结合起来学习。tnow......”。

4、以下这些语句该文档存在较明显的语言表达瑕疵，包括语法错误、标点符号使用不规范，句子结构不够顺畅，以及信息传达不充分，需要综合性的修订与完善——“.....watchafootballgame,dohomeworkandetcyouknowtheyarebilingualclasspupils,somaybethesephraseswillbemoreeasierforthem‚abusyday‛mainlytalksaboutthetimeandwhattheyshoulddoatthetimeconsideringthecontentsofthelessonandthelevelsofthepupils,idesignthefollowingteachingaimsteachingaimsaimsontheknowledgepupilswilllearnthenewwords‚busy,past,to,onduty,brushteeth,really,half,aquarter‛,thenewstructures‚whattimeisit?itstimefordoyouwantto?iwanttoaimsontheabilitiestodeveloppupilsabilitiesoflistening,speaking,readingandwritingtodeveloppupilscommunicativeskillsaimsontheemotiontodeveloppupilssenseofcooperationtoletpupilsknowtheyshouldcherishthetimeimportantpointstohelpthepupilssaythenewwordsandusethekeysentencescorrectlytowritewholesentencescorrectlydifficultpointshowtomakedialoguesandactthemoutpupilscantalkaboutthetimeandwhattheyshoulddoatthetimeteachingaidsandinthislessonwellneedcai......”。

5、以下这些语句存在多种问题，包括语法错误、不规范的标点符号使用、句子结构不够清晰流畅，以及信息传达不够完整详尽——“.....手指墙角桌上用布盖好的水果stheyre若学生回答不出来,继续问遍后揭示答案。t手指教室周墙上的水果图片问whatarethose?ssanswert出示句型卡片whatarethose?ss拼读单词those,读句子。pairworkwhatarethose?theyrecheck设计意图以猜的游戏入手,抓住学生的兴奋点,引出句型whatarethose?now,letsplayboysandgirls,standup,pleasefollwthis,that,these,those边说边做手势ss站起来跟着做。tnow,listenand,学生做手势。tletssayarhymethisthisthis,thatthatthat,thesethesethese,thosethosetwhatarethesethose?sstheyrettheyarefruitdoyoulikefruit?ssyes,ido设计意图在学完两组句型之后,学生应该得到点放松,因此接着设计个简单的rhyme,既复习巩固了知识,又活跃了气氛,使学生全身心放松,缓和了紧张的学习气氛。teachhowmanykilos?kilos,tnow,letsgotothesupermarketok?closeyour,将贷架摆上桌,戴上售货员的牌子,拿出只喇叭,扮演水果店老板叫卖apples,apples,threeyuanakilo;bananas,bananas,fouryuanakilo。设计意图创设购物情境,教师将平时的水果店缩小了放进课堂,扮演水果店老板叫卖,同时将卡片元公斤threeyuanakilo元公斤fouryuanakilo出示,使学生对kilo有个初步的印象,为进步教学kilo打下基础。出示卡片公斤onekilo学生练说公斤公斤公斤公斤t出示公斤公斤onekiloandtwokilos,howmanykilos?ss复练习几次......”。

6、以下这些语句存在多方面的问题亟需改进，具体而言：标点符号运用不当，句子结构条理性不足导致流畅度欠佳，存在语法误用情况，且在内容表述上缺乏完整性。——“.....。出示句型卡片howmanykilos?kilosss读这句子。t出示公斤公斤公斤,进行学生之间的askandanswer。t拿出小型水果筐装上水电,贴上重量。进行小组与小组之间的askandnow,boysandgirls,youcancomehereanddosomeshoppingcanihelpyou?scometothefrontidlikesome,howmanykilos?skilos,hereyouare老师与学生之间练习两次。idlikesome,若学生时忘了怎么说将这句型出示下。tnow,whowillbeasaler?sicanihelpyou?tidlikesome,howmanykilos?tfourkilos,。tnowyoucanbuysomefruitfromyoursalerletshaveacompetition将学生分成组,每组个售货员,其他同学扮演顾客向售货员买水果。每个售货员手里有十几张水果的图片,获知所购重量后,直接写在图片上,卖给顾客。最后比较哪组的售货员卖出的水果多。letmeseegroup,group,group,group,group,group牛津小学英语教学设计篇goodafternoon,everyoneimfanjiayinicomefromdongzhongshiexperimentalprimaryschoolitsmygreatpleasuretobeheresharingmylessonwithyouthecontentofmylessonis‚abusyday‛partafromunit,funwithenglishbteachingcontentsthetopicsonfunwithenglisharewellorganizedfocusingonthepupilsworldunitisintendedforpupilstotalkabouttheirdailylivestheyhavelearntmanyverbphrasessuchaswatchtv......”。

