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——“.....。nameageheightweight出示课件完成填空。agame学生自由找人进行比较,并用所学句型进行记录。比比看谁记得最多。dhomeworkb部分内容。。BUnit篇aimsandrequestswordseleventwelveaschoolbreakfastlunchsuppersentenceswhattimeisit?itshalfpastitsoclockitstimeforteachingmaterialstaperecorderaclockawatchsomecardsdifficultandpointsitshalfpastitstimeforteachingproceedinggreetingssingasongmorningsongalookthewatchandsay‚oh,itssevenoclockitstimeforbreakfast‛tdotheactionofhavingbreakfastandthestudentsguesswhatsthemeaningteachthenewwords‚breakfast‛bttaketheclockandhanguptheblackboardandaskthestudents‚look,whattimeisit?‛sansweritstwelveoccedil;lockandtpraisedlearnthewordselevenandtwelvectshowtheclockandaskthestudentwhattimeisit?sanswertteachthestudents‚whattimeisit?itsitstimeforbreakfastlunchsupperdpracticethesentenceinpairsewatchthecartoonnancysfamilysmorningafterwatchtask‚inthisshortvideo......”。

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——“.....‛s‚itssixoclockitstimeforbreakfasttask‚whatstheparentssaid?‛s‚itssevenoclockitstimeforschoolfdoagamefourstudentsasagrouptheymakeacircleoneismumandtheotherthreeisherchildrenmumpointtheclockandask‚baby,whattimeisit?‛childrenraisetheirhandsandanswer‚it‛itstimefordothegameonebyonewhichisthefirst,itsthebestonegactthisgameinfrontofthefronthlistentothetapeandreadafteritsummaryinthisclass,everyonedidagoodjob,imsatisfiedwithyourworkihopeyoucanusetheknowledgeintheordinarylifethankyou,iloveyouhomeworkdoascheduletimeaboutyourfamilyyouwillbeexplainitinthenextclassdesignunitwhattime?whattimeisit?itsoccedil;lockitstimeforbreakfastlunchsupperBUnit篇teachingmaterials义务教育课程标准实验教科书〃牛津小学英语b第单元第课时parth......”。

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——“.....sfine,thankyouandyou?tnotbadthankyous,doyoulikesuzhou?syes,ilikethecityverymuchts,whatdoyouusuallydoonsundays?siusuallytandsstandinalinenowlistencarefullyturnrightliftupyourleftlegtouchyourkneeswithyourhandstimesverygoodthankyouchoosesomeonetogiveordersbpresentationordersssreadandlearntheordersontheblackboardingroupsssreadthemoutingroupstcorrectsreadtheorderstogetheronebyoneinteamsguesstheirmeaningsaccordingtotheverbsattentionthechinesemeaningof‚move‛移动emphasistouchwithmeans用碰touch碰......”。

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——“.....sssayinenglishtgivesorders,ssfollowthemthensgivesorders,otherstrytofollowthemtacts,sssaytheordersinenglishssactandgiveordersfreelyasongshowthesmallblackboardreadthewordsonthesmallblackboardclapandreadlistentothesongsingafterthetapesingthesongtogethersssingandactgiveorderstgivesordersssfollowthemtogetherssreadtheordersingroupsthenonegivesorders,otherstrytofollowthemelistentothetapeactaccordingtothetapessact,othersmakeupdialoguesaccordingtotheiractionreadthedialoguesasongchomeworkthesongafterthetapetimestheorderstimesthetextafterthetapetimesBUnit篇教学内容年义务教育年制小学教科书牛津小学英语b第单元第课时教学目标能熟练掌握本单元所学的字母单词和短语。能较熟练地在情景中运用本单元所学的礼貌用语和日常交际用语。继续欣赏字母歌曲abc教学重点能综合运用本单元学过的单词短语以及日常交际用语难点能正确理解运用介词in,on。课前准备教具准备课前准备本课的文具玩具图片和实物若干。情景图片,磁带,录音机,教学挂图。要求学生能综合性地运用所学的日常交际用语......”。

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——“.....whereareyoufrom?howdodoesspendweekends?teachingpreparation；wallpicturesteachingstepsstepgreetingsandfreetalktwhattimeisit?ssitstwhereareyoufrom?simfromthowdoyouspendyourweekends?sithowdoeshespendhisweekends?shethowdoesshespendhisweekends?sshesteppresentationandpracticetwhattimeisit?sswhattimeisit?twhereareyoufrom?swhereareyoufrom?thowdoesyourbrotherspendhisweekends?showdoesyourbrotherspendhisweekends?thowdoyouspendyourweekends?showdoyouspendyourweekends?tdoesmissricespeakenglish?ssdoesmissricespeakenglish?tdoyoulikedoingexercise?sdoyoulikedoingexercise?tdoesmrhilloftendohouseworkonsaturdays?ssdoesmrhilloftendohouseworkonsaturdays?tdoyouwanttogotoengland?sdoyouwanttogotoengland?letsschoosethecorrectaskingsentencesthroughtheseeightpictures,thenletssreadthesedialoguesstepconsolidationletssworkinpairs......”。