7、以下这些语句存在标点错误、句法不清、语法失误和内容缺失等问题，需改进——“.....thenlistenandmatchiftimeisenough,pupilscantalkabouttheirowntimeandtheirownthingschildrensattentionspanisveryshortandproperexercisescanhelppupilsfocusontheirattentionandpracticethekeystructuresbetteractivitythinkandsaytoh,whattimeisitnow?itstimetowatchvcddoyouwanttowatchvcd?siwanttowatchvcdteachershowsthemalist,lookatthetimeandthingswhatdoyouwanttodo?theninviteyourfrienditsitstimeforiwanttodoyouwantto?inthisactivity,pupilsareencouragedtoputthemselvesinthesituationandmakeafacetofacetalkingallthepupilsareinvolvedinthisactivitytheycantalkasmuchaspossiblestepproductiontohelppupilsputthelanguageintousing......”。

8、以下文段存在较多缺陷，具体而言：语法误用情况较多，标点符号使用不规范，影响文本断句理解；句子结构与表达缺乏流畅性，阅读体验受影响——“.....教学难点语音判断教具准备录音机图字卡计时器。教学过程stepfreetalkandmotivation心灵感应猜老师心中想哪些字母a,e,l,t。把这个字母a,e,l,t合成个词late,出示late图字卡,用late说句话。种形式awangbinggoestobedlatebmikegoestobedlaterthanwangbingcdoesmikegotobedlaterthanwangbing?yes,hedoes幻灯片出示上面的句话,换词动词练习。指导读这句话。强调句式及语法结构。换词练习。sayarhymedontbelateagain过渡now,letsstartourlessonopenthebookandtuentopagewhowouldliketoreadtheconversations?板书startourlesson,wouldliketosteppresentation学习e部分学习shereadsbetterthanallofus意会whatdoesshereadsbetterthanallofusmean？shereadsbetterthantheotherstudents联系theother词readitlook,readandjudge给学生定的时间,让他们独立完成阅读与判断。checktheanswersreadtheconversationsagainstepplayaf部分completethesentencedoesthebirdflythanthebutterfly?doesthegirlrunthantheboy?doesthewomanswimthantheman?doesthegirlskatethantheboy?doesthegirlsingthantheboy?doestheboygotobedthanthegirl?doesthegirljumpthantheboy?doestheboygetupthanthegirl?根据动词提示,填入合适的副词比较级......”。

9、以下这些语句存在多方面瑕疵，具体表现在：语法结构错误频现，标点符号运用失当，句子表达欠流畅，以及信息阐述不够周全，影响了整体的可读性和准确性——“.....schoolthingsandsoonteachingmethodsnowidliketotalkaboutmywayofteaching不必写在教案里communicationmethodillsetuparealsituation,inthisway,pupilscanpractiseinpairsoringroups,theycanspeakfreelyandneedntworryaboutmakingmistakestaskbasedmethodthatistosayillletthepupilsfinishataskbymakingashortdialogueandactingitouttohelpthepupilsgetabetterunderstandingofthekeystructures,iwillarrangethesekindsofactivitiessinging,guessinggame,finishingasurveyandhavingacompetitionlearningmethodsletpupilsstudyinarelaxedandagreeableatmospherethereby,developthepupilsabilitiesofstudyingandworkingwiththelearninglanguageindependentlyteachingproceduresnowillmainlytalkaboutmyteachingproceduresillfollowfivestepsstepwarmupandrevisionitisimportanttosetupabetterenglishlearningsituationforthepupilssoilldesignactivitysingasongdosomeexercisewithme?thissongisfromunitactivitytprtotalphysicalresponsetoaskpupilstofollowmyinstructions......”。