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。——“.....touchmyhandsshands,hands,touchmyhandstback,back,touchmybacksback,back,touchmybackttoes,toes,touchmytoesstoes,toes,touchmytoestarms,arms,touchmyarmssarms,arms,touchmyarmstknees,knees,touchmykneessknees,knees,touchmykneesandpracticeletsscompletethedialogues,thenletonestudentsaytheorderandotherstudentsdoforexamplesputyourhandsonyourheadsdolikethisthekeysput,hands,head,turnlie,liftup,legstouch,toes,fingersbend,arms,touch,shoulderslie,back,lift,feet,handsput,bend,homeworkreciteunitunitparta;dictateunitunitfourskillswordsandsentences第课时teachingcontentsoxfordfunwithenglishbunitcdteachingaimssentencesdoyouwantto?wheresheshefrom?wherearetheyfrom?teachingimportantanddifficultpointssentencesdoyouwantto?wheresheshefrom?wherearetheyfrom?teachingpreparationwallpicturesteachingstepsstepfreetalktdoyouwanttolistentomusic?ssyesidono......”。

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——“.....idontsteppresentationandpracticeletsslookatthepicture,thenunderstandthedialoguesmeaningletsscompletethedialoguesletssreadthedialoguesstepconsolidationletssactthedialoguethekeys,dragonflies,want,watch,cartoons,do,surf,internet,want,to,like,want,to,like,want,to,listentomusiclives,likes,hands,hands,draws,feet,pictures,butterflies,cicadas,grasshoppers,flowersandtallgreetingstwheresheshefrom?sshesheisfromtwherearetheyfrom?stheyrefrompresentationandpracticetcanusedifferentcountriespicturestoreviewdifferentcountrieswordstcanusedifferentcountriesmusictoreviewdifferentcountrieswordsletssworkinpairs......”。

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——“.....timebwith,thetimecwith,timesdon,thetimesimwashingfaceamybminecthedmikeandiondutytodayaambarecbedisclassesathalfpasteightabeginbbeginscisbeginningdtobeginimwashingfaceamybminecthed,填入所缺单词a几点了？b点分。awhatsthe?bitsatotwelve？howdoesmaryher?？areyoudifferent?,我要在那儿登山。iwanttovisitxianandthere,刘军,我们今天值日。be,liujunweareondutytadayBUnit篇单词辩音knifetreetrousersgoodlookdresstreetheirhairby翻译两位农民几岁大约十岁位警察老人他们的职业她的名字想要成为be动词填空you?inewyourjob?iaoldyourmother?sheoldmanhelenslateforyou?finethanktheirjobs?theytheoldwomen?sorryidontsheteacher?no,shesheagirlinorangehelenBUnit篇课题unitwhoisyounger?课型新授课时教学目标wordsandexpressionstall,light,young,old,heavyfourskills；drillswhois？比较级；语法知识形容词的比较级。重点难点drillswhois？比较级；语法知识形容词的比较级。课前准备录音与磁带；挂图；些可以用来比较长短大小轻重等的物品......”。

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——“.....talkwhatdidyoudoatthespringfestival?sandshowoldareyou?twostudentsanswerthenisayisolderisyoungerwhoisyounger?出示课题。old,older;youngandyoungerwhoisolderoryounger,aorb,yourmotheroryourfather,yourmotherormeetc?studentshowtallareyou?whoistallerorshorter?tall,taller;short,shorter,同法教学long,longer;strong,stronger;big,bigger;small,smaller;fat,fatter;thin,thinner;heavy,heavier;light,lightertothetapeandrepeat利用实物或挂图,说old,older;young,younger;tall,taller;long,longer;short,shorter;strong,tronger;etcoldorolder?lightorlighter?etc利用实物或挂图,askandanswerwhois？whichis？,并分析归纳其构成方法般情况下直接加er重读辅音节结尾的双写最后个辅音字母加er以辅音字母加y结尾的,变y为i再加er有些词为不规则的形容词,另当别论。板书设计unitonewhosyounger?partbfatterlighterbigger课题unitwhoisyounger?课型新授课时教学内容patcande教学目标than,centimetre;whostallerthandavid?;ganshanistallerthandavid会whoseschoolbagisheavier,yoursormine?会......”